7 GIFs to Celebrate #NationalPizzaDay

​Today might be the single most important day of the entire year: National Pizza Day. To celebrate one of the finest snacks ever created, we wanted to remind you just how important pizza is. 1. Just look at how beautiful pizza is cooking in the oven; the cheese and sauce bubbling together to create perfect harmony, the crust crisping to add just the right amount of crunch, the toppings blending in beautifully to become the wonder we know as ‘pizza’. 2. Perhaps the master of all things food related, Homer Simpson even knows how valuable pizza is. Who wouldn’t want to immerse themselves, becoming one with pizza? 3. ALL YOU CAN THINK ABOUT IS PIZZA. 4. Frosted tips, perfectly placed asterisks, and Justin Timberlake. N*SYNC borders on tears just thinking about pizza. 5. Arguably the greatest rodeo on the planet. 6. The fear on Han’s face shows just how important pizza is. 7. Kitties, lasers, space, and pizza. What else do we need to say? BONUS: The Donald (from SNL) loves his pizza so much, he wants to be pizza.

Telfono de informacin a migrantes mexicanos

Telfono de informacin a migrantes mexicanos Los mexicanos en Estados Unidos o en Mà ©xico pero con familiares en el paà ­s del Norte tienen a su disposicià ³n un nà ºmero de telà ©fono al que pueden llamar para resolver sus inquietudes migratorias y consulares y tambià ©n sobre detenidos o desaparecidos. Es el telà ©fono del Centro de Informacià ³n y Atencià ³n a Migrantes (CIAM, por sus siglas). Es un gran call center ubicado en Tucson, Arizona, pero que resuelve inquietudes y presta un gran servicio social a mexicanos en todo Estados Unidos. Es decir, pueden llamar sin importar donde està ©n. Las llamadas dentro de los Estados Unidos son gratis. Adems, el CIAM cuenta con un nà ºmero al que se puede marcar desde Mà ©xico y que es muy à ºtil para los familiares de personas que han migrado a los Estados Unidos.   No importa la condicià ³n migratoria de la persona que llama o del migrante sobre el que se quiere saber el paradero. En este artà ­culo se explica:quà © tipo de inquietudes resuelve la CIAMcules son los telà ©fonos a marcar tanto desde Estados Unidos como desde Mà ©xicocul es el horario y los dà ­as para llamar Quà © informacià ³n o ayuda puede brindar el CIAM Se puede llamar al CIAM si se tiene inquietudes sobre: El paradero de un familiar que cruzà ³ ilegalmente a los Estados Unidos. Los operadores del CIAM pueden llamar a los centros de migrantes de las zonas fronterizas y tambià ©n, en casos extremos en los que se tema por la vida de una persona que puede estar extraviada en el desierto, a la Patrulla Fronteriza.   Tambià ©n se resuelven inquietudes sobre la localizacià ³n de personas detenidas. Se ayuda a buscar en la base de datos de Inmigracià ³n. Asimismo, realizan bà ºsquedas en bases de datos pà ºblicas de las Cortes, de los  departamentos de sheriffs y de los distintos estados. Tambià ©n se informa de cà ³mo enviar dinero y cartas a familiares detenidos. Asimismo, los migrantes detenidos pueden marcar el nà ºmero de la CIAM, porque es gratuito y, por lo tanto, es algo que pueden hacer desde prisià ³n. Y a partir de ahà ­ los presos pueden pedirle al operador  que se comunique con la familia del detenido en Estados Unidos o en Mà ©xico. Se puede solicitar informacià ³n migratoria. Por ejemplo, de cules son los requisitos para beneficiarse de la Accià ³n Diferida (DACA, por sus siglas en inglà ©s), que afecta a miles de muchachos mexicanos. Y tambià ©n sobre posibles cambios en las leyes migratorias. Tambià ©n brinda informacià ³n sobre quà © hacer y dà ³nde pedir ayuda en casos de violencia domà ©stica, trfico de personas, asalto sexual, và ­ctimas de violencia  o fraude de derechos laborales. Se pueden hacer preguntas consulares, como renovacià ³n de pasaportes o cà ³mo hacer para tramitar un pago de pensià ³n de alimentos o cà ³mo sacar en un consulado la matrà ­cula consular. Se brinda informacià ³n sobre programas de educacià ³n y sanidad en todo Estados Unidos a travà ©s del Instituto de Mexicanos en el Exterior y Ventanillas de Salud. La CIAM tambià ©n realiza recomendaciones para abogados de inmigracià ³n de confianza y reputados y tambià ©n organizaciones de ayuda a migrantes sin fines de lucro en el lugar de residencia de la persona que llama. Tambià ©n se puede pedir ayuda para proceder a la identificacià ³n de cadveres e informacià ³n sobre quà © hacer para el traslado de fallecidos. Es posible que el CIAM no pueda resolver todo el problema o gestià ³n por la que se llama y que se realice una referencia a un consulado cercano al lugar desde donde se llama. Pero indicarn quà © hacer y a quà © oficina hay que dirigirse. Finalmente,  hay que tener en cuenta es que si se busca a una persona de la que no se sabe su paradero o est detenida, el operario del call center pedir datos con los que poder confirmar que el que solicita la informacià ³n es un familiar del desaparecido o detenido.   Esto es asà ­ para proteger a los migrantes y evitar dar datos sobre ellos a personas que pueden perseguir intereses perjudiciales para los inmigrantes, como por ejemplo, los coyotes. Telà ©fonos para solicitar asistencia Desde Estados Unidos, marcar al: 1-855-4636395. O lo que es lo mismo: 1-855-INFO- 395, si es asà ­ ms fcil de recordar.  La llamada no tiene costo si se marca desde los Estados Unidos. Desde Mà ©xico, marcar al: 001-520-623-7874. Esta es una llamada internacional y sà ­ tiene un costo. Horario del telà ©fono Hay operarios contestando el telà ©fono los siete dà ­as de la semana, es decir, de lunes a domingo, en horario de 8 de la maà ±ana a 12 de la noche (huso horario de la Costa Este de Estados Unidos, que comprende estados como Nueva York, Nueva Jersey, Virginia o Florida). En la Zona Central, que comprende estados como Texas e Illinois, es una hora menos. Es decir, en hora local llamar desde las 7 de la maà ±ana a las 11 de la noche. En la Zona de Montaà ±a son dos horas menos que en la Costa Este, por lo tanto llamar desde las 6 de la maà ±ana a las 10 de la noche. Comprende estados como Arizona y Nuevo Mà ©xico.   En la Costa del Pacà ­fico son tres horas menos que en la Costa Este. Por lo tanto marcar entre las 5 de la maà ±ana y las 9 de la noche. Entre los estados con este horario se encuentran California, Oregà ³n, Washington y Nevada. En Alaska son 4 horas menos que en la Costa Este. Marcar entre las 4 de la maà ±ana y las 8 de la noche. En Hawaii son 5 horas menos que en la Costa Este. Marcar entre las 3 de la maà ±ana y las 7 de la tarde. En Mà ©xico   en el D.F.o en Guadalajara, es una hora menos que en la Costa Este. Marcar entre las 7 de la maà ±ana y las 11 de la noche. Este es un artà ­culo informativo. No es asistencia legal para ningà ºn caso concreto.

Cultural Awareness, Understanding, and Acceptance Research Paper - 2

Cultural Awareness, Understanding, and Acceptance - Research Paper Example This will help educators and students to detect bias in books, in the media and other reading materials. It is high time publishers and writers became objective and try not to undermine the beliefs of others. Most educative materials are bias and do not have a global perspective. It is, therefore, time there is a change to the approach of doing things. The society is not equal since some are advantage unlike some. Educational opportunities are not available for all. Equity pedagogy aims at providing equal opportunities to all in the society. Transforming of the schools will help in promoting national unity and harmony. Multicultural competency helps an individual to improve his or her way of perceiving, believing, evaluating and problem solving. The fact is people are self-centered and do not care about others. Cross cultural interaction and exchange is slowly making people understand the significance of cohesion. There is inequality in the society because of stereotypes and tendenci es of prejudice. There are many myths about other people’s culture and this has a negative effect on how communities relate. Some communities make others feel inferior causing hatred and animosity. Lack of cultural interaction is the main cause to the problem. It is hence vital for stakeholders to embrace multicultural education system since it will provide solid solutions that are long term. Answers to part B and C Culture refers t the knowledge, values, experience, attitudes, religion, concepts of the universe and spatial relationships developed by a group of individuals through both group and individual striving. Culture also entails the patterns of behavior developed and transmitted from one generation to another. Various cultural groups think act and feel differently depending on their beliefs. There are no scientific standards to determine which group is superior or inferior (Knight 2004). Multi cultural education refers to inter discipline and cross-curricular educatio n that prepares students to work and live in a diverse environment. Respect and appreciation of cross-culture is increasing gaining momentum throughout the world. It is encouraging and impressive that students are learning cultures outside those of their own. This helps them interact well with people of different cultures. Multicultural education provides an opportunity for learning institutions to create cultural awareness among students though the various students’ organization. This equips students with the skills they need to interact with other people having different cultures and beliefs. As globalization is taking shape and businesses expanding, cross-cultural interaction is on the rise. As more people from different cultures interact, they exchange the cultures and learn to compromise with what other people think and feel (Johanna, 2000). Multicultural education is principal in addressing cultural differences and cultural bias because it encourages respect and appreci ations of other people’s beliefs. In an educational setting, students become aware on the cultures of other people, reasons as to why they behave the way they do and why it is crucial to respect other people believes (Knight, 2004).Multicultural educa

King Kong (1933) and Scarface (1932) Essay Example | Topics and Well Written Essays - 1000 words

King Kong (1933) and Scarface (1932) - Essay Example But for film makers to present their stories in an excellent manner there are a couple of factors they need to be considered. These factors may be numerous but are highly interrelated and thus they have to ensure that each of them is well connected to the total make up of the film. Three of these factors are story structure, cinematography and editing. In instances where any of these three pillars is misplaced, there is a very high tendency that the whole story of the film will be misplaced and this would affect the subtext stories used in the film production. The present essay therefore looks at how makers of the two films King Kong (1933) and Scarface (1932) used the elements of story structure, editing and cinematography to bring out the subtext of their films clearly. Story structure of the two films The story structure of King Kong (1933) is set around the theme of love. Indeed, in the plot of the film, the producer is careful in presenting the theme of love in a clear cut manne r without ambiguity right from the start of the film. One of the major strengths in the film’s story structure would perhaps have to do with the fact that the film depicts the theme of love from several angels including love affair that was not built between two human beings. This is because at the beginning of the story structure, there is an indication of love for a person’s job when Carl Denham decided to look for a female actress by himself after Charles Weston refused to do so. The eagerness with which Carl set off in the search gave a strong undertone of a story of love for his work. Consequently, there is another story of love told between Ann and Driscoll, who until meeting Ann had said that a woman had no place on his ship. Indeed, Driscoll would throw his personality of toughness away to embrace love. As if this was enough on the subject of love, the gigantic beast known as Kong is introduced into the movie, only to come and also fall in love with the beautif ul Ann. Indeed, this was a mighty beast, which had the power of destroying the whole world at a go. But the only thing that would make it calm was the love of a beautiful woman. Without any doubt, the subtext in King Kong is the power of love in suppressing human personality. The story structure in the film Scarface (1932), was quite different from that of King Kong. This could greatly be blamed to the story line and the theme selected by the writer. Unlike King Kong, which had a central theme of love, the central theme in Scarface was power and authority. This was contrasting only in terms of how it was presented in the story structure. This is because King Kong also had a theme of power and authority vested in the character and personality of the Kong. However, this was not made to be the major running theme in the story structure of King Kong. Yet again, there was a theme of love in Scarface when Tony’s sister Cesca married Guino, who was Tony’s friend. Indeed, the writer had an option of making that love relationship a central theme in the story structure but that was left to the power and authority struggle that Tony and Lovo was going through. It was not for nothing that in the plot, the marriage ceremony between Cesca and Guino was made to be a secret one (Sanghi, 2007). In all this, the writer made the topic of love to the subtext of Scarface because at a time when Tony had deeply offended his sister and

Marketing Activities Essay Example | Topics and Well Written Essays - 500 words

Marketing Activities - Essay Example By moving its Apple Mac operating system from IBM and Freescale Semiconductor Intel chips, Apple has moved away from the up market computer image that it had, and is now positioned to attract any computer buyer (Lukovitz, 2007). Dell Computers has used the power of the Internet to provide awareness of its products and the place from where to acquire its products. To Dell Computers the Internet has been an extremely suitable means to provide the place of sale for its product of personal computers, targeting the market segment for personal and business purchase of computers. It is not that Dell computers has not used offline means to create awareness. It has used means like the television media for advertisements to create awareness, but has found the Internet more powerful and easier to gauge response of its promotional activities. The successful use of the Internet is what has powered Dell Computers to its leading position in the personal computer market (Enos, 2001). In a move to make use of the powerful players on the Internet, Dell Computers has strategically tied up with leader in Web search and advertising Google to ward off the threat from Hewlett-Packard. It will provide its Google desktop with Googl e Toolbar software on its personal computers, while Google will help create awareness and sales of the new PowerEdge servers from Dell. These efforts stem from competitor activities to cut into Dell’s market share through reduction in price. (Dells New Marketing Strategy - Google, Servers & Storage Systems). Dell Computers also uses innovative offline marketing promotion strategies. An example of this is in its attempts to reach out to the student market for personal computers and laptops. In 2007, it tested the promotion of its products through student’s mobile devices, using a free offer for a plasma TV and free music download, for

Child labour: Is it a Necessary Evil?

Child labour: Is it a Necessary Evil? Now days, the complex and universal problem of child labor have become a harsh reality attracting worldwide attention. The prevalence of child labour is economically unsound, psychologically disastrous and physically as well as morally dangerous. No doubt, labour is worship but child labour in dangerous and a blot on the conscience of society. It is a sad affair that child labour is deprived of his youthful life, education and thus prospects of higher level of living. Child labour perpetuates poverty, it does not reduce it as it condemns one generation after another to its vicious circle. Child labour harms the progress and prosperity of a nation. Throwing light on this fact, John has rightly said, Starve a child of food, of affection, of freedom, of education and you produce an adult who is stunted as an individual and holds back progress and development rather than accelerate it. Our country is also facing this critical problem of child labor. A wide variation is seen in the estimation of child labor in country. According to 1971, 1981 and 1991 census of India, the number of working children accounted for 10.74 million, 13.60 million and 11.28 million respectively. The ORG has estimated that the number of child labor is closer to 44 million. According to U.N., 55% of the work force in India is made up of child labor. It is normally seen that employers do not always provide accurate data on child labor in order to safeguard themselves from legal hassles. It was pointed out in the World Conference on Children that the number of child labor in the world is about 25 crore, out of which the maximum number about 10 crore is found in India alone. It is estimated that about 7.5 crore are engaged in rural areas while remaining 2.5 crore are employed in urban areas. Alarmed at this critical problem, ILO has also estimated that India alone accounts for one fourth of tot al child labor of the world. Childlabor is rampant across the country. Children can be seen working in agricultural fields, carpet and durri industries, biri, handicraft, match box, glass and bangle industries, in restaurants and as domestic servants. It is estimated that 30 per cent of child labor is engaged in agriculture and allied activities, 30 to 35 percent in industries and remaining are engaged in mining, tea gardens and hotels etc. These occupations are hazardous, causing severe physical damage to them and thus inhibiting their mental, moral and social development. These child laborers become prey to many fatal diseases, like T.B., Cancer, Asthma, lungs and skin related diseases. The sad plight of child labor is depicted by Sudha and Tiwari in these words,It is really sad to note that children in most of the developing countries are living miserable, cheerless lives, toiling unendlessly to ward off starvation, totally deprived of all comforts and opportunities for self growth and development. Poverty, unemployment, traditional attitude, marginalization of farms, urbanization, lack of schools, reluctance of parents to send their children to schools are the factors responsible for the problem of child labour. In fact, poverty is seen as the major factor responsible for this problem. Poor parents hardly have time for their children because they are all the time struggling for bread and butter. They are not in a position to fulfill their responsibilities towards children. In reality, the children are supposed to be the extra earning hands, rather than extra mouths to feed. Children are made to work at a very young age. Emphasizing this factor, the report of the Committee on Child Labor commented, Stronger than tradition is the factor of chronic poverty responsible for the prevalence and perpetuation of child labor. In poor families, the child, since his very appearance in this world, is endowed with an economic mission.The child is compelled to shed sweat of brow to keep the wolf away from the door. Large sized families are also held responsible for this problem. Again, most of the workers are engaged in non organized sector. The inadequacy of wages in this sector compels these workers to send their children on work to supplement their income. Availability of child labor at lower wages also motivates the employers to employ them. The employment of the child labor not only reduces the cost of production but also provides access to that labor which is unresisting and unorganized. As a result of this trend, the wages of other adult workers decline, adult unemployment increases and that paves way for the poverty. Nurses vicious circle of poverty explains the phenomenon of child labor clearly. Thus, child labor is an exploitation of child by the vested interests. On the one side, there is compulsion of poor parents and on the other side; the unresponsive attitude of specific industries is also responsible for this problem. The situation of child laborers in India is desperate. Children work for eight hours at a stretch with only a small break for meals. The meals are also frugal and the children are ill nourished. Most of the migrant children, who cannot go home, sleep at their work place, which is very bad for their health and development. Seventy five percent of Indian population still resides in rural areas and are very poor. Children in rural families who are ailing with poverty perceive their children as an income generating resource to supplement the family income. Parents sacrifice their childrens education to fulfill the basic needs of their younger siblings and view them as wage earners for the entire family. Irrelevance of education in practical life is also considered an important factor for this problem. It is rightly pointed out, A secondary reason for child labor is that many children choose to work because neither they nor their poverty stricken families see the point of acquiring an education which has little relevance to their lives and which moreover does not guarantee them a job. They prepare to undergo some kind of apprenticeship so that they can learn a skill and earn money at the same time. These children are deprived of their childhood. The prospects of getting good education and good jobs become a distant dream for them. Thus, the parents, society and the state are responsible for thi s criminal injustice with the future citizens. Children are flowers of our national garden they should be nurtured with love and affection so that; they grow into responsible and responsive citizens. Child labour has important demographic and social-economic implications for developing countries like India. Many provisions have been made in the constitution of the country to promote the welfare and development of children. Under Article 29 of the constitution, no child below the age of 14 can be deployed in any hazardous work. Article 23 prohibits forced labour. The chapter IV of theIndian constitution mentions specific directions related to the welfare of children. In Article 39, it is made obligatory for the states to formulate polices in such a way so that the healthy development of children can be ensured. To safeguard the interests of these deprived children, various laws have been enacted in the country. Many legislations have been passed to prevent the employment of children in hazardous occupations and to improve their working conditions. Many policies have also been formulated for the healthy and balanced development of children. In the same way, there are important legislations which provide legal protection to child labour in India. Some of them are following: 1. Child (Pledging of labour). Act (Government of India, 1933) 2. The Employment of Children Act (Government of India, 1938) 3. The Minimum wages Act, 1948 4. The factories Act, 1948 5. The Plantation Labour Act, 1951 6. The Mines Act, 1952 7. The Merchant Shipping Act, 1958 8. The Motor Transport Workers Act, 1961 9. The Apprentices Act, 1961 10. The Bedi and Cigar Workers Act, 1966 11. State Shops and Establishment Acts, 12. According to the National Policy for children, 1974, no child under 14 years can be engaged in any hazardous occupation. It is also laid down in the policy that children should be protected against neglect, cruelty and exploitation. Again, the Child Labour (Prohibition and Regulation) Act was initialed in 1986 to ban childrens employment in 70 hazardous occupations. National Child Labour Project (NCLP) was also launched by Labour Ministry in 1988 to rehabilitate working children. In Oct, 2006, the Government has passed legislation to ban the employment of children below 14 years in restaurants, hotels, tea-stalls, eateries and as domestic laborers. India has also become a signatory to various international declarations and agreements to regulate the menace of child labour. So, it has become obligatory for the country to undertake the measures to eliminate the scourge of child labour which has assumed serious proportions in recent years. Many policies have been formulated for the healthy and balanced development of children. The Government has launched Sarva Shiksha Abhiyan, Mid Day Meal Scheme, Education Guarantee programme etc to bring the child labour under the umbrella of education. Non Governmental Organizations were also permitted to open residential schools for these children to bring them back to the mainstream of the society. Residential and special schools have also been setup for the education of child labor. In 2006 the Government has introduced Integrated Child Development services aimed at providing a package of services consisting of supplementary nutrition, immunization, health check up and education and non-form al education. In spite of adoption and implementation of various policies, laws and programmes by the government directly or indirectly, the problem of child labor is still staring at us. Due to ignorance, illiteracy and economic compulsions of the poor families, these laws are evaded at different places at different points of time. Weak enforcement machinery, little information related to child labor laws and peculiar socio-economic conditions are also the factors responsible for the avoidance of laws related to children. To check the problem of child labour, it is essential to eradicate the menace of poverty by improving agriculture sector, providing employment to unemployed hands at minimum wages, establishing agro-processing units in rural areas. Stringent measures should also be taken to make employment generation and poverty eradication plans effective and successful and corruption free. In the same way, population control measures and other medical facilities must be provided to the poor section of the country. Adequate school facilities, provision of night schools, improvement in school environment and curricula of education can also contribute a lot in solving this critical problem. National Commission for Protection of Child Rights (NCPCR) should also ensure that rescued child labourers do not return to work. So every effort must be made for the repatriation of rescued child labourers to their native places. Poverty, unemployment and illiteracy are the prime reasons responsible for this problem. So efforts must be made to eradicate these causes. Monetary incentives and income generating assets must be provided to poor families so that they are not compelled to send their children to work. It is essential to compensate the families of those children who are being withdrawn from work force. A strong socio-political environment must be achieved with the active cooperation of people, society, and non government organization. NGOs must motivate the parents to provide education, health care and skill development facilities to their children. Special schools may be set up for the child labor so they can acquire minimum qualifications. In the same way, specific strategies must be evolved keeping in mind the nature of work in which the child is currently engaged. Thus, a joint effort of government, NGOs and society is required to solve this critical problem. We should try to strike at the root ca use of this critical problem. Efforts should be made to change the attitude and mindset of the people towards their children. We should never forget that todays children are tomorrows citizen. If this critical problem is not tackled urgently, we can well imagine the future of our country in the days to come. 1

Symbols and Symbolism Essay - Role of Symbolism in The Great Gatsby :: Great Gatsby Essays

The Crucial Role of Symbolism in The Great Gatsby The critic Harold Bloom once wrote, "Never has symbolism played such a crucial part in the very foundation of a novel as it does in Scott Fitzgerald's masterpiece, The Great Gatsby." The dictionary defines the word symbolism as, "The practice of representing things by means of symbols or of attributing symbolic meanings or significance to objects, events, or relationships." The novel takes place during the summer of 1922, in Long Island and New York City. Daisy and Tom introduce Nick to Jordan Baker, a beautiful female golfer who cheats at the game; Nick and she begin a relationship. Not long after they meet, Nick travels to New York City with Tom and Myrtle. Gatsby asks to speak to Jordan alone, and, through Jordan, Nick later learns more about his mysterious neighbor. Gatsby's extravagant lifestyle and wild parties are simply an attempt to impress Daisy. After an awkward reunion, Gatsby and Daisy restore their connection. Tom soon grows suspicious of his wife's relation ship with Gatsby. Daisy realizes that her marriage is to Tom, and Tom sends her back to East Egg with Gatsby, attempting to prove that Gatsby cannot hurt him. When Nick, Jordan, and Tom drive through the valley of ashes, however, they discover that Gatsby's car has hit and killed Myrtle, Tom's lover. They rush back to Long Island, where Nick learns from Gatsby that Daisy was driving the car when it struck Myrtle, but that Gatsby intends to take the blame. The next day, Tom tells Myrtle's husband, George, that Gatsby was the driver of the car. George then goes to find Gatsby; he finds him at his mansion and shoots him. An excellent example of symbolism in The Great Gatsby can be found in many places including, the ash heap, Gatsby's silk shirts, the green light, The Eyes of Doctor T. J. Eckleburg, and Gatsby's library. The eyes of Doctor T. J. Eckleburg are a pair of fading, "bespectacled" eyes painted on an old advertising billboard over the valley of ashes, "But above the grey land and the spasms of bleak dust which drift endlessly over it, you perceive, after a moment the eyes of Doctor T.

Poetry Analysis †Coleridge, Tennyson, Hopkins Essay

The Romantic poet Percy Shelley once wrote, â€Å"Poetry lifts the veil from the hidden beauty of the world, and makes familiar objects be as if they were not familiar.† Both the Romantic and the Victorian periods of poetry followed Shelley’s vision of poetry as they exposed their respective societal issues. Romantic period lasted from1785 to 1830, a time in which England moved from an agrarian to industrial country and overall nationalistic ideals threatened the individuality of the poets and artists. The Romantic period of poetry was therefore very reactionary. It was a reaction to enlightenment ideas, to the disregard for human life in revolutions, and to the uniform of nationalism. The decay of social values that took place in the latter part of the Victorian period spurred many writers to shift the context of their work from the Romantic natural forms to education, women’s rights, and political ideologies. Though both periods produced a momentous achievements in structure, language, and musicality of the poetic movement, the Romantic period effectuated an extreme feat in poetry in a mere fifty years. Samuel Coleridge’s â€Å"The Rime of the Ancient Mariner† is a Romantic ballad in seven parts, with fairly regular quatrains. Its short sentence structure develops steady movement, allowing to the reader’s engagement to grow as the tale progresses and the speaker’s message is unveiled. The tetrameter structure reveals an explanation of the title; the Ancient Mariner orally recites his tale, teaching a universal lesson on nature’s value and the earth’s deserving of respect. Coleridge uses both dialogue and varying perspective to establish a credibility in his work. An omniscient narrator speaks of an instance where the â€Å"bright-eyed† Mariner tells his story to a wedding-guest and the effect the tale has on him; â€Å"a sadder and a wiser man, / He rise the morrow morn† (Coleridge 624-625). Coleridge often utilizes the effect of exclamation points when the Mariner is speaking to convey his passion, as in â€Å"Farewell, farewell! but this I tell / To thee, thou Wedding-Guest! / He prayeth well, who loveth well / Both man and bird and beast† (610-613). By capitalizing the first letter in various important words, Coleridge successfully enables to the reader to interpret a symbolic meaning behind the select terms. For instance, â€Å"Albatross,† though not a proper noun, is capitalized in each reference he makes to the creature yet when referring to the â€Å"water-snakes† and the â€Å"sky-lark† Coleridge does not capitalize the terms as they hold less symbolic value in the Mariner’s tale. ‘Is this the man? By him who died on cross, With his cruel bow he laid full low The harmless Albatross. The spirit who bideth by himself In the land of mist and snow, He loved the bird that loved the man Who shot him with his bow.’ (Coleridge 397-405) The Albatross is capitalized to depict the pure innocence and divinity of nature and God’s creations. Further interpretation also shows Coleridge’s capitalization of the Albatross to allude to Jesus Christ. Alfred, Lord Tennyson’s â€Å"Crossing the Bar† is a comforting and uplifting Victorian Era poem about the end of life’s journey. Tennyson’s calm language and peaceful imagery envelop the reader in consoling compassion rather than a miserable mourning at the thought of a loved-one’s passing. He introduces the dwindling of life’s candle as he opens with a metaphor beautifully comparing life ending and death to â€Å"sunset and evening star† (Tennyson 1). Hoping for the end to be as painless as the sunset Tennyson alludes to the sound of the ocean thrusting against the sandbar, â€Å"And may there be no moaning of the bar, / When I put out to sea† (Tennyson 3-4). Tennyson’s word choice throughout the extended metaphor of this poem impels the reader to think carefully about what his meaning is, rather than take the literal sense. For instance, when Tennyson refers to turning â€Å"home again† his home is not meant to be the humble earthly abode in which he’s carried out his years; he instead is alluding to heaven (Tennyson 8). The imagery of the concluding stanza informs the reader of the entire poem’s meaning; â€Å"For though from out our bourne of Time and Place / The flood may bear me far, / I hope to see my Pilot face to face / When I have crossed the bar† (Tennyson 13-16). Here Tennyson’s meaning of the bar manifests as he alludes to meeting his creator in this striking image of crossing the ocean’s sand bar, the boundary of life and death, into the unknown afterlife. Upon reading Gerald Manley Hopkins’ â€Å"Spring and Fall: to a young child† it becomes difficult to stop oneself from creating a tune to match the beat of this musical Victorian Era poem. With an AABBCCDDDEEFFGG rhyme scheme the poem begins with three rhyming couplets, followed by a rhyming triplet, and concluded by another set of three rhyming couplets. The varying line lengths express the drama in the speaker’s voice; ranging from the short iambic triameter to the longer tetrameter exposing the speaker’s message. A strong biblical message is surfaced by the melodic and hymnic movement of this piece. Hopkins uses alliteration to make his point clearly understood. The repetition of the â€Å"W† words, in â€Å"Though worlds of wanwood leafmeal lie: / And yet you will weep and know why,† is used to tell Margaret about the changes maturity brings and the misery of knowledge (Hopkins 8-9). The alliterations used in the last rhyming couplet impart the speaker’s firm religious beliefs to the reader as Hopkins states â€Å"It is the blight man was born for, / It is Margaret you mourn for.† Hopkins uses the â€Å"B† and â€Å"M† words to emphasize the connection between her future sins and those made by Adam and Eve. As the speaker both open and closes this short poem repeating Margaret’s name he creates an alpha and omega image for the reader; Margaret is her beginning and her own end. Perfection derived from mayhem would be an apt description of William Wordsworth’s â€Å"Ode: Intimations of Immortality from Recollections of Early Childhood;† though perfection is not quite a befitting word to depict the pulchritude of this piece. This poem is both a reactionary piece, and a revelation of time, as the prefatory four stanzas were written at least two years prior to the latter seven. Through the chaos of its structure comes the beauty of one of Wordsworth’s most renowned poems. Following the aberrant nature of the Romantic poets, Wordsworth’s Ode is composed of eleven stanzas irregular in form, length, meter, and syntax.Though subtle in nature, this piece veraciously speaks the whispers of juvenescent truths as its title would suggest. â€Å"Ode: Intimations of Immortality from Recollections of Early Childhood,† implies a dedication to the indications of eternal life, which from early childhood memories are stirred. Wordsworth’s way of adorning a beautifully worded poem with familiar images and symbolic undertones helps this poem to outshine others of its like. Swathed in epiphanic universal tenets this Ode is all but trivial. In the first two short stanzas Wordsworth introduces his dilemma; the speaker has lost touch with the celestial light which once had bedecked his corporeal life. He expresses his ability to appreciate the natural beauties of daily life but knows â€Å"there hath past away a glory from the earth† (Wordsworth 18). Wordsworth identifies the poignancy in life’s realization when childhood innocence is lost. Left with lingering questions of his embryonic virtue’s transience he concludes the first portion of his poem asking â€Å"Whither is fled the visionary gleam? / Where is it now, the glory and the dream?† (Wordsworth 56-57). With his questioning, Wordsworth obliges the reader’s musing on the eternal poignancy of this forsakenness. Two years time would pass before Wordsworth could conclude his enlightenment of the soul’s cyclic journey and the effect it has on man. He begins the fifth stanza with an intriguing metaphor: â€Å"our birth is but a sleep and a forgetting† (Wordsworth 58). Extended throughout the poem, the idea, that the soul pulls away from the glories of heaven as man ages, is not easy for the reader to grasp; thus Wordsworth explains â€Å"heaven lies about us in our infancy!† but with age heaven and its splendor â€Å"fade into the light of common day† (Wordsworth 76). The paradox, between the fading light of God and the overpowering light of daily life, is harsh but, comprehendible. As man grows closer to the natural earth he grows apart from the virtues of the ethereal heaven. To explain the shift man weathers, Wordsworth discusses the ways sanguine children become mechanic by making plans and charts; man takes pride in learning organization but in the process slights imagination. He continues on to address a child directly â€Å"thou Eye among the blind,† metaphorically telling the boy he provides a virtuous vision to those who have outgrown a strong bond with glory (Wordsworth 111). Though this bond is fleeting, Wordsworth finds happiness in the idea that man is always questioning; he realizes â€Å"O joy! that in our embers / Is something that doth live, / That nature yet remembers / What was so fugitive!† there is a connection deep within every man that drives him to search for the truths of life (Wordsworth 129-132). His use of ABAB rhyme scheme, alternating iambs, and the metaphor of the soul to a fire that burns low and hot makes this passage stand out to the reader and bring forth Wordsworth’s optimism. As he guides his reader through the climax of this Ode, Wordsworth incorporates heavy imagery and a more constant rhyme scheme. He explains that man cannot go back and relive the virtues of childhood but, will always have memories to bring him back to its glories: Though inland far we be, Our Souls have sight of that immortal sea Which brought us hither, Can in a moment travel thither, And see the Children sport upon the shore, And hear the mighty waters rolling evermore. (Wordsworth 161-167) He tells of how one is unable to experience these past memories but, can instead look back and observe the bliss of childhood as these recollections are immortal. Having recognized the joys that still are attainable he realizes his appreciation for the mortality of the somatic world. Though he no longer rolls as freely as the brook, he loves its beauty more than ever. Wordsworth imparts the value of this brief life on earth. Man must not view life’s course as a race. He reminds the reader of life’s impermanence, alluding to the Corinthians which suggest there is no great prize for first place in life’s race. Instead man should give thanks; â€Å"Thanks to the human heart by which we live, / Thanks to its tenderness, its joys, and fears, / To me the meanest flower that blows can give / Thoughts that do often lie too deep for tears† (Wordsworth 200-203). Humanity blesses men with the power to treasure the meek and the ordinary, as long as man steps out of the race and stops to admire his surroundings.

A Just War Where Fake Faces the Reality

A Just War Where Fake Faces the Reality Plato’s Concept of War: Learning to be Decent In spite of the fact that the mankind has been leading wars all the history long, the periods of peace and quiet changing with the devastating fights, most philosophers take the humane approach when considering the idea of war, thus regarding the latter as inappropriate.Advertising We will write a custom essay sample on A Just War: Where Fake Faces the Reality specifically for you for only $16.05 $11/page Learn More Among them was the great Plato, who understood that even the resilience of the world could not take constant battles one changes with another. Claiming that war can be neither just, nor rescannable, he claims it to be one of those inevitable but destructing things. In his early works, Plato seemed to take the position which nowadays could be called a humanistic one, considering that the states at war are destined to face terrible disorders. Plato considered that there were actually no winners i n this game, for even the states which win the war are to face the devastation, the famine and the misery of the war. Plato’s logic was that both countries are destined in be in ruins as the war ends, and the tasted of victory would be far too bitter to triumph. In his dialogue with Alchibiades he says that he finds the war unjust and contradicting human’s nature. Arguing Achibiadus back his reasoning of war as an action completely unjust, he says: Soc.: Now, what of this? Whom will you advised the Athenians to wage war against, those behaving unjustly, or those practicing the just things? Alc.: What you are asking is a terrible thing; for even if someone had it in his mind that war ought to be waged against those practicing the just things, he would not admit to it, at least.[1] The sarcasm of Socrates cannot but be admired. With controversial statements he pushes his opponent to thinking that war is an unjust witch with an ugly face, a thing which has nothing to do w ith humanity and decency.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Augustine: Leading a Christian War Whenever there is a need to balance the justice between the states, either ruler has to resort to strict measures and to call people to protect their homeland and fight for the ideas which they appreciate most. According to Augustine, war can be used as a defense mechanism against the invaders or a weapon to fight with for people’s beliefs and faith. Augustine’s doctrine suggests that war can be just, and, moreover, that it has to be just. In his understanding, the sacred idea of protecting the homeland and the faith from the pagans and the unfaithful means more than the earthy life. The ideas of Augustine proclaim fighting for justice, and it seems that he was more than determined to win in his fight. Considering the just war as the means to restore the peace on the e arth, he interpreted the idea of war as the idea of serving the homeland and the religion of the forefathers. Taking into consideration Augustine’s understanding of peace and the peace in a state, it is possible to presume that Augustine considered war as another means of piece-making: Because the name â€Å"peace† is also frequently used with respect to things which are subject to death, where there is certainly no eternal life, we prefer to call the end of this city, where its highest good will be, â€Å"central life† rather than â€Å"peace†.[2] Thus, Augustine was gear up for war much more than Plato with his ideas of justice as peaceful problem-solving. Understanding that people are quite unlikely to submit to the other faith and other state ruler without struggling, Augustine considered war the only way to convert the unfaithful. To be more metaphorical, his idea of war was the position of a stronger state, while the mild ideas of Plato were the pos ition of the strongest state. The Two Ideas Compared Considering the viewpoints of both philosophers, it is necessary to say that Plato’s arguments on leading the war clash with the ideas of Augustine in quite a conflict. In contrast to the weighed and reasonable ideas of war which Plato suggests, Augustine molds the basis of the war ideology on the idea that war can be a means to achieve piece. In contrast to Augustine, Plato thinks that prudence and strategic thinking is the key element of war: â€Å"Don’t you know that when we make war we begin to wage war after accusing each other of some affront and what term we use when we begin?†[3] Plato wants to analyze the war, making it closer to a chess game where the leaders have to think logically and make its course more predictable.Advertising We will write a custom essay sample on A Just War: Where Fake Faces the Reality specifically for you for only $16.05 $11/page Learn More A brillia nt strategist, Plato emphasizes the importance of the soldiers as the layer of society which will help the rulers to achieve the glory and to make the lives of the citizens safe. As a philosopher, Socrates understands that every element in the chain of state life is important; once letting one element loose, the chain will get broken for good. Thus, Plato’s strategy-and-order structure sounds as a well-thought idea of a state. In contrast to Plato, Augustine suggests something completely different. What Augustine makes prior for the state is the faith and the religion. In Augustine’s understanding of the duty of the Christians, the latter are supposed to fight for their ideas as hard as they can. Avoiding expressing his ideas of what makes a just war, Augustine still made it clear that the three elements of justice must be present to call war a decent fight. â€Å"The three jus ad bellum criteria of rightful (or legitimate) authority, just cause, and right intention, and even hint at the connection between the latter come to be called jus in bello†[4]. Thus, Augustine admits that war can be just, and he insists that there are certain elements which make it such. Owing to the fact that â€Å"Augustine was never elaborate in his comments on just cause†[5], it is possible to suggest that the great philosopher was more of a tactician, while Plato was a strategist, which predetermined the difference in their understanding of war. Nevertheless, the great theories of the ancient philosophers survived the time testing and reached our epoch. Denying the possibility if just war, Plato’s ideas prove not a bit less important than the ones of Augustine, and vice versa. The ideal war is impossible, so people had better start making the ideal peace. Bibliography Reighberg, Gregory M., Henric Syse and Endre Begby. The Ethics of War:  Classic and Contemporary Readings. New York, NY: Blackwell Publishing, 2006. Print. Footnotes . Reighberg, Gregory M., Henric Syse and Endre Begby. The Ethics of War: Classic and Contemporary Readings (New York, NY: Blackwell Publishing, 2006), 22 . Reighberg, Gregory M., Henric Syse and Endre Begby. The Ethics of War: Classic and Contemporary Readings (New York, NY: Blackwell Publishing, 2006), 78 Reighberg, Gregory M., Henric Syse and Endre Begby. The Ethics of War: Classic and Contemporary Readings (New York, NY: Blackwell Publishing, 2006), 22 Reighberg, Gregory M., Henric Syse and Endre Begby. The Ethics of War: Classic and Contemporary Readings (New York, NY: Blackwell Publishing, 2006), 81 Reighberg, Gregory M., Henric Syse and Endre Begby. The Ethics of War: Classic and Contemporary Readings (New York, NY: Blackwell Publishing, 2006), 82

Can you revise some grammers and make good transitions between paragraphs

Can you revise some grammers and make good transitions between paragraphs? And also, find what causes gang and gun violence in school(with some quotations with bibliography:web address) and added in some where in my essay. In an era of the rising concern over public school violence, the controversy over the importance of mandatory uniform policy has been brought up as a debatable issue. Because of the controversial nature of this matter, those educators who advocate the uniform policy and those who condemn it are speaking out. One of the reasons that this issue was brought up is the degradation of school environment. Once considered sanctuaries of innocence and learning, American schools today are often perceived as dangerous places. The public recently has been busy by images of children shooting classmates and teachers, leading to fears that violence is becoming a horrifying "trend" in schools across the nation. Today, the main problems that cause school violence are gangs, firearms, and weapons. To reduce school crimes and enhance academic environment, some parents and school administrators, who believe that the uniforms will reduce gang activities, suggested enforcing the mandatory uniform p! olicy. However, their beliefs are misguided because the uniforms have no effects in contributing to a safer school environment; in addition, the uniforms bring further complex problems such as violation of the civil rights and economical problems. Instead of implementing mandatory uniform policy that causes additional problems besides school crimes, schools and the communities need to provide wiser procedures such as providing alternatives to gangs, restricting mass gun sales, and creating a visible law enforcement presence in the schools. These methods, unlike mandatory uniform policy, will not only prevent but also help in bringing an end to school violence. The leading cause of school violence in public schools today is ga...

Types of Unethical Behavior of Salesperson Assignment

Types of Unethical Behavior of Salesperson - Assignment Example First and foremost, the notion of PSIs is one that has been investigated for over fifty years and probes to pose a conflict in the arenas ob business and direct sales. PSIs are exactly what they sound like: they are incentives offered by manufacturers to salespeople. These incentives serve to encourage the salespeople to promote certain products often to the neglect of other competing products. One can clearly see the ethical dilemma posed by PSIs as they are sometimes equated to bribes in that their underlying purpose is to motivate the compensated salespeople to offer advice to a customer that might contradict their true feelings on the product as well as illicit a recommendation that might not have necessarily occurred in the absence of the incentive. If a salesperson is charged with the responsibility of selling a full array of products, how can he/she is good conscious sell products to a client who may be inferior or may not necessarily meet the requirements requested by the cus tomer Additionally, how are we to justify the bias that the presence of PSIs introduces into the selling process. This raises a very prudent concern in that the stakeholders may be given an inaccurate picture of the quality of the product through the use of deceptive sales practice (Radin & Oppenheimer, 2002). Another ethical issue raised within the field of sales is the notion that many salespersons are obligated to sell all of the products carried by a store. In some instances, the salesperson is aware of the fact that the product could possibly pose harm to the customer. In the course of a sale, the customer may reveal information to the salesperson which indicates that the product may not be good for the customer. For example, if a customer reveals that he/she suffers from a bad back and would like to purchase a sofa. The store may have only one sofa that fits the customer's need but it may be inappropriate for his/her bad back.  

Consumer Behaviour in Action Coursework Example | Topics and Well Written Essays - 500 words

Consumer Behaviour in Action - Coursework Example Need recognition results from imbalance between actual and desired states as a result of a stimulus that motivates the individual to make buying decision (Lamb et al. 2011). Stimulus may be internal such as hunger or external such as an advert. Need may arise if current product malfunctions, runs out or discovery of a more superior product. This prompts the buyer to start the decision process by gathering necessary information. However, if a product is available which satisfies the need, there is no need for information search. Information may be internal or external and depends on whether the buyer is highly involved with the product or not. The level of involvement depends on previous experience, interest, perceived risk, and situation (Lamb et al. 2011). Routine purchases and low-cost goods are low-involvement; therefore, do not require a lot of information. The buyer may even skip searching for information and make purchases. If buyer has previous product experience but is unfamiliar with current brand, he/she may search for little information hence low-involvement. However, if perceived risk is high, the buyer is highly involved thus extensive information is sought (Blythe, 2008). For example, a routine product like hotdog does not require more information while an expensive car or home is a high-involvement product requiring more information. Information can be from: personal sources like family, co-workers, friends; commercial such as advertising, salespeople, displays; public such as newspaper, TV, consumer organisations or experiential such as using the product. Information sought regards price, quality, compatibility, capability, among other attributes. Once buyer gets information, he/she carries out evaluation to determine the right choice among alternatives.