5 Administrations Key to Understanding Donald Trump

Essay on Narrative Style and Structure of James and the...

Narrative Style and Structure of James and the Giant Peach The books that Roald Dahl has written have very interesting narrative styles. In the story James and the Giant Peach, Dahl uses vivid imagination. He uses many imaginary situations but yet at the same time encompasses enough realistic situations that the reader can still relate to it. In James and the Giant Peach, it starts out introducing a boy named James Henry Trotter who lives with his loving mother and father. The narrator of the book tells us, the readers, that James and his familys dream is to sail to New York City and climb all the way to the top of the Empire State Building. This introduction makes us think that this story is realistic, because the†¦show more content†¦These bugs carry on many different human-like characteristics, which help make Dahls imaginative story seem somewhat realistic. All of these bugs talk to James about how they hate life on the hill and a bug eats away the stem of the peach and they go rolling down the hill. Throughout th e story the peach, with all of the characters inside, is on a dangerous adventure. After going through oceans and winds, the peach lands them on the top of the Empire State Building. The bugs help capture the evil aunts and they live happily together. This story is told in the third person point of view, which helps the reader understand the whole story and not just one characters side. If the story was told by just one characters point of view, the story could be similar but one would only see the view of that character. By Dahl using third person point of view, this allows the readers to see each characters views and thoughts of what is happening in the story. Also, throughout the book Dahl has the narrator asking many questions to make the reader imagine what is going to happen next. Usually the question comes toward the end of a page so the reader has to wonder or is caught in suspense until the page is flipped. This gives the reader a chance to use their imagination and guess what happens next. I believe this sort of writing helps Dahl pull hisShow MoreRelatedSymbolic Meaning of the Land in Gone with the Wind6993 Words   |  28 PagesReviewÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...4 2.1 Brief Introduction of Margaret Mitchell and Gone with the WindÂ…Â…Â…Â…Â…Â…Â…Â…Â…4 2.2 Previous Researches of Gone with the WindÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â….4 2.3 The Views about Sociology of NovelsÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…..5 Chapter 3 Narrative Analysis of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...7 3.1 Contextual Meaning of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…..7 3.2 Social Emotions of Novels of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…8 3.3 Social Function of Novels of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...Â…..9 3.4 Living Circumstances

Academic Writing free essay sample

The odd is the heart and soul of the paper, and it must support the moral of the story. The conclusion is supposed to summarize the entire paper and paraphrase the thesis again, then illustrate the solution to the topic. The characteristics that best accomplish the general purpose Of academic writing are: deductive reasoning, argument and persuasion, exposition, description, and for it to be written in PAP format. In deductive reasoning the conclusion is presented chronologically. To do this easily the solution needs to be narrowed down to where only the conclusion is left as if it were the only Seibel answer.An example of deductive reasoning- Every day, leave for work in my car at eight oclock. Every day, the drive to work takes 45 minutes and I arrive to work on time. Therefore if leave for work at eight oclock today, I will be on time (Ashley Grossman). The writer gains knowledge through writing book reviews by learning how to ideally and effectively express and persuade their viewpoint. Although book reviews may be mistaken as similar to book reports, it is actually not identical.Book ports focus mainly on discussing the plot, characters and main ideas of the work, while book reviews give a sneak peek about the book and criticism on whether they enjoyed it or not (Welcome). Book reviews contain brief descriptions of key points and explanations about the strengths and weaknesses of the work. Nigerian warns writers about writing book reviews. Trust your judgment, use evidence, and write elegantly, but not snobbishly, she said (Nigerian). As a writer, it is important to write fair and include reasoning. Writing arrogantly as to critique another work demeans your character and intellect. Although it is important to state your own opinion and viewpoint in book reviews, you must also include facts and credible resources. Nigerian stressed that the most important thing to include in your book review is quotes, because they serve as evidence. Without them, you dont sound that credible (Nigerian). The last thing you want as a writer is for your audience to lose their trust in you. You write not only for the benefit of expressing yourself but also for the benefit of the audience.The audience wants the most cohesive yet trustworthy and evaluative book review to read. The processes of writing a book review is also vital, and even before that, you must prep information in order to write it. Before you began reading for your book review, you must ask yourself questions about the author, title, genre, cover, introduction, and table of contents. Not only put into mind the key points of the book, but also to the little details about your book. Who is this author, has he/she won any awards, are good questions to ask in providing background information about the author (Welcome).Note that book reviews are usually 500-700 words, and you should thoroughly investigate your book in order for your audience to understand and familiarize with it better (Welcome). The cover is also as important; be sure to utilize whether the cover of the book has caught your attention or provide you with any little details before reading the book. Although people shouldnt judge a book by its cover, in reality, most do. A cover is a mini-review of the book, so it is important to list it and make good observations. As for the table Of contents, how is the book arranged?By sections Or chapters? You never know if your audience may have questions like these, and thus further proves hat the ability to ask yourself questions is essential. Now time to discuss what you need to do as you read the book. While reading the book, make sure to mentally discuss the characters, themes, argument, key ideas, and quotes. Do you empathic with the characters? Did the author cover the subject/purpose/argument adequately? Dont feel obligated to answer each question as some questions may be more important than the other.This process will help provide you critical thinking before you actually begin writing. Its important in developing an argument about the work and also to help you write an organized and well-supported draft. Take notes; its similar to brainstorming. This will help you just in case you get writers block when writing your review. Once you are ready to write, the first thing to do when beginning a book review is to establish the background and remember your audience (Welcome). You must always keep in mind that your audience havent read the book yet, and thus doesnt have as much knowledge as you do about the book.Also dont include too much about the book. A good rule to follow is to limit your self only to a few chapters, and if its nonfiction, provide a basis of the authors argument. In a book review by Nanette Carnelians, a student at he University of Nebraska at Omaha, she explains why the purpose of her book was well-written and also a few minor mistakes that she has caught up. Here is an excerpt below: Aviation History delivers an entertaining account and perspective on international aviation history.This book is an excellent resource to students, educators, and aviation enthusiasts. In reviewing this book, the principal criteria included content, organization, and reference sources. While editing errors and organizational incongruities plague some of the latter chapters, many of the shortcomings of this first edition will likely be alleviated by later editions (Carnelians). Looking at her excerpt, you can see that at the beginning of her book review, she has provided a thorough, yet short explanation of her book.Upon her thesis, she has stated her position that although the book has errors and mistakes, it is a remarkable book that can be used by teachers, students and other organizations. Carnelians book review is a good sample to look at because she states her opinion with facts smoothly, making her review credible. She also makes sure to keep her audience at hand, by stating to whom the book will most likely be read by. After establishing the background, organize your review by leaving plenty of space to analyze, not just to inform.The purpose of your review is to make an argument, a point about whether or knotty liked the book. Remember commentary over summary (College). Choose a few points about the book to talk about and organize it by that. You can organize your paragraphs by themes, motives, other ides of the book. At the end of your book review, its useful to include the publisher and price for the audience (Welcome). In conclusion, book reviews are an essential and important part of academic writing. It is not only useful to the audience but also to your self.As quoted by Nigerian, They help make meaning of what people read or will read. They add to discussion within literature, which is vital. Merely reading books isnt enough. Thinking and writing about them is important (Nigerian). Book reviews challenges your skill to ask important and useful questions. The experience of writing book reviews will expand and enhance your insight on books and also take note of your audience. It gives you so many factors into consideration when writing a book review, therefore is a challenging experience in your education.

Music and Adolescence free essay sample

By looking at the extent of the music consumption in the lives of adolescents, it is readily apparent that USIA plays an important part in their lives (North, Harvested ONeill, 2000). Music holds the power to influence many aspects of adolescents lives, both positively and negatively. It can relax or energize the body, influence cognitive development, enhance self-healing, and foster both comfort and discomfort (Essence Berger, 2006). In this paper, we will kick at the effects that music can have on developing adolescent lives, socially, emotionally, and cognitively.There are many ways in which music plays an important role in the social development of adolescents. According to Johnston and Katz 1957), music has important outcomes for the their colonization, because music and peer affiliations provide adolescents with significant social opportunities and relationships. This preferred music of peers who are admired at this time, whether for sound or trivial reason, is likely to become the affiliating partys choice (as cited in Miranda Class, 2009). Simon Firth (1987) acknowledges teenage identify formation as one of the main social functions of their music (as cited in Campbell et al, 2007).Teens fill their lives with music, gather around it, talk about it, all in a spirit of sociability. High schools bear witness to many cliques who mark themselves by their music and provide a way for adolescents to identify with others, in their process of solidification (Descends 1987). Many books and articles have been written suggesting that sub-cultures form around different genres of pop-music. One factor that motivates adolescents to listen to music, are the benefits it brings with a sense of belonging With peers (North Harvested, 1999).Music can help diminish boundaries between those of different ethnic, or social backgrounds. (Campbell et al, 2007) One 13 year old said hat music gave her a sense of a having a place to belong, both inside and outside the walls of school. Once a group focuses on a particular style of music, its members benefit, as they have defined themselves as part of a cultural elite, and attain the emotional gratifications of belonging. (Gilligan Gang) page 60 of Social Physiology of Music Edited by Harvested North..One possible reason that adolescents might gravitate to particular styles of music, is as a means of helping them to define their own identities. A preference for a certain style Of music can carry a message to other adolescents, in regards to where they think they belong with their personal attitudes, characteristics and values. Studies show that adolescents use their music preferences as a way of telling others about themselves (North Harvested, 1999). Rock music is often a natural target of interest for adolescents, and one reason may be that it can open the exploration of emerging sexual thoughts and feelings.The beat and firm pulse associated with rock music is both safe and exciting and can create state of mind in which fantasy and ones own body join together (Terror, 2001 Teens listen to USIA that their friends listen to, form bonds or social groups with people they want to belong with, so musical preferences become a sense of belonging for both personal and group identity (Levities, 2006). Brown Klutz (2003) found that in adolescence, social identity and relationships undergo tremendous changes, as the teen shifts their relationship from parents to peers (as cited in Miranda Grandeur, 2011).There is a link between this transitional time an adolescent is going through of parental protection to independence, and their desire for seeking and joining a preference culture hat serves as a connection to their maturity (Gilligan Can). According to Larson Ekberg (1 995), music can form an important part of the adolescent emerging from the cocoon Of familial identity (as cited in Campbell et al 2007). This function of breaking away from parents, is found in some genres of music that include lyrics that express defiance of those who are perceived to control the lives of adolescents. Gilligan Garn). According to Bleach, Gilligan Weaver (1 991), some studies indicate that teens who listen to certain rebellious forms of music such as heavy metal or rap, may also be ore likely to engage in delinquent behaviors (as cited in North Harvested, 1999). In other instances, music has also been shown to promote family bonding and communication between adolescents and parents (Miranda Gaudier, 2010). Music can also play an important role in the emotional development Of adolescents. The power of music to evoke emotions is evident in advertisements, movies, and mothers.Music can affect adolescents emotionally at a level deeper than is possible with words alone (Terror, 2001 It is used to manipulate our emotions to deeper levels because the emotions e experience in response to music take part in the cortex; the heart of emotional processing (Levities, 2006). Music can evoke both relaxation or stimulation and can also open up channels of self-expression. For the teenager this can provide a m eans of coping with powerful emotions and fantasies during this critical period of development. For some adolescents it can create a feeling of safety, where they feel free to express feelings.It enables them to connect with, and share feelings of love, longing, anger, sadness, rage, grief, longing, as well as to experience both closeness and isolation. It can give shelter to the distressed and confused adolescent. This process of expressing emotions with music, can help the adolescent to transition from childhood gratification to work on changes and dreams connected with adolescence (Terror, 2001 Self-esteem is an important part of an adolescents development and the emotional support and social approval from others can influence a childs self esteem (Contract, MacKenzie-Rivers, Malison, Lung (201 1).Studies show that adolescents preferences of music reflected an attempt to match their own self concept, with perceptions of the people who typically listen to that style. Higher levels of self esteem were also noted to be associated with adolescents identifying themselves more s trongly with a particular musical sub culture (North Harvested, 1999). Studies have shown that music can be associated with mental health issues in adolescents. Certain genres of music have been reported to be related to risk of suicide, self harm, depression, drug and alcohol abuse, and recklessness (Eking, Topology, Topology, Subconscious, Broker, 2012). However, there is a bidirectional relationship between music preferences and mental health issues. While preference for certain types of music may be red flags for mental lath problems, it may also be true that preferring these music types reflects the real cause of the problems (Eking et al). For instance, there has been much controversy over the influence of heavy metal music and teenage suicide.A couple decades ago, two famous heavy metal bands were unsuccessfully sued by the parents of suicide victim adolescents, because their music was being played while the adolescents died. (Eking et al) Studies indicate that preference for heavy metal music among adolescents may be a red flag for increased suicidal vulnerability, but the results also confirm that he characteristics of adolescents play a more important role as risk factors to suicidal behaviors, than their musical preference (Shell Westfield,1999).In one study, heavy metal music listeners were found to have a significant increase in positive attitude after listening to the music they prefer (Eking et al, 2012). Other studies confirmed that, for the majority of teenagers, listening to all genres of music has a positive effect on mood (Shell Westfield,1999). Music techniques have also been shown to be an effective method of treating adolescent mental health issues, because an adolescents life is in many ways, entered around and heavily influenced by music (Davis, Hendricks, Robinson Bradley 1999).There are also many ways in which music plays an important role in the cognitive development of adolescents. According to Arent Larson (1 995), music has been found to provide adolescents with a medium which to construct, negotiate and modify aspects of their personal identity, offering them a range of strategies for knowing themselves and connecting with others (as cited in Campbell et al, 2007).It is in the adolescent years, that one begins to discover that there exists a world of different ideas, different ultras and different ideas (Levities, 2006). Students claimed that they were not only in trigued by, but also thought it was important to know music as a means of understanding other civilizations, musics role in history, or stories of composers and performers. Music was described as an asset to shaping the broader sense of themselves, and how they might use what they know to be successful in the world (Campbell et al, 2007). It has been shown that musical activity involves nearly every region of the brain that we know about Therefore, it should be no surprise that music might enhance seasoning, motor functions, computation, auditory discernment, and coordination in adolescents lives (Hellenic, 2010). Studies have shown that the brain that is engaged in music undergoes neurological changes, and the findings suggest that music stimulates complex cognitive processes (T haute, 2008).The adolescence brain is forming new connections at an explosive rate, and this applies to the music heard and performed; new music connects other parts of the brain to what we were listening to during this critical period (Levities, 2006). It is interesting to note that studies have been one in people with altimeters, and although their memory loss deteriorates, many of these elderly people can still remember the songs they heard when they were fourteen!It has been observed that the reason the brain remembers this, is that our t eenage years were filled with many new emotional components and our magical and neurotransmitters acted to tag these memories (Levities, 2006). According to Gigged et al (as cited in Hellenic, 2010), adolescence is a period of synaptic pruning that strengthens the connections that are used more frequently and eliminates the ones that are not; this is influenced by things in which the adolescent participates. Chemistry Holland claim that both musical and mathematical processing access those synapses.So, the individual who is practicing music is also strengthening the neural connections that control mathematical reasoning (as cited in Hellenic, 2010). Formal music instruction during ones middle school years, indicates additional educational benefits for achievement in other academic areas, particularly in mathematics. Adolescence psychogenesis might present a window of opportunity during middle school for music to create and strengthen enduring neural connections in those regions (Hellenic, 2010).Barr and Christensen have noted that learning to read music involves manipulating patterns and symbols, which are fundamental concepts in algebra. If music and mathematics utilize the same general cortical areas, then the practice of one should influence the other (as cited in Hellenic, 2010). That could explain why the music instruction seems to enhance achievement in other areas such as math. According to Moran (2004), music teachers also assert that studying music fosters creativity, diverse thin king, and problem-solving skills (as cited in Hellenic, 2010).

Why is Algebra so Important free essay sample

This paper discusses the importance of learning algebra. This paper examines why it is necessary to learn algebra. It shows its everyday uses and importance. It uses some basic examples such as calculating the miles per gallon of a car, and solving a calendar riddle. From the paper: Algebra is simply the branch of mathematics in which the operations and procedures of addition and multiplication are applied to variables rather than specific numbers. It is also probably the subject about which schoolchildren are most likely to ask the question: What good will this ever do me when I get out of school. This paper puts forth three different answers to that eternal question of what good will algebra do me?

Japan Council for Sustainable Development

Japan Council for Sustainable Development Free Online Research Papers Even though the small country of Japan only occupies 0.3% of total land area and 2.3 % of our worlds total population, it receives about 20% of the worlds annual shipment carriages. This massive economy is only a recent phenomena brought about in the last 100 years. Although economic growth is good for a country it does bring about problems to the environment. Because of this, and Agenda 21, the Japan Council for Sustainable Development was established. The councils aim is to encourage and facilitate communication between the members concerning major issues of sustainable development. Before the council was even established Japan created the Basic environmental law which is the basis for all of japanese environmental policy. The law has a couple of basics for environmental policy. The enjoyment and succession of environmental blessings, creation of a sustainable society which imposes less burden on the environment, and international cooperation for the conservation of the global environment are three main principles for environmental policy. The National Agenda 21 Action Plan and the Basic Environmental Plan are two proposals devised to help make strong efforts towards effectively implementing and following Agenda 21 in Japan. The Basic Environmental Plan prescribes four long-term objectives which are environmentally-sound material cycle, harmonious coexistence, public participation, and international activities. An environmentally-sound material cycle is fostered by building a socio-economic system where environmental load from human activities is minimized. The relationship between humankind and the diverse wildlife and the natural environment is what Japan strives for to create a harmonious existence. Public Participation is a key to long-term effectiveness of Agenda 21. Participation of all members of a society in environmental conservation activities is major. If the public chooses not to follow the plan then the plan is nothing more than ideas with no actions so it is very important to get the public to agree and participate in environmental conservation. The import-export ratio in Japan is about 8 to 1, which is way higher than any other country. 500 million tons of industrial waste and 50 million tons of house hold wastes are made in Japan. Of the 500 tons of industrial waste 1/3 is recycled while others are incinerated and left to sit in land hills. Because of the huge amounts of wastes that flow into Japan a huge quantity of wastes are also made. Environmental Law in Japan seems to aim Japan in the right direction, but with such massive amounts of wastes produces it is hard to see immediate results. Without all the proposals by Japanese environmental law makers going as planned results will be hard to come by. Research Papers on Japan Council for Sustainable DevelopmentPETSTEL analysis of IndiaRelationship between Media Coverage and Social andDefinition of Export QuotasInfluences of Socio-Economic Status of Married MalesAnalysis of Ebay Expanding into AsiaBionic Assembly System: A New Concept of SelfGenetic EngineeringOpen Architechture a white paperThe Project Managment Office SystemMarketing of Lifeboy Soap A Unilever Product

International Finance Essay Example | Topics and Well Written Essays - 1500 words - 3

International Finance - Essay Example When used in a data set of 7 major currencies in the post-Bretton Woods age, the JLR test offers strong and credible evidence in support of a unitary cointegrating vector in between forward and corresponding future spot rates. However, the orthogonality condition is met only for 3 major currencies. According to the forward rate unbiasedness hypothesis (FRUH), â€Å"under conditions of risk neutrality and rational expectations on the part of market agents, the forward rate is an unbiased predictor of the corresponding future spot rate†. Assuming the absence of a risk premium in the foreign exchange market, it must hold true that Johansen (1992) puts forward a maximum likelihood technique to establish the number of common trends in a system of unit-root variables. Without any generality being lost, a p -dimensional vector autoregressive (VAR) process of k -th order can be written as: To test the hypothesis in (6), it suffices to test that the smallest of the characteristic roots of ÃŽ   is zero, as a rejection necessarily implies that all characteristic roots of ÃŽ   are nonzero and therefore ÃŽ   possesses full rank. Such a test can be constructed on the basis of the following test statistic, referred to as the Johansen likelihood ratio (JLR) test statistic: The paper analyzed U.S. dollar spot and 90-day forward rates for 8 major currencies: Canadian dollar (CD), Deutsche mark (DM), British pound (BP), French franc (FF), Swiss franc (SF), Netherlands guilder (NG), and the Italian lira (IL). The sample period is from 1974:3 to 1996:4 at a quarterly frequency. Since the maturity date of the forward contract and the sampling frequency are similar, problems emanating from the use of overlapping data are bypassed. The 90-day forward rates are matched with the corresponding future spot rates and

ORGANIZATIONAL BEHAVIOR THEORIES OR MODELS Essay

ORGANIZATIONAL BEHAVIOR THEORIES OR MODELS - Essay Example Diverse individuals or employees behave differently and hence the organizational behavior can be defined as the sum total of the behaviors of the diverse employees. As a result of that, it is logical to assume that no two organizations can be alike in terms of its behavior since no two individuals are alike in their behaviors. The culture, religion, and the attitudes of the employees can play vital roles in shaping organizational behavior. Leadership plays an important role in shaping organizational behavior. Ultimately leaders are responsible for the development of good as well as bad behaviors and attitudes among employees. An employee who gets good treatment from the leader may contribute heavily to the organization whereas an employee who gets bad treatment from the leader may retard the progress of the organization. Strategies necessary to motivate a diverse workforce purely depend on the abilities of the leader. In other words, leadership style plays an important role in shapin g organizational behavior. Some leaders have autocratic in nature whereas some others are democratic in nature. A third segment of leaders adopt a mixed approach; autocratic style blended with democratic style. Based on these leadership styles, plenty of organizational behavior theories or models were developed in the recent past. This paper critically analyses situational leadership theory, the XY theory of motivation and Adam’s equity theory of motivation to know more about the organizational behavior theories or models. Situational Leadership theory and organizational behavior The situational leadership theory, was developed by Paul Hersey, (author of the book Situational Leader), and Ken Blanchard, (author of The One Minute Manager). The core principle of the situational leadership theory is that the leaders should be flexible enough to change their styles based on the demands of the situations (Hersey and Blanchard, 1977). The four different types of situational leadersh ip are: Directing, Coaching, Supporting and Delegating. â€Å"Directing leadership approach is most appropriate when the followers have low willingness and low ability for the task at hand. When the followers cannot do the job and are unwilling or afraid to try, then the leader must take a highly directive role† (The Situational Leadership Model, N.d., p.3). It should be noted that power is extremely important for a military leader. He will exercise it whenever requires. It is the duty of the soldiers or the followers to obey the commands or instructions of the commander or leader, even if they have concerns about the logic and utility of the instructions they got. First obey and then question is the rule followed in military. â€Å"Coaching leadership approach is most appropriate when the followers have high willingness but low ability for the task at hand† (The Situational

Media plan for Nescafe in the United Kingdom Essay

Media plan for Nescafe in the United Kingdom - Essay Example First, the company’s promotional message will be explored to establish the quality of content in Nescafà ©Ã¢â‚¬â„¢s advertising campaign. Second, each identified advertising medium will specify how the advertisements will be implemented. Lastly, the cost of implementation and challenges to the campaign will be discussed as an overview of the plan. As currently stated on their website, Nescafà © UK is launching a worldwide campaign to promote responsible farming, production, and consumption. In this effect, Nescafà © wants to push the message of not only providing the best coffee in a cup, but also to â€Å"go beyond the cup†. With this, it is important that the message for the campaign will focus on this particularly tagline to show the uniformity in concept of the entire campaign message. As such, the theme, â€Å"go beyond the cup†, should represent these three areas which Nescafà © currently puts its focus on. Mixed media advertising means equally utilizing both the traditional and modern media for product promotion. With today’s technology-driven society, Nescafà ©Ã¢â‚¬â„¢s mixed media plan will include the use of internet in targeting young consumers (aged 18 - 45 years old) who mostly subscribe to modern forms of communication. On the other hand, Nescafà © will also continue placing advertisements to radio, print, and television because it recognizes the fact that these traditional forms of media, given their significance in advertising, will become more effective if it is integrated by the new media. Advertisements in print, radio, and television remain a competitive form of product promotion because it gives lasting impression to consumers and establishes a stronger brand identity. Because of this, Nescafà © will showcase in TV, print, and radio advertisements in major broadcast networks in the UK. First, Nescafà © will tap two television companies, ITV2 and SKY1, to showcase the advertisements of the company. These TV networks contain

Theoretical Accounts of Great Power Politics

Theoretical Accounts of Great Power Politics Postcolonialism is primarily concerned with the south, the subaltern and its past because as Abrahamsen argues, Any understanding of contemporary IR requires a careful account of the multiple and diverse power relationships that link the North and the South, both in the colonial past and the postcolonial present. (Abrahamsen, 2007) Postcolonialism finds its origins in work done with a view to give a voice to the history of the south and the subaltern that was not heard as it was silenced, even gagged by the actions of imperialist Europe. Postcolonial theory places the south and the subaltern at the centre of analyses. (Abrahamsen, 2007) It is a contextually new area of theory within the sphere of international relations that has emerged out of literary and cultural studies. The most significant movement that began postcolonial work was (and still is) the subaltern studies group that (re)examined Indian history and historiography. (Goss, 1996) The connection postcolonialism shares wit h Indian historiography stems from the counter hegemonic aspirations shared by both, Postcolonialism has strong affinities with Indian historiography, which has been motivated by a desire to retell history from the counter-hegemonic standpoints of the colonised. (Abrahamsen, 2007) On the whole postcolonialism does not, however, call for the return to a pristine, unspoilt pre-colonial culture, (Abrahamsen, 2007) and many even claim that this would be detrimental if not impossible. I will explore postcolonialism through looking at some of the key contributors to postcolonial study, namely Fanon and Said with a briefer look at Spivak and Bhabha. Within this I will touch upon the influences that came from the field of post-structuralism with writers such as Lacan, Faucault and Derrida. I will then look at the concepts of hybridity, ethnicity and location that have become revised and this more compelling in recent postcolonial work before finally looking at some criticism that has been a imed at postcolonial theory, notably from Hobson. Fanon was a very influential part of early postcolonialism; his work can be divided into three separate sections, investigating black identity, the resisting colonisation and the process of decolonisation. Fanons search for black identity is best demonstrated in his work Black Skin, White Masks. In this work Fanon suggests that colonialism and its deep rooted ideas of white racial superiority (Fanon, 1967) over non-white people has formed a sense of severance and estrangement in the self-identity of the non-white colonised people. The history, culture, language, customs and beliefs of the white coloniser are, under colonial rule, to be regarded as universal, the norm and better or higher than those of the indigenous colonised people. This produces a strong sense of inadequacy throughout the colonised and eventually, in order to counteract these feelings of inadequacy, this leads the colonised to adopt the culture and customs of the colonisers. Within the colonised this forms a divide d sense of self in identity shaping and a feeling of alienation from their own culture. Fanon also suggests that the taking on of the colonisers language and forms of representation is additionally detrimental to the indigenous people as representational stereotypes are created which were more often than not reflected on the colonised as primitive and uncivilised, as Fanon puts it, As I begin to recognize that the Negro is the symbol of sin, I catch myself hating the Negro. But then I recognize that I am a Negro. (Fanon, 1967) It is clear that Fanon is greatly influenced on the subject of identity by post-sctructuralist thinker Lacan. Particularly Lacans concept of the mirror-stage of identity formation, which occurs in early childhood and is linked to the idea of an image of completeness in the body of another person independent of the self. Fanons second phase of work relates to the struggle against colonialism (Fanon, 1967), which has strong links to his involvement in the Algerian War of independence which eventually saw him exiled from Algeria. His work on this area can be found mostly in his books Dying Colonialism and Toward the African Revolution, and with the revolutionary nature and context in which these works were written it is not surprising to discover they were heavily influenced by Karl Marx and Western Marxism. Fanons arguably most significant work on the struggle against colonialism was his interest and concern with history, much of which in his book The Wretched of The Earth. Fanon believed that the struggle against colonialism crucially involved the colonised claiming back their history from the negative or non-existent accounts that had been shaped by the colonisers. He emphasizes the crucial significance of the culture and representations of their past being essential to the formation of both new pos itive forms of identity formation and new forms of social organisation which are required in the newly independent post-colonial era (Fanon, 1967). It is the process of decolonisation which characterises Fanons third stage of critical work. Beside the recovery and reconstruction of their own history and culture as the foundation for the new post-colonial forms of nation and national identity, (Fanon, 1967) Fanon also considers two additional ideas which are of central interest to later postcolonial work. These two ideas are the concepts of colonial space and ideas related to the role of the middle class intelligentsia, sometimes called the comprador bourgeoisie, in new postcolonial nations. Both of these ideas were born out of Fanons belief that it is key for the nations that the world has given birth to in the postcolonial era to create original forms of social democracy instead of using existing colonial institutions and merely swap indigenous people into already existing administrative positions. Fanon uses the example of city structure to suggest that these colonial institutions are fundamentally racist because they replicat e, repeat and (re)create the concepts and ideas of the colonisers. This can be demonstrated through the fact that most colonial cities have areas within them where the colonial administration and businessmen live and work. These are regions of privilege which often reject indigenous people and in doing so reaffirm the ideologies of the colonisers. Fanon believes in a large scale rebuilding (Fanon, 1967) of these urban areas and all other types of colonial administration and government in an approach which will create more democratic, postcolonial forms of social organisation, in order to systematically reject the ideologies which support colonial rule. Fanon also adds that the educated groups of the colonised population need to recognise that their education is founded on the ideologies and the beliefs of those who colonised them and even though they themselves are the indigenous people, they need to be careful not to reproduce the colonisers concepts and beliefs when reconstructing in the postcolonial era. Said is, along with Fanon, one of the most important academics within postcolonial theory, It is Ahmad who has identified Saids lasting contribution, as the first to provide, a whole critical apparatus for defining a postmodern kind of anti-colonialism which, also for the first time, had little (if no) relation to Marxism (Goss, 1996) Saids most famous work, Orientalism, was a pioneering analysis of the stereotypes and colonial assumptions that are inherent in Western representations of the Orient. For Said the Orient was the people and cultures that extended from North Africa and the Middle East. In Orientalism, the argument he makes is that that the representation of the orient in the West has been as the binary opposite of the West or Occident. Said examines the Wests view of the Orient and believes that the way the Orient is seen by the west is as encapsulating everything they find awkward or unsettling to their dominant image. The West projects this fantasy image onto the largel y unknown orient and in this sense it is seen as the occidents other. Said follows this on with a discussion of how the western depictions of the orient work to re-impose colonial domination by using their own western beliefs and culture as a way of counteracting the deficient, potentially harmful qualities of local, inferior cultures. Said also believes that this Orientalism he speaks of comes in two separate forms, drawn from Freudian ideas Said labels them latent and manifest Orientalism. Said describes latent and manifest orientslism respectively as, an unconscious (and certainly an untouchable) positivity and the various stated views about Oriental society, languages, literatures, history, sociology and so forth. (Said, 1973) Essentially latent Orientalism is, as Kennedy puts it, a collective and unconscious shared set of images and attitudes that does not change through time. (Kennedy, 2000) Manifest Orientalism follows on from this as the expression in words and actions of la tent Orientalism. The negative representations and stereotypes touched upon by Said are examined further by McLeod in Beginning Postcolonialism. He looks at the defamatory way in which the Middle-East is portrayed from an orientalist perspective. A summation of the ways in which the East is represented by the West is presented by Mcleod, The orient is timeless i.e. without a concept of history until given one by the west, strange, feminine, and degenerate. In short, the East is everything morally negative in comparison to the Wests moral superiority. (McLeod, 2000) The foundations on which Said builds his work on the representations of the East by those in the West are significantly influenced by French post-structuralist Faucault and his works The Archaeology of Knowledge and Discipline and Punish. Said uses Faucaults ideas on the formulation and use of a discourse to try to firmly establish the concept of orientalism. For Foucault, a discourse is a body of thought and writing that is united by havin g a common object of study, a common methodology, and/or a set of common terms and ideas. (Klages, 2001) The archaeology Foucault undertakes is to unearth the characteristics that underpin certain statements and then try to define the reasons and situations under which these statements go on to form a discourse. There is, what some might call, a formula for identifying these statements as a discourse, I will use Saids work on Postcolonialism as an example to explain each criteria. Primarily and fundamentally the statements making up the discourse should all have a shared element of analysis, in the case of Said the element of analysis is, of course, the orient. Secondly all statements should have a shared style of rhetoric, in the case of Said this is the rhetoric of the colonisers and their belief in the West being over and above the East. Thirdly the statements need to have a logical structure of concepts, in this case concepts such as capitalism and liberalism that have evolved o ut of the Wests supposedly superior rationality. Finally there needs to be a connecting theme that runs through all the statements, within Saids work we can say that this theme is the West over and above the east in their moral, cultural and intellectual standings. Having mentioned Faucault I think it is also necessary to talk about the important influence of another post-structuralist theorist on postcolonial theory, namely Derrida. Derrida is heavily connected with the approach to critical analysis known as deconstruction, which is defined by Chambers dictionary as an approach to critical analysis applied especially to literary texts which asserts that it is impossible for any text to communicate a fixed and stable meaning, and that readers should leave behind all philosophical and other concepts when approaching a text (Chambers Dictionary, 1997) One of the themes of deconstruction is to untangle the dichotomies, or binary oppositions more specifically, that make up Western and Western-derived thought. There are an almost endless number of these binary oppositions; examples would include male-female, mind-body, rational-emotional, north-south and western-eastern. According to Derrida there is a hierarchy present in all binary oppositions with one term being dominant over the other. Importantly Derrida also suggests that the terms on each side of the dichotomy define each other and consequently are not secure. Starting with Fanon postcolonial theory has also paid a great deal of attention to these binary oppositions, particularly the ones closely related to colonialism, and the hierarchy that exists within them. Another two influential postcolonial thinkers come in the form of Spivak and Bhabha; the areas on which they focus, feminism and post-modernism to name two, and have become crucial to the thought within postcolonialism. In looking at their work it is clear that two key themes that yet again turn up are identity and representation. A great deal of work within the postcolonial sphere has been focused upon the relationship between representation and the forming of identity. Within this area there are three concepts that have been used to shed analytical light onto the subject, namely hybridity, ethnicity and cultural location. These concepts are, evidently, connected but postcolonialists dont limit themselves to these areas of critical analysis. Hybridity is essentially the mixing of two, or more, cultures, languages, beliefs or social patterns. It is seen by many, including Bhabha as a form of resistance, Hybridity, for Bhabha , is a sign of resisting domination. Hybrid identities can engender new forms of being that can unsettle and subvert colonial authority. (Abrahamsen, 2007) Hybridity can be linked with previous ideas in postcolonialism, the idea of retrieving postcolonial forms of history, culture and language in order to create new national identities is mentioned throughout postcolonial works. However, the migrations that occur inside and outside the colonies i.e. colonisers migrating into the colonies and the colonised migrating out to the colonial powers, has resulted in a much higher level of hybridity within national identities than initially thought. It had been in many early postcolonial works that one of the most prominent forms of collective resistance was the focus on a separate identity and being culturall y distinct from the colonisers. It has recently been shown how difficult identity construction of this sort is and further investigation is being undertaken in this area. The conditions under which hybridity occurs in postcolonial societies can consist of mass recognition of cultural suppression, a colonial invasion with the purpose of securing control politically and economically, and when colonial settlers migrate into an area and make the indigenous people conform to their new social patterns. It could be argued that an example of the indigenous people conforming to new social patterns can be found with the aborigines in Australia, colonisers introduced them to much stronger alcohol than they had ever been used to and alcohol abuse is now a major issue within aborigine culture, Aborigines are twice as likely to die from the effects of alcohol as their non-indigenous counterparts. (Mecer, 2007) Examples of hybridity within national identity can be seen by means of sport throughout the world, football, rugby and cricket are all of English invention and can be identified as the national sports of countries that used to be British colonies i.e. Football in African countries such as Ghana, Rugby in Australia and Cricket in India. Ethnicity, some would say, is connected directly to the idea that hybridity is strong in national identities within postcolonial areas. Previously in postcolonial theory much of what now falls under the banner of ethnicity used to be labelled race. The main reason for this is centred on the idea of blackness and being black as an identity. This idea of blackness stemmed predominantly from physical characteristics as an indicator of identity. Although this found a use when it came to the fight against racism and colonialism it came to be thought of as homogenising the experiences of all black people. Consequently this view also simplified the assorted and varied cultures within the black community. In addition to this, the idea of being black as an identity was prone to privileging black people by identifying them as the only ones to suffer from racism and colonialism. Subsequently within postcolonial work the term race has been ousted in favour of the term ethnicity. The concept of e thnicity distinguishes between cultures, religions and social activities that comprise a cultural identity whereas the physically based concept of race tends to homogenise. Additionally the move towards ethnicity shows a clear acknowledgement of hybridity and cultural identity and consequently beings them closer to the surface of critical activity within postcolonialism theory. Given the extra focus on the previously mentioned concepts of cultural identity and hybridity coupled with the move from race to ethnicity, the comprehension of the concept of cultural location necessarily becomes more sophisticated. It is no longer concerned with the analysis of a specific geographical area so much as the analysis of the cultures, religions and social activities which interact to produce a cultural identity. This change in focus away from the geographical means that crucially important populations that may have migrated around, or out of, a colonised land, perhaps taking their culture with them, are not left out of postcolonialist work. Consequently a deeper and more complex research can be undertaken on the concepts of racism and colonialism. There has been some criticism thrown at postcolonialism, perhaps as it has many branches the reach into different areas, Hobson for one argues that postcolonialism is plagued by its constant expansion, The term postcolonial seems increasingly to be straining at its seams, incorporating a proliferating series of theories with varying ontologies and epistemologies many of which are incommensurable, as even some postcolonialist recognise. (Hobson, 2007) On top of this he claims that the postcolonialist view point is narrow sighted and overlooks a vast period of time in empires did not cover the world, East/West relations have, for the majority of world historical time existed outside the orbit of empire, thus rendering a central focus on imperialism as inadequate to the task of revealing Eastern agency. (Hobson, 2007) He then argues that even though postcolonialism claims to try and undo, the Eurocentrism produced by the institution of the Wests trajectory, (Goss, 1996) it is still fund amentally flawed and even Eurocentric itself, Postcolonialists refuse to grant subjectivity to Eastern actors and thereby deny them agency. (Hobson, 2007) I have looked at the arguments and ideas put forward by the most influential writers in postcolonial theory. Fanons search for black identity, struggle against colonisation and process of decolonisation investigation, I believe, are very persuasive. Especially his look at black identity as I believe the majority of ones identity is formed through similar concepts to Lacans mirror-stage identity formation. Another convincing argument, for me, is that regarding stereotypes, binary opposition and deconstruction. A great deal is tied up within our languages, evident when there isnt a translation of certain words from one language into another. Consequently it can only lead to false understandings and misinterpretations throughout the world, especially in those places where languages are forced to co-habit such as colonial, and now postcolonial, areas. Essentially I think it is important to tackle the problem and discover the source of Western bias that undeniably exists in the contempora ry world. In addition to this, perhaps more importantly, the countries and people who have been suppressed, silenced and denied a history need to be compensated, if not least through continuing study I this area. The need, in nations, or groups which have been victims of imperialism to achieve an identity uncontaminated by universalist or Eurocentric concepts or images. (During, 1990)

A Story in Technicolor :: Short Story Creative Writing

A Story in Technicolor Standing waist-deep in saw grass, a flawless graysky framing an unrealscene where river and reeds become indistinguishable,Karen gazed unimpressed. The sublime natureof this ecological experience bordering so unbelievably close to herown urban existence did not seep into her mind or psyche. Perhaps the seven applications of gel she had put on her hair that morning in order to prevent as much frizziness as possible was impeding the correct reaction, but that's not likely. Much more probable is the inference that Karen was not an outdoors type of person, in fact, only the most serenely beautiful sunsets ever tempted her to hike outside, and the Everglades with its apparently monotonous landscape was not making even a dent of an impression. Not to mention that it was raining, ruthlessly pouring down on her and the rest of her class, making her gel effort of the morning practically useless. She wasn't even really standing in the saw grass; it felt more like she was imperceptibly sinking into the mucky bottom. Sure, she might imagine that she could move around on the spongy surface but, in truth, she knew that if she remained immobile for more than a minute, the earth would commence to slowly swallow her, drowning her inch by inch. She moved around uncomfortably. Always acutely aware of her lack of balance, ever since a ballet teacher had pointed it out to her, Karen now felt as if her woman-child inadequacies were on full display. Her eyes darted sloppily around to see if anyone noticed her ineptitude in the new terrain and quickly looked down as she realized they were all too enthralled in their own conversations and eloquated experiences of nature to pay any mind to her. "Isn't this great?", she heard one girl say. "I can't believe all of this is so close to where I live and I'd never been here before. There really should be more educational awareness programs. I wonder why I was never taken on a field trip to the Everglades? Wouldn't it be challenging if our school became involved with primary schools to†¦", whether this curly-haired speaker went on a diatribe in response to the first girl's remark or simply for the sake of talking was beyond Karen. She lost interest rather quickly in their conversation and rather unstealthfully moved away from them, refusing to hear the rest of the genuinely exciting questions and remarks.

Linguistics Classes, Verb and Noun

â€Å"Discuss and contrast some of the main features of the classes VERB and NOUN in English and any other language. † In this essay I will make an attempt to discuss differences between two classes of lexemes, which are verb and noun. In order to conduct that analysis in a detailed manner I will refer to two languages, English and Polish (minor references to French will also help my studies). I will start from defining what one can refer to as class in linguistics. I will to refer to certain shadows of doubt that may be casted on that categorization.This will be followed by elaborating subtleties of what constitutes a verb providing examples and showing contrasts between two languages examined. With the help of studying materials I’ll manage to outline empirical criteria for how the concept of verb can be understood by a linguist. Then, I will implement similar methodology to clarify the concept of a noun class. Finally I will arrive at a conclusion that beyond any dou bt those two categories are distinctly different and minor similarities emphasized by two drastically different languages simply make the case more interesting.A scholar is able to divide every language into two diverse, but mutually supplementing, categories. Grammar is a set of closed system that determines how items of the language interact with each other. Lexicon, on the other hand provides a glossary of lexemes. Lexeme is more than a word, as it refers to all possible variations of linguistic items used within language. Its relation to the meaning can sometimes proves difficult to define without implementing a variety of terms in the definition. To fully explain what a given lexeme means it has to be placed in a variety of contexts and supported with examples.An alternative to lexicon is called a thesaurus and it groups words accordingly to their semantic similarities. Lexicon can be further divided into classes of lexemes. Unlike grammar, these systems of lexical concepts are open, which means their content varies depending on the language. Before drawing the line between nouns and verbs I’d like to draw attention to possible blurs of that line. In English language words such as [walk] relate to both a noun and a verb. This is not exactly a homonym (lexeme that has the same form but varies in its meaning) as both words refer to the same activity.Interesting comparison with the Polish language is that it never uses verbs as noun but still has large variety of verb derived nouns such as zapalenie (inflammation) or skojarzenie (association). Despite that fact verb derived noun in Polish such as bieg (a run) is not its noun form of the verb – bieganie (running). It also contains a significantly smaller number of homonyms, most of which either differs in spelling (kot-kod) or has a foreign origin (pilot – tv remote and pilot – one that steers a plane) and is usually a noun. English uses multiple homonyms within different classes a nd semantic distances: pitch, division.As no universal differentiation can be drawn for classes of verb and noun they are most commonly identified by several categories of lexemes. Verb in every language refers to motion, rest, giving, affect, corporeal, attention and speaking. Some languages allow further distinction to nuclear and non-nuclear verbs. Nuclear verb of rest in Polish would be lezec (means to lay, applied to either an object or a person) and the non-nuclear item that can be defined only by a reference to the nuclear verb – zalegac (to lay somewhere for a long time/to stand in the way of everyday activities).English, on the other hand cannot provide a good example of such a lexical item. A scholar can also mark off verbs to be transitive or non-transitive. A transitive verb needs to be completed by an object of the action (We left John. ) while the intransitive is complete without any object to follow (We could not stand it so we left. ). In Polish transitive (pr zesuwac – to move an object) are entirely different words than intransitive verbs (skakac – to jump). Categories that will only refer to verbs class are modality and tense aspect.Both in Polish and English future past and present tenses occur, however in Polish perfect tenses are only implied by the context: Patrze na niego od godziny – I’ve been watching him for an hour. What’s also fascinating is that in past and future continuous tense Polish verbs suddenly have gender. Discussing modality it’s worth mentioning that in Polish imperative mode of a verb is always a different form any regular conjugation (which wouldn’t be the case in French). English modality is most likely to be contained within the context of the sentence.Comparing these languages from the perspective of verbs scholar should also bear in mind that while English has phrasal verbs (put it off) that are quite different from their lexeme of origin (put) Polish does not . I’d risk a statement that this function is associated with a complex system of prefixes (wlaczyc, wylaczyc – turn on, turn off). Following the applied logic one ought to explain the lexical class of noun with its typical references. Nouns describe parts of the human body and components of other things, fauna, flora, sun moon and stars, elements, and artefacts.They also stand for abstract terms such as emotions, colour or time. Latter one often leads to interesting observations when examined from a linguistic perspective. In Polish and French instead of asking for the time, one asks for the number of the hour. A noun could be derived from verbs or adjectives (swim, hatred) or underived (beauty, fish). Dixon stated that transitivity value of verbs is equally important to the gender of the noun. In English nouns don’t have gender, while in Polish and French even objects have gender. Distribution of gender qualities within these lexemes can be conditioned by the c ontext of culture.It’s also often implied by vowel suffix in French and Polish (e in French and a in Polish). Nouns can take singular form or plural form when added a suffix (s in English and i in Polish). There are exceptions both grammatical (fish) and mass-nouns (mud). Some languages include use of a possessive suffix, however neither English nor Polish would be an example. Class of nouns also includes generic terms, which mean a word that can mean a variety of things depending on the implied intention. An example that is close to perfection is the noun â€Å"thing† which can stand for any other noun.It can as well be a feature of speech style. Curious detail is, when translated, the word thing in Polish can take two forms (cos/rzecz), both have a similar meaning but are used in different context and the latter one has a female gender. Less obvious example would be a Polish word wiersz, which can refer to a poem as well as to a single text line. According to scholar s like Marantz certain lexical items can be used in a variety of syntactic structure and implementation of any lexicon, therefore classes such as nouns or verbs are entirely futille.I beg to differ as the summary of my analysis shows multiple differences and distinctive features of each class. Verbs and nouns are defined with a variety of different concepts. Every additional term that refers to categories within a class is like an additional dimension, which outline boundaries of semantic field necessary for understanding the concept. Therefore, provides a valuable methodology for linguistic studies. Blake Lezenski Word Count: 1235 Bibliography: R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA. Erkelens, M. A. , 2009.Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication ————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Dixon R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA, p. 290. [ 2 ]. Ibid 291. [ 3 ]. Ibid 291. [ 4 ]. Ibid 300. [ 5 ]. Ibid 293. [ 6 ]. Ibid 300. [ 7 ]. Ibid 305. [ 8 ]. Ibid 291. [ 9 ]. Ibid 302. [ 10 ]. Ibid 301. [ 11 ]. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication, p. 26.

John Lewis, Civil Rights Activist and Elected Politician

John Lewis, Civil Rights Activist and Elected Politician John Lewis is currently a United States Representative for the Fifth Congressional District in Georgia. But during the 1960s, Lewis was a college student and served as chairman of the Student Nonviolent Coordinating Committee (SNCC). Working first with other college students and later with prominent civil rights leaders, Lewis helped to end segregation and discrimination during the Civil Rights Movement. Early Life and Education John Robert Lewis was born in Troy, Ala., on February 21, 1940. His parents, Eddie and Willie Mae both worked as sharecroppers to support their ten children.   Lewis attended the Pike County Training High School in Brundidge, Ala., When Lewis was a teenager, he became inspired by the words of Martin Luther King Jr by listening to his sermons on the radio. Lewis was so inspired by Kings work that he began preaching at local churches. When he graduated from high school, Lewis attended the American Baptist Theological Seminary in Nashville. In 1958, Lewis traveled to Montgomery and met King for the first time. Lewis wanted to attend the all-white Troy State University and sought the civil rights leaders help in suing the institution. Although King, Fred Gray, and Ralph Abernathy offered Lewis legal and financial assistance, his parents were against the lawsuit. As a result, Lewis returned to American Baptist Theological Seminary. That fall, Lewis began attending direct action workshops organized by James Lawson. Lewis also began to follow the Gandhian philosophy of nonviolence, becoming involved in student sit-ins to integrate movie theaters, restaurants, and businesses organized by the Congress of Racial Equality (CORE). Lewis graduated from American Baptist Theological Seminary in 1961. The SCLC considered Lewis one of the most dedicated young men in our movement. Lewis was elected to the board of SCLC in 1962 to encourage more young people to join the organization. And by 1963, Lewis was named chairman of SNCC. Lewis married Lillian Miles in 1968. The couple had one son, John Miles. His wife died in December of 2012. Civil Rights Activist At the height of the Civil Rights Movement, Lewis was the chairman of SNCC. Lewis established Freedom Schools and the Freedom Summer. By 1963, Lewis was considered on the Big Six leaders of the Civil Rights Movement which included Whitney Young, A. Philip Randolph, James Farmer Jr., and Roy Wilkins. That same year, Lewis helped plan the March on Washington and was the youngest speaker at the event. When Lewis left SNCC in 1966, he worked with several community organizations before becoming community affairs director for the National Consumer Co-Op Bank in Atlanta. Lewis' Career in Politics In 1981, Lewis was elected to the Atlanta City Council. In 1986, Lewis was elected to the U.S. House of Representatives. Since his election, he has been reelected 13 times. During his tenure, Lewis ran unopposed in 1996, 2004 and 2008. He is considered a liberal member of the House and in 1998, The Washington Post said that Lewis was a fiercely partisan Democrat but†¦also fiercely independent. Atlanta Journal-Constitution said that Lewis was the only former major civil rights leader who extended his fight for human rights and racial reconciliation to the halls of Congress. And those who know him, from U.S. Senators to 20-something congressional aides, call him conscience of Congress. Lewis serves on the Committee on Ways and Means. He is a member of the Congressional Black Caucus, Congressional Progressive Caucus and Congressional Caucus on Global Road Safety. Lewis' Awards Lewis was awarded the Wallenberg Medal from the University of Michigan in 1999 for his work as an activist of civil and human rights. In 2001, the John F. Kennedy Library Foundation awarded Lewis with the Profile in Courage Award.   The following year Lewis received the Spingarn Medal from the NAACP. In 2012, Lewis was awarded LL.D degrees from Brown University, Harvard University and the University of Connecticut School of Law.

Free Essays on Noras Relationships In “A Doll House“

Nora’s Relationships The story â€Å"A Doll House† by Henrik Ibsen is about a young woman named Nora, who is trying to cope with a secret she has kept away from her husband, Torvald. Torvald thinks that Nora received the money from her father, for medical treatment, to save his life. He does not believe in loans. But the real story is Nora borrowed the money from Krogstad, a person who works for Torvald. Everyone who knows Nora considers her as a helpless young woman, who cannot survive in the world by herself. In â€Å"A Doll House†, Henrik Ibsen uses conflict to show Nora’s subservient relationship with Torvald, Nora’s Hostile relationship with Krogstad, and Nora’s misunderstood relationship with Kristine. The first relationship showing conflict is Nora’s subservient relationship with Torvald. When Torvald talks to Nora he talks to her as if Nora was his child. He calls Nora his â€Å"squirrel† and his little lark. Torvald approaches Nora as if she was his doll telling her what to do and when to do things. Torvald does not like Nora’s â€Å"sweet tooth† eating macaroons, so she hides them from Torvald whenever she knows he is around. With Torvald thinking of Nora as a child, she thought she could persuade him into not firing Krogstad. But her husband thinks that it is nonsense and just ignores Nora and sends a letter for Krogstad’s dismissal. The author shows how much Torvald sees Nora as a doll that is dependent on him and only him. Nora’s hostile relationship with Krogstad was a relationship with many unfriendly visits. Krogstad was the only person who knew about Nora’s secret, because he was the person that she borrowed the money from. When Krogstad heard that Nora’s friend Kristine was going to take Krogstad’s place at his job, he manipulates Nora’s actions and behavior by her influence on her husband to keep his job. He told Nora how he figured out that she forged her father’s signature t... Free Essays on Nora's Relationships In â€Å"A Doll Houseâ€Å" Free Essays on Nora's Relationships In â€Å"A Doll Houseâ€Å" Nora’s Relationships The story â€Å"A Doll House† by Henrik Ibsen is about a young woman named Nora, who is trying to cope with a secret she has kept away from her husband, Torvald. Torvald thinks that Nora received the money from her father, for medical treatment, to save his life. He does not believe in loans. But the real story is Nora borrowed the money from Krogstad, a person who works for Torvald. Everyone who knows Nora considers her as a helpless young woman, who cannot survive in the world by herself. In â€Å"A Doll House†, Henrik Ibsen uses conflict to show Nora’s subservient relationship with Torvald, Nora’s Hostile relationship with Krogstad, and Nora’s misunderstood relationship with Kristine. The first relationship showing conflict is Nora’s subservient relationship with Torvald. When Torvald talks to Nora he talks to her as if Nora was his child. He calls Nora his â€Å"squirrel† and his little lark. Torvald approaches Nora as if she was his doll telling her what to do and when to do things. Torvald does not like Nora’s â€Å"sweet tooth† eating macaroons, so she hides them from Torvald whenever she knows he is around. With Torvald thinking of Nora as a child, she thought she could persuade him into not firing Krogstad. But her husband thinks that it is nonsense and just ignores Nora and sends a letter for Krogstad’s dismissal. The author shows how much Torvald sees Nora as a doll that is dependent on him and only him. Nora’s hostile relationship with Krogstad was a relationship with many unfriendly visits. Krogstad was the only person who knew about Nora’s secret, because he was the person that she borrowed the money from. When Krogstad heard that Nora’s friend Kristine was going to take Krogstad’s place at his job, he manipulates Nora’s actions and behavior by her influence on her husband to keep his job. He told Nora how he figured out that she forged her father’s signature t...

Terrorism and the Law Essay Example | Topics and Well Written Essays - 2500 words

Terrorism and the Law - Essay Example As amended by IRTPA in December 2004 AEDPA section 2339B(a) defines material support as â€Å"any property, tangible or intangible or service, including money, financial services, lodging, training, expert advice or assistance, safehouses, false documentation or identification, communication equipment, facilities, weapons, lethal substance, explosives, personnel, transportation, and with the exemption of medicine or religious materials (Samaha 468). The government must be able to prove that the â€Å"donor defendant acted with culpable intent knowledge† so as it is safe to say that such individual has provided material support to a terrorist organization (Samaha 468). 2. Terrorism is defined by at least four different kinds of laws. Name at least three kinds of laws. There are varying definitions of terrorism which makes it controversial and it is defined by different kinds of laws such as the following: International criminal law, National criminal law (e.g. United States La w Code), and general insurance policies. 3. The United Nations, The Arab Convention and European Convention define terrorism differently. Explain each definition. The United Nations The United Nations and the council on the suppression of terrorism seek to define it by adopting general legislative measures against it which results in serious legal consequences. As a result of this, the United Nations is encouraging every state to define terrorism in the context of National Law (Saul 141). The Arab Convention, On the other hand, the Arab Convention is very particular in excluding armed struggle against oppression from the definition of terrorism and its suppression. The threat to the right of securing self-determination and independence which can be counteracted by an armed struggle in whatever means is particularly excluded in the definition of terrorism (Williamson 59). This, therefore, paves the way for the difficulty in coming up with a universal definition of terrorism. European Convention European Convention on the other hand on its suppression of terrorism encourages States to consider terrorism and its acts not as political offenses or as being inspired by political motives (Dumitriu 587). 4. Yunis, Noriega, and Yousef were progressive rulings on extraterritorial jurisdiction. In a few sentences, what does each case stand for? Why are they considered progressive rulings? The US District Court decision of United States vs. Yunis case stands for the acceptance of certain principles of extraterritorial jurisdiction allowing prosecution of terrorists in the United States (Wegner). In other words, the said case has become the model for the prosecution of terrorists in the US courts. The Noriega case depicts how the head of the state can be brought before trials in the US courts. In the midst of this trial, Noriega case can substantially apply three types of immunity: foreign sovereign immunity, head of state immunity, and the act of state immunity. The case of Yousef, on the other hand, depicts the clash between the Iran Penal Code and the International Covenant on Civil and Political Rights. These two have certain principles that at some point would bring substantial consideration to the progress of the case. These three are considered progressive rulings because from time to time, various modifications, amendments or changes have been implemented on various laws in the world.  

How useful are voluntary codes of practice in achieving corporately Essay

How useful are voluntary codes of practice in achieving corporately responsible behaviour - Essay Example This research will begin with the statement that it has become a necessity for corporations to regulate themselves regardless of the rules and guidelines in place to regulate them. Ability of industries to regulate themselves is composed of programmes that are not actually needed by law, but are meant to supplement the law and provide the necessary conducive environment for corporations to operate in. These programmes consist of initiatives such as policies, environment codes of conduct and consensus with government. These self regulations by corporations can be termed as voluntary corporate initiatives. Nevertheless, voluntary codes of practice are most important as they avail an all-round environment inside and outside the corporation. Responsibility and accountability are two vital terms that are used day in day out in governments and corporations. Government plays very decisive and important roles in monitoring corporations. It does this by structuring regulatory guidelines requi red to protect the society and environment upon which all corporations under its jurisdiction have an influence over. This enables it to solve the intricate challenges that are as a result of development. While the government can formulate, pass, amend and impose rules and regulations governing actions of corporations, it is not omnipresent. Hence, government cannot be everywhere every time to make sure that rules and regulations are followed in equal measure by all corporations.

Research Paper Assignment Example | Topics and Well Written Essays - 1500 words - 2

Assignment - Research Paper Example A concluding portion would summarize points that were discussed and future thrusts for research on the subject. One of the most frequently researched topic focuses on leadership. The evolution of theories and concepts proposed and promulgated by various scholars and practitioners have undergone constant and continuous development until contemporary times. Aside from the traditional thrusts delving into leadership styles, characteristics or best practices in famous organizations, one of the controversial issues confounding leadership is the effect or influence of gender, among other demographic factors. Leadership concepts and contemporary theories evaluate the effect of gender in leadership in terms of according the benefits, prerogatives, and even challenges on equal terms. In this regard, the essay aims to proffer a review of related literature on the topic of gender in leadership. Relevant research studies on the subject would be analyzed where significant points would hereby be cited and highlighted to reveal diverse viewpoints on gender in leadership. According to the research study conducted by Gedney which is aimed to determine a relationship or link between gender and leadership effectiveness from her personal experience in the military, she initially provided crucial qualities identified from effective leaders. Her findings divulged that â€Å"leadership effectiveness is not gender-specific, but there seem to be many attributes that are found in both males and females that lend themselves to becoming an effective leader† (Gedney, 1999, p. 2). This fact was validated by Kelly, a Lieutenant Colonel of the U.S. Air Force, who averred that â€Å"men and women operate in the work environment in somewhat different ways based upon genetic/biological differences, cultivation, communication styles and to some extent, the characteristics of the particular career field chosen† (Kelly, 1997, p. 26). Since the

How would a Scholarship Assist Me After Graduation Essay Example for Free

How would a Scholarship Assist Me After Graduation Essay In my findings, it is not just enough to have enrichment of goal, fervency of passion and the keeping of focus, there is the place of vital impact played by pecuniary support from guardian(s) to actualize the desire. I strongly believe many brave and highly intelligent ones have been choked out of their academic dream in life after graduation. Statistical findings have unarguably revealed that financial incapability in one of the factors responsible for thwarted vision in academic excellence. I am very proud to note however, that our school is making part of her contributions in easing students’ financial burden as a responsible institution in the society. The scholarship is a gesture I really appreciate whole heartedly. I do forward this scholarship application to passionately appeal for my consideration in the grant in order to survive hardship in my future pursuit of academic excellence. See more: how to write a college scholarship essay format Being a promising member from a home with single mother who had lost his father as early as age five, I have only being struggling with ways out of incessant hopelessness, deprivation and unavoidable emotional abuse. I have labored assiduously with my parent to make both ends meet; during summer, I work at Boys and Girls Club to save some fund for school and trying hard to work-out element of laziness from exacerbating the poverty. Sooner after my graduation with me and my two other sisters in studying in college, the financial stress for our mother would climax. The cost of education even in a low grade school with the cheapest environment is overwhelming despite how hard I try to save. My two sisters also need optimum care to cater for their more demanding feminine nature. So huge are my worries despite the strong zeal to pursue academic excellence which I currently demonstrate in school for being among the top 10%. With the hope of scholarship aid, I look forward to a redemptive future from excellence incapacitation. In the college, the scholarship will assist to continual keep focus and meet up the grant expectation.

Pre registration contracts Essay example -- essays research papers

The common law view of pre-registration contracts was that the company did not exist for legal purposes until it had been formally incorporated (registered). This common law view resulted in company’s being unable to enter a binding contract until they had been registered.   Ã‚  Ã‚  Ã‚  Ã‚  However â€Å"given the delays which can be encountered in the registration process, the promoter of a company may wish to enter into contracts `for’ the company prior to its incorporation† . An example of this may be a promoter wanting to ensure a company will have stock on hand so it will be ready to operate when its registered. He might order stock and sign the contract in the unregistered company’s name. Since a company did not exist before registration it could not sign a contract itself or appoint an agent to sign on its behalf. Therefore promoters could not be seen as the company’s agent. Circumstances such as this are problematic and raise difficult questions as to the enforceability of the contract and the availability of damages for its breech.   Ã‚  Ã‚  Ã‚  Ã‚  At common law, a company was also incapable of ratifying a pre-registration contract after it was registered. â€Å"This was because under the law of agency , ratification has a retrospective effect and the contract was regarded as being made at the time it was entered into by the agent when the company was not in existence† . A company could only be held liable for a pre-registration contract if it entered into a new contract with the same terms as the pre-registration contract after it was registered. This is called ‘novation’.   Ã‚  Ã‚  Ã‚  Ã‚  Seeing as though a company would not be held liable on a pre-registered contract, the courts recognised that innocent third parties could be prejudiced. Accordingly â€Å"the courts were prepared on occasions to infer an intension by the promoter to assume personal liability on the contract†   Ã‚  Ã‚  Ã‚  Ã‚  An important case is Kelner v Baxter (1866) where the promoters who had signed the contract on behalf of an unformed company were held to be personally liable. In this particular case the promoters of an unformed company agreed to purchase stock and signed an agreement, which stated ‘on behalf of the Gravesend Royal Hotel Alexandra Hotel Company Limited’. A difficultly had arisen as since the company had not yet been for... ...is case an accountant who was one of the companies four promoters entered into a contract on behalf of a unformed company. The company failed to ratify the contract and the supplier attempted to sue all four promoters. The Supreme Court of New South Wales found that only the account was liable since he was the only person who had signed the contract. The court also made it aware that the accountant has a separate right to claim against the other promoters if he acted as their agent in regards to the contract.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å" While the promoter is primarily liable in these circumstances, the company does have a potential secondary liability. Hence â€Å"where the company is registered but does not ratify the pre-registration contract within the prescribed time, the court may ‘do anything it considers appropriate in the circumstances’. The courts powers include the option of ordering the company to rectify the unfairness† . The courts are able to this by ordering the company to pay for part or all of the damages for which the promoter is liable, transferring property received under the contract to a party to the contract or paying an amount to a party to the contract.

Plane Crash :: essays research papers

I woke up with a loud scream which took over the silence that filled my room. My mom came running to my room just to check on me. It was a very unusual dream and I couldn’t remember anything of it. At that moment it seemed as if it was reality and I hated that awkward feeling that I kept getting. The shirt that I was wearing was stuck to my body and my face had turned all red. I got up to wash up telling my mom that I would be ok. As I opened the door to my room I could smell something burning, and it seemed like my mom had forgotten the brownies in the oven. It was very unusual of her to do such a thing because she was always precautious with everything she did, and she would be extra careful today because her sister was coming after not seeing her for 3 years. This day had started off very badly and I didn’t like where it was heading. My mom ran down stairs, and I so did I so that I could be some kind of help for her. I had forgotten to wear the gloves and as I opened the oven I burnt my hand, and a lot of smoke came out of the oven. Instead of being any kind of help I was being much more trouble for my mom because she had to run off and get me medicine for my fingers. Now I would be unable to help my mom with anything for I was disabled, all I could do was open the windows of the kitchen so that the smoke would go away. The smoke that came out of the oven filled the kitchen and it smelled horrible, we had to wait for half an hour until some of the smoke had gone away. I tried helping my mom with some of the cooking but I really couldn’t do much. As I stood in the kitchen watching my mom preparing dinner, I got flashbacks of the dream that I had. I tried not thinking about it but it kept coming over and over. I thought of how the smoke came out of the oven, did all this mean anything? I began to get very wo rried and I really couldn’t do anything about it, all I could do was pray and hope that nothing would happen.

Felkris Alumni Tracer Essay

Situation Analysis Every year students were graduating in Felkris Academy. As they graduate, they leave their school; others might have no longer updates regarding their school for they are now in abroad for their work. As students, they still want to keep in touch with their alma mater. It is really difficult for the school to search for their graduates for they are scattered to the different parts of the world. That is why we have what we call alumni association. Alumni Association was founded to promote fellowship among graduates, former students, faculty and staff members of Felkris Academy for its development and well being as an educational institution. It is founded to provide support service to the school, and one thing more is that the alumni will be a great source for fund raising of the school for the benefit of the students in the form of scholarship funds. So tracking of the graduates is important. Tracking can provide concrete evidence that will enable the boards and the wider public to evaluate a school’s most important product–its graduates–in important ways. For easy access to the graduates of the school, the researchers are to study a web-based tracking system for Felkris Academy. It is web-based so that it is easy for the graduates and the school to have communication with each other anytime and everywhere in the world. Every graduate can still be updated to what is happening to their school, how far did the developments have undergone after they left the school, the academic status and many more by accessing the system through the web. The reasons for maintaining contact with alumni include networking for current students to obtain internships and professional positions, meeting requirements for accrediting agencies, and determining how well the program prepared the graduates for their professional careers. In order to strengthen graduates’ ability to move theory into practice, graduate programs need to stay current on professional practices. To determine what current practices are and to aid in evaluation and planning, documented information should be obtained from both alumni and professional organizations. Conceptual/Theoretical Framework In this era, where advancement is become the part of the each and every field of life and time become the one of the important element of the success we want to do things or everyday jobs with more fatly as ever. Here role of information system can’t be ignored doing things faster, doing things better, and doing thinks smarter these all traits are possible just because of two words, Information system. Alumni Tracking System is one of the examples of information system. To get contact with the old students and to provide the assistance to this old student for their future progress in all field of life and maintain the record of the passing out students. Alumni Tracking System helps to do what is mention above. According to Quimbita, Grace,1989-09-00 from ERIC Clearinghouse for Junior Colleges Los Angeles CA. Student tracking systems enable increasing numbers of community colleges to respond to external demands for accountability with tangible measurements of student progress and institutional outcomes. Several recent trends have prompted interest in monitoring student progress throughout college and into their professional lives. Bers (1989) argues that increasing emphasis on marketing, accountability, communication with students, and internal competition for students all serve as catalysts for the development of tracking systems. Bers identifies six stages in the student flow process that should be monitored by a student tracking system. Awareness–In this stage, the prospective student learns about the college for the first time. Mass mailings to homes or businesses, advertisements in the media, and public information sessions are useful in making potential students aware of the college. Inquiry–Mechanisms for maintaining personalized contact with prospective students should go into effect as soon as the individual makes the first inquiry about the college. The individual’s name, social security number, and program interests should now be on record. Entry–This stage involves formal application, admission, first-time registration and enrollment, and increasingly, assessment tests, orientations, and advisement. Experience–Most tracking efforts currently concentrate on this stage, gathering information on students as they take courses, fulfill prerequisites, pass, fail, or withdraw from courses, take advantage of support services, and work toward their goals. Completion–At this stage, students leave the college with or without achieving their educational goals. Follow-Up–Because community college students commonly stop in and out, alumni can also be considered an important pool of prospective students. Maintaining contact with alumni after they have left the college is important in evaluating educational outcomes in terms of employment or transfer experiences, and attracting former students back to the college. Tracking systems can be developed for practically any stage in the student flow process. Cochise College in Arizona has a tracking system within its admissions office that monitors the awareness, inquiry and entry stages (Barrett, 1989). The Los Angeles Community College District in California and Arapahoe Community College in Colorado each have tracking systems which focus on basic skills assessment and monitor the entry, experience, and completion stages (Voorhees and Hart, 1989). Additionally, tracking designs are possible for underprepared students (Smittle, LaVallee, and Carman, 1989) and other special groups, such as displaced homemakers, single parents, learning disabled, and hearing impaired (Gay and Boukouvalas, 1989). Research Paradigm Input ProcessOutput I. ICT Resources of Felkris Academy a. The researchers intended to develop a web-based system in tracing the graduates. Particularly, this study will be significant for the graduates of Felkris Academy. It helps the graduates to be still connected with their graduate school for long term mutual benefits then to their fellow graduates as well and to remain the part of their school even after the study likewise with the teachers. Moreover, this study will help the graduates to still notify or be updated to the some important events of the school and also can participate in the seminars, academic and extra curriculum activities so that alumni knowledge remains up to date. Statement of the Problem This study aims to answer these questions: 1. What can be done to make alumni participation/involvement easier? 2. How can we keep a current database of the alumni? 3. How to maintain continuous contact with alumni? Definition of Terms Beta Testing – the second phase of software testing in which a sampling of the intended audience tries the product out. Hardware – is a general term for the physical artifacts of a technology. It may also mean the physical components of a computer system, in the form of computer hardware. Software – refers to one or more computer programs and data held in the storage of a computer for some purpose. System Implementation – The installation of a computer system or an information system. The use of software on a particular computer system. Tracking System – is generally a system capable of rendering virtual space to a human observer while tracking the observer’s body coordinates. Web-based – refers to those applications or services that are resident on a server that is accessible using a Web browser and is therefore accessible from anywhere in the world via the Web.

Major General Henry Knox in the American Revolution

Major General Henry Knox in the American Revolution A key figure in the American Revolution, Henry Knox was born in Boston on July 25, 1750. He was the seventh child  of  William and Mary Knox, who had 10 children in total. When Henry was only 9 years old, his merchant captain father passed away after experiencing financial ruin. After only three years at the Boston Latin School, where Henry studied a mix of languages, history, and mathematics, the young Knox was forced to leave in order to support his mother and younger siblings. Fast Facts: Henry Knox Known For: Knox helped lead the Continental Army during the American Revolution and later served as the U.S. Secretary of War.Born: July 25, 1750 in Boston, British AmericaParents: William and Mary KnoxDied: October 25, 1806 in Thomaston, MassachusettsEducation: Boston Latin SchoolSpouse: Lucy Flucker (m. 1774–1806)Children: 13 Early Life Knox apprenticed himself to a local bookbinder named Nicholas Bowes, who helped Knox learn the trade and encouraged his reading. Bowes permitted Knox to liberally borrow from the stores inventory, and in this manner Knox became proficient in French and effectively completed his education on his own. He remained an avid reader, eventually opening his own shop, the London Book Store, at the age of 21. Knox was especially fascinated by military topics, including artillery, and he read widely on the subject. March 5th, 1770: British soldiers open fire on a crowd of Bostonians, killing five people, in what became known as the Boston massacre. Hulton Archive  / Stringer/  Getty Images The Revolution Nears A supporter of American colonial rights, Knox became involved in the Sons of Liberty and was present at the Boston Massacre in 1770. He later swore in an  affidavit that he had attempted to calm tensions that night by requesting that the British soldiers return to their quarters. Knox also testified at the trials of those involved in the incident. Two years later, he put his military studies to use by founding a militia unit called the Boston Grenadier Corps. Though he knew much about weaponry, Knox accidentally shot two fingers from his left hand while handling a shotgun in 1773. Marriage On June 16, 1774, Knox married Lucy Flucker, the daughter of the Royal Secretary of the Province of Massachusetts. The marriage was opposed by her parents, who disapproved of Knoxs revolutionary politics and attempted to entice him into joining the British Army. Knox remained a staunch patriot. Following the outbreak of the American Revolution,  he volunteered to serve with colonial forces and participated in the  Battle of Bunker Hill  on June 17, 1775. His in-laws  fled the city after it fell to American forces in 1776. Fort Ticonderoga, New York.   Purestock/Getty Images Guns of Ticonderoga Knox served with Massachusetts forces in the states Army of Observation during the opening days of the Siege of Boston. He soon came to the attention of army commander General George Washington, who was  inspecting fortifications designed by Knox near Roxbury. Washington was impressed, and the two men developed a friendly relationship. As the army desperately needed artillery, the commanding general consulted Knox for advice in November 1775. Knox proposed a plan to transport the cannon captured at Fort Ticonderoga  in New York to the siege lines around Boston. Washington was on board with the plan. After making Knox a colonel in the Continental Army, the general immediately sent him north, as winter was rapidly approaching. At Ticonderoga, Knox initially had difficulty acquiring sufficient men in the lightly populated Berkshire Mountains.  He finally assembled what he dubbed the noble train of artillery. Knox began moving 59 guns and mortars down Lake George and the Hudson River to Albany. It was a difficult trek, and several guns fell through the ice and had to be recovered. In Albany, the guns were transferred to ox-drawn sleds and pulled across Massachusetts. The 300-mile journey took Knox and his men 56 days to complete in the bitter winter weather. In Boston, Washington ordered the guns to be placed atop Dorchester Heights, overlooking the city and harbor. Rather than face bombardment, the British forces, led by General Sir William Howe, evacuated the city on March 17, 1776. New York and Philadelphia Campaigns Following the victory at Boston, Knox was sent to oversee the construction of fortifications in  Rhode Island and Connecticut. When he returned to the Continental Army, he became Washingtons chief of artillery. After the American defeats in New York that fall, Knox retreated across New Jersey with the remaining troops. As Washington devised his daring Christmas attack on Trenton, Knox was given the key role of overseeing the armys crossing of the Delaware River. With the assistance of Colonel John Glover, Knox succeeded in moving the attack force across the river in a timely fashion. He also directed the American withdrawal on December 26. For his service at Trenton, Knox was promoted to brigadier general. In early January, he saw further action at Assunpink Creek and Princeton before the army moved to winter quarters at Morristown, New Jersey. Taking advantage of this break from campaigning, Knox returned to Massachusetts with the goal of improving weapons production. He traveled to Springfield and established the Springfield Armory, which operated for the rest of the war and became a key producer of American weapons for almost two centuries. After he rejoined the army, Knox took part in the American defeats at Brandywine (September 11, 1777) and Germantown (October 4, 1777). At the latter, he made the ill-fated suggestion to Washington that they should capture the British-occupied home of Germantown resident Benjamin Chew, rather than bypass it. The delay gave the British badly needed time to re-establish their lines, and this contributed to the American loss. Valley Forge to Yorktown During the winter at Valley Forge, Knox helped secure needed supplies and assisted Baron von Steuben in drilling the troops. Later, the army pursued the British, who were evacuating Philadelphia, and fought them at the Battle of Monmouth on June 28, 1778. In the wake of the fighting, the army moved north to take up positions around New York. Over the next two years, Knox was sent north to help obtain supplies for the army and, in 1780, served on the court-martial of British spy Major John Andre. In late 1781, Washington withdrew the majority of the army from New York to attack General Lord Charles Cornwallis at Yorktown, Virginia. Knoxs guns played a key role in the siege that ensued. Following the victory, Knox was promoted to major general and assigned to command American forces at West Point. During this time, he formed the Society of the Cincinnati, a fraternal organization consisting of officers who had served in the war. At the wars conclusion in 1783, Knox led his troops into New York City to take possession from the departing British. Later Life On December 23, 1783, following Washingtons resignation, Knox became the senior officer of the Continental Army. He remained so until retiring in June 1784. Knoxs retirement proved short-lived, however, as he was soon appointed Secretary of War by the Continental Congress on March 8, 1785. A staunch supporter of the new Constitution, Knox  remained in his post until becoming Secretary of War as part of George Washingtons first cabinet in 1789. As secretary, he oversaw the creation of a permanent navy, a national militia, and coastal fortifications. Knox served as Secretary of War until January 2, 1795, when he resigned to care for his family and business interests. He died on October 25, 1806, of peritonitis, three days after accidentally swallowing a chicken bone.