#8220;Analytical Essay Sample on Reading Techniques on How to Read#8221;

#8220;Analytical Essay Sample on Reading Techniques on How to Read#8221; Any good writer knows about the impact that reading can have on his/her work, as well as that in order to be able to fully understand and digest a piece of literature, one should follow the basic guidelines of active reading, the type of reading where a reader subjects a writing to a critical analyze by using different types of reading techniques (Stubbs, Barnet, and Cain, 2). However, every reader, just like every writer, has his/her own style of reading that is composed of or is guided by a combination of different standard techniques set by active reading. Navigated by the guidelines of active reading, a reader can experience a book as a whole, without missing any important parts or ideas, while at the same time have an opportunity to establish a writer’s persona and subject his/her work to critical thinking. In order to explore further on the different reading styles I had an opportunity to interview a classmate, Valeriya Pupchenko, and compare her approach to reading with mine. It was clear from the beginning that we enjoy similar types of literature for our leisure reading, however our tactic of picking a book and the pre reading actions have their differences. In order to pick an appropriate book for her purposes Valeriya prefers to rely on the title of the book and the authors note (Pupchenko, Valeriya). The title may provide a clue by using different methods presenting a book (Stubbs, Barnet, and Cain, 3). A title can have the ability to attract a reader with intriguing or appealing sound, or it can simply attract a reader by presenting the contents of the book in just a few words. Although a title does not always gets to the point of the book, a reader can often rely on the title of a book to get a sense of what he/she is getting. Another method of getting to know more about a piece of literature is by reading the authors note which often summarizes the context of the book. the author’s note also usually has the information about the writer and the book’s origins and its purpose. From the author’s note a reader can establish the writer’s persona and the style of writing. Author’s note is one of Valeriya’s techniques of reading a book and even though she sometimes finds that it gives away the plot of the story, she thinks that this is a helpful way of looking up a book (Pupchenko, Valeriya). I, on the other hand find the author’s note too vague to determine whether or not the book has the desired topic. I have also noticed that compared to the book itself, the author’s note tends to be written in a different style of writing. It is because of these reasons I prefer to read the book first and if I find the book interesting I come back to the author’s note in order to find out more about the writer. When doing a research Valeriya finds it very useful to annotate and underline the key phrases (Pupchenko, Valeriya). This technique helps her to have a quick overview of the read material without missing any important details. I, also, find this technique convenient and helpful, although I prefer taking notes to annotating because it allows me to keep things organized and in one specific place rather than spread all over the place. however my notes are not a summary of the text, but individual phrases that I find important. Summarizing is a useful technique that neither I nor Valeriya like to use, for the simple reason of time consumption. Index is probably the most convenient part of the book when searching for a specific topic. Skimming is another skill that saves time and helps to focus on the main ideas, even though it puts a reader at risk of missing on important ideas. These are the two techniques that I and Valeriya both find essential to a good research. in order to reduce the risk of missing information it is useful to pay attention to the thesis, headings, key phrases, first sentences of the paragraph, and the conclusion (Stubbs, Barnet, and Cain, 5). Active reading also includes other helpful techniques, such as previewing, engaging in critical thinking, and finding out about the author and the place of publication (Stubbs, Barnet, and Cain, 2-17). While previewing a piece of literature a reader should pay attention to the genre of the book and the original place of publication because it will provide a reader with the clues to what was the targeted audience. Subjecting a work to critical thinking provokes the reader to pay a close attention to details. Different people have different habits and methods they use when they read a piece of work, however the origins of these techniques can be traced to come from active reading. When a reader follows the basic approaches of previewing, skimming, and critical thinking, the process of reading becomes more comprehensive and beneficial. Active reading doesn’t only assists a reader in analyzing a piece of literature in a way that shows the full and complete picture of the book, but it also helps a reader to become also a better writer because a person can approach analytically to his/her own work just as if it was someone else’s.

Anglo-Saxon and Viking Queens of England

Anglo-Saxon and Viking Queens of England Either Aethelstan or his grandfather, Alfred the Great, is usually considered the first king of England, rather than of one part of England.   Alfred the Great adopted the title of king of the Anglo-Saxons, and Aethelstan, king of the English. The powers and roles of queens – the wives of monarchs – evolved considerably through this period.   Some werent even named in contemporary records. I’ve arranged these queens (and consorts who were not queens) according to their husbands for clarity. Alfred The Great (r. 871-899) He was the son of Aethelwulf, king of Wessex, and Osburh Ealhswith - married 868She was the daughter of Aethelred Mucil, a Mercian noble, and Eadburh, also a Mercian noble, supposedly descended from King Cenwulf of Mercia (ruled 796 – 812).She was never actually given the title of â€Å"queen.†Among their children were Aethelflaed, Lady of the Mercians; Aelfthryth, who married the Count of Flanders; and Edward, who succeeded his father as king. Edward The Elder (r. 899-924) He was the son of Alfred and Ealhswith (above).   He  had three marriages (or two and one nonmarital relationship). Ecgwynn – married 893, son was Athelstan, daughter Edith Aelfflaed – married 899seven children including four daughters who married into European royalty and a fifth who became a nun, and two sons, Aelfweard of Wessex and Edwin of Wessexone daughter was Edith (Eadgyth) of England, who married Emperor Otto I of Germany Eadgifu – married about 919, sons included Edmund I and Edred, a daughter Saint Edith of Winchester who was considered a saint, and another daughter (whose existence is questionable) who may have married a prince of Aquitaine Aelfweard (r. briefly and contested: 924) He was the son of Edward and Aelfflaed (above). no recorded consort Athelstan (r. 924-939) He was the son of Edward and Ecgwynn (above). no recorded consort Edmund I (r. 939-946) He was the son of Edward and Eadgifu (above). Aelfgifu of Shaftesbury – date of marriage unknown, died 944revered as a saint soon after her deathmother of his two sons, who each ruled: Eadwig (born about 940) and Edgar (born 943)no indication she was recognized with the title of queen during her time Aethelflaed of Damerham – married 944, daughter of Aelfgar of Essex. Left a wealthy widow when Edmund died in 946, she remarried. Eadred (r. 946-55) He was the son of Edward and Eadgifu (above). no recorded consort Eadwig (r.955-959) He was the son of Edmund I and Aelfgifu (above). Aelfgifu, married about 957; details are uncertain but she may have been of Mercian background; a lurid story is told of her and the king, involving a fight with (later Saint) Dunstan and Archbishop Oda. The marriage was dissolved in 958 because they were closely related – or perhaps to protect the claim of Eadwig’s brother, Edward, to the throne; she seems to have gone on to accumulate significant property Edgar (r. 959-975) He was the son of Edmund I and Aelfgifu (above) – the details of his relationships and the mothers of his sons are disputed. Aethelflaed (not married)Son Edward (below) Wulthryth (not married; Edgar is said to have kidnapped her from the nunnery at Wilton)Daughter Saint Edith of Wilton Aelfthryth, who was anointed as queenSon Aethelred (below) Edward II The Martyr (r. 975-979) He was the son of Edgar and Aethelflaed no known consort Aethelred II The Unready (R. 979-1013 and 1014-1016) He was the son of Edgar and Aelfthryth (above). Also spelled Ethelred. Aelfgifu of York – married possibly in the 980s – her name does not appear in writings until about 1100 – probably the daughter of Earl Thored of Northumbria – never anointed as queen – died about 1002Six sons, including Aethelstan Aetheling (heir apparent) and the future Edmund II, and at least three daughters including Eadgyth, married to Eadric Streona Emma of Normandy (about 985 – 1052) – married 1002 – daughter of Richard I, Duke of Normandy, and Gunnora – changed her name to Aelfgifu on marriage to Aethelred – married Canute after Aethelred’s defeat and death.   Their children were:Edward the ConfessorAlfredGoda or Godgifu Sweyn or Svein Forkbeard(r. 1013-1014) He was the son of Harold Bluetooth of Denmark and Gyrid Olafsdottir. Gunhild of Wenden – married about 990, fate unknown Sigrid the Haughty – married about 1000Daughter Estrith or Margaret, married Richard II of Normandy Edmund II Ironside (r Apr - Nov 1016) He was the son of Aethelred the Unready and Aelfgifu of York (above). Ealdgyth (Edith) of East Anglia - married about 1015 - born about 992 – died after 1016 – probably the widow of a man named Sigeferth. Probably the mother of:Edward the ExileEdmund Aetheling Canute The Great (r. 1016-1035) He was the son of  Svein Forkbeard  and Ã…Å¡wiÄ™tosÅ‚awa (Sigrid or Gunhild). Aelfgifu of Northampton – born about 990, died after 1040, regent in Norway 1030 – 1035 – she was simply put aside as a wife according to customs of the time so that Cnut could marry Emma of NormandySweyn, King of NorwayHarold Harefoot, King of England (below) Emma of Normandy, widow of Aethelred (above)Harthacnut (about 1018 – June 8, 1042) (below)Gunhilda of Denmark (about 1020 – July 18, 1038), married Henry III, Holy Roman Emperor, without offspring Harold Harefoot (r. 1035-1040) He was the son of Canute and Aelfgifu of Northampton (above). may have been married to an Aelfgifu, may have had a son Harthacnut (r. 1035-1042) He was the son of Canute and Emma of Normandy (above). not married, no children Edward III The Confessor (r. 1042-1066) He was the son of Aethelred and Emma of Normandy (above). Edith of Wessex –lived about 1025 to December 18, 1075 – married January 23, 1045 – crowned as queen – they had no childrenHer father was Godwin, an English earl, and mother was Ulf, a sister of Cnut’s brother-in-law Harold II Godwinson (r. Jan - Oct 1066) He was the son of Godwin, Earl of Wessex, and Gytha Thorkelsdottir. Edith Swannesha or Edith the Fair – lived about 1025 – 1086 – common-law wife? five children including a daughter who married a Grand Duke of Kiev Ealdgyth or Edith of Mercia – was the wife of Wales ruler Gruffud ap Llywelyn and then queen consort of Harold Godwineson – marriage date probably 1066 Edgar Atheling (r. Oct - Dec 1066) He was the son of Edward the Exile (son of Edmund II Ironside and Ealdgyth, above) and Agatha of Hungary.   not married, no children Edgar’s sisters had connections to later English and Scottish rulers: Margaret who married Malcolm III of Scotland and had two daughters, Mary and Matilda of Scotland Cristina who became a nun and tutor to her nieces Mary and MatildaMatilda (born Edith) married Henry I of England and was the mother of the Empress Matilda Mary was the mother of Matilda of Boulogne  who married King Stephen of England Next queens:   Norman Queens of England

Anglo-Saxon and Viking Queens of England

Anglo-Saxon and Viking Queens of England Either Aethelstan or his grandfather, Alfred the Great, is usually considered the first king of England, rather than of one part of England.   Alfred the Great adopted the title of king of the Anglo-Saxons, and Aethelstan, king of the English. The powers and roles of queens – the wives of monarchs – evolved considerably through this period.   Some werent even named in contemporary records. I’ve arranged these queens (and consorts who were not queens) according to their husbands for clarity. Alfred The Great (r. 871-899) He was the son of Aethelwulf, king of Wessex, and Osburh Ealhswith - married 868She was the daughter of Aethelred Mucil, a Mercian noble, and Eadburh, also a Mercian noble, supposedly descended from King Cenwulf of Mercia (ruled 796 – 812).She was never actually given the title of â€Å"queen.†Among their children were Aethelflaed, Lady of the Mercians; Aelfthryth, who married the Count of Flanders; and Edward, who succeeded his father as king. Edward The Elder (r. 899-924) He was the son of Alfred and Ealhswith (above).   He  had three marriages (or two and one nonmarital relationship). Ecgwynn – married 893, son was Athelstan, daughter Edith Aelfflaed – married 899seven children including four daughters who married into European royalty and a fifth who became a nun, and two sons, Aelfweard of Wessex and Edwin of Wessexone daughter was Edith (Eadgyth) of England, who married Emperor Otto I of Germany Eadgifu – married about 919, sons included Edmund I and Edred, a daughter Saint Edith of Winchester who was considered a saint, and another daughter (whose existence is questionable) who may have married a prince of Aquitaine Aelfweard (r. briefly and contested: 924) He was the son of Edward and Aelfflaed (above). no recorded consort Athelstan (r. 924-939) He was the son of Edward and Ecgwynn (above). no recorded consort Edmund I (r. 939-946) He was the son of Edward and Eadgifu (above). Aelfgifu of Shaftesbury – date of marriage unknown, died 944revered as a saint soon after her deathmother of his two sons, who each ruled: Eadwig (born about 940) and Edgar (born 943)no indication she was recognized with the title of queen during her time Aethelflaed of Damerham – married 944, daughter of Aelfgar of Essex. Left a wealthy widow when Edmund died in 946, she remarried. Eadred (r. 946-55) He was the son of Edward and Eadgifu (above). no recorded consort Eadwig (r.955-959) He was the son of Edmund I and Aelfgifu (above). Aelfgifu, married about 957; details are uncertain but she may have been of Mercian background; a lurid story is told of her and the king, involving a fight with (later Saint) Dunstan and Archbishop Oda. The marriage was dissolved in 958 because they were closely related – or perhaps to protect the claim of Eadwig’s brother, Edward, to the throne; she seems to have gone on to accumulate significant property Edgar (r. 959-975) He was the son of Edmund I and Aelfgifu (above) – the details of his relationships and the mothers of his sons are disputed. Aethelflaed (not married)Son Edward (below) Wulthryth (not married; Edgar is said to have kidnapped her from the nunnery at Wilton)Daughter Saint Edith of Wilton Aelfthryth, who was anointed as queenSon Aethelred (below) Edward II The Martyr (r. 975-979) He was the son of Edgar and Aethelflaed no known consort Aethelred II The Unready (R. 979-1013 and 1014-1016) He was the son of Edgar and Aelfthryth (above). Also spelled Ethelred. Aelfgifu of York – married possibly in the 980s – her name does not appear in writings until about 1100 – probably the daughter of Earl Thored of Northumbria – never anointed as queen – died about 1002Six sons, including Aethelstan Aetheling (heir apparent) and the future Edmund II, and at least three daughters including Eadgyth, married to Eadric Streona Emma of Normandy (about 985 – 1052) – married 1002 – daughter of Richard I, Duke of Normandy, and Gunnora – changed her name to Aelfgifu on marriage to Aethelred – married Canute after Aethelred’s defeat and death.   Their children were:Edward the ConfessorAlfredGoda or Godgifu Sweyn or Svein Forkbeard(r. 1013-1014) He was the son of Harold Bluetooth of Denmark and Gyrid Olafsdottir. Gunhild of Wenden – married about 990, fate unknown Sigrid the Haughty – married about 1000Daughter Estrith or Margaret, married Richard II of Normandy Edmund II Ironside (r Apr - Nov 1016) He was the son of Aethelred the Unready and Aelfgifu of York (above). Ealdgyth (Edith) of East Anglia - married about 1015 - born about 992 – died after 1016 – probably the widow of a man named Sigeferth. Probably the mother of:Edward the ExileEdmund Aetheling Canute The Great (r. 1016-1035) He was the son of  Svein Forkbeard  and Ã…Å¡wiÄ™tosÅ‚awa (Sigrid or Gunhild). Aelfgifu of Northampton – born about 990, died after 1040, regent in Norway 1030 – 1035 – she was simply put aside as a wife according to customs of the time so that Cnut could marry Emma of NormandySweyn, King of NorwayHarold Harefoot, King of England (below) Emma of Normandy, widow of Aethelred (above)Harthacnut (about 1018 – June 8, 1042) (below)Gunhilda of Denmark (about 1020 – July 18, 1038), married Henry III, Holy Roman Emperor, without offspring Harold Harefoot (r. 1035-1040) He was the son of Canute and Aelfgifu of Northampton (above). may have been married to an Aelfgifu, may have had a son Harthacnut (r. 1035-1042) He was the son of Canute and Emma of Normandy (above). not married, no children Edward III The Confessor (r. 1042-1066) He was the son of Aethelred and Emma of Normandy (above). Edith of Wessex –lived about 1025 to December 18, 1075 – married January 23, 1045 – crowned as queen – they had no childrenHer father was Godwin, an English earl, and mother was Ulf, a sister of Cnut’s brother-in-law Harold II Godwinson (r. Jan - Oct 1066) He was the son of Godwin, Earl of Wessex, and Gytha Thorkelsdottir. Edith Swannesha or Edith the Fair – lived about 1025 – 1086 – common-law wife? five children including a daughter who married a Grand Duke of Kiev Ealdgyth or Edith of Mercia – was the wife of Wales ruler Gruffud ap Llywelyn and then queen consort of Harold Godwineson – marriage date probably 1066 Edgar Atheling (r. Oct - Dec 1066) He was the son of Edward the Exile (son of Edmund II Ironside and Ealdgyth, above) and Agatha of Hungary.   not married, no children Edgar’s sisters had connections to later English and Scottish rulers: Margaret who married Malcolm III of Scotland and had two daughters, Mary and Matilda of Scotland Cristina who became a nun and tutor to her nieces Mary and MatildaMatilda (born Edith) married Henry I of England and was the mother of the Empress Matilda Mary was the mother of Matilda of Boulogne  who married King Stephen of England Next queens:   Norman Queens of England

To what extent should we widen the agenda of security studies to Essay

To what extent should we widen the agenda of security studies to include issues like the environment, population migration, food security, and the concerns of women (and other groups) - Essay Example Because of the far reaching consequences of such wars, it became increasingly necessary to select less violent means of settling conflict2. The rise of the Cold war however brought along with it a different set of crimes that defined the way in which this war was fought. The primary area of focus for security studies takes organized violence as its focus. It seeks to explore the various mechanisms by which individuals and aggregations of individuals use to undertake organized violent crime in an area. Once these mechanisms have been identified, security studies goes ahead to identify various ways in which the effects of such levels of violence can be mitigated. Accumulation of knowledge is a fundamental means of protecting oneself from organized violent crime. Knowing when criminals will attack and exactly where they will attack is vital knowledge in light of security issues. This knowledge can relate to the type of weapons that they will use their tactics, their use of humans as soft targets and the exact mechanisms by which they derive their motivation to undertake organized violent crime. Security studies also looks into greater fundamental aspects of organized crime at a national level3. The nature of weapons that a country has at its disposal is essential in determining the level of damage that could be caused by a security threat. The study if security studies would not be complete without evaluating the exact means by which war is caused. War is a delicate subject in the security systems of any country. Previously, it was entered into lightly as witnessed by the occurrence of World War I and World War II. However, with the numerous casualties that were experienced as a result of these wars, it became inhuman to the common man for these wars to be supported. In recent times, security studies has faced increasing pressure to investigate other areas of security that had not been the considered a security concern.

Literary Analysis Essay Example | Topics and Well Written Essays - 750 words - 6

Literary Analysis - Essay Example The transformation of Oedipus from a quester to sinner in the play can be seen as a dramatic device to reveal the tragic flaw, hamartia, of the protagonist. From a man who was in search of his true identity, Oedipus ends up being the King of Thebes where he remains unaware of the very horrors present in his life, from which he was trying to run away. Even though it can be argued that the sins committed by Oedipus can be the outcome of his ignorance, the years he spent in Thebes without any effort to find out the people whom he came across in the life he chose shows the extent to which he was blinded by power. In fact, the moment he became the king of Thebes distanced him from his search for identity. Tiresius’s accusations from the perspective of Apollonian reasoning and piety explore the irrational and irresponsible actions of Oedipus which were once considered heroic. When insulted by Oedipus for his blindness and alleged inability to foresee the future of Thebes, Tiresius retorts: Oedipus can be seen as belonging to that aspect of Greek culture which operated on the pragmatic aspects of life which included action at the expense of introspection though the element of piety was a major element in their day-to-day existence. In a broad analysis, it is possible to analyze Oedipus as a Dionysian representation in Greek terms, exhibiting sudden action, excesses, violence, ruthlessness, and so on. The Apollonian representations, on the contrary would depict contemplative action with due emphasis on intelligence over impulse. Terry Eagleton, in his Holy Terror (2005) observes how in Sophocles’s Oedipus at Colonus, Oedipus â€Å"is transformed into a tutelary deity, protecting the citizens of Athens from assault† (15) and states that the Dionysian impulse for violence is normally a reaction to â€Å"lack of piety† (Eagleton, 16). In Oedipus the King, the question of morality is not strictly the concern of its

Factors in a child’s development Essay Example for Free

Factors in a child’s development Essay Family is one of the biggest external factors in a child’s development. The first three years of a child’s life are when their foundations are laid out influencing what type of a person they may grow up to be. A child who is given lots of love, attention and guidance are more likely to thrive compared to those who are ignored. At this very early age parents and siblings are the most important thing in a child’s life so everything they do can influence a child, this is when they first start to imitate other peoples actions so if a child is in a stimulating environment then they are more likely to want to continue to be stimulated when they reach school age. Friendships are also a major factor, by the age of three children start to form strong friendships. Friendships may begin to influence behavior, in a positive or sometimes a negative way. They will start to learn how to listen to other people’s opinions and also how to voice their own views. Read more:Â  Explain how children and young people’s development is influenced by a range of external factors essay It’s when children start making friends that their personalities really start to develop and they start either start to become a leader or a follower. Peers may become a big influence over their likes and dislikes. What a child eats also plays a big part in a child’s development both in a physical and mental way. Calcium, protein and fats are all essential in a child’s diet to help them grow. When a child starts school it becomes more difficult from a parents prospective to supervise what children are eating especially in children of high school age, too much sugary and fatty foods can lead to children becoming over weight and lacking in energy. It is important for schools to take an active approach in what children are allowed to eat when possible. In today’s world of high technology the media is also a big factor in how children develop. The television can be an amazing aid in a child’s development if watched in moderation. A child that spends too much time in front of a television may run an increased risk of becoming over weight and children who view violent television shows show a tendency towards an aggressive behavior. Social media is also taking a part in children’s developments as friendships are formed with people from all over the world that once would not have been accessible unfortunately it can also have negative results as children can be bullied without an adult around to help them and can lead to a very low self esteem.

Alphonse mucha - Cigarette Job :: essays research papers fc

Cigarette Job - Alphonse Marie Mucha The purpose of this Essay is to discuss an example of design from the late 1800s, I will relate it to the social, economic, technical and cultural context of that time. . I intend on delivering details of the artist and his life experiences as well as his style and possible interests. I will also evaluate the subject with my own opinion, likes and dislikes, with comparisons of work and artists from within that period up to the present date The design I have chosen to focus on is ‘Cigarette Job’ (1898) by the great Alphonse Marie Mucha. Alphonse Mucha was born in 1860 in Czechoslovakia and died in 1939. He is most often remembered for the prominent role he played in shaping the aesthetics of French Art Nouveau at the turn of the century, he was in fact the most famous artist of the Art Nouveau period. His imagery was so inextricably entwined with Art Nouveau that the entire movement was referred to by Goncourt as the 'Mucha Style'. Famous throughout Europe and the Americas, he inspired other artists and designers who copied him and plagiarised him so that for years the image of the Muchaesque beauty surrounded by her characteristic symbols was enshrined in advertising, magazine covers and illustrations, book jackets, posters, paintings and numerous artefacts. Art Nouveau is the Decorative style of the late 19th century and the early 20th that flourished principally in Europe and the USA. Although it influenced painting and sculpture, its chief manifestations were in architecture and the decorative and graphic arts. It is characterized by sinuous, asymmetrical lines based on organic forms; in a broader sense it encompasses the geometrical and more abstract patterns and rhythms that were evolved as part of the general reaction to 19th-century historicism. There are wide variations in the style according to where it appeared and the materials that were employed ‘Florated madness, liniar hysteria, strange decoratve disease, stylistic free-for-all’, such were the terms its contemporaries used to describe Art Nouveau, the first international design style. Art Nouveau was the rebellion against the entire Victorian sensibility, steeped as it was in the past. The exponents of the style hoped to revolutionize every aspect of design in order to set a standard that would be compatible with the new age. Art Nouveau was a direct descendant of the Arts and Crafts movement and influenced by celtic ornament as well as Japanese woodcut prints, all this resulted in an international style based on decoration.

Education in the 19th Century Essay

I. General Theme: * Nationalism in Europe grew stronger and with it was the belief in the power of education to shape the future of nation as well as individuals. * Spread of democratic ideas and of the application industry to science. * There were charity schools supported by the church and charitable organization. * Establishment of agricultural, commercial, scientific and industrial schools II. Specific Events and Facts 1. Increase in the number of Science Schools â€Å"The Nineteenth Century,† says Lavasseur, â€Å"is the first which has systematized and generalized the education of the people for the value of education in itself.† The Sheffield Scientific School of Yale University was established in 1847, the Lawrence Scientific School of Harvard in 1848, and the Chandler Scientific School of Dartmouth in 1852. The land grants of 1862 by Congress encouraged this system of education and scientific courses were added to the state universities, while Columbia organized its School of Mines, Washington University of St. Louis its School of Engineering, and in 1861 the Massachusetts Institute of Technology opened its doors. In 1871 the Stevens Institute of Technology was founded at Hoboken, and the Green School of Science was established as a branch of Princeton College. 2. Universities opened for women Women were not admitted to university examinations in England until 1867, when the doors of the University of London were thrown open, and, in 1871, Miss Clough opened a house for women students in Cambridge, which in 1875 became Newnham College. Women were formally admitted to Cambridge in 1881, and somewhat similar privileges were given at Oxford in 1884. The two earliest women’s colleges in the United States are generally reported to be Mount Holyoke, which dates from 1836, and was organized by Mary Lyon; but it had for its curriculum merely an academic course, and this is true of the  Georgia Female College, opened at Macon, Georgia, in 1839. The first institution in the world designed to give women a full collegiate course was founded at Poughkeepsie, New York, in 1861, by Matthew Vassar, and it was opened in 1865. 3. Co-educational schools The first co-educational institutions were Antioch and Oberlin Colleges; but during the last generation co-education has met with growing favor, until now more than half the colleges of the United States admit women as well as men. Having gained a collegiate education the women sought admission to the professional schools, which they have gradually secured, until now women lawyers and physicians are quite common in the larger cities, and women legislators and mayors win public favor in Colorado and Iowa.† 4. Education Act of 1870 in England â€Å"Foster Act† The 1870 Education Act stands as the very first piece of legislation to deal specifically with the provision of education in Britain. Most importantly, it demonstrated a commitment to provision on a national scale. The Act allowed voluntary schools to carry on unchanged, but established a system of ‘school boards’ to build and manage schools in areas where they were needed. The boards were locally elected bodies which drew their funding from the local rates. Unlike the voluntary schools, religious teaching in the board schools was to be ‘non-denominational’. A separate Act extended similar provisions to Scotland in 1872. 5. Education Act of 1891 in England The 1891 Elementary Education Act (5 August 1891) was another significant step in the process which the 1870 Act had begun, as it decreed that elementary education was to be provided free. The Act provided for ten shillings (50p) a year to be paid as a ‘fee grant’ by Parliament for each child over three and under fifteen attending a public elementary school. The schools were forbidden to charge additional fees except in certain circumstances. 6. French Model of Education System Moving into the 19th century, the objective of universities evolved from teaching the â€Å"regurgitation of knowledge† to â€Å"encourage productive thinking.  Two new university models, the German and the post-Revolutionary French, arose and made an impact on established models such as the Russian and Britain – especially the newer foundations of University College London and King’s College London. Such free thinking and experimentation had notably already begun in Britain’s oldest universities beginning in the seventeenth century at Oxford with the fathers of British scientific methodology Robert Hooke and Robert Boyle, and at Cambridge where Isaac Newton was Lucasian Professor of Mathematics & Physics. 7. Prussian Education System The educational system was divided into three groups. The elite of Prussian society were seen as comprising .5% of the society. Approximately 5.5% of the remaining children were sent to what was called realschulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn â€Å"harmony, obedience, freedom from stressful thinking and how to follow orders.† An important part of this new system was to break the link between reading and the young child, because a child who reads too well becomes knowledgeable and independent from the system of instruction and is capable of finding out anything. In order to have an efficient policy-making class and a sub-class beneath it, you’ve got to remove the power of most people to make anything out of available information. The Prussian education system was a system of mandatory education dating to the early 19th century. Parts of the Prussianeducation system have served as models for the education systems in a number of other countries, including Japan and the United States. 8. Early Education Reading, writing, religion and arithmetic were only some of the subjects that were taught during the 19th century. 9. Fencing Fencing has a long history with universities and schools. At least one style of fencing, Mensur in Germany is practiced only within universities. University students compete internationally at the World University Games. The United States holds two national level university tournaments including  the NCAA championship and the USACFC National Championships tournaments in the USA and theBUCS fencing championships in the United Kingdom. 10. Johann Friedrich Herbart * Created an international attention and attracted thousands of European and American visitors. * They saw physically active children – running, jumping and playing with letter blocks. * Goal: Natural Development of the Individual Child * Learning begins with firsthand observation of an object and moves gradually toward the remote and abstract realm of words and ideas. Sources: http://www.oldandsold.com/articles35/19th-century-17.shtml http://www.publicbookshelf.com/public_html/The_Great_Republic_By_the_Master_Historians_Vol_IV/19thcentu_fh.html http://www.parliament.uk/about/living-heritage/transformingsociety/livinglearning/school/overview/1870educationact/ http://www.educationengland.org.uk/history/chapter03.html http://en.wikipedia.org/wiki/History_of_European_research_universities#European_university_models_in_the_19th_and_20th_centuries http://www.condorcet.com.au/en/studying-with-us/french-education-system/main-principles.aspx http://en.wikipedia.org/wiki/Prussian_education_system http://feltd.wordpress.com/2010/09/16/the-prussian-german-educational-system/ http://en.wikipedia.org/wiki/Fencing http://education.stateuniversity.com/pages/2319/Pestalozzi-Johann-1746-1827.html http://en.wikipedia.org/wiki/Johann_Heinrich_Pestalozzi http://www.britannica.com/EBchecked/topic/453469/Johann-Heinrich-Pestalozzi

Hunting by Kristina Kilbourne Essay

The culture being explored in the essay â€Å"Hunting† by Kristina Kilbourne is one regarding hunting and changes in its overall perception by the public throughout the past two centuries. The narrative also explores the benefits and costs to society of promoting the hunting culture in modern-day America. No explicit and concise definition of hunting and the culture is provided. However, the entire introduction does provide a clear and detailed explanation of the players involved in the hunting culture as well as where, why, and to what extent such a culture exists in the United States. The stereotypes concerning hunting presented in the passage depict it as an inhumane practice that does not consider the environment. However, the writer also points out a growing media understanding of the population and ecological benefits that hunting presents for the environment. She uses examples from published population demographics concerning the animals most hunted, and demonstrates how hunters contribute to wildlife preservation through activism and contribution of taxes. Kilbourne describes the history and values of the hunting culture by providing information concerning the historical population trends that show hunting as important in population control. She also shows hunters’ values by pointing out their dedication to preserving the populations of the animals they hunt. To substantiate this, the author uses real-life examples of hunters she knows and demonstrates their attention to hunting population trends. In providing research evidence for exploring the stereotype, Kilbourne hints at scientific evidence concerning the necessity of hunting in preventing animal populations from getting too large to be sustained within the environment. However, had this evidence been more explicitly presented and explained, the argument would have been stronger. Other evidence presented includes testimonials from the author’s husband who is a hunter. While this anecdotal information was of some value, the fact that this took up half the essay reduces its overall impact. The reason for this is that such information may be biased, since it comes from a source that is a close relative of the author. Furthermore, the overuse of this source had the effect of reducing the variability of the sources within the paper. The format of the paper is adequate as far as in-text citations go. Since the sources were taken mainly from the internet, one understands why no page numbers were provided. The author might have considered providing paragraph numbers, however, as well as providing the URL’s for the sources on the works cited page. For the first two paragraphs, Kilbourne does provide lead-in and topic sentences. However, no topic sentences are provided for the last three paragraphs. The writer does provide direct quotes as well as paraphrasing of the sources. Most of the works cited sources do match the in-text citations, though in one instance the Ohio citation would have been better replaced with the author (Myers’) last name.

How Students Can Leverage Part-Time and Volunteer Work - Guest Post by Gary Ryan

How Students Can Leverage Part-Time and Volunteer Work - Guest Post by Gary Ryan The following is a guest post by Gary Ryan, founder of Organisations That Matter. Edited by Brenda Bernstein, The Essay Expert. Summer vacations (or â€Å"holiday seasons† as they say Down Under), are terrific for many reasons. They present an opportunity to catch up with friends and family as well as to relax. For many students, summer means a chance to earn money and/or volunteer (especially if you aren’t taking extra classes). Unfortunately, many students don’t take full advantage of their holiday work. Too often I hear things like, â€Å"I’m just a check-out operator,† or â€Å"I just work at a cafà ©,† or â€Å"I just provide meals to homeless people.† There is no such thing as â€Å"just† a part time job- not if you are prepared to consider the employability skills that you are developing while doing your work! Below is a short list of ten employability skills that part time / volunteer work develops: 1. Communication skills 2. Problem solving skills 3. Initiative 4. Teamwork 5. Technology skills 6. Planning and organizing skills 7. Service excellence skills 8. Leadership skills 9. Learning skills 10. Self-management skills Let’s look at some examples of how you might develop these skills: 1. Communication If you communicate with your boss, other team members and/or the general public, then you have the opportunity to develop communication skills. Here’s a tip: Good communicators are good listeners †¦ which also means that you are good at asking questions. So, develop your questioning skills and your communication skills will skyrocket! 2. Problem solving Problems occur all the time. In every job. A computer won’t work. Another staff member didn’t turn up for their shift. The delivery hasn’t arrived and customers are waiting for their orders. The list goes on. Each of these examples is a wonderful opportunity for you to consciously practice your problem solving skills. Not only that, but you can create a bank of stories about how you solve problems. Can you imagine any of your future employers not wanting a problem solver? Neither can I! 3. Initiative Showing initiative is doing something helpful without having been asked. Every time you see that something could go wrong (like someone slipping on a banana peel) and you take action to stop that from happening (like picking up the banana peel) you are showing initiative. Opportunities to demonstrate initiative are everywhere. Keep your eye out for them and grasp them with both hands when they pop up. They also create great stories that can be used in interviews. 4. Teamwork There is hardly a job that exists that does not involve teamwork. Even if you work alone, you are probably still part of a team. Imagine an interview when you are asked about your experience of working in teams. If you’ve covered a shift for a teammate, taught someone something, or helped out in some other way, you will have a great answer to this question! 5. Technology Technology skills don’t just include using electronic devices such as computers and scanners. Using technology can mean writing on whiteboards, driving forklifts (providing you have a license) and whatever else you have to use to do your job. If you volunteer planting trees, the shovels, picks and other tools that you use are all forms of technology. By having a range of stories about your technological capacity, you can demonstrate your adaptability and ability to learn quickly. Most students don’t even think about these things as being relevant to their future. But, they are! 6. Planning and organizing In whatever work you are doing, show up on time and meet your deadlines. Employers expect it. Practice it and practice it now. 7. Leadership For those of you who have responsibility for a team or other staff, how do you treat the people you lead? What are your mental models about leadership? How are your personal values reflected in how you lead? Conscious thought about these questions can create wonderful leadership experiences for you as well as the opportunity to make relatively â€Å"safe† mistakes. Think about your personal theory about formal leadership. Try it out. See if it works. Learn how to lead by doing it when the opportunity arises. 8. Learning Part time and volunteer work always involves learning one or more of the following: technical skills policies and procedures cash management processes customer service procedures people’s names how to work in a team how to communicate the company mission / vision This list could go on. The point is, notice what you have to learn to do your job. You’ll have a mountain of examples to share in an interview! 9. Service excellence No job is worth its salt if you aren’t able to practice developing your service excellence skills. Quite simply, service excellence is like oxygen. In any job, we can’t live without it. The simplest and best practice to adopt is, â€Å"Everyone is my customer: my boss, my colleagues and my customers.† If you wouldn’t choose to be a customer of yourself, then you need to improve your skills in this area or you will likely â€Å"suffocate† your career. 10. Self-management In order to consciously practice the above skills you have to practice self-management. You will have all had a challenging on-the-job experience. How did you handle it? How did you overcome any negative experiences? Challenges at work require a significant amount of positive self-talk, time management, problem solving and communication skills. Develop them now! Part-time and volunteer work are goldmines as far as developing your employability skills. Take full advantage of your opportunities. The gold in this sense will come in the future when you get the job that you really want. So, enjoy your time off this â€Å"holiday season†- and make it an even more valuable summer by developing yourself in the workplace! Gary Ryan is the Founder of Organisations That Matter, author of What Really Matters For Young Professionals! and creator of the Yes For Success online platform for creating and executing a life of balance and personal success!

History Thesis

History Thesis History Thesis History ThesisYou are at your graduate school learning history and researching the topic you have been assigned in the course of your studying. If you have to write a history thesis, it means that you have already accomplished three or four years of your studying and the final step is to be done.History thesis is not easy, especially if you have to time and no desire to work on it. Nevertheless, if you are looking for successful graduation, you must complete a thesis writing project, despite of your desires, wants, and lack of time.History Thesis TopicsThere are many possible history thesis topics and they are not limited to current events or social movements, to elections of Barack Obama or gay rights. History thesis be wide enough to allow proper secondary research and yet leave some space for primary investigation, unless you are writing a history thesis about the Roman Empire and there are not witnesses of that time left.You may develop your history thesis topic by focusing on g eographical area (African history, American history, Asian history)You may focus your history thesis topic on certain period (Medieval History, Modern History, Renaissance History)You may write about difference civilizations (Western Civilization History, Indian Civilization, Aztec Civilization)You may explore the specific field of history (Art History, Oral History, Forgotten History)You may trace the relationship between history and other academic disciplines (History of Eastern Philosophy).Professional History Thesis WritingWe know that history thesis writing is not easy, especially if you have no time to write it. Well-written thesis must be based on sufficient research. It means that you should spend many hours in the library trying to find supporting information. Do you have enough time to devote to thesis writing?The majority of students are too busy to have enough time for all academic assignments. Consequently, many of students recall having a history thesis due on ly when the deadline is tomorrow morning. What should you do in such a situation? There is an effective solution: professional history thesis writing service from scratch!If you have written your history thesis partially and want someone to finish it, if you seek professional editing service online, you may also turn to us and get your history thesis written or edited by experts in academic assignments!

The House of Lords Lynn Case Study Example | Topics and Well Written Essays - 1500 words

The House of Lords Lynn - Case Study Example The question then arises what type of conduct will be sufficient to infer a common intention to share ownership Lord Bridge appears to suggest in Lloyds that indirect contributions are insufficient to found a beneficial interest under an implied constructive trust too: "In this situation direct contributions to the purchase price by the partner who is not the legal owner, whether initially or by payment of mortgage instalments, will readily justify the inference necessary for the creation of a constructive trust. But, as I read the authorities, it is at least extremely doubtful whether anything less will do." It is not clear to which cases Lord Bridges is referring in his final sentence. There are high profile cases where it is argued that indirect contributions should be regarded as evidence that an agreement for a beneficial interest should be inferred: Gissing v Gissing [1971] AC 886 and Burns v Burns [1984] 1 Ch 317. The line of reasoning in these cases suggest that it is not just the making of the indirect contribution; there must also have been the aim of assisting in the purchase of the property and/or that without that contribution the mortgage would not have been paid. "Contributions are not limited to those made directly in part payment of the price of the property or to those made at the time when the property is conveyed into the name of one of the spouses. For instance there can be a contribution if by arrangement between the spouses one of them by payment of the household expenses enables the other to pay the mortgage instalments." Given the importance of precedent in English law it is submitted that Lord Bridge's statement could not have been meant to overrule such authorities. Clearly there is established authority that in appropriate circumstances the court may infer that the parties' common intention was to give the claimant an interest by way of indirect contributions. We are told that 'Mike would not have been able to meet the mortgage payments out of his own salary' had Lynn not worked part-time to discharge the other household expenses. There is clearly a link between the mortgage payments and the expenses undertaken by Lynn. It is therefore submitted that Le Foe v Le Foe [2001] 2 FLR 970 is consistent with Lord Bridge's speech in Lloyds and in fact is a direct application of precedent in this area. As Mr Mostyn QC himself said: "I believe that a fair reading of [May LJ's judgement in Burns v. Burns [1984] FLR 216] is that such a state of affairs should suffice to enable the necessary inference to be drawn. Otherwise these cases would be decided by reference to mere accidents of fortune, being the arbitrary allocation of financial responsibility as between the parties." Le Foe is an illustration of such contributions and their effects, where the court construed the Lloyds' principles and concluded that the claimant will be entitled to a beneficial interest by way of indirect contributions in exceptional circumstances. It is therefore submitted that at first instance and appeal Lord Bridge's remarks have been misinterpreted and that Lynn does indeed have a beneficial interest in the property via an implied constructive trust. Waite LJ's judgement in Midland Bank plc v Cooke [1995] 4 All ER 562 goes to quantification of the