Wwii: the Good War?

US History: Surv Since 1877 The Good War? Many Historians call World War II â€Å"The Good War. † The Second World war consumed every corner of the globe, pitting the world’s biggest powers against each other. There were two sides the Axis powers and the Allied Powers. The Axis included many Germany, Japan, and Italy. The Allied powers included the Soviet Union, United States, British Empire, China, and France to name a few. World War II was caused by several things. One was the Treaty of Versailles which Germany could not afford to pay.In turn they empowered a man who vowed to rip up the treaty. Two other reason were the failure of appeasement and the failure of the league of Nations. There are many reasons why people think that World War II was â€Å"The Good War,† Paul Fussell gives a good account on the subject. A Good War, A Just War, A Moral: Fussell's accounts simply show that these terms are simply not possible for the teenage kid being shipped off to fig ht in the war at the tender ages of 18, 19, 20, or even 17. For American troops, the first unpleasant act in their active and dangerous participation in what has been misleadingly termed the Good War was throwing up in the transport conveying them to the United Kingdom (Fussell pg. 15). † Fussell references to how the war is misnamed â€Å"The Good War† here. He suggests how can the war be good when we are putting these young boys in situations were they are throwing up out of fear. The fear is not the only problem, the men ate terrible food twice a day standing up while the officers ate at white linen tables with nice cutlery and better food.This was not the firs blow to his morale though. In training, many draftees were greeted with the letters R. T. C. which the draftee quickly learned meant replacement training center (pg. 95). Many thoughts would enter the draftees head after reading those letters, â€Å"Why, he wondered, were so many hundred of thousands of draft ed boys needed as replacements? For whom or what? Was the army expecting that many deaths or incapacitating wounds (Fussell pg. 95). † He soon learned that the answer was yes which as you can imagination was quite demoralizing and does not condescend to â€Å"The Good War† idea.Another Concept that Fussel used to support his motion that World War II wasn’t the good war everyone was talking about; was disproving the idea that only the germans spared innocent life's. He talks about the measures that the Allied forces used to protect the german assumption that the FUSAG was going to attack at Pas De Calais (Fussell pg. 32). â€Å"To move troops and reserves quickly to this fancied battlefield, Hitler would have to use railways, railway stations, and alas, railway towns, where many French civilians were killed (Fussell pg. 32). The allies bombed many french railroad structures and in the process killed many innocent citizens. The innocent killing of civilians could not relate to World War II being called the â€Å"The Good War. † If World War II, was â€Å"The Good War† then why was there so much desertion. Relating back to one of the problems I mentioned earlier, one of the main causes of desertion was fear. â€Å"Many GIs were so scared that they required special attention. Says an American woman who worked with the Red Cross, â€Å"Just before they went across to France, belts and ties were removed from some of these young men.They were very, very young (Fussell pg. 108). † Fussell tells of a battle in france, where a fresh battalion arrived to relive a unit that was battered from fighting and many of the men had been killed. Their bodies not yet been removed, but were laid out neatly just behind the foxholes and decently covered with pine boughs (Fussell pg. 107). When the reinforcements say this, they instantly disappeared only to show up many months later. How can World War II be â€Å"The Good War† when youn g men are disbanding out of pure fear.World War II may be being fought for a just reason. Hitler is clearly an uncontrollable menace who needs to be put down. On the other hand, World War II cant be â€Å"The Good War† that many historians claim it to be. Just as Fussell suggests a war can’t be good when we are sending our teenage young men in extreme situations which cause them to vomit out of fear. Also how can a war be good when we are taking the lives of innocent civilians. In the end, World War is not â€Å"The Good War† that many suggest it to be.

Reading Strategies Essay

Reading is an essential skill in human life. People are trained to learn how to read at very early age and they read with many purposes such as reading for pleasure or reading to earn experience or simply to know what is happening around them. In academic setting, reading is assumed to be the central means for learning new information and gaining access to alternative explanations. Reading also provides people with the foundation for synthesis and critical evaluation skill. In addition, reading is the primary means for independent learning, whether the goal is performing better on academic tasks, learning more about subject matter, or improving language abilities (Grabe and Stoller, as cited in Celce-Murcia, 2001). However, according to Dr. Kathleen King (Reading Strategies, n. d. ) for students at college, reading is a new experience although they have been reading for more than 12 years at school or for pleasure. In addition, academic reading is not easy; therefore, it is extremely difficult for academic students to achieve complex goals without reading strategies. Supporting to this idea, (Hawkins, 1991, cited in Celce-Murcia) also said that â€Å"Of all the skills that the child must acquire in school, reading is the most complex and difficult†. Therefore, English Second Language students are surely unavoidable to face some problems. Firstly, learners may be good at understanding separate words or even each sentence, but fail to understand the relationships between the sentences and the meaning of the text as a whole. Next, they do not have necessary knowledge about what they read. And the most important problem is that they lack necessary reading strategies. English Second Language students need to learn reading strategies because their comprehension breaks down easily. They need different ways to approach reading to help facilitate the reading process and provide them with a better sense of what they are reading (Reading strategies for ESL Students, n. d. ). Reading strategies are the most effective means to help them deal with obstacles in reading and become a better reader. Furthermore, with practice, the strategies lead to skills that become automatic and quick over time (McNamara and Danielle, 2009). But for students at the college, reading is not simply to do the task and reading passage is often longer than it is at high school meanwhile not all of them know the reading strategies and how to use them effectively. So, teaching reading strategies for students becomes necessary. That is the reason why the researcher choose â€Å"reading strategies for academic students† as a topic to do the research with the hope of improving the effect of their reading. CHAPTER II: LITERATURE II. 1. Definition of Strategies Brown (2001) defined strategies as specific methods to solve a problem or task, as modes of activity to reach a particular end or intentional designs to control or manipulate certain information. He stated that strategies differentiate within an individual and that a person can use a variety of strategies to achieve his or her goal. Oxford (as cited in Oxford, 2003, p. 8) defined strategies as follows: â€Å"The word â€Å"strategies† comes from the ancient Greek word strategia, which means steps or actions taken for the purpose of winning a war. The warlike meaning of strategia, has fortunately fallen away but the control and directedness remains in the version of the word. † He believed that whether a strategy is helpful or not depends on the specific context in which it is appropriately used. In order to use a strategy effectively, learners have to consider three important conditions: whether the strategy relates well to the second language task at hand, whether the strategy fits the particular students’ learning style preferences to one degree or another, or whether the students employ the strategy and link it with other strategies well. II. 2. Distinction between Strategies and Skills Strategies can be defined as conscious actions that learners take to achieve desired goals or objectives, while a skill is a strategy that has become automatic. As learners consciously learn and practice specific reading strategies, the strategies move from conscious to unconscious; from strategy to skill (Nunan, 2003). Strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading (Nunan, 2003). Strategic reading means not only knowing what strategy to use, but knowing how to use and integrate a range of strategies (Anderson, 1991). II. 3. Difference Strategic Readers from Poor Readers (Reading Strategies, n. d. ) |1. Before Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Build up their own background knowledge about reading and the |? Start reading without thinking about the process of reading or the| |topic |topic. | |? Set purposes for reading. |? Do not know why they are reading but merely view the task as | |? Determine methods for reading, according to their purposes. |â€Å"ground to cover†. | |2. During Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Give their complete attention to the reading task. |? Do not eliminate distractions from reading. | |? Check their own understanding constantly. |? Do not know whether they understand. | |? Monitor their reading comprehension and do it so often that it |? Do not recognize when comprehension has broken down. | |becomes automatic. |? Seldom use fix-up strategies to improve comprehension. | |? Stop to use a fix-up strategy when they do not understand. |? Skip or ignore meanings of unfamiliar but crucial words. | |? Use semantic, syntactic, and graphophonic cues to construct |? Do not integrate text with prior knowledge. | |meanings of unfamiliar words. |? Read without reflecting on meaning or text organization | |? Synthesize during reading. | | |? Ask questions. | | |? Talk to themselves during reading. | | |3. After Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Decide if they have achieved their goals for reading. |? Do not know what they have read. | |? Evaluate their understanding of what was read. |? Do not follow reading with comprehension self-check. | |? Summarize the major ideas. |? Rely exclusively on the author’s words. | |? Seek additional information from outside sources. |? Do not go beyond a surface examination of the text. | |? Distinguish between relevant and irrelevant ideas. |? Apply no conscious strategies to help them remember. | |? Paraphrase the text what they have learned. | | |? Reflect on and personalize the text. | | |? Critically examine the text. | | |? Integrate new understandings and prior knowledge. | | |? Use study strategies to retain new knowledge. | | II. 4. Some Methods for Teaching Reading Strategies Reading Strategies (n.d. ) separates reading lesson into three stages and has some ideas about activities for each stage. II. 4. 1. Before Reading activities should emphasize methods of merging reader, text, and content –enabling students to set appropriate reading purposes, recall related prior knowledge, preview and predict what the text will be about, and select reading methods to suit their purposes and the text. Included in these considerations may be readers’ decisions to expand their background knowledge through related discussion, exploration of key concepts, or related reading. II. 4. 2. During Reading: activities should enable students to monitor their comprehension through a variety of strategies and experience and acquire diverse fix-up strategies to improve their understanding where necessary. II. 4. 3. After Reading: activities should teach students to review their understanding of text, relate new ideas to their background knowledge, revisit the text to clarify and extend meanings, make responsible interpretations and criticisms of ideas from the text, revise their thinking, apply the information to other texts and disciplines, and remember crucial learning for future application. II. 5. Some Techniques for Teaching Reading Strategies Reading Strategies (n. d. ) also gives some techniques to teach reading strategies II. 5. 1. Some Techniques for Teaching Before-Reading Strategies Before reading, strategic readers: * Preview the text by looking at the title, the pictures, and the print in order to evoke relevant thoughts and memories. * Build background by activating appropriate prior knowledge through self –questioning about what they already know about the topic (or story), the vocabulary, and the form in which the topic (or story) is presented. * Set purposes for reading by asking questions about what they want to learn during the reading process. II. 5. 2. Some Techniques for Teaching During-Reading Strategies During reading, strategic readers: * Check understanding of the text by paraphrasing the author’s words. * Monitor comprehension and use fix-up strategies: use the cueing systems to figure out unknown words and imaging, imagining, inferencing, and predicting. * Integrate new concepts with existing knowledge: continually revise purpose for reading. II. 5. 3. Some Techniques for Teaching After-Reading Strategies. After reading, strategic readers: * Summarize what they have read by retelling the plot of the story or the main idea of the text. * Interpret and evaluate the ideas contained in the text. * Make applications of the ideas in the text to unique situations, extending the ideas to broader perspectives. * Use study strategies for note taking, locating, and remembering to improve content – area learning. II. 6. Kinds of Strategy Before students begin their next reading assignment, identify their purpose for reading. According to the reader’s different purposes, he or she will choose the appropriate reading style. Therefore, there are a variety of strategies. II. 6. 1. Study Reading The Study Reading is used when the readers intend to read difficult material at a high level of comprehension. This reading style says that because of the material at a high level of comprehension the readers should read the material more than once and sometimes reading the material aloud also improves their comprehension. (Becoming a Flexible Reader, n. d. ) II. 6. 2. Skimming When the reader’s purpose is to quickly obtain a general idea about the reading material, he or she is suggested to use skimming style. This strategy is extremely useful if the readers want to read a large amount of material in a short amount of time by two ways: identify the main ideas and ignore the details. (Becoming a Flexible Reader, n. d. ) II. 6. 3. Scanning Contrastively, the scanning style is used when their purpose is to quickly locate a specific piece of information within reading material. To scan, the readers mostly focus on a list of names, words, numbers, short statements, and sometimes even in a paragraph. (Becoming a Flexible Reader, n. d. ) II. 6. 4. SQRW. According to A Strategies for Reading Textbooks (n. d. ), it divides strategies into four-steps, called SQRW. Each letter stands for one step in the strategy. Using SQRW will help readers to understand what they read and to prepare a written record of what they learned. The written record will be valuable when readers have to participate in a class discussion and again when they study for a test. Read to learn what to do for each step in SQRW. ( Survey This strategy brings to mind what the readers already know about the topic of a chapter and prepares them for learning more. The readers do survey by reading the title, introduction, headings, and the summary or conclusion or they will examine all visuals such as pictures, tables, maps, and/or graphs and read the caption. By survey, the readers quickly learn what the chapter is about. ( Question Questions give the readers a purpose for reading and help them stay focused on the reading assignment. To form questions, the readers base on a heading and use the words who, what, when, where, why, or how. When a heading contains more than one idea, form a question for each idea. Do not form questions for the Introduction, Summary, or Conclusion. ( Read Read the information that follows each heading to find the answer to each question readers formed. They may change a question or turn it into several questions to be answered. Readers need to stay focused and flexible so they can gather as much information as they need to answer each question. ( Write Write each question and its answer in your notebook. Reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the question. CHAPTER III: APPLICATION III. 1. For Students Here are some suggestions for students to apply before, during and after-reading in order to become strategic readers. There are two things that students need to prepare before they read. First of all, it is the reading environment. Students had better to choose a quiet place which is far away from making noise. They would be distract by it and cannot concentrate well on what they read. Moreover, a place gives them an attitude to be ready to read. Besides the place, readers also pay attention to have small things as pen or paper in hand. These things help them take note immediately what they read on the text when the ideas come out in the mind before they quickly disappear. Before reading, firstly it is necessary for English Second Language students to set a goal for reading. This activity will keep them focus on what they read and prevent them from wandering around the text. Secondly, they should activate prior knowledge. It means that students brainstorm what they already know about the topic. Combination between prior knowledge and new text help them understand more about the topic. Last but not least, according to their purposes, they choose suitable methods for reading. Appropriate strategies help them read and achieve their goals quickly. While reading is the stage which students apply all their known strategies to read quickly but effectively. For example, strategic readers do not read the text from the beginning to the end; instead they skim it quickly to have an overview or to get main ideas about what they are going to read. It means that those students would read the introduction or every first line of each paragraph before going to read the whole passage. Next, when students read in detail, they should underline the information which they feel interested in and take notes or  highlight for easy to review important points later. In addition, it is important for students to remember to use what their background knowledge and their brainstorming about the text in before reading and see whether the old information fits the text, whether their prediction is correct or need changing. Moreover, if they have any difficulties with reading the text, slow down their reading speed and reread the information with more care. In case, it is too difficult to understand, highlight it for going back later, then skip it and move forward. Finally, college students are often required to read a lot with difficult vocabulary, so they should break down the assignment into many small sections, for example, ten pages for each reading times and manage to finish reading these sections instead of the whole. This strategy gives students more concentrated on what they read and prevents them from getting frustrated and disappointed. It is not simply to finish the reading task, learners should go beyond. And after reading is a stage for them to do so. First of all, students need to draw a conclusion. They turn back and think about what predictions they made before and during reading by reviewing the text. Also, they had better look back to consider how the information read related to their background knowledge and decide whether they achieve their goal. Secondly, students should take notes what they have read by writing a summary. This summary contains the main ideas, the important information or simply just a list of ideas getting from the reading. This activity is very helpful for the readers to maintain new knowledge for later use. Lastly, this stage also gives students a chance to discuss what they do not understand about the text. Students will mark anything that makes them confused and bring it to class and talk with their friends in order to clarify it. III. 2. For the Reading Teachers It takes a long time for students to become strategic readers and reading teachers play an important role in helping their students read quickly but effectively. Therefore, teachers are suggested to take these considerations. First of all, teachers themselves need to have a full awareness of great benefits which strategies could bring to their students, then the introduction of strategies, their practice, and their uses should be part of  every reading lesson because a strategy can be only applied well when teachers frequently explain, model it carefully, then give them enough opportunities to practice. However, for any approach to strategy development, teachers should remember to introduce only a few strategies at a time until students feel confident to use the strategies. And in each reading lesson, separate application of each strategy does not give a lot of help, so teachers should encourage students to combine some strategies together to get the best results. Moreover, teachers should be well-prepared the lesson beforehand. The aim of this preparation is to figure out which strategies are used in the lesson, then the teachers will carefully prepare suitable activities for each stage of a reading lesson. For example, in before-reading stage, teachers give activities such as True/ False Prediction, Brainstorming to help students have some general ideas about what they are going to read. For while-reading stage, teachers use Answer the Questions, Choose the Main Ideas to check their comprehension. For after-reading stage, the activities could be Summary, Discussion or Retelling what they have read. Additionally, when reading process takes place, reading teachers monitor the students’ expertise and independent application of the strategies. If there are many students feeling unsure about using the strategies, teachers stop their work, reintroduce and give them more practice. Finally after every reading times, teachers ask students to record their ability in applying strategies to assess their own growth. CHAPTER IV: CONCLUSION During teaching process, most of reading teachers give more time and emphasis on testing reading comprehension than teaching readers how to comprehend. Therefore, this small research has been done to offer an overview of different strategies to reading and application for practice. All of strategies can be brought into play in an efficient way in the teaching and acquiring reading skill. Simultaneously, it helps both teachers and students recognize the significant advantages of mastering reading strategies. With careful discussion about most of strategies used in three main reading stages: before, during and after reading, hopefully this research is a source of reference for reading teachers and students. REFERENCES A Strategies for Reading Textbooks, (n. d. ). Retrieved December 3rd, 2010 from http://www. how-to-study. com/study-skills/en/studying/40/a-strategy-for-reading-textbooks/ Anderson, N. J. (1991). Individual Differences in Strategy Use in Second Language Reading and Testing. Modern Language Journal, 75: 460-472. Becoming a Flexible Reader, (n. d. ). Retrieved December 3rd, 2010 from http://www. how-to-study. com/study-skills/en/studying/33/becoming-a-flexible-reader/ Brown, H. D. (2001). Teaching by principles- An interactive approach to language pedagogy. (2nd ed. ). NY: Longman, pp 384-387. Dr. Kathleen King, (n. d. ). Reading Strategies, Lecture from University. Retrieved December 14th, 2010 from http://www. isu. edu/~kingkath/readstrt. html Grabe, W. , Stoller, F. L. (2001). Reading for Academic Purpose: Guidelines for the ESL/ EFL Teacher, In Celce-Murcia, M. (Ed. ), Teaching English as a Second or Foreign Language. (3rd ed). Boston: Heinle, pp. 187-204. Hawkins, B. , (2001). Teaching Children to Read in a Second Language. In Celce-Murcia, M. (Ed. ), Teaching English as a Second or Foreign Language. (2rd ed). Boston: Heinle. McNamara, Danielle S. (2009). The importance of teaching reading strategies, The Perspectives on Language and Literacy. Retrieved December 14th, 2010 from http://findarticles. com/p/articles/mi_7694/is_200904/ai_n32423755 Nunan, D. (Ed. ) (2003). Practical English Language Teaching. Singapore: McGraw Hill. Oxford, R. L. (2003). Language Learning Styles and Strategies. Retrieved February 28, 2008, from web. ntpu. edu. tw/~language/workshop/read2. pdf Reading Strategies, (n. d. ). Retrieved December 10th, 2010 from http://98. 130. 215. 11/articles/6%20Strategic%20Reading. pdf.

The Hours Film Review Essays

The Hours Film Review Essays The Hours Film Review Essay The Hours Film Review Essay Essay Topic: Eva Luna Mrs Dalloway Everywhere we go, we constantly find ourselves furious and dissatisfied with film adaptations that never seem to serve us justice The book is just sooooooo much better!. But is it really fair to imprint this impression on all film adaptations of much-loved novels? The answer is NO. From the director of Billy Elliot, Stephen Daldry and his talented team on-and-off camera will prove you wrong.It is insanely difficult for most of us, to even begin to imagine the intolerable pain derived from those who endure immense depression or those who suffer from some form of mental illness. They are locked up in a jail that resembles their mind and are unable to break free. The Hours encapsulates this emotional stress endured by women across different eras to utter perfection.Based on the Pulitzer Prize-winning novel written by Michael Cunningham, The Hours depicts the lives of three women in three generations along with the twisted struggles they experience imprisoned in their hopeless souls. Au stralian actress Nicole Kidman (Moulin Rouge, Rabbit Hole), captures the role of Virginia Woolf in 1925, working on Mrs. Dalloway (a stream-of-consciousness novel) about the hostess of society, whose artificial nature of perfection masks her inner turmoil. Julianne Moore (The End of An Affair) portrays stereotypical American housewife, Laura Brown residing in 1951 American suburbia a woman who feels compelled to maintain her loyalty towards her son and husband (John C. Reilly). What may seem like a contentful heart and cheerful face may possibly be something else underneath the surface. Critically acclaimed actress, Meryl Streep (Adaptation, Sophies Choice) as Clarissa Vaughan in 2001, neglects her partner for the chapter in her life that she is reluctant to close, whom is shared with AIDS sufferer, Richard Brown played by Ed Harris.Kidman stands taller than the rest, delivering an extraordinary Oscar-worthy performance of astonishing courage, revealing the destructive war between her intellectual mind and the chaos revolving around her personal world. Every gesture and every facial expression convinces the audience that this character was tailor-made especially for her. Streep reflects this level of performance and as always, handles her role carefully producing a believable performance as a result. Her switch between absolute lunacy to a cheerful hostess is measured to perfection. But there is always one that lets the team down. Moores approach to the complex character of Laura Brown shows that she is just another pretty lady in a pretty dress. The recurring empty face is a snooze-fest that blocks the audience from entering her state-of-mind. Last but certainly not least, it is not a surprise that the youngest member of the cast, young and adorable Ritchie Brown played by Jack Rovello, angelically lights up the screen, making us aww time after time, whilst stealing our vulnerable hearts with his truthfully honest words, and innocent stare. Cuuute.Perhaps o ne of the most memorable scenes from the film is the opening sequence, which immediately draws attention to Virginia Woolfs irreversible decision, intertwined with a beautifully written voiceover of a note devoted her husband that exercises our minds in preparation for the incoming wave of emotions. The three distraught women and their lives are carefully woven together into a fluid piece of artistic interpretation. But in the end every life must continue, no matter how dull it may be. Tensions crescendo. Fears arise. The once-somber mood is finally uplifted and brightened when a series of fresh, blooming flowers are shot to complete the sequence with an excellent finish.The emotionally driven power of the themes featured in The Hours automatically select the targeted age group to mature audiences, as the multi-layered plot is possibly too chunky to digest for younger audiences. A certain fascination with mortality is explored by the female trio, who are explicitly sensitive, posses sing a clear perception of the revolving world. Constant evaluations are made by each of the main characters, questioning their monotonic lifestyles. The common through-line can be identified between the victims.David Hares masterfully constructed screenplay for the film stays faithful to Cunninghams novel and the devoted fans that are attached to his work. Hare took confident risks, to approach his duty with maturity. The script produced is not afraid to treat its audience as if they were knowledgeable geniuses. The screenplay successfully communicates the moral of the narrative, that there is a never-ending variation of experiences throughout the course of ones life, where no two days are exactly same.The impeccable costuming, cinematographic and musical aspects of The Hours cover up the puzzling holes in the films plot. Costume designer Ann Roth, did a remarkable job in interpreting the personalities of the characters via fashion [which is essential in many ways], as well as pain ting of eras in which each scene is set in. Kidman sports a simple yet effective prosthetic nose, which allows the audience to see an unrecognisable actress, making her role that much more realistic. Seamus McGarveys artistically gorgeous cinematography, consisting of lingering shots on the deeply, afflicted faces of the three leading women, is probably recognised as the films prominent instrument.An immaculate motion picture is presented as a result of his skillful work. Philip Glass exquisitely composed score is one secret and powerful weapon, which successfully accompanies the story, setting a range of moods and expressing atmospheres in a way that dialogue is occasionally unable to do so. The melodic harmonies produced by an enchanting combination of piano and strings are a vital aspect of the film, establishing and developing the characters by pouring their emotions out. This is somewhat rare in a typical Hollywood film. It is truly the flawlessly calibrated finishing touch to the magnificent creation.Every single inch of detail and aspect of the film from the heart-wrenchingly convincing acting performed by the majority of the cast, to the astounding screenplay and the haunting score is attacked with intelligence, seriousness and meaningfully precise measures which ultimately produced an original and dazzling masterpiece that is The Hours. It goes without any doubt at all, that the film thoroughly deserves its showering praise and awards. The Hours is a definite must-see film of the year.

Free Essays on Farming In 1900s

Essay: Farming Question: What were the Farmer’s problems in the latter part of the 19th century? How did they respond to their problems were they successful? The late nineteenth century was a time of drastic change in the United States. The country was growing at an unprecedented rate, and the Industrial Revolution was sweeping the nation. This industrial revolution not only affected those working in the newly founded industries and those in the cities, but the revolution impacted the farmers as well. American farmers were, as a whole, dissatisfied with their state of affairs, and began an agrarian movement. The farmers' grievances were multifaceted, and generally had merit, though allegations of an organized conspiracy to thwart the farmers were unfounded. Further, the discontent of the farmers was displayed in the formation of an organized political movement, which never before existed to such a degree. Hence the period between 1880 and 1900 was a boom time for American politics. The country was for once free of the threat of war, and many of its citizens were living comfortably. However, as these two decades went by, the American farmer found it harder and harder to live comfortably. Crops such as cotton and wheat, once the bulwark of agriculture, were selling at prices so low that it was nearly impossible for farmers to make a profit off them. Furthermore, improvement in transportation allowed foreign competition to materialize, making it harder for American farmers to dispose of surplus crop. Finally, years of drought in the Midwest and the downward spiral of business in the 1890’s devastated many of the nation’s farmers. As a result of the agricultural depression, many farm groups, most notably the Populist Party arose to fight what farmers saw as the reasons for the decline in agriculture. During the last twenty years of the nineteenth century, many farmers in t he United States saw monopolies and trusts, railroad... Free Essays on Farming In 1900's Free Essays on Farming In 1900's Essay: Farming Question: What were the Farmer’s problems in the latter part of the 19th century? How did they respond to their problems were they successful? The late nineteenth century was a time of drastic change in the United States. The country was growing at an unprecedented rate, and the Industrial Revolution was sweeping the nation. This industrial revolution not only affected those working in the newly founded industries and those in the cities, but the revolution impacted the farmers as well. American farmers were, as a whole, dissatisfied with their state of affairs, and began an agrarian movement. The farmers' grievances were multifaceted, and generally had merit, though allegations of an organized conspiracy to thwart the farmers were unfounded. Further, the discontent of the farmers was displayed in the formation of an organized political movement, which never before existed to such a degree. Hence the period between 1880 and 1900 was a boom time for American politics. The country was for once free of the threat of war, and many of its citizens were living comfortably. However, as these two decades went by, the American farmer found it harder and harder to live comfortably. Crops such as cotton and wheat, once the bulwark of agriculture, were selling at prices so low that it was nearly impossible for farmers to make a profit off them. Furthermore, improvement in transportation allowed foreign competition to materialize, making it harder for American farmers to dispose of surplus crop. Finally, years of drought in the Midwest and the downward spiral of business in the 1890’s devastated many of the nation’s farmers. As a result of the agricultural depression, many farm groups, most notably the Populist Party arose to fight what farmers saw as the reasons for the decline in agriculture. During the last twenty years of the nineteenth century, many farmers in t he United States saw monopolies and trusts, railroad...

Learn the Spanish Abbreviations You Should Know

Learn the Spanish Abbreviations You Should Know Spanish has dozens of abbreviations, and theyre common in both formal and informal writing. Differences Between Abbreviations in English and Spanish Unlike in English, where most abbreviations are capitalized, many Spanish abbreviations are not. Generally, abbreviations that are capitalized are personal titles (such as Sr. and Dr., even though the words themselves are not capitalized when spelled out) and those derived from proper nouns. But there are exceptions. Note also that, as in English, some abbreviations are used with or without periods varying with the style of writer or publication. The points of the compass usually arent abbreviated in running text. List of Spanish Abbreviations Here are the most common Spanish abbreviations. This list is far from complete, as Spanish has hundreds of abbreviations. Among those not listed here are those that are common in only one country, including acronyms for government agencies such as JUJEM for Junta de Jefes del Estado Mayor, the Spanish Joint Chiefs of Staff. This list shows the Spanish abbreviation in boldface, the Spanish meaning and the corresponding English abbreviation or translation. A/A - a la atencià ³n - to the attentiona.C., a. de C., a.J.C., a. de J.C. - antes de Cristo, antes de Jesucristo - B.C. (before Christ), BCE (before Common Era)a. m. - antes del mediodà ­a - a.m. (before noon)apdo. - apartado postal - P.O. Boxaprox. - aproximadamente - approximatelyAv., Avda. - avenida - Ave. (avenue, in addresses)Bs. As. - Buenos Aires - Buenos Airescap.o - capà ­tulo - chapterc.c. - centà ­metros cà ºbicos - c.c. (cubic centimeters)Cà ­a - compaà ±Ãƒ ­a - Co. (company)cm - centà ­metros - cm. (centimeters)c/u - cada uno - apieceD. - don - SirDa. - doà ±a - Madamd.C., d. de C., d.J.C., d. de J.C. - despuà ©s de Cristo, despuà ©s de Jesucristo - A.D. (anno domini), CE (Common Era)dna. - docena - dozenDr., Dra. - doctor, doctora - Dr.E - este (punto cardinal) - E (east)EE. UU. - Estados Unidos - U.S.esq. - esquina - street corneretc. - etcà ©tera - etc.f.c., F.C. - ferrocarril - R.R. (railroad)FF. AA. - fuerzas armadas - armed forcesGob. - gobierno - Gov.Gral. - general - Gen. (military title)h. - hora - hour Ing. - ingeniero - engineerkg - kilogramos - kg (kilograms)km/h - kilà ³metros por hora - kilometers per hourl - litros - litersLic. - licenciado - attorneym - metros - metersmm - milà ­metros - millimetersm.n. - moneda nacional - sometimes used to distinguish the national currency from others, especially in areas used by foreign touristsms. - manuscrito - manuscriptN - norte - N (north)no., nà ºm. - nà ºmero - No. (number)O - oeste - W (west)OEA - Organizacià ³n de Estados Americanos - OAS (Organization of American States)ONU - Organizacià ³n de Naciones Unidas - UN (United Nations)OTAN - La Organizacià ³n del Tratado Atlntico Norte - NATO (North Atlantic Treaty Organization)pg. - pgina - pageP.D. - postdata - P.S.Pdte., Pdta. - presidente (masculine), presidenta (feminine) - presidentp.ej. - por ejemplo - e.g. (for example)p. m. - post meridien - p.m. (after noon)Prof, Profa. - profesor, profesora - Professorq.e.p.d. - que en paz de scanse - R.I.P. (rest in peace)S - sur - S (south)S.A. - Sociedad Anà ³nima - Inc. S.L. - Sociedad Limitada - Ltd.Sr. - seà ±or - Mr.Sra. - seà ±ora - Mrs., Ms.Srta. - seà ±orita - Miss, Ms.s.s.s. - su seguro servidor - your faithful servant (used as a closing in correspondence)tel. - telà ©fono - telephoneUd., Vd., Uds., Vds. - usted, ustedes - youv. - và ©ase - go seevol. - volumen - vol. (volume)W.C. - water closet - bathroom, toilet Abbreviations for Ordinal Numbers Just as in English we might use a spelling such as 5th for fifth, Spanish speakers often abbreviate ordinal  numbers using the numerals themselves. A big difference in Spanish is that the abbreviations vary with gender. For example, octavo (eighth) is written as 8o if its masculine and 8a if its feminine. Such forms arent common for numbers above 10. Note that in masculine forms a superscripted zero is used rather than a degree symbol.

PEPSI Advertisement - A Lot More Than You Think Essay

PEPSI Advertisement - A Lot More Than You Think - Essay Example A young Hispanic boy starts off in by an apartment complex in this commercial, and by using an urban Hispanic setting with a monotone color scheme, a sense of confinement is instilled and something must be done about it.   With this set-up, Pepsi comes in to â€Å"save the day† or, in this case, this boy’s life from normality.   Pepsi’s product promises to lift this particular Hispanic youth out of a lower-middle class inner-city barrio environment into a drummer for a popular band.   Once the boy has tried the product, he becomes inspired giving him confidence and motivation to follow his dream of becoming a drummer.   And while everyone else is still living their mundane lives, he has transcended this barrio environment to pursue his dream.   He ascends to the high-class stardom status instantaneously in the commercial.   He is suddenly taken out of the boring lifestyle he was living in, ages about ten years older, and is put in a rock band on stage entertaining a massive crowd of fans most likely with his professional drumming. The boy’s younger years are portrayed in the sunlight, but not necessarily in a cheerful, happy way.   The sun just seems to be part of the whole monotonous picture.   When the boy’s dream is finally reached, the whole set-up is changed.   Instead of it being day, it is night (or at least in an indoor stadium or concert hall).   The only light is the light coming from the stage lights.... The boy's younger years are portrayed in the sunlight, but not necessarily in a cheerful, happy way. The sun just seems to be part of the whole monotonous picture. When the boy's dream is finally reached, the whole set-up is changed. Instead of it being day, it is night (or at least in an indoor stadium or concert hall). The only light is the light coming from the stage lights, which represent the fact that he is now the only one being focused on whereas before everyone was under the sunlight. No one would seem to have any fortune in the boy's town, and there are a lot of "mom and pop shops" or "bodegas" as the production notes in the video Production Notes state. This would imply that when the children are old enough, they end up taking over the family shop or store, which represses the child's dreams of becoming rich and famous. Since they will have to spend so much time and have so much responsibility over their bodega, they will never have enough time to pursue their dream, but drinking Pepsi will put them on par with the rest of the rock stars and celebrities because they drink it too. And when you drink Pepsi, you are a rock star too, metaphorically or in the instance of this commercial realistically as well. The main Hispanic boy of the commercial purposefully does not look like a rock star until he grows up into one after drinking the Pepsi, and neither does anyone else in the town. Everyone is meant to just be an average, stereotypical, Hispanic person living their daily lives kind of mindlessly. The boy however has been energized, motivated, and inspired by the Pepsi-cola he drank and he shows this in his

The Role of Washington Coursework Example | Topics and Well Written Essays - 250 words

The Role of Washington - Coursework Example State sovereignty is usually under threat from the federal’s influential role in stirring state policies and initiatives (Cropf, 2008). In essence, the federal government is legally obliged to provide general funding to all states. However, the federal government bargains for excess power by attaching funding with regulations. Quite often, failure of compliance with federal regulations jeopardizes a state’s possibility of receiving full share of the general funding from the national government. Eventually, state governments are beholden to Washington, leaving state officials with limited resistance in policy formulation and implementation. Personally, I believe that the federal government has taken the lead in steering state politics towards national fronts. Despite the dominance of state sovereignty in formulation and adoption of state policies, it is acknowledgeable that federal supremacy often lurks behind any important initiative passed by each US state. For example in October 2013, California was under threat from the federal government concerning education policies in the state. California state officials exercised their sovereignty by implementing tailor-made testing in schools. However, the testing proposed by California officials failed to comply with federal rules on education (Elysse, 2013). Consequently, federal officials threatened to withhold $15 million in education funds from California, unless the non-compliant policies were tuned to the rhythm of the federal government. Consequently, California caved in under the immense pressure of federal influence in the state’s education policies. In this regard, I think the federal government champions development and implementation of policies at both the state and national