The Physics of Sound essays

The Physics of Sound essays Sound surrounds us at all times. The ring of an alarm clock or the whistle of birds may wake us up in the morning. Through out the day, we hear a variety of sounds; for instance, the banging of pots and pans, the roar of traffic, and the voices of people. When we fall asleep at night, we might listen to the sounds of frogs croaking or the wind whistling. All sounds have one thing in common. This being that the vibrations of an object makes every sound. When an object vibrates, it causes the air around it to vibrate. The vibrations in the air travel out from all directions of the object. They then reach our ears, and the brain reads them as sounds. Many sounds we hear travel through the air; however, they can also travel through solid objects like the earth. Our voice is made in the larynx, which is a part of the throat. Two small pieces of tissue are spread across the larynx. These pieces, called vocal chords, make the opening smaller. Air from he lungs quickly passes trough the tightened chords, causing them to vibrate. The vibrations make the sound of the voice. The tighter the chords are, the faster the vibrations and the higher the resulting sound. If a rock is thrown onto a still pond, several waves travel out from the place where the rock hit the surface. Likewise, sound moves in waves through the air or some other medium. The understanding that sound travels in the form of waves may have originated with the artist Leonardo Da Vinci in 1500. Generally, waves can be spread transversely or longitudinally. In both cases, only the energy of wave motion is spread through medium. No portion of the medium actually moves very far. As the waves caused by the moving object travel outward, they are carried by a medium. This movement causes compression. As the movements move backward it is called rarefractions. Sound requires a medium to travel; therefore, it cannot travel in space, which is a vacuum with no medium. ...

Indian Citizenship Act of 1924

Indian Citizenship Act of 1924 The Indian Citizenship Act of 1924, also known as the Snyder Act, granted full U.S. citizenship to Native Americans. While the Fourteenth Amendment to the U.S. Constitution, ratified in 1868, had bestowed citizenship on all persons born in the United States- including former slaves- the amendment had been interpreted as not applying to indigenous native people. Enacted partially in recognition of the Native Americans who had served in World War I, the act was signed into law by President Calvin Coolidge on June 2, 1924. Though the act granted Native Americans U.S. citizenship, it did not ensure them the right to vote. Key Takeaways: Indian Citizenship Act The Indian Citizenship Act of 1924, signed into law by President Calvin Coolidge on June 2, 1924, granted U.S. citizenship to all Native American Indians.The Fourteenth Amendment had been interpreted as not granting citizenship to indigenous native people. The Indian Citizenship Act was enacted partly as a tribute to American Indians who had fought in World War I.While it granted Native Americans citizenship, it did not grant them the right to vote. Historical Background Ratified in 1868, the 14th Amendment had declared that all persons â€Å"born or naturalized in the United States, and subject to the jurisdiction thereof† were American citizens. However, the â€Å"jurisdiction thereof† clause was interpreted to exclude most Native Americans. In 1870, the U.S. Senate Judiciary Committee declared â€Å"the 14th amendment to the Constitution has no effect whatever upon the status of the Indian tribes within the limits of the United States.† By the late 1800s, about 8% of Native people had qualified for U.S. citizenship due to being â€Å"taxed,† serving in the military, marrying whites, or accepting land allotments offered by the Dawes Act.   Enacted in 1887, the Dawes Act was intended to encourage Native Americans to abandon their Indian culture and â€Å"fit in† to mainstream American society. The act offered full citizenship to those Native Americans who agreed to leave their tribal lands to live on and farm free â€Å"allotments† of land. However, the Dawes Act had a negative effect on Native Americans on and off the reservations. Native Americans who had not already done so by other means won the right to full citizenship in 1924 when President Calvin Coolidge signed the Indian Citizenship Act. While the stated purpose was to reward the thousands of Indians who had served in World War I, Congress and Coolidge hoped the act would break apart the remaining Native nations and force Native Americans to assimilate into white American society. Text of the Indian Citizenship Act of 1924 â€Å"BE IT ENACTED by the Senate and house of Representatives of the United States of America in Congress assembled, That all non-citizen Indians born within the territorial limits of the United States be, and they are hereby, declared to be citizens of the United States: Provided That the granting of such citizenship shall not in any manner impair or otherwise affect the right of any Indian to tribal or other property.† Native American Voting Rights For whatever reasons it was enacted, the Indian Citizenship Act did not grant Native people voting rights. Except for the 15th and 19th Amendments, which ensure African Americans and women the right to vote in all states, the Constitution grants the states the power to determine voting rights and requirements. At the time, many states opposed allowing Native people to vote in their states. As a result, Native Americans were forced to secure the right to vote by winning it in the individual state legislatures. Not until 1962 did New Mexico become the last state to guarantee voting rights for Native Americans. However, like black voters, many Native Americans were still prevented from voting by poll taxes, literacy tests, and physical intimidation. In 1915, the U.S. Supreme Court, in the case of Guinn v. United States, declared literacy tests unconstitutional and in 1965, the Voting Rights Act helped protect the voting rights of Native people in all states. However, the Supreme Court’s 2013 decision in Shelby County v. Holder dismantled a key provision of the Voting Rights Act requiring states with a history of racial bias in voting to get the permission of the U.S. Department of Justice before enacting new voter qualification laws. Weeks before the 2018 midterm elections, the North Dakota Supreme Court upheld a voting requirement that may have prevented many of the state’s Native American residents from voting. Native American Opposition to Citizenship Not all Native people wanted U.S. citizenship. As members of their individual tribal nations, many worried that U.S. citizenship might endanger their tribal sovereignty and citizenship. Particularly outspoken against the act, leaders of the Onondaga Indian Nation felt that forcing U.S. citizenship on all Indians without their consent was â€Å"treason.† Others hesitated to trust a government that had taken their land by force, separated their families, and brutally discriminated against them. Others remained adamantly opposed to being assimilated into white American society at the cost of their Indian culture and identity. Tribal leaders who supported act considered it a path to establishing a national political identity that would give their people a more influential voice in issues affecting them. Many Native Americans felt the government now had an obligation to protect them. They believed that, as U.S. citizens, the government would be required to protect them from white businessmen trying to steal their government-granted land. Sources and Further Reference NCC Staff. On this day, all Indians made United States citizens. National Constitution Center: Constitution Daily.. 1924 Indian Citizenship ActNational Park Service.Hass, Theodore H. (1957). The Legal Aspects of Indian Affairs from 1887 to 1957. American Academy of Political and Social Science.Bruyneel, Kevin. Challenging American Boundaries: Indigenous People and the Gift of U.S. Citizenship. Studies in American Political Development. . Letter of Onondaga Nation to Calvin CoolidgeThe Onondaga Nation and the Haudenosaunee.

A Critique of the United States National Incidenct Management System Essay

A Critique of the United States National Incidenct Management System - Essay Example The NIMS provides for a Communications Unit whose responsibility includes planning radio networks and frequency assignments to insure inter-operability of the communications system. Network management can insure compatibility without producing overlap interference between agencies and networks. The centralized logistics and supply component of NIMS provides for a unified management of all the necessary logistics that are involved in the emergency response. A single source for all supplies will make the supply channels more clear and that should result in reducing response times. They can also establish staging areas and satellite locations as needed to supply outlying victims and response personnel. This approach to material supply has an advantage over the random distribution of food, fuel, and supplies that would exist on a local or regional level. The establishment of a Joint Information Center (JIC) will aid in creating a central information repository. As the information is routed through a central location, it can be assimilated and can help get a better picture and evaluation of a large-scale disaster. Information can be rapidly checked for credibility and disseminated to the interested parties. The JIC can eliminate the breakdown in the public warning system and aid in the assessment of ongoing threats. One of the vulnerabilities of the NIMS structure is its reliance on bureaucratic systems to operate in an ever-changing environment. This organizational model has several drawbacks in its present form.

The Adjusting Process discussion Assignment Example | Topics and Well Written Essays - 250 words

The Adjusting Process discussion - Assignment Example In certain cases, the records are not reorganized except at the closing stages of the period. The adjustments are updated because certain expenses are never recorded on a daily basis, certain revenues and operating expense are acquired as business transpires rather than as a detached transaction and certain revenues and operating costs may not be recorded. The four categories of accounts that require adjusting entries include; prepaid expenses, accrued expenses, unearned revenues and accrued revenues (Warren, Carl, James, and Jonathan 105). In accordance to ethics, there are dictations that a commodity ought to have a precise date by which money ought to be recompensed to the buyer in cases where the commodity has not been utilized as a charge up to the moment it is either utilized or recompensed. This means that the gift card ought to have an expiry date to ensure that fairness is dictated. A gift card assures that the buyer’s money is not used up at the same situate where they purchased the card. The implications are that accounting for the cards transaction offers an evolving reporting for vendors. The accounting for the previous transaction for the cards cannot reveal any reputed worth but rather a legal responsibility for overdue profits and the unused cost creates problems in

University and Major Subjects Essay Example for Free

University and Major Subjects Essay Introduction Every student has the right to understand the lessons in an efficient and effective way. Students can even excel in their classes and their academic performance most especially in their major subjects. Accounting students may face a lot of challenges that affect their performance at school. Academic performance refers to how students deal with their studies and how to cope with or accomplish different tasks given by the professors. It is the ability to study and remember facts and being able to communicate the students’ knowledge verbally or in writing. Every student should have  the opportunity to achieve each academic potential. If the performance in academic is poor, it is an indication reflecting a large underlying problem of the students. All of the students seem to be best everyday by problems which must be considered and solved. The problems cover a wide range in one’s daily lives. For the students most of them are having poor academic performance. It only proves that this problem cannot be avoided. Bakre (2010) described poor academic performance as any performance that falls below a desired standard or excellence attained by the students. Rodriguez Castellanos (2010) considers poor academic performance as the situation in which the students does not attain the expected achievement according to their abilities. Similarly, Tapia (2002) notes that, while influences perceives that the student fail if he or she does not pass, more appropriate for determining poor academic performance whether the student performs below his or her potential. This study would like to have some solutions about this problem in the school. This research will be a great help to the students, faculty and administration. The result will create a corresponding  action and problem will be prevented. It is essential that these problems be scientifically analyzed to discover its underlying factor and to find a remedy. The researchers aim to help the students who are having difficulty in academic performance in their major subjects due to the factors affecting them. Through this study every student will determine the challenges that affect their academic performance. Statement of the Problem This study will be conducted to investigate the factor affecting the academic performance in major subjects among accounting students of Far Eastern University-Makati 2nd Semester 2013-2014. Time management is a factor affecting the academic performance in major subjects among accounting students of Far Eastern University-Makati 2nd Semester 2013-2014. Teaching methods is a factor affecting the academic performance in major subjects among accounting students of Far Eastern University-Makati 2nd Semester 2013-2014. Peer Pressure is a factor affecting the academic performance in major subjects among accounting students of Far Eastern University-Makati 2nd Semester 2013-2014. Academic Demand is a factor affecting the academic performance in major subjects among  accounting students of Far Eastern University-Makati 2nd Semester 2013-2014. Improper Use of Technology is a factor affecting the academic performance in major subjects among accounting students of Far Eastern University-Makati 2nd Semester 2013-2014. Scope and Delimitation This study, Factors Affecting Academic Performance in Major Subjects of Accounting Students of Far Eastern University-Makati 2nd Semester School Year 2013-2014 focuses on the factors affecting the performance of accounting students. The researchers will conduct a survey for both male and female college students who were taking up BS Accounting Technology and BS  Accountancy. The study is not only limit in the factors affecting the academic performance of accounting student but also the opinion and perception of college students in Accountancy. Because the given five factors, time management, teaching methods, peer pressure, academic demand and improper use of technology are not only the factors that could affect the performance of accounting students with their major subjects. Definition of Terms ?Academic performance- refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their professors. ?Accountancy – profession or duties of accountant ?Accounting is an information science used to collect, classifies, and manipulate financial data for organizations and individuals. ?Efficient – working in a well organized and competent way ?Factors -a circumstance, fact, or influence that contributes to a result. ?Improper – incorrect; not in accordance ?Peer Pressure -refers to the influence exerted by a peer group in encouraging a person to change his or her attitudes and values in order to conform to group norms. ?Perception – the way in which something is regarded, understood or interpreted. ?Underlying – be the cause or the basis Procedure in Gathering Data †¢RESPONDENTS OF THE STUDY The researchers will survey college students with a program of BS Accounting Technology and BS Accountancy. This can be first year, second year, third year and fourth year accounting students. †¢RESEARCH INSTRUMENT The researchers will use the descriptive-survey in which they use survey form or questionnaire and interview method to gather the data from both male and female accounting students. The researchers will use purposive sampling in which male and female college students who are taking the program of Accounting Technology and Accountancy. Purposive and random sampling will be use for the samples that are chosen to specific objectives. Determine the Sample size Determine the Sampling Technique Use the Research Instrument Validation of Research Instrument Gathering of Data from the respondent Presentation and Interpretation of Data †¢PROCEDURE As shown in the diagram, the researcher will determine the sample size of the respondent and then the sampling technique to be use. The researcher will use questionnaire and interview method as research instrument. The questionnaire will be check by professor for validation, correction and suggestion. Then the researcher will start collection data from respondent. After the survey, the researcher will tabulate and present the data they obtain from the respondents. Research Instrument The researcher will use any type of questionnaire since it can provide sufficient information in the study. The questions can be limited in the five categories of factors affecting the academic performance of accounting students and it can beyond the other factors. Category A: Time Management Category B: Teaching Method Category C: Peer Pressure Category D: Academic Demand Category E: Improper Use of Technology Category F: Others.

Translations depicts the cultural take over of Ireland by the British E

Translations depicts the cultural take over of Ireland by the British Empire, yet it cannot be said to be simply pro-Irish.’ Consider this comment. English Literature Coursework- ‘Translations depicts the cultural take over of Ireland by the British Empire, yet it cannot be said to be simply pro-Irish.’ Consider this comment on the play. The Cultural take over of Ireland by the British Empire is a central issue in Translations. Friel examines this issue by describing the effects that certain changes have on individual characters; Irish and English. One may think a play with this issue could not help being biased towards the Irish. However, Friel ‘did not wish to write a play about Irish peasants being suppressed by English sappers.’ In order to ascertain whether he achieves this, we should look to his often complex characters and how they develop throughout the play. and so we must look at individual characters, as Friel does, to see whether this play is pro-Irish or not. Let us take Hugh O’Donnell as the first example. Hugh is portrayed as an intellectual character. He has a wide knowledge of languages and uses a sophisticated choice of words. For instance, when he describes the Irish language he explains that certain other cultures ‘expend on their vocabularies and syntax acquisitive energies and ostentations.’ This is definitely a positive characteristic and can be contrasted to Lancey and Yolland’s ignorance. This can be seen when Lancey misunderstands the Latin statement ‘nonne Latine loquitur’ and tells Jimmy ‘I do not speak Gaelic sir’, making it obvious that he does not speak Latin either. However, when Hugh ‘pours himself another drink’ and his alcohol addiction is apparent the stereotyp... ...land, once again, to represent the attempt of joining two cultures together by his relationship with Maire. However, this joining is doomed to fail just like the couple’s relationship is as, even though Maire and Yolland celebrate what they love about each other’s cultures, thus ignoring their differences, there is still a failure to communicate. This can be seen when Yolland and Maire are having a ‘conversation’ with each other, even though neither speaks the others language, and Yolland explains ‘I’m not going to leave here’, while Maire pleads ‘Take me away with you George’. This represents the inability for all the characters to communicate which results in the supposed death of Yolland. This English soldier is therefore seen as a victim and his questionable murderer appears to be the Irish Manus; although Friel leaves us to decide this for ourselves.

Realism and Naturalism Essay

Throughout the history of theatre there have been many schools and styles. Theatre is ever changing as a reflection of society and what society wants. But out of all these styles, there are two which, when blended, produce a type of theatre that can always live and flow with society and not drastically alter to fit in with the world’s ever changing ways. These are Realism and Naturalism. When combined, they form a powerful, truthful and powerfully real theatre. The two men who have best managed to best combine these two elements are Konstantin Stanislavski with his â€Å"system,† and Anton Chekov with his dramatic writings and specifically, with his work in The Cherry Orchard The main beliefs of Realism and Naturalism are that the theatre needs to shun melodrama and spectacle and, instead, present something that is real and true to life. They believe that the most influential factors in a person’s life are heredity and environment, and they feel that the characters shown need to be more that two dimensional stock characters. They need to have real motives and emotions and possess all the complexities that go into making a true personality and a true person. Naturalists feel that plays should not be written in any sort of dramatic sequence or structure because that is not true to life. Realists embrace the desire for reality on stage, but also feel that dramatic structure follows the actual structure of life and structure and poetry should be integral parts of drama. Konstantin Stanislavski felt that same need for reality on the stage. He spent the majority of his life searching for how an actor can create truth on stage and, in doing so, he tapped into many of the same veins of humanity that Naturalists and Realists did. He expressed the same desire of Naturalists for a realistic theatre that shows life with its dramatic structure and intrigue. â€Å". . . I was beginning to look for genuine life in [the theatre], not ordinary life, of course, but artistic life† (Bentley, 220). And he went looking for it the same way that realists and naturalists did. He began to look for a natural order for things and to devise a systematic plan from that natural base. He went looking for truth. And, again, he found it in the same place as the Naturalists and realists did. He found that, for an actor to bring full life to a character and full reality  to the stage, he must both create a character with a real soul, and he must not rely on stage tricks t o do so. â€Å"An actor, [Stanislavski] thought, must have some sort of spiritual preparation before the beginning of a performance. Not only his body, but also his spirit must put on new clothes† (222). This type of acting blends perfectly with realistic drama, which contains characters whose souls are inherent to the script. He did not, however, feel that he was subscribing to either school of thought. He stated that he felt that realism and naturalism were not things that needed to be pushed onto the stage, but when a good actor takes on the role and fully builds his character from the inside out and truly lives the reality of the stage, reality will flow from it with out outside help. â€Å"As soon as [the realism] is justified, it becomes either unnecessary or it is not noticed at all . . .† (229). Stanislavski embraced the same ideas of the Realist and Naturalist thinkers, but he didn’t place the emphasis on them. Instead, he felt they would emerge as soon as the actor fully filled the role. And no one wrote better roles for this approach to theatre that Anton Chekov. Chekov was able to write plays that embodied the idea of true, artistic life, and The Cherry Orchard is a shining example of that. He takes a moment that has dramatic appeal and is emotionally charged, and recreates it in a way that is true to life and yet exaggerated at the same time. He creates a reality that is so real, it almost appears fake. However, it is this style of drama that is a perfect vehicle for Stanislavski’s system of acting. As Barrault says in his essay â€Å"Why The Cherry Orchard?.† â€Å"The Cherry Orchard is one of the few plays in which a whole cast could really get so profoundly lost as to cease to believe that they are in a theatre, and believe on the contrary that this family truly exists and that they are in real life . . .† That was Stanislavski’s goal for his actors. That was the ultimate peak to reach. So why is this not Naturalism if the actors create a full reality? Also, he creates this complete reality, yet it is a reality steeped in poetry and lyric. So why is it not Realism if he creates truth through poetry? As Barrault says, â€Å"This play belongs neither to the naturalism of the beginning of the century nor to realism, it belongs to truth, and truth always has two faces, a real one, and a poetic one.† And that is the true form that theatre should take. It doesn’t have to be one way or the other, as the Realists and the Naturalists seem to think. True reality is a blend of both. And Chekov was the master of that form. He so cleanly blended the two ideas that it is impossible to separate them into separate places. And through this masterpiece of dramatic writing, Stanislavski’s systematic method of creating truth can have a fighting chance at reaching the heights that it is capable of. So it is that through a mixture of the two schools of thought and the work of the two men who have mastered it that theatre can reach a point of beauty and truth and can display reality and drama in a way that doesn’t need to adapt with the changes of life because it is based in life. The theatre that emerges from this blend has its roots deep in the heart of humanity and what people truly want, and, consequently, will never die.

Women’s Rights

Should all women be equal to their status, opportunities and rights? Every woman should have the ability to express their freedoms and rights, deserve equal treatment within their society and region, and every country needs to reinforce the rules for women. There is no dignity and respect for women universally. Gender equality is still out of reach for many women worldwide. Presently, women have gained legal rights throughout the world. The women’s rights movement changed society into what we know today. They have allowed Canadian women to obtain a certain formal equality. They have also allowed women to vote and been given equal pay for equal work, however; women had to fight through difficult times to get through discrimination in the 19th century. In the past, women did not have the rights and freedoms as most men and were treated harshly. In other words, women had almost no rights at all. They were not allowed to vote, they could not hold in public offices, and were not given custody of their children if the couple had a divorce agreement. As a result, they were mainly seen as homemakers. Women were inferior to men in many different ways. Women did not have any property rights and once she was married, she was no longer allowed to own any land or property. A man could sell his house and take all the money for himself, and leave his wife and child behind with nothing. Womenfolk were not considered as people. The women’s rights movement helped them throughout the country by passing laws stating that women could own a part of her husband’s estate. Women were observed as socially and politically inferior and unable to function at the same level as men, however; with the rise of the civil rights movement, this finally made women equal as men. In the 1920’s, the â€Å"Roaring Twenties† spread gender equality dramatically. They began to take on more jobs, and wear more daring clothes. Rebellious and bold women, known as flappers, managed to exemplify women’s role in a social change by expressing equality with men. They proved that they could be more sophisticated than men and can achieve greater success. However, women were still paid less than men because they were cheaper to employ. In 1917, the military voters act gave women, who worked in the military, the right to vote. In 1927, the â€Å"Famous Five†, which included, Emily Murphy, Nellie McClung, Irene Parlby, Louis McKinney and Henrietta Edwards, asked the Supreme Court of Canada one question; â€Å"Are women considered to be people? † The term â€Å"people† did not include women, thus the court announced that women were indeed people too. This legal ruling established that women were to be regarded as equal to men under the law. The â€Å"Famous Five† is the reason why Canada is able to have women vote, thus they are very important for women’s rights. All women have the right for freedom, justice and the pursuit of happiness. They must be considered equal and that they deserve the respect and dignity as all humans get. Women throughout the world are suffering because of the rules that are enforced in a specific area and region. If countries reinforce the rules for women, the world will be a better place for women all around the world. Countries can reinforce the rules by educating women further. Those who are well educated will have fewer children, earn more money, and will get more job opportunities. Their educational achievements can have ripple effects within their family and across the generations. Women with equal access to education, training and means can become a great resort. They can raise the living standards of their families and inject new life into the local economy. Also, investing in women’s education reduces poverty. Countries can also aid and support women by providing them with new job opportunities. Women who stay home become mentally sick and tired. Women who have a job will have new experience and will earn money to survive. It also improves self-value and will improve self-confidence. It will also help the government and the economy to grow exponentially. Also, all women should get equal pay for equal work. In nearly every country, women work for longer hours yet get paid less and are more likely to live in poverty. Economic disparities persist partly because of the unpaid work within families and communities and that becomes their downfall because they face discrimination in the economic sphere. Women in many countries still lack to own property because of gender discrimination. Most countries should reinforce these rules and make women live in a better civilization. Every woman deserves equal treatment within their society. Women in other countries continue to have lower education, fewer rights, and less income. Despite the successes of empowering women, numerous issues still exist in all areas of life, ranging from the cultural, political to the economic. They suffer verbal, emotion, physical and sexual abuse. In Saudi Arabia, women are lacking the rights that they are as human beings because of the Sharia Law. The Sharia Law is a law that neglects the rights and freedoms of every woman in Saudi Arabia. The law makes it hard to live. They are not allowed to drive and cannot dress in public with anything except for a burka. If a woman was caught without a burka, she could obtain a severe punishment with 40 whip lashes. No foreign based law or religious law should be allowed to encroach on women’s rights. India also discriminates against women. In India, lots of women die because of rape. It is an unforgettable moment that everyone would like to avoid at all cost. They will not be able to live a normal life and deal with anxiety for the rest of their life. Women are treated as a sexual object because men do not respect and value women in India. Dowry is another problem in India. This is when the property or money brought by a bride to her husband on their marriage, however; if the bride is unable to pay, she is usually married off and mentally and physically tortured by their husband. Afghanistan is another country that disrespects women’s rights. Under the Taliban rule, women were stripped of all human rights. Women cannot seek for education because the Talibans don’t educate them in any way. They do not want them to be educated and intelligent because it would threaten the male dominance. Women are also not allowed to go to work and are forced to stay home. Afghanistan has the highest rate of violence towards women. The Taliban permits and encourages marriage for young girls under the age of 16. Most women in foreign countries, such as India, Afghanistan and Saudi Arabia, are forced to give up their ambitions, simply because the men feel that it is right to leave it as is. They cannot express themselves freely and are treated unlawfully. Women have endured many hardships and unfathomable oppressions. Despite all the troubles throughout each country and society, women have shown a tremendous resilience and human spirit. In conclusion, each and every woman deserves respect and dignity. Every woman should have the ability to express their freedoms and rights, deserve equal treatment within their society and region, and most country needs to reinforce the rules for women. Women continue to have lower education, fewer rights, and less income within their society. In the 19th century, women were not allowed to hold in a political office and married women had no property of their children and had no role in society. Womenfolk in foreign countries are treated wrongfully and improperly. If countries reinforce the law, they can live a better life so that they can succeed as much as men. All women and men are created equal and that they have equal value and should be accorded to equal treatment eternally.

Free Essays on The Life Of Robert Browning

THE LIFE OF ROBERT BROWNING Robert Browning is an excellent example to use when one is discussing how individuals struggle to survive in the literary world. Life is full of surprises, twists, turns, and rewards that can either cause an individual to fail or succeed. Robert Browning’s life showed his determination to conquer fate in order to achieve his goal of gaining recognition as an outstanding poet during Victorian England. Sarah Anna Wiedemann Browning gave birth to her only son, Robert, on May 7, 1812. Sarah Anna was of German-Scotch descent and was a very devout and religious woman. Her husband, Robert Browning, was a clerk in the Bank of England. The couple also had one daughter named Sarianna (â€Å"Robert Browning† 5). Young Robert was fortunate to be a part of this loving and supportive family. Robert’s poetry was greatly influenced by his family. His mother’s love of art and music gave Robert a variety of topics to write about. His father was the son of a wealthy banker who could finance his son’s education and could give him the luxury of seeking fortunes in the West Indies. However, the two men had an argument which led to Robert Browning the elder leaving his parents and seeking his own fortune. Robert Browning the elder shared his experiences as a young man with his son; therefore, he helped influence his son’s literature (â€Å"Robert Browning† 6). As a child, Robert was educated at home by his father. His father taught him a variety of topics and subjects ranging from foreign languages, music, boxing, horsemanship, and reading. His father owned a large library that fascinated young Robert and impacted his young imagination. At a young age, Robert knew he wanted to become a poet. His father supported his son’s goal, both emotionally and financially (Abrams 2022). When he got older, Robert could not attend Oxford or Cambridge University because his parents were nonconformists. ... Free Essays on The Life Of Robert Browning Free Essays on The Life Of Robert Browning THE LIFE OF ROBERT BROWNING Robert Browning is an excellent example to use when one is discussing how individuals struggle to survive in the literary world. Life is full of surprises, twists, turns, and rewards that can either cause an individual to fail or succeed. Robert Browning’s life showed his determination to conquer fate in order to achieve his goal of gaining recognition as an outstanding poet during Victorian England. Sarah Anna Wiedemann Browning gave birth to her only son, Robert, on May 7, 1812. Sarah Anna was of German-Scotch descent and was a very devout and religious woman. Her husband, Robert Browning, was a clerk in the Bank of England. The couple also had one daughter named Sarianna (â€Å"Robert Browning† 5). Young Robert was fortunate to be a part of this loving and supportive family. Robert’s poetry was greatly influenced by his family. His mother’s love of art and music gave Robert a variety of topics to write about. His father was the son of a wealthy banker who could finance his son’s education and could give him the luxury of seeking fortunes in the West Indies. However, the two men had an argument which led to Robert Browning the elder leaving his parents and seeking his own fortune. Robert Browning the elder shared his experiences as a young man with his son; therefore, he helped influence his son’s literature (â€Å"Robert Browning† 6). As a child, Robert was educated at home by his father. His father taught him a variety of topics and subjects ranging from foreign languages, music, boxing, horsemanship, and reading. His father owned a large library that fascinated young Robert and impacted his young imagination. At a young age, Robert knew he wanted to become a poet. His father supported his son’s goal, both emotionally and financially (Abrams 2022). When he got older, Robert could not attend Oxford or Cambridge University because his parents were nonconformists. ...

How to Write MBA Essays

How to Write MBA Essays Each year business schools in America receive more than 200,000 applications from perspective MBA hopefuls. Given this vast number of individuals looking to pursue a degree in business administration, I would like to take this opportunity to offer some specific tips on how to create effective MBA essays. I recommend that anyone thinking about applying to business school read the following information. If, on the other hand, this topic does not apply to your specific scholastic goals, please feel free to skip to the next section. If you are considering applying to business school, you should take special care in writing your MBA admissions essay. Regardless of how well you did in school, you can count on the fact that there are thousands of other students applying to business school who have the exact same marks as you. Therefore, you need something more than just good grades and/or test scores to make your application stand out. You need the boost of a powerful and well-reasoned MBA essay. MBA essays are a crucial part of the application process. When writing your MBA essay, make sure to include specific details on why you decided to pursue an MBA degree. Discuss your reasons for choosing the school in question and dont hesitate to use an admissions essays hub and/or editing service to proof your work. Online companies offering admissions essay editing services are especially helpful in making sure that your MBA essay is top notch. The most important factor when dealing with MBA essays is time. Make sure to plan and take all the time you need in order to deliver a quality composition. If you would like additional information on how to write a good MBA essay or if you would like to know more about business school essays and/or law school essays, please dont hesitate to access the link provided.

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

Case Analysis - Essay Example As I read the case study I remembered some writings on sexuality, porn debates and mass media messages for young people I had read not long before. Certainly, CK advertising wasn’t ethical. Yet, I felt it can be named ‘normal’ for our society. The problem with that advertising campaign was about the controversies in the society itself. To understand the situation it is necessary to examine social attitudes and perceptions of sexuality and porn, which must have been necessary prerequisites for the ads release. It is necessary to take into account the historical background and social processes of that time. In fact, CK’s advertising has always been provocative and revealing. The company’s target market consists of teenagers, young people under 30, and those, who want to be sexually attractive and stylish. As far as I remember, I have always associated CK with rather shocking unreserved sexual appeal. It has become their brand image. The company usually uses very young models, whose postures and gestures reveal splashing-out sexuality. Their advertising is rather pedophilic and gay-appealing. Each time, as you see their ads, you feel slightly shocked. Sex is marked as dirty and evil in our society. It is not decent to speak of sex. It is not customary to reveal you sexual desires. Frank expression of one’s sexuality is viewed as unethical and improper. Especially, if sexuality is untraditional or teenage. The debates around pornography are still hot. In times of CK’s campaign they were at their peak. The war on porn started in 1980s guided by feminists Andrea Dworkin, Susan Brownmiller and Gloria Steinem. Church joined in. The anti-porn campaign was so aggressive that another feminist wing even started to oppose the anti-porn movement. Dworkin’s famous Pornography: Men Possessing Women was met with a mixture of trepidation and inner protest and anger. Many women were caught into double bind: they felt that watching pornography was