Thursday, August 27, 2020

Evolution of Global Consumer Trends by Datamonitor Essay

Development of Global Consumer Trends by Datamonitor - Essay Example As an outcome of the wonderful extension of extravagance markets over the ongoing decade, the writing in promoting has as of now saw impressive energy in the examination of esteem brands, especially in the design business. Be that as it may, scant is thought about the powerful procedure of advertising and watching glory brands. Examination did in the UK by Applied Futures, a statistical surveying organization anticipated noteworthy social changes at the approach of the 21st century. Their examination verified that individual’s requirements for appearances and realism were heightening. In particular, they distinguished a lifting interest for ostentatious and status design items (M2 Presswire, 2008). For example, current market reports in Australia seem to give proof to this attestation. The Sunday Telegraph uncovered an uncommon increment in Australia’s extravagance items, for example, intensified interest for mink hides, and over the top expensive jewelleries, for examp le, precious stones. This is, which is critical to note, happened before the financial log jam which began in 1997 (on the same page). The viewpoint for Europe’s material and style industry in 1996 is, essentially, not acceptable. Ongoing reports on economic situations in Italy, Germany, France and the UK are uncovered. Germany’s essential providers and retailers of garments for ladies anticipate no or zero development. A few examiners foresee deals of clothing in Italy to stay moderate moving, yet others envision critical development (Weisman et al., 1996). Despite various empowering reports all over, the UK extravagance style at the coming of the 21st century is a long way from beautiful. Ladies in UK remain the essential clients and purchasers of items inside the beautifying agents and toiletries office, with around eight of every ten ladies conceding that they buy the mass or corrective and toiletry items in their homes.

Saturday, August 22, 2020

Free Essays on Gtos

The Pontiac GTO was conceived in 1964. It got known as â€Å"The Great One†, â€Å"The Goat†, or just â€Å"The Legend†. The 1964 GTO nearly didn't make it off the creation line. In the mid 1960’s Pontiac had an arrangement that the heaviness of the vehicle would decide the motor size. At that point in 1962 a couple of Pontiac engineers chose to take a risk and change the guidelines. The difficult they had is that as of right now very few new vehicles endured the pundits. So the architects chose to make the vehicle a Lemans rather than a GTO. The Lemans had been around for some time so it made it simpler to pass by the pundits. At the point when they drew out the new Lemans it came out with a GTO choice. Something this choice included was a 389 cubic-in motor, which according to the pundits was excessively ground-breaking. Pontiac didn't have a clue how people in general would respond, so they just anticipated 5,000 GTOs’ would be sold. In 1964 the Pontiac sold more than 32,000 GTOs’ rather than 5,000. The deals of the GTO were cosmic contrasted with forecasts. This made Pontiac mull over the GTO. Pontiac chose to bring the GTO out as its very own model. In 1966 Pontiac came out with its new GTO model. It was not, at this point a Lemans with a GTO alternative. During the current year Pontiac totally updated the GTO. It was less square shaped and had to a greater degree a smooth out structure. The 1966 GTO was the last vehicle with the tri-power carburetor. This carburetor was a beast in delivering power, however was a horrendous gas hoard. The 389 cubic-in motor was as yet the powerhouse that ran the vehicle. This year Pontiac sold more than 95,000 GTOs’. The greatest distinction in the 1967 from the 1966 GTO was the new 400 major square motor with the Rochester Quadra-stream (two twofold barrel carburetors connecter together). At that point in 1968 Pontiac totally upgraded the GTO again. This year the GTO turned out to be more air dynamic. They despite everything had the 400 major squares, however the Rochester Quadra-fly carburetors were no l... Free Essays on Gto's Free Essays on Gto's The Pontiac GTO was conceived in 1964. It got known as â€Å"The Great One†, â€Å"The Goat†, or just â€Å"The Legend†. The 1964 GTO nearly didn't make it off the creation line. In the mid 1960’s Pontiac had an arrangement that the heaviness of the vehicle would decide the motor size. At that point in 1962 a couple of Pontiac engineers chose to take a risk and change the standards. The difficult they had is that as of right now very few new vehicles endured the pundits. So the designers chose to make the vehicle a Lemans rather than a GTO. The Lemans had been around for some time so it made it simpler to pass by the pundits. At the point when they drew out the new Lemans it came out with a GTO alternative. Something this alternative included was a 389 cubic-in motor, which according to the pundits was excessively amazing. Pontiac didn't have the foggiest idea how the general population would respond, so they just anticipated 5,000 GTOs’ would be sold. In 1964 the Pontiac sold more than 32,000 GTOs’ rather than 5,000. The deals of the GTO were galactic contrasted with forecasts. This made Pontiac mull over the GTO. Pontiac chose to bring the GTO out as its very own model. In 1966 Pontiac came out with its new GTO model. It was not, at this point a Lemans with a GTO choice. During the current year Pontiac totally updated the GTO. It was less square shaped and had to a greater extent a smooth out plan. The 1966 GTO was the last vehicle with the tri-power carburetor. This carburetor was a beast in creating power, however was a horrible gas hoard. The 389 cubic-in motor was as yet the powerhouse that ran the vehicle. This year Pontiac sold more than 95,000 GTOs’. The greatest contrast in the 1967 from the 1966 GTO was the new 400 major square motor with the Rochester Quadra-stream (two twofold barrel carburetors connecter together). At that point in 1968 Pontiac totally overhauled the GTO again. This year the GTO turned out to be more air dynamic. They despite everything had the 400 major squares, however the Rochester Quadra-fly carburetors were no l...

Friday, August 21, 2020

English 1B Short Story Comparison essay Example | Topics and Well Written Essays - 1250 words

English 1B Short Story Comparison - Essay Example This paper investigates these two stories regarding topics, perspective, and style. As expressed by Tim O’Brien the story The Things they Carried depicts harmony or compromise and not fighting or strife yet for the warriors they need to take part in fighting before achieving harmony. The setting for the story is for the most part in Vietnam, and those sections that happen in different pieces of the world are contemplations about the war and the degree of its effect on the people that the soldiers develop into. Being occupied with war for a really long time made the fighters incapable to adapt to their ‘normal’ environmental factors (O’Brien 23): They conveyed the soldier’s biggest dread, which was the dread of becoming flushed. Men executed, and kicked the bucket, since they were humiliated not to. It was what had acquired them to the war the primary spot, not all that much, no fantasies of brilliance or respect, just to evade the redden of shame. They kicked the bucket so as not to pass on of shame. The second significant topic is blame. There is a huge degree of blame occurring in the story. For example, both Cross and Bowker imagine that they ought to be considered liable for the passing of Kiowa. Indeed, even O’Brien faculties a lot of blame for ending the life of an incredible individual. The third focal subject is truth. O’Brien stressed that fact is uncovered from multiple points of view in the story. In spite of the fact that only one out of every odd piece of the tales is genuine, the feelings and slants inside them are. The last significant topic is separation. The troopers were detached from the outside world, for that was there approach to endure. They viewed everyone as outsiders and the individuals of Vietnam as well as those at home as well. Indeed, even at home they respected themselves segregated, for the individuals around them couldn't comprehend or get a handle on the trials they needed to suffer so as to endure. One of the most self-evident

Tuesday, May 26, 2020

Fidel Castro Was Recognized As The Frontrunner Of The Cuban

Fidel Castro was recognized as the frontrunner of the Cuban Revolution. Fidel Alejandro Castro Ruz was born on August 13, 1926 in Biran Cuba. His father owned a pretty large sugar plantation, which at the time seemed to be fairly prosperous. Due to owning such a large plantation, his family did not seem to suffer as much as other families did. The money that Fidel’s father obtained provided him with broad education opportunities. After a few years had passed by, in 1945, Fidel Alejandro Castro Ruz got his degree in law in where he attended at the University of Havana. He started out by dedicating his personal time and himself as well to the poor. Through his dictatorship in Cuba, he seemed to have done a few significant things as well as†¦show more content†¦Cuba’s new establishment which was sanctioned by Fidel Castro in 1976 meritoriously acknowledged Communism to be the only genuine party in Cuba since democracy no longer existed. This particular type of gov ernment is made up of a dominant operational group of 225 representatives that have to be elected by the Party Congress. Standing at the very tip of this political configuration is Fidel Alejandro Castro Ruz, in which he was the role of the First Secretary of the Communist Party. As a matter of fact, Castro has formed many Committees for the Defense of Revolution in which they function on almost every block throughout Cuba which spys on fellow citizens and they report back to the government of their founding’s. Undesirable reports will end up in jail. By having loyalty to the Party, you cannot talk to non-nationals of the country. A good amount of people are enslaved in Fidel Castro’s prisons for crimes that involve political engagements and them trying to escape from the island as well as speaking against the government. A meeting between numerous members of various communist organizations and Castro happened in June 1991. This happened because it was settled to inaugurate Rapid Response Brigades. Their whole motto was to â€Å"Defend the country, the Revolution, and Socialism in all circumstances by confronting any sign of counter-revolution or crime.† What this is really trying to say is that leaving the country without

Friday, May 15, 2020

Donald Trump And Ted Cruz Would Fail The Alamogordo Test

Both Donald Trump or Ted Cruz would fail the Alamogordo test. This might spell disastrous defeat in any normal election. What s the Alamogordo scan? I hadn’t realized it myself until I watched — with my developed Placement history pupils — a dramatization of the first atomic scan at Alamogordo, New Mexico, on July 16, 1945. It then struck me — with a blinding flash of perception — that this is what the American voters had been announcing to us considering that that date: we wish a President we will trust with that horrible weapon! This Alamogordo scan isn t partisan. In 2012, Gov. Mitt Romney casually talked about Russia as â€Å"our number One strategic enemy.† He then moved on to make different facets in his foreign policy debate with†¦show more content†¦Then, he mentioned he would no longer debate, but soon reversed himself. McCain appealed to convention delegates in an emotional peroration: â€Å"Stand with me! Fight for our country!† but when a involved supporter in Milwaukee said he feared what candidate Obama would do to the nation, McCain reassured him, saying: â€Å"You don’t must fear Sen. Obama. He’s an extraordinarily nice man.† Such erratic conduct, such an on-once more, off-again efficiency, failed the Alamogordo test. Sen. Obama — whatever the deserves of his coverage positions — moved serenely via the fall as â€Å"No Drama Obama.† And he handed the Alamogordo test. Eisenhower versus Stevenson? It wasn’t even shut. Former President Harry Truman would even mock the indecisive Adlai as unable to say whether or not or not he needed to make use of the guys’s room. Skeptics could cite the 1992 and 1996 elections as exceptions to the rule of thumb that americans desire a President who can control nuclear weapons. But these elections are the exceptions that show the guideline. In each cases, the nuclear hazard from a Russia supposedly advancing toward democracy had receded. No one in those elections would factor to the Kremlin as â€Å"the locus of evil within the cutting-edge world,† as Reagan had termed it in 1983. Apart from, the older, more professional politicians who lost to

Wednesday, May 6, 2020

Catcher in the Rye Comparison - 1155 Words

â€Å"The Catcher in the Rye and The Five Levels of Maslow’s Hierarchy of Needs† In the article â€Å"The Five levels of Maslow s hierarchy of needs† by Abraham Maslow explains the basic needs that a person wants to achieve during his or her lifetime. Cherry states that there are 5 basic needs a person wants to achieve, which are physiological, security, social, esteem, and self actualization being the highest of these needs. The needs go up as a pyramid and the higher you go the longer and harder the needs are to full fill. Then higher needs become more important than the needs below it. Maslow also explains in the article how the needs will not necessarily appear in the same order depending on the type of person. In the book â€Å"Catcher in†¦show more content†¦He tries to protect the children’s innocence because when he saw the â€Å"fuck you† on the wall he got really mad because Holden doesn t want the children to see it since he feels that their innocence will go away too soon(204). Holden feels that after a person loses their innocence, problems similar to his will start to appear. Holden doesn’t want the children to lose their innocence and become like him. He doesn t want them to grow up and see life as something bad and realize how the world is, not happy and just surrounded by a bunch of phonies. Another time that Holden cares about other people is when Stradlater is on a date with Jane the girl that Holden feels lover for her. Stradlater didn’t know how her name was pronounced and Holden said he was a moron(100) Holden wanted to protect Jane from getting hurt by Stradlater. Holden didn t want to see her suffer since he really cares about her and he didn t want just anyone to play around with her feelings. Holden wanted to keep her away from the bad and to not suffer the way she did when she was in her house and started crying because of her dad. Holden wants her happy and will do anything to make it happen. Holden has achieved the need of self actualization and he demonstrates it through his actions throughout the book. In conclusion, Holden is the character that fits well with the article writing by Kendra Cherry. Where his behavior is impacted by the missingShow MoreRelatedComparison and Contrast of a Separate Peace and Catcher in the Rye1515 Words   |  7 PagesComparison and Contrast Essay A Separate Peace and The Catcher in the Rye The coming of age novels, The Catcher in the Rye, written by J.D. Salinger, and A Separate Peace, written by John Knowles, both interpret the lives of adolescent boys journeying through their conflicts and inner confusion to reach the level of maturity. 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The Catcher in the Rye is about a teenager retelling the time when he spent three days in New York and Stand by Me is about a man retelling a story of when he and hisRead More A Comparison of Holden of Catcher in the Rye and Equality 7-251 of Anthem629 Words   |  3 Pages Catcher in the Rye and Anthem - A Comparison of Holden and Equality 7-251 nbsp; nbsp; Is it possible that two completely different authors could create two identical characters?nbsp; It seems so; J.D. Salingers Holden, from Catcher in the Rye, and Ayn Rands Equality 7-2521, in Anthem, appear to be one in the same person.nbsp;nbsp; To end the oppression they received for the span of their entire lives, both Holden and Equality run from their oppressors.nbsp; Most importantlyRead MoreEssay Comparison of the Social Network and the Catcher in the Rye1111 Words   |  5 PagesStudy – Comparative Texts Which techniques do J. D. Salinger and David Fincher use to explore the personal dilemmas of their protagonists, Holden Caulfield and Mark Zuckerberg, in The Catcher in the Rye and The Social Network? In David Fincher’s The Social Network and J. D. Salinger’s The Catcher in the Rye, a story of two young men, Holden Caulfield and Mark Zuckerberg face many difficulties and ultimately are very vulnerable souls. The dilemmas that Holden and Mark face are alienation, betrayalRead MoreGreat Gatsby in Comparison to Catcher in the Rye Essay1666 Words   |  7 PagesGreat Gatsby vs. Holden Caulfield The Great Gatsby written By F.Scott Fitzgerald is a novel about people, mainly Gatsby’s idea of the ‘American dream’ which can be compared easily to The Catcher in the Rye By J.D Salinger. Nick and Jay Gatsby are similar to Holden Caulfield. Nick is like Holden in the fact that they both share ideas of having expectations of people and hope, even though society constantly lets them down with multiple examples showing how people act in their natural state. GatsbyRead MoreEssay on Comparison Great Gatsby and Catcher in the Rye1331 Words   |  6 PagesThe Great Gatsby, Gatsby is a man who can be compared to Holden Caulfield from J.D Salinger’s Catcher in the Rye. Jay Gatsby and Holden Caulfield are both caught up in their unattainable dreams and first love and as a result struggle with an obsession of their past. It is a natural tendency for all men and women to dream but sometimes these dreams may be unattainable. In J.D Salinger’s Catcher in the Rye, Holden Caulfield has a desire to preserve the innocence of children and save them from adulthoodRead MoreComparison Of Depression In The Catcher In The Rye And The Bell Jar712 Words   |  3 PagesPlaths The Bell Jar and J.D. Salingers The Catcher in the Rye express two teenagers attempts to escape from repressive situations as well as the discoveries they make about humanity while ultimately discovering the insights they gain into themselves. Much too often, individuals, especially teenagers, are placed in situations where they are restrained from doing certain things or acting a certain way. Both Holden Caulfield from The Catcher in the Rye and Esther Greenwood in The Bell Jar demonstrate

Tuesday, May 5, 2020

Korean war Essay Paper Example For Students

Korean war Essay Paper Korea was engaged in a civil war as an attempt to keep North Korea from thrusting its influence on South Korea. Communist Russia and China were strong supporters of the North, and to keep Communism contained the United States sent troops to the South. USA troops spent years fighting and dying for a country some had never heard of. The irony of this war is that no one really paid attention and its memory withered as well as the memory of the men who fought there. You may ask how this couldve happened or how it all came about, and ,yes, there is an answer it just may be a little difficult to explain. Hence this war was known as the forgotten war. A cry rangout, June 24, 1950, from a small country half way around the world and Americalistened. Koreas geographical realties affected the conduct of war at the strategic, the operational, and the tactical level. Its strategic location made it a collision point for competing interests of major power throughout the world. As far as the actual land mass, Korea is a country no larger than the state of Kansas. All together, North and South Korea covers an area of 85,246 square miles, and only fifteen percent of that can be considered plains these are mostly in the southern coastal regions. The United States could not allow its interests in East Asia, particularly Japan, to be placed in jeopardy. It was not the nation of Korea but its geographical location that prompted America to intervene in the war. (Sommers, 3-10) The United Nations was greatly concerned with the war in Korea, but it did not have an army to send. Thus, the United States Army made up four fifths of the actual forces sent to Korea. The bulk of the forces sent were placed under the command of General MacArthur from the United States. One of the first attempts to drive the North Koreans back was a wise plan devised by MacArthur. He landed his forces from the sea at Inchon and worked his way up the coast. His gamble paid off when his army retook the South Korean capital of Seoul. After this victory the United States questioned whether they should stop at the 38th parallel or go beyond it and try to recapture North Korea. They decided to go on. After the 38th was crossed putting the US and South Korean forces in the North , China threatened to send troops in to defend North Korea. After many deliberations the United States decided to continue on. As they said they would, China stepped into the war and drove the Southerners back sixty miles below the 38th parallel, recapturing Seoul. (Boorstin and kelley, 723-726) The war was a stalemate. No one side could get the upper hand. Some people questioned whether this would evolve into World War III. Peace negotiations seemed hopeless because the North refused to compromise and so they closed the negotiations. The United States had no choice but to use their last alternative. They threatened to bomb China and to use atomic bombs on Korea. These threats reopened the peace negotiations. Three years, one month, and two days later the war ended. Cease-fire came at 10:00 P.M., and an armistice was signed by North Korea and the United Nations on July 27, 1953. (Boorstin and Kelley, 723-726) The Korean War was the first American war ever waged that was not fought for national survival, for territory, for Manifest Destiny, or for hegemony. This was also an ideological war. For the first time in the nations history Americans were asked to fight and die to contain an idea. The Korea War ended in an ambiguous victory, that was purchased dearly. The United States spent sixty-seven billion dollars on this one war. With that amount of money we could have traveled to the moon and back two and a half times. (At the cost of our first excursion to the moon.) The war wa s also purchased with the blood of millions. Soldiers and civilians alike on both sides of the battle gave their lives for what they believed in and some had no idea what was going

Monday, April 13, 2020

Cheap Amusements Essays (601 words) - Leisure, Quality Of Life

Cheap Amusements Peiss, Kathy. Cheap Amusements: Working Women and Leisure in Turn-of -the-Century New York (Philadelphia, PA: Temple University Press, 1986). Kathy Peiss describes the leisure activities of young working women living in New York during the late nineteenth and early twentieth centuries in her book Cheap Amusements. The book explores the emergence of a young female working class and the conflict the women encountered with the Old World traditions. Peiss also explores the commercialization of leisure and the socialization of female leisure. The results of these changes brought about what Peiss calls: cheap amusements. During the middle nineteenth century, women observed Old World traditions in respect to leisure. Most leisure activities for women were labor oriented and close personal relationships between women were frowned upon as deviant. Peiss explains this during the first few chapters of Cheap Amusements. The emergence of a young female working class caused a strain on the Old World traditions and leisure activities for women became controversial. The traditional role of women was changing due to the economic pressures from industrialization. As more young women began to work in the same conditions as young men, women gained the right to engage in amusement as a man would. Peiss discovers the commercialization of amusement to support the woman's' struggle for leisure freedom. The businessmen in amusement saw the female working population as an untapped market for exploiting. The amusement business was booming due to the industrialization of cities and the need for leisure activities for the large population of workers. Amusement came in a variety of forms such as: social clubs, dances, variety shows, amusement parks, cheap theatre, nickel dumps, and even standing on the street corner. The businessman's goal was to make a profit off of these activities. With the exception of standing on the street corner, most leisure activities were commercialized and turned a profit. In opposition to the businessman were the mothers and fathers that still lived by Old World traditions and did not want their daughters or sons engaging in some of the activities. The exploitation of heterosexuality was extremely controversial and Peiss sites this as a major hang-up in the changing of female leisure activities. The emergence of the dance hall and the attending of these establishments by unattended females were a primary concern for conservatives. The concept of picking up that is, two strangers meeting for the first time and enjoying each other's company for the night, was the new craze. (102). The mothers and fathers saw this as an act of disrespect for ones self and an exploitation of sexuality. The struggle to maintain control over the leisure activities of a young girl became even more difficult whenever she was working. Most mothers had not made money as a bachelorette and balked at the wishes of their daughters to spend their free time at these new activities t hat involved young men. Kathy Peiss makes the world of a young working female in New York City, living around the turn of the century, come to life in less than two hundred pages. The author's book is a success because of the colorful way she describes the conflicts that occur throughout the book. Any reader of history would find this book a good resource for research as well as enjoyable reading. Moreover, a researcher of sociology would find the information in the book to be of interest, especially if they are interested in the women's movement in modern America. Bibliography Peiss, Kathy. Cheap Amusements: Working Women and Leisure in Turn-of -the-Century New York (Philadelphia, PA: Temple University Press, 1986). Book Reports

Wednesday, March 11, 2020

How to Remove Rust Stains

How to Remove Rust Stains Rust stains can be a challenge to remove because the stain consists of tiny iron oxide particles, plus some treatments actually set the stain rather than remove it. Use a little chemistry know-how to successfully remove a rust stain. Materials You Will Need Lemon or lemon juice and table saltOr mild dishwashing soap and ammoniaOr a commercial rust-removal product Instructions for Removing Rust Stains First, do not make the stain worse by applying chlorine bleach as this will react with the rust and may intensify the discoloration.Remove as much of the rust stain as possible before applying a treatment.Follow the instructions on the package if you are using a commercial rust-removal product.Squeeze lemon juice onto the stain so that the spot is thoroughly saturated.Sprinkle salt onto the lemon juice.Allow the salt and juice to react with the stain for 24 hours. Refresh the lemon juice to keep the spot damp.Blot the stain (do not rub, as this may damage the fibers).Rinse the spot with cool water. Repeat the process if needed.Another method is to apply a mixture of 1/4 teaspoon of mild liquid dish soap in 1 cup of warm water. Thoroughly saturate the stain and allow the solution to react for at least five minutes. The surfactants in the detergent will help to lift the rust particles.Blot the stain with a clean white cloth or paper towel and rinse it with cool water.Repeat this proces s until the stain is removed or until no more discoloration is picked up by the cloth. Thoroughly rinse the spot with water to remove all traces of cleaning solution.If the rust stain persists, saturate the stain with a solution of 2 tablespoons of ammonia in 4 cups of warm water.Blot the spot with a white cloth or paper towel.Rinse the spot with cool water.For carpeting or upholstery, layer clean cloths or paper towels over the spot to remove any moisture.

Monday, February 24, 2020

Family Law Essay Example | Topics and Well Written Essays - 500 words

Family Law - Essay Example The professional license itself would not have separate value. However, if the license was acquired during the marriage to the other partner’s detriment, the court would likely seek to equalize the benefit accrued to the licensed partner. The court has adopted the rules pertaining to the dissolution of business partnership to apply to the division and distribution of property in divorce cases. See Gussin v. Gussin, 73 Haw. 470, 483–84, 836 P.2d 484, 481 (1992). â€Å"Under general partnership law, each partner is entitled to be repaid his contributions to the partnership property, whether made by way of capital or advances.† Tougas v. Tougas, 76 Hawai‘i 19, 27, 868 P.2d 437, 445 (1994) (internal quotation marks and citation omitted). Then, absent â€Å"agreement to the contrary, ‘partners share equally in the profits of their partnership, even though they may have contributed unequally to capital or services.’ â€Å" Id. (quoting Gardner v. G ardner, 8 Haw.

Friday, February 7, 2020

Music Essay Example | Topics and Well Written Essays - 500 words - 8

Music - Essay Example and ran up to 1000A.D. Gregory, a Christian pope who served for 14 years, from 590 A.D. is believed to have largely contributed to the type of music. One of the major characteristics of the medieval period music is the monophonic feature that developed a single melody line for a piece of music. Polyphonic types of music however developed late in the period, after the 12th century, but this music type remains unique and cannot be confused with music from other periods (Thinkquest, n.d.). The renaissance period, a two-century long duration, marks the second phase of music’s history. Even though the period’s developments were engineered from the church, secular artists soon took centre stage and significantly dominated music. The basis of transition from the medieval period to the renaissance period was emotional attachment that was associated with words in music. The initiative that was developed by a church bishop was then followed by more advancement such as use of instruments in music. The polyphonic type of music in the period also differed from the one that developed in the medieval period (Thinkquest, n.d.). The end of the 17th century marked a transition from the renaissance music period to the baroque period that lasted for about a century and a half. It marked significant developments in music’s history with development of art that was â€Å"highly ornate, colorful and richly textured† (Thinkquest, n.d., p. 1). The period also incorporated other forms of art such as poetry into music’s presentation and involved higher-level application of instruments in music besides establishment of homophony as a music style. Polyphonic style of music also advanced besides other approaches such as orchestra, opera, and vocal music approaches (Thinkquest, n.d.). Classical period marked the end of baroque period in the year 1750 A.D. It involved transitions into a more balanced, proportionate and principled approach that marked a

Wednesday, January 29, 2020

Learning Notes Essay Example for Free

Learning Notes Essay |STAGE 1 | |CONTENT STANDARD: The learner understand the different types and forms of drama, the features ,elements and conventions which distinguish | |them from narratives thereby leading him/her to produced a reaction paper. | |PERFORMANCE STANDARD: The learner writes a meaningful reaction paper on a drama presentation. | |ESSENTIAL UNDERSTANDING: The learner exhibits understanding and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one show appreciation of Philippine Drama? | |Learners will know: | |Types of Drama | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | |Distinguish various forms of drama. | |Apply various graphic organizers to illustrate key concepts in a drama. | |Perform an array of reading techniques to concretize and unlock drama concept. | |Respond in various ways to express understanding of drama. | |Relate how drama mirrors real life. | |Deduce authentic experiences that can be incorporated in a drama. | |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | |Draw insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance Task: A meaningful reaction paper on a drama presentation. | | | |Evidence at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | |Describe characters, and situation to show how drama reflects culture. | | Interpretation- interpret the series of connected events in a drama plot. Using events line | |Application-Apply role playing strategies in delivering dialogs between the protagonist and antagonist in the play | |Perspective- Develop perspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self-knowledge- self-assess one’s strengths and weaknesses in presenting assessment of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original extended dialog for drama presentation based on the following | |criteria: | |1. Focus/Theme | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. Style | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as well as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential Question (EQ), â€Å"How does one show appreciation of Philippine drama? † with the learners. Make them answer the questions| |as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials |Date |Remarks | |1. Life is a drama TG. P. 4 |Types of Drama listed on a manila |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. Manila paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | |Note: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. Give the essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B. FIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners enhance their knowledge of the different types and forms of Philippine drama, as well as the features, elements and | |conventions which distinguishes them from narratives. | |Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. | |Provide the learners with activities that are motivating and challenging | |Maximize learners’ participation in various tasks from controlled practice to free association phase of learning | |Provide feedback to check for understanding. | |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words â€Å"JOLOGs and | | | | |â€Å"CONOS† | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocopy of the Drama- â€Å"Call | | | |that shows AGREEMENT and |Me Flory† by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. Manila Paper with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4. Manila paper with the | | | | |comprehension questions. | | | |5. Agree or Disagree TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest argument for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement. | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought – provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the | |types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. | |Enable learners to apply the grammar items learned by giving them activities within the confines of higher order thinking skills. | |Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they have learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on specific reality or | | | |- Have them agree or disagree†¦ |game show. | | | | | | | | |2. Mock Election TG. P11 | | | | |-Write and express their ideas | | | | | |2. â€Å"Written issue on a manila | | | | |paper- â€Å"Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? † | | | |watching/listening to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as guide to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D. TRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make independent application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they have learned. | |Make them do independent performance or project using varied and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 | 1.evaluation Chart | | | |- Complete the evaluation chart | | | | |after watching a scene in a drama | | | | |or play. | | | | | | | | | |2. DRP (Drama Reaction Paper) TG. | | | | |P13 | | | | |- evaluate the strength and |2. List of criteria written on a | | | |weaknesses of a play or drama. |manila paper | | | | | | | | | | | | | |References: | | | | |Laarni- A Dream by Loreto | | | | |Paras-Sulit | | | | | | | | | |Call Me Flory, by Wilfrido Ma. | | | | |Guerrero | | | | |The World is an Apple | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | |Subject Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |

Tuesday, January 21, 2020

scarface movie review :: essays research papers

Scarface   Ã‚  Ã‚  Ã‚  Ã‚  This film revolves around the world of an immigrant from Cuba by the name of Antonio â€Å"Tony† Montana. Along with his very close friend Manolo â€Å"Manny†, their goal is to live the American dream, which is to leave Cuba, relocate to America and become filthy rich. Tony’s mother and sister Gina are already in the States and currently residing in the state of Florida, where he plans to go and reunite with them. He eventually does and introduces Manny to the family. Right away Manny seems interested but keeps it to himself. They ultimately fulfill their goal, through organized crime, and are spoiled with wealth from an absurd steady income.   Ã‚  Ã‚  Ã‚  Ã‚  Over time, Manny’s feelings for Gina increase but he doesn’t want Tony to find out because of Tony’s protective state over his younger sister, also for his respect towards the family. Tony is the type of older brother that is bred on tradition and feels that Gina should not be dating until she is ready to marry, but Gina grew up in the States and is raised beyond tradition, therefore becoming defiant towards Tony and their mother.   Ã‚  Ã‚  Ã‚  Ã‚  One distinct evening, Tony and Manny head for the Babylon club, a well-known formal place where they and many famous people usually go. Unexpectedly, Tony finds Gina in the club dancing with someone he does not know. Then he catches them in the men’s restroom making out. Tony becomes furious and creates a scene in the club beating Gina in the restroom, after he deliberately instructed her not to go. This is just one of many incidents that occurred in the film.   Ã‚  Ã‚  Ã‚  Ã‚  In time, Manny and Gina were growing more and more attached to each other and started dating secretly without anybody knowing. A few months go by and they have decided to get married, so they did without the approval of Tony and their mother. The couple’s initial plan was to surprise Tony the following day of their wedding. Tony suddenly shows up at the newlyweds’ new home where the couple was about to spend their honeymoon. Manny answers the door in his bathrobe excited to tell Tony the good news. Suddenly he sees Gina in the foreground in her bathrobe, immediately Tony pulls out his nine millimeter hand gun and shoots Manny, his long time friend, in the chest. Gina dashes up to Tony crying hysterically, explaining the surprise they had planned.

Monday, January 13, 2020

Birthday Bash and Crash

Birthday Bash and Crash Nathan Blanchard Honors Language-2 August 9, 2013 On June 22, 2013, I woke up as if it were any other day, but it was not any other day, It was my birthday. I got up and took a shower, brushed my teeth and hair and dressed in a nice, but casual outfit. A pair of blue, white, and red plaid shorts with a solid red polo shirt and white under shirt was my outfit of choice. I was excited for my party even though I knew what I was getting as a gift. All I had asked for was an Oxbow 360. I knew my mother and the rest of my family had done everything they could to make sure I got it.I was so happy for a lot of things though. I was getting an Oxbow, my older brother, Each was coming, and It was a cook out. Even though the party was small, it was the best party ever. My whole family would be coming to the party my mom had planned. Everyone began to arrive around 2:00 In the afternoon. My mom was busy cooking in the kitchen and a family friend, Mr.. Rick was cooking hamb urgers and hotdogs on the grill. My granny, Winston and Gail, Brian, Each, and Gracie all came over. Once the food was all cooked and ready, we all ate.We had hamburgers, hotdogs, potato lad, Cole slaw, devil eggs, baked bears, macaroni and cheese, and potato chips. Of course there was a big cake with â€Å"Happy Birthday Nathan† in red letters for dessert. After eating lunch, it was time for presents. Got the best things ever. Everything I needed and wanted were nicely wrapped or boxed. My gifts included a metallic black Oxbow 360, five games, Including Mineshaft and Call of Duty. 1600 Microsoft points, a set of black and green Turtle Beach headphones, and an extra controller which was purple. I know these were very expensive gifts and I am very grateful to my family.I know that they love me a lot and the really care about my wants and needs. After opening my gifts, my brother, Each and I decided to throw the football. Before we went outside, he tossed the football in the al arm and I hit it. The ball crashed onto the table. I didn't break anything, but my mom told us we had to go outside. When we got outside, my sister, Michael and her friends, Brian and Gracie came out also. We all threw the ball back and forth until my brother and I started to tackle. That was too much for the girls so, they played kickball. My brother kept taking the soccer ball from them.Next thing I heard was him yell, â€Å"He shot, he scored. † I looked to see what happened. Each had Just kicked the ball In the back of his truck. After we played in the yard for a while, we all went back inside for cake. The cake was served after the family and friends sang, â€Å"Happy Birthday. † The cake was great. It was vanilla cake with white sweet Icing. I had ice cream with mine. Once we all finished our cake, it was getting late and everyone needed to go home. The party ended and cannot wait until next year's. Just to let you know, I play my all of the time.

Sunday, January 5, 2020

Teaching ESL Writing (Final Paper) - 2481 Words

Teaching ESL Writing At times the plethora of professional journals and the myriad subjects treated therein seems like little more than a dizzying exercise in redundancy and a forum for education professionals to justify their worth in a competitive job market; however, I would like to think that there is a hidden value for those of us whose brains seem to operate in what some might call a â€Å"spiral† rhetorical pattern, that as we work our way around and around certain issues related to composition instruction, we are moving gradually upward toward broader understanding and better practice. Some studies seem to do little more than show the need for more studies, their authors falling back on such standard phrases as,†¦show more content†¦(3) Having lately read a great deal of professional literature regarding the ups and downs of teaching college composition to ESL students, I’ve noticed that students with LDs are conspicuously absent – a fact that suggests one or more possible conclusions: Students with LDs just aren’t represented in college-level ESL courses; Students with LDs are there but they don’t have needs separate from those of non LD students that would require special consideration by college teachers; These students are there and have needs requiring special attention by their teachers, but the teachers themselves lack understanding of what those needs are and how to accommodate them. 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