10 Shakespeare Quotes on Tragedy

10 Shakespeare Quotes on Tragedy Shakespeares plays have contributed the absolute most well known expressions from the entirety of writing, and none are more paramount than those from his disasters, probablyâ the best spot to discover cites on catastrophe. There is banter over which of his plays are disasters Troilus and Cressida once in a while is incorporated, for instance however here is the best-recalled appalling statement from every one of the versifiers plays normally positioned in the tragedyâ category: Statements From Shakespeares Tragedies Romeo and JulietNo, tis not all that profound as a well, nor so wide as a congregation entryway; yet tis enough, twill serve. Ask for me tomorrow, and you will discover me a grave man. I am peppered, I warrant, for this world. A plague o both your houses!(Mercutio, Act 3, Scene 1)HamletTo be, or not to be-that is the question:Whether tis nobler in the psyche to sufferThe slings and bolts of unbelievable fortune,Or to take arms against an ocean of troublesAnd by restricting end them.(Hamlet, Act 3, Scene 1)MacbethIs this a blade which I see before me,The handle toward my hand? Come, let me grip thee!I have thee not, but then I see thee still.Art thou not, deadly vision, sensibleTo feeling as to locate? or on the other hand craftsmanship thou butA blade of the psyche, a bogus creationProceeding from the warmth persecuted brain?(Macbeth, Act 2, Scene 1)Julius CaesarO conspiracy,Shamst thou to show thy perilous temple by night,When shades of malice are most free?(Brutus, Act 2, Scene 1)OthelloO, be careful, my ruler, of jealousy!It is the green-looked at beast, which doth mockThe meat it takes care of on.(Iago, Act 3, Scene 3) Ruler LearNothing will happen to nothing.(King Lear, Act 1, Scene 1)Antony and CleopatraLet Rome in Tiber meltâ and the wide archOf the extended realm fall. Here is my space.Kingdoms are mud; our dungy earth alikeFeeds mammoth as man. The nobleness of lifeIs to do subsequently; when such a common pairAnd such a twain can dot.(Antony, Act 1, Scene 1)Titus AndronicusVengeance is in my heart, demise in my hand,Blood and retribution are pounding in my head.(Aaron, Act 2, Scene 3)CoriolanusLike a dull entertainer now,I have overlooked my part, and I am out,Even to a full disgrace.(Coriolanus, Act 5, Scene 3)Timon of AthensHere lies a pathetic cadaver, of pitiable soul bereft;Seek not my name. A plague expend you evil caitiffs left!Here lie I, Timon, who alive every living man did hate.Pass by and revile thy fill, yet pass, and remain not here thy gait.(Alcibiades, Act 5, Scene 4)

Life is like a box of chocolates Essay

From the outset the statement ‘life resembles a case of chocolates seems’ rather senseless. How could such an enormous and convoluted idea, for example, life be contrasted with something as little and basic as a container of chocolates? There have been two contradicting perspectives with respect to the significance of this statement, and every perspective comes to fruition by an alternate investigation of what life and chocolates speak to just as what they mean in today’s world. The end to the inquiry can just happen through an intensive assessment of the statement itself alongside its potential entailments to perceive what the two gatherings of individuals regard significant and what they decide to overlook. The two contentions appear to function admirably to counter the other and show the imperfections in the different explanation’s hypothesis. As per the World Book Encyclopedia, life is ‘a state, presence, or standard of presence considered as having a place with the soul.’ Most individuals, when examined concerning life would not have an exceptionally clear or succinct answer since life isn't something that is completely substantial. As a rule life is viewed as everything that happens to an individual from the second they are destined to the second amazing. The entirety of their connections with the world and the entirety of their contemplations and activities. There doesn't appear to be any arrangement or request to these occasions, simply everything that occurs. Everything. Life is a long procedure with great, awful and aloof focuses. As per the World Book Encyclopedia, a case is ‘a compartment, typically with four solid sides, a base, and a cover to pack or put things in,’ and chocolate is ‘a substance made by simmering and crushing cacao seeds.’ A crate of chocolates would consistently be a holder which holds cacao items. A logical analyzation of a crate of chocolates would show a case (generally rectangular or heart molded) loaded up with somewhere in the range of one to many little, exclusively wrapped chocolates. Normally the kind of chocolate and the filling of every individual differs inside a given bundle. In America in any case, a crate of chocolates implies considerably more then this straightforward expansion of definitions and a direct visual investigation would persuade. A container of chocolates, in our referent framework, is an image. It by and large symbolizesâ love, and through metonymy, has been made to mean love. At the point when an endowment of a case of chocolates is given on Valentine’s Day, it more than represents love, it really implies love. The implications have gotten obscured throughout the years as chocolate has become a standard blessing. It's anything but a unique idea to give somebody chocolate, however progressively a methods for demonstrating love. Not a demonstration of adoration, however simply a statement of affection. The principal gathering of individuals for the most part finish the likeness ‘life resembles a container of chocolates’ with the end ‘you never recognize what you’re going to get.’ This gathering sees all the implications of life and of the crate of chocolates and saw the best aggregation as that both throughout everyday life, and in chocolates, there is arbitrariness and an absence of request. At the point when an individual leaves the front entryway of his home on a Monday morning, its absolutely impossible for him to know whether he is going to locate a hundred dollar note tucked under his mat, or a huge meteor that has fallen and squashed his vehicle. It’s difficult to know whether daily will be a decent day or an awful day, you simply realize that it will be a day. Similar remains constant for eating a crate of chocolates. At the point when you open a case of chocolates, there are lines of non-separated chocolates. They all appear to be identical, but then you realize some are loaded up with cream, some with caramel and some with coconut. At the point when you get one, much like when the man opens his front entryway, it is extremely unlikely of knowing whether you will get a decent chocolate (cream) or an awful chocolate (coconut), you simply know you’ll get a chocolate. For the two models it won't be anything but difficult to discern whether it was fortunate or unfortunate until the chocolate, or the day, has been finished. No one can tell what will occur. The second gathering of individuals by and large completion the analogy ‘life resembles a container of chocolates’ with the end ‘a negligent careless blessing that no one truly wants.’ This gathering takes up a restricting examination and says that the significant piece of chocolates isn't the haphazardness of them inside the bundle, however rather the image that individuals don’t truly think throughout everyday life, except rather simply proceed as they are relied upon to. Since chocolates have come to mean love, individuals not, at this point do imaginative things to communicate their affection. They basic purchase chocolates. When the chocolates are conveyed, at that point what. Individuals don’t really need the chocolates, they need the affection. Since the chocolatesâ have accepted the importance of affection, the chocolates themselves go to squander. Who needs to eat their adoration? Rather than being eaten promptly, as chocolates are genuinely expected to be, they are appeared to companions and family members, and in the long run put on a rack or in a bureau. They will get eaten on the off chance that somebody shows want, however it’s not significant. Under this understanding, life is silly and simply for appear. Individuals don’t do things since it is the thing that they feel that they should, individuals do things since they are relied upon to (similarly as the darling is required to give chocolate). It is smarter to set up a grand exterior, at that point to be valid and fair to the individuals around you.

Know Thy Neighbors

Know Thy Neighbors Do you know your neighbors? I mean, do you really know your neighbors? I lived in a condo development in which there were roughly 80 units, and I really didn’t know any of the people living there other than a few of their names and faces. I didn’t value the relationships, or potential relationships. When I first moved into the neighborhood, I looked at the situation like any other single bachelorâ€"it was an opportunity to live in a nice place virtually maintenance-free. With a busy life, I enjoyed the thought of not spending hours on upkeep every week, doing maintenance work that people who own houses do regularly. Or so I thought. After the first few months of living there, I realized there were a plethora of issues with the condo association. They hardly did anything around the place other than mow the grass and keep up on small odds and ends (roof leaks, siding repairs, etc.). With the tough economic times they had not been able to add much value to the property. At one point I was solicited by several board members to impeach other members on the board. I was asked to pick sides and support the election of a new board. Since I didn’t know any of my neighbors it was hard to choose which side was right, and it was difficult to decipher who was right and who was wrongâ€"it felt like everyone was being negative (including myself). After just a year of living there I wanted to leave because of this, and after adopting a minimalist lifestyle I especially wanted out of there, realizing I had this gigantic place all to myself. It was overwhelming. I spent many days frustrated and blamed the board for the bickering and inability to manage the budget. This was their fault, not mine. I fell into this “why me”  stage, which only exacerbated my frustration. One of my neighbors (who was on the board) sent out an email asking for everyone in the community to pitch in and volunteer to do some upkeep around the communityâ€"to make the place a little nicer and increase morale. My first thought when I saw this email was, “Why do I pay condo dues if I have to do the upkeep myself?”  Then I realized that this attitude toward the board, and the “why me”  attitude, was only worsening the situation. So I did the opposite of what I wanted to do: I replied and said I would help. When the workday rolled around there were six owners including myself (out of roughly 80) who showed up to help. I did not let this discourage me, because, again, I was sick of fueling my frustration. I worked my ass off and did what needed to be done for the day. As we worked, I got to know my five neighbors and I realized they were just as frustrated as me. I also developed a good relationship with the board member who arranged the community workday. I felt better about the changes he was trying to make. It took the board about five years to sink the association, and after talking with him, I realized it was probably going to take a few years to repair the damage. Until I actually got to know my neighbors that day I honestly thought everyone was out for themselves (which may still be the case with some of them), but they were just like me. After we all spent the day with each other, we felt much closer and formed a bond that was beneficial to our entire community. Read this essay and 150 others in our new book, Essential.

USS Mississippi (BB-41) in World War II

Entering service in 1917, USS Mississippi (BB-41) was the second ship of the New Mexico-class. After seeing brief service in World War I, the battleship later spent the majority of its career in the Pacific. During World War II, Mississippi took part in the US Navys island-hopping campaign across the Pacific and repeatedly clashed with Japanese forces.  Retained for several years after the war, the battleship found a second life as a test platform for the US Navys early missile systems. A New Approach After designing and building  five classes of dreadnought battleships (South Carolina-, Delaware-, Florida-, Wyoming-, and New York- classes), the US Navy decided that future designs should make use of a set of standardized tactical and operational characteristics. This would permit these ships to operate together in combat and would simplify logistics. Dubbed the Standard-type, the next five classes were powered by  oil-fired boilers instead of coal, eliminated amidships turrets, and possessed an â€Å"all or nothing† armor scheme. Among these changes, the shift to oil was made with the goal of increasing the vessel’s range as the US Navy felt that this would be critical in any future naval conflict with Japan. As a result, Standard-type ships were capable of cruising 8,000 nautical miles at an economical speed. The new all or nothing armor scheme called for key  areas of the vessel, such as magazines and engineering, to be heavily armored while less important spaces were left unprotected. Also, Standard-type battleships were to be capable of a  minimum top speed of 21 knots and have a tactical turn radius of 700 yards. Design The characteristics of the Standard-type were first used in the  Nevada-  and  Pennsylvania-classes. As a follow-on to the latter, the  New Mexico-class at first was envisioned as the US Navys first class to mount 16 guns. A new weapon, the 16/45 caliber gun had been successfully tested in 1914. Heavier than the 14 guns used on previous classes, employment of the 16 gun would require a vessel with a larger displacement. This would significantly increase construction costs. Due to extended debates  over designs and anticipated rising costs, Secretary of the Navy  Josephus Daniels decided to forgo using the new guns and instructed that the new type replicate the  Pennsylvania-class with only minor changes. As a result, the three vessels  of the  New Mexico-class, USS  New Mexico  (BB-40), USS  Mississippi  (BB-41), and USS  Idaho  (BB-42), each carried a main armament of twelve 14 guns placed in four triple turrets. These were supported by a secondary battery of fourteen 5 guns which were mounted in enclosed casemates in the vessels superstructure. Additional armament came in the form of four 3 guns and two Mark 8 21 torpedo tubes. While  New Mexico  received an experimental turbo-electric transmission as part of its power plant,  the other two vessels used more traditional geared turbines. Construction  Ã‚   Assigned to Newport News Shipbuilding, the construction of Mississippi commenced  on April 5,  1915. Work moved forward over the next twenty-one months  and on January 25, 1917, the new battleship entered  the water with Camelle McBeath, daughter of the Chairman of the Mississippi State Highway Commission, serving as sponsor.  As work continued, the United States became embroiled in World War I. Finished late that year, Mississippi  entered commission on December 18, 1917, with Captain Joseph L. Jayne  in command. USS Mississippi  (BB-41) Overview Basic Facts Nation:  United StatesType:  BattleshipShipyard:  Newport News ShipbuildingLaid Down:  April 5, 1915Launched:  January 25, 1917Commissioned:  December 18, 1917Fate:  Sold for scrap Specifications (as built) Displacement:  32,000 tonsLength:  624  ft.Beam:  97.4 ft.Draft:  30 ft.Propulsion:  Geared  turbines turning 4 propellersSpeed:  21  knotsComplement:  1,081  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes World War I Early Service Finishing its shakedown cruise,  Mississippi  conducted exercises along the Virginia coast in early 1918. It then shifted south to Cuban waters for further training. Steaming back to Hampton Roads in April, the battleship was retained on the East Coast during the final months of World War I. With the end of the conflict, it moved through winter exercises in the Caribbean before receiving orders to join the Pacific Fleet at San Pedro, CA. Departing in July 1919,  Mississippi  spent the next four years operating along the West Coast.  In 1923, it took part in a demonstration during which it sank USS Iowa  (BB-4).  The following year, tragedy struck  Mississippi  when on June 12 an explosion occurred in Turret Number 2 which killed 48 of the battleships crew. Interwar Years Repaired,  Mississippi  sailed with several American battleships in April for war games off Hawaii followed by a goodwill cruise to New Zealand and Australia. Ordered east in 1931, the battleship entered the Norfolk Navy Yard on March 30 for an extensive modernization. This saw alterations to the battleships superstructure and  changes to the secondary armament. Completed in mid-1933,  Mississippi resumed active duty and began training exercises. In October 1934, it returned to San Pedro and rejoined the Pacific Fleet. Mississippi  continued to serve in the Pacific until mid-1941. Directed to sail for Norfolk,  Mississippi  arrived there on June 16 and prepared for service with the Neutrality Patrol. Operating in the North Atlantic, the battleship also escorted American convoys to Iceland.  Safely reaching Iceland in late September,  Mississippi  stayed in the vicinity for most of the fall. There when the Japanese attacked Pearl Harbor on December 7 and the United States entered World War II, it promptly departed for the West Coast and reached San Francisco on January 22, 1942. Tasked with training and protecting convoys, the battleship also had its anti-aircraft defenses enhanced. To the Pacific Employed in this duty for the early part of 1942,  Mississippi  then escorted convoys to Fiji in December and operated in the southwest Pacific.  Returning to  Pearl Harbor  in March 1943, the battleship commenced training for operations in the Aleutian Islands. Steaming north in May,  Mississippi  participated in the bombardment of Kiska on July 22 and aided in compelling the Japanese to evacuate. With the successful conclusion of the campaign, it underwent a brief overhaul at San Francisco before joining forces bound for the Gilbert Islands. Supporting American troops during the Battle of Makin on November 20, Mississippi  sustained a turret explosion that killed 43 people. Island Hopping Undergoing repairs,  Mississippi  returned to action in January 1944 when it provided fire support for the invasion of Kwajalein. A month later, it bombarded Taroa and Wotje before striking Kavieng, New Ireland on March 15. Ordered to Puget Sound that summer,  Mississippi  had its 5 battery expanded. Sailing for the Palaus, it aided in the Battle of Peleliu  in September. After replenishing at Manus, Mississippi  moved to the Philippines where it bombarded Leyte on October 19. Five nights later, it took part in the victory over the Japanese at the Battle of Surigao Strait. In the fighting, it joined five Pearl Harbor veterans in sinking two enemy battleships as well as a heavy cruiser. During the action,  Mississippi  fired the final salvos by a battleship against other heavy warships. Philippines Okinawa Continuing to support operations in the Philippines through late fall,  Mississippi  then moved to take part in the landings at Lingayen Gulf, Luzon. Steaming into the gulf on January 6, 1945, it pounded Japanese shore positions prior to the Allied landings. Remaining offshore, it sustained a kamikaze hit near the waterline but continued to strike targets until February 10. Ordered back to Pearl Harbor for repairs, Mississippi remained out of action until May. Arriving off Okinawa on May 6, it commenced firing on Japanese positions including Shuri Castle. Continuing to support Allied forces ashore, Mississippi took another kamikaze hit on June 5. This struck the ships starboard side, but did not force it to retire. The battleship stayed off Okinawa bombarding targets until June 16. With the end of the war in August, Mississippi steamed north to Japan and was present in Tokyo Bay on September 2 when the Japanese surrendered aboard USS Missouri (BB-63). Later Career  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Departing for the United States on September 6, Mississippi ultimately arrived at Norfolk on November 27. Once there, it underwent conversion into an auxiliary ship with the designation AG-128.  Operating from Norfolk, the old battleship conducted gunnery tests and served as a test platform for new missile systems. It remained active in this role until 1956. On September 17, Mississippi was decommissioned at Norfolk. When plans to convert the battleship into a museum fell through, the US Navy elected to sell it for scrap to Bethlehem Steel on November 28.

The Correspondent as Spokesperson and Mediator in Stephen...

The Correspondent: the Spokesperson and the Mediator in Stephen Crane#146;s #147;The Open Boat#148; Stephen Crane#146;s #147;The Open Boat#148; has long been acclaimed as a fascinating exemplar of Naturalism, generating many studies that range from the indifference of Nature to the #147;psychological growth of the men through the experience#148; (466). The psychological growth happens to every man on the boat, yet is mostly depicted through the voice of the Correspondent and in the form of his questioning and contemplating their desperate situation. Being a correspondent, who is innately able as well as inclined to interpret and communicate ideas, the Correspondent is singled out to articulate the mind of his three†¦show more content†¦So while the Correspondent, after the hope of the life- saving station crashes, realizes the indifference and unconcern of the universe, the captain likewise makes the command to jump clear of the boat and #147;the other silently acquiesced#148;(483). Even the Oiler, portrayed so far as the most skilled rower and the one most assured of him self, discards the false expectations and meaningless guesses, for he has also gone through the journey and come to the place where he, like the others, understands that no power but himself and his fellowmen can save themselves. The four boatmen, vocal or not, dead or alive, #147;could then be the interpreters#148; (487) of the sea- the Nature- in the end. As the mediator of the inside and outside worlds, the Correspondent also assumes an interlocutor by taking on a dialogue with something invisible and perhaps beyond, be it Nature or Fate. The dialogue is one- sided, for the #147;invisible#148; never responds: #147;If I am going to be drowned- if I am going to be drowned- if I am going to be drowned, why, in the name of the seven mad gods who rule the sea, was I allowed to come thus far and contemplate sand and trees?#148;(477) In this half- question and half- assertion, all #147;I#148; can be replaced by #147;we#148;, referring to the four men, because the danger and

Wilderness versus Civilization Free Essays

Since the time of the first colonizers that set foot in America, there have been great debates regarding the preservation of the Wilderness or the promotion of Civilization. For as far as common sense thinking would be concerned, it is quite impossible for these two to exist at the same place and at the same time. As could be seen in the essay â€Å"Of Plymouth Plantation†, one could see what a civilization or the introduction of civilization has brought to the people. We will write a custom essay sample on Wilderness versus Civilization or any similar topic only for you Order Now If one would follow the story, as civilization was brought from England to the Wilderness of America, there have been wars and competition, along with conflicts of intentions. In this regard, it would not be a good idea to establish civilizations in areas were people have already created their own native traditions. The imposition of a civilization to another would most likely cause chaos. There have also been wide arrays of bloodshed, deception and trickery. Nevertheless, if the civilization was not introduced there would be no America today. The introduction of civilization has led primitive America settlements become more organize and modernized.   The introduction of weapons, as shown in the Plymouth story have improved the hunting skills of Indians and increased their defense. However, it has resulted to more trees being burned and more animals being killed, meaning, the destruction of the wilderness. In light of this, I would like to create a study that would focused on which of the two, between wilderness and civilization, weighs more and must be preserved or supported. As could blatantly be seen, on the story â€Å"Of Plymouth Plantation†, there is a conflict of whether it would be better to leave the forest and tickets as it is with its Indian people or to pursue the goal of introducing a civilization in the area. I would like to study the literary history behind the decision made by the governor of Plymouth not to help the England colonizer nevertheless they have go against the natives who are little by little learning the knowledge and technology that was present during their time. I would also try to locate other conflicts in the story that have affected touch the wilderness versus civilization issue. It could have been the political understatement that could be seen to reflect the different intentions behind the issue. This study is worth of consideration since it would help determine which facet of society one should support. It would also help determine what are the merits and demerits of a civilization and wilderness with respect to the actions and reactions done by the people in Plymouth. At the end of this study, readers would become fully aware if the conflict of wilderness and civilization in the story should be resolved as a political, economical issue or an issue of personal gain. Since the story was about why America would want to go against or become independent from the rule of England, the section regarding the pursuit of belonging and introducing the â€Å"English civilization† is also one aspect that must be looked upon. The author of the story might have believed that introducing an English type of Civilization along with its renowned religion might only damaged the wilderness and the consciousness of the relationships of the people in the new country. Works Cited Oelschlaeger, M. (1992).The Wilderness Condition: Essays On Environment And Civilization. Island Press. Davis, W. C. (1995). A Way Through the Wilderness. Harpercollins. Kowalewski, D. (2000). Deep Power: The Political Ecology of Wilderness and Civilization. Nova Science Publishers, Incorporated. Chapple, C. (1994). Ecological Prospects: Scientific, Religious, and Aesthetic Perspectives. SUNY Press. London, J. (2002). The Call of the Wild. Spark Publishing Group.             How to cite Wilderness versus Civilization, Essay examples

State and Religion

Through the centuries, religion and state have been struggling for powers since both represent distinct centers of powers in the world. While state has political powers, the religion has divine powers, which makes it command billions of believers across the world. During the dark ages, there was union of Roman Empire and Christian religion that led to the persecution of many people.Advertising We will write a custom essay sample on State and Religion specifically for you for only $16.05 $11/page Learn More The church usurped political powers and compelled people to comply with the Christian beliefs. Since the church had both political and divine powers, it issued decrees that demanded all people to comply with Christian beliefs and teachings or risk persecution for being heretics. Then, there was no freedom of worship as it is today because religion exercised excess powers that enabled it to reward believers and punish heretics. Experience of the dark ag es prompted the Congress to establish laws that ensured that there was a complete separation of religion and state. The first amendment to the United States constitution prohibits the congress from making laws that favor or restrict establishment of any religion. Current political climate provides freedom of worship and exercise of diverse religious beliefs that are present in the world. Freedom of worship and exercise of any religion has been possible due to legislations like the first amendment that recognizes the distinction of state and religion. The state plays a critical role in ensuring that every person has inalienable right to worship freely and exercise religion of choice without infringing into the rights of others. Moreover, since there are diverse religions in the world, it is impossible for the state to provide legislations that will cater for their unique beliefs, hence, the first amendment prohibits the congress from making any laws that favor or restrict establishme nt of any religion. In spite of legislations that provide freedom of worship and separation of religion and state, the state is in a great danger due to the usurping influence of the religion. Critical analysis of the current political climate shows that there is impending union of state and religion as shown in Christian states and Islamic states. The religion is growing tremendously in various states of the world, and has infiltrated into powerful levels of government in order to influence laws and policies that favor its establishment. Furthermore, major religions like Christian and Muslim command billions of people that make them have a say in political arenas. Politicians in the current world must identify with certain religions in order to gain more votes.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, religious leaders have seized such opportunities to widen their politi cal roots in a bid to usurp political powers. Therefore, religious leaders are gradually gaining political powers and recognition thereby threatening the freedom of worship and state-religion separation. In order to avoid the union of state and religion, the state should enact more laws that emphasize the separation of state and religion. There should be distinction between political and religious responsibilities since religion is slowly usurping political responsibility by influencing legislations, policies and decision making in various levels of government. Even though legislations restrict the government from making laws that favor or restrict exercise of any religion, religions have earned political goodwill that may influence future legislations or amendments. Existence of blurred difference between religion and state in the modern world provides a platform where religions triumph in political and spiritual arenas. Thus, stringent legislations are the only sure way of prevent ing religions from usurping political powers and restricting freedom of worship. This essay on State and Religion was written and submitted by user Zaniyah W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Isabella of Gloucester

Isabella of Gloucester Isabella of Gloucester Facts Known for:  married to the future King John of England, but put aside before or as soon as he became king, never considered a queen consortTitles: suo jure Countess of Gloucester (in her own right)  Dates:  about 1160? 1173? – October 14, 1217 (sources differ widely on her age and birth year)Also known as: Variations on her name include Isabel, Hadwise, Hawise, Hadwisa, Joan, Eleanor, Avisa. Background, Family: Mother: Hawise de Beaumont, daughter of Amica de Gael and Robert de Beaumont, 2nd Earl of LeicesterFather: William FitzRobert, son of Mabel FitzRobert and Robert FitzRoy, an illegitimate son of Henry I of England, who had been a strong supporter of his half-sister, Matilda, in her claim to the throneSiblings: Robert FitzWilliam, who died at 15; Mabel FitzWilliam, who married Amaury V de Montfort; and Amice FitzWilliam, who married Richard de Clare, 3rd Earl of Hertford.   Robert died before his father did, and the estates and titles fell to the three sisters as co-heirs. The title of Gloucester eventually passed to Amice’s descendants. Marriage, Children: Husband: John, son of Henry II: betrothed 1176, married 1189, annulled 1199; John was also called John Lackland and was the fifth and youngest son of Henry IIHusband: Geoffrey FitzGeoffrey de Mandeville, 2nd Earl of Essex: married 1214; he died 1216Husband: Hubert de Burgh, later Earl of Kent: married 1217; Isabella died a month later; he had already been married twice and would remarry again after Isabella’s deathChildren: Isabella had no children Isabella of Gloucester Biography: Isabella’s paternal grandfather was an illegitimate son of Henry I, made 1st Earl of Gloucester. Her father, the 2nd Earl of Gloucester, arranged for his daughter, Isabella, to marry the youngest son of Henry II, John Lackland.   Betrothal They were betrothed on September 11, 1176, when Isabella was between three and 16 years old and John was ten.   It was soon after his brothers had combined to rebel against their father, so John was at the time his father’s favorite.   She was a wealthy heiress, her only brother having already died, and the marriage would make John wealthy when, as the youngest son of many, he might not inherit much from his father.   The agreement for the marriage excluded Isabella’s two sisters who were already married from inheriting the title and estates.   As was the custom for couples where one or both was so young, they waited some years before the formal marriage.   Her father died in 1183, and king Henry II became her guardian, taking the income from her estates. John’s three oldest brothers pre-deceased their father, and his brother Richard succeeded as king in July of 1189 when Henry II died. Marriage to John The official marriage of John and Isabella took place on August 29, 1189, at Marlborough Castle.   He was given the title and estate of Gloucester in her right.   John and Isabella were half-second cousins (Henry I was great-grandfather of both), and at  first the church declared their marriage null, then the pope, probably as a favor to Richard, gave them permission to marry but not to have marital relations. At some point the two traveled together to Normandy.   In 1193, John was arranging to marry Alice, the half-sister of the French king, as part of a conspiracy against his brother, Richard, then held in captivity. In April of 1199, the 32-year-old John succeeded Richard as king of England when Richard died in Aquitaine, his mother’s duchy he had also inherited.   John very quickly moved to get his marriage to Isabella annulled – he had probably already fallen in love with Isabella, heiress to Angoulà ªme, and married her in 1200, when she was between 12 and 14 years old. John kept Isabella of Gloucester’s lands, though he granted the title of Earl to Isabella’s nephew.   It reverted to Isabella at her nephew’s death in 1213. He took Isabella under his guardianship. Second and Third Marriages In 1214, John sold the right to marry Isabella of Gloucester to the Earl of Essex. Such right to sell remarriages was limited by the Magna Carta, signed in 1215.   Isabella and her husband were among those who rebelled against John and forced him to sign the document. The Earl died in 1216, from wounds sustained fighting in a tournament.   King John died the same year, and Isabella enjoyed some freedom as a widow.   The next year, Isabella married for the third time, to Hubert de Burgh, who had been John’s chamberlain and became Chief Justiciar in 1215, and was a regent for the young Henry III.   He had been loyal to King John during the rebellion, but had urged the king to sign the Magna Carta. Isabella died a month after her third marriage.   She was at Keynsham Abbey which had been founded by her father. She was buried at Canterbury.   The Gloucester title went to her sister Amicia’s son Gilbert de Clare.

Complete List of FREE SAT Math Practice Problems

Complete List of FREE SAT Math Practice Problems SAT / ACT Prep Online Guides and Tips Need to study for the SAT Math section but don’t know where to start? On a budget, too? Not to worry! In this article,we've put together a comprehensive list of all the best (and free!) SAT Math study materials and guides currently available online. Note: For info on the best SAT study materials you have to pay for, check out our picks for top SAT prep books. Feature Image: Alan O'Rourke/Flickr The Importance of Using High-Quality SAT Math Materials It is incredibly important to get your study materials from the right places. The SAT is a very specific kind of test, and there are many (many!) websites and programs out there that, sadly, offer only poor-quality SAT resources. If you study using mainly inferior SAT materials, you won't get a clear sense as to how you’ll do on test day. Test prep is about assessing and improving upon your current level, but you won’t be able to do this if you get a false sense of your skills based on poor study materials. Ultimately, products and test questions that don’t accurately reflect the SAT are a waste of time. Therefore, it's best to prioritize official SAT materials. The SAT is designed by the College Board, and their free materials are by far the best place to start studying. From here, you can branch off into programs and materials that use (or closely resemble) official SAT material. Now, let's look at the best resources you can use for free official SAT Math practice questions. Ready, set, go! Top 5 Free Resources for Quality SAT Math Practice In this section, we go over the top five free resources you can use for quality SAT Math prep. #1: The College Board As the creator and issuer of the SAT, the College Board is the best place to begin for collecting your free SAT Math study materials. The official website offers full-length SAT practice tests and practice questions for all sections. Free Official Full-Length SAT Practice Tests 10 official practice tests are currently available online. Each test comes with an answer key and in-depth answer explanations to help you understand why you got questions wrong. Practice Test 1: Questions | Answers | Answer Explanations Practice Test 2: Questions | Answers | Answer Explanations Practice Test 3: Questions | Answers | Answer Explanations Practice Test 4: Questions | Answers | Answer Explanations Practice Test 5: Questions | Answers | Answer Explanations Practice Test 6: Questions | Answers | Answer Explanations Practice Test 7: Questions | Answers | Answer Explanations Practice Test 8: Questions | Answers | Answer Explanations Practice Test 9: Questions | Answers | Answer Explanations Practice Test 10: Questions | Answers | Answer Explanations Free Official SAT Math Practice In addition to full-length tests, the College Board offers several SAT Math practice questions (as well as sample questions for all other sections of the test). For SAT Math, there are 30 calculator-permitted questions and 18 no-calculator questions. Though it's not quite a full SAT Math section, it gives you an opportunity to get more exposure to the kind of math you'll see on test day. As you answer each question, try not to look at the correct answers right away. Instead, write your answers on a piece of paper as you take the "test." When finished, refer to the official answer explanations; this will help you understand what your strengths and weaknesses are. Old Official Full-Length SAT Practice Tests While the newest practice tests will be most useful for your prep, you can also use any of these four old (pre-2016) SAT practice tests. Most math questions on these should be helpful- just note that these days geometry is less important and data interpretation is more important. SAT Practice Test 2013-14: Questions | Answers SAT Practice Test 2012-13: Questions | Answers SAT Practice Test 2007-08: Questions | Answers SAT Practice Test 2004-05: Questions | Answers You might notice that there are some missing years (e.g,. 2005-06, 2006-07, etc.). This is because the tests for these years are repeats of the ones above. In other words, the four tests linked above are the only free SAT tests available from the past 10 years (excluding the newest ones). No need to weigh the pros and cons here- all of the resources we recommend are guaranteed to help you get a great SAT Math score! #2: Khan Academy Khan Academy is a nonprofit and partner of the College Board that offers a free online SAT prep program and practice questions. While most of the questions come from official SAT practice materials (such as those linked above), others have been created or adapted with approval from or in tandem with the College Board itself. Sign up for a free Khan Academy account to get access to SAT study questions and materials, complete with guides and explanation videos to aid your studying. #3: PrepScholar SAT Blog Here at PrepScholar, we offer tons of free resources, including detailed guides on every SAT math topic and a complete collection of our best SAT Math articles. All our guides include definitions and explanations, examples of how you’ll see the topic on the test, and real SAT practice questions with detailed answer explanations. Browse our SAT Math guides below to get started! All guides are arranged by topic. Numbers Integers (Basic) Integers (Advanced) Fractions, Ratios, and Proportions Statistics (Mean, Median, Mode) Probability Sequences // Algebra Single Variable Equations Systems of Equations Functions Coordinate Geometry Points Lines and Slopes Reflections, Translations, and Rotations Plane and Solid Geometry Lines and Angles Circles Triangles Polygons Solid Geometry Trigonometry Trigonometry Formulas The 28 Critical SAT Math Formulas You MUST Know In addition, we have strategy guides that will help you solve numerous SAT Math problems across the board: Plugging in Answers Plugging in Numbers If you find our guides and quizzes helpful, you can also sign up for a free five-day trial to our test prep program. Our program assesses your current strengths and weaknesses and adapts based on your progress. It gives you practice questions tailored to your areas of needed improvement and provides answer explanations for all questions. All our questions are based off real SAT test questions and, though the full program is not free, we guarantee your money back if you do not improve by 160 points. #4: CrackSAT.net CrackSAT is a free, unofficial SAT website offering PDFs of official SAT practice tests and an array of both official and unofficial SAT Math questions. Many of the questions on CrackSAT come from SAT prep books by well-known test-prep companies including The Princeton Review and Kaplan. Though generally solid, unofficial SAT questions can vary wildly in quality, so don't rely on only these to give you a sense of your math abilities. Rather, it's best to use this website after you've exhausted all the official SAT resources above. What's especially nice about this website is its organization: math questions are available in both multiple-choice and grid-in categories to give you the full range of math practice. You can also browse problems by concept (e.g., linear functions, exponents and radicals, etc.). #5: Ivy Global SAT Practice Tests Finally, if you want to practice math in the context of more full-length SAT practice tests, use Ivy Global's two unofficial practice test PDFs (SAT Online Practice Test 1 and Practice Test 2). These resources closely follow the format of the SAT and are both highly realistic. However, they're not perfect. Some of the questions on the Math sections are a little too easy and not as similar to those on the SAT as they could be. There are also no answer explanations, making it difficult to determine how to find the right answers for math questions you get wrong. // You've gathered all your study material ... so now what? Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How to Use SAT Math Study Materials Effectively: 6 Tips It's just as important to know how to best utilize your SAT study materials as it is to know how to access them. These six tips will help you achieve your highest SAT Math score on test day. #1: Take a Full Practice Test in One Sitting You're probably most concerned about your SAT Math score, but it's still important to take a full SAT practice test so you can see how you'll fare on test day. Although answering one or two Math questions might not be too much of a challenge for you, in truth the SAT is a marathon- and if you aren't prepared, you'll likely be exhausted by the end of it. And exhaustion can lead anyone to make mistakes! So before you dedicate your focus to the SAT Math section, take an official SAT practice test to see how your Math score fits into the larger test-taking picture. Make sure to take the whole test in one sitting; this will help you build endurance for test day. #2: Use Proper Timing and Pace Yourself As you take SAT practice tests and any Math-specific sections, be sure to use the same time limits you'll have on test day. The chart below shows how much time you'll have on each SAT section as well as how much time you should (approximately) spend per question: SAT Section Total Time # of Questions Time per Question Reading 65 minutes 52 75 seconds Writing and Language 35 minutes 44 48 seconds Math No Calculator 25 minutes 20 75 seconds Math Calculator 55 minutes 38 87 seconds Essay (Optional) 50 minutes 1 50 minutes You'll have about 75 seconds per question on No Calculator Math section, and 87 seconds per question on the Calculator Math section. Some questions might take you less or more time, but keep practicing so that you're not consistently spending too long on a single math question. Remember that accuracy is only half the battle- you have to actually finish the questions within the time limits if you want to get a high Math score! That said, don’t worry if you run out of time while taking your first SAT practice test. This is completely normal and gives you a starting point from which you can later improve. #3: Review Your Mistakes It's one thing to take an SAT Math test, but you also need to look over your results and identify any patterns in your correct and incorrect answers. Do you tend to get the last few questions wrong on each Math section? Do function questions just seem to throw you for a loop? First, figure out what went wrong. Then, see how you can pick up some easy points and diligently target those areas in your prep. (Remember that each Math question, no matter its difficulty, is worth the same number of points!) #4: Target Your Biggest Weaknesses Once you've pinpointed patterns in the errors you make, it's time to dig deeper and examine your biggest weaknesses. Your ultimate goal will be to tailor your studying so that you can focus on improving the areas you struggle with the most. Since your overall objective is to answer as many questions as accurately as possible, you'll want to dedicate the majority of your study time to improving your weaknesses, rather than to reviewing material you already know well. Refreshing your known material again and again might make you feel productive and confident, but it doesn't do a whole lot to improve your score. Your best bet is to focus on your problem areas by practicing and expanding your knowledge base. #5: Set a Study Schedule Don’t be tempted to cram right before the test. You might have a busy schedule and feel as if your only option is to cram for the SAT, but improvement really happens over time. We generally advise giving yourself at least three to six months to study for the SAT. If you don't have a lot of time left before test day, however, don't give up! No matter how much time you've got for studying, it is possible to come up with a balanced SAT study plan. First, calculate the amount of time you have before your test date. (For example, say you've got a month before your test.) Next, assign yourself at least three full practice tests (in addition to your normal study materials) and spread them out over the course of your study schedule. If you only have a week or so before test day, this probably won’t be possible. In this case, try to fit in at least one or two practice tests wherever you can. Nothing else replicates the SAT experience like a full practice test does, so don't underestimate its importance in your prep! #6: Not Seeing Any Improvement? Get Additional Prep Help Some students prefer to do all of their SAT studying by themselves, but others work better with a little guidance. If the SAT subject matter just isn't making sense to you or you need help prioritizing your time, an SAT tutor or prep program (or both!) are excellent options to try. Both can give you that final push you need to stay focused and maximize your SAT Math score. At PrepScholar, we offer expert SAT tutoring services in addition to a fully customizable SAT prep program. For more info, read our guides on how to find the best SAT tutor for youand how much you should spend on tutoring. Targeted and careful practice, rest, and confidence: the perfect recipe for SAT success. What’s Next? Don't know where to start? Take a look at our list of all math topics on the SAT Math section, and target your weaknesses with our individual SAT Math guides. Want to know what the hardest SAT Math questions are? We've compiled a list of the 13 most challenging SAT Math questions, along with answer explanations for each. Bitten by the procrastination bug? Time running out until test day? Check out how to beat the urge to procrastinate, and learn how to balance time for your studies. Looking to get a perfect SAT Math score? Dig into our guide to getting a perfect 800 on SAT Math, written by a perfect scorer! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: //

INTB3000 Essay Example | Topics and Well Written Essays - 500 words - 1

INTB3000 - Essay Example This causes prices to fluctuate. Exports raise money for the exporting country but the amount of money the government makes is low. There are also environmental and cultural issues that cause negativity. Pollution and a loss of cultural identity impose a threat to many developing countries. However, my very biased view was quite challenged when I read about Koffi Annan’s UN program for the 21st century. I was enlightened by the fact that globalization can be used as a tool in alleviating poverty in a poor country. The power of technology can be harnessed to improve agriculture and like the Anglo American corporation, many firms can be socially responsible to employees who are not exactly their fellow citizens. In fact, globalization can make MNE’s help a state or government to provide services indirectly to constituents. A2. As of now, Colorado is also experiencing recession. Many firms have closed due to bankruptcy. Nevertheless, there are still measures that can be done to make globalization work for the said State. Below are my suggestions for the governor. However an in-depth study is required behind each suggestion. A. Economic – Focus on industries that can compete globally. These industries must be innovative, dynamic and must be able to provide good manpower to other companies that need outsourcing. Industry trends must be analyzed carefully so that academe can prepare or train anticipated workforce of the future. ( long-term priority) D. Education – There should be a close collaboration between the industry and the schools. Colorado must be able to match the graduates with the upcoming industry brought about by global companies that may invest in the State. ( long-tem priority) A3 . Indeed, the United States has begun to keep a low-profile in international events. However, it doesn’t mean that it is carrying a big stick. It is just being

Philosophy Statement Assignment Example | Topics and Well Written Essays - 500 words

Philosophy Statement - Assignment Example eedback from students, evaluating unique academic performance, motivating and addressing weaknesses, and reporting to authorized personnel (school administrators, parents, care givers) the outcomes of academic reviews and performance of students, as required. Roles/Responsibilities of the Learner: Learners have roles and responsibilities that are diverse and multidimensional. Learners are expected to assume the roles of active participants, as collaborative members of the learning environment, as a source for constructive feedback. Their responsibilities include â€Å"dialogue and interactions with peers and teachers, practical investigations, performances, oral presentations and discussions† (Education Scotland, n.d., p. 1), among others. Beliefs about Teaching: Good teaching is viewed as being able to practice what one preaches. By being a role model to students, good teachers could effectively impart lessons that could be emulated by students through the values and manifestations of actions that are consistent with good morals and ethical codes of conduct. On the other hand, bad teaching simply exhibits actions and delivery of academic information that are contrary to the standards of ethical and moral practices expected of the profession. Beliefs about Learning: Learning happens in progressive stages and could be enforced through motivating students in a conducive learning environment. Learning is most effective when teachers design strategies that encourage participation of students and acknowledge their contribution to the learning environment. Prejudice, discrimination, restricting encouragement and freedom of expression and exhibiting inequality across gender, ethnic and cultural background definitely make learning less effective. Applications in Language Classroom: Given the beliefs and philosophies in teaching, one would strive to promote equality and the integration of diversity in culture in one’s language classroom to focus on the unique

Synthesis of a New Potential Herbicide

Synthesis of a New Potential Herbicide CHAPTER 1 INTRODUCTION Background of Study Since the beginning of the world, every creature in the world consumes food in order to survive. They ingest creatures in the sea, animals on the ground, or even vegetables on the land. In the olden days, the vegetables that mankind intake is without adding of synthetic chemicals or in other words it is organic. The purpose of adding chemicals during the vegetation process in this era of modernisation is to overcome undesirable situation like remove unwanted plants and eliminating pest. These chemical is known as pesticides. Pesticide is defined as chemical used for plant suicide. Generally, pesticide can be separate into four categories. There are insecticide, herbicide, fungicide and bactericides. Pesticides have cause pollution to the environment. It also has an impact towards animals, plant and mankind. Pesticide is a type of persistent organic pollutant to the environment because it is hard to degrade. The physical properties have disallowed degradation to occur. Examples of pesticide are paraquat, diquat, and DDT (Hafiza, 2014). In order to produce food in high yield, weed control is used. It is to ensure the food produce is economical beneficiary. The most common weed control used is by the use of herbicide. It was because herbicide is easy to use and it is efficient (Lodovichi et. al., 2013; Pannell et al.,2004; Parsons et al., 2009). Herbicide can be categorised. Normally herbicide is categorised based on mode of action. The herbicide normally work based on inhibition of enzyme or inhibit mitosis to occur (Fujiwara, 2014). Mankind need to produce more food. It was because the world population will rise to 9.6 billion people (Fujiwara, 2014). The food mankind need is going to increase since everyone need food. Yet, there are still famine going on in this era of millennium. Just in Africa alone there are more than 18,000 people are starving. Just because of food shortage, most of the children die before them reaching at the age of 5 (Missionaries of Africa, n.d). The need of food have cause human to use herbicide extensively. The extensive use of a single herbicide had cause the weed in the field to be herbicide resistant. Herbicide resistant in weed will cause several implications. It will cause the need to change a brand new weed and crop management system, cost ineffective in weed management, reduce in herbicide choice and low productivity of crop (WSSA, 2011). Thus, mankind need to produce more food for the generation to come. Yet, a cheaper pesticide is need for weed control. However, the used of pesticide can alter the gene of weed and it will resist toward the herbicide and a new herbicide is needed. The scope of study is synthesis a herbicide. The herbicide is a derivative from benzaldehyde, cyclohexanone and phenyl hydrazine. The synthesis of the derivatives it will then be test with thin layer chromatography (TLC). After, it will separate by using a silica column. Then, it is tested with nuclear magnetic resonance (NMR) to structural confirmation. At last but not the least, the synthesised structure is subjected to herbicide bioassay test. Significant of Study The significant of the study is to synthesis a new potential herbicide. The synthesis of the potential herbicide is to allow a new herbicide to be accomplished in the market with new mode of action. The last invention of herbicide is at 1980’s (WSSA, 2011). Most of the researchers have ford see the future and synthesis a lot of brand new technology in a lot of area. However, the urgent development of a new herbicide to enhance food productivity and quality had been a concern. Herbicide resistant had been a serious matter to the world as it will affect food productivity. In nationwide, there are approximately 80% of herbicide resistant crop due to extensively use of a single type of herbicide. In side of these 80% herbicide resistant crop there are more than 90% were glyphosate resistant while the remaining percentages glufosinate resistant (Duke,2014). Thus, the urge of synthesis a new herbicide is needed to allow more choice of herbicide. In a conclusion, the need to develop a new herbicide is needed. It is to overcome the problem of increasing need of food, to resolve famine in Africa and improve food quality. Objective of Study The Objective of study is as below: To synthesised benzyldehyde, cyclohexanone, and phenyl hydrazine derivatives as potential herbicide To develop a new herbicide to resolve the problem of herbicide resistant To characterise benzyldehyde, cyclohexanone and phenyl hydrazine derivatives To overcome the problem of herbicide resistance CHAPTER 2 LITERATURE REVIEW 2.1 Pesticide Human have the greatest mind of all among animal range from bacteria to the largest animal in the world. Human is creative. Mankind likes to solve problem. When there is a problem mankind tends to find out the ways to resolve the problems. As an example, there is a species of pest in the house and human use pesticide to eliminate it. Pesticide is not something trendy in this era. It have been used since century ago and the animal that mankind label as pest can be kill by using pesticide. The history of pesticide can ancient Romans lived. In that era of time, sulfur is burned to eliminate insect pest and weed is controlled by using salt. Later at the 16th century, the ant which mankind label as pest is killed by using the mixture honey and arsenic mixture. In the 16 century also, the Chinese uses nicotine to control plum curculio(Hassall, 1990). Then, human in the 19th century try to develop an effective pesticide. To control pest the farmer in the field in that century used sulphur, copper acetoarsenite, nicotine sulphate and calcium arsenate as pesticide. However, the effects are not that effective (John, 2010). There a lot of chemicals was introduce at post-world war II. The chemicals included BHC, aldrin, endrin, dieldrin, DDT, and 2,4 D (Muir, 2012). These chemicals use widely in that era. DDT is used as pesticide because of cheap, high effective and low toxicology (John, 2010). Where 2,4-D(agent orange) is being used as a herbicide due to inexpensive, high effective and easy to apply. However, pesticide have cost a lot of problem nationwide. During the world war II America used this herbicide, agent orange to attack Vietnam. In 1960’s, there is a book named slient spring whom author name Racheal Carson have raise the awerenes toward the usage of herbicide. In the book of silent spring, the author explains the bioconcentration, bioaccumulation and biomagnifications through the food chain. Pesticide can be categorized into many categories. These included acaricide, antimicrobial, attractant, avicide, fungicide, herbicide, insecticide, molluscicide, nematicide, piscicide, repellent, redenticide, and synergist. Different type of herbicide will target different type of pest group (Delaplane, 1996). Diagram 1, Types of pesticide and it’s target group. Adopted from, Delaplane, K.S. in pesticide usage in the united states: history, benefits, risks and trends The usage of pesticide is wide. It can be use in agriculture, public health, industry, household, personal application and material building. Usage of pesticide in India Diagram 2, usage of pesticide in India Adopt from, Gupta, P.K.(2004), Pesticide Exposure- Indian scene 2.1.1 Role of Pesticide in Agiculture The widely used of pesticide has cause some benefits to the nation as well as world. It was because the crop production annually will drop when pesticide is not used. One research had been done that when pesticide is ban, the crop production in United State alone will drop 73 percent. The decreasing in the crop production of groundnuts, cotton and soybeans will lead to instability of crop. At the same time, the decrease in crop production will affect the price of food and the famine in the world will increase (Delaplane, 1996; Knutson et.al., 1990). It was because increases in food crop production, pesticide is use in most of the developed countries. The increase of food crop production is simply because the resistant for plant to grow is minimized. Weed growth, insect attack and fungi can affect the nutrient availability in the environment. By using pesticide, control of weed, insect and fungi can be done. Thus increase nutrients availability in the soil and it could maximised the condition for crop to grow (Hassall, 1980). 2.1.2 Effect of Pesticide Since the beginning of civilization, human want to enchanced their living condition. The enchancement of living included increase food production. The increase of food production can be enchanced by the used of pesticide. However, pesticide has cause serious problem (Gupta,2004 ; Gupta, 1989). The amount of pesticide in the environment may be little but It may post a threat. In India between the years of 1958 to 1992, there are a total of eight cases of pesticide poisoning in food (Gupta, 2004). Pesticide also post threat toward marine and fresh water living organism (Edge, et. al., 2014). There is a study in Tanzania shows that it is having a high concentration of pesticide. In this country, pesticide leak to the environement as a result from improper storage. It has cause pesticide to run off to the river. After the split, high concentration of pesticide is detected from soil ( Mahugijia et.al., 2013; Kishimba and Mihale, 2004). However, after 15 years the concentration of pesticide is still high in that area after the cleaning up process and the degradation of pesticide is found to be insignificant (Mahugija at. al., 2013). 2.2 Herbicide and It’s Mode of Actions Weed is defined as a wild plant growing where it is not wanted and in competition with cultivated plants (Soanes and Stevenson, 2009). The first man who use the term weed is Jethro TÃ…Â ±ll in his book name â€Å"The New Horse Hoeing Husbandary† in 1973. Jethro define weed as plant grow out of place, undesired plant on field, unwanted plant grow where it is not suppose to be, or plants and vegetation that obstruct plant growth. Thus, weed is undesirable plant growth (My agriculture information bank, 2011). The existence of weed will have impact toward crop. There is a case study in India that show interaction between weed and crop. The result shows a decrease in crop production. Whereby, wheat reduced by 15-30%, rice by 30-35%, maize, pulse, oilseed and sorghum reduces 18-85% each (Gupta, 2007; Mukhopppadhyay, 1991-92 Balyan and Malik, 1994, Rita et.al., 1995 and yadav et.al., 1995). Existence of weed is also troublesome in some area. When the weed is present on the field, it made the work hard for applying fertilizers and hard to harvest the crop. The present of weed in field may also provide shelter for pest to live and it will further reduce the crop productivity. Thus, the present of weed had cause 2.2.1 Amino Acid Sythesis Inhibitors 2.2.2 Photosystem II Inhibitors 2.2.3 Auxins Typerherbicides 2.2.4 Mitotic Inhibitors 2.2.5 Photosystem I Inhibitors 2.2.6 Cellulose Biosynthesis Inhibitors 2.3 Herbicide Resistance 2.4 Multicomponent Reactions 2.4.1 Ugi Reactions 2.4.2 Biginelli Reaction 2.4.3 Sakurai Reaction 2.4.4 Streacker Reaction 2.4.5 Mannich Reaction 2.4.6 Hanztch Reaction 2.4.7 Application of Multicomponent Reaction Chapter 3 Methodology 3.1 3.2 3.3 3.4 3.5 3.6 Chapter 4 Expected Result 4.1

Australian Conscription in Vietnam War Essay

The conscription issue during the second Indo – China war in the 1960’s tore apart the fabric of Australian society and resulted in divisions in all sections of the community. There were many reasons for Australia’s involvement in the Vietnam War, including the allegiance commitments of South-East Asia Treaty Organization (SEATO). The introduction of conscription illustrates the main purpose of Australia’s involvement in the Vietnam War. The conscription issues and the war itself caused social division in reaction to the Vietnam War. In 1964 compulsory National Service was introduced under the National Service Act. The Defence Act was amended in May 1965 to provide that National Servicemen could be obliged to serve overseas, a provision that had been applied only once before – during World War Two. Paragraph one The Australian government supported the USA involvement in the Vietnam War, and Australia felt it was imperative that the North Vietnam have a proper defensive treaty, as a number of other countries felt the same way, so SEATO was created to deal with this situation. SEATO was a much stronger agreement to support Australia’s security needs in the Pacific. It also helped to highlight the growing division between Australia and Britain and the new dependence on the United States (US). † (N/A, The ANZUS Treaty and SEATO Alliance, 2013, Skwirk. com. au Interactive Schooling) Australia joined the SEATO because it could support Australia in the Pacific. As America joined in the Vietnam War, A ustralia supported them to join the war as well. The Australian government feared the idea of communism overtaking their nation, this fear lead to the decision of forcing their young men to be conscripted to join the war in South Vietnam. Conscription was a tremendous issue for the families of the young men who fought in the war because many males were being conscripted sent into the Vietnam War without any choice or opinion. As a result of the fear of communism, Australia decided to support the US to join the Vietnam War and fight for the South Vietnam. SEATO was one of the reasons that Australia joined the war, because it was a much stronger agreement to support Australian security of the needs in the Pacific, Australia joined the SEATO to against the North Vietnam. As Australia got involved the war, the conscription has leaded to the depressions and social divisions in the Australian society. Paragraph two The purpose of the second Indo-China war of conscription was to avoid communism spreading to Australia. This caused Australian men and women to become infuriated and create groups against conscription. Lyndon Baines Johnson (LBJ) was keen to get more supporters of his actions in Vietnam, to give them legitimacy. This was during the Cold War, both North and South Vietnam tried to gain the moral upper hand over the other in a way that does not happen today. â€Å"You have in us [the Australian Liberal delegation] not merely an understanding friend but one staunch in the belief of the need for your presence in Vietnam. We are not here because of our friendship, we are here because, like you, we believe it is right to be there and, like you, we believe American forces should stay there as long as it seems necessary to achieve the purpose of the South Vietnamese Government and the purpose that we join in formulating and progressing together. And so, sir, in the lonelier and perhaps even more disheartening moments which come to any national leader, I hope there will be a corner of your mind and heart which takes cheer from the fact that you have an admiring friend, a staunch friend that will be all the way with LBJ. ( Wikipedia, A Daily Updating Blog of Important Events In History That Never Occurred Today, 2004, Today In Alternate History) From this speech -‘All The Way with LBJ’, to show that LBJ tried to convince other Australia to join the war with them together, and America knew that Australia would support them, and Australia had training teams in Vietnam before 1965, just as the Am erica did. The main reason that Australia was afraid of the communism was the domino theory, the countries of South-East Asia was like dominoes. If one ‘fell’ to communism, this would lead to the fall of another, and so on until all were ruled by communists. It is evidenced that Australia was very fearful of communism and of growing Asian power, by offering Australia’s full unquestioning support of the United States (US). Australia’s foreign policy is basically to secure protection by cuddling up to a more powerful friend; since World War Two America has been Australia’s powerful friend. Australia supported America by helping them in conflicts such as joining the Vietnam War was one of the prices that Australia paid for the protection. Paragraph three Conscription led to people combining together and creating groups to revolt against the conscription and Australia’s involvement in the Vietnam War. The social divisions appeared in all sections of the Australian community. Conscription started as choosing 20-year-old males in Australia in 1964, but then it turned into conscripting teenagers. In 1964 compulsory National Service for 20-year-old males was introduced under the National Service Act. The selection of conscripts was made by a sortation or lottery draw based on date of birth, and conscripts were reduced to give two years’ continuous full-time service, followed by a further three years on the active reserve list. Young men who were subject to the conscription lottery also formed their own anti-conscription organization, the Youth Campaign Against Conscription. Like Save Our Sons, it spread to other states – New South Wales, Victoria, Queensland and Western Australia. (Wikipedia, 11 March 2013, Conscription in Australia) In 1965 a group of concerned Australian women who had ‘lost’ their husbands and sons joined together and created the Save Our Sons (S. O. S) which was established in Sydney with other branches later formed in Wollongong, Melbourne, Brisbane, Perth, Newcastle and Adelaide. In the same year, young men who were subject to the conscription lottery also created their own organization the Youth Campaign Against Conscription (YCAC). One of the social divisions would be conscription affect people’s daily routine, and people were being anti-war and anti-conscription. Overall, the governments’ fear of communism spreading into Australia was why they chose to continue supporting the America. This is most likely because the war and conscription were mostly fused into one without taking account of a nuanced position that addresses the two issues separately. The importance of keeping the two issues separate is that the Government would have been more credible if it had simply pursued the war and not sent conscript. Conclusion In conclusion, conscription issue during the Vietnam War in the 1960’s put Australian society into the social divisions in all parts of Australian community, especially in 1966 people started to stand out and combined into organizations to against it. The reason that they supported and followed the United States (US) to join the Vietnam War would be Australian Government was afraid of the spreading of the communism. Australia supported the defence of the people in South Vietnam and intellectual consistency to accept the use of conscription in a war that was supposed to be fought in defence of freedom; instead the war got extended.

How Coaching and Mentoring Help Employees and Students...

Coaching and Mentoring Vital to Success Dineace D Minnick Colorado Technical University Coaching and Mentoring Vital to Success In my opinion I feel that to be successful you truly need to line up people around you who are will to Coach and Mentor you. It also looks good for you to be seen as a Coach and Mentor. I see this as an excellent way to always have feedback and direction to help reach goals and succeed to levels of excellence. I chose this topic because my ultimate goal, within the next seven years, is to be a life coach. This will include finance, career, home, and spirit. I believe that the youth coming out of High School and College have no clue. I know I didn’t and it wasn’t until I started getting direction and†¦show more content†¦Jennifer Popevec in â€Å"Management Matters† emphasized that mentoring has changed from another word for training to building long=term relationships to help young people excel both personally and professionally. Mentoring is for someone who really wants to help someone develop to the next level, and you can’t separate the personal from the professional. Mentoring usually ends up as a form of training or coaching because it is easier than investing part of you in another person’s successes and failures. Jennifer Popovec explains that there are four generations and each generation needs different things from mentoring. The silent generation is stepping out of leadership roles but often remain in the workplace. The new leaders are coming from the baby-boom generation and the older Gen Xers. The baby-boomer and older Gen Xers are looking form long-term, relationship-driven mentoring. The young Gen Xers and Millennial have some very obvious weaknesses that can be addressed by mentoring. Gen Xers tend to be tech savvy but overall are more vulgar and less courteous than other generations. 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Famous Americans in the 1940 US Census