Wuthering Heights Essay Example

Wuthering Heights Essay Heathcliff is not inherently evil, but rather he is a victim of the judgement and social prejudices of Victorian Society. Emily Brontes Wuthering Heights explores the deep romantic connection between Catherine Linton and the dark-skinned gypsy, Heathcliff and the effect their supernatural relationship has on their heirs. Initially, through Nellys interpretation, Heathcliff is seen as the villain of the novel unjustifiably upsetting the lives of the novels most innocent characters. However, on deeper analysis of Nellys unreliable story, it becomes evident that Heathcliffs satanic actions stem from his deprivation of love and sympathy. As well as societys assumption that he is merely more than an imp from Satan. Heathcliffs villainous actions stem from his lack of love and sympathy as a child. Found as good as dumb in the streets of Liverpool Heathcliff experiences neglect from an early age. Not even after being found by Mr Earnshaw who took to Heathcliff strangely petting him up far above Cathy does Heathcliff ever experience belonging. Through his childhood at Wuthering Heights Heathcliff has to stand Hindleys abuse and be forced to live like a servant after Mr Earnshaws death. This treatment he receives as a child reflects on the way he treats the other characters in the novel, in particular Hareton, who is Heathcliffs opportunity for revenge on Hindley. Hareton is treated by Heathcliff in much the same way as Heathcliff was treated by Hindley after Earnshaws death. We will write a custom essay sample on Wuthering Heights specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Wuthering Heights specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Wuthering Heights specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Heathcliff reduces Hareton to a state of complete dependence on his fathers inveterate enemy; and lives in his own house as a servant. Though his treatment of Hareton is terrible, it is the only treatment Heathcliff knows. Unlike Hindley, Heathcliff is aware of his treatment, describing Hareton as the ghost of my immortal love; of my wild endeavours to hold my right; my degradation, my pride, my happiness and my anguish. Heathcliffs ability to recognise the similarities between him and Hareton shows his less satanic side and proves that he is not the creator of evil but rather the victim of it. Heathcliffs intense love for Catherine is behind most of his evil actions. Heathcliff falls passionately in love with Catherine and she, too, is passionately in love with Heathcliff claiming hes more myself than I am. Whatever our souls are made of, his and mine are the same. However Cathys want of social advancement separates her and Heathcliff as she believes it would degrade me to marry Heathcliff. It is ultimately Catherines connection with Edgar that divides the pair and induces Heathcliffs evil nature. Through Catherines marriage Heathcliff is denied the only love he has ever had which causes him to deny others of love. Catherines daughter, Cathy explains this when she states Mr Heathcliff, you have nobody to love you; and, however miserable you make us, we shall still have the revenge of thinking that your cruelty arises from your greater misery. Heathcliffs greatest misery is the death of Catherine, which intensifies his malicious treatment of Isabella and is the reason for the forced marriage of Linton and Cathy, as they can provide him with money. Without his love all Heathcliff has for fulfilment is money and power over the other characters, this is shown when he insists Cathy return to Wuthering Heights merely so he can have his children about me. However this does not make Heathcliff evil, his occasionally satanic actions are merely a cause of his separation from his only love. The fury of Heathcliffs revenge is the equal and opposite reaction to the intensity of is love, his ability to love proves that he is not an imp of Satan but lonely like the devil, and envious like him. Heathcliffs actions mirror the way the other characters in Wuthering Heights expect him to act. The Victorian Society from which Wuthering Heights is set is highly preoccupied with image and reputation obtained at birth. So therefore Heathcliff, an orphan with no last name, is seen to society as having no social class. From the moment Heathcliff enters the Earnshaw household he is stereotyped as a gypsy brat and a foulmouthed thief, facing torment and abuse from Hindley on a regular basis over his heritage. The other characters in the novel constantly expect him to be doing wrong, and once Catherine deserts him he gives in to their stereotyping. Heathcliff lives up to the expectation that he is a venomous serpent and a mad dog, and commits evil actions because no one expects any different from him. This is shown when Catherine is taken in by the Lintons and Mrs Linton refers to Heathcliff as a wicked boy Quite unfit for a decent house! Heathcliff responds to this comment by recommencing the cursing that caused him to be named a wicked boy and proving to Mrs Linton that he is as he is stereotyped, an urchin from Liverpool. Though Nelly tries to convince the reader otherwise, Heathcliff was not always as devilish as he would stand Hindleys blows without winking or shedding a tear. Heathcliff gives the reader no indication of wanting revenge or causing harm until years after his introduction to the Earnshaw family. This proves that Heathcliff does not enter Wuthering Heights with the intention of causing harm, but rather the constant stereotyping and the expectation that he is as an evil gypsy causes him to become a fierce, pitiless, wolfish man. Heathcliff is a victim of social prejudice rather than a fiend from hell. As Wuthering Heights progresses so too does our understanding of Heathcliff and the complexity of his nature. Though initially Nellys interpretation causes the reader to see Heathcliff as inherently evil, a deeper analysis of his character proves otherwise. Heathcliff is mistreated and denied love and sympathy from an early age which causes him to act in a satanic manner with no regard for the feeling of others. Heathcliffs nature is mainly influenced from his lack of love, his intense feelings for Catherine and societies expectations.

Definition and Examples of Word Grammar (WG)

Definition and Examples of Word Grammar (WG) Word grammar is a general theory of language structure which holds that grammatical knowledge is largely a body (or network) of knowledge about words. Word grammar (WG) was originally developed in the 1980s by British linguist Richard Hudson (University College London).   Observations [Word Grammar theory] consists of the [following] generalization: A language is a network of entities related by propositions. -Richard Hudson, Word Grammar Dependency RelationsIn WG, syntactic structures are analyzed in terms of dependency relations between single words, a parent and a dependent. Phrases ​are defined by dependency structures which consist of a word plus the phrases rooted in any of its dependents. In other words, WG syntax does not use phrase structure in describing sentence structure, because everything that needs to be said about sentence structure can be formulated in terms of dependencies between single words. -Eva Eppler Language as a NetworkThe conclusions so far, then, are more or less uncontroversial:[T]he idea of language as a conceptual network actually leads to new questions and highly controversial conclusions. The words network and conceptual are both contentious. We start with the notion of language as a network. In WG, the point of this claim is that language is nothing but a networkthere are no rules, principles, or parameters to complement the network. Everything in language can be defined formally in terms of nodes and their relations. This is also accepted as one of the main tenets of cognitive linguistics. -Richard Hudson, Language Networks: The New Word Grammar.   Word Grammar (WG) and Construction Grammar (CG)The central claim of WG is that language is organized as a cognitive network; the major consequence of this claim is that the theory eschews part-whole structures such as are central in Phrase Structure Grammar.   Phrases are not basic to WG analyses and so the central unit of organization within WG is the dependency, which is a pairwise relationship between two words. In this respect, the theory is different from Construction Grammar (CG), because WG has no level of analysis which is larger than the word and  the (pairwise) dependency which associates two words. . . . There are, however, some key points of similarity between WG and CG: both theories assume a symbolic relationship between the units  of syntax and an associated semantic structure; both theories are usage based;  both theories are declarative; both theories have a structured lexicon; and both theories exploit default inheritance. -Nikolas Gisborne, Dependencies Are Constructions: A Case Study in Predicative Complementation.   Sources Richard Hudson,  Word Grammar. Blackwell, 1984Eva Eppler, Word Grammar and Syntactic Code-Mixing Research.  Word Grammar: New Perspectives, ed. K. Sugayama and R. Hudson. Continuum, 2006Richard Hudson,  Language Networks: The New Word Grammar. Oxford University Press, 2007Nikolas Gisborne, Dependencies Are Constructions: A Case Study in Predicative Complementation.  Constructional Approaches to English Grammar, ed. by  Graeme Trousdale and Nikolas Gisborne. Walter de Gruyter, 2008

Centrism Essay Example | Topics and Well Written Essays - 750 words

Centrism - Essay Example It is quite deceiving and absurd to find a significant number of people who take religion merely on a physical level, assuming that it is worth just active involvement in church traditions which may compensate for any shortfall of character. This concept, however, sets believers to the perils of blindness toward genuine principles of truth which should be learned and understood by the heart. Hence, in this regard, I propose to establish belief in Faith-Centrism. Under this religion, there would be one God whose image or form is yet unknown but still an omniscient, omnipotent, and omnipresent entity anyone can speak to at any moment in all open spaces. There is no need for a firm embellished structure to house particular images or figures for which offerings must be made since worship by faith alone ought to be central and is not subject to judgment based on material possessions imparted. Faith-Centrism challenges a follower to exhibit true values of faith beyond public view or approv al. For instance, showing compassion to someone in need is an act which, as much as possible, must not reap rewards by being seen and given any credit if faith must be kept pure. A believer is more spiritually attached when executing good deeds in secret because this way, he would be capable of meditative thought to weigh between pure and impure intentions. Moreover, Faith-Centrism shall have no administering priest to prevent the risks of formality people tend to become more focused on procedural custom rather than faith. It would be more appropriate to have organize brotherhood and sisterhood that would informally gather to share rich and colorful stories of faithful journeys in all walks of living. Any written code of ethic or conduct suitable should be personal and while I see it fit that the Bible or the Holy Scripture from the Christian tradition may proceed as the standard, nevertheless, a flexible interpretation is encouraged for all passages depending on how the biblical ve rses apply to one’s unique set of ways in dealing with any aspect of life (Hollingworth, 2010). When it comes to prayer, disciples of Faith-Centrism need not abide by any specific form. They can pray with or without having to utter words in any position of preference and for as long as sincerity is not neglected, prayer can be treated as formal or informal occasion of communicating to God in thought, whispers, loud speech, and writing (Daniel, 2008). The meaning of faith must remain central in solemn moments of pouring out sentiments to God, strongly believing that each request shall receive God’s answers once the proper time arrives. Through Faith-Centrism, people will have inspiration and opulent hopes of changing for the better as it includes no concept of hell in the doctrine. To be fair to the portion of mankind that has died in chaos without being influenced by the light of wisdom of truth taught in religion, souls thereof shall be guided by divine spirits to a d imension where there exists a chance to possess new material bodies and be born anew in the world instead of experiencing rigid fates as punishment for the unrighteousness. With the abolition of ‘hell’ in notion, people would realize the marvelous extent of God’s unconditional love keeping in mind that the opportunity to live another life is something very indispensable to purify every soul to full brilliance before it reaches heaven and meets God face to face. No soul goes to waste except for lives that are

Personal and Professional Development Statement

And Professional Development - Personal Statement Example Before starting a new course or new assignment I always attempt to reflect upon both my personal as well as professional practice. I cherish the way I have managed to nurture my career. I haven't always been a teacher at the college; I was originally employed as a gardener to maintain the college's numerous football pitches, trees and flower beds. My resume did reveal, however, several years teaching experience in Japan and an extensive background in engineering. It occurred to the administration one fine day that I could perhaps nurture the human mind better than plants. We need to revisit our prior experiences and knowledge to illustrate that we have already taken the first difficult step towards evolution. 'Maximizing an experience' is, therefore, a progressive and reflective task that can be used to action plan further development. I wish to augment upon my personal and professional development by pursuing an honours degree. I believe that the learning processes and the learning skills needed to obtain the degree are more important than the degree itself. I therefore aim to achieve more through the process of acquiring knowledge. Subsequently, the learnt skills can be transferred to both personal and professional contexts. The desire now to achieve attainment at a higher... Though I do not believe that intelligence is linked with qualifications, yet I am certain that the presence of degrees allows constructing ideas and verifying them in a professional and responsible manner. My yearning to be a teacher asks me to be qualified as well; subsequently, when I am qualified, I expect to feel a sense of intellectual enlightenment as well. This would help me develop knowledge, and perhaps spread the light through educating my pupils. Reflection here appears also to have a special learning value in that acquired learning, when the reflected upon issue will generate deeper learning vis--vis the relevance to the learner. To further my ability to teach, I will thus need to further develop my ability to reflect critically in a range of situations. Equally important, the course will continue to provide me with a selection of teaching and learning tools that can be used not only in a classroom environment but also in my personal life. Vital Areas When reflecting upon assignments that have given me confidence and a sense of worth, there are two projects which I have enjoyed more than others. These were the independent studies module, and the organisational module. These developed a level of insight and knowledge within me, which I had not experienced otherwise. Another reflective challenge was the completion of an audit. I found that this form of self-evaluation relies upon self-perception or self-awareness and a comparison of self with others. The audit has identified three perceived areas and skills within me, which need further development, namely: (a) Note Taking (b) Reflecting on my experience (c) Organizing time and myself I have realized that these three are not my

Humanities class Essay Example | Topics and Well Written Essays - 750 words

Humanities class - Essay Example To illustrate this point, it will be best to cite an example in an epoch in history where St. Augustine’s teachings and philosophy were pervasive – the Dark Age. During that time, St. Augustine’s teachings that we are all sinners and deserving to be damned virtually preoccupied all of Europe’s consciousness that even the air they breathe is filled with sin. For St. Augustine, they were all sinners because Christ, despite of his sacrifice, did not after all save nor absolved us from our sins so we have to repent. So virtually all dimension of life in Europe during that time were filled with remission of sins such that a slight digression from this theological thought would suffice an individual to be charged as heretic and be burned at the stake. That same theological thought also proved to be an ideal ground to launch a crusade of violence and murder in the name of God. Pope Urban II exhortation and call for arms against the Muslims at Clermont, France in November 27, 1095 would not have gained ground if people did not believe that they were sinners and deserved to be damned (Tyrman 226-228). The pope knowing that this is the mindset of the people during those times, exploited their naivety by offering those who will undertake the crusade a full remission of their their sins and will be regarded as martyrs and could expect eternal salvation as the crusade is considered as a response of vow made to God (Riley-Smith 9). Naà ¯ve and gullible that this may sound to the modern mind, but the reward of not being damned by their sins is the religious impetus that provided momentum to the crusade, an idea borrowed from St. Augustine. Still not contented, the violence that were undertaken in Christ’s name who Himself abhorred violence but instead preached and practiced love and charity was also given a theological justification or excuse by the teachings of St.

DI-MS Technique for Analyzing Protein and Peptide Sequences

DI-MS Technique for Analyzing Protein and Peptide Sequences Food Industrial Application DI-MS technique has been widely applied in food industry as it is an easy and high-throughput tool for analyzing protein and peptide sequences, studying the components or structure in food, monitoring the contamination in food. FAB-MS In the study by Terzi, Boyot, Dorsselear, Luu and Trifilieff (1990), the amino acid sequence of a new 6.8 kDa proteolipid from beef heart was determined by employed FAB-MS. The study isolated and purified the 6.8 kDa proteolipid from an acidic methanol/chloroform extract of bovine cardiac muscle, and subsequently analyzed it with the application Cs atom beam of FAB-MS in 1-thioglycerol matrix. The result showed a protonated molecular ion [M+H]+ at m/z 6834.1 and indicated that it have about 60 residues. The 60 residues in the polypeptide were cleaved into three peptide fragments CN1, CN2 and CN3. To characterize these cleavage peptides from amino acid composition, the CN1 and CN2 were ionized using the FAB-MS that performed with Xe atom beam and 1-thioglycerol matrix while the CN3 which also dissolved in 1-thioglycerol was collided by Cs atom beam to produce sample ions. Table 1.0: Chemical mass of cleavage peptides Cleavage peptides Measured mass [M+H]+ [M+Na]+ CN1 1539.0 1560.9 CN2 2100.5 2121.8 CN3 3134.6 From the analysis of the cleavage peptides, the amino acid sequence and peptide fragments of the 6.8 kDa proteolipid were reported as: MLQSLIKKVWIPMKPYYTQAYQEIWVGTGLMAYIVYKIRSADKRSKALKASS 1 CN1 13 14 CN2 31 32 CN3 AAPAHGHH 60 In addition, the FAB-MS technique was applied to determine the structure of the Lycium chinense Miller fruits (Gou-Qi-Zi) in combination with NMR and IR spectroscopy (Chung, Ali, Praveen, Yu, Kim, Ahmad, 2014). L. chinense fruit is a valuable tonic or food, hence there are many researches have been reported to display the properties the L.chinense fruit. For example, the anticancer, antibacterial and antioxidant properties (Lee et al., 2005; Wang, Chang, Inbaraj. Chen, 2010; Zhang et al., 2011) and the antihepatotoxic activity and chemical constituents (Chin et al., 2003; Kim et al., 1997). In the research, the four new compounds (i, ii, iii and iv) that isolated from L. chinense fruits were characterized using the FAB-MS (JMS-700) spectrometer. The antioxidant activity of the four compounds was further studied and it demonstrated that the activity of the compounds followed the order 1423. Table 2.0: Characterization of compound (i) to (iv) Mass Species m/z Detected species Suggestion Compound (i) [M+H]+ 817 C40H65O17 -aromatic acid glycosidic ester 283 [CH3(CH2)16COO]+ -steric acid was esterified with one phenolic group 267 [CH3(CH2)16CO]+ 414 [C15H26O13]+ -three arabinose units bind to one phenolic group 265 [C10H17O8]+ 133 [C5H9O4]+ Compound (ii) [M+H]+ 1165 C50H85O30 -susquiterpene glycoside ester 265 [C10H17O8]+ -few arabinose units bind to the sesquiterpene moiety 223 [C14H27CO]+ 133 [C5H8O5]+ Compound (iii) [M]+ 1309 C58H100O32 -hexaglycoside 341 [C12H21O11]+ -six hexose sugar units bind to each other -unsaturated fatty acid located at terminal position 335 [C21H39COO]+ 325 [C12H21O10]+ 319 [C12H39CO]+ 179 [C6H11O6]+ 163 [C6H11O5]+ Compound (iv) [M+H]+ 841 C31H52O26 -five arabinose units and one glucose unit 661 [C25H41O20]+ -five pentose sugar units bind to a hexose sugar 529 [C25H41O20-C5H8O4]+ 281 [C10H17O9]+ TOF-SIMS TOF-SIMS which widely applied in surface analysis is an important technique for monitoring the contamination in food as the usage of pesticides and fungicide in the agriculture practice will alter and compromise the food quality. The study used TOF-SIMS technique to characterize and compare three different groups of Seggianese olives which classified as untreated (UT), treated with insecticide (dimethoate) and fungicide (copper oxychloride) without washing (TU) and treated with insecticide and fungicide with washing with cold water (TW) (Focardi, et al., 2006). Before measuring the molecular masses of three different groups of olives, the mass calibration was done by using CH3+, C2H3+ and C3H5+ peaks as calibration compounds for positive ions C, CH and C2H peaks as calibration compounds for negative ions. The SIMS data proved the chemical treatments modify the surface composition of olive, resulting in higher intensity signals in TU compared with TW or UT olive spectra. Besides, the intensity of UT and TW olives showed a small variance between each other, demonstrating the washing process was no effective in removing of insecticides and fungicides that will stimulate the composition alterations of olives. Table 3.0: Intensity of few relevant peaks from three different olive samples Peaks Mass peak m/z Attribution Intensity TU olive TW olive UT olive Positive 31.018 CH3O+ 4.23 10-4 6.93 10-5 1.12 10-4 57.074 C4H9+ 1.18 10-2 5.92 10-3 5.08 10-3 73.051 C4H9O+ 7.83 10-4 3.34 10-4 3.08 10-4 147.082 C6H14NOP+ / C6H13NOS+ 2.42 10-4 7.37 10-5 2.93 10-5 Negative 15.994 O 1.13 10-4 2.30 10-3 7.20 10-3 17.002 OH 1.19 10-4 4.42 10-3 5.44 10-3 31.972 S 5.24 10-4 1.99 10-5 1.47 10-5 MALDI-TOF/TOF MS MALDI-MS is a widespread analytical tool for proteins, peptides and oligonucleotides as it offers high ion yields of the intact analyte samples, high sensitivity and accuracy (Lewis, Wei, Siuzdak, 2000). In year 2012, a research about the peptide of peanut hydrolysate has the properties of umami taste had reported by Su, Cui, Zheng, Yang, Ren Zhao. Umami taste is known as the fifth basic taste and it usually described as savory or MSG-like taste. In the study, two novel umami and umami-enhancing peptides were isolated from peanut hydrolysate, purified using chromatography and identified by MALDI-TOF/TOF MS. The analysis of peptides was performed by MALDI-MS equipped with 337nm of UV nitrogen laser and matrix solution as sinapic acid saturated in 0.1% trifluoroacetic acid and acetonitrile. The MALDI-TOF/TOF MS was used to sequence the two novel peptides that termed as P3 and P4 as they produce umami taste. It found that the molecular mass of P3 and P4 was 1091.419 Da and 965.595 Da respectively and the amino sequence of P3 is EGSEAPDGSSR while P4 is SSRDEQSR. Bibliography Chung, I. M., Ali, M., Praveen, N., Yu, B. R., Kim, S. H., Ahmad, A. (2014). New polyglucopyranosyl and polyarabinopyranosyl of fatty acid derivatives from the fruits of Lycium chinense and its antioxidant activity. Food Chemistry, 435-443. Focardi, S., Ristori, S., Mazzuoli, S., Tognazzi, A., Leach-Scampavia, D., Castner, D. G., et al. (2006). ToF-SIMS and PCA studies of Seggianese olives and olive oil. Colloids and Surfaces, 225-232. Lewis, J. K., Wei, J., Siuzdak, G. (2000). Matrix-assited laser desorption/iomization mass spectrometry in peptide and protein analysis. Chichester: John Wiley Sons Ltd. Su, G., Cui, C., Zheng, L., Yang, B., Ren, J., Zhao, M. (2012). Isolation and identification of two novel umami and umami-enhancing peptides from peanut hydrolysate by consecutive chromatography and MALDI-TOF/TOF MS. Food Chemistry, 479-485. Terzi, E., Boyot, P., Dorsselear, A. V., Luu, B., Trifilieff, E. (1990). Isolation and amino acid sequence of a novel 6.8-kDa mitochondrial proteolipid from beef heart. FABS Letters, 122-126. Conclusion In food industry, the analysis of protein and peptide can be performed well by using MALDI-MS and FAB-MS while the application of SIMS is mostly used for detecting the surface of contaminated food. Besides, the structure of the components in foods can also be identified by using the FAB-MS combined with NMR and IR spectroscopies.

Cyberculture :: Computers Technology Internet Essays

Cyberculture Through new technologies including computers, World Wide Web, and email, we have seen many changes the way we think about and carry out the process of writing. While most seem to welcome new technologies others like Sven Birkets believe these new technologies are hurting the learning process. He writes, â€Å"Many educators say that our students are less and less able to read, or analyze, or write with clarity and purpose. Who can blame the students? Everything they meet with in the world around them gives the signal: That was then, and electronic communications are now (63). This â€Å"cyberculture† that we are a part of has truly changed the way we currently live our lives. If we use new technologies to enhance learning and not it’s primary source we as a culture, a â€Å"cyberculture† will be able to make even greater advances than previously anticipated. Presently the need for actual printed textbooks is on the decline and is sure to c ontinue as we move further into the future. I was first introduced to computers in the early 1980’s and have witnessed first hand the advancements we as a culture have made over the past twenty years. I have gone from the green screen that we learned create a program that would make our name repeat itself on the screen, to creating a full functioning web page. The computer games have come a long way as well. There were two games on our school computers when I first started, â€Å"Lemonade stand† and â€Å"Lawnmower†. These were very basic games that were very badly animated if you could chose to call it animation. These games didn’t have a hand controller since the â€Å"Joy stick† wasn’t invented yet. The games of today look as though a movie crew has filmed them. The first word processing programs had to be loaded by disk each time you wanted to use them and were quite expensive. Today the programs are already loaded and stored in the computer and the expense is ve ry minimal. Our word processing programs can check for spelling and punctuation errors as well as grammar mistakes. For those who have grown up with this option it may not seem like a big deal but for those of us that learned to type on a typewriter that wasn’t even electric these advances are enormous.

My Plans For The Future Essay

Time to become an adult has come. Having an independent life has some happy and difficult moments. However, these situations improve our life in several enriching ways. At this point in the life we have to define our goals and start working for them. When we become an adult we have two choices, and you can choose the one that could take you to the top, or you can take the easiest one and be just another person of the common people. On December first 2012, I arrived to New York State. At my 20 years old, I had to leave my homeland and I was responsible for my life and my own decisions everything was new for me. It was like jumping into the water not knowing how to swim. Now, I am working with my uncle in his own business, I never thought that I am going to be involved in this kind of business. Read more: Future plan essay We sell and repair cars. I learned as fast as I could and now I can say that I have some knowledge about cars. On the other hand, I am attending at college; I want to get in the business major but I am still taking ESL classes because every day as a foreign student I need to learn more English as I can. I feel glad that I can speak English and understand it more than before this way I can accomplish my goal which is finish my education in other language, in a other country and by my own effort. To finish my short introduction, I would like to emphasize that this is one of the most significant experiences of my life because I have learned how import is our family and sometimes we do not appreciate that when they are with us. I am growing as a person and as a professional, but I know all of this effort that I am making it worth. I hope that I can accomplish all my goals that I have I my mind ,but I know that I will with the God’s blessing we can do whatever we want.

Nazi Opposition and the Holocaust

In â€Å"Opposition and Resistance in Nazi Germany†, Frank McDonough explains that the Christian Church was the only organization in Hitler’s Germany that opposed Nazism.   For this reason, the Church was vehemently opposed by Hitler for Nazi opposition.   The chief opponents of Nazism within the Church were punished by the Nazis.   Nevertheless, the Church refused to bow to the Nazi regime seeing as the values of the Church differed widely from Nazism. Samuel P. and Peral M. Oliner write in â€Å"The Holocaust: Problems and Perspectives of Interpretations† that there were around 50,000 to 500,000 non-Jews with altruistic personalities that came to rescue the Jews during World War II.   Although the period was marked by extreme violence and bloodshed, good was meant to overcome evil in the form of countless people that risked their lives for the Jews, despite the fact that they were not related to the Jews by religion, culture, or ethnicity. Peter Hayes mentions several such people by name in his article, â€Å"Lessons and Legacies: The Meaning of the Holocaust in a Changing World.†Ã‚   According to the author, although the Nazis believed that it was a crime to help the Jews, the brave people who helped the Jews refused to submit to Nazi pressure and injustice. Analysis All of the articles summarized above provide evidence to back up the authors’ theses.   While Frank McDonough provides historical examples of the conflict between the Church and Nazism; Samuel P. and Peral M. Oliner provide research evidence to show the altruistic characteristics of the brave non-Jewish rescuers that came to help the Jews without expecting a monetary reward in exchange for their help.   Peter Hayes uses the case study method to describe the altruistic personality of the non-Jewish rescuer. Hence, all three articles provide enough information for the writer to understand the respective topics in depth.   What is more, all three articles present information in a logical manner.   After introducing the topics of their articles, the authors present evidence to support their thesis, connecting each of their sentences and paragraphs to the previous ones.   At no point does it appear that the authors are digressing or providing little in terms of reasoning.   Rather, the articles are complete in terms of logic. Personal Response to the Readings In my opinion, the most important fact to infer from the summarized readings is that good and evil can be interwoven even in terms in great distress.   Indeed, it is good news for humanity that everybody would not submit to evil despite all odds.   So, even though the Nazis were a great threat for the good people in their area, innumerable such people refused to be afraid of Nazism,  and instead made an effort to help the Jews.   The Church refused to bow to Nazi dictatorship to boot.   I believe this is a victory for religion, even if the Jews were being persecuted because of their religion alone.   Indeed, my faith in the power of religion as well as good over evil has been strengthened through these readings.      

An Officer and a Gentleman essays

An Officer and a Gentleman essays An Officer and a Gentleman was made in 1982. It stars Richard Gere as Zack Mayo, Debra Winger as Paula Pokrifki, and Louis Gossett, Jr. as Sgt. Emil Foley. I think that the cast is amazing. Louis Gosset, Jr. won best supporting actor for his role, and Debra Winger was nominated for best supporting actress for hers. I think that this movie was a good jumping off point for Richard Gere, his work in this movie was great. I think that it was a great movie for its time. It definitely couldnt be done now because we are too caught up with special effects. I am a hopeless romantic, so for me this movie stands out for its romantic qualities more than anything else. I think that the reason An Officer and a Gentleman will be one of those movies that will last forever is because a good story will last forever and as long as there are hopeless romantics in the world, these types of stories will last for all time. Zack Mayo is the unwanted son of a sailor father (also an alcoholic and womanizer). Mayo has had it less than fair; his mother killed herself when he was just a boy. He was then sent to live with his father in the Philippine Islands on top of a brothel. After graduating from college Mayo decides to join the Naval Officer Candidate School (despite his fathers mockery) to be a jet pilot. When he joins he is a loner; he cares only about himself. He has no friends, no girlfriend and feels that he can do everything by himself. His drill instructor Sgt. Emil Foley shows him that he lacks character. Through a couple of their encounters Mayo realizes that Sgt. Foley is right and begins to change himself. It is not only Sgt. Foley that helps him discover himself. Throughout the thirteen-week training he becomes good friends with his bunkmate, Sid (David Keith), and falls in love with a local girl, Paula. Sid and Paula also have valuable life lessons to teach Mayo. He and Sgt. Foley have a moment at the en...

Instructional Leadership Essay Example | Topics and Well Written Essays - 1000 words

Instructional Leadership - Essay Example In contemporary perspective, the definition of instructional leadership includes classic analysis of professional development by putting a special emphasis on the usage of data in order to make decisions (King, 2002). Focus on the implication has significantly been shifted from teaching to learning, hence few researchers prefer to define it as 'learning leader' over 'instructional leader' (DuFour, 2002). This paper aims at defining the role of principal as an instructional leader in school setting. At the onset of the revolution of instructional leadership it was primarily principal-centred, often associated with images of epic leaders who by himself could put the school on track. Many researchers documented principals as the 'principle learning officer' who holds the absolute liability for accomplishment or failure of a system in question (Bottoms & O'Neill, 2001). School principals are being to focus their efforts on the core business of schooling on the basis of teaching and learning. Instructional leadership, in consideration of the wider array of formal as well as informal leadership roles, is not only confined to the activity of principal, leading to the central role in moving the prominence of school activity more unswervingly on instructional enhancements, in turn, directed towards improvement in student learning process and performance. An efficient instructional leadership involves in curricular and instructional concerns in an intensified fashion that unswervingly influence student accomplishment (Cotton, 2003). This is aligned with the studies conducted by various researchers, additionally confirming the extension of the significance of the role beyond the scope of the school principal in practice by involving other leaders as well (King, 2002; Elmore, 2000; Spillane, Halverson, and Diamond, 2000). The instructional leadership includes the responsibility to prioritize, align, assess, monitor and learn in order to accomplish student outcomes. Role of Principals as an Instructional Leader Several researchers confirmed that principals who put special emphasis on academics as a priority experience may lead to an increase in student accomplishment (Bartell, 1990; Cotton, 2000; Johnson & Asera, 1999; Short & Spencer, 1990). Principals typically reserve sufficient freedom in establishing priorities within the school setting. By keeping the instructional improvement at the top level priority, principals can essentially organize the major concerns to be addressed appropriately such as primary grade reading instructions. Principals must communicate upon teachers the significance of alignment of curriculum, assessment and instruction to the standard by virtue of guiding the teachers to employ effective alignment practices. While considering the assessment aspect, it can be mentioned that administration, scoring, reporting as well as perfect usage of analytical information can be put under significant consideration by the school leader as central to the enhanced student accompl ishment. This is principal's job to analyze the information in order to administer decisions regarding policy, programs, as well as professional development. Monitoring or consistent observation is one of the central responsibilities of a principal. Once the

Management 2 Essay Example | Topics and Well Written Essays - 1250 words

Management 2 - Essay Example The Chairman outlines the activities and financial conditions of the firm in the previous year followed by his/her discussion on hopes and future plans for the firm. In this part of the annual report, the Chairman attempts to explain why the company’s operations resulted in the results mentioned and why it chooses to advance with new projects or policies. In a nutshell, the statement or report is mainly a promise or explanation for company activities by the Chairman and its Board of Directors to the stockholders. However, the questions are: Why do they need the reports? What do the stockholders do with them? And more importantly, what do they do to deserve an explanation? To answer these questions, one has to firstly understand the concept of stockholder’s equity. When an individual goes to the market and buys stocks, he/she basically buys ownership! A corporation is basically a public-owned enterprise. By declaring itself a corporation, the company or enterprise is selling itself to the public. This is done by the company to essentially generate more money and finances. When it becomes a corporation, the company is actually giving the stockholders a right or privilege to vote for the Board of Directors. The elected Board of Directors is then responsible to make decisions about the company and see where and how the company can maximize the profits. The stockholders then gain from the profits. The stockholders do not directly earn the profit but are given dividends instead. These dividends are paid annually, every year except when the company is going in loss to an extent that it even fails to pay back the liabilities it has borrowed. At such times, the liabilities are preferred and paid first and the remaining is given as dividends to the stockholders. To further understand the relationship between the company and the stockholders, Walt Disney Corporation will be used as a case for analysis and descriptive explanation. But, before