10 Things I Hate About You

Many movies follow the typical â€Å"Hollywood pattern†, that is, they provide no greater meaning, no deeper purpose, than solely to entertain. However, this is not the case, as shown in ’10 Things I Hate About You’, directed by Gil Junger. The movie explores important ideas and themes, such as, the role of women in the 21st century, peoples judgments and the power that Shakespearean symbols hold. The movie breaks down the idea of the liberated woman of the 21st century. This is shown throughout the movie, but one main example is when the script-writer surprises us when we learn Kat’s reason for being an anti-emotional person.Scene 20 portrays the transformation in Kat’s life when her emotional poem reveals her love for Patrick. During the poem Kat surrenders to Patrick by crying in front of the class and admitting that â€Å"†¦mostly I hate the way I don’t hate you†¦Ã¢â‚¬ , shows, through the use of a paradox, that Kat wants to h ate Patrick but can’t. By using the repetition of a strong word like â€Å"hate† throughout the poem to make the once harsh word sound like a polite word used to describe one’s love. The movie also highlights that Patrick can control her. This is shown when Patrick gives Kat a guitar to make up for what he did.Patrick shows us that he knows that he has the power to control her, by saying â€Å"There’s always drums, and bass, and maybe even one day a tambourine†. Junger employs the use of shot/reverse shot editing to show Patrick’s reaction towards Kat when she is reading her poem. During editing Junger purposely makes the last shot in the scene longer to show Patrick and allow the viewers to process and think about what just happened. Another issue that is raised is about the stereotypical role of women in the 21st century is whether a woman needs a man to feel complete.This is suggested because the movie ends with everyone in a relationship . Also Kat says that she is an individual and does not like any males that go to her school. She later starts a relationship with Patrick, who goes to her school. This shows Kat’s transformation. The ending suggests to teenagers that to be â€Å"normal† you need to be in a relationship. The movie has an underlying message about being judgemental. Junger uses the setting of the school because during high school is when we are most judgmental.When we first see Kat, Bianca, Cameron, Patrick, Joey and Michael we are judgmental towards them. We judge them on the way they dress, speak, present themselves and by where they live. We as viewers watch Michael as he shows Cameron all the different groups in the school. We too as viewers of the movie are judgmental of Kat and Bianca. We first view the animated title and credits while girly music is playing, we than go into an establishing shot where we see the upper class suburb, with freshly mowed lawns , people walking their dog s, and flash cars.Bianca and her friends pull up at the pedestrian crossing; they are bouncing along to the music, this symbolises the â€Å"normal† fun-loving teenager. Then Kat comes along, in her beat up car. When the camera goes into a medium shot of her, the music changes into angry girl music, â€Å"I don’t give a dam about my bad reputation†. Bianca waits for the pedestrians to cross before continuing, but Kat drives through without waiting. This juxtaposition immediately makes us judge Bianca and Kat.The juxtaposition continues at school, when Cameron first sees Bianca, Junger uses non-diegetic sound creating moods which affect the viewer; it makes us believe that she is innocent. The use of juxtaposition makes us judge Kat and Bianca to the extreme thinking they’re not related in fact they’re sisters! The use of Shakespearean symbols explores important ideas and themes, showing the deeper purpose of the movie: to deliver a Shakespearean me ssage to teenagers. Throughout the movie there are lots of references to Shakespeare, giving clues on the inspiration of the film.A suggestion that the movie is delivering a Shakespearean message is when the English teacher, Mr Morgan, raps a Shakespearean sonnet. This immediately makes it appealing to teenagers. Another suggestion is the use of words that are stereotypically Shakespearean. One example is when Cameron first sees Bianca and Cameron describes how he feels â€Å"I burn, I pine, I perish†. Using these Shakespearean words gives teenagers a better understanding of what they mean. There are many references throughout the movie to Shakespeare’s life.Included in this is Bianca and Kats’ last name, Stratford, is a reference to Shakespeare’s birthplace, Stratford-Upon-Avon. The school’s Shakespearean architecture castle like design is a visual reference. We are shown the design of the school at the beginning through the use of a crane shot. I n scene 12, when Cameron and Michael advise Patrick to sacrifice his dignity to balance things, Michael uses Shakespearean language. This turns teens off, but when Patrick replies with â€Å"hey, don’t say shit like that, people can hear you†, brings the humour into the Shakespearean message. 10 Things I Hate About You† is not just another teen movie. It is a teen movie with a deeper message, a message about life. It addresses how women were perceived in the 50s, how teens don’t like Shakespearean language and how we are judgemental to people when we first see them. The movie includes posters in the classroom that makes us question out actions in life: â€Å"The first and worst of all frauds is to cheat oneself† and â€Å"What is popular is not always right; what is right is not always popular! †

Ethics of Welfare and Government Assistance

Patrick Cassidy PHL 215 3/23/10 Ethics of Welfare and Government Assistance When the topic of welfare is brought into an ethical discussion most individuals would surely see it as an ethical act that genuinely helps those in need. This is true to an extent, but is it possible that welfare does more harm than good? Most would argue that the hand out of money to those less fortunate is being socially responsible. The question that drives this ethical issue is where does social responsibility end and personal responsibility pick up? This question is difficult to answer because every family in need is in a different situation. Government benefits are supposed to be used as a crutch for families to get back on their feet, but about twenty percent of all families receiving welfare stay on the program for more than five years. {text:bibliography-mark} This is the base of ethical issues surrounding government assistance and social responsibility for the needy. Many individuals believe that receiving a government hand-out allows people to become satisfied with being on welfare. If programs like food stamps and welfare aren’t effective, they are essentially a black hole for the tax dollars of working Americans. There is no denying the fact that there are needy families out there who are so impoverished that they need aid, but it is nearly impossible to separate the abusers from the desperate. It is for this reason many arguments can be made for both sides of government assistance. The most common question is, how far should a government’s social responsibility stretch? The issuing of government benefits derived from tax dollars is a strong ethical dilemma that has both social and economical repercussions. text:bibliography-mark} The first way to look at this problem from an ethical and moral point of view would be from the psychological egoist perspective. An egoist is a person who believes all that matters in moral issues are the elements that deal with self. They are believers that all people’s decisions in life are based on selfishnes s. Therefore, if welfare were a charity, rather than a government run program, the psychological egoists of the world probably would most likely not contribute. On the other side of the coin, psychological egoism would suggest that all people who qualify for government benefits would try to collect these benefits. That is where psychological egoism falls short of defining exactly how humans behave. Social stigmas associated with government assistance keeps some individuals from applying. This shows that selfishness takes a backseat to pride and dignity when placed against these moral values. The real problem with government programs like welfare, food stamps, and free lunch is that the line between assistance and benefits is very dull. For example, a man who makes enough money to support his family may still qualify for welfare. If the person solely spends their welfare checks on alcohol, cigarettes, and gambling is it really helping them prosper? The reality is that every person has different tolerance for assistance. Welfare that may feel like warranted assistance for one family could be seen as excess unearned benefits for a different family. That is where the psychological egoism perspective of all actions being driven by self-interest falls apart. It also does not hold up against thoughts of compassion. If all people lacked compassion in their actions the United States government would have never been able to pass a bill to create welfare and other tax-dollar funded assistance programs. {text:bibliography-mark} There is another ethical theory that is based on people acting on self-interest, it is titled ethical egoism. There are three different types of ethical egoism; however, only two are actual theories on moral behaviors. The first is Individual ethical egoism. Individual ethical egoists believe that they should only act in self-interest, and that other around them should act out of their self-interest as well. This is the definition of being completely selfish, not only are you only looking out for yourself, but you expect others to help you along the way as well. In regards to government assistance, these people would likely complain about paying taxes for these programs, but also are very likely to want to use and abuse them. Another type of ethical egoism that exists is called universal ethical egoism. The main belief behind universal egoism remains the same as that of individual egoism; individuals should only act out of their own self-interest. Where these two types of egoism differ is that universal egoism suggests that all people should act in a selfish manner, removing all altruistic acts from society. If this type of egoism really described the actions of all people, it is likely most people would favor the individual egoism theory, for they would desire to have everybody acting for their personal interests. Both of these types of egoism don’t give a realistic grasp of the American society when dealing with government assistance. These egoists would surely all desire government benefits, but they would have no desire to give back to the community. If everybody were solely out for themselves, there would be no government assistance because working tax-payers would refuse to fund such a thing. Therefore those that believe in egoism are likely against government assistance programs, but are happy to reap the benefits if they qualify. The essential opposite to egoism is known as utilitarianism. Utilitarianism is based on the idea of morality revolving around creating the most good for the most people. When it comes to decision making surrounding utilitarianism actions are based on the consequences that will ensue from the action. When this type of thinking is applied to the government assistance problem, utilitarian’s would surely side with providing those in need with as much as possible. This is a difficult position, because the abusers of these programs are still going to be allowed to collect, but if allowing these programs to operate helps the most people, then utilitarian’s will be supportive of them. This theory on moral behavior is most definitely not an accurate representation of how society actually treats the poor and needy. Most people would only like to assist individuals if they are positive that they are desperate. The thought of people abusing the system drives many people to criticize it. People are greedy, and want to make sure all their money is being spent the way they desire. Therefore, the amount of people who support utilitarianism is the reason that these government assistance programs have been established. Greed and egoism are the reason that these programs are dysfunctional in many ways. {text:bibliography-mark} Who is at fault for those who require assistance? The egoists would argue that if one acts solely on self-interest and still comes up empty, they have to sleep on the bed they have made. Utilitarianism argues the complete opposite; all people as humanity are responsible for helping out each other. Since greed and materialism dominates American culture, it would be safe to say the egoists are winning this battle. Furthermore, by allowing abuse of government assistance programs it only advances the egotistical belief that the world is every man for themselves and to take all benefits possible. This is what drives most complaints within the system, the government not doing a good enough job of regulating these assistance programs. The issuing of government assistance is an ethical issued because it deals with multiple different opinions on the matter all based on morals. People who believe that every family should have to earn everthing they receive are basing this reasoning off egoism. Those who feel that it is the duty of society to help those in need are basing their reasoning off of utilitarianism. The issues that most people bring up within the government assistance programs are that they are not managed and policed well enough. This is not a moral issue; rather just issues of the government not doing all it can to make sure the right people are receiving assistance. Another reason that people have a large problem with assistance is because the government is in charge of it, and some people will go against anything that is government run. For these people there is no purpose in reasoning, they simply believe the government is out to get us all. The main reason people have such strong opinions on this matter is because those who work likely envision portions of their check being mailed to people who don’t even attempt to land a job. This is what creates the social stigma associated with government assistance. In this day and age a country as prominent and developed as the United States must look out for their impoverished population. The assistance programs offered may not have all the kinks worked out and may not be well liked by everybody, but there is no denying that these programs are helping more than they are hurting. Works Cited

Pinyin Exercise

Chinese Pronunciation Pronunciation Chinese is not a phonetic language, as a result its pronunciation is not related to the written Chinese words (characters). In order for non-Chinese speakers to learn the correct pronounciation, a system called â€Å"Pinyin† was developed to transcribe the sounds of Standard Chinese. Pinyin uses the letters of the familiar English alphabet to help the student determine the pronounciation of the unfamiliar Chiense words. Most Mandarin sounds are easy for English speakers to pronounce although some require more practice than others.Pinyin is also a useful tool for learning new vocabulary and for looking things up in a dictionary as well as for typing Chinese. Other than this, however, it has no practical usage since Chinese people do not read or write in pinyin. Actually, many Chinese people do not know pinyin at all. Therefore, you should learn to read and write in characters as soon as possible. I. The four tones: Chinese is known as a tonal language. Tones are the results of the variation of pitch levels in the pronunciation of a syllable.Each syllable is composed of three components: (a) Initials; (b) Finals; (c) tones. Except for nasal sound like â€Å"n† and â€Å"m†, all Chinese syllables ends with vowels. So we call them â€Å"Final Sounds†. The consonants at the beginning of a syllable are called â€Å"Initial Sounds†. There are altogether 21 initials as shown in Table 2. Initials only refer to the consonants that appear in the initial position of a syllable. Although it is acceptable to have a syllable without an initial, there must always be a final. A final may have one or more vowel sounds and sometimes a consonant ending like -g and -ng .In fact, other than -g and -ng other consonants can’t appear in a final at all. Altogether, there are thirty seven finals as listed in Table 3. There are 4 tones in Mandarin Chinese as illustrated in Table 1. Each Chinese word (character) carries a tone. Perhaps the most important thing to remember at this stage is the fact that different tones of a certain syllable indicate completely different meanings. The features of the four tones are clearly illustrated in the following diagram: Figure 1: Figure 1: a. The four tonesThe representation of tonal pitch contours as numbers in Figure1 is attributed to Yuen Ren Chao, who devised this scale to cover the tonal aspects of the Chinese language as well as other tonal languages. Unlike the music score, it consists of five arbitrary levels and each is labeled from the bottom upwards, 1 through to 5. As with the music score, the lowest line represents the lowest pitch, and the highest line, the highest pitch. The variance of the pitch could be captured using the reference pitch numbers by observing the starting, middle and end-points of the tone.The numbers were then enclosed in two forward slash marks. For example, /55/ would be a high level tone, whilst /11/ is a low level one. /53/ is a high falling tone, /35/ is a mid rising tone, whilst /31/ is a mid falling tone. /214/ is a tone which starts low, falls and then rises again. Short tones can also be represented as a single number for instance a short mid level is /3/. By using the numbers, Tone one is /55/; Tone two is /35/; Tone Three is /21/4 and Tone Four has the pitch level of /51/. The lines in the above table indicate the pitch contours of the four tones.And the four tones are represented with the following symbols (Table 1): Tones First Second Third Fourth Symbols Examples di di di di Table 1: Symbols of tonal accent If we use the musical notes to illustrate on the five scale, the four tones have the following patterns: Figure 2: b. The Four Tones Tone One: Tone One has the highest pitch level for it starts at five and ends up at five. It is near the top of your comfortable range. As a result, you should be able to sound the first tone syllable continuously without effort. ma: maaaaaa†¦Ã ¢â‚¬ ¦Tone Two: Tone Two starts in the middle of your voice range and rises straight toward the level of the first tone. It is similar to the English tone when you are questioning: What?! ma: ma? Tone Three: Tone Three is the lowest tone of all. It starts low and then rises towards the middle high pitch level and has longer duration. Your pitch level should drop until you feel out of breath and then release it. ma Tone Four: Tone Four begins at the top of your comfortable range and proceeds quickly to the bottom. It is short and sounds as if you are being stern. ma Tonal exercise exercise: 1. Listen to the recording and read alound: a-ma ma-ma ma-ma mi-mi mi-mi mi-mi li-li la-ma fa-fa fa-fa fa-fa ni-ni ni-ni bi-di ni-li la-ma ta-ta ta-ta ta-ta ti-ti ti-ti ti-di li-ni ma-la da-da da-da da-da di-di di-di li-ni ni-li la-ma pa-pa pa-pa pa-pa pi-pi pi-pi ni-mi li-ni pa-ma 2. Listen and indicate the tonal accent for the following syllables: ta ting da ding ni ning mi fa ma ping pu hao tu lao hen dong bo nin ming lin II. The initials: As was introduced earlier, there are 21 initials altogether. Initials are similar to the English consonants. However, they differ in that initials only refer to the consonants that appear in the initial position of a syllable.The 21 initials are listed below according to the positioning of one’s mouth in producing the right sounds in Table 2. Table 2 Table of initials Unaspirated Aspirated Labial Dental Guttural Palatal Retroflex Dental Sibilant b(o) d(e) g(e) j(i) zh(i) z(i) p(o) t(e) k(e) q(i) ch(i) c(i) Nasals m(o) n(e) Fricatives fo l(e) h(e x(i) sh(i) s(i) Voiced Continuants r(i) Please note that the initials can not be pronounced without adding certain finals. Please practice with your teacher in class and listen to the audio sounds after class. The initials listed in Row 1 are called labials because the lips must be used to pronounce them.The sounds in Row 2 are dentals because the teeth are employed to produce these sound s. The initials listed in Row 3 are called ‘gutturals†, which means their pronunciation, is controlled by the muscles in the back of the mouth. Actually, since the initials listed in Rows1-3 are very similar to the English consonants, you can achieve their sound very easily. The â€Å"Palatals† in Row 4 needs more practice. When pronouncing j and q, you must first raise the front of the tongue to the hard palate and press the tip of the tongue against the back of the lower teeth, and then loosen the tongue and let the air squeeze out through the channel thus made.The two sounds only differ in that the q is an aspirated sound. To pronounce x, you should raise the front of the tongue towards (almost touching) the hard palate and then let the air squeeze out. In short, j(i) is like j in jeep. q(i) is like ch in cheap and cheese. x(i) like sh in banshee, between the s in see and the sh in she. Refer to Figure 2 for a better understanding. Figure 2: Palatals The initia ls in Row 5 are â€Å"retroflexes†. To pronounce this sound, the tongue is curled back (retroflexed) until the tip touches the front part of the roof of the mouth.The tongue is only a little farther toward the back of the mouth than when pronouncing the initials r in ‘run’. To pronounce zh, ch, the tip of the tongue begins by touching the roof of the mouth, then quickly moving away. The two sounds differ only in that a strong puff of air accompanies with ch sound. zh is kind of like dg in fudge, and ch is like ch in church, but curl the tongue up toward the zh(i) ch(i) roof of the mouth while pronouncing the â€Å"ch† sound. But when produce the sound of sh, r, the tip of the tongue does not ever touch the roof of the mouth but simply rests in a close-by position as illustrated in Figure 3 below. h sounds like sh in English, but you should curl the tongue up sh(i) toward the roof of the mouth while pronouncing the â€Å"sh† sound. r(i) sounds zhr as in pleasure. Please note that r is the only initial that is voiced. zh-ch Figure 3: Retroflexes shi ri Dental sibilants (buzzing or hissing sounds) are listed in the last row. They are called â€Å"Dental sibilants† because the pronunciation of which involves the tip of the tongue placed behind the top of front teeth. The tongue must be farther towards the front than when pronouncing an English s. z, is not too far from ds in â€Å"reads†. , is near the ts in â€Å"carts† though more air should be blown out. Exercises on Initials: 1. Listen and repeat: b: babi baibei p: pipei f: fafang h: hehao d: dadao t: titan l: linli r: ruran j: jiaji q: qiqi x: xiaxiang zh zh:zhizhong ch ch:chuchu sh sh:shisheng z: zizu c: s: cengci sisuo paipao fanfa heihai dedao tiaoting lunluo rengran jinji qinqing xixin zhaizhu chengche shushi zuzong cancun susong baobi papo fafu hehu didian tantu lailin renren jingjia qingqi xixia zhangzhou chachao shensheng zaizao caice sansi benbo p opi fangfa huihuang daidong tingtang lingli rongru jingjie qingqing xinxi zhazhen chachang shanshui zizun cuncao sisui ubi pianpang fenfu huahui dongdan tongtian lanling runri jiajin qinqing xianxiang zhuzhai chuanchu shangshu zangzu cuicu susuan 2. Listen and pronounce the following syllables. Please pay attention to the unaspirated initials and aspirated initials: b-p: piaobo paiban bianpai banping pingpao paobing pingbi pengbi pibao peibei panbi pianpi d-t: tongdeng ditou z-c: zaici caozuo g-k: gekai gongkai kaiguo konggang keku guku kangu kuaigan guke guoku kaigong kuguan cizu zanci zice canzan caizi zaice zacao cezi cazao zican deti daiti tidu tida dianti diaotou tidan dantian ditu ditang 3.Please pronounce the following retroflexes: zhuchu shizhang shishi zhizhu chushi reshui ruoshi chicheng shichang shusheng shaoshu zhashe rizhao ruizhi chishui changchu chuanchang zhenzhong chushu shiren renzhi chushou zhenzheng shenzhi chishui zhengshi zhiran renzhi zhichi caishui chuangshan g chouchu changcheng shice chuzhong rushi zhiru chuanchang shashi shangren rengran ruchang 4. Please practice the following palatals with the recording: pijing qijian qicai qixian jingqi xiaqi xiqi jijin qixiang chuqu chaijian jiuji jiaqi pingxi jianqi pingjing jiaoqi xingjin xiqin qijia qinqie jiqi qixi jiaxiao xianxiang qinjian inxing xiaojing xiangxin xiaji xingqi qingjin jingji jingxi qinxin qingjing qiangquan xiangjin jianqi jiqiao jiajie qingxing 5. Read aloud and compare: b—f:bafang p—f:pifu d—l:daili t—l:tuliao f—h:fahui r—l:luru zh—z:zhizao zh— ch—c:canchuan ch— sh—s:shisi sh— zh—j:zhijing zh— ch—q:chaqi ch— sh—x:xishou sh— jizhe qiche shanxi fabiao fupin lidai liti huifa rangli zizhu chuci sishi zhijin chaiqian xiaoshi binfen pifa dalian tilian fanhuan rili zhuzu changci shensi jiazhi qincha shixi fangbian fangping lada lantian hefa ranliao zengzhan g checi shanse zhiji changqing xishu bufu pingfan danliang tianliang fanhua liren zhize chicu shisanIII. The finals: : The basic vowels: There are altogether six basic vowels in Chinese as shown in Figure 4. Figure 4 Basic vowels a is a central vowel. To pronounce it, the tongue remains in a natural, relaxed position, as a in father. o is a rounded semi-high back vowel. It sounds like o as in or, like the wa in wall. You should have the lips rounded to pronounce it. e is an unrounded semi-high back vowel. To produce this vowel, first pronounce o, then change the shape of the mouth from rounded to unrounded. At the same time open the mouth wider.This vowel is different from â€Å"e† in English, which is pronounced with the tongue raised slightly forward. It needs special practice. i is an unrounded high front vowel. The tongue is raised higher than it would be to ea. pronounce its counterpart in English as in tea. u is a rounded high back vowel. The tongue is raised higher tha n it would be to pronounce its counterpart in English. It slightly resembles the o as in English oo To pronounce it: (1) The tongue must be pulled toward the back of the mouth while the lips make a very small opening in front. 2) Imagining that you holds as much water as possible without either swallowing it or spilling any of it out of the lips. (3) Try to whistle the lowest note possible, then vocalize instead of actually whistling. u is a rounded high front vowel. It is a combination of i and u. To produce this vowel, (1) first pronounce i, then modify the shape of the mouth from unrounded to rounded; (2) try to whistle the highest note, but vocalize instead of actually whistling. i also represents two additional special vowels: -i one is an alveolar front vowel, it goes with z, c, s; the other is an alveolar ack vowel, it goes with zh, ch, sh, r. The finals: A final may have one or more vowel sounds and sometimes a consonant ending like -g and ng . In fact, other than -g and -ng other consonants can’t appear in a final at all. Putting altogether, there are thirty six finals as listed in Table 3. Table 3: The finals: Row -a -i -u -i i a ia e ie -i ai Ending -o/-u ei ao ou iao iu ui -n an en -ng -r ang eng ong er iang ing iong uang ueng ian in uan un u ua uo uai -u u ue uan un ei sounds like eigh in sleigh and eight. ao reads as ow like the au in sauerkraut. u sounds like oh, as in soul. an has the sound of ahn, between the an in can and the on in con. en sounds like un as in run, as en in chicken. ang sounds like ahng, a as in father and ng as in sing. eng has the sound of ung as in hung and lung. ong ong(ueng) is like the ung in German jung or, u as in put plus ng as in sing. er crosses between ar and er. ia sounds like ee-ah (quickly, as one syllable), like the ya in yacht. ie reads as ee-eh (quickly), like the ye in yet. iao starts with ee in see and end with ow in now. u iu(iou) sounds like yo as in you or eo as in Leo, close to u in union. ian r eads as ee-en (quickly)( an after i sounds between man and men in English) in in(ien) sounds like een as in seen, like the ine in machine. iang sounds like ee-ahng (quickly) . ing ing(ieng) is similar to ing as in ring. iong goes like ee-ong (quickly), almost like German jung. ua sounds like wa as in wash and the wa in wander. uo sounds like the wo as in wore and the wa in waltz. uai sounds like why or like the wi in wide. ui( ui(uei) goes like way, between we and weigh. uan is similar to wahn, as in wander . n un(uen) is similar to when or the wen in Owen. uang sounds like wahng. ueng starts with u as in put then quickly goes to eng. ue goes like the German umlaut u in uber plus e in ie. uan starts with u and then wan as in wander. un starts with u and then goes on to en quickly. Please note that the vowel quality of some finals varies with different tones. For example, the final iu (you) with the first and the third tone will sound different. Therefore, our focus should be on the accuracy of the tones instead of on the distinctions. Exercises on Finals: 1.Please read the following syllables aloud: o: pomo bopo fotuo e: u: u: er er: ei ei: ao ao: lehe bufu yuju erjiu feiche paomao keke pubu xuqu erhu xuefei gaozhao ou ’zhou nuoruo tongxue zhuisui tanpan renzhen qinxin hundun tese zhuchu quju erxi beihou baodao dou ’ou guocuo hulue huigui ganhan genben pinyin kunlun moluo hege tushu quyu ji ’er leihen laobao shougou tuoluo yuanyue cuihui canzan menzhen xinxin shuncong mopo ji ’e fuwu yunu ersai weisuo baochao goushou cuoluo yuenan hesui shanshi shenchen xinyin zungui ou ou: shouhou uo uo: zuocuo ue: ui ui: xuexiao huicui n an: canlan en en: in in: zhenren binlin un un: chunsun 2. Contrasts: ou—(u)o ou—(u)o:doushuo u—u —u: ei—ui ei—ui: lushu duilei gouduo luxu cuifei shoucuo juzu beiwei tuolou lutu leitui rouguo quchu leizhui ao—ou ao— ou: baochou an—ang an—ang:dan gran en—eng en— eng:zhenzheng in—ing xinxing in—ing: ong—-iong ong—-iong:longxiong uan—un:yuanjuan an— uan—un: luanlun uan— ie— ue: ie— u—iu u—iu iu: jieyue jiuju laorou nanfang zhencheng xinqing yonggong qunxuan chuannuan xuejie qujiu chanshen jiaohao chaoshou bangwan chengren jinling qionglong yuanjun tuandun quexie luxiu shancen qiaogao houtao hangang zhengshen pinqing xiongyong xuanyun shunshuan xieyue jiuqu zhenchan liaokao roudao kangzhan lengshen yingxin jiongpo quanjun chunguan juelie xuliu nanfen daoqiao en—an en— an: sanzhen ao—iao ao— iao:xiaoyao III. Pinyin Romanization-spelling rules: rules: Pinyin Romanization has been the official romanization system in the People's Republic of China since 1958. Some of the finals (in boldface) listed in Table 3 are spelled differently as shown below in Table 4. Row -a -i -u -u -i a e -i ai Ending -o/-u ei ao o u yao you -n an en -ng -r ang eng ong er yang ying yong wang weng i ya ye wu wa wo yu yue wai wei yan yin wan wen yuan yun Table 4: Finals in Pinyin Romanization The spelling rules are summarized as below: Tone marks: We know that the four tones are indicated by the diacritical marks: -, /, /, that appear above the vowels of spelled syllables. There are rules to follow about where to put the diacritical marks. First, if there is a single vowel in the syllable, put it over the vowel. Second, if there is more than one vowel, put it over the vowel in this order: a, o, e, i, or u. When two vowels i and u are together, you put it over the last vowel.Third, if the diacritical mark is over an i, omit the dot. xin –new (adj. ) re –hot (s. v. ) ren – person (n. ) dui – correct (adj. ) leng – cold (s. v. ) liu – to stay (v) Spelling rules: u 1. When the uo final combines with the labial initials b, p, m, f, the â€Å"u† drops out. bo – wave (n. ) po – broken or worn out (adj. ) mo – to rub (v. ) fo – Buddha (n. ) u But the â€Å"u† stays when any other initial is used. duo – much or many (adj. ) cuo -wrong (adj. ) 2. When the u final combines with the palatal initials j, q, or x, the umlaut drops out. This is u because only the u final can go with j, q, or x, but not the u final.Therefore, any time a â€Å"u† comes after j, q, or x, one knows it has to be the u final even though the umlaut is not there. ju (ju) – office or bureau (n. ) qu (qu) – to go (v. ) xu (xu) – to permit (v. ) The only other initials that u combines with are l and n. In these cases, the umlaut stays: nu – female (adj. ) lu – green(adj. ) i i y 3. When the finals beginning with â€Å"i† occur without an initial, the â€Å"i† changes to â€Å"y†. ie > ye – also (adv. ) iao > yao – want (v. ) The three finals i, in and ing are excepti ons to rule three, in which case a â€Å"y† is in, i added while the â€Å"i† remains: i> yi one (num. in > yin to print (v. ) ing > ying hard (s. v. ) i y When the final iu (iou) goes without an initial, the â€Å"i† changes to a â€Å"y† by rule four o and an â€Å"o† is added: iu > you to have (v. ) u u w 4. When the finals beginning with â€Å"u† occur without an initial, the â€Å"u† changes to â€Å"w†. uo > wo – I or me uan >wan – bowl w The u final is an exception to rule five. When it occurs without an initial, the ‘w’ is added: u>wu five (number) u When the ui (uei) and un (uen) finals occur without an initial, the â€Å"u† changes to a w e â€Å"w† by rule five and an â€Å"e† is added: ui > wei – stomach (n. un >wen – to ask (v. ) 5. When the finals beginning with u occur without an initial, the umlaut drops out and a y â€Å"y is added in front. u> yu f ish (n. ) uan > yuan distant (adj. ) 6. If the noun is a place name, then capitalize the first letter. If it is a Chinese name, capitalize the first letter of the surname and given name. beijing> Beijing (Peking) wang xiaoxiao> Wang Xiaoxiao niuyuu> Niuyue (New York) zhang zhong > Zhang Zhong (a name) Spelling exercises: 1. Please correct the spellings for the following syllables: uan> uan> diu> buo> ian> wun > zo> ie> uen> wuei > iu> jan> qong> chuen> wui> yuan > 2. Spell the dictated syllables and add the diacritical marks. ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ IV. Tone sandhi Tone sandhi refers to the sound change in tones when different sounds come together. Sandhi in Sankrit means â€Å"putting together†. Third tone Sandhi: In Mandarin Chinese, the most common tone sandhi rule is that the leading syllable in a set of two third-tone syllables is raised to the second t one. For example, nihao ( , the most common Mandarin greeting, is pronounced nihao. If there are more than two third tones, the same rule applies although other rules may apply. Exercise: Please read the following syllables. hen hao mai jiu shuijiao qi zao caozi yunxu chao mi mijiu jiugui suoyi zao zou liaojie yufa Lao Li yuanzu xiang zou yaogou xizao shuiguo ni hao laohu da gu bie zou xiao jiao Half third tone: If a third tone is followed by the first, second or the fourth tone, the third tone will only keep the falling pitch and remains there instead of rising. Since it is half realized, it is called a half third tone.Actually, a full third tone is only possible when it is phrase final or when it is by itself. The following figure (Figure 5) will indicate the change. Figure 5: Half third tone Exercises Please read the following syllables. Exercises: Niuyue (New York) Beijing (Beijing) laoshi (teacher) caihong (rainbow) wo lai (I will do it. ) wangqiu (tennis) zoulu (to walk) keshi (but ) qing wen (May I ask? ) Faguo nuhai ni shuo (France) (girl) (You speak) Meiguo (America) haokan (good-looking) falu (law) qing zuo (Please sit. ) qing shuo (Please speak. ) hao shu (good book) daqiu (to play a game) ni kan (You look. luyou (to travel) Fourth-tone Sandhi: When a fourth tone is followed by another fourth tone, the first one becomes a variant of the regular fourth tone as illustrated below in Figure 6. Figure 6: Fourth Tone Sandhi As indicated in Figure 6, the modified fourth tone starts as a regular fourth tone does. But its pitch level only drops to Scale 3, half as far as a full fourth. Exercise: Please read the following syllables. duihua (dialogue) guixing (honorable surname) Yidali (Italy) zaijian (goodbye) dianshi (T. V. ) sushe (dormitory) shuijiao (to sleep) shang ke (to go to class) zhaogu (to take care of) ieshao (to introduce) kanbao (to read newspaper) jiaoshi (classroom) Tone Sandhi for yi and bu: Yi (one; once) and bu (no, not) will also undergo t one sandhi under certain conditions. Preceding a syllable with the first, second or third tone, yi becomes yi. Bu keeps the fourth tone without any change. yiqi (together) bu hao (not good) yi jia (a family) butong (not same) yinian (one year) buting (not listen) When preceding a syllable with a fourth tone, both yi and bu become a second tone. yigong (altogether) buhui (can not) yixia (a little bit) buguo (but) yiyang (same) bukan (not to look)When yi and bu are phrase final or used alone, they keep their original tones: yi and bu. Please note that the tone of yi and bu will change only when they mean yi (one; once) bu (no; not). Exercise: Please read the following syllables syllables. yitian (a day) bu leng (not cold) yiding (definitely) yihuir (a moment) bu zhidao (I don’t know. ) yizu (a group) bu zao (not early) yi. ge (one + measure word) bu re (not hot) bu dui (not correct) buqu (not to go) di yi (the first) bu shi (not to be) bu mai (not to sell) bu xing (not okay) bu tai hao(not that good) buda (not big) u lai (not to come) Neutral tone tone: In actual speech, all unstressed syllables are pronounced with a â€Å"neutral tone†, which is sometimes considered as a lack of tone. In most varieties of Mandarin, the second syllable in two-syllable compounds is weaker in tonal prominence than the first one. A neutralized tone takes very little time to pronounce and does not hold or stick to its original tone. When actually pronouncing a neutral tone, one should not consider how a neutral tone sounds but focus on the tonal feature of the syllable that goes before it.Generally speaking, the pitch level of a neutral tone differs when following different tones as indicated in Figure 7. Figure7: Pitch level of neutral tones From Figure 6, we know that when following the first tone, the pitch level of a neutralized syllable is around the middle low pitch, i. e. at Scale 2. When it is after a second tone, the pitch level settles around middle pitch, i. e. Scale 3. When it goes after a third tone (half third tone actually), the pitch level is around middle high pitch, i. e. Scale 4. Its pitch level is the lowest, when a neutral tone is right after the fourth tone, i. . Scale 1. Whether a syllable is neutralized or not, one can’t tell from the Pinyin. In this book, we will either put a dot before a neutralized syllable or simply indicate it without a tone mark. Exercises: Please read the following syllables. xue. sheng (student) xi. huan (to like) di. fang (place) he. qi (gentle) tian. qi (weather) shu. fu (comfortable) ren. shi (to know sb. ) ta. men (they/them) women (we/ us) peng. you (friend) shen. me (what) jue. de ming. zi ge. ge fu. qin ma. ma ye. ye sun. zi (to feel) (name) (elder brother) (father) (mom) (grandfather) (grandson) yin. ei (because) di. di (younger brother) xie. xie (Thank you. ) jie. jie (elder sister) cong. ming (smart) er. zi (son) mu. qin (mother) ba. ba (dad) nai. nai (grandmother) ming. bai (clear ) xing. fu (happy) shi. qing (things) ke. yi (may) suoyi (therefore) ai. hao (hobby) gezi (height) dui. fu (to deal with) gongfu (Konfu) shuo. chu. lai (to speak out) er. duo (ear) guaibude (no wonder) kan. qi. lai (it seems that) xi. huan. shang(to begin to like) shuo. bude (can’t be blamed) The fickle ‘r’ sound: sound: Northerners, especially Beijingese tend to add the fickle ‘r’ to a word. uar (flower) menr(door) baimianr (drug, cocain) nar (where) qiur (ball) dianyingr (movie) dahuor (everybody) xiangweir (fragnant) hua huar (to draw) ge menr (buddy) miantiao (noodles) yucir (fish bone) yi kuair (together) xiao niaor (little bird) xiaohair ( little kid) yi dianr ( a bit) liaotianr (to chat) fan guanr (restaurant) mei zhunr (not sure) mei shir (nothing) xiao huar (joke) changger (to sing) guai wanr ( to make a turn) More Pinyin exercises: 1. Please read the following syllables: tongxue (classmate) waiguo (foreign country) xiao. iao (a Chinese name ) Shanghai (Shanghai) Jiazhou (California) gaoxing (happy) Zhongguo (China) Meiguo (America) peng. you (friend) liuxuesheng (international student) Yingguo (Britain) Lundun (London) xi. huan (to like) zhi. dao (to know) 2. Please read the following sentences: Jintian tian. qi hen hao. (The weather is good today. ) Bu leng bu re. (It is neither cold nor hot. ) Xin tongxue dou hen gao. xing. (New students are very happy. ) Robert shi Meiguo xue. sheng (Robert is an American student. ) Robert , ta you hen duo tongxue. you Meiguo tongxue, ye you waiguo tongxue (He has many classmates. (There are American students. ) (and there are also foreign students. ) , , Ta you yi ge Zhongguo pengyou, (He has a Chinese friend,) xing Wang jiao Wang Xiaoxiao. (whose surname is Wang and is called Xiaoxiao. ) Zhang Yizhong ye. shi Robert de xin peng. you. Robert (Zhang Yizhong is also Robert’s new friend. ) Ta bu . shi Meiguo xue. sheng. (He is not an American student. ) Ta shi Zhong guo liuxuesheng. (He is an international student from China. ) Wang Xiaoxiao shi Beijingren. (Wang Xiaoxiao is from Beijing. Zhang Yizhong bu. shi Beijingren, shi Shanghairen. , (ZhangYizhong is not from Beijing. He is from Shanghai. ) Robert hai you yi. ge Yingguo tongxue jiao Alex. Robert ,? Alex. (Robert also has a classmate from Britain, whose name is Alex. ) Ta ye shi liuxuesheng. (He is also an international student. ) Robert gen Alex dou hen xi. huan Zhongguo. (They both like China. ) Robertand Alex ye dou hen xi. huan Zhongwen. (Also they both like Chinese. ) Ni. shi Meiguo shenme di. fang ren? (Where are you from in the U. S.? ) ren. hi nimen hen gao. xing. (It is my pleasure to know you. ) 3. Please read the following poems: Jing ye si (Li Bai) Chuang qian ming yue guang, Yi shi di shang shuang. ju tou wang ming yue, di tou si gu xiang. (In the quiet night So bright a gleam on the foot of my bed – Could there have been a frost already? Lifting myself to look, I found that it was moonlight. Sinking back again, I thought suddenly of home. ) Chun xiao (Meng Haoran) Chun mian bu jue xiao, Chu chu wen ti niao. Ye lai feng yu sheng, hua luo zhi duo shao. A Spring morning Awake light-hearted this morning of spring, Everywhere round me the singing of birds – But now I remember the night, the storm, And I wonder how many blossoms were broken. Yong e (Luo Bin Wang) e e e, Qu xiang xiang tian ge, Baimao fu lu shui, Hong zhang bo qing bo. (Twisting its neck, , , , the goose is singing to the sky. With its white feather on the green water, the red palms are striking on the clear water. ) Hui xiang ou shu (He Zhizhang) Shao xiao li jia lao da gui, Xiang yin wei gai bin mao cui. er tong xiang jian bu xiang shi, Xiao wen ke cong he chu lai. (Coming home I left home young. I return old; Speaking as then, but with hair grown thin; And the children, meeting me, do not know me. They smile and say: â€Å"Stranger, where do you come from? â€Å") 4. Tongue twisters: Si shi si. Shi shi shi. Shi si shi shi si. Si shi shi si shi. Si shi si shi si shi si. Four is four. Ten is ten. Fourteen is fourteen. Forty is forty. Forty four is forty four. Che shang you ge pen, Pen li you ge ping, ping ping ping, pang pang pang, bu zhi shi pen peng ping hai shi ping peng pen. , , , , , There is a basin in the car, and a bottle in the basin. Bin bin bin, bang bang bang, Not knowing which is hitting which. Shu. shang you zhi xiao taozi, Shu xia you zhi xiao houzi. Feng chui tao shu hua hua xiang, Shu. shang diao xia xiao taozi. Taozi da zhao xiao houzi, Houzi chi diao xiao taozi. (There is a peach on the tree, There is a monkey under the tree. The wind blows and the tree talks, With the wind, the peach falls, Right onto the monkey. And the monkey eats the peach. ) , , ,

Causes of Tropical Deforestation Essay Example | Topics and Well Written Essays - 250 words

Causes of Tropical Deforestation - Essay Example From the  Ã‚   factors  Ã‚   above, small-holder agriculture comprises 35 – 40%, thus, holding the biggest share. Cattle pasture comes  Ã‚   next while large-scale agriculture cops the fourth spot. It is obvious   that   agricultural activities vastly contribute to deforestation.  Deforestation in the Brazilian Amazon (   2000 – 2005)   Cattle  Ã‚   ranching  Ã‚   is  Ã‚   the top cause of deforestation. Small-scale agriculture is followed by large-scale agriculture. Logging along  Ã‚   with other causes round up the list with 1 – 3%.   Although logging results in degradation rather than deforestation, it is often followed by clearing for agriculture.   The 1980s saw 80% of deforested land ultimately converted for extensive agriculture which was lessened by 20% by the 90s. The decrease in the figures could account for less space that can be used for agricultural purposes since companies could have taken over the operations of large-sca le agriculture. It is also a probability that when world price of beef increased, the demand   lessened; thus, volume of cattle grazing on lands decreased that resulted to slower deforestation .Tropical Deforestation by Region, 1990 – 2000, & 2000 – 2005   South America lost the most number of hectares to deforestation. From   1990 – 2000, the region has lost more than 3,500 hectares per year. Deforestation  Ã‚   slowed down between  Ã‚   2000 – 2005. This meant that population has grown and urbanization has sped the deforestation. Africa suffers the second worst with 3,600 hectares of land lost to deforestation per year in the period 1990 – 2000.

The Role of New Media in Shaping the Image of Cultural Diversity in Essay

The Role of New Media in Shaping the Image of Cultural Diversity in Britain of the 21st Century - Essay Example Culture diversity also describes a variety of dissimilar communities or individuals with divergent origins, faiths and customs all co-existing and intermingling with each other. The assorted societies around the globe are distinct from each other. Their cultural disparities are clear from the way they dress, talk and relate among others. There are also considerable disparities in the way communities structure themselves, in their mutual presumption of morality and in the manner they interact with their surroundings. The conception of cultural variety is grounded on the notion that cultural personalities should not be discarded, but rather sustained and valued. The basis of this notion is that every culture and ethnic group has distinct characteristics (Amin, p. 20, 2002). Cultural diversity also comprises of having an open mind that recognizes, allows, values and even celebrates the varied ways in which individuals live and interrelate in the globe. Appreciation of this cultural vari ety makes a person understand that despite all these variations, as human beings, we look for similar things. These crucial things encompass well-being, respect, acceptance, autonomy, and equity. Features of diversity include age, cognitive structure, customs, economic background, instruction, ethnicity, gender personality, geographic milieu, language, pious beliefs and political inclination among others. However, some critics assert that this phrase is frequently misused to describe the diversity of human communities or cultures in a certain locale or the globe. This trend is referred to as multiculturalism as opposed to ethnic variety. The ethnically destructive action of globalization has had an unconstructive impact on the world’s ethnic variety (Alibhai-Brown, p. 89, 2000). Cultural Variety in Britain The two world battles of the previous epochs, the resultant disintegration of empires and the advancement of transit technology considerably changed a lot of things in Euro pe. Since this era, massive immigration started into both Europe and the UK. This rate has, however, reached extraordinary levels in the previous decades. In 2005, the population of Britain was anticipated to reach seventy million with the seventy percent increase attributable to enormous immigration. Britain was formerly an extremely homogenous community. However, since WWII, Britain has become considerably varied as it has hosted massive immigrant populations. The mixtures of cultural associations complicate the procedure of describing Britain as appearing of behaving in a certain manner. Britain has gained from this cultural diversity all through its long history and most presently it is amongst the most ethnically diverse nations in the universe. The UK has a long account of racial and cultural variety. Current decades have seen significant immigration of dissimilar racial associations into the UK from around the globe. This has generated a community extremely diverse in the 21s t epoch. This is with conceptions such as super diversity which have surfaced in an attempt to express the diversification of variety. The massive immigrations have pushed the coalition administration to establish stringent immigration controls. However, overseeing cultural variety is a complex and tricky challenge. Administrative regulations directed at fostering cultural variety over the previous year have failed to foster social assimilation and cohesion as envisioned. The administration’

Research Paper Essay Example | Topics and Well Written Essays - 1500 words - 3

Research Paper - Essay Example I was interested in knowing the progress China is making that could see it become a super power nation and the reasons that were behind its progress. It was due to this reason that I carried out the internet research to get more detailed information on China’s economy and its rise that could see it become one of the super power nations. I carried out some research on the internet using Google as my search engine. I also followed the United States news about the implication of the coming power shifts and how they could have impacts on the U.S policy. During my extensive reading through the various articles and web pages, I found some names and phone numbers and so I contacted those leads in order to gather more information on the topic. The National Intelligence Council argues that by 2030 the global balance of power will shift significantly. China will likely become the largest economy in the world. In terms of military spending, Gross Domestic Product, population size and tec hnological investment, Asia will surpass Europe and North America. The United States is expected to become first among equals rather than a superpower nation due to the coming diffusion of powers. ... The initiation of this economic reform has made china become one of the world’s fastest growing economies. The rise of China economies has surprised many people and its progress seems even more praiseworthy. The article by Professor James states that the rise of modern China to become the second largest economy in the world has become possible due to the success of the Chinese communist revolution during the mid-20th century. The invading Japanese imperial army was defeated by the People’s Liberation Army. They also defeated the US imperialist-back comprador led Kuomintang â€Å"Nationalist† army. The reunification of China as an independent sovereign state was made possible as a result. The extraterritorial privileges of the Western imperialist were abolished by the Communist government. This resulted in territorial freedoms of the regional warlords and the gangsters driving away women and drug traffickers as well those who were providing services to Euro-Americ an Empire. Economic reform on a large scale in a country as large as china was seen to be impossible. However, China has been incrementally transformed into a market economy from a control. This has been made possible due to Deng and his reform coalition. Due to the continued rise of economic aspects of China it is soon becoming a superpower nation. Due to various measures taken by the government of China, its economy has greatly risen. Colin Carter explains that today China produces 18% of the world cereal grains, fifty percent of the world’s vegetables and twenty nine percent of the world’s meat. This has made China one of the world’s largest agricultural economy and it has been ranked as the largest producer of wheat, cotton, rice, tea and

The Reflective Manager Assignment Example | Topics and Well Written Essays - 1500 words

The Reflective Manager - Assignment Example 40 as cited in Hoyrup, 2004). " Hence, reflection in its broadest sense is active and not passive. Reflection is a conscious decision to be aware of everything that needs to be done in order to accomplish a long-term goal, even if the insight gained might not be favourable. Come to think of it, when someone or an organisation commits a mistake, should that person or institution just go on with their lives They should and ought to find out what went wrong. They must identify the causes which produced a negative outcome than what was originally planned. Hence, at this stage, reflection is a very important step for them to learn. Otherwise, they will commit the same or even worse mistake, resulting to possible losses of money or even life. In this paper, I shall try to present the broad use of reflection in organizations based on the finding of the research literature. It is my hope that managers will utilize reflection in their work place. On my part, reflection should be included as standard operating procedure. In other words, after a certain period has elapsed, employees and managers should reflect on their progress as members of an organization and that they should evaluate the progress of the project they are engaged with. Essentially, it is better to use reflection when things are doing well, or at least nothing disastrous has happened, or is about to happen. This is like the mistake of many in praying for God's protection and delivery after everything went wrong, when people if they believe in a Divine Being, ought to pray beforehand. There are many instruments for reflection. Let us start with the personal learning journal. This could take the form of the traditional paper and pen. If an employee is web-savvy, he or she could use a personal blog for this. A personal learning journal is a diary, journal, or log where a person can write about his or her experiences doing an activity. This could also include learning about complex concepts, or simply by working. I found this useful since research shows that students using a personal learning journal develop reflective skills. These skills make them more likely to learn and appreciate a subject than their non-reflective counterparts. Lyons (1999, p. 33, as cited in Loo & Thorpe, 2002) opined: "[D]eveloping reflective skills made students more confident in their learning, fostered responsibility and accountability and assisted in integration of theory and practice." In making a personal learning journal, the following questions could be asked and used as starting points (Scanlon and Chernomas, 1997 as cited in Loo & Thorpe, 2002): (1) What was that event or concept that made me learn (2) What are the things I learned and in what way did I learn them (3) How do I feel about that which I learned If good, what are they If bad, what are they (4) Is there a way by which on the next try I could learn more effectively and efficiently (5) If so, what prevented me from learning effectively and efficiently in the first try On the level of the individual employee, such reflection will help him or her. But further step must be done. Once a group has agreed that its members will write a personal learning journal, the members of that group should schedule a special meeting where each could share the insights gained. Based on the learning

Critically examine the sources of law which have shaped the English Essay

Critically examine the sources of law which have shaped the English Legal System. Assess which source is the most influential to - Essay Example This essay will assess the sources of law shaping the English legal system and in doing so will demonstrate why acts of parliament are the most influential source of law today. This essay is therefore divided into two main parts. The first part of the essay examines the four main sources of law and the second part of this essay examines the doctrine of parliamentary sovereignty and its role in shaping the hierarchal order of sources of law today. The Main Sources of Law The four main sources of law shaping the English legal system can be classified as case law and codes of law. ... Only when statutory laws have been exhausted can a judge then look to case law. When both sources of law have been exhausted, a judge may rule on the matter and establish a precedent.10 As creative and as important as judicial precedents are, it is a long established principle that Parliament can overrule or alter any judicial precedent.11 Separate and apart from the binding nature of acts of Parliament, case law is also subject to a hierarchal order. This is established by the doctrine of stare decisis which compels a lower court to be bound by the previous decisions of higher courts or a court of equal rank.12 The difficulty with the doctrine of stare decisis is that although it establishes an hierarchal structure, a lower court may be bound by a faulty decision of a higher court and is powerless to overrule the decision.13 Master of the Rolls Lord Greene, established rules designed to resolve some of the difficulties that might arise when applying the previous decisions. Lord Gree ne ruled that when there was a conflict â€Å"between two decisions† of a courts of â€Å"co-ordinate jurisdiction†, the court must choose between them.14 However, where a decision of a higher court conflicted with a decision of a court of higher jurisdiction, the court must follow the decision of the highest court. A court when looking at decisions of higher courts could not â€Å"follow decisions of its own given per incuriam†.15 A decision is given per incuriam when it misapplies a previous decision or a statute.16 Noticeably absent is the authority to ignore a previous erroneous decision of a higher court. Obviously, case law serves an important function in shaping the English legal system. When Parliament enacts a law, it passes through a formal debate process

How far can recruitment and selection processes under HRM be Essay

How far can recruitment and selection processes under HRM be characterised as being about 'getting the best person for the job' - Essay Example Much of the important work on the relative merits of employment structures has evolved through the debate in the industrial sociology/industrial relations and HRM literatures on the ‘flexible firm’. Several dimensions of flexibility have been identified (Blyton and Turnbull, 1998). Effective recruitment and selection are critical to organizational success. They enable companies to have high-performing employees who are also satisfied with their jobs, thus contributing positively to the firm’s bottom line. On the contrary, poor recruitment and selection often result in mismatches which can have negative consequences for an organization. A misfit who is not in tune with the organization’s philosophies and goals can damage production, customer satisfaction, and relationship with suppliers and the overall quality of work. He can also adversely affect the morale and commitment of co-workers and negate efforts to foster team work. Training your way out of a wrong hire can be very expensive. Effective recruitment and selection are therefore not only the first step towards organizational excellence, but are important cost control mechanisms as well. Although HR managers may be responsible for designing employees’ recruitment and selection systems in many firms, all managers need to understand and use these systems. After all attracting and hiring the right kind and level of talent are critical elements of business effectiveness. Stocking a company with top talent has been described as the single most important job of management (Hand, 2002). Managers being an in charge of recruiting or have a key role in the process, if they do not attract and hire the right people it can hurt the organization. Recruitment is the process of generating a pool of qualified candidates for a particular job. The firm must announce the job’s availability to the market and attract qualified candidates to apply. The firm may seek applicants

Geometry and Measurement Essay Example for Free

Geometry and Measurement Essay Measurement refers to the estimation of the magnitude of some attribute of an object, such as its length or weight, relative to a unit of measurement (Measurement, 2008). It usually involves using a measuring instrument, such as a ruler or scale, which is calibrated to compare the object to some standard, such as a meter or a kilogram. In science, where accurate measurement is crucial, a measurement is understood to have three parts: first, the measurement itself, second, the margin of error, and third, the confidence level that is, the probability that the actual property of the physical object is within the margin of error. Learn more:Â  studymoose.com/friendship-speech-essay Example, we might measure the length of an object as 2. 34 meters plus or minus 0. 01 meter, with a 95% level of confidence. When one is tasked to measure a specific unit, one is expected to acquire the most accurate data possible. Be it length, area, weight, volume or time, there are different modes of measuring processes designed for each classification of measurement so that all data acquired would be correct and appicable to all. Whatever kind of measurement you are trying to get, there should be a universal standard that should be used so that it can be used and applied by everyone. This helps in the consistency of measurement and the validity of the data. The van Hiele levels of geometric reasoning is a measuring stick to determine how advanced a persons thinking is in terms of geometric figures and objects. By using these levels, one can evaluate the progress of any person in learning about geometry and the concepts behind it. In the first level, known as visualization, students can name and recognize shapes by their appearance, but cannot specifically identify properties of shapes. Although they may be able to recognize characteristics, they do not use them for recognition and sorting. The second level, called analysis, students begin to identify properties of shapes and learn to use appropriate vocabulary related to properties, but do not make connections between different shapes and their properties. Irrelevant features, such as size or orientation, become less important, as students are able to focus on all shapes within a class. And in the third level, known as informal deduction, students are now able to recognize relationships between and among properties of shapes or classes of shapes and are able to follow logical arguments using such properties (Van de Walle). When one is faced with having to deal with fellow students who have differing geometric levels, one has to understand a couple of things. First, one cannot expect other people to be at the same level as you. We all have different levels of intelligence, or perhaps have a different pace in terms of learning new concepts or ideas. When someone is less advanced than everyone else, this does not automatically mean that he is less intelligent than the others. Several factors could have played a role, such as the unfamiliarity of the person towards geometric concepts. Those who are at a lower level could easily move on to the next, provided they are guided appropriately by those who are knowledgeable of the subject. Likewise, those who are more advanced than others need not feel that they more superior than their peers. They could simply have just been more familiar with geometric figures, perhaps having encountered them already in previous occasions. In the end, it is still the progress of everyone that should be the main concern, rather than focusing on individual achievements. References Measurement (2008). Annenberg Media. Retrieved 2 June 2008 from http://www. learner. org/channel/courses/learningmath/measurement/session1/ part_d/index. html Van de Walle, John A. (2001). Geometric Thinking and Geometric Concepts. In Elementary and Middle School Mathematics: Teaching Developmentally, 4th ed. (pp. 342-349). Boston: Allyn and Bacon.

Reflection on Inter-professional (IP) Working

Reflection on Inter-professional (IP) Working Introduction. Professional development and up to date practice is a requirement of the nursing profession. Reflection is a vital component of this (Gustafson and Fagerberg, 2004) and allows nurses to critically and actively evaluate their practice in the light of current research and their own learning. Reflection has been defined as a process of describing experiences and then using reflection as a basis from which to ask questions about practice (Bowden, 2003). The NMC (2004) states that nurses should use professional standards of practice to self-assess performance. This essay evaluates my own learning in relation to the NMC Standards through the use of a reflective cycle by Gibbs (1998) (see Appendix). The focus of the reflection is Inter-professional (IP) working. IP is a fundamental component of education programmes for Nursing, Midwifery and Allied Health Professions (Pollard et al, 2004). The NMC (2004) states in the standards of proficiency for entry to the register that student nurses sh ould: â€Å"consult other health care professionals when individual or group needs fall outside the scope of nursing practice.† (p26). â€Å"utilise a range of effective and appropriate communication and engagement skills† (p 27). â€Å"seek specialist/expert advice as appropriate.† (p28) â€Å"establish and maintain collaborative working relationships with members of the health and social care team and others.† (p32) â€Å"participate with members of the health and social care team in decision-making concerning patients and clients.† (p32) â€Å"review and evaluate care with members of the health and social care team and others.† (p32) Description: What Happened. In providing care for clients allocated to me on the general medical ward, I engaged with the case of Mrs B, who had been admitted seven days previously from a nursing home with dehydration and confusion. Mrs B was registered blind, and required full nursing care which was delivered according to a care plan. Having been treated with IV fluids and encouraged with diet and oral fluids, she had made a good recovery and my role was to implement a discharge planning process with her, so that she could return to the nursing home. In order to assess her discharge needs, I consulted occupational therapy colleagues, dieticians, medical colleagues and social work colleagues to ensure that her needs would be met in her home environment. I also attended the ward rounds with the medical consultant and his team, to gain the expert advice needed to ensure all Mrs B’s needs were met and that she was well enough for discharge. In collaboration with other nursing colleagues and the occupational therapist, dietician and social worker, I reviewed the care plan, carried out a thorough reassessment and evaluation of Mrs B’s condition, medication and ongoing care needs, and drew up a comprehensive discharge plan, including communication to the receiving nursing home. I also discussed all of her needs with Mrs B, and her family, and ensured their input was included into the discharge plan. Feelings The sense of responsibility attached to discharge planning is considerable, and I was aware that I needed to ensure all Mrs B’s needs had been addressed. I felt uncomfortable in some of my interactions with other professionals, and frustrated at times with communication issues. Evaluation I felt confident in care planning and evaluation, having had ample opportunities to develop these skills over my training, but was also aware of the scrutiny of colleagues. This kind of scrutiny was double-edged, in that I felt uncomfortable to be the subject of scrutiny but that it also helped me to focus on the highest standards of care. It was difficult sometimes to ensure timely communication with these colleagues, and the responsibility for ensuring collaborative working and good communication was also somewhat stressful. Analysis At this stage of my training, I was very aware of requirements that I meet standards of competency related to the nursing role. This led to an initial reconsideration of what competency actually is. For example, competency has been described as being able to complete tasks (Gonczi 1993), but professional competence is much more than this. In this case, the ability to complete single tasks was evident in my ability to plan and manage care. Identifying individual nursing tasks in relation to Mrs B was a part of this process, and the process contains in-built mechanisms of evaluation which, if applied objectively, allow the nurse to ‘tick off’ tasks as achieved or in progress. But the complexity of care planning does not led itself to a simple task-based approach, and it is here that the greatest challenge to competence can be identified. The holistic approach to nursing requires the nurse work in a collaborative, inter-professional manner. In particular, it is important to take into account the context of nursing care and presence and contribution of others, including their effect on performance (Ashworth and Saxton, 1990; Field, 1991; Collins, 1991). The NSF for Older People demands the provision of care services which are based around the needs of older people and their carers (DOH, 2001). In order to meet these needs, there is a need to employ â€Å"an integrated approach to service provision†¦ regardless of professional or organisational boundaries.† (DOH, 2001, p9.) Thus IP working can be seen to be fundamental to the process of discharge planning for Mrs B. One of the challenges for my practice was to identify all the other professionals who might need to be engaged in this process. Some of these were obvious, such as the medical team, other nurses, and the dietician, who already played a fundamental role in her care management and implementation. The other professionals involved were not as obvious, and I had to consult with senior nurses to identify where other professional colleagues might be important in discharge planning. There were also other challenges in this process, in engaging with other professionals and carrying out individualised discharge planning. The NSF for Older People recognises that this has been a problem in the past, acknowledging that organisational structures have hitherto had the effect of impeding the provision of individualised care management packages (DOH, 2001.) One of the difficulties I reflected upon was the conflicting demands of such an individualised process which formed only one of my many nursing duties in a busy medical ward environment. And the sense of achievement I felt in taking such responsible role was not always reflected in the ways in which other colleagues interacted with me. Discussion with other nursing colleagues, and some exploration of the theoretical and research literature on this subject identified that this is no new experience for nurses engaged in IP working. Research seems to indicate that medical hegemony leads to the pivotal role of nurses in IP working being largely unacknowledged, which can affect the development of collaborative care practices (Coombs and Ersser, 2004). However, a new awareness of this issue made me more confident and proactive in engaging with other professionals, which led to a negotiation of sorts, during the communication process, between my role and some of their perceptions of my role and position in the institutional hierarchy. There were definite lessons to be learned from this in particular. Adapting modes of communication, paying attention to communication, and formalising communication through detailed record keeping all supported this process. I also learned how vital the nursing role is in inter-professional, client-centred working, if the highest standards of care are to be consistently achieved and maintained for every client. Some authors argue that nurses, as the primary care contact for the majority of patients, should seek to distinguish and celebrate their practice as professionally discrete from that of others because of their intimate and sustained knowledge of their clients (Price, 2006). This is a really important point, and one which allows me to take my experience forward into future practice and build on my confidence in addressing challenging situations. Conclusion I felt that I ‘matured’ through this particular care incident and my own reflections upon it, coming to terms with a sometimes uncomfortable reality of persistent hierarchies, stereotypical beliefs and defensive protection of professional role boundaries. My own competence in achieving an excellent discharge process, engaging in communication despite considerable challenges, and ensuring individualised care in an IP context were all signposts of considerable achievement in my professional journey. However, I could also have perhaps worked more collaboratively with other colleagues, qualified nursing colleagues in particular, who might have been able to give me some advance warning of these issues and perhaps identified ways in which I could overcome them. Instead, I learned the hard way. Action Plan Explore alternative strategies for inter-professional communication. Carry out further research into the challenges of IP working and its benefits. Explore ways to safely challenge rigid roles and hierarchies whilst still providing client-centred care. Seek out support from colleagues when challenging situations arise and build on this experience in future nursing practice. Carry out future cycles of reflection on similar clinical issues, and compare these to previous reflections to clearly signpost my own learning and development. References Ashworth, P. and Saxton, J. (1990).On competence. Journal of Further and Higher Education, 14, 3-25. Bowden, S.D. (2003) Enhancing your professional nursing practice through critical reflection. Abu Dhabi Nurse Summer 28-31. Collins, M. (1991). Adult education as vocation. London: Routledge. Coombs, M. Ersser, S.J. (2004) Medical hegemony in decision-making – a barrier to interdisciplinary working in intensive care? Journal of Advanced Nursing 46 (3) 245-252. Department of Health, (2001) National Service Framework for Older People. Available from www.dh.gov.uk/publications accessed 22-3-07. Field, J. (1991). Competency and pedagogy of labour. Studies in Education of Adults, 33(1), 41-52. Gonczi, A. (1993). Competence and competencies: A global perspective. Paper presented at the First National Conference on Competencies in Nursing Adelaide: Australian Nursing Federation (SA Branch) Gibbs, G. (1988) Learning by Doing. A Guide to Teaching and Learning Methods Further Education Unit, Oxford Polytechnic, Oxford Gustafsson, C. and Fagerberg, I. (2004) Reflection: the way to professional development? Journal of Clinical Nursing 13 271-280. Knight, P. (1995) Assessment for Learning in Higher Education London: Kogan Page. Neary, M. (2000) Responsive assessment of clinical competence. Nursing Standard 15 (10) 35-40. Nursing and Midwifery Council (2004) Code of Conduct Available from www.nmc-uk.org Accessed 30-4-07. Pollard, K.C., Miers, M.E. Gilchrist, M. (2004) Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health and Social Care in the Community 12 (4) 346-358. Price, B. (2006) Exploring person-centred care. Nursing Standard 20 (50) 49-56. Appendix Gibbs (1988) Cycle of Reflection http://www.nursesnetwork.co.uk/images/reflectivecycle.gif

Homelessness in Canada Essay -- Social Work

Throughout this paper I will be discussing the issue of homelessness and how it is steadily becoming a more serious problem as time progresses. I will discuss issues that surround homelessness such as the NIMBY, not in my backyard, issue and how it is causing the homeless to not receive the help that they need. This is an issue that needs to change, but due to NIMBYism, it is very difficult create such change. â€Å"One diverse population that has continued to increase over the quarter of a century is composed of people who are homeless† (Baggerly & Zalaquett, 2006, p.155). Homelessness has become a growing problem in society because more and more people are finding themselves to be homeless and not knowing where to turn. Many people do not feel the need to help them and carry the ‘not in my backyard’ attitude, and due to this attitude, there are not enough homeless shelters around to provide shelter or food for those in need. Many neighborhoods refuse to have a shelter built in their community because they simply do not want the homeless in their neighborhood. â€Å"It [appears] that NIMBYism was based on the unwarranted fears and prejudices of a neighborhood† (Gilbert, 1993, p.7), and some of these fears and prejudices are pressed upon the homeless. The negative views that society has upon them create barriers as to where a shelter should be located, and also l essen the urgency to make them. If less people in society carried these negative views, the easier the issue of homelessness would be to deal with. Change could finally happen because more people would want to fight for that change. Due to ‘NIMBYism’, society as a whole causes the issue of homelessness to be a less serious case to deal with simply because not enough people h... ...nment would start putting more money into funding that would support this cause, instead of making it even more difficult for someone to help themselves. Works Cited Baggerly, J., & Zalaquett, C. (2006). A Descriptive Study of Single Adults in Homeless Shelters: Increasing Counselors' Knowledge and Social Action. Journal of Multicultural Counseling & Development, 34(3), 155-167. Retrieved from SocINDEX with Full Text database. Gilbert, D. (1993). Not in My Backyard. Social Work, 38(1), 7-8. Retrieved from SocINDEX with Full Text database. Homan, M.S. (2008). Promoting Community Change: Making it happen in the real world. (5th Ed.). Belmont, CA. Nelson Education, LTD. Rahder, B. (2006). The Crisis of Women's Homelessness in Canada. Women & Environments International Magazine, (70/71), 38-39. Retrieved from SocINDEX with Full Text database.

The Atomic Bomb Human Beings and Nature Essay -- Essays Papers

The Atomic Bomb Human Beings and Nature With the surrender of Germany on May 1, 1945, the United States and its allies were well on their way to winning World War II and resuming peace in Europe. Japan was the only country still in their path. American forces soon began capturing islands off the coast of Japan including Iwo Jima and Okinawa. Since the Japanese refused to surrender, the United States began planning a ground attack on Japan's mainland. Many casualties for both sides were predicted; therefore, the United States constructed an alternate plan to end the war. Enricho Fermi and Leo Szilard worked on creating an atomic bomb for the United States in the 1930s. This manipulation of nature changed the relationship between human beings and nature forever. Humans were now capable of ending the world if they so desired. Nature was quickly fading into the background of life. The creation and employment of the atomic bomb affected many aspects of human existence. On August 6, 1945, President Harry S. Truman announced to the United States and to the world, sixteen hours ago an American airplane dropped one bomb on Hiroshima, Japan and destroyed its usefulness to the enemy.(1) After bombing Nagasaki on August 8, Japan surrendered to the United States, ending World War II. The debate about the morality of dropping the bomb is still an issue today. Although the employment of these bombs caused about 200,000 casualties and destroyed over 5.5 square acres of land, the atomic bomb was needed to terminate the war.(2) Despite the major loss of human lives in Japan, using the atomic bomb was the ethically correct decision for the United States. It ultimately saved many American lives through the swift endi... ... http://www.dannen.com/decision/scipanel.tml> (28 February 1999). 16. Rogers, 385. 17. Rogers, 385. 18. Rogers, 384. 19. Rogers, 440. -------------------------------------------------------------------------------- Additional Source - John Connor, "The US Was Right," and Gar Alperovitz, "The US Was Wrong," in Current Issues and Endearing Questions, eds. Sylvan Barnett and Hugo Bedau (Boston: Bedford Books, 1993), 282-85. These two articles provide opposite opinions and arguments about the morality of dropping the atomic bomb on Hiroshima Japan. The authors argue the question "Hiroshima: Was the bombing immoral?" The articles discuss the physical damage in Japan not only to humans physically and mentally but also to nature. Both authors present reasonable and well supported evidence for either side of the issue.

Paper Airfoil Aerodynamics -- physics aerodynamics

Missing figures Two basic principles of fluid dynamics underlie all objects in flight: The forces of Lift, opposing the downward acceleration of gravity, and the forces of drag due to air-resistance. Both forces, properly harnessed and controlled lead to such ingenious devices as the parachute and the helicopter. Aerodynamics, the field of fluid dynamics involving the flow of gasses, even has applications in fields as separate as the automotive industry, fire-safety, and golfing. The aerodynamics of paper airfoils, and additionally, the study of airfoils of small size and low mass are allowing the emergence of a new generation of aircraft: low-speed, affordable aircraft for a variety of uses: military reconnaissance, civilian law enforcement, and interplanetary exploration. This web-project will explore and discuss some of the fundamentals and phenomena regarding such low-speed airfoils. Constructing paper airfoils is one easy and enjoyable way to study such aerodynamics. Daniel Bernoulli, a member of the Swiss family of mathematicians, studied the dynamics of fluid flow. He is honored today with a principle of fluid flow named after him: Bernoulli?s Principle. Bernouli?s principle shows that the average velocity of an ideal fluid is directly proportional to the pressure (A force over an area) it exerts upon a surface along that flow. Figure 1.1 shows an example of a device used to measure the velocity of moving fluids utilizing this principle. A pitot-tube utilizes the differences in pressures between the stagnant air at the tip and the moving air across the opening to determine the velocity. A greater difference in pressures means a greater fluid speed. According to popular myth, Archi... ...t. Although, typically, increasing the thickness of a wing generally increases its curvature, leading to greater lift. For the case of paper airfoils, which are mostly flat, increasing the curvature of the wing leads to a loss in stability and a very large increase in drag. 5. Airfoils with shorter chord lengths typically suffer from less viscous drag than those of longer chord lengths. These wings are called high-aspect ratio wings, The aspect ratio is the ratio of the wing's wing-span to it's surface area. For paper airfoils, due to lack of rigidity at long lengths and short chord lengths it is possible for a wing to fold in on itself at speeds of sustainable flight. This typically puts an upper limit to a wing's span of only a few tens of centimeters when it is constructed of paper, and therefore most paper airfoil wings are low-aspect ratio.

Historical Movie Review: Troy

Although the movie focuses more on the war and not so much on the Greek gods we still know why the war is started. The movie takes place in 1250 B. C. E. During the Bronze Age. After Paris, a Trojan prince, convinces Helen, the Queen of Sparta, to leave her husband Menelaus and come back with him to Troy a war is started. When Menelaus finds out his wife has been taken by Trojan he asks his brother Agamemnon to help him get his wife back. Agamemnon wants power so he decides to help his brother. They take 1,000 ships and 50,000 Greeks to Troy to complete their task.With Achilles† help the Greeks are able to fight the Trojan that have not once been conquered. But they are stopped by Hector who is the Prince of Troy and the conflicts begin. One of the overall errors the movie had was the costumes. The equipments the Greeks are shown having such as the large round shields and Achilles' helmet are from the Classical period. They used costumes from the 5-4th centuries BC. The time pe riod when the epic poem was set is earlier and in that time period the Greeks used small bowl-shaped helmets and light leather shields in the shape of the number eight.Also the umbrella used to shelter Paris and Helen during the parade in troy is modern, and we know this because of the metal spokes that were probably not invented yet. The necklaces worn by the actors have modern clasps and the women's airings have French hooks that most Bronze Age Jewelry didn't have. Later on when King Prima is showing Paris the sword of Troy we see a close-up view of the blade and it looks like steel or polished iron like a lot of the weapons in the movie. But in the Trojan War we are still in the Bronze Age and iron weapons wouldn't have been available yet.There were other mistakes the directors made such as the change of hair style for Helen when she is going back to the ships. Then when Patrols fights Hector in Achilles' armor, Hector stabs him in the chest which would leave a wound UT when Ach illes goes to fight Hector in the same armor no marks are see. Along with the errors of costumes there are errors in geography and the setting of the movie. In the scene where the Achaean fleet is seen villagers from the countryside begin to come into the city. Among the animals being lead there are llamas.It is geographically incorrect because llamas are from South America and they did not exist in Troy. More than once the sun is seen rising over the sea but that is not accurate because the sun rises in the east and the sea around Troy is in the north and west. Then the boy who is sent to find Achilles refers to Vagarious as the Thessalonians because he is from Thessaly but Thessalonians are people from the Greek city of Thessalonians which was settled 1000 years after the battle of Troy. Therefore the boy shouldn't have known or used the term Thessalonians.There are many historical events that the film Troy captures. It is amazing how many scenes the director got right but there a re also many historical inaccuracies in the movie. When the Greek leaders are lining up to offer gifts to Agamemnon, one of them is carrying a red-figured vase. Red-figure pottery which was made of red clay with a black glaze was not made until the 5th century which was later. Then iron weapons were first used by the Philistines around 11000 BC which was a couple of years after the Trojan War making it impossible for the Trojan to have used this type of â€Å"new technology' in the war.Overall I thought Troy was a very exciting and engaging movie. I usually don't watch action or thriller movies but this one actually seemed interesting. I like learning about Greek gods and Greek mythology and this movie incorporated some of it. I got to see a different side of it. I liked the way each warrior was represented and the different attitudes each were given. I didn't like the fact that they didn't add a title bit more of the Greek gods themselves and the story behind it.Each actor played their role to the fullest in my opinion. I could connect with each one and they allowed for an moving emotional experience. I was sad at times and happy at others. When Achilles goes to fight the movie got a little slow with all their talking beforehand. Et movie flowed together well and I understood the plot. The scenes leading up to the climax and after the climax were both good quality not like other movies where the falling action becomes vague and uninteresting. I would recommend this movie to a lot of people.

Music for the Mind Analysis and Response

Music for the Mind The purpose of this essay was to inform and explain to individuals all of the several ways for people to enjoy music as well as to explicate that the readers should strive for a more active type of listening. It showed the impact music can have on the lives of people. Aaron Copland said that even â€Å"One note is enough to change the atmosphere of the room† (599). This essay was written for just about everybody, with hearing of course, because most everyone listens to music. Even for the few that do not listen to music often, this could perhaps persuade them to listen to music .This was presented in a creative essay type format. The different types of music and conclusion of this essay are examples of evidence to support the purpose. Copland mentioned â€Å"We all listen to music on three separate planes†¦ (1) the sensuous plane, (2) the expressive plane, (3) the sheerly musical plane† (599). Copland also says that the reader should strive for a more active kind of listening regardless of what type of music you listen to (603). However, the author also mentioned that many people who would normally consider themselves qualified music lovers abuse the first plane when listening.This author effectively uses these appeals very effectively with logic. This author used a more objective type of language in his essay. The evidence in this essay supports the claims through practices people experience while listening, writing, or performing music. The evidence covers the perspectives associated with the 3 planes, but nothing else. I felt this article was very well written. I enjoyed the essay, as I was engaged during it. Anyone who listens or performs music can very easily relate to this essay and become engaged into it. The organization of this essay also helps people to be absorbed by this essay.The language throughout this article is not too formal, but not terribly informal. It was the perfect median in which you could read thro ugh and easily relate to the essay. Copland was very descriptive throughout this essay. I agree with this essay. This essay very much allows you to think and appreciate music in a way that you may have never thought about before. Personally, as a musician, I occasionally tend to listen to music in the third, musicality plane. I enjoy listening to the small details in songs and pieces of music. Without the small details in songs, they would not sound as aptivating as they are. However, I did not realize I was listening to music in this third plane until I read this article. I agree with the author when he claims that some people abuse the sensuality plane of listening by going to concerts in order to lose themselves. These individuals use music as a consolation of an escape. They enter a world where one does not have to think about reality. Of course, these individuals are not even thinking about the music. Instead, they dream because of and incidentally of the music yet never quite listening to it (599).I can relate to the author when he begins to talk about the second plane, the expressive plane. All music does have expressive power. Of course, some music will have much more than others, behind all of the notes, lyrics, is what the music is all about. Copland states that there is a meaning to music, however he cannot state that meaning. I agree because all music is going to have different meanings. A lack in appreciation of music sometimes disables one’s ability to connect with the music. The third plane, the sheerly musical plane, also relates to me.While taking music theory I and II in high school, we were told to compose our own songs, which allowed me to understand how the sheerly music plane works much better. Many listeners are not aware of this third plane when they are enjoying their music. Sometimes, I will stop and think about how the notes are put together, and try to guess the intervals between notes. Aside from the physical notes, other pa rts of the sheer musicality are rhythm, dynamics, scales, and much more. It is important to become more alive to music on its musical plane.This essay was the most enjoyable to read because of how well I was able to connect to it with a past comprised so much of music. Before reading this article, I did not quite think about all of the different planes of listening to music and how they all correlate to each other. I found myself, after reading this article, able to connect with each and every plane of music that Copland mentioned. I, of course, will often listen to music and enjoy it in the sensuous plane. I also can look at music from a composer’s point of because I have written and recorded my own song.However, along with this, I agree with the author in which many performers do not get into the music entirely because they are too worried about the notes and rhythms, they seem to forget what the song is all about. Finally, I can also relate to the third plane because I hav e a past with music and I can pick out certain notes, rhythms, and details in songs that add so much detail to the song. Overall, I believe Copland did an outstanding job in the writing of this essay. Works Cited Copland, Aaron. The Norton Reader. New York: W. W. Norton & Company, 2012. Print.

19th Century America Essay

Social Studies Essay Throughout the 19th century, America was a rapidly growing country. It was full of new inventions, new ideas, economic and social development, and new ways of thinking. But, most of these came from the North. The North and the South had many differences and many similarities. The North and South had many differences. One difference is that South’s economy relied on slaves more than the North. Almost all the Northern states immediately or gradually abolished slavery after the Revolutionary War. Another economic difference is that the South’s economy was based on â€Å"cash crops†. â€Å"Cash crops† include rice, tobacco, indigo, and cotton. The South had many plantations to support its farming economy. The North had many small farms as well as larger towns and cities. The North relied more on factory work. In the North, railroads and canals connected the states, allowing for greater economic development. The South’s social development was also very much different from the North’s. For example, in the South, the wealthy plantation owners and the slave owners were at the top. They supported their plantations with slavery. In the North, the upper class was made up of mostly city people who owned factories. Many of the factory workers were European immigrants. One example of a similarity is the class structure. They both had a very small upper class, a small middle class, and a large lower class. Another example is that the white men had all the power, and slaves and women didn’t have equal rights with the white men. In terms of economic similarities, farming was an important part of the economy in both the North and the South. These two regions obviously had many differences. In many ways, this strengthened the nation. The North’s factories processed the South’s crops, which tied the nation together. Also, having male dominance and having women and African Americans with no equal rights kept the nation together. But, these differences also created conflicts, which threatened the nation. The North wanted to abolish slavery for good, but the South needed slavery for crops, such as cotton. Because of this conflict, the Civil War would start later on. Overall, both regions’ differences threatened the nation. When the cotton gin was invented, this caused further conflict. It gave the South more reasons to keep slavery. Another conflict was the difference in wealth between the North and the South. The North had a more developed economy with canals, railroads, and factories. The South continued to rely on agriculture as its main component of the economy, requiring them to import manufactured goods. In conclusion, the North and the South were, overall, very different, but with some similarities. These differences strengthened the nation in a few ways and threatened the nation in many ways. The differences in social and economic structure led to the Civil War.

The Indus Valley Civilization History Essay

The Indus Valley civilisation is besides known as the Harappan Civilization after the small town named Harappa, in what is now Pakistan, where the civilisation was foremost discovered. It is besides known as the Indus Civilization because two of its best-known metropoliss, Harappa and Mohenjo-daro, are situated along the Bankss of the Indus River. This name is inaccurate. Most of the civilisation ‘s colonies were situated along the every bit monolithic Ghaggar-Hakra river system, which is now mostly nonextant. The Indus Valley civilisation extended over a big part of contemporary Pakistan and western India. It flourished between 2600 and 1900 BC. Forgotten to history prior to its rediscovery in the 1920s, the Indus civilisation — as it is more normally ( if inaccurately ) called — ranks with its coevalss, Mesopotamia and ancient Egypt, as one of the three earliest of all human civilisations, as defined by the outgrowth of metropoliss and composing. The Indus civilisation was non the earliest human civilisation ; Mesopotamia and ancient Egypt developed metropoliss somewhat before the Indus civilisation did. Nevertheless, the Indus civilisation was by far the most geographically extended of the three earliest civilisations. Over 1000 colonies have been found, the bulk along the way of the nonextant Ghaggar-Hakra river, which one time flowed — like the Indus — through what is now known as the Indus Valley. ( It is due to the Ghaggar-Hakra ‘s prominence that some bookmans, with justification, prefer to talk of the Indus Valley civilisation instead than the Indus civilisation ; for the interest of brevity, this article will utilize the older terminology. ) Other Indus civilisation colonies were situated along the Indus and its feeders or spread every bit widely as Mumbai ( Bombay ) to the South, Delhi to the E, the Persian boundary line to the West and the Himalayas to the north. Among the colonies are legion metropoliss, including Dholavira [ ? ] , Ganeriwala [ ? ] , Harappa, Lothal, Mohenjo-daro and Rakhigarhi [ ? ] . At its extremum, its population may hold exceeded five million people. In changeless, close communicating were towns and metropoliss separated by distances of 1000 kilometer. For all its accomplishments, the Indus civilisation is ill understood. Its really being was forgotten until the twentieth century. Its authorship system remains undeciphered. Among the Indus civilisation ‘s enigmas are cardinal inquiries, including its agencies of subsistence and the causes of its sudden, dramatic disappearing, get downing around 1900 BC. We do non cognize what linguistic communication Indus civilisation spoke. We do non cognize what they called themselves. All of these facts stand in stark contrast to what is known about its coevalss, Mesopotamia and ancient Egypt.Table of contents1 Predecessors 2 Emergence of Civilization 3 Cities 4 Economy 5 Agribusiness 6 Writing 7 Decline and Collapse 8 Bequest 9 External MentionsPredecessorsThe Indus civilisation was predated by the first agriculture civilizations in south Asia, which emerged in the hills Baluchistan, to the West of the Indus Valley. The best-known site of this civilization is Mehrgarh, established around 6500 BC [ ? ] . These early husbandmans domesticated wheat and a assortment of animate beings, including cowss. Pottery was in usage by around 5500 BC [ ? ] . The Indus civilization grew out of this civilization ‘s technological base, every bit good as its geographic enlargement into the alluvial fields of what are now the states of Sindh and Punjab in modern-day Pakistan. By 4000 BC, a typical, regional civilization, called pre-Harappan, had emerged in this country. ( It is called pre-Harappan because remains of this widespread civilization are found in the early strata of Indus civilisation metropoliss. ) Trade webs linked this civilization with related regional civilizations and distant beginnings of natural stuffs, including lapis lazuli and other stuffs for bead-making. Villagers had, by this clip, domesticated legion harvests, including peas, benne seed, day of the months, and cotton, every bit good as a broad scope of domestic animate beings, including the H2O American bison, an animate being that remains indispensable to intensive agricultural production throughout Asia today.Emergence of CivilizationBy 2600 BC, some pre-Harappan colonies grew into metropoliss incorporating 1000s of people who were non chiefly engaged in agribusiness. Subsequently, a incorporate civilization emerged throughout the country, conveying into conformance colonies th at were separated by every bit much as 1,000 kilometer. and muffling regional differences. So sudden was this civilization ‘s outgrowth that early bookmans thought that it must hold resulted from external conquering or migration. Yet archeologists have demonstrated that this civilization did, in fact, arise from its pre-Harappan predecessor. The civilization ‘s sudden visual aspect appears to hold been the consequence of planned, deliberate attempt. For illustration, some colonies appear to hold been intentionally rearranged to conform to a witting, well-developed program. For this ground, the Indus civilisation is recognized to be the first to develop urban planning.CitiesThe Indus civilisation ‘s preference for urban planning is apparent in the larger colonies and metropoliss. Typically, the metropolis is divided into two subdivisions. The first country includes a raised, earthen platform ( dubbed the â€Å" Citadel † by early archeologists ) . The 2nd cou ntry ( called the â€Å" lower metropolis † ) contains tightly packed places and stores, every bit good as chiseled streets that were laid out to a precise program. A system of unvarying weights and steps was in usage, and streets and back streets are of stiffly unvarying breadth in virtually all Harappan sites. The chief edifice stuff was brick, both fired and sun-baked, of a strictly standardised size. The largest metropoliss every bit many as 30,000 people. As seen in Harappa and Mohenjo-daro, the best-known ( and perchance the largest ) metropoliss, this urban program included the universe ‘s first urban sanitation systems. Within the metropolis, single places or groups of places obtained H2O from Wellss. From a room that appears to hold been set aside for bathing, waste H2O was directed to covered drains, which lined the major streets. Although the well-engineered system drained waste H2O from the metropolis, it seems clear that the streets were far from fragrant. Houses opened merely to inner courtyards and smaller lanes. The intent of the â€Å" Citadel † remains a affair of argument. In crisp contrast to this civilisation ‘s coevalss, Mesopotamia and ancient Egypt, no big, monumental constructions were built. There is no conclusive grounds of castles or temples — or, so, of male monarchs, ground forcess, or priests. Some constructions are thought to hold been garners. Found at one metropolis is an tremendous, well-built bath, which may hold been a public bath. Although the â€Å" Citadels † are walled, it is far from clear that these constructions were defensive. They may hold been built to deviate inundation Waterss. Most metropolis inhabitants appear to hold been bargainers or craftsmans, who lived with others prosecuting the same business in chiseled vicinities. Materials from distant parts were used in the metropoliss for building seals, beads and other objects. Among the artefacts made were beautiful beads made of glassy rock ( called faience [ ? ] . The seals have images of animate beings, Gods etc. , and letterings. Some of the seals were used to stomp clay on trade goods, but they likely had other utilizations. Although some houses were larger than others, Indus civilisation metropoliss were singular for their evident equalitarianism. For illustration, all houses had entree to H2O and drainage installations. One gets the feeling of a huge, middle-class society.EconomyThe Indus civilisation ‘s economic system appears to hold depended significantly on trade, which was facilitated by major progresss in conveyance engineering. These progresss included bullock-driven carts that are indist inguishable to those seen throughout South Asia today, every bit good as boats. Most of these boats were likely little, flat-bottomed trade, possibly driven by canvas, similar to those one can see on the Indus River today ; nevertheless, there is secondary grounds of sea-going trade: late, archeologists have discovered a monolithic, dredged canal and docking installation at a coastal metropolis. Judging from the dispersion of Indus civilisation artefacts, the trade webs economically integrated a immense country, including parts of Afghanistan, the coastal parts of Persia, northern and cardinal India, and Mesopotamia. A Sumerian lettering appears to utilize the name Meluhha to mention to the Indus civilisation. If so, it is the lone grounds we possess that might propose what Indus civilisation people called themselves.AgribusinessIndus civilisation agribusiness must hold been extremely productive ; after all, it was capable of bring forthing excesss sufficient to back up 10s of 1000s of urban occupants who were non chiefly engaged in agribusiness. It relied on the considerable technological accomplishments of the pre-Harappan civilization, including the Big Dipper. Still, really small is known about the husbandmans who supported the metropoliss or their agricultural methods. Some of them doubtless made usage of the fertile alluvial dirt [ ? ] left by rivers after the inundati on season, but this simple method of agribusiness is non thought to be productive plenty to back up metropoliss. There is no grounds of irrigation, but such grounds could hold been obliterated by repeated, ruinous inundations. The Indus civilisation appears to disconfirm the Oriental Despotism [ ? ] hypothesis, which is concerned with the beginning of urban civilisation and the province. Harmonizing to this hypothesis, metropoliss could non hold arisen without irrigation systems capable of bring forthing monolithic agricultural excesss [ ? ] . To construct these systems, a despotic, centralised province emerged that was capable of stamp downing the societal position of 1000s of people and tackling their labour as slaves. It is really hard to square this hypothesis with what is known about the Indus civilisation. There is no grounds of irrigation — and what is more, there is no grounds of male monarchs, slaves, or forced mobilisation of labour. It is frequently assumed that intensive agricultural production requires dikes and canals. This premise is easy refuted. Throughout Asia, rice husbandmans produce important agricultural excesss from terraced, hillside rice Paddies [ ? ] , which result non from bondage but instead the accrued labour of many coevalss of people. Alternatively of edifice canals, Indus civilisation people may hold built H2O recreation strategies, which — like patio agribusiness [ ? ] — can be elaborated by coevalss of small-scale labour investings. In add-on, it is known that Indus civilisation people practiced rainfall harvest home [ ? ] , a powerful engineering that was brought to fruition by classical Indian civilisation but about forgotten in the twentieth century. It should be remembered that Indus civilisation people, like all peoples in South Asia, built their lives around the monsoon, a conditions form in which the majority of a twelvemonth ‘s rainfall occurs in a four-month pe riod. At a late discovered Indus civilisation metropolis in western India, archaeologists discovered a series of monolithic reservoirs, hewn from solid stone and designed to roll up rainfall, that would hold been capable of run intoing the metropolis ‘s demands during the dry season. The nature of the Indus civilisation ‘s agricultural system is still mostly a affair of speculation. But the affair is of import. It is possible that this civilisation teaches an of import lesson. By agencies of corporate societal action and harmonious integrating with the natural environment, human existences may hold one time created considerable economic prosperity without societal inequality or political subjugation. If this is so the Indus civilisation ‘s accomplishment, it is among the most baronial in all human history.WritingThe Indus civilisation remains cryptic in another manner: Despite legion efforts, bookmans have non been able to decode the Indus book. One job is the deficiency of grounds. Most of the known letterings have been found on seals or ceramic pots, and are no more than 4 or 5 characters in length ; the longest is 26 characters. There is no grounds of a organic structure of literature. A complicating factor: No 1 knows which linguistic communicatio n Indus civilisation people spoke ; likely campaigners are the Dravidian linguistic communication household, the Munda, the Indo-Aryan, and Sumerian. Were it known which linguistic communication was spoken by Indus civilisation people, bookmans might derive hints that could assist them decode the book. But no 1 knows. Because the letterings are so short, some bookmans wonder whether the Indus book fell abruptly of a true authorship system ; it has been suggested that the system amounted to little more than a agency of entering individuality in economic minutess. Still, it is possible that longer texts were written in perishable media. Morever, there is one, little piece of grounds proposing that the book embodies a well-known, widespread, and complex communicating system. At a late discovered Indus civilisation metropolis in Western India, grounds has been found that appears to be the leftovers of a big mark that was mounted above the gate to the metropolis. Possibly it was designed to inform travellers ( who would hold been legion ) of the metropolis ‘s name, correspondent to the welcome marks seen today along main roads taking to major metropoliss.Decline and CollapseFor 700 old ages, the Indus civilisation provided its peoples with prosperity and copiousness and its craftsmans produced go ods of exceling beauty and excellence. But about every bit all of a sudden as the civilisation emerged, it declined and disappeared. No 1 knows why. Around 1900 BC, marks began to emerge of mounting jobs. Peoples started to go forth the metropoliss. Those who remained were ill nourished. By around 1800 BC, most of the metropoliss were abandoned. In the centuries to come — and once more, in crisp contrast to its coevalss, Mesopotamia and ancient Egypt — remembrance of the Indus civilisation and its accomplishments seemed to vanish from the record of human experience. Unlike the antediluvian Egyptians and Mesopotamians, Indus civilisation people built no immense, stone memorials to certify to their being. One could reason that they could non make so because rock was difficult to come by in the Indus Valley alluvial sediment. One could besides reason that the construct of an tremendous, intimidating memorial was foreign to their position of the universe. To be certain, Indus civilisation people did non vanish. In the wake of the Indus civilisation ‘s prostration, regional civilizations emerged, all of which show the tarriance influence — to changing grades — of the Indus civilisation. In the once great metropolis of Harappa, entombments have been found that correspond to a regional civilization called the Cemetery H civilization. Some former Indus civilisation people appear to hold migrated to the E, toward the Gangetic Plain [ ? ] . What disappeared was non the people, but the civilisation: the metropoliss, the authorship system, the trade webs, and — finally — the political orientation that so evidently provided the rational foundation for this civilisation ‘s integrating. In the past, many bookmans argued that the prostration was so sudden that it must hold been caused by foreign conquering. In the 19th century, some bookmans argued that â€Å" superior † Aryan encroachers, with their Equus caballuss and chariots, conquered the â€Å" crude, † â€Å" dark, † and â€Å" weak † peoples they encountered in ancient South Asia. Subsequently, these â€Å" white † encroachers intermingled with the autochthonal â€Å" dark † population, and grew â€Å" weak † — and hence ripe for repeated conquering. It was portion of a larger, fabulous narration that was used to legalize the English colonisation of the â€Å" weak † and â€Å" dark † peoples of India. These thoughts were developed before the find of the Indus civilisation itself, when it was assumed that the pre-Aryan Indian populations lived crude lives. When the civilisation was discovered in the 1920s, these statements were adapted to s how the Indo-Aryans as energetic barbaric warriors who overthrew a inactive or peaceable urban civilization. In the words of the archaeologist Mortimer Wheeler, the Indo-Aryan war God Indra ‘stands accused ‘ of the devastation. Current thought does non give much acceptance to the position that the Indo-Aryans were responsible for the prostration of the Indus civilisation, or that ‘ † white † encroachers displaced or subordinated â€Å" dark † indigens. Centuries would go through before Cardinal Asiatic Indo-Aryans appeared in South Asia. Even so, there is no grounds — an vague Vedic mention notwithstanding — that these peoples conquered a civilisation. The facts are these: by the clip the Central Asiatic peoples arrived, the Indus civilisation had collapsed. What caused the prostration? It seems undeniable that a major factor was climatic alteration. In 2600 BC, the Indus Valley was verdant, forested, and pullulating with wildlife. It was wetter, excessively. Floods were a job and appear, on more than one juncture, to hold overwhelmed certain colonies. A point in fact: Indus civilisation people supplemented their diet with hunting, a fact that is all but impossible when 1 considers today ‘s dessicated, denuded environment. By 1800 BC, the clime is known to hold changed. It became significantly cooler and drier. But this fact entirely may non hold been sufficient to convey down the Indus civilisation. The important factor may hold been the disappearing of significant parts of the Ghaggar-Hakra river system. A tectonic event may hold diverted the system ‘s beginnings toward the Ganges Plain, though there is some uncertainness about the day of the month of this event. Such a statement may look doubtful if one does non recognize that the passage between the Indus and Gangetic plains sums to a affair of inches, and is all but unperceivable. The part in which the river ‘s Waterss once arose is known to be geologically active, and there is grounds of major tectonic events at the clip the Indus civilisation collapsed. The river ‘s very being was unknown until the late twentieth century, when geologists used satellite photographs to follow its former class through the Indus Valley. If the Ghaggar-Hakra river system dried up when the Indus civilisation was at its tallness, the effects would hold been lay waste toing. Refugees would hold flooded the other metropoliss. The â€Å" critical mass † needed for economic integrating would hold collapsed. The most likely account is that the causes were multiple — and, in their collection, ruinous. In the worsening old ages, Indus civilisation people tried to hang on to their old manner of life, but in the terminal, they gave up. By 1600 BC, the metropoliss were deserted. In the nineteenth century, British applied scientists discovered that the abundant bricks found in the ruins — in which they expressed no apparent wonder — provided first-class natural stuffs for railroad building. They proceeded to destruct much of the available archeological grounds.BequestThe relationship between the Indus civilisation and the early Sanskrit linguistic communication civilization that produced the Vedic texts of Hinduism is ill-defined. It is perplexing that the most ancient Vedic texts — unwritten traditions that were non written down until long after Central Asians had settled in the Gangetic Plain and intermingled with its autochthonal occupants — speak of a bea utiful river, the Sarasvati river. They recall a thriving, Utopian life style that emerged along its Bankss. The texts besides seem to depict the sad narrative of the river ‘s disappearing. Still, all the grounds suggests that the supposed writers of the earliest Vedas — â€Å" Indo-european † migrators from Central Asia — did non look until many centuries after the Indus civilisation ‘s prostration. Are the ancient Vedic mentions to the Sarasviti River strictly fabulous? Did they refer to some other river? Did they refer to the Ghaggar-Hakra river? We are in the kingdom of speculation. To perplex affairs, this topic has been drawn into the struggle that divides India and Pakistan. Still, it is possible Vedic civilisation, originating centuries after the Indus civilisation ‘s ruin, evolved in a duologue between Central Asian immigrants and autochthonal, small town peoples, who may hold recalled — possibly mythologically — the Indus civilisation ‘s magnificence and its prostration. This reading squares with some of the grounds. The â€Å" Aryan † migrators who arrived in India centuries after the Indus civilisation ‘s prostration were related to other peoples who migrated to the Middle East and Europe during the same period ; all these peoples brought with them a typical faith focused on the worship of a Sun God. In India, these beliefs shortly gave manner to a well more advanced and sophisticated spiritual tradition, Hinduism, which looks to the most ancient Vedas as a beginning of legitimacy but departs from them philosophically in important ways. It is possible ( but however a affair of speculation ) that the Indus civilisation ‘s bequest contributed to Hinduism ‘s development. As several archeologists have noted, there is something indescribably â€Å" Indian † about the Indus vale civilisation. Judging from the abundant statuettes picturing female birthrate that they left buttocks, Indus civilisation people — like mod ern Hindus — may hold held a particular topographic point in their worship for a female parent goddess and the life-affirming rules she represents ( see Shakti and Kali ) . Their seals depict animate beings in a manner that seems to propose fear, possibly boding Hindu strong beliefs sing the sacredness of cowss. Like Hindus today, Indus civilisation people seemed to hold placed a high value on bathing, personal cleanliness, and shacking with one ‘s extended household. Possibly the most of import bequest of the Indus civilisation, if such a bequest exists, was its passive resistance. In amazing and dramatic contrast to other ancient civilisations, the archeological record of the Indus civilisation provides small or no believable grounds of ground forcess, male monarchs, slaves, societal struggle, political subjugation, gross societal inequalities, prisons, and the other afflictions that we associate with civilisation. Make the Indus civilisation contribute in some manner to the construct of ahimsa ( passive resistance ) , one of the most of import of all Hindu beliefs? Possibly we will ne'er cognize. But we should retrieve the words of Mahatma Gandhi: â€Å" I have nil new to learn the universe. Truth and non-violence are every bit old as the hills. †External Mentionshypertext transfer protocol: //www.harappa.com/ has descriptions and exposure of archeological diggings. hypertext transfer protocol: //www.safarmer.com/frontline/ shows how the Indus Valley Civilization has become combative in contemporary Indian political relations, giving a sum-up of present cognition. All Wikipedia text is available under the footings of the GNU Free Documentation LicenseAA Search EncyclopediaSearch over one million articles, happen something about about anything!ATop of Form Bottom of FormAA AA Featured Article1892 †¦ cosmonautics, and projectile applied scientist ( + 1929 ) . Ernest Brastins [ ? ] born in Latvia, spiritual leader ( Dievturiba ) Deaths January 31 – Charles Spurgeon February 11 – †¦