My First Day Of Class Essay - 1144 Words

New Beginnings I walked into high school not knowing what to expect. This year I was able to pick my own schedule, which I mostly filled with easy, effortless classes because only one english credit was needed and seven credit hours to fill. I chose to take a three-hour block class senior year about child development mostly just because my friends were in it. Who does not want class with their friends? The first day of class, we went over the outline for the entire year. First semester was to be completely devoted to learning about how children grow and develop, from zygote to old age. I was okay with this, because I have always been interested in the human body and the way we interact with others. At this point I was excited to learn more. My teacher then told us that second semester we would be spending every class period in a classroom of our choice on our high school campus. This made me feel a bit uneasy. I had never worked with children before and didn’t know if I had the patience or d rive to do so. First semester we were able to visit a few classrooms that interested us to see where we might be placed for second semester. The first day, I went to a second grade classroom and a Kindergarten classroom. These were all very out of my comfort zone. The children were very independent and didn’t seem to have a drive to learn. Most of them just scribbled the answers down and tossed it into the turn-in pile. I wanted them to be excited to learn, not just wish the schoolShow MoreRelatedMy First Day Of Class705 Words   |  3 Pages Walking into my first day of class, I expected nothing more than a boring lecture and simple assignments that would require little to no effort. I was under the impression that this class was only going to be a waste of my time (since I only enrolled in it to satisfy my minor), and I started the semester anticipating that my success in this course would be a cakewalk. Much to my surprise, I was introduced to a professor who displayed a passion for social work and a class full of peers who had aRead MoreMy First Day Of Class Essay1481 Words   |  6 PagesThroughout my academic career I have always struggled with writing whether it is for the English class or any other liberal arts class. In my English classes, I have a tendency to deviate from the given task. This semester I took a FIQWS Composition class which helped me explore the unexplored areas of my academic writing. There were three main essays (literacy narrative, exploratory essay and critical researched analysis) and each improved my writing tremendously. On the first day of class, I was surprisedRead MoreMy First Day Of Class889 Words   |  4 Pagescourse would be about. First day walking into college with my blinders on. I was only focused on going in and getting out. The thought of earing my credits and having the semester over was something I wanted from the first day of class. Problem was I had so many doubting thoughts in my head about college like, am I really supposed to be here? Or is college for me? Can I even do this? And when we had that talk the second day in Student Success I knew that was a sign. With that on my mind I basically wentRead MoreMy First Day Of Class1541 Words   |  7 Pagesspecifically focus on assessment, my week didn’t turn out quite like I had expected. However, I think that the craziness that I endured (and enjoyed) was a far more authentic to my future teaching job. On my first day of class, I did experience a rather â€Å"normal† day and stuck with my assigned teacher the whole day in order to get a feel for the literacy class that she taught six periods a day as well as the schedule I had assumed we would be sticking to all week. During this day, I did a lot of snoopingRead MoreMy First Day Of Class943 Words   |  4 Pagesthe first day of class when I first stepped foot into the classroom, I thought this class was going to be like every other class where we listen to the teacher preach and write down notes. That was not the case, the class turned out to be a wonderful experience. I have learned so much about myself and about the people around me. This was possible by attending the different seminars, participating in class discussions, sharing about my experiences, and learning about others cultures. The first eventRead MoreMy First Day Of Class876 Words   |  4 PagesWhen I went in to pick my classes for my first semester at college I was super excited. Then they told me there was a mandatory class that all incoming first time in college students had to take. I rolled my eyes and sighed as they described the class to me. I would have to participate in school events, and had to go to the support center, and do things that I thought were going to be the big waste of my time. On the first day of class, we learned about the different topics that we were going toRead MoreMy First Day Of The Class Essay1510 Words   |  7 PagesWhen I was updating my Fall quarter schedule, I was not sure whether or not I should take another class, since I knew all three of my classes would be challenging. Because of that, if ever I decided to take fourth class, I wanted a class that would be easy, fun, and enjoyable. I also wanted a class that would help me raise my GPA and help me fulfill some of my elective units. Upon scrolling through my options, I came across Education 001: Imagining Teaching Education. Looking at the overview I thoughtRead MoreMy First Day Of Class Essay935 Words   |  4 Pages9/28/16 First day of class – Wrote my journal on paper. 10/5/16 After school I have to go to my first tennis lesson of the day. Every day I do two tennis lessons, with my 2 tennis tutor’s Brianna and Haley. I usually do my tennis lessons at Flora. 1 practice my back hand throws. After 1 hour I can take a quick brake, then back to my lesson it is. I’m really happy that I’ve been taking tennis lessons. Next year I’m taking tennis at Senior High School. I love tennis. Tennis is super funRead MoreMy First Day Of Class1160 Words   |  5 PagesOver the past few weeks, I have had the opportunity to learn more about myself, and my leadership strengths and weaknesses. Prior to the first day of class, I was not sure what to expect, or what I would personally gain out of the Intermediate Leadership Experience. With that being said, this was an eye opening experience. I completed several module entries that have given me the opportunity to develop a plan to improve over the next 3 to 5 years. The modules covered, included S elf-DevelopmentRead MoreMy First Day Of Class2114 Words   |  9 PagesWhat I Already Knew/What I Wanted to Know I held my breath as I scanned the syllabus on the first day of class. Then I heard my professor say â€Å"And in week thirteen you will present your research findings in your discussion sections†. Hearing this sent me into an automatic panic. Having to speak in class felt impossible to me. My flight or fight response was activated any time I anticipated the threat of speaking in class. I was sure to drop the class at any indication that I would have to talk, either

Mccarthyism free essay sample

The slow and unwelcome process of integration can be shown through the causes, skeptical ties, and effects. Both of these subjects in American history share a common factor; it is a mass chaos shared by the common people. Firstly, McCarthy had a major impact in our history because it caused widespread panic, which was unnecessary.A very realistic cause that influenced this was the United States feeling overwhelmed from a fear of communism, arising in both China and Eastern Europe. After Joseph McCarthy made accusations he changed the view of the communists party room an unpopular political group into a perceived threat to the American way of life (Ellen Checkers). This implies a close relation to The Crucible because they were both two societies that feared to have their peace corrupted by outside influences. The negative outside influences can be emphasized through both the communist accusations and those accusing others of witchcraft. He had a powerful position to speak from in the US Senate. He had powerful friends like two Presidents that were afraid of his power because he had so much support from the people.At that mime the Ignited States was concerned that the Soviet communists were infiltrating notes little countries, but the United States itself. No one stood up to McCarthy when he first started. McCarthy intentions were good before the worst of his anticommunist campaign. He acted in good faith against what he truly believed was a malicious communist conspiracy within the government. But he started to make false accusations and claims completely disregarding the people and their constitutional rights.Government employees, the entertainment industry, educators, and union activists were the primary targets of McCarthy. Time after time McCarthy began to make false accusations and claims, disregarding the people and their constitutional rights. He wanted to make the communists know to the public so he televised the trials that degraded and humiliated these defendants. He ruined thousands of peoples lives in his quest for fame and notice. Americans praised him at first for being so brave but once they saw the consequences of what he was doing to these people they changed their views of him.

Gatsby Essay Research Paper Two Rich AmericansI free essay sample

Gatsby Essay, Research Paper Two Rich Americans I love to kip. For me, the few proceedingss right before I fall asleep is the most gratifying clip of the twenty-four hours. Liing down with my favourite pillow and outsize sympathizer, while watching a small telecasting can non be beat in my book. Well, possibly a few other things can crush it. I am non that hapless. There are many different? things? that propel us through each twenty-four hours. For each single individual, this driving force can be different. For an jock the World Series, Super bowl, or National Championship is the ultimate end. For a author, holding a book published a going a best marketer can be their personal end. For Jay Gatsby and Sara Smolinsky, the? thing? that pushes them through each and every twenty-four hours was the bang of the American Dream. To populate the American Dream is to be person that no 1 expects. It means to lift above what others can non believe you can make and do a few vaulting horses while making it. It takes dedication and clip to populate out this American Dream. In no manner is it like a walk in the park, either. Both Gatsby and Sara had to drive to win. However, this is non all of the American Dream. You need a household to populate out the American Dream, with a few childs, and possibly a small puppy. To make this, you need love in your life. Now, Gatsby and Sara may non hold been taking at raising a household, but both of them were looking for the love of their lives. Jay Gatsby was an mystery to everyone who came in contact with him. ? I think he killed a adult male, ? remarked a few invitees at one of his jamboree. Merely precisely what, or who, made this cryptic adult male tick? Well, for the truly close, viz. Nick Carraway and Jordan Baker, the reply was simple. Daisy did. Just to believe, Gatsby put on all those parties for a miss. What is he in high school? How infantile can one adult male be? Well, evidently non excessively infantile, because Daisy necessarily ate it all up! ? What Beautiful shirts, ? she sobbed, ? It makes me sad because I? ve neer seen such beautiful shirts before? ( Fitzgerald 98 ) . It is astonishing to believe that two people can be so concerned with the physical success. Gatsby was after it, the money, the power, the House, and Daisy. Gatsby, though, had to fall back to illegal activity in order to obtain his success. He bootlegged grain intoxicant during the abolishment. Gatsby genuinely lived out the American Dream. He arose from nowhere, to go one of the richest work forces on Long Island. Gatsby besides died because of it. But in the terminal, he died for Daisy, which made it all worthwhile. Sara Smolinsky was driven to win for a different ground. She wanted to go a? person. ? She wanted to be equal to everyone else. She was an American and she wanted to hold all the same chances that every American should hold. More significantly she wanted to turn out to her household that she could win. From the really first money that Sara earned from selling herring, anyone could see the fire in her eyes. ? Richer than Rockefeller, I felt? ( Yezierska 22 ) . This could hold said? Richer than Gatsby. ? This money, a simple one-fourth, would non even be spent on herself, but instead for her household. She was working to back up her household. Gaining the money was of import to Sara. Gaining the Money. She earned this money. She paid for the herring, non because she HAD to, but because SHE had to. ? I want to travel into concern like a individual? ( Yezierska 21 ) . She was no mendicant. Not any longer. More of import than the money, was the cognition. Her desire was to go a instructor, and no 1 was traveling to halt her. Surely, non the fact that she had perfectly no money or that she was intimidated by the other college pupils. She had a end and she set out to make it, no exclusions. All the piece making this, Sara was looking for person to love. She had no desire to travel run away and acquire married like her sisters at the will of her male parent. Rather, she wanted person that she could fall in love with. Her end foremost and first was to go a instructor. Merely after that did she recognize that there was something losing. She thought of her male parent? s words. ? A adult female without a adult male is less than nil? ( Yezierska 21 ) . She found her person. This adult male, Hugo Seelig, kept the same fire inside of him, the thirst to learn others. After happening him, her end was complete. Sara was complete. Both Jay Gatsby and Sara Smolinsky had a end. Their ends were rather similar, to populate out the American dream. Both of them did merely what they set out to make. Gatsby accomplished all he could, even winning back his 1 and merely true love, Daisy Buchanan. Sara accomplished all she could and more. There were differences though in their waies and motivations to their success. Gatsby was out to for person else, viz. Daisy. Sara was pushed from within. In the terminal though, they were two rich Americans, Gatsby with his sign of the zodiac overlooking the Sound, and Sara with her copiousness of cognition, money ( although non every bit much as Gatsby, to Sara it was all she needed ) , and her love. They were both on top of the World. Merely one? s life came crashing down to a floating terminal, while the other was certain to maintain on mounting for every bit long as she desired.

International Economics Gerber free essay sample

The Growth of World Trade Capital and Labor Mobility New Features of the Global Economy New Issues in International Trade and Investment The Role of International Organizations Regional Trade Agreements Trade and Economic Growth Twelve Issues in the International Economy The Gains from Trade Wages, Jobs, and Protection Trade Deficits Regional Trade Agreements The Resolution of Trade Conflicts The Role of International Institutions Exchange Rates and the Macroeconomy Financial Crises and the Global Contagion Capital Flows and the Debt of Developing Countries Crisis and Reform in Latin America Export Led Growth in East Asia The Integration of India and China into the World Economy .2 A Thumbnail Sketch of the Material Covered in Chapter One The re-emergence of international economic integration theme tries to put globalization in perspective. Most features of globalization aren’t new, and international economic integration could be described as re-emerging after a period of disruption during time periods surrounding WWI and WWII. There are three aspects of international economic integration considered: 1. The growth of world trade. World trade has grown over the last sixty or seventy years but is still fairly comparable in percentage terms to what existed 110 years ago. Trade has become a larger share of national economies as measured by the: Index of Openness ? (Exports ? Imports)/GDP This index does not tell us about a nation’s trade policies. Nations with higher figures for the index of openness do not necessarily have lower trade barriers. Large economies are less dependent on international trade and often have lower measures of openness than small countries. Figure 1. 1 shows the openness index for six nations at different points in time. It shows the drop in trade from 1913 to 1950 and its growth (even above 1913 levels) for most nations by 2000. A trend obscured in the overall trade data is that in 1890 most U. S. trade was in agricultural products and raw materials, while today most is manufactured goods. The relative importance of capital goods has increased dramatically. 2. Capital and labor mobility. Labor is much less mobile internationally now than it was in 1900. For capital, it is somewhat more mobile. There is a difference between financial capital and physical capital. Foreign Direct Investment (FDI) is the flow of capital representing physical assets such as real estate, factories, and businesses. While capital flows to developing countries have increased over recent decades, the level of investment in any country is still correlated with its domestic level of savings, making national savings rates far more important than global capital flows. However, capital flows today are different from earlier periods in three ways. More types of financial instruments exist today, and flows of financial capital are likely much greater. In 1900, the world operated on a fixed exchange rate standard and much of today’s financial market transactions are aimed at protecting against exchange rate risk caused by floating exchange rates. Transactions costs associated with foreign capital flows have also fallen significantly. Volatility in international capital flows, while often a subject of intense attention today, is not new. Movement of prices in different markets. The text does not develop this, but points out that in the late 1800s wheat farmers, meat packers, and fruit growers all produced for a global market where international rather than domestic supply and demand determined prices. News reports today could easily demonstrate this for most commodities. New issues in international trade and investment: Barriers to manufactured goods have fallen significantly as a result of a process that began at the end of WWII. As formal restrictions on imports  have been reduced, domestic policies on issues such as the environment, labor, and fair market conditions have become the barriers to further increases in trade flows. Reducing trade barriers has been the focus of negotiations between nations. Eliminating the traditional barriers to trade, tariffs and quotas, is referred to as shallow integration because it just changes policies â€Å"at the border. † Eliminating domestic policy differences that create trade barriers is much more complicated and is referred to as deep integration. International organizations created at the end of WWII play a key role and are an entirely new element in the international economy. Agreements between nations are not new, but there has been a significant increase in the number of regional trade agreements signed, especially in the 1990s. The formation of these regional trade agreements is controversial for different reasons for both trade opponents and trade proponents. The growth of world trade can potentially lead to a variety of consequences, but generally economists remain committed that the benefits outweigh the costs. This position is supported by the casual empirical evidence of historical experience, evidence supported by models and deductive reasoning, and evidence from statistical comparisons of countries. Open economies grow faster and prosper sooner than more closed ones. .3 What Students Should Know After Reading This Chapter Chapter 1 challenges the belief that the world has embarked on an entirely new and unprecedented era of globalization. Looked at from the long run, it seems clear that the period 1870 to 1914 was an earlier era with similar trends. Those years experienced rapid technological change in the form of railways, steamships, and telegraphs that all came into widespread usage and spanned the oceans; they underwent business and financial sector innovation through the rapid growth in the corporate form of business organization, the invention and spread of demand deposits, and the development of stockmarkets; trade policies were liberalized in many nations; and there were widespread protests against immigration and the global economy. In the United States, the protest movement was centered in populist movements that are reminiscent of some politicians and commentators today. This is not an argument about history repeating itself. Rather, it is an attempt to get students to think of the period from World War I to the end of World War II as an aberration in the last 150 years of world history. The long run trend is toward integration, punctuated by protests and nationalistic movements that halt or reverse the trend. When students are asked what they think is new about today’s economy, they inevitably answer: technology. E-mail, faxes, satellite systems, jet aircraft, and less visible forms such as container cargo transportation systems have each made significant contributions to increasing trade flows. It is useful to engage students in a discussion over the marginal impacts of these new technologies versus the marginal effects of steam powered ocean going vessels or trans-Atlantic telegraphy. Telegraphy cut the time it took information to cross the ocean from around three weeks to relatively instantaneously, and reduced the time it took to buy a foreign bond from around three weeks to about one day. It is useful for students to realize there was a disruption for two reasons. First, much of what has happened over the last 50 years was aimed at fixing something that was broken, not creating a new phenomena. Second, the international institutions that deal with the global economy are new and were created because of some shared recognition that integration was important and helpful and needed to be encouraged. An important sub-theme of the text is the idea of deep versus shallow integration and the institutional process that nations go through to create deeper levels of integration. The chapter also points to some things that are new about today. Important ones for the text will be flexible exchange rates, regional trade agreements, and the changing mix of the types of goods nations produce. Domestic policies will be a key focus when trade barriers and capital flows are considered. Another important issue will be the evolving role of international organizations in negotiating and enforcing changes in domestic policies. .4 Assignment Ideas 1. I like to use the index of openness to contrast the importance of trade to various nations and to drive home the fact that relative value matters. The chapter also lends itself to students developing some factual knowledge about U. S. trade history. One possibility is to look at U. S. trade policy in various time periods. The U. S. had relatively high tariffs (greater than 40 percent on average) throughout the second half of the nineteenth century. In 1890, Congress passed the McKinley Tariff, followed in 1897 by the Dingley Tariff. Both tariffs raised rates further from their already high base. Wilson tried to reduce tariffs but was thwarted by World War I. Rates in the 1920s fell, but the Tariff Act of 1930 (Smoot-Hawley Tariff) raised the rates back up to nearly 45 percent. In the midst of the Great Depression (1934), Roosevelt and his Secretary of State, Dulles, persuaded Congress to pass the Reciprocal Trade Agreement Act. The Act authorized Roosevelt to negotiate bilateral, reciprocal tariff reduction agreements. This piece of legislation marks an historic shift in U. S. tariff policy, away from protectionism and toward more openness. Answers to End-of-Chapter Questions 1. How can globalization and international economic integration be measured? Answer:The chapter offers three ways to measure globalization and economic integration: (1) trade flows; (2) factor movements; and (3) convergence of prices (goods, factors, and assets). 2. In what sense is the U. S. economy more integrated with the world today than it was a century ago? In what ways is it less integrated? Answer:The U. S. ’s openness indicator is about sixty percent greater today than it was in 1890 ((25. 3 – 15. 8)/15. 8 ? 0. 601), or almost one hundred and nine percent greater than in 1910. While this is a very significant increase, it is hardly the revolution in economic relations that many people claim. The sixty percent statistic might be considered misleading, however, in that a much larger share of total goods output is traded (more than thirty percent in 1990 versus less than ten percent in 1950). While we cannot compare the latter statistic to 1890 or 1900, it does appear that there is a clear trend toward a greater role for international commerce. This is consistent with the observation that world trade has been growing faster than world output, at least since 1950. Much of the growth in trade since then, however, simply brought us back to where we were before World War II. In terms of labor flows, the U.S. is probably less integrated with the world economy than it was in 1890 or 1900. At those latter dates we had an open door immigration policy (for all but Chinese citizens), and a larger share of our population was foreign born (fourteen and one half percent in 1890 versus less than eight percent in 1990 and twelve percent today). Capital flows are more difficult to generalize since they can be measured several ways. While the absolute volume of capital flows has increased dramatically, as a share of world GDP it is probably no more than it was at the turn of the century, and it may be less. While the absolute volume of capital flows to developing countries has increased, the level of investment in any country is still highly correlated with its domestic savings rate. What is different, however, is the ease at which capital can cross international boundaries (lower transaction costs) and the much greater variety of assets that are traded. The need to protect against exchange rate risk is a key component of today’s international financial markets and is a primary difference from the fixed exchange rate standard of the past. The incidence of financial crises has not increased and, as a metric of integration, it implies no increase in capital market integration. The growth of regional trade agreements is also an indicator of increased integration. A growing role for international institutions such as the IMF or the World Bank may also indicate an increase in international integration. 3. What is â€Å"openness†? How is it measured? Does a low openness indicator indicate that a country is closed to trade with the outside world? Answer:Openness is a measure of the relative importance of trade to a national economy. It is measured by the ratio of exports plus imports to GDP. A relatively small openness indicator does not necessarily mean that an economy is intentionally closed to the outside world. Large countries like the U. S. or China have big domestic markets that enable firms to specialize and produce in volume in order to attain their optimal scale. Specialization and high volume in manufacturing is often associated with increased productivity, so firms in large markets can achieve the highest possible level of productivity without having to sell to foreign markets. Firms  located in smaller countries have to trade their output across international boundaries if they want to have the same technology and the same level of productivity. Consequently, large countries tend to have lower openness indicators regardless of their trade policies. 4. Describe the pattern over the last century shown by the openness index for leading industrial economies. Answer:The indicators fell between 1913 and 1950, when it begins to rise relatively rapidly. The main causes of the pattern shown in Figure 1. 1 are the two world wars and the Great Depression of the 1930s and changes in trade policy that accompanied that period. In 2000, they are mostly higher than they were before WWI. Another pattern the chapter notes is that the index is smaller for the larger population countries of Japan and the United States, and higher for the Netherlands, with its small population. 5. Trade and capital flows were described and measured in relative terms rather than absolute. Explain the difference. Which term seems more valid, relative or absolute? Why? Answer:Absolute values are the dollar amounts of trade and capital flows. Relative values are the ratio of dollar values to GDP. Relative values are a better indicator of the importance of a variable. Large economies like the U. S. may have large export and import values, but the importance of trade to the national economy is not nearly as great as it is for other economies. The U. S. is the world’s largest exporter and importer, but the national economy is so large that trade is much less important for the U. S. than it is for many smaller countries such as Canada, Belgium, or the Netherlands. 6. The relative size of international capital flows may not be much greater today than they were 100 years ago, although they are certainly greater than they were 50 years ago. Qualitatively, however, capital flows are different today. Explain. Answer:Major qualitative difference between late nineteenth and late twentieth century capital flows include the fact that there are many more types of financial instruments available now compared to a century ago. These instruments can be finely tailored to the income and risk preferences of investors. Secondly, a large share of the total flow of capital across borders is related to the need to protect against fluctuations in the value of currencies. This use of international capital markets was not as necessary when nations operated within fixed exchange rate systems. And third, the transaction costs of participating in international capital markets is much lower today than it was a century ago. 7. What are the new issues in international trade and investment? In what sense do they expose national economies to outside influences? Answer:The new issues involve policy differences between nations that until recently were considered the exclusive responsibility of local or national governments. Examples include labor standards, environmental standards, competition or antitrust policies, and industrial support policies. Negotiations between nations potentially give foreign interests a voice in setting domestic policy. The scope and the depth of the negotiations determine how great a voice foreigners will have. It is often the case, however, that negotiations either occur or are proposed because some aspect of domestic policy is perceived by foreigners as a barrier to trade, and they seek to alter the domestic policy that creates it. 8. Describe the three kinds of evidence economists use to support the assertion that open economies grow faster than economies that are closed to the word economy. Answer:These are: (1) casual empirical evidence of historical experience; (2) economic logic and deductive reasoning; and, (3) evidence of statistical comparisons of countries. (1)The historical evidence examines the experiences of countries that tried to isolate themselves from the rest of the world. First, not only did trade protection exacerbate the depression of the 1930s, but it also led to the misery and tragedy of World War II. Second, an examination of countries such as the former West and East Germany, South and North Korea, and other countries with the same historical, economic, and ethnic background that were divided by war, indicate that those who closed their economies from the rest of the world suffered in terms of prosperity and environmental degradation. East Asia experienced an economic take-off when it decided to integrate with the rest of the world, while Latin America, which had the same economic background with East Asia but chose to remain partially closed, experienced mediocre growth. The logic of economic theory also suggests a strong causal relation between trade and faster economic growth. The following is a summary of this linkage: Following Adam Smith, David Ricardo proved that comparative advantage leads to trade and this in turn leads to the reallocation of resources and the improvement of the standard of living of any nation, large or small. Modern trade theory also makes the case for exports and open trade as the causes for economic expansion. Exports and open trade foster competition, innovation, and learning-by-doing, and bring international best practices to the attention of domestic producers, spurring greater efficiency and export expansion. This helps domestic producers to realize economies of scale when they attempt to produce for the world market, rather than for their own limited domestic consumers. Larger markets create incentives for firms to engage in research and development, and allow countries to import important production inputs and foreign capital by minimizing the foreign exchange constraints. They facilitate the transfer of technology and managerial skills. It follows that open trade and exports increase the demand for the country’s output and therefore contribute strongly to positive economic growth. (3)Even though the statistical evidence is not quite conclusive (mainly due to measuring trade policy), the evidence of statistical comparison of countries (cross-sectional time series) indicates that countries benefit from open trade.

The Language Battle Essays - Sociolinguistics, English Grammar

The Language Battle The Language Battle In todays society there are two philosophical views that have become enemies and are constantly battling it out. These two views are from the prescriptivists and the descriptivists. The prescriptivists believe that there is a certain way that language should be written, and that language follows a certain set of rules believed to be prestigious. The descriptivists believe that language is described with the use of certain use of words and syntax. Since, todays society has had many technological advances many tend to lean more towards the descriptivists way of thinking. Many people believe that if a person has a higher educational level that they would most likely have a higher prestige in the way that they talked or presented themselves. In a survey that was recently taken on dialect 100% of the people said that the sentence The land was given to Susan and me. Is correct. The prescriptivists way of thinking prevailed in this form of dialect. One sentence that made most people think was This is the play in which he preformed in. The prescriptivists point of view was put into play in this situation. Only 40% of the people picked up on the fact that this sentence ended with a preposition and 60% said that there was nothing wrong and that is how they would say it. The other speech form that was most diverse was the plural of you. The prescriptivists say that the correct answer is you all. Only 30% of the people got this question right. The most common was the answer yall by 40% of the people. 20% of the people said you guys and 10% said your. Again wi th educational level the descriptivists way seems to prevail. Since the times have changed so much with all the technological advances language has changed in time too. As people started to age the answers started to be very different. On the question that asked what is the name of the object that a baby is brought home in from the hospital if it had wheels and could be taken for a walk. I found that the age groups from 15-20, 21-30, and 31-40 100% called it a stroller. In the 41-50 age group 50% said buggy and 50% called it a pram. The older people in the 60+ group 100% called it a carriage. The term carriage is one that is a lot older and not used very often. When asked, what utensil is used to fry food in? The older 60+ age group 100% said it was called a skillet, but the other age groups referr Speech and Communications

Writing Problem Solving Essay Topics For College

Writing Problem Solving Essay Topics For CollegeThe course of a person's life can be predicted by the problem solving essay topics for college. It is a simple concept that involves writing an essay on a given subject and then putting it up to the test. You will find that the topics for college can vary with a wide variety of subjects, but if you are interested in reading and applying, you can ask your professor about a specific topic.Problem solving essays are great examples of how students can learn from the professor. Sometimes the professors want the students to try and solve the problems themselves. By doing this they will get the student to think about why the solution should be put forth. This will help to focus a student on the problem and how it will affect his or her life, which will give more meaning to the assignment.Problem solving essay topics for college are not always tough. Some of them can be quite easy, but that doesn't mean they are easy to take. Students will need to write about what is in their mind, their research and study of the problem and then attempt to state how they know. Some students will spend hours trying to explain their reasoning and situation. Some will try to win the discussion with their reasoning and the research that are written in the piece.When you begin to work on the general topic, you may realize that you do not know what you are doing. You will need to apply the solutions in a logical manner, even though they do not completely fit in with what is written in the essay. If the general logic is there, but there is a flaw or problem, it will be easier to correct and the overall meaning will be improved.The main goal of the problem solving essay is to be able to work well with facts and be creative. You can use many words when describing your ideas and others will seem to fit better than others. The problems will come from the actual difficulty of taking your ideas and putting them in the right way. Students will learn h ow to apply the idea to a specific situation and be better at applying it.One of the major problems with many people that try to write the essay is the problem with expressing their personal life. They become too personal and lose their focus. This is one of the first areas to improve in and will help you when you get to the main body of the essay.The main questions will be about how you learned the ideas that are in the essay. The student will need to answer these questions in order to explain the meaning of the solution that has been given. Students will have to be creative and draw conclusions from the answers.Problem solving essay topics for college is something that will allow students to learn how to write an essay and apply it in a specific situation. This will help to give an overall view of their life and give them the skills that they need to succeed in their course of study. Students will need to work hard at learning and will benefit greatly when they are able to do so.

Lucky Lira Essay Research Paper Oct 162000The free essay sample

Lucky Lira Essay, Research Paper Oct, 16/2000 The # 8220 ; lucky lira # 8221 ; What is your lucky point you cherish or pray excessively for good luck? The # 8220 ; Lucky lira # 8221 ; plays an of import symbolic function in Nino Ricci? s fresh Lifes of the Saints. The coin was a mark of life salvaging belongingss, it besides served as a protective amulet against evil and most significantly symbolized Vittorio? s loss of artlessness. As a consequence of Vittos religion in the coin he is able to better header with his bad lucks. The lucky one lira was given to Vitto for his 7th birthday by Luciano, a eating house proprietor in Rocca Secca and a friend of his mas. Luciano explained that during the war, in a field in Greece he had found it and the coin had saved his life, it deflected a slug heading straight at his bosom. Vottorio accepted the coin, non cognizing how it would impact his life. We will write a custom essay sample on Lucky Lira Essay Research Paper Oct 162000The or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The 1927 dented one lire given to Vitto symbolized a life salvaging belongings of the coin! . ? We lost the conflict and many of my friends were killed. It was like a bad dream. But that dark, when I was sitting in my collapsible shelter, I found a small hole in my shirt pocket, like a slug hoe. Then I remembered the coin I had pecked up, and when I took it out of my pocket I saw the grade on the wing. That? s when I realized that the coin had saved my life? ? ( Luciano pg65 ) The quotation mark illustrates what happened to Luciano and the lucky lira will further function to protect Vittos life. The lucky lira is once more working its thaumaturgy when Vittorio is ambushed by the older male childs on the mountain and Fabrizio comes to his deliverance, but in return Vitto betrays him? and to cognize besides that I had sunk so low in shame now that no thaumaturgy or miracle could of all time repossess me. ? ( Vittorio pg128 ) The quotation mark shows Vittorio believing that the lira can non salvage him and besides acts as a foreboding of things to come. The lucky lira Acts of the Apostless as a amulet against immorality and is Vittorio comfort cover in manner. As immature Vitto attempts his poulet forfeit to the liquors and as the poulet goes up in fires he takes out the lire for comfort. # 8220 ; I had taken my lucky coin from my pocket now and was rubbing it furiously, trusting to quiet the liquors # 8221 ; ( Vittorio pg115 ) . From Vittos point of position his coin worked for the fire subsided. The outside appearence of holding the coin by his side was to protect him from immorality and merely like the whole towns superstitious notions, Vitto besides has his ain. The underlying ground the lira was so really beloved to Vitto was that it provided some stableness in his life. Even as he was exch anging adieus with his lone friend Fabrizio he didn? Ts have the bosom to give the lucky coin off! . † I could non hold imagined him giving it off, any more than I could hold given away my lucky one lira coin† ( Vittorio pg169 ) . This quotation mark shows merely how of import the coin was particularly because Vittorio knew he would neer see Fabrizio once more, but even Fabrizio? s friendly relationship did non supply Vitto with a stable thing he could trust on, his whole life was filled with dirt, convulsion and changeless alteration. The coin was the one thing that stayed the same and could non be taken from him. The chief symbolic importance of the coin is how it traces Vittorios loss of artlessness throughout the novel. In the beginning Vitto is really dependent on his ma, but finally is cast off from her and turns to the coin for aid. Him having the coin symbolizes the beginning of the procedure and as the secret plan unravels its apparent that Vitto bit by bit becomes misanthropic, aggressive and takes on grownup qualities. # 8220 ; ? , it? s your female parent. Because she was sleep togethering in the stable ( Fabrizio ) . ? but I threw myself on him, weaponries flailing, and the two of us fell to the ground. # 8221 ; ( Vittorio pg104 ) Vitto becomes protective and farther Looss his artlessness by making the enchantment and acquiring into battles. Vittorio? s passage from childhood to maturity is premature and the lucky lira serves as a timeline, come uping at critical times to asseverate its influence over him. In the terminal finally, Vittorios Innocence is wholly lost as a consequence of his female parents decease. He can non get by with it and feels betrayed by the coin for it failed its intent to protect him and his loved 1s. ? In my pant pocket, where I? vitamin D put it that forenoon before the funeral, was my lucky lira, and I pulled it out now to look at it. But when I flipped the coin over to look at the flop on the other side, it slipped through my fingers-easily about, without opposition, as I had non tried to halt it, or had non believed it could fall.. ( Vittorio pg238 ) The quotation mark shows that Vitto reluctantly drops it as if he knew he had lost his artlessness, or more as if it had been stolen from him. There is unhappiness in his voice but no desperation. Vitto has realized that he doesn? Ts need the coin any more. The # 8220 ; Lucky lira # 8221 ; plays an of import symbolic function in Nino Ricci? s fresh Lifes of the Saints, it symbolizes a life salvaging quality, undertaking? s Vittorio against evil and most significantly symbolizes his loss of artlessness. So in decision the coin is an intricate portion of the novels secret plan. 31b