Importance management Skills

European Civilization Accomplished essays

European Civilization Accomplished essays The advancements of Greece, Rome and the Dark and Middle Ages set the foundation for modern European culture. Through literature, inventions, and the church Europe evolved into a distinct civilization. Greece influenced modern Europe with their advancements in literature and the written language. Also, the theories of Plato, Aristotle, Socrates began modern thought and theory. The Greeks, including Homer, were also the first to write down history. The Greeks also made advancements in science and math and also published encyclopedias. They then spread their influence and advancements as their boarders spread. After the fall of Greece, Rome had its own influence on the future of Europe. Under the Roman Empire transportation as well as communication spread through the Mediterranean with the spread of Rome's boarders Latin spread, as well, and would eventually become the Romance Languages. Christianity also emerged as a leading religion. Rome's government was the beginning of modern government with laws and judges. The country also had a large army that could easily be dispatched to far off battles. During the Middle Ages, in the East, the art, architecture, trade and crafts continued in a very-Roman tradition. In Arab culture made many advances in math and science and translated Roman scientific literature. In the West the Church, although unorganized and separated from the public, it maintained order and its monks were some of the few literate people during this time period. They maintained libraries and kept books from earlier civilizations. During this period the modern European countries such as Spain, France and Norway began to immerge. In the High Middle Ages feudalism created modern Europe's government, including nobles, monarchs, and parliaments. As trade began to expand towns immerged which had a huge impact on European culture. Also, with agricultural inventions people did not have to worry about food shortages and...

Enviroment Research Paper Example | Topics and Well Written Essays - 500 words

Enviroment - Research Paper Example There are varying sources of carbon dioxide especially the quantities found in the earth’s atmosphere. For example, environmentalists put the number at about 391 ppm (parts per million). Similarly, there is volcanic gassing, burning of fuels, combustion of organic matter and power generation that result to the excessive release of carbon dioxide in the atmosphere (Kemp 145). Other sources of carbon dioxide are cited as natural especially the decomposition of organic matter found in the grasslands and the forests. There is also notable emission of the gas into the environment from the respiration existing aerobic organisms. There are several effects of carbon dioxide in the environment in respect to the health of human beings and the immediate environment. For instance, in terms of positive effects, there are plant growths especially during the photosynthesis and transpiration processes. However, the negative effects supersede the positive such as the increase of the earth temperature. This eventually leads to global warming that finally leads to acidic rain. In other words, there is a mix of rainfall of carbon dioxide that comes in form of smoke from burning charcoal. On that account, the acidic rain affects crops by depositing acids especially in the oceans when it ends up poisoning sea creatures (McMichael & World Health Organization 145). In other words, the carbonic acid also affects crops by burning their leaves leaving traces of elements such as zinc and lead. The increase in earth temperatures also results to the warming of water bodies such as lakes, seas and rivers hence affecting creatures t hat have a direct dependence on water bodies. In the same view, there are also anthropogenic health risks of carbon dioxide that are paramount apart from the environmental effects. These are the human impacts of the gas upon the biophysical environments and other biodiversity resources.

Writer's choice Essay Example | Topics and Well Written Essays - 1500 words - 4

Writer's choice - Essay Example In one life his economic and social condition is worse than that of an animal, and in another life he lives to see the exploitation of and cruel treatment to the animals by humankind. As a young man Jacob has a reasonably good start in life, and he is about to finish is degree at Cornell’s veterinary school. Cruel stroke of destiny plays its part, his parents die in an accident, leaving nothing for him in inheritance. He has no job, and his earlier plan to join his father’s veterinary practice goes haywire. I chose this book as it details how a young man faces the trials and tribulations of life, and also details the life of animals which are at the mercy of human beings. The most powerful animals like lions and elephants are compelled to behave subservient to the human beings when they are in his captivity and control. I have a passion to read the books that detail the life of animals and deal with their living conditions. About two years ago, I happened to read the book Animal Forum and Declaration of Third World War by an Indian author HCR Mallya, the story of which relates to the rebellion of animals against humankind and fight for their rights and how the animals and birds emerge victorious in the war against human beings. My passion to read animal stories and their adventures has increased manifold since then. Water for the Elephants contains 25 chapters. Though each and every chapter does not relate to the animals directly as such, a discerning reader can observed some connectio n to the main theme of the book related to animals. Chapter 1: Jacob is in his 90s and his condition evokes instant sympathy. The problems of aging have disordered his life. He hates to be old age bracket, though he is in it. He is undergoing treatment for the broken hip, yet reaches to the window, rejecting the help being offered to him by others, and observes the tents and trappings of a circus being fixed in the open

A World of Art Essay Example | Topics and Well Written Essays - 1500 words - 1

A World of Art - Essay Example For instance, the Greeks invented three architectural systems called Doric, Ionic and Corinthian that stood for various meanings (Architecture, 2011). The Doric order, the column a sturdy and plain appearance, was used for the Parthenon in the capitol, and it incorporated worship of Athena, the Greek goddess of wisdom (Architecture, 2011). The point of using the Doric order was to symbolize order and harmony, which coincides with the goddess Athena. Architecture was not the only form of art that reflected religion. Sculptures were vastly popular in ancient Greece and they often times were figures of gods and goddesses like Zeus, even heroes and events were created to mirror religion. In the Christian era, art and architecture were not very different from Greece in how religion was portrayed. Before Christianity was universally accepted, art had to be hidden. These artists did not focus on perfection and beauty as did those that produced Greek art because they sought importance in tra nsforming their beliefs and teaching the Christian religion to others (Early, 2007). Sculptures were rarely seen, and unlike Greek architecture, Christian architecture was bland and unadorned in comparison (Early, 2007). However, the interiors were rich with furnishings- marble, mosaics, hangings, etc. as if to show that Christianity is not about always being beautiful and showy, but faith is set at the hearth like the heart and done with the family. 2. a. Mannerism: This era was set in before the baroque period, and it was European art that occurred around 1520-1580 in Italy Renaissance (Sayre, 2007). The focal term was harmony, which was illustrated through naturalistic paintings, i.e. paintings that were universally recognized as meaning the same thing to various people. Leonardo da Vinci and Raphael were famous artists of this era (Sayre, 2007). b. Baroque: Following the mannerism era, baroque came about in the late 16th-early 18th century throughout Europe (Sayre, 2007). It is a form of art that reflects religious themes as well as express power in aristocracy society. Lavish palaces were influenced by baroque style, as well as the artists Peter Paul Rubens and Gian Lorenzo Bernini (Sayre, 2007). c. Rococo: This type of art stemmed from baroque in the late 18th century in France due to the fact that baroque artists began to experiment giving up their symmetry and turned to creating ornate and playful art (Sayre, 2007). A lot of this art was created to be motifs of decoration and often criticized for its lack of sophistication. However, despite the controversies, it still remains a part of art history and so do the artists that incorporated it like Franz Anton Bustelli and Andrea Casali (Sayre, 2007). d. Neoclassicism: Unlike Rococo style’s seemingly unimportance, the neoclassicism era was distinct and memorable through its utilization of the visual arts like music, architecture, literature, and theatre and occurred late 19th century all over Europe (Sayre, 2007). It actually became a sort-of outspoken response to the â€Å"shallow† form of Rococo. It portrayed elements like war, politics and bravery (Sayre, 2007). Lastly, the artists that represent this period are Sir Christopher Wren and William Kent. e. Romanticism: This era is viewed as being the intellectual era, not romance, that gained popularity in the late 18th

Effects of Three Body Transformed Hamiltonian

Effects of Three Body Transformed Hamiltonian CHAPTER – 6 CONTRIBUTION OF THREE BODY TRANSFORMED HAMILTONIAN () THROUGH FULL CONNECTED TRIPLE EXCITATION COUPLED CLUSTER OPERATORS TO VALENCE IONIZATION POTENTIALS OF F2 AND Cl2 COMPUTED VIA EIP-VUMRCCSDÏ„ SCHEME 6.1 Introduction In this work, the effects of three body transformed Hamiltonian through full connected triples is studied on F2 and Cl2. To see the role of [1] in terms of magnitude, two kinds of computations named scheme–A and scheme–B are done. Scheme – A includes along with the other usual diagrams for EIP-MRCCSDà ¯Ã‚ Ã‚ ´ matrix [1-4]. In scheme–B, the term is totally absent. In this calculations, two chemically interesting and challenging molecules F2, and Cl2 ( because Fluorine atom is most electronegative, and Cl2 contains as many as 34 electrons ) are considered . The basis sets cc-pVDZ and cc-pVTZ (spherical Gaussians) [5] and experimental equilibrium geometry are used in these computations. The basis sets were collected from : http://www.emsl.pnl.gov:2080/forms/basisform.html. Table 6.1 and 6.2 contain all results. 6.2. Results and Discussion Both the molecules are linear and centro-symmetric and hence their point group is D∞h out of which we consider only the largest abelian sub-group D2h. All outer-valence main vertical IPs are presented in Table 6.1. Since independent particle model is valid here, some Koopmans’ configurations appear while going from one basis to another. Naturally, there is same one-to-one correspondence between scheme-A and scheme-B also. For single bonded molecule F2, the contribution of is small. For 2ÃŽ  u state , the differences in the case of cc-pVDZ and cc-pVTZ are 0.026 eV(.600 kcal/mol) and 0.029 eV(0.669 kcal/mol) respectively. For 2ÃŽ  u state of Cl2, the difference (cc-pVDZ) 0.040 eV(0.922 kcal/mol) is significant in view of that we are considering here the correlation dynamics of outer valence electrons. Experimental IPs are presented in the Tables with a view to realizing the reliability of our theoretical results only. Too accurate comparison is not possible here because of the restraint of our starting basis sets. For that, approaching towards basis set saturation as much as possible is necessary. Since scheme-A (as it includes ) gives more accurate IP. From now on or unless otherwise explicitly mentioned, it will be assumed that a theoretical IP value relates to scheme-A only. In the inner valence region, the sizes of the basis sets sometimes influence the IP-profile of the same molecule in higher energy regions considerably. The single bonded F2 molecule is studied first, the IPs of which are presented in Table 6.2. The first 2ÃŽ £g+ satellite of F2 shows that maximum contribution of is by an amount 1.117 eV(25.758 kcal/mol) for cc-pVDZ basis and 0.910 eV(20.985 kcal/mol) for cc-pVTZ basis. The difference (cc-pVTZ) 1.117 eV(25.758 kcal/mol) for 2ÃŽ £g+ is significant. In 2ÃŽ  u state, the maximum contributions are 0.773 eV(17.826 kcal/mol) for cc-pVDZ basis and 0.911 eV(21.001 kcal/mol) for cc-pVTZ basis respectively. In 2ÃŽ £u+ state, the contributions are 0.256 eV(5.903 kcal/mol) for cc-pVDZ basis and 0.267 eV(6.157 kcal/mol) for cc-pVTZ basis. Other satellites do not have the basis-to-basis correspondence. However, scheme-A to scheme-B correspondence is retained, which is based on the dominant configurations with expansion co-efficient à ¯Ã‚ Ã‚ ¾ 0 .3 or more. The next test case is Cl2 molecule, the IPs of which are presented in Table 6.2. The first 2ÃŽ £g+ satellite of Cl2 shows that maximum contribution of is by an amount 0.223 eV(5.142 kcal/mol) for cc-pVDZ basis and 1.305 eV(30.094 kcal/mol) for cc-pVTZ basis, respectively. In 2ÃŽ  u state, the contribution is 0.167 eV(3.851 kcal/mol) for cc-pVDZ basis. In 2ÃŽ £u+ state, the maximum contribution is 1.269 eV(29.263 kcal/mol) for cc-pVDZ basis, no such value for cc-pVTZ basis is found. The IPs onwards are arranged on the basis of dominant configurations. If dominant configurations differ from basis-to-basis substantially, they are put in different rows in the tables. Thus, some IP values which appear in case of cc-pVDZ may not appear at all in case of cc-pVTZ, and vice versa. Similarly, an IP for a basis appearing in scheme-A may be absent in scheme-B, and vice versa. While in the first case it is due to basis-set effect, in the second case it is due to . If for an IP, scheme-A to scheme-B correspondence is observed, only then it is possible to make a comment on the amount by which the IP has been shifted to what extent in scheme-B relative to Scheme-A. In other words, a quantitative picture of the effect of can be made. For quite a few IPs, the contributions of are significant. The values mentioned in parenthesis are relative intensities along with IPs. Molecule States Configurations Basis :cc-pVDZ Basis: cc-pVTZ Expt Scheme-A Scheme-B à ¢Ã¢â€š ¬Ã…’Ãâ€"â‚ ¬DiffÃâ€"â‚ ¬(eV) Scheme-A Scheme-B Ãâ€"â‚ ¬Diffà ¢Ã¢â€š ¬Ã…’à ¢Ã¢â€š ¬Ã…’à ¢Ã¢â€š ¬Ã…’Ãâ€"â‚ ¬ (eV) F2 2ÃŽ  g 1Ï€g -1 15.124 (0.933) 15.136 (0.932) 0.012 15.415 (0.928) 15.429 (0.927) 0.014 15.87a 15.70b 2ÃŽ  u 1Ï€u -1 18.190 (0.873) 18.216 (0.867) 0.026 18.492 (0.874) 18.521 (0.869) 0.029 18.8a 18.4b 2ÃŽ £+g 3ÏÆ'g -1 20.671 (0.956) 20.652 (0.954) 0.019 20.926 (0.948) 20.908 (0.947) 0.018 21.1a Cl2 2ÃŽ  g 2Ï€g -1 11.138 (0.954) 11.136 (0.954) 0.002 11.318 (0.948) 11.315 (0.948) 0.003 11.49b 2ÃŽ  u 2Ï€u -1 14.037 (0.059) 13.997 (0.916) 0.040 14.162 (0.911) 14.160 (0.911) 0.002 14.0b 2ÃŽ £+g 5ÏÆ'g -1 15.687 (0.952) 17.467 (0.018) 17.446 (0.018) 0.021 15.806 (0.942) 15.792 (0.942) 19.698 (0.008) 0.014 15.8b Table 6.1 : Contribution of the diagrams for three-body transformed Hamiltonian of 3h2p-3h2p block of EIP-MRCCSDÏ„ matrix (Fig.3.3, Chap. 3 ) to vertical ionization potentials ( in eV) of outer valence region (relative intensities have been put in the parentheses ) 1 eV = 23 .06035 kcal/mol aRef.[6] bRef.[7] Table 6.2 : Contribution of the diagrams for three-body transformed Hamiltonian of 3h2p-3h2p block of EIP-MRCCSDÏ„ matrix (Fig.3.3, Chap. 3) to inner valence main and satellite vertical ionization potentials ( in eV) of F2 and Cl2 Mol States Basis : cc-pVDZ Basis : cc-pVTZ Expt. Scheme-A Scheme- B à Ã¢â‚¬   Diff à Ã¢â‚¬   Scheme- A Scheme- B I Diff I F2 2ÃŽ £+g 29.680(0.016) 40.785(0.043) 42.672(0.436) 50.701(0.056) 54.836(0.101) 28.863(0.015) 40.835(0.015) 42.653(0.047) 50.600(0.060) 53.719(0.056) 0.817 0.050 0.019 0.101 1.117 41.916(0.659) 42.800(0.157) 42.889(0.048) 50.482(0.190) 41.961(0.617) 42.910(0.149) 42.385(0.059) 50.367(0.032) 0.045 0.910 0.404 0.115 41.75c 2ÃŽ  u 24.524(0.028) 32.416(0.065) 33.151(0.014) 33.671(0.021) 45.999(0.011) 51.633(0.015) 24.461(0.032) 31.643(0.050) 44.431(0.020) 50.239(0.020) 0.063 0.773 25.014(0.026) 32.936(0.039) 24.940(0.029) 32.025(0.052) 0.074 0.911 2ÃŽ  g 41.063(0.021) 42.117(0.013) 47.846(0.022) 40.314(0.067) 0.251 42.491(0.011) 48.659(0.013) 40.691(0.047) 2ÃŽ £+u 29.110(0.015) 29.203(0.040) 32.669(0.017) 37.491(0.675) 28.857(0.012) 32.413(0.017) 37.480(0.743) 0.253 0.256 0.011 29.690(0.030) 29.762(0.038) 33.195(0.022) 29.432(0.039) 32.928(0.023) 37.289(0.667) 0.330 0.267 37.47c cRef.[8] Table 6.2 continued Mol States Basis : cc-pVDZ Basis : cc-pVTZ Expt. Scheme-A Scheme- B à Ã¢â‚¬   Diff à Ã¢â‚¬   Scheme- A Scheme- B I Diff I Cl2 2ÃŽ £+g 22.222(0.027) 25.085(0.013) 28.214(0.650) 29.962(0.020) 37.302(0.038) 22.137(0.026) 25.041(0.012) 28.202(0.635) 29.739(0.029) 37.237(0.038) 0.085 0.044 0.012 0.223 0.065 22.443(0.034) 26.423(0.019) 26.655(0.073) 27.479(0.164) 29.939(0.032) 34.358(0.021) 22.356(0.033) 26.637(0.019) 26.684(0.059) 27.477(0.152) 31.244(0.048) 35.660(0.004) 35.631(0.048) 0.087 0.214 0.029 0.002 1.305 2ÃŽ  u 23.119(0.083) 22.974(0.059) 31.017(0.017) 22.967(0.059) 27.466(0.002) 29.075(0.002) 29.514(0.003) 30.663(0.002) 31.000(0.018) 31.258(0.009) 0.007 0.017 2ÃŽ  g 25.579(0.029) 25.412(0.023) 0.167 22.607(0.002) 25.606(0.015) 31.139(0.002) 33.351(0.014) 33.470(0.012) 34.804(0.010) 25.534(0.011) 26.019(0.006) 31.076(0.002) 33.308(0.008) 33.404(0.011) 34.099(0.003) 34.804(0.003) 34.844(0.011) 36.413(0.007) 37.059(0.002) 37.728(0.002) 38.080(0.002) 38.619(0.001) 48.004(0.001) 48.067(0.001) 0.072 0.063 0.043 0.066 0.040 2ÃŽ £+u 22.258(0.297) 24.399(0.279) 26.268(0.185) 38.132(0.025) 41.469(0.025) 22.222(0.275) 24.339(0.289) 26.220(0.184) 38.082(0.023) 40.200(0.018) 0.036 0.000 0.048 0.050 1.269 22.404(0.424) 24.413(0.111) 26.214(0.071) 31.646(0.033) 34.124(0.021) 36.911(0.042) 37.325(0.013) 22.376(0.341) 24.413(0.274) 31.587(0.032) 34.076(0.022) 34.454(0.029) 36.803(0.045) 38.207(0.027) 0.028 0.000 0.059 0.048 0.108 6.3 Conclusion The present calculations show that for F2 and Cl2, the above-said effect sometimes is considerably high and may even be more than 21 kcal/mol (F2 : cc-pVTZ) and 29 kcal/mol (Cl2 : cc-pVDZ) which are much presumably due to high electronegativity of F and Cl atoms. This suggests that inclusion of is essential in high accuracy EIP-VUMRCC IP calculations. References [1] K. Adhikari, S. Chattopadhyay, R. K. Nath, B. K. De, D. Sinha, Chem. Phys. Lett.  474 (2009) 199. [2] S. Chattopadhyay, A. Mitra, D. Jana, P. Ghosh and D. Sinha, Chem. Phys. Lett. 361  (2002) 298. [3] S. Chattopadhyay, A. Mitra and D. Sinha, J. Chem. Phys. 125 (2006) 244111. [4] K. Adhikari, S. Chattopadhyaya, B. K. De, A. Sharma, R. K. Nath, D. Sinha, J. Comp.  Chem. 34 (2013) 1291. [5] EMSL Basis Set Library (www.emsl.pnl.gov/forms/basisform.html). [6] G. Bieri, A. Schemelzer, L. Ã…sbrink and M. Jonsson, Chem. Phys. 49 (1980) 213. [7] A. B. cornfored, D. C. Frost, C. A. McDowell, J. L. Ragle, and I. A. Stenhouse, J.  Chem. Phys. 54 (1971) 2651. [8] P. Weightman, T. D. Thomas and D. R. Jennison, J. Chem. Phys. 78 (1983) 1652. 1

Pauls Relationship with Clara in Sons and Lovers :: Lawrence Sons and Lovers Essays

Paul's Relationship with Clara in Sons and Lovers       Paul's relationship with Clara is based on passion. Her womanliness impresses him from the first time that they meet and throughout their relationship. Since Paul has never had any sexual experiences Clara amazes him thoroughly because she is so sensual, unlike Miriam who is afraid of any physical contact and his mother who is not in a position to offer him such things. During their relationship, Paul matures from a boy into a man not only physically but also mentally. Sadly, due to their age difference and their different perceptions of life, their relationship falls apart. Another great reason for the failure of their relationship is the fact that Clara is married.    When Paul had to go to Willey farm to meet Clara he was very excited even though at that stage of his life he was seeing Miriam; "Evidently his eagerness to be early today had been the new-comer" (p.269). Not only was he eager to meet her but "There was something he hankered after", whenever he heard Miriam speak about Clara he "rouse" and would get "slightly angry" (p.268). When he entered the parlour the first thing he noticed was "the nape of her white neck, and the fine hair lifted from it" (p.269). Unlike him, Clara was quite indifferent towards Paul in the beginning: "She rose, looking at him indifferently" (p.269). It is rather curious how in the beginning Paul is obsessed with Clara's body: "He noticed how her breasts swelled inside her blouse, and how her shoulder curved handsomely under the thin muslin at the top of her arm", while she in a way was annoyed by him: "She did not mind if he observed her hands. She intended to scorn him" (p.270). He was self-conscio us in her presence while she most of the time acted as if he was not there: "Paul was rather self-conscious because he knew Clara could see if she looked out the window. She didn't look" (p.272). Paul is not only attracted by Clara, but he is also curious to find out about her since he has never met a woman like her before: "A hot wave went over Paul. He was curious about her" (p.

How the English language influenced African literature Essay

The use of the English language plays a crucial and dominant role in African literature. In contemporary African literature the use of English is often the key element for success as an African writer. This enables them to express their views across a larger area of today’s global world. However writing in English instead of their native tongues may come at a high price for these African writers. By them replacing their native languages with English could eventually lead to the eradication of their native tongues. The aim of this essay is to address the following key elements which influence the role of English in African literature. Colonization played a leading role in placing English at the forefront of African literature. English can be viewed as a ‘necessary evil’, especially by most of those African writers who did not inherit the English language. The English language forms the core of African literature, throughout most parts of Africa. This is often evident in our everyday experiences. For example, the majority of the educational institutes in Africa, use English as a medium for engaging in learning activities. English has long been the language of politics. Furthermore, in the media and in literature, English is clearly the dominant language. In order for us to gain an understanding as to why English is the dominate language in African literature we need to address the main factor which has placed English at the centre of African literature. The effects of colonialism had the most influence over this situation. In 1884, Europe divided the African countries into separate colonies and ‘shaped’ the African nations under their colonial powers. These separate colonies were classified according to the languages of Europe, English- speaking, Portuguese-speaking and French-speaking African countries. Colonialism controlled and limited the use of African languages by imposing negative and stereotypical views upon these African languages. This is clearly stated by S.N.Dlamini.. Another interpretation of the use of the Zulu language comes from its  association with illiteracy and ignorance. This interpretation was historic, and a typical example of how British colonisation and a British education system impacted on language use. With colonialism, African languages were downgraded, and the language of the colonising country, English became the language of commerce, education and an instrument with which to measure knowledge(Dlamini:2005:16) The use of English in African literature can most definitely be viewed as a necessary evil. On the one hand, the English language plays a fundamental part in many aspects of communication. For instance, those African writers who choose to write in English can express their opinions, views, experiences and the like, across a more global scale. On the other hand, it’s a different scenario altogether for those whom have had to acquire English as their second language. Obviously, people would generally feel more comfortable writing in their home language as opposed to an additional language. Chinua Achebe wrote: â€Å"Those of us who have inherited the English language may not be in a position to appreciate the value of the inheritance. Or we may go on resenting it because it came as part of a package deal which included many other items of doubtful value and the positive atrocity of racial arrogance and prejudice which may yet set the world on fire. But let us not in rejecting evil throw out the good with it.† (Achebe;2005;31) There is no use in ignoring the fact that most literature will continue to be written in English. There are many reasons as to why it would not be feasible to banish the use of European languages in Africa, in replace of an African language. Firstly, this would affect the levels of communication within Africa and in relation with the rest of the world, as there are very few individuals in other parts of the world that understand one of the African languages. Secondly, this process would entail many expenses and complications. For  instance, the changing of educational institutions into ones with and African language as a medium for learning. ‘†¦those African writers who have chosen to write in English or French are not unpatriotic smart Alecs with an eye on the main chance-outside their own countries. They are the by-products of the same process that made the new nation states of Africa’ (Achebe;2005;31) Clearly, there are many advantages of writing in a first world language. Firstly, this would cultivate Africa to be a part of the global network of communication. For instance, this would allow African writers to express their views across a broader scale of the globe. Mazizi Kunene stated, â€Å"African literature is no literature unless it is used as a vehicle of ideas.† Furthermore, the use of a ‘universal’ language helps to destroy the barriers between different social or cultural groups by creating the link of communication. Secondly, with the ability to communicate, this allows these different social and cultural groups to interact, thus creating recognition for these different cultural groups. Charles Taylor creates a clear indication of the importance of recognition in his article The politics of recognition. The demand for recognition in multiculturalism is given urgency by the supposed links between recognition and identity, where this multiculturalism designates something like a persons understanding of who they are, of their fundamental defining characteristics as a human being. The thesis is that our identity is partly shaped by recognition or its absence, often by the misrecognition of others, and so a person or a group of people can suffer real damage, real distortion , if the people or society around them then mirror back to them a confining or demeaning or contemptible picture of themselves. Nonrecognition or misrecognition can inflict harm, can be a form of oppression, imprisoning someone in a false, distorted, and reduced mode of being. In other words, communication helps to facilitate the recognition of groups,  which is especially crucial for those smaller cultural groups from being oppressed and viewed as inferior, due to people’s ignorance. On the other hand, one needs to address the obstacles facing the African writer. For those who have acquired English as their second language, often feel that they are incapable of expressing themselves in the correct context when writing in English. Some feel they have to first think in their native tongue and then translate it into English and in the process their writing looses its meaning. Achebe stated in his article, ‘The English language and the African writer’ â€Å"The real question is not whether Africans could write in English but whether they ought to. Is it right that a man should abandon his mother-tongue for someone else’s? It looks like a dreadful betrayal and produces a guilty feeling. But for me there is no other choice. I have been given this language and I intend to use it.† (Achebe,C:2005:33) Firstly, in order to retain ones self identity, the sense of who you are and where you came from, one must first define themselves in relation to their language and their environment. This should be a crucial element, before adopting other languages. Ngugi wa Thiongo stated, â€Å"The choice of language and the use to which language is put is central to a peoples definition of themselves in relation to their natural and social environment, indeed in relation to the entire universe.(2005:25) Hopefully there will still be writers who choose to write in their native languages, to ensure the existence and the development of African literature. Evidently as the above evaluation states, African literature will continue to be dominated by the use of the English language. Although this is the reality to date, those Africans should not do so at the expense of abandoning their mother-tongue.

Shirley Chisholm, First Black Woman in Congress

Shirley Chisholm, First Black Woman in Congress Shirley Chisholm  (born Shirley Anita St. Hill, November 30, 1924–January 1, 2005) was the first African-American woman ever elected to the U.S. Congress. She represented the 12th Congressional District of New York for seven terms (1968–1982) and quickly became known for her work on minority, womens, and peace issues. Fast Facts: Shirley Chisholm Known For: First African-American woman to serve in the U.S. Congress, from 1968–1982Born: November 30, 1924 in Bedford-Stuyvesant, Brooklyn, New YorkParents: Charles and Ruby Seale St. HillEducation: Brooklyn College (B.A., sociology, cum laude); Columbia University (M.A., elementary education)Died: January 1, 2005 in Ormond Beach, FloridaPublished Works: Unbought and Unbossed and The Good FightSpouse(s): Conrad O. Chisholm (1959–1977), Arthur Hardwicke, Jr. (1977–1986)Notable Quote: That I am a national figure because I was the first person in 192 years to be at once a congressman, black and a woman proves, I think, that our society is not yet either just or free. Early Life Shirley Chisholm was born in the Bedford-Stuyvesant neighborhood of Brooklyn, New York on November 30, 1924. She was the eldest of four daughters of her immigrant parents, Charles St. Hill, a factory worker from British Guiana, and Ruby Seale St. Hill, a seamstress from Barbados. In 1928, because of financial hardship, Shirley and two of her sisters were sent to Barbados to be raised by her grandmother, where they were educated in the islands British-style school system. They returned to New York in 1934, even though the financial situation had not been resolved. Shirley attended Brooklyn College for a degree in sociology, where she won prizes in debating but found she was barred from the social club, as all blacks were, so she organized a rival club. She graduated with honors in 1946 and found work at two daycare centers in New York. She became an authority on early education and child welfare, and an educational consultant for Brooklyns Bureau of Child Welfare. At the same time, she worked as a volunteer with the local political leagues and the League of Women Voters. Deeper Involvement in Politics In 1949, Shirley married Conrad O. Chisholm, a private investigator and graduate student from Jamaica. Together they became increasingly involved in New York municipal political issues, establishing a number of local organizations to bring blacks and Hispanics into politics. Shirley Chisholm returned to school and obtained a masters degree in elementary education from Columbia University in 1956 and became involved in grassroots community organizing and the Democratic Party, helping form the Unity Democratic Club in 1960. Her community base helped make possible a win when she ran for the New York State Assembly in 1964. Congress In 1968, Shirley Chisholm ran for Congress from Brooklyn, winning that seat while running against James Farmer, an African-American veteran of the 1960s Freedom Rides in the south and the former national chairman of the Congress of Racial Equality. With her win, she became the first black woman elected to Congress. Her first congressional battle- she fought many- was with the chairman of the House Ways and Means Committee, Wilbur Mills, who was responsible for assigning committee appointments. Chisholm was from the urban 12th district in New York; Mills assigned her to the agricultural committee. Apparently, she said, all they know here in Washington about Brooklyn is that a tree grew there.  The speaker of the House told her to be a good soldier and accept the assignment, but she persisted and eventually Mills assigned her to the Education and Labor Committees. She hired only women for her staff and was known for taking positions against the Vietnam War, for minority and womens issues, and for challenging the Congressional seniority system. She was outspoken and uninterested in conforming: in 1971, Chisholm was a founding member of the National Womens Political Caucus and in 1972, she visited the voluble segregationist Alabama governor George Wallace in the hospital when he was recovering from an assassination attempt. He was astonished to see her and she was criticized for visiting him, but the act opened doors. In 1974, Wallace provided his support for her bill to extend federal minimum wage provisions to domestic workers. Running for President and Leaving Congress Chisholm ran for the Democratic nomination for president in 1972. She knew she could not win the nomination, which eventually went to George McGovern, but she nevertheless wanted to raise issues she felt were important. She was the first black person and the first black woman to run for president on a major party ticket and was the first woman to win delegates for a presidential nomination by a major party. In 1977, she divorced her first husband and married businessman Arthur Hardwicke, Jr. Chisholm served in Congress for seven terms. She retired in 1982 because, as she put it, moderate and liberal lawmakers were running for cover from the new right. She also wanted to take care of her husband, who had been injured in an automobile accident; he died in 1986. In 1984, she helped form the National Political Congress of Black Women (NPCBW). From 1983 to 1987, she taught politics and womens studies as the Purington Professor at Mount Holyoke College and spoke widely. She moved to Florida in 1991 and briefly served as the ambassador to Jamaica during President Bill Clintons first term. Death and Legacy Shirley Chisholm died at her home in Ormond Beach, Florida on January 1, 2005, after suffering a series of strokes. Chisholms legacy of grit and persistence is apparent in all of her writings, speeches, and actions in and out of government. She was involved in the founding or administration or strong support of numerous organizations, including the National Organization of Women, the League of Women Voters, the National Association for the Advancement of Colored People (NAACP), the Americans for Democratic Action (ADA), and the National Womens Political Caucus. She said in 2004, I want history to remember me not just as the first black woman to be elected to Congress, not as the first black woman to have made a bid for the presidency of the United States, but as a black woman who lived in the 20th century and dared to be herself. Sources Barron, James. Shirley Chisholm, Unbossed pioneer in Congress, Is Dead at 80. The New York Times, 3 January 2005.Chisholm, Shirley. The Good Fight. New York: Harper Row, 1973. Print.Unbought and Unbossed. Washington, DC: Take Root Media, 1970 (2009).Jackson, Harold. Shirley Chisholm: The First Black Woman Elected to Congress, She Was an Outspoken Advocate against Discrimination. The Guardian, 3 January 2005.Thurber, Jon. Shirley Chisholm, 80; Ran for President, Served 13 Years in Congress. Los Angeles Times, 4 January 2005.

Top 10 ACT Reading Tips Use These and Improve

Top 10 ACT Reading Tips Use These and Improve SAT / ACT Prep Online Guides and Tips If you’re taking the ACT and find the Reading section to be a challenge, you’re probably looking for some quick ways to improve your scores. Well, you’re in luck. Here are our top 10 tips for acing the ACT Reading section! Tips for Reading Passages Tip #1: Start with Your Most Comfortable Subject Matter The structure of the ACT Reading section is very consistent.There will be fourtopic areasin the same order every time: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science.If you know that one or two of these will be easier for you to get through based on your interest in the subject matter, you should target those ones first. If, for example, you're more of a science person and end up running out of time on the last passage, you could be missing out on some easy points.Instead, you should skip straight to the subject where you're most comfortable. That way you know you’re getting the most out of your reading section score. Tip #2: Skim the Passage First (Or Skip Straight to the Questions) It’s not necessary to read the passage in full right away, especially if youstruggle with time on the ACT Reading section. One tactic is to skim first so you get a sense of the main ideas of the passage before reading the questions.The best way to skim is by reading the introduction and conclusion along with the first and last sentences of each body paragraph.You’ll save time and be able to answer most big picture questions about the passage.You can go back and read certain parts of the passage more closely later if necessary. Another tactic is to skip the passage at first and go straight for the questions.You can answer most detail questions without reading the full passage.Later, when you move onto big picture questions, you'll already have a sense of the main ideas of the passage based on what you learned in answering other questions.You can always go back and skim the passage, paying special attention to the introduction and conclusion, if you're struggling with big picture questions. Tip #3: Get Interested in the Passage It’s easy to adopt a negative attitude about the passages and treat them as a chore you just have to get through. However, you’ll have a much better time if you persuade yourself to be interested in the material you’re reading. Some of the passages present interesting information that you wouldn’t have learned otherwise. If you think of this as a learning experience, you’re more likely to absorb the material.That means a better performance on the questions and a more pleasant testing experience overall! Wear a party hat if you think it will get you in a more festive mood. If your peers judge you, just say you're going to an awesome party after the test and THEY'RE NOT INVITED. Tips for Answering Questions Tip #4: Use Connotation and Keywords When you’re thinking about how to answer a question, look for words and phrases that will help you determine positive or negative connotation as well as keywords that provide context clues about the answer.If you can figure out whether an answer should have a positive or negative connotation, this will help eliminate at least a couple of choices. If you can find keywords that indicate a contrast or a comparison in the passage (such as "however" or "rather than"), that can also lead to logical conclusions about the type of answer you want. Here's an example where we can detect connotation and use it to eliminate answer choices: The passage indicates that at the time Frank and Sigwarth presented new evidence supporting the small-comet theory, Frank most nearly felt: A. relieved but bitter about how he had been treated.B. grateful that ridicule of his work would end.C. proud that he had been proved right.D. satisfied and filled with anticipation of glory. The passage reads that after the new evidence was presented: Rather than gloating or anticipating glory, Frank seemed relieved that part of a long ordeal was ending. "I knew we'd be in for it when we first put forth the small-comet theory," Frank conceded, "but I was naive about just how bad it would be. We were outvoted by about 10,000 to 1 by our colleagues." Here, we see the words "Rather than", which tip us off to a contrast. We know for sure that Frank was NOT "gloating or anticipating glory". This means choice D can be eliminated for sure. Choice C can also be crossed out because pride wasn't the main component of Frank's feelings (as evidenced by the fact that he wasn't gloating about his accomplishment). The words "relieved" and "ordeal" show that Frank was just happy to be less vulnerable to criticism - he didn't have the energy to throw his success in everyone's faces. For the remaining two answer choices, you can see that there is a very strong adjective in the form of the word "ridicule" in choice B. This makes choice B questionable, because it doesn't seem like Frank's colleagues actually made fun of his work. They just didn't believe his theory. Choice A fits much better, and the word "relieved" is even used in the passage to describe Frank's feelings. Based on this question, you can see that paying attention to keywords is a beneficial strategy for eliminating answer choices on the ACT. Tip #5: Predict the Correct Answer When answering a reading question, try to think of the correct answer in your own words first.This will help you to avoid pitfalls with confusing answer choices.If you already have an idea of what the answer should be, you won’t get tripped up by answer choices that seem plausible but aren’t objectively correct. If the question is confusing to you, you canrephrase it in your own words before you even look at the answers to make it a bit easier. Usually, ACT Reading questions have pretty straightforward wording, but sometimes they can be confusing. If you think you might get the question muddled, write down what it's asking in your own words before choosing an answer. Tip #6: Eliminate Incorrect Answers This is the fundamental rule of ACT Reading: There's only one absolutely correct answer, and you will be able to find concrete reasons to get rid of all the other choices. Learning to eliminate wrong answers is vital because it’s much easier to get rid of the duds than to find the correct answer right away.Instead of puzzling over a couple of answers that you think might be right, you should think about why at least one of them has to be wrong.Train your focus on finding reasons to get rid of answers - every incorrect answer has something completely wrong about it. It’s your job to find reasons to eliminate answers until you are left with only one correct choice! If it helps, you can eat a milk dud for each time you eliminate a dud answer. The horrible stomachache you get later will be a helpful reminder of just how wrong the answers were. Logistical Tips Tip #7: Skip Difficult Questions If you struggle with running out of time on ACT Reading, which is one of the major challenges of this section, this tip is super important!If you find yourself lingering on a Reading question for more than 30 seconds, skip it and move on.Sticking with one difficult question for too long can jeopardize your chances of getting to easier questions later in the section. Especially on the ACT, it’s critical to have a strong grasp on time management.Since there’s only one Reading section,you need to make sure you get to all the questions.Circle the questions you skip on the first pass so that you can come back to them once you finish going through the whole section. Also, keep in mind that the ACT has no guessing penalty! If you're still totally stumped by a question after you come back to it, pick a letter at random and bubble it in. You can miss up to ten questions on the ACT reading section and still end up with a 25, so depending on what your target score is, you can give yourself some leeway for guessing. Bonus Math Question: If the correct answer choices for all the ACT Reading questions have equal chances of being correct, and you guess the same letter for 10 questions, how many points should you get, just by guessing? (Answer: you have a 1/4 chance of choosing the right answer choice, which x 10 = at least 2 points!) Long story short: guess the same letter pair (A/F, B/G, and so on) for questions that stump you and you have no idea how to answer. Tip #8: Double Check Your Answers If you have time at the end of the section, don’t waste it!Take the opportunity to go back through your answers and make sure you’re happy with all of them.This is the best way to eliminate any silly mistakes you might have made on the test. To make sure you're doing this in the most efficient way, circle any questions you're slightly unsure about in the section as you go along (even if you end up bubbling in an answer). That way you can just double check questions that confused you instead of wasting time checking questions that were no-brainers in the first place. Tip #9: Bubble at the End You can increase your efficiency on the ACT by waiting until the end of the section to bubble in all of your answers. You'll avoid looking back and forth between the test booklet and answer sheet during the test, which saves a few seconds per question.Just circle your answer choices in the test booklet when you first go through the questions. Be careful about using this tip though! You should only do it if you already know you can get through all the questions with 3-5 minutes to spare. Tip #10: Remain Calm Since there’s only one Reading section on the ACT, it’s important to keep it together and move forward even if you come across questions that stump you.Don’t let yourself get flustered by difficult questions. If you run up against something you can’t answer, just skip it and continue with the section.You might come back to it at the end and realize it wasn’t as hard as you initially thought.Confidence is key! Stay as cool as a cucumber. Are cucumbers really any cooler than other vegetables? I mean, clearly carrots and broccoli are trying too hard. But what about cauliflower? All the flair of broccoli but with a little more subtlety. I'll have to think about this. Let’s Review! Tips for Reading Passages: Start with your most comfortable subjectSkim first (or skip the passages initially and read the questions) Get interested in the passages Tips for Answering Questions: Use connotation and keywordsPredict the answer Eliminate wrong answers Logistical Tips: Skip difficult questionsDouble check answersBubble at the end Don’t freak out Remember to focus on in-depth strategies for improvement before applying these tips. You can’t just put a bandaid on a shark bite (or whatever other mortal wound you want to envision as a proxy for ACT content weaknesses).If you can master your content weaknesses AND follow these ACT Reading tips, you’ll be on your way to a great Reading score! What's Next? Looking for more ACT Reading strategies? Take a look at our articles on how to score a 36and the best way to practice for the reading section. If you want to be super prepared for whatever the test throws at you, check out my article on the hardest questions you'll see on the ACT Reading section. Here's a link to our complete study plan for the ACT so you can get started preparing for the test! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Cross-cultural communication Essay Example | Topics and Well Written Essays - 3000 words

Cross-cultural communication - Essay Example Also, as case study, research data of intercultural communication between the USA manager and Japanese manager of an USA based company in Japan is analyzed. Culture and communication Communication is defined as a procedure by which information and other matters are exchanged between more than one person where the subject matter is important for at least one of the persons involved. Communication also means that one or more persons absorb the meaning and theme of the matter that has been shared based on certain patterns of interpretations that have followed. Therefore, during the course of a communication it is required to understand the kind of behaviour that needs to be followed or avoided. Thus, culture forms a framework and a universal reference in which all that takes place is comprehended. Cultural patterns by their own distinct nature carry purposeful meanings for only those who participate unlike other symbols that carry meanings that are attributed to them depending on social acceptance, and as such these symbols are not inherent in behaviour. On the other hand, patterns cannot exist on their own accord after their creation; they need to be given new concepts by conveying the meanings to a new generation. This is done by means of communication. There is a complex relationship between culture and communication. It is through communication, which is a mode of interaction between several persons, that culture is created. By communication it is possible to create and share the prevailing patterns of meaning, thinking, feeling and acting, and by such sharing these patterns are carried on for generations (Korac-Kakabadse, 2001, p.6). The strength of intercultural communication can be linked to several hypotheses based on geographical proximity. There are several examples of such hypothetical situation. For one, during a course of communication there may be several members belonging to different cultures but residing in same place or in close proximity. In suc h cases, these members may not communicate as much as was expected beforehand because of their geographical proximity. Then, the second hypothetical situation can be that members of a communication belong to cultures that are differentiated by their segregated geographical locations. In this second case, important parts of the communication have less possibility to be carried on between the individual members; communication is more likely to be carried on between cultural representatives and intermediaries. In this case, communication can take place between the individual members but more likely in neutral places like in workplaces and in recreational centers. For study of culture and communication, it is also necessary to know the kinds of communication that are involved like the topics chosen, and also the balance of small and formal discourse. The content and style of communication need to be comprehended to study the relation between culture and communication. During intercultur al communication, it is the strategic decision of the participants that shape the course of the interaction. The decision may include keeping quiet or joining one group or the other. The speakers may forego their distinct cultural styles to adopt a practical approach according to the need of the moment. The behavior that the speakers display during such communication does not reflect their original

No topic Assignment Example | Topics and Well Written Essays - 750 words - 3

No topic - Assignment Example When the sample size (N) is small it takes a larger number of sample (Reps > 1000) to see that the distribution is normal while when N is relatively larger it takes relatively smaller number of sample (reps In conclusion, if the parent population is normal, the sampling distribution will always be normally distributed. If the population is not normal, the distribution of the sample mean will be approximately normally distributed if the sample size is large enough. From this we learn that this statistical technique assumes normality even when we are sampling populations that are not normal distributions. Hence we can say that central limit theorem is a statistical technique that assumes normality in both normal and normal statistical distribution shapes. When the sample size is large enough, the sampling distribution of the sample mean will always tend to normal distribution. In the first sentence it will be better to say that the central limit theorem describes the characteristics of the sampling distribution of the mean of samples that are randomly sampled from a population. Instead of saying â€Å"the means sample means is approximately normal† we rather say that the distribution of the mean of the sample is normal. And lastly there is a spelling mistake in the first paragraph last sentence. Instead of â€Å"†¦the sampling distribution if the mean approves a normal distribution†¦Ã¢â‚¬  it read â€Å"†¦the sampling distribution of the mean approves a normal distribution†¦Ã¢â‚¬  Here, the classmate has done extremely well to point out that as the sample