Cause & Effect Of Reading Books Essays - Reading, Free Essays

Cause & Effect Of Reading Books Essays - Reading, Free Essays Cause & Effect Of Reading Books This essay argues that the cause and effects of reading books are numerous, but will focus on one cause, starting to read books on a regular basis, and two effects, increased comprehension abilities, and the promotion of vocabulary growth. Reading skills are essential to success in society today. The ability to read is highly valued and very important for social and economic advancement. The following paragraphs will try to explain some of the important effects that reading books will have in a persons life. In America today, most children are beginning or trying to talk around the age of two years. This is a time when language skills are just starting to develop. Even though it usually too early of an age to expect a child to read, there is no reason why the parent cannot start the reading process by reading aloud to them. Instilling reading into a childs life can prove to be one of the most valuable skills that they will ever learn. As a result from reading books, the child will be more likely to read and speak in front of people. This is a very marketable skill to have in the workforce and for school. One of the effects that reading has on a person, is the ability to understand more terms or words, over a period of time. This is commonly 1 referred to as comprehension. Reading can be a challenge but is one that must be met accordingly in order to succeed. Children who are successful readers tend to exhibit progressive social skills. Having confidence in reading only comes from the daily practice of reading. One good way to accomplish the task of reading daily is through books. Reading books can develop a persons comprehension by learning new words. The easiest way to do this is to look up words in the dictionary that are not understood when they are first read. Writing these words down and reciting them aloud also help to establish them in memory. Incorporating these new words in everyday speaking will increase language skills and boost confidence in the speaker as well. The second effect that reading books has is vocabulary growth. Along the same lines of comprehension, the growth of vocabulary is also very important. Having a large vocabulary is not only impressive but useful in many areas of public speaking. For example, many politicians say the same things over and over again, and to the untrained listener this might go on unnoticed. Their ability to do this comes largely from an extensive vocabulary base. Many different words have the same meaning, or as they are more commonly referred to are synonyms. Upon looking up a word in 2 the dictionary one might be surprised to realize that they already know the definition to it. By cross-checking these words and learning the different synonyms to them, a vocabulary is being established. As a result of reading books over a period of time, a learning process is formed. In summary, although only two effects are mentioned within this essay, there are a great many benefits to be gained from reading books. It is proven that in this technological society, the demands for higher levels of literacy are creating unfavorable consequences for those who fall short. This is even more of a reason to get into the habit of reading books. Sharing books with a child is an active approach to the learning of lifelong language skills and to ensure future success. 3

Quoting Copyrighted Work

Quoting Copyrighted Work Quoting Copyrighted Work Quoting Copyrighted Work By Jacquelyn Landis One of the most common questions writers have is, how much of someone else’s work can you quote without securing reprint permission? Can you quote a stanza from a poem? A paragraph from a magazine article? A page from a novel? Unfortunately, the answer isn’t as clear as we might wish. It lies somewhere within the fair use doctrine of U.S. copyright law. The original intent of copyright law was to protect a writer’s work from someone else using and profiting from it. The framers of this law, however, didn’t want it to be so rigid that it prevented reasonable public use of copyrighted works. Hence, the fair use doctrine was written. In a nutshell, these are the factors you must consider when deciding whether it’s okay to quote without permission: 1. The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes. 2. The nature of the copyrighted work. 3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole. 4. The effect of the use upon the potential market for, or value of, the copyrighted work. (U.S. Code, Title 17, Section 107) As you can see, these factors are not clearly defined. A common myth is that writers are free to use 400 words from a book, 50 words from an article, or two lines from a poem or song, and it constitutes fair use. This is not true. In reality, fair use can only be determined by the court. And if you’re already in court, you’re in trouble. Song lyrics are particularly troublesome as the music industry is aggressive about protecting songwriters. Typically, you need reprint permission to use even a single line from a song. What this means to writers is that you should always be mindful of the fair use doctrine and take great care to seek reprint permission if you have any doubt. Furthermore, anytime you quote from someone else’s work, be sure to properly attribute it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and Numerals50 Diminutive Suffixes (and a Cute Little Prefix)30 Words Invented by Shakespeare

Egonomics Assignment Example | Topics and Well Written Essays - 1000 words

Egonomics - Assignment Example The nature and pattern of human consumption has evolved significantly over the years with a significant move away from goods produced under mass production (initiated by the car maker Henry Ford) towards specialized production and finally customized production. It is not surprising that the focus of many companies today is no longer just the provision of an exceptional quality product or service but one which caters to niches and has the capability of being adapted as per individual requirements of the customer. In other words, personalization and the creation of unique customer experiences has become the new source of gaining competitive advantage in the midst of largely undifferentiated products and services. To set themselves apart from the crowd, consumers are increasingly flocking towards products that others do not have. This is because, as humans, our behavior is more often â€Å"irrational† than rational and that various purchases cannot be explained in the light of ae sthetics, utility of performance. In other words, the fact that most of engage in building and sustaining our self-esteem and self-confidence means that we often pay a price much higher than the actual worth of the product just for the sake of its exclusivity or limited availability. One such example is that of the recent launch of limited number of exclusive Apple iPhone 24 carat gold handsets that cost a fortune ($2853) to consumers (Trivedi).The pricing reflects the exclusivity of the product which, most consumers may find as a cushion to their self-image. Similarly, the LeBron James Limited Edition watch by Audemars Pigue is designed to cater to enthusiasts who would like to own this $51,500 watch (Adams) as a status symbol and to set them apart from the crowd. The high price reflects the (monetary) worth of the owner/consumer which is consistent with psychology that suggests that human beings are prone to engaging in impression management or casting favorable impressions of one self in the society. Furthermore, considering that humans have imperfect knowledge about themselves, they constantly strive for feedback from others (through praise of appreciation) to boost their perception of themselves. An example is of a customer who is praised by his friend for wearing a $51,500 watch and who receives increased attention from others by virtue of this valuable possession. This can be referred to as â€Å"personal branding† or differentiating yourself from other brands or individuals. In other cases, the same may be considered as a â€Å"requirement† as per social benchmarks (Benabou and Tirole). For instance, an individual attending high profile dinner of delegates may consider it as a disgrace to his self-worth to wear anything less than a custom-made designer outfit or designer shoes. Keeping these trends in view, it is no wonder that companies are looking towards the personalization of their service offerings as well. This is commonly known as o ne-on-one marketing or micro-targeting whereby promotional tools such as the e-mail, internet, direct mail, special events and others are used to target customers with specific psychographic profiles or lifestyles. For instance, HSBC posted banner ads on its websites that were highly personalized meaning that the bank offered special â€Å"offers† depending on the account balance of the customer and the content

Summary of Thucydides, The Melian Dialog. Summary of Machiavelli, Essay

Summary of Thucydides, The Melian Dialog. Summary of Machiavelli, Chapter 18 of the Prince - Essay Example Before this, the Athenians already had invaded an island Argos with a considerable amount of army and arrested their 300 men. Melos, like all the other islanders had refused the submissiveness towards the Athenians hence resulting in the revulsion from the Athenians empire. They were also offended by the Melian’s supportive towards the Sparta. They surrounded the Melos Island and before the attack they offered their options for the Melos, that if they surrender, then there should be no fight and the Athenians will not behead their men, and will bestow their and their loved ones’ lives. Athenian stated that they have ruled the place for so many years and they have the right to conquer and as Melian have never harmed them that’s why they are offering this great treaty of submission. Melians, unlike the Athenian representatives took a defensive stance towards the argument and asked another possibility of being a neutral friend between the Athenians and the Sparta. A thenian refused it, and said that their men think that as they were the warriors, it is their right to conquer the inferiors and subjugate others and if not done so, this will be considered as an act of shame and disgrace. Melians retorted by saying that, with such Athenian’s attitude, it reflects that any piece of land refuting the submission towards the Athenians would equivocally become the same as the Athenians as they refuse the Athenian’s governance over them. Then the discussion of God’s help flared up and with this Melian made their point that whatever the case may it is impossible for them to submit themselves, and give up the independence their men and women possessed for 700 years as this will be considered as the act of disgrace and shame from their side. They believed that their gods will bless them with success and often in a fight the chances of weak side depends upon the odds and the battle plan as well. Athenian representatives riposted that they appreciate

Importance of Knowing Grammar to Students Essay Example for Free

Importance of Knowing Grammar to Students Essay â€Å"indeed.† Grammar is the backbone of a language and without it any single thing you know may be flux, in a sort of jelly without much consistency. In a nutshell, grammar provides you with the structure you need in order to organize and put your messages and ideas across. It is the railway through which your messages will be transported. Without it, in the same way as a train cannot move without railways, you won’t be able to convey your ideas to their full extension without a good command of the underlying grammar patterns and structures of the language. I understand that many students ask this question simply because in their own experience they have always been presented with two main scenarios, and nothing in between. They want to know where they are going to be standing as regards to their learning. Which are those two scenarios? Well, in one extreme we have those language courses that teach grammar almost exclusively, as if preparing the students to be grammarians of the second language rather than users. In the other extreme we have those â€Å"communicative† courses in which the only thing that is done is to talk about something or to read an article and comment on it. In many cases, what is seen in one class has no resemblance to what is done in the next. In my experience, both scenarios may seem good for very specific purposes but I personally feel both are inappropriate for most language learners. For starters, by itself, a good command of the grammar of a language does not imply that the person is able to communicate effectively, as we usually see with students who have only been exposed to an all-grammar-oriented approach sometimes for many years. Many could recite the grammar by heart but if asked to express basic information, they would hesitate too much and browse through all the grammar rules in their heads before making an utterance, or simply dry up. Secondly, just talking in class without anything else done in order to learn from the actual conversation is not good enough either. It may be helpful of course, but up to a certain point. This approach may be more useful for very advanced students who just need to brush up their second language, but for those in need of building up the foundations of a new language, it is certainly too vague and flux, without any consistency. So then, when asked: is grammar really important for a second language learner? I always say yes, but, the real question, or issue here is not whether grammar is important or not but rather how we should present grammar to our students. You may be surprised to hear that most of my own students, even advanced ones, have very little awareness of grammar jargon and terminology, in spite of the fact that they can make a pretty good use of the second language. How is that possible? you may ask. First and foremost, teachers need to know precisely what they are trying to prepare their students for. I do know that what I want is to create users of a new language. I want to prepare people to actually engage in communicative situations using appropriate language and patterns. I am definitely not interested in their explaining to me or making a mental list of all the grammar uses that a certain pattern has. For example, think of your own native language. Name all the tenses that you can find in your own native tongue with their corresponding uses and structures. Unless you are a teacher, a translator or someone who needs to have a very good grasp of this meta-language, more likely than not you may feel at a loss to answer that question. And that does NOT mean in any sense that you are not a terrific user of that language. After all, you can understand and express whatever you want with ease. What is more, by being able to do so, you show an awesome command of the internal grammar of the language. If you knew no grammar patterns you would not be able to make a single sentence but you can. This means that although you may lack the conscious ability to describe how your language works (i.e. its grammar) you can use it perfectly. You are a user of the language. You make a perfect use of the grammar of your native language intuitively or unconsciously. Again, our primary goal as second language teachers must be to create users or the language, not linguists! It escapes the aim of this article to describe how we can achieve this but basically we are going to name the main elements to consider to create language users. To begin with, it should be noted that whatever we present our students with should follow a progression from the very general meaning to the very specific pattern or structure we want them to learn (or that they need to learn of course). I would like to highlight that all this takes place within the same class. Before we start to use the material we have selected, it would be good to introduce the students to the topic you are going to work on. You can have them guess or infer what the material will say about it, they can make predictions and when they fail to use appropriate language, you may provide it. This is good to elicit vocabulary that may be necessary for them to know in order to understand the topic. After you have created curiosity in the topic and provided students with key terms on the topic, make sure you follow a progression such as the one that follows: 1) Provide them with exposure to real language and real situations IN CONTEXT. 2) Initial focus on gist, not form. 3) Focus on more specific meaning. 4) We can then focus on very specific meaning. 5) Analysis and systematization: after we make sure the students have a good understanding of the whole material, you can have them focus on particular items or patterns that may be important for them to learn at their stage (i.e. grammar) You can systematize it more formally and teach them how it works. After all, they have already seen it in practice and they have also worked around meaning, now it is time for them to learn how to use it. 6) Give them exercises for them to practice the new structure. Do not be afraid of using grammar drills and patterns. They could be VERY useful for them to fix the new structures in their brains. 7) Give them homework to force them to revise this at a later time. The homework does not necessarily need to be communicative in nature. Profit from the time in class to communicate and interact. If possible, avoid drilling activities while you are with them in class. However, the time they are on their own could be very well used to do all the drilling and rote practice that may prove useful for them to gain a good command of the grammar form you are trying to teach them. Personally I feel that the time in class must be used for providing learners with as many communicative situations as possible, rather than making them focus on drills and patterns that they could easily practise on their own. 8) Provide them with ample opportunities to practice what they have learned in REAL or REALISTIC communicative situations. Create situations so that they can make lots of mistakes and encourage them to improve on them by reminding them of what they have studied. 9) Recycle and mention the topic again as many times as necessary, time and again. This is essential for them to finally acquire the new structures in a natural way. As you can see, I am not condemning grammar at all as some readers may feel when in my articles I complain about teachers working almost exclusively with a grammar-oriented approach. On the contrary, I feel it is essential in order to master a language. However, how grammar is presented to the students is what really matters. I utterly disagree with those teachers who come to class and tell the class: â€Å"Open your books. Today we will learn the â€Å"Simple Present Tense.† In the suggested steps to follow in any class, you will have noticed that I have used a quite eclectic approach, starting from a communicative situation (steps 1-4) with the focus on understanding the message from the gist up to very detailed info and later, and only later, once meaning is clearly understood, we reach the grammar item we may need our students to learn at their stage. The obvious advantage of this approach is that while dealing with grammar, the students will have a clear idea of the context in which it was used and the communicative need it satisfied.

The Functionalist and Marxist Views on the Purpose of Socialisation Es

The Functionalist and Marxist Views on the Purpose of Socialisation Functionalists and Marxists have very similar theories as to the socialisation process. I intend to show this and compare these similarities. There are many well-known functionalists but I am mainly focusing on the views of Talcott Parsons and Emile Durkheim in particular. There are many aspects of the socialisation process to cover both concerning functionalist and Marxist views, these include cultures (made up of many different branches), values (peoples beliefs), and norms (patterns of behaviour). Also primary and secondary socialisation. Functionalists and Marxists both share similar views on the socialisation process. Both viewpoints are based on the substructure of society this is formed by many external influences as follows; the family, media, religion, education and, the state. Both functionalist and Marxists believe that we are the products of social stimuli and are socialised according to our external influences. They both believe in the "top-down" theory seeing society as a stage with all these influences shaping our individual identities. " If society were a stage then we individuals are simply puppets dancing to the tune of the social structures that shape our identities- indeed our lives" (1) Functionalist and Marxists may have similar views but they do not share the same views as to why this process is. I personally believe that in a way we are like puppets, and that we are socialised into what is "right and wrong". I believe the biggest influence to be in the family, because the family are concerned with everything that shapes you... ... a lower class. To me this is wrong, as lower class seems to be putting one in ones place, lower being the operative word. The media do expose people being the positive side but then when one looks at copycat crimes you can't help but blame the media. A lot of influence does come in way of the family but this stems back generations and some adapt quicker to change than others. These too have been socialised by their peers and unfortunately can result in these inequalities in society remaining. However if people did not conform to the norms/values that society thrusts upon them, and there were many deviants, this would surely result in anarchy. But so it is, people do conform, and surely enough society roles on as, as both functionalist and Marxists agree " society is more important than the individuals within it"(12)

Juvenile Violence Essay

In the increasing debate of child criminals and their proneness towards recidivism, there exists the issue of rehabilitation. In point of fact the entire issue of juvenile delinquency hinges upon the ability of the offender to re-enter society not as a criminal but as a redemptive individual ready to become a working part of society. In the questions that arise from the concern over juvenile delinquency the recurring question is this: Are children who commit crimes rehabilitated by the juvenile court system, or are they more likely to commit criminal acts as adults? In the answering of this fundamental question, aspects of the child criminal are brought to the forefront of the debate, and these include, the attachment the child has with parental figure and the morality that exists in the child because of that relationship or the amorality that exists because of lack of a relationship. Also, the connection the juvenile has with school and community becomes prevalent when after school programs are a deterrent to crime. Throughout this essay, such rehabilitation techniques will be dissected and examined, and a cause and effect scenario will be produced. Amalgamating facts on the juvenile delinquent and the process by which they become a delinquent is the aim of this paper. The reintroduction of a delinquent into society will be presented as the purpose of the juvenile court system and whether this system fails or should receive accolades is the determining factor in rehabilitation. Other factors in the rehabilitation of the delinquent, and the effectiveness of these alternative methods will also be presented. It must also be included in the paper the viewpoint of trying child criminals as adults for their crimes and whether or not such punishment is just and rehabilitative or merely a deterrent in the growth away from such delinquent behavior. In essence, the purpose of this paper is to reveal whether or not juvenile delinquents have a chance to become integral parts of a working society and whether the juvenile court system impedes or motivates the delinquent to become a model citizen. The question we must then ask is; are juvenile detention centers merely an impetus for juveniles to continue with their criminal lifestyle, and is trying them as adults paving the path towards them becoming a hardened criminal? The intention of this paper is to delve into the causes of juvenile violence, whether or not programs retarding recidivism work and the theory behind their efficacy, and a major section of the paper will introduce violent behavior and its causes (i. e. peer groups, parental control, and cultural background). Delinquent Behavior/Definition/Parents Juvenile delinquency is refereed as the act of committing serious crimes of a person ranging from ages of 10 through 17 years in the society. Juvenile delinquency had been a major problem because of the committed serious crimes. The social issues of juvenile delinquency cases are being monitored and the alarming effects made many lawmakers find a way to stop this. The Justice Department of United States defines a juvenile delinquent as the offender of the laws of the country as stated by the court and who is a minor. In view of delinquent behavior there must be a definition and applicable theory to first aid in deciding what causes such conduct (Quas et al. 2002, 247). In Hirschi’s book Causes of Delinquency (1969) there are presented three different theory types in regards to delinquent behavior. These theories have applicable grounds, by which the delinquent acts out, as Hirschi states, Three fundamental perspectives on delinquency and deviant behavior dominate the current scene. According to strain or motivational theories, legitimate desires that conformity cannot satisfy or force a person into deviance. According to control or bond theories, a person is free to commit delinquent acts because his ties to the conventional order have somehow been broken. According to cultural deviance theories, the deviant conforms to a set of standards not accepted by a larger or more powerful society. (Hirschi 1969, 3) The idea of conformity is a major part of the decision process of whether or not a child becomes a delinquent. Conformity to whom is the major question presented by each theory. The conformity to a society should discipline a child into model behavior while the conformity to a gang or group of friends whose lifestyle consists of criminal acts is merely another form of orthodoxy in that particular group. In the conformity of either gang or community the underlying current of thought for the delinquent is desire. Human desire to be a part of something and be accepted by that larger group is the impetus towards deliberating behavior. Humans are creatures whose desires propel them on towards actions, whether or not those actions are legitimated by society or a gang is not concerting but rather a person sometimes feels that their desires are above the law, and when that desire is about acceptance, many formal rules are broken, as Hirschi states, Having thus established that man is a moral animal who desires to obey the rules, the sociologist was then faced with the problem of explaining his deviance. Clearly, if men desire to conform, they must be under great pressure before they will resort to deviance. In the classic strain theories, this pressure is provided by legitimate desires. A man desires success, for example, as everyone tells him he should, but he cannot attain success conforming to the rules; consequently, in desperation, he turns to deviant behavior or crime to attain that which he considers rightfully his. (Hirschi 1969, 5). In defining the deviance of a juvenile his or her own personal issues towards conformity become apparent. There is of course the issue of morality with problems about crimes. For a delinquent, their understanding about crime, and their acts therein, depend independently upon who has previously governed their conceptions of the criminal lifestyle. On this issue, Hirschi states, â€Å"In strain theory, man is a moral animal. His morality accounts for the pressure that I built into the model. If morality is removed, however, if man is seen as an amoral animal, then tremendous pressure is unnecessary in accounting for his deviance† (Hirschi 1969, 10). A child, to a certain extent is not solely responsible for their own actions, because they mirror what has been presented to them. Parents should be highly considered when any discussion or debate about the morality of children and their proceeding stature as a criminal is discussed. The influence of the family in the juvenile’s criminal disposition is further emphasized through Aspy et al. ’s article which stating that, Many of these risk factors are related to the economic resources available to the family. Family income has been shown to be protective in that youth from wealthier families are less likely to be involved in weapon carrying (Blum et al. , 2000). Although the number of children below the poverty line is on the decline, overall, there remain racial/ethnic differences in family structure and poverty† (Aspy et al. 2004, 82). The use of family as a predictor in the violence and criminal behavior of a child is further emphasized through Ellickson and McGuigan’s research, For predatory violence, there were 6 predictors: frequency of using alcohol, cigarettes, and marijuana during grade 7; higher levels of perceived drug use by one’s middle school peers; being male; being multiracial; coming from a nuclear family; and rebelliousness. However the last two variables had an impact was contrary to our predictors with adolescents from nuclear families more likely to be frequent perpetrators of predatory violence and rebellious youth less likely to be frequent perpetrators of predatory violence (Ellickson and McGuigan 2000, 570). With this understanding of the juvenile mindset, the parental control over the thoughts and sentiments that the juvenile has towards crime should be discussed. The amount of exposure a child has with their parents may be considered positive or negative in regards to rehabilitation or the furthering of the child’s life into crime depending on the morality of the parents. The juvenile court system lays great claim to the lack of control parents have with regards to their children and thus the child is sent to a more appropriate atmosphere. The juvenile court system sometimes takes control away from the parents and gives it to an institute. To keep on track, the child’s exposure to their parents may offer a great opportunity to examine the process of the making of a juvenile delinquent. Hirschi gives us the fact that parental control may be a great deterrent to a life of crime. In control theory it is believed that the greater the bond between a parent and a child, the less likely it is for that child to become delinquent (Hirschi 1969, 83). When a child contemplates a criminal act, according to control theory, and decides to either follow through with the act or to discard the act, depends upon the extent to which that their parents are moral beings have ingrained in that child such morality. On this subject, Hirschi states, â€Å"In the light of the cultural deviance perspective, the child unattached to his parents is simply more likely to be exposed to â€Å"criminogenic influences. † He is, in other words, more likely to be free to take up with a gang. His lack of attachment to his parents is, in itself, of no moral significance† (Hirschi 1969, 85). The attachment a child exhibits to their parents should have great influence on the juvenile court system as to whether or not the child can be rehabilitated. Since the morality of a parent seems to have great sway as to the sentiments and sometimes actions of a juvenile delinquent, the parent should be given custody and paroling powers over the child instead of a juvenile institution or prison. The socialization from the earliest stage of child development is dependent upon the parent. The conformity a child feels they must succumb to the conformity the parent instills in the child. Hirschi states that in control theory advocates of alternative law enforcement find the internalization of norms depends on the early socialization the child has been exposed to under the guidance of the parent. The emotional bond between parent and child delivers to the child the same mores and values held in esteem of the parent. The parent’s expectations of the child become well known and are fostered through this bond. If, however, the child is alienated or distanced from their parent, such bonds prove to be nihilistic. The feeling the child has of moral rules when the bond is severed or otherwise incapacitated proves to be the leading factor in the delinquent lifestyle. When the parent shows little concern for the child’s actions or is simply not in the child’s life, then that child is void of moral laws, codes and societal norms (Hirschi 1969, 86). The child’s development of a superego or conscious will not develop if such a bond is nonexistent. Of parental bonds and the forming of child delinquents, Hirschi goes on to state, The child attached to his parents may be less likely to get into situations in which delinquent acts are possible, simply because he spends more of his time in their presence. However, since most delinquent acts require little time, and since most adolescents are frequently exposed to situations potentially definable as opportunities for delinquency, the amount of time spent with parents would probably be only a minor factor in delinquency prevention. So-called â€Å"direct control† is not, except as a limiting case, of much substantive or theoretical importance. The important consideration is whether the parent is psychologically present when temptation to commit a crime appears. If, in the situation of temptation, no thought is given to parental reaction, the child is to this extent free to commit the act. (Hirschi 1969, 88). Parental concern and involvement, in regards to control theory, is thus proven to be a staple in the forming of healthy relationships between child and society and the deterring factor that limits delinquency.

Britain Imperialism

Expansionism The question when it comes to Britain and other empires, would be how they influenced and helped to fuel an entire race for an empires' expansion. New imperialism began creation on continuous practice in the sass's in the European scale of things. Industrial powers or backings help create an empire of control. With any nation in history, new technology often equates to an increase in knowledge and power. There are also many factors that cause things as such as new imperialism.Those factors include things such as geopolitics, nationalism and economic factors. The effect on Britain's decision to adopt this form of expansion was completely influenced by Europe, as all other countries eventually were. According to the noted Winston Churchill, â€Å"give peace to warring tribes, to administer Justice where all was violence, to strike the chains off the slave, to draw the richness from the soil, to place the earliest seeds of commerce and learning, to increase in whole people s their capacities for pleasure and diminish their chances of pain. Snobbery, p. 149) Most of all nations would disagree that imperialism is good or beneficial to anyone else's country but their own. Whether it is the affects of Europe or non-European cultures and countries, imperialism seems to be beneficial on a large scale, which is why every country and culture wants control of it. There were many imperialist activities that took place within or concerning Britain in the 19th century. It is shown throughout Britain's history the significant events that have led up to imperialism in this nation.Going back in early 19th hundreds, it is noted that the British did indeed force China into the opium trade in the early sass's which in turned caused a shift to begin. Back in 1839-1841 and again in 1878-1880, the Bruits had gone to war with Afghanistan to protect its property in the form of POS and India, as well as the northern frontier. Originally Britain took over India back in 1825 a nd fought to maintain its control. Even earlier in history, many people requested and sought out the protection of Britain, including Malay Sultanates.Later n the twentieth century, in 1914, Britain completely controlled Malay. In a place called Borneo, Karakas had become under the ownership of an ex -Brim by the name of James Brooke, whom also was a solder for the East India Company. Furthermore and eventually in 1888, Saba became a British province. Within that same year, the former owner of Saba, Brunet also fell under British control. Reference:

Expert Interview with Sherri Thomas on Career Coaching

Expert Interview with Sherri Thomas on Career Coaching Sherri Thomas started her career on the corporate side in training, development, marketing and branding, but she’s best known for her work in career coaching as an author and expert. She sat down with us to explain career coaching and why it’s so important. Why is career coaching more important than ever?Right now, companies all over the world are in a fight for survival. They’re in a continuous loop of expanding, downsizing, merging and being bought out by a competitor. As an employee, nobody is safe. And the only way to survive is knowing how to identify and create your own career opportunities.Why are so many finding it so hard to get a job?We’ve become an online society where convenience is the driving force. It’s much easier to shop, bank, get an advanced degree, etc., online than it is to actually drive to a place of business. Therefore, many jobs have been lost due to the Internet or outsourcing. Fewer jobs mean a higher than normal talent po ol of job seekers.What do job seekers do to sabotage themselves without even realizing it?The biggest mistake I see professionals making is creating a one-size-fits-all resume. That is, putting all of their skills along with every job they’ve ever had onto one resume, and then forwarding that resume to all of their job leads. You need to be much more strategic when applying for a job. Only showcase those skills, accomplishments and previous employments that relate to the new job. The hiring manager doesn’t care about every job you’ve ever had. He only cares about whether you can do his job.What’s one thing everybody should have on their resume that they may not realize, and why?I create a section on my clients’ resumes called â€Å"Additional Skills† to highlight relatable and transferable skills, which may not have been addressed on the job description. This is a great way to feature some of those unique skills you have and give you a compe titive edge against the competition.What are some trends in hiring and human resources we should be keeping an eye on?Creating a skills matrix will get you noticed. A skills matrix is a very simple way of showing how your experience and expertise directly aligns with the job’s key requirements. This means that your resume and skills matrix need to be customized and targeted for every job you go after. It takes time and effort, but the benefit is having more high-quality job interviews!Sherri Thomas is a Career Strategist. She teaches others how to think differently and more proactively in their careers. Her book, The Bounce Back, is the 2013 winner of â€Å"Best Career Book† by Indie Book Awards for independent book authors. Download her free three-part video training series, â€Å"15 Clever Ways to Get More Job Offers,† at Career Coaching 360.

How to Grow Baking Soda Crystals

How to Grow Baking Soda Crystals Baking soda or sodium bicarbonate crystals tend to be small and white. Sometimes they can look a little like frost or icing when grown on a string. Heres how you grow baking soda crystals yourself: Materials Baking sodaWaterClean jar or glassStringWeight (e.g., paperclip)Pencil or butter knife (to hold the string over the glass) Prepare the Container You want to hang the string in the glass or jar so that it doesnt touch the sides or bottom of the container. Tie the string to the pencil or knife, weight it so it will hang straight, and adjust the length of the string so that it doesnt touch the bottom of the container. Prepare the Solution Mix as much baking soda as you can into just-boiled water. For 1 cup of water, this is approximately 7 teaspoons of baking soda. Add the baking soda a little at a time, stirring between additions, because carbon dioxide gas will be evolved, causing the solution to bubble initially. Alternatively, heat baking soda and cool water until it is near-boiling. Allow the solution to sit undisturbed for a few moments to allow any undissolved baking soda to sink to the bottom of the cup. Grow Baking Soda Crystals Pour the baking soda solution into the container. Avoid getting undissolved baking soda in the glass.You may wish to cover the container with a coffee filter or paper towel to keep the solution clean while permitting evaporation.Allow the crystals to grow as long as you like. If you start to see a lot of crystal growth on the sides of the container rather than on your string, pour the remaining solution into a new container. Transfer your string to the new container to get better growth.When you are satisfied with your crystals, you can remove them from the solution and allow them to dry.

A Trip to Remember Personal Statement Example | Topics and Well Written Essays - 250 words - 1

A Trip to Remember - Personal Statement Example So it definitely was not an enjoyable experience to visit the beaches. But I must admit that the beaches are beautiful and I certainly do not mind a tan! Another downside to this vacation was the heat. It was a pity that we were surrounded by water but potable water was only available on the bigger Island. The sun was out on a killing spree and the tourists were the victims. Those who managed to survive the heat and sand, had another issue staring at them i.e. hunger! I am happy to say that the food was what made this vacation a vacation for me! The people there are very festive and happy and this clearly reflected in our eating experiences. In the one week that we stayed there, there was not a single meal or a restaurant that was not memorable for somebody in my family. We enjoyed all sorts of international cuisines. Another downside to this vacation was the heat. It was a pity that we were surrounded by water but potable water was only available on the bigger Island. The sun was out on a killing spree and the tourists were the victims. Those who managed to survive the heat and sand, had another issue staring at them i.e. hunger! I am happy to say that the food was what made this vacation a vacation for me! The people there are very festive and happy and this clearly reflected in our eating experiences. In the one week that we stayed there, there was not a single meal or a restaurant that was not memorable for somebody in my family. We enjoyed all sorts of international cuisines there.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Fictional story Essay Example | Topics and Well Written Essays - 1000 words

Fictional story - Essay Example Since he looked hopeless and pathetic, the Holmes were happy that he could help them with some homework. They hoped to keep him so that they could also send him for errands and leave them at home looking after the kids. â€Å"How much will you be paying me for the responsibilities?† asked John, â€Å"we do not have to pay you, that will compensate for the accommodation and food that we will be giving you.† Upon hearing this, John was annoyed. He started complaining and even almost insulted the Holmes for their lack of concern for him. It took the intervention of Julieta, a woman who personally knew John in the village. Since he had no other place to go, he had to accept the deal with the Holmes. Life at the Holmes was a bit challenging. He was forced to wake up early and slept late. Although he did not spend not even a cent of his savings, he did not earn anything except food and accommodation benefit. This infuriated John and made him confront the Holmes on the second day, â€Å"This is too unfair! I have to leave you alone with your pathetic offers.† John had started imagining that everything would work out well for him and that he no longer needed Holmes’ help. He even accused the Holmes of misusing him and vowed to sue them by the end of the week. This is despite the fact that he had personally agreed to the initial deal of staying with them and doing what the family does for no pay. Outside the Holmes, life was not as he had expected. It reminded him of his school days when he solely depended on his peers. When he was in class five, he had entered into a peer gang that taught him many ‘skills’ including what he referred to as ‘taking what others had misplaced.’ The only thing that kept John away from stealing is the memory of his late father who had died while John was twelve. John had not seen his father since birth and only spent three months with him before his death. As his mother had earlier narrated to