Commentary on Robert Hayden Poetry Essay - 957 Words

This is a short lyric poem about the speaker’s childhood. The speaker remembers how his father made all those sacrifices for him. The poem’s view point compares that of a boy and the perspective of him as an adult. According to the first line, there is an action that precedes the anecdote. As the poem suggests, the father wakes up early every day of the week to do work, including Sundays. Robert Hayden, the author, uses imagery and diction to help describe the scene. The diction helps exemplify the imagery even better, the reader can sense how the speaker’s home felt like as well as the father’s hard work. The speaker awakens to the splintering, breaking of the coldness. This allows the audience to feel a sense of how cold it was in†¦show more content†¦The poem is centered on one question: â€Å"what did I know of loves austere and lonely offices?† The majority of the poem is examples of â€Å"love’s austere and lonely offices†. One such example would be when the boy polishes his shoes, probably getting ready to go to church. The father, although poor, still passes on good values to his son by going to church on Sundays. Another example would be the father waking up earlier than the rest of the house to get it warmed up. He deeply cares and loves his family and doesn’t want them to suffer in the cold and darkness as long as possible (only suffer at night). Another example of the father’s love is when he wakes up earlier and gets the wood from the cold outside weather to keep the family and house warm instead of enlisting for help from his family. This is a short lyric poem about the speaker’s childhood. The speaker remembers how his father made all those sacrifices for him. The poem’s view point compares that of a boy and the perspective of him as an adult. According to the first line, there is an action that precedes the anecdote. As the poem suggests, the father wakes up early every day of the week to do work, including Sundays. Robert Hayden, the author, uses imagery and diction to help describe the scene. The diction helps exemplify the imagery even better, the reader can sense how the speaker’s home feltShow MoreRelatedCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 Pageswritten papers on this topic: View more... eCheat.com Essay Index  gt;gt;  Humanities  gt;gt;  English  gt;gt;  Poetry  gt;gt;  Ars Poetica Critical Analysis |   Ã‚  Ars Poetica Critical Analysis   Ã‚  Ã‚  Ã‚  Uploaded by Boarding13 on Nov 16, 2006 | | | Ars Poetica Critical Analysis Every person has his or her own opinion about poetry. Some analyze and go into deep thought about poetry and others just look at the superficial appearance presented by the author. Either way, interpretations are created

The Effects Of Water Drinking Water On The Health Of...

Water Crisis in America Sanitary water is imperative for survival. In the United States people use clean water for drinking, household needs, agriculture, recreation, industry and commerce and thermoelectricity (CDC). Sanitary drinking water is most important, because contaminated drinking water can become a serious health hazard. One of the most dangerous water contaminates to human health is lead. Lead is considered a dangerous heavy metal contaminate, which generally cannot be seen in water. In drinking water lead can have adverse effects on the health of both children and adults (EPA). Approximately 18 million Americans are provided drinking water that violates the federal lead level safety standards (guardian). This means†¦show more content†¦Just because the EPA and these standards exist, does not mean the standards are truly upheld. Even with violations against EPA set standards, approximately 5,300 water systems provide water to 18 million Americans. The EPA has only taken action in 88 of these regulation violation cases. In many of these cases, it is clear that the EPA has knowledge of utilities using flawed or questionable water quality test methods, and utilities which fail to meet the standards (CNN). The water contamination in Flint Michigan is a tragic example of the EPA’s neglect for enforcing the standards set. Approximately two years ago, the Michigan state government switched Flint’s water supply from Lake Heron to the Flint River to save the money. This switch occurred, even though the Flint River was known locally for its contaminations. The Flint River is know to have highly corrosive levels, 19 times higher than in the previous Lake Heron water supply. This became a major problem when the Department of Environmental Quality did not treat the Flint River water with an anti-corrosion agent. The water mains in Flint were made of iron, which was corroded by the water from the river. Approximately half of Flint’s residence home service lines were pipes made with lead, because of the corrosive property of the river water, large amounts of lead were able to seep into the water supply. This problem continued for two years,Show MoreRelatedAn Essential Component For Human Development1680 Words   |  7 PagesIntroduction Water is an essential component for human development for its ability to keep the body hydrated and conduct complex physiological process to ensure for a healthy wellbeing. In addition, water is vital as it composes 75% of the human body. Several other features water is beneficial for humans is that it assists in transporting nutrients and waste products into and out of the cell, distribute and dissolve oxygen and carbon dioxide present in the lymphatic and haemolytic system to the surroundingRead MoreClean Water Is Imperative For Survival1100 Words   |  5 PagesClean water is imperative for survival. 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With fluoride in our water, toothpastesRead MoreArticle in the Oregonian, Portland Rejects Flouride in the Water System760 Words   |  3 Pagesunusual politics†, presented views of Portlanders who have rejected adding fluoridation chemical to the city’s clean water supply.1 In September 2012 Portland city council approv ed adding fluorine to the city’s water supply.1 However, public outrage soon ensued leading to a special election to protect the water supply.1 In May 2013, Portlanders voted 61% to protect their clean water supply.1 This article limitation is it built on prior knowledge, local advertisement, and past articles written inRead MoreEffects Of Liver Cancer And The Presence Of Cyanobacteria During The Drinking Water1372 Words   |  6 PagesMajority of the studies conducted including ones mentioned above, there was a strong correlation between the chronic symptoms i.e. liver cancer and the presence of cyanobacteria in the drinking water. 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America In The 1960S Essay Example For Students

America In The 1960S Essay The 1960sLuke Laubaugh3-11-99research paperrough draftThe 1960s was a decade that forever changed the culture and society of America. The 1960s were widely known as the decade of peace and love, not because the world had become a utopia but, in my opinion, because of the heavy use of the popular hallucinogenic drugs by the American youth. In reality minorities were struggling to gain freedom from segregation and thousands of American soldiers and Vietnamesecivilians were being killed in the highly disputed war in Vietnam. On February 20, 1960 four black college freshmen from the Negro Agricultural and Technical College in Greensboro, North Carolina quietly walked into a restaurant and sat down at the lunch counter. They were protesting the Jim Crow custom that blacks could be served while standing up but not while they were sitting at the lunch counter. The students quietly sat there politely asking for service until closing time. The next morning they showed up again accompanied by twenty five fellow students. By the next week their sit down had been repeated in fourteen cities in five deep south states. In the weeks to follow many new protests arose. After a black woman was beaten with a baseball bat in Montgomery, Alabama, 1,000 blacks silently marched into the first capital of the Confederate states to sing and pray. Six hundred students from twocolleges walked through the streets of Orangeburg, South Carolina with placards that exhibited phrases like ?We Want Liberty? and ?Segregation is Dead.? By late June some kind of public place in over one hundred and fifty different cities across America had been desegregated. John F. Kennedy was never able to gain enough support to pass a civil rights bill during his short time in office, but Lyndon Johnson drawing on the Kennedy legacy and the support of the nation succeeded in passing the bill. The bill passed 71 to 19, four more votes than required. By early 1965 a new black leader had arose, whose name was Malcolm X. His gospel was hatred and his motto was; ?If ballots wont work, bullets will.? Malcolm X was a former pimp, cocaine addict, and thief. He started a militant, all black group called the Black Panthers. On a bright Sunday in a ballroom in Manhattan in full view of 400 blacksMalcolm was murdered. Three men casually walked down the aisle; and from eight feet opened fire with sawed-off double barreled shotguns. Malcolm was killed by a pair of point blank range shots to the chest. On March 12, 1965, U.S. Highway 80 was blocked by sixty state troopers who stood in a wall three deep 400 yards past the Edmund Pettus Bridge, which crosses the Alabama river. When black marchers came within 100 yards the troopers were ordered to put on their gas masks. At twenty five yards the marchers stopped. Seconds later the command ?troopers forward? was barked. The troopers moved in a solid wall pushing back the front marchers. At 75 yards the troopers were joined by posse men and deputies with tear gas canisters, in seconds the road was swirling with clouds of smoke. The mounted men brought out bull whips and began beating the marchers. Never in history had the American public responded with such fury.Over 15,000 thousand people marched in five different cities across the country. On Sunday, March 21, 1965 a crowd of 3,400 marchers lead by two Nobel Peace Prize winners, Rev. Martin Luther King Jr. and Ralph Bunche, departed from Selma on their four day march to Montgomery. Th ey were accompanied by 2,900 military police, U.S. Marshals, and FBI agents. The goal of the march was to serve the governor with a petition protesting voter discrimination. When the crowd reached the capital the governor reneged and blandly told them ?the capitol is closed today.?By August of 1965 riots began to erupt in Los Angeles.At the end of one week there were 27 dead, almost 600 injured, 1,700 arrested, and over $100 million dollars worth of property damage. The riots were finally stopped when 5,000 national guardsmen were called in from around the country. No one actually knows what started the riots, but some blame it on the heat wave that was hitting Los Angels and others blame it on the irritation of the urban blacks because of their isolation and poverty. By the end of 1966 the federal government was getting fed up with the lack of obedience by some school districts in the deep south that were refusing to desegregate schools. They decided to take action and cut off all federal funding to six more districts bringing the total to 37 southern schools without funding. Though losing funding many schools were still segregating students. In Louisiana only 1 in 28 black students attended school with whites, 1 in 31 in Mississippi, and only 1 in 42 in Alabama. .u93d059dbb2dbefb281949c167d0b717d , .u93d059dbb2dbefb281949c167d0b717d .postImageUrl , .u93d059dbb2dbefb281949c167d0b717d .centered-text-area { min-height: 80px; position: relative; } .u93d059dbb2dbefb281949c167d0b717d , .u93d059dbb2dbefb281949c167d0b717d:hover , .u93d059dbb2dbefb281949c167d0b717d:visited , .u93d059dbb2dbefb281949c167d0b717d:active { border:0!important; } .u93d059dbb2dbefb281949c167d0b717d .clearfix:after { content: ""; display: table; clear: both; } .u93d059dbb2dbefb281949c167d0b717d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u93d059dbb2dbefb281949c167d0b717d:active , .u93d059dbb2dbefb281949c167d0b717d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u93d059dbb2dbefb281949c167d0b717d .centered-text-area { width: 100%; position: relative ; } .u93d059dbb2dbefb281949c167d0b717d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u93d059dbb2dbefb281949c167d0b717d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u93d059dbb2dbefb281949c167d0b717d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u93d059dbb2dbefb281949c167d0b717d:hover .ctaButton { background-color: #34495E!important; } .u93d059dbb2dbefb281949c167d0b717d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u93d059dbb2dbefb281949c167d0b717d .u93d059dbb2dbefb281949c167d0b717d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u93d059dbb2dbefb281949c167d0b717d:after { content: ""; display: block; clear: both; } READ: John Donnes Loves Alchemy EssayThe Los Angeles ghetto of Watts plunged into anarchy in 1965 after a black man named Marquette Frye was arrested for drunk driving. After six days of rioting ended a total of 35 were dead, 900 were injured, and there was millions of dollars worth of property damage. A Cleveland ghetto broke into rioting after a white bartender denied a glass of ice water to a black man. In Newark, New Jersey some of the most violent race riots broke out after a black cab driver was killed by white policemen. At the end of the week there were 21 dead, over 1,000 injured, and at least 1,600 arrested. Property damage was once again in the high millions. By 1967 forty five were dead and property damage was up to almost one billion dollars. During the summer of 1967 riots intensified in Detroit. By the end of one week 41 were dead, 350 injured, 3,800 arrested, 5,000 homeless (mostly blacks), 1,300 buildings completely destroyed, and 2,700 businesses ransacked. Property damage reached an astonishing $500 million dollars. It was a brisk spring night in Memphis as Dr. Martin Luther King Jr. stood on a second story balcony discussing the next weeks march on Washington with his colleagues. Suddenly a single shot broke the silence of the night air. Kings co-workers thought it was some kind of bad joke until they saw him lying on the ground in a pool of blood with a bullet hole torn through his neck. In response to the shot some thirty Memphis police converged on the building. Somehow, possibly on purpose, all thirty policemen missed the shooter. The weapon used to kill King was a scope-sighted 30.06 cal. Remington pump rifle. The range from which the shot was taken was a short 205 feet. After Kings murder rioting took place in scores of cities around the country. The United States had a simple yet bloody goal in Vietnam, to keep the communists from acquiring South Vietnam. The U.S. had three main avenues to help South Vietnam resist communist guerrilla attacks: 1) The dispatch to South Vietnam of U.S. operational personnel; 2) Reconnaissance missions along the border of North and South Vietnam; 3) Bomber strikes at Communist guerrilla bases. The U.S. expected to win the war with the Viet Cong within three years with high but acceptable causalities. In reality the U.S. lost the war and had a casualty count of a devastating 58,148 dead. In August of 1969 a historical music and arts fair in Bethel, New York took place. It is commonly known as ?Woodstock.? Over 400,000 people showed up at Woodstock, most between the ages of 16 and 30. Many were said to be attracted by the all-star cast of top rock artists that included Janis Joplin, Jimi Hendrix, the Who, the Jefferson Airplane, and Bob Dylan. To many adults of the time Woodstock was simply a freak out, a ?monstrous Dionysian revel,? where a group of drugies got together to drop acid and groove to hours of ?amplified cacophony.? In reality the impact Woodstock had on the youth culture can hardly be overestimated. In closing,the 60s was in one perspective, a decade of peace and love, but in another perspective a decade of war and struggle.

The Development In Romeos Character Throughout The Play Essay Example For Students

The Development In Romeos Character Throughout The Play Essay In this essay I will be writing about the events that have affected Romeos character. Romeo is one of the two main characters in this essay. Romeo is a Montague, but the other main character in the essay is Juliet, and she is a Capulet. We first see Romeos character developing during the early stages of the play, and quiet dramatically. When Romeo meets Juliet, it is as if he changes from the little boy that he was, to a Man. At the beginning to the play, you see the boy side of him, the immature, childish side and thinking that he is in love with a girls, but really he isnt his making himself feel this way, as he has been declined his love as the girl called Rosaline isnt interested, and is just an obsession by Romeo. And throughout the play he becomes more mature and begins to understand love. We will write a custom essay on The Development In Romeos Character Throughout The Play specifically for you for only $16.38 $13.9/page Order now Romeo wasnt at yet another brawl in town, against the Capulets and the Montagus. But his mother is worried for him where is Romeo, saw you him today. Right glad Im he was not at this fray. This obviously shows that she is concerned for his welfare, but as we know Romeo was not hurt. Benvolio, Romeos best friend is concerned for him as well as Romeos parents, for him as he has been acting of Strange manner lately, and this is because of Rosaline. As we know Romeo isnt very experienced in love, and this is affecting his concerning family and friends. But they are kept in the dark of his feelings for her. This is the first stage that we see Romeo at the throughout the play more changes in his character will become apparent. As a good friend Benolio wonders what is wrong with Romeo and is asked by his parents to find out, to me this shows that there isnt very good communication between the parents and Romeo, and having to get someone else to do there work for them like this, is there onl y way on connecting with there son. When they meet, benvolio is struck with Romeos, glum expression upon his face, and as you may do you would ask what is wrong, but benvolio is also doing it for Romeos parents. Benvolio starts their convocation with, Good morrow cousin, and the reply form Romeo is Is the day so young? form this you can tell that he is not happy and there is something wrong. But benvolio thinks he might know what wrong, but nothing said as he wouldnt want to cause any trouble between them. But new struck nine says benolio, this meaning its nine oclock , not that early to him. Ay me, sad hours seem long. Was that my father that went hence so fast? Implying that he did see his father rushing off. And what is he hiding form, but he is hiding from Romeo, he doesnt want Romeo to know that they are both really concerned for him. At this stage you see Romeo at his most childish stage. It was. What sadness lengthens Romeos hours? asks Benvolio. Not having that, which, having, makes them set. Romeo In love Benvolio Out Romeo of love Benvolio In this conversation, Benvolio has very quickly got out of Romeo what the problem is, and finally know he can go and tell his parents what the matter is. And help Romeo himself. The next time you see Romeo, is at the Capulets Ball. This is the whole Romeo and Juliet romance begins. Not at first though as Romeo refuses to go to the ball a, he dose not feel up to it and because Rosaline will be there. Even though Romeo doesnt want to go, Benvolio lifts his spirits by saying that Rosaline isnt the only pretty girl there, as there are plenty more girls going to be there and not to worry. To me this shows an immature Romeo, playing games, not doing or going somewhere just because some person will be there. But this also proves that if he does go he doesnt want Rosaline to ruin his night. When they get to the Ball, there is a tension as they enter, due to the ball being held by the Capulet and they being Montagues. But Lord Capulet is willing to over look this, as he doesnt want any trouble, to the disgust of Tybalt though. The first time Romeo and Juliet see each other, they are playing with each other, giving the odd glance over and often smiling at each other, generally playing with each other. .ua1af9ad7d81c1da8a77198f8d8b149af , .ua1af9ad7d81c1da8a77198f8d8b149af .postImageUrl , .ua1af9ad7d81c1da8a77198f8d8b149af .centered-text-area { min-height: 80px; position: relative; } .ua1af9ad7d81c1da8a77198f8d8b149af , .ua1af9ad7d81c1da8a77198f8d8b149af:hover , .ua1af9ad7d81c1da8a77198f8d8b149af:visited , .ua1af9ad7d81c1da8a77198f8d8b149af:active { border:0!important; } .ua1af9ad7d81c1da8a77198f8d8b149af .clearfix:after { content: ""; display: table; clear: both; } .ua1af9ad7d81c1da8a77198f8d8b149af { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua1af9ad7d81c1da8a77198f8d8b149af:active , .ua1af9ad7d81c1da8a77198f8d8b149af:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua1af9ad7d81c1da8a77198f8d8b149af .centered-text-area { width: 100%; position: relative ; } .ua1af9ad7d81c1da8a77198f8d8b149af .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua1af9ad7d81c1da8a77198f8d8b149af .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua1af9ad7d81c1da8a77198f8d8b149af .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua1af9ad7d81c1da8a77198f8d8b149af:hover .ctaButton { background-color: #34495E!important; } .ua1af9ad7d81c1da8a77198f8d8b149af .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua1af9ad7d81c1da8a77198f8d8b149af .ua1af9ad7d81c1da8a77198f8d8b149af-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua1af9ad7d81c1da8a77198f8d8b149af:after { content: ""; display: block; clear: both; } READ: Twelfth Night - Analysis of Malvolio in Act three, Scene four Essay Duff she teaches the candles to burn bright. Romeo says this in a meaning of, she is so beautiful, and her glow is a little upon a candle. This shows Romeo at the change in his character, as he has forgotten about Rosaline, and now has his heart on Juliet. This shows that Benvolio was right, in that if he went to the ball he would forget about Rosaline, and will be more enchanted by other beautiful women, such as Juliet. But there is know a block in the romance as they realise that they are form the two families that are deadly enemies. This is taking as a major difficulty, but what happens when Romeo and his friends go to leave proves that it wont be, unless they get caught. Whilst Romeos friends go to go, Romeo heads the other way, in the direction of the Capulets house. Hopefully in the way of Juliets room. This is showing that he isnt going to give up on this love; he is determined to see her again. As Romeo gets there Juliet is already there, on her balcony. Speaking quietly to herself, Romeo, Romeo, where of out thy Romeo? she says to herself not knowing that Romeo is underneath the balcony listening in. When Juliet looks away Romeo appears, waiting for her to look round at him, and when she does it is a surprise, but is taking welcomingly. They are upon the balcony for a while and are sharing thoughts and feelings upon each other, talking about the difficulty between their families, and their love for each other. But Romeo starts to become the childish, immature, boy again. This is shown by the way he replies to Juliet, she is coming across as the independent, more intelligent one, even though she is younger and Romeo is older. But they exchange wedding vows and pray to be married soon. But Juliet is concerned for Romeo as the walls from the house are high and guarded well by house Guards. But Romeo is acting the big man and is boasting about him getting over the walls, and this proves that his character can quickly change back to the immature boy that he was in the first few sences in the play. The orchid walls are high and hard to climb. And the place death But Romeo replies with an impressive manner with With loves light wings did hold love out a sensitive yet impressive reply that woos Juliet ever more. The next time we see Romeo is when Mercutio and Tybalt are fighting. This is where Romeos life is put at risk for the sake of his friend. When They fight, Romeo says his last words to him, which are, This shall determine that, meaning this is the last time of this outrage and this will stop everything. And then his sword is trusted into Tybalt. A scared and frightened Romeo comes out of this and he rushes off to Friar Lawrence. We see the scared and frightened Romeo here, this is carried on throughout the rest of the play, as he knows that he will be vanished from the land, as Friar Lawrence has already told him what is likely to happen, and even worse, never to see Juliet again. He is punished, and is told to leave the land he is told to go to Manthua. A place far away from Verona. But the shocking news to Juliet puts her in a desperate state to see Romeo, and get his side of the story. But she is now expected to marry Paris, but as we know, she is vowed to marry Romeo and not Paris. So, she seeks advice from Friar Lawrence. .u675e314ab775f5f8dccfa29c2c8a901d , .u675e314ab775f5f8dccfa29c2c8a901d .postImageUrl , .u675e314ab775f5f8dccfa29c2c8a901d .centered-text-area { min-height: 80px; position: relative; } .u675e314ab775f5f8dccfa29c2c8a901d , .u675e314ab775f5f8dccfa29c2c8a901d:hover , .u675e314ab775f5f8dccfa29c2c8a901d:visited , .u675e314ab775f5f8dccfa29c2c8a901d:active { border:0!important; } .u675e314ab775f5f8dccfa29c2c8a901d .clearfix:after { content: ""; display: table; clear: both; } .u675e314ab775f5f8dccfa29c2c8a901d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u675e314ab775f5f8dccfa29c2c8a901d:active , .u675e314ab775f5f8dccfa29c2c8a901d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u675e314ab775f5f8dccfa29c2c8a901d .centered-text-area { width: 100%; position: relative ; } .u675e314ab775f5f8dccfa29c2c8a901d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u675e314ab775f5f8dccfa29c2c8a901d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u675e314ab775f5f8dccfa29c2c8a901d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u675e314ab775f5f8dccfa29c2c8a901d:hover .ctaButton { background-color: #34495E!important; } .u675e314ab775f5f8dccfa29c2c8a901d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u675e314ab775f5f8dccfa29c2c8a901d .u675e314ab775f5f8dccfa29c2c8a901d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u675e314ab775f5f8dccfa29c2c8a901d:after { content: ""; display: block; clear: both; } READ: How Shakespeare presents and uses the theme of blindness in the play King Lear EssayIt is a desperate time now for both Romeo and Juliet as, they are miles from each other and this may change everything if nothing is done. So the advice from Friar Lawrence is taking by Juliet, but isnt the news that Romeo has been waiting for. Juliets Death. Friar Lawrence gave her a poison that will only put her to sleep, not kill herm but to everyone else, she is dead. This has stopped the wedding and now gives time for a message to reach Romeo and tell hi of the news and what to do. But all gets scrambled up and news is taking the wrong way. Romeo does now in a terrible state of emotion , not owe that is it only a deep sleeping position. He hurries back to Juliet, this shows his love for him and how much he dose care for her. When he sees her he is mortified, and then takes his own life but fiat as it is, Juliet then awakes, and sees Romeo on the floor. She takes it in that he is dead, and the love that she has for him, she wants to be with him, and takes her own life to be with him. She takes the dagger from Romeos pocket, and her last words are, emotional and quiet. They are, I Love you, and shall be with you soon. She takes the dagger to her heart, and stabs herself. In conclusion to the play and Romeos character changing, he has often changed from the boy that is immature and childish to a caring man, and emotional man, that wouldnt give up on his love

New York University (NYU) Academic Calendar Essay Example

New York University (NYU) Academic Calendar Essay Example New York University (NYU) Academic Calendar Paper New York University (NYU) Academic Calendar Paper Essay Topic: Academic WINTER QUARTER 2018    Friday, March 24, 2017    Fall 2017 course search and registration status features available on Albert. Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes.    Monday, April 24, 2017    Registration Begins by appointment for Undergraduate, Graduate and Diploma students.    Monday, May 29, 2017    Memorial DayNo classes scheduled / University Holiday    Tuesday, July 4, 2017    Independence DayNo classes scheduled / University Holiday    Sunday, August 27, 2017    NYU Welcome Day / Move-in Day    Monday, September 4, 2017    Labor DayNo classes scheduled / University Holiday    Tuesday, September 5, 2017    Fall 2017 classes begin    Monday, September 18, 2017    Last day of active waitlists    Monday, September 18, 2017    Last day of initial registration on Albert for all students.    Monday, September 18, 2017    Last day to drop/add on Albert for all students.    Monday, September 18, 2017    Last day to drop fall 2017 classes and not receive a grade of W.    Tuesday, September 19, 2017    Beginning today students will be issued a grade of W if they drop a class from their fall schedule or withdraw for the term.    Tuesday, September 19, 2017    Waitlists will be purged.    Tuesday, September 19, 2017    All students who wish to perform initial registration or a registration transaction to add a class must go to their academic advisor or their academic department in order to initiate this request.Beginning today students who want to withdraw from a class should use the Request Class Withdrawal process.    Tuesday, September 19, 2017    Courses dropped after the first two weeks of the semester: No refund of tuition or fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course.    Monday, September 25, 2017    The Census Capture Date    Monday, October 9, 2017    Fall Recess No classes scheduled    Monday, November 6, 2017    Midterm Grades Deadline    Monday, November 6, 2017    Last day to use the Term Withdrawal Form to submit a fall semester term withdrawal request or submit a request to withdraw from a course. Students should consult the academic calendar of their home school for specific deadlines pertaining to course withdrawal for the term.    Wednesday, November 22, 2017 -Sunday, November 26, 2017    Student Thanksgiving RecessNo classes scheduled    Thursday, November 23, 2017 -Sunday, November 26, 2017    Thanksgiving Recess for University OfficesNo classes scheduled / University Holiday    Tuesday, December 12, 2017    Legislative Day Classes will meet according to a Monday schedule    Friday, December 15, 2017    Last day of Fall 2017 classes    Saturday, December 16, 2017 -Sunday, December 17, 2017    Reading Days    Monday, December 18, 2017 -Friday, December 22, 2017    Fall Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Saturday, December 23, 2017 -Monday, January 1, 2018    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 23, 2017 through Monday, January 1, 2018.During this period requests for paper transcripts and enrollment certifications will not be processed.    Saturday, December 23, 2017 -Monday, January 1, 2018    Student Winter Recess   No classes scheduled    Tuesday, January 2, 2018    The University reopens January Term 2018    Friday, September 29, 2017    January Term 2018 course search and registration status features available on Albert.    Friday, September 29, 2017    Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes    Monday, October 16, 2017    January 2018 registration begins at 9:00 a.m. Eastern Standard Time for most Undergraduate, Graduate and Diploma students    Wednesday, November 22, 2017 -Sunday, November 26, 2017    Student Thanksgiving RecessNo classes scheduled    Tuesday, December 5, 2017    The January term tuition payment is due    Tuesday, December 12, 2017    Fall Term Legislative Day Classes will meet according to a Monday schedule    Friday, December 15, 2017    Last day of Fall 2017 classes    Saturday, December 16, 2017 -Sunday, December 17, 2017    Reading Days    Monday, December 18, 2017 -Friday, December 22, 2017    Fall Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Saturday, December 23, 2017 -Monday, January 1, 2018    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 23, 2017 through Monday, January 1, 2018    Saturday, December 23, 2017 -Monday, January 1, 2018    Student Winter Recess No classes scheduled    Tuesday, January 2, 2018    Last day for all students to use Albert to add or drop January term classes    Tuesday, January 2, 2018    Last day to drop a class and receive a refund of 100% of tuition    Tuesday, January 2, 2018    The last day to drop a class without the issuance of a W grade    Tuesday, January 2, 2018    January Term 2018 classes begin    Tuesday, January 2, 2018    The University reopens    Tuesday, January 2, 2018    Last day of active waitlists    Wednesday, January 3, 2018    Beginning today students who want to withdraw from a class should use the Request Class Withdrawal process.All students who wish to perform initial registration or a registration transaction to add a class must go to their academic advisor or their academic department in order to initiate this request.    Wednesday, January 3, 2018    Beginning today students will be issued a grade of W if they drop a class from their fall schedule or withdraw for the term.    Wednesday, January 3, 2018    Waitlists will be purged    Thursday, January 4, 2018    The Census Capture Date    Monday, January 15, 2018    Martin Luther King, Jr. DayNo classes scheduled / University Holiday    Friday, January 19, 2018    Last day of January Term 2018 classes Spring 2018    Friday, October 13, 2017    Spring 2018 course search and registration status features available on Albert.    Friday, October 13, 2017    Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes    Monday, November 13, 2017    Registration begins at 9:00 a.m. Eastern Standard Time for most Undergraduate, Graduate and Diploma students    Wednesday, November 22, 2017 -Sunday, November 26, 2017    Student Thanksgiving RecessNo classes scheduled    Thursday, November 23, 2017 -Sunday, November 26, 2017    Thanksgiving Recess for University OfficesNo classes scheduled    Saturday, December 23, 2017 -Monday, January 1, 2018    Student Winter RecessNo classes scheduled    Saturday, December 23, 2017 -Monday, January 1, 2018    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 23, 2017 through Monday, January 1, 2018. During this period requests for paper transcripts and enrollment certifications will not be processed    Tuesday, January 2, 2018    The University reopens    Thursday, January 4, 2018    Undergraduate Spring Payment DueFailure to meet the payment deadline may result in the cancellation of class reservations    Monday, January 15, 2018    Martin Luther King, Jr. BirthdayNo classes scheduled / University Holiday    Friday, January 19, 2018    Last day of January Term 2018 classes    Monday, January 22, 2018    Spring 2018 classes begin    Wednesday, January 31, 2018    Late registration beginsInitial registration between January 31, 2018 and February 18, 2018 will be charged a late registration feeFee for undergraduate and diploma students: $50.00Fee for graduate students: $25.00    Sunday, February 4, 2018    Last day of active waitlists    Sunday, February 4, 2018    Last day of initial registration on Albert for all students    Sunday, February 4, 2018    Last day to drop/add on Albert for all students    Sunday, February 4, 2018    Last day to drop a class and receive a refund of 100% of tuition fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course. For Undergraduate, Graduate and Diploma students who Completely Withdraw from ALL courses during the semester, please see the Refund Schedule for Complete Withdrawal.    Sunday, February 4, 2018    Last day to drop Spring 2018 classes and not receive a grade of W    Monday, February 5, 2018    Courses dropped after the first two weeks of the semester: No refund of tuition or fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course.    Monday, February 5, 2018    Beginning today students who want to withdraw from a class should use the Request Class Withdrawal process.All students who wish to perform initial registration or a registration transaction to add a class must go to their academic advisor or their academic department in order to initiate this request.    Monday, February 5, 2018    Waitlists will be purged    Tuesday, February 6, 2018    Graduate Spring Payment DueFailure to meet the payment deadline may result in the cancellation of class reservations    Sunday, February 11, 2018    The Census Capture Date    Monday, February 19, 2018    Initial registration on or after Monday, February 19th will be charged a revisedlate registration fee.Fee for undergraduate and diploma students: $100.00 Fee for graduate students: $50.00    Monday, February 19, 2018    Presidents DayNo classes scheduled / University Holiday    Monday, March 12, 2018 -Sunday, March 18, 2018    Spring RecessNo classes scheduled    Friday, March 30, 2018    Last day to use the Term Withdrawal Form to submit a spring semester term withdrawal request or submit a request to withdraw from a course. Students should consult the academic calendar of their home school for specific deadlines pertaining to course withdrawal for the term    Friday, March 30, 2018    Faculty deadline for entering midterm grades    Monday, May 7, 2018    Last day of Spring 2018 classes    Tuesday, May 8, 2018    Reading Day    Wednesday, May 9, 2018 -Tuesday, May 15, 2018    Spring Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Wednesday, May 16, 2018    Commencement (tentative date) Summer 2018    Friday, January 12, 2018    Summer 2018 course search and registration status features available on Albert    Monday, February 12, 2018    Registration Begins at 9:00 a.m. Eastern Standard Time for most Undergraduate, Graduate and Diploma students.    Thursday, May 10, 2018    The summer term tuition payment is due.Failure to meet the payment deadline may result in the cancellation of class reservations    Wednesday, May 16, 2018    Commencement (tentative)    Sunday, May 20, 2018    Last day of active waitlists for classes scheduled during the Special Session.    Sunday, May 20, 2018    Last day to drop a class scheduled in the Special Session and receive a refund of 100% Tuition and Fees    Sunday, May 20, 2018    Last day to enroll on Albert for those classes scheduled during the Special Session.    Monday, May 21, 2018    First day of Summer term classes: 12-Week Session, 7-Week Session, First 6-Week Session, First 3-Week Session and the Special Session.    Tuesday, May 22, 2018    Last day to drop a class scheduled in the First 3-Week Session and receive a refund of 100% Tuition and Fees    Tuesday, May 22, 2018    Last day to drop a class scheduled in the First 3-Week Session and not be issued a grade of W    Tuesday, May 22, 2018    Last day of active waitlists for classes scheduled during the First 3-Week Session    Tuesday, May 22, 2018    Last day to enroll on Albert for those classes scheduled during the First 3-Week Session    Wednesday, May 23, 2018    Beginning today, withdrawal from a class scheduled in the First 3-Week Session will result in the issuance of a W grade    Thursday, May 24, 2018    Last day to drop a class scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session and receive a refund of 100% Tuition and Fees    Thursday, May 24, 2018    Last day to drop a class scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session and not be issued a grade of W    Thursday, May 24, 2018    Last day to enroll on Albert for classes scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session.    Thursday, May 24, 2018    Last day of active waitlists for classes scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session    Friday, May 25, 2018    Beginning today, withdrawal from a class scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session will result in the issuance of a W grade    Monday, May 28, 2018    Memorial DayNo classes scheduled / University Holiday    Sunday, June 10, 2018    Last day of classes: First 3-Week Session    Monday, June 11, 2018    First day of classes: Second 3-Week Session    Tuesday, June 12, 2018    Last day to drop a class scheduled in the Second 3-Week Session and not be issued a grade of W    Tuesday, June 12, 2018    Last day to enroll into classes scheduled during the second 3-week session on Albert    Tuesday, June 12, 2018    Last day to drop a class scheduled in the Second 3-Week Session and receive a refund of 100% Tuition and Fees    Tuesday, June 12, 2018    Last day of active waitlists for classes scheduled during the second 3-week session    Wednesday, June 13, 2018    Beginning today, withdrawal from a class scheduled in the Second 3-Week Session will result in the issuance of a W grade    Saturday, June 16, 2018    Legislative Day for Monday classes, if requested by the instructor    Sunday, July 1, 2018    Last day of classes: First 6-Week Session and Second 3-Week Session    Monday, July 2, 2018    First day of classes: Second 6-Week Session and Third 3-Week Session    Tuesday, July 3, 2018    Last day to drop a class scheduled in the Third 3-Week Session and receive a refund of 100% Tuition and Fees    Tuesday, July 3, 2018    Last day to enroll on Albert for those classes scheduled during the Third 3-Week Session    Tuesday, July 3, 2018    Last day to drop a class scheduled in the Third 3-Week Session and not be issued a grade of W    Tuesday, July 3, 2018    Last day of active waitlists for classes scheduled during the Third 3-Week Session    Wednesday, July 4, 2018    Independence DayNo classes scheduled / University Holiday    Wednesday, July 4, 2018    Beginning today, withdrawal from a class scheduled during the Third 3-Week Session will result in the issuance of a W grade    Thursday, July 5, 2018    Last day of active waitlists for classes scheduled during the Second 6-Week Session    Thursday, July 5, 2018    Last day to enroll on Albert for classes scheduled during the Second 6-Week Session    Thursday, July 5, 2018    Last day to drop a class scheduled in the Second 6-Week Session and receive a refund of 100% Tuition and Fees    Thursday, July 5, 2018    Last day to drop a class scheduled in the Second 6-Week Session and not be issued a grade of W    Friday, July 6, 2018    Beginning today, withdrawal from a class scheduled in the Second 6-Week Session will result in the issuance of a W grade    Sunday, July 8, 2018    Last day of classes: 7-Week Session    Sunday, July 22, 2018    Last day of classes: Third 3-Week Session.    Monday, July 23, 2018    First day of classes: 4th Quarter Three Week Session    Monday, July 23, 2018    First day of classes: Fourth 3-Week Session    Tuesday, July 24, 2018    Last day of active waitlists for classes scheduled during the Fourth 3-Week Session    Tuesday, July 24, 2018    Last day to enroll on Albert for those classes scheduled during the Fourth 3-Week Session    Tuesday, July 24, 2018    Last day to drop a class scheduled in the Fourth 3-Week Session and receive a refund of 100% Tuition and Fees    Tuesday, July 24, 2018    Last day to drop a class scheduled in the Fourth 3-Week Session and not be issued a grade of W    Wednesday, July 25, 2018    Beginning today, withdrawal from a class scheduled in the Fourth 3-Week Session will result in the issuance of a W grade    Thursday, July 26, 2018    The Census Capture Date    Saturday, July 28, 2018    Legislative Day for Wednesday classes, if requested by the instructor    Sunday, August 12, 2018    Last day of classes: Six Week Summer Session II / 4th Quarter Three Week SessionFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date Fall 2018    Friday, March 16, 2018    Fall 2018 course search and registration status features available on Albert. Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes    Monday, April 16, 2018    Registration Begins by appointment for Undergraduate, Graduate and Diploma students.    Monday, May 28, 2018    Memorial DayNo classes scheduled / University Holiday    Wednesday, July 4, 2018    Independence DayNo classes scheduled / University Holiday    Sunday, August 26, 2018    NYU Welcome Day / Move-in Day    Monday, September 3, 2018    Labor DayNo classes scheduled / University Holiday    Tuesday, September 4, 2018    Fall 2018 classes begin    Thursday, September 13, 2018    Late registration beginsInitial registration between September 13, 2018 and October 1, 2018 will be charged a late registration feeFee for undergraduate and diploma students: $50.00Fee for graduate students: $25.00    Monday, September 17, 2018    Last day to drop a class and receive a refund of 100% of tuition fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course. For Undergraduate, Graduate and Diploma students who Completely Withdraw from ALL courses during the semester, please see the Refund Schedule for Complete Withdrawal.    Monday, September 17, 2018    Last day of initial registration on Albert for all students    Monday, September 17, 2018    Last day of active waitlists    Monday, September 17, 2018    Last day to drop/add on Albert for all students    Monday, September 17, 2018    Last day to drop fall 2018 classes and not receive a grade of W    Tuesday, September 18, 2018    All students who wish to perform initial registration or a registration transaction to add a class must go to their academic advisor or their academic department in order to initiate this request.Beginning today students who want to withdraw from a class should use the Request Class Withdrawal process.    Tuesday, September 18, 2018    Courses dropped after the first two weeks of the semester: No refund of tuition or fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course.    Tuesday, September 18, 2018    Beginning today students will be issued a grade of W if they drop a class from their fall schedule or withdraw for the term.    Tuesday, September 18, 2018    Waitlists will be purged    Monday, September 24, 2018    The Census Capture Date    Tuesday, October 2, 2018    Initial registration on or after Tuesday, October 2nd will be charged a revisedlate registration fee.Fee for undergraduate and diploma students: $100.00 Fee for graduate students: $50.00    Monday, October 8, 2018    Fall Recess No classes scheduled    Tuesday, October 9, 2018    Legislative Day Classes will meet according to a Monday schedule    Monday, November 5, 2018    Midterm Grades Deadline    Monday, November 5, 2018    Last day to use the Term Withdrawal Form to submit a fall semester term withdrawal request or submit a request to withdraw from a course. Students should consult the academic calendar of their home school for specific deadlines pertaining to course withdrawal for the term    Wednesday, November 21, 2018 -Friday, November 23, 2018    Student Thanksgiving RecessNo classes scheduled    Thursday, November 22, 2018 -Friday, November 23, 2018    Thanksgiving Recess for University OfficesNo classes scheduled / University Holiday    Friday, December 14, 2018    Last day of Fall 2018 classes    Saturday, December 15, 2018 -Sunday, December 16, 2018    Reading Days    Monday, December 17, 2018 -Friday, December 21, 2018    Fall Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Saturday, December 22, 2018 -Sunday, January 6, 2019    Student Winter Recess No classes scheduled    Saturday, December 22, 2018 -Tuesday, January 1, 2019    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 22, 2018 through Tuesday, January 1, 2019.During this period requests for paper transcripts and enrollment certifications will not be processed.    Wednesday, January 2, 2019    The University reopens    Monday, January 7, 2019    January Term 2019 classes begin January Term 2019    Wednesday, November 21, 2018 -Friday, November 23, 2018    Student Thanksgiving RecessNo classes scheduled    Thursday, November 22, 2018 -Friday, November 23, 2018    Thanksgiving Recess for University OfficesNo classes scheduled / University Holiday    Saturday, December 22, 2018 -Tuesday, January 1, 2019    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 22, 2018 through Tuesday, January 1, 2019.    Saturday, December 22, 2018 -Sunday, January 6, 2019    Student Winter RecessNo classes scheduled    Wednesday, January 2, 2019    The University reopens    Monday, January 7, 2019    January Term 2019 classes begin    Monday, January 21, 2019    Martin Luther King, Jr. BirthdayNo classes scheduled / University Holiday    Friday, January 25, 2019    Last day of January Term 2019 classes Spring 2019    Wednesday, November 21, 2018 -Friday, November 23, 2018    Student Thanksgiving RecessNo classes scheduled    Thursday, November 22, 2018 -Friday, November 23, 2018    Thanksgiving Recess for University OfficesNo classes scheduled / University Holiday    Saturday, December 22, 2018 -Tuesday, January 1, 2019    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 22, 2018 through Tuesday, January 1, 2019.    Saturday, December 22, 2018 -Sunday, January 6, 2019    Student Winter RecessNo classes scheduled    Wednesday, January 2, 2019    The University reopens    Monday, January 21, 2019    Martin Luther King, Jr. BirthdayNo classes scheduled / University Holiday   Friday, January 25, 2019    Last day of January Term 2019 classes    Monday, January 28, 2019    Spring 2019 classes begin    Monday, February 18, 2019    Presidents DayNo classes scheduled / University Holiday    Monday, March 18, 2019 -Sunday, March 24, 2019    Spring RecessNo classes scheduled    Monday, May 13, 2019    Last day of Spring 2019 classes    Tuesday, May 14, 2019    Reading Day    Wednesday, May 15, 2019 -Tuesday, May 21, 2019    Spring Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social WorkSteinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Wednesday, May 22, 2019    Commencement (tentative date) Summer 2019    Wednesday, May 22, 2019    Commencement (tentative date)    Monday, May 27, 2019    Memorial DayNo classes scheduled / University Holiday    Tuesday, May 28, 2019    First day of Summer term classes: 12-Week Session, 7-Week Session, First 6-Week Session, First 3-Week Session and the Special Session.    Saturday, June 15, 2019    Legislative Day for Tuesday classes, if requested by instructor.    Sunday, June 16, 2019    Last day of classes: First 3-Week Session.    Monday, June 17, 2019    First day of classes: Second 3-Week Session.    Thursday, July 4, 2019    Independence DayNo classes scheduled / University Holiday    Saturday, July 6, 2019    Legislative Day for Thursday classes, if requested by instructor.    Sunday, July 7, 2019    Last day of classes: First 6-Week Session and Second 3-Week Session.    Monday, July 8, 2019    First day of classes: Second 6-Week Session and Third 3-Week Session.    Sunday, July 14, 2019    Last day of classes: 7-Week Session.    Sunday, July 28, 2019    Last day of classes: Third 3-Week Session.    Monday, July 29, 2019    First day of classes: Fourth 3-Week Session.    Sunday, August 18, 2019    Last day of classes: 12-Week Session, Second 6-Week Session, Fourth 3-Week Session and the Special Session.Final Grades Deadline. Grades are due 72 hours after the scheduled final.

French Expressions Using Vouloir

French Expressions Using Vouloir The French verb vouloir literally means to want and is also used in many idiomatic expressions. Learn how to hold a grudge, only half want something, wish someone well, and more with this list of expressions with vouloir. Possible Meanings of Vouloir to wantto claim, assertto expectto need, require Vouloir has a different meaning in certain verb tenses and moods. Expressions with Vouloir vouloir manger/boireto want something to eat/drinkvouloir absolumentto be dead set on, determined tovouloir biento really want toVouloir, cest pouvoir (proverb)Where theres a will theres a wayvouloir de food/drinkto want somevouloir direto meanvouloir du bien quelquunto wish someone wellvouloir du mal quelquunto wish someone ill/harmvouloir faire quelque choseto want to do somethingvouloir que quelquun fasse quelque choseto want someone to do somethingvouloir que quelque chose se fasseto want something to be donevouloir quelque chose de quelquunto want something from someonevouloir sans vouloirto only half wanten vouloir (informal)to want/be raring to goen vouloir (informal)to be mad at (someone), be after (something)ne pas vouloir blesser quelquunto not mean to hurt someonene pas vouloir quon se croie obligà ©to not want someone to feel obligedne pas vouloir de quelquun/quelque choseto not want someone/somethingne plus vouloir de quelquun/quelque choseto no longer want someone /somethingsans le vouloirunintentionally, inadvertentlysans vouloir te/vous vexerno offensesen vouloir de infinitiveto be annoyed with oneself forÇa va comme tu veux? (informal)Is everything all right/OK?comme le veut la loiaccording to the law, as the law requirescomme le veut la traditionaccording to traditionComme tu veux / vous voulezAs you like/wish/please, Have it your way, Suit yourselfComment voulez-vous que je sache  ?How should I know?, How do you expect me to know?Comment veux-tu / voulez-vous que subjunctive  ?How do you expect (s.o. to do s.t.)?faire de quelquun ce quon veutto do what one likes with someone, to twist someone around his/her little fingerLe feu na pas voulu prendrethe fire wouldnt light ou catchle hasard voulut queas luck would have it... en veux-tu en voil (informal)tons of...Il y a des problà ¨mes en veux-tu en voil (informal)There are tons of problemsIls en voulaient sa vieThey wanted him deadJaurais voulu que vous voyiez sa tà ªte  !I wish you could have seen his face!Jaurais voulu ty voir  !Id like to see what youd have done!Je men voudrais  !Not on your life!Je ne ten veux pasIm not mad at you, No hard feelingsJe ne voudrais pas abuserI dont want to imposeJe veux  ! (familiar)You bet! Id love to!Je veux bienYes, pleaseJe veux bien le croire mais ...Id like to believe him but ...Je voudrais que vous voyiez sa tà ªte  !I wish you could see his face!Je voulais te/vous dire...I wanted, meant to tell you...Je voudrais bien voir à §a  !Id like to see that!Je voudrais ty voir  !Id like to see you try!Le malheur a voulu quil subjunctiveHe had the misfortune to...Moi je veux bien, mais...Fair enough, but ...Ne men veuillez pasDont hold it against meNe men veux pas (informal)Dont hold it against meQuand on veut, on peut (proverb)Where theres a will theres a wayQuest-ce que tu veux / vous voulez  ?What can you do?, What do you expect?Que veux-tu / voulez-vous  ?What can you do?, What do you expect?Que voulez-vous quon y fasse  ?What do you expect us/them to do about it?Quest-ce que tu veux que je te dise  ?What can I say? what do you want me to say?Que lui voulez-vous  ?What do you want with him?Quest-ce quil me veut, celui-l  ? (info rmal)What does he want from me? quil le veuille ou nonwhether he likes it or notsavoir ce quon veutto know what one wantsSi tu veuxIf you like/want, If you willSi tu voulais bien le faireIf youd be kind enough to do itSi vous le voulez bienIf you dont mindSi vous voulez bien me suivreThis way, pleaseTu las voulu  !You asked for it!Tu lauras voulu  !Itll be your own fault! Youll have brought it on yourself!Tu ne men veux pas  ?No hard feelings?Tu veux bien leur dire que...Would you please tell them that ...Lusage veut que...Custom requires that...Veuillez agrà ©er/croire... (business letter)Please accept...Veuillez croire toute ma sympathiePlease accept my deepest sympathyVeux-tu (bien) infinitive  !Will you (please) ...!Veux-tu que je te dise/raconte pourquoi...  ?Shall I tell you why ...?Voudriez-vous avoir lobligeance/lamabilità © de...Would you be so kind as to ...Voulez-vous coucher avec moi ce soir  ?Do you want to sleep with me tonight?se vouloirto claim to be, to be supposed to beVouloir conj ugations

Project Initiation Essay Example | Topics and Well Written Essays - 250 words

Project Initiation - Essay Example * Objectives. The Room Sized Plastic containers to be launched in the market within 9 months. Primarily it is expected to increase the company’s market presence by 50 % by the third year. However, this product will be a foundation for add-on products, and further revenue generation * Clear Statement of What This Project Will Not Include As the company is already involved in similar products and as the company has the injection mould of the required size, the Project will not include major Capital investment. * Major Known Risks The largest risk in the implementation of the project is its market competence. It must be noted that there is a similar product which has secured ample market presence. This would affect the quantum of sale resultantly delaying the achievement of breakeven. However, the fact that the new product won’t involve high increase in production cost would ensure that the product would easily survive the market establishment phase and resultantly bring in revenue for Winston Manufacturing Company. *External Dependencies The projects will involve and extra 10% of Human Resource. This could be utilized from other departments. 10 new laborers will have to be appointed to the production team. Other human resources may be tapped from the existing staff strength. The project would demand extensive cooperation amongst various departments. All the stakeholders of the project * Project Strategy The Company will use the existing injection mould to produce Room Size containers. The existing sources of inputs will be utilized. The project would attain break even earlier, as the new product won’t involve much of capital investment in terms of production line, resulting in early returns. This must be read together with the fact that the company can use the already existing production system for the new

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

Toxin - Research Paper Example Ingestion of arsenic in the development stage of the nervous system results in the neurites’ growth being inhibited (CDC, 2011). This is due to the formation of arsenite, which is an arsenic metabolite that forms within 24 hours of ingestion. The arsenite toxic mechanism is to create an increased level of calcium ion levels between neurons that causes the transmembrane potential of the mitochondria to reduce which brings about death of the cell as an eventuality due to caspases (CDC, 2011). Many drugs may result in the manifestation of cardiovascular effects in the form of changes in blood pressure and heart rate (Kacew & Lee, B. 2013). However, the ingestion of some of these substances in significant amounts may result in them having toxic characteristics of the cardiovascular system. Digoxin is one such compound. This is a form of cardiac glycoside that is purified after the extraction from the foxglove plant. The compound is used in the treatment of heart diseases in regulating amounts. However, acute over dosage results in the development of marked bradycardia with the prolongation of the QRS and PR (Thanacoody & Waring, 2008). The toxicity of the compound is similar to arsenic as it affects concentrations of calcium in cells. The compound introduction to the cardiovascular system in vast quantities results conducting and myocardial tissues’ inhibition of ATPase pump of Na+/K+ (Thanacoody & Waring, 2008). This property leads to a reduction in the intracellul ar efflux of calcium through the exchange mechanisms of Na+/Ca2+. The effect is an increase in the calcium intracellular concentrations. That manifests in the form of marked bradycardia (Thanacoody & Waring, 2008). It is also associated with sinus arrests and haemodynamic instability due to varying atrioventricular block degrees. Cadmium is also a toxic substance to the body. However, its toxicity has to do with the endocrine system. The endocrine system is the system of glands

Child Rearing in the Us and Colombia Essay Example for Free

Child Rearing in the Us and Colombia Essay Early care-giving is a major factor for a child to feel secure to explore the world around them (Carbonell, Alzate, Bustamente Quiceno , 2002). How different is this early care-giving between two cultures such as the United States and Colombia? This is a look at the differences and similiaries of raising girls, both born in 1988, in Colombia and the United States. Both girls were raised in nuclear families, with one older sibling, close enough in age to be a major part of each girls daily life. One was raised in Colombia, although she moved to the United States at the age of eleven, while the other was raised completely in the United States. Both parents of each girl were interviewed as well as the girl herself. The basic stepping stones, the times that parents love to videotape, the babys first moments all seem to happen relatively similarly in both girls. Self-reported by Paulina, was that she walked around the age of ten months. Similarly, Jane walked at the age of ten months. Both were somewhat delayed in speech, enough so to be taken to doctors. In each case, the parents were told that the child would speak if the family stopped following the non-verbal directions from the child. Paulinas first words were eso, Spanish for that, and Ma. Janes first word was Ah-yah which was meant to be Alex, her brothers name. Paulina stood alone at the age of eight months (personal communication with subject), as did Jane (personal communication with subject). Punishment is something all parents must figure out. Hispanics tend to mollify children and be more lenient (Figueroa-Moseley, Ramey, Keltner Lanzi, 2006). Hispanic parents tend to try to calm their child rather than work towards developmental goals, which tend to be more valued in the United States. Neither girl was punished in the form of grounding, but both were warned with simple looks from their parents, such as glaring and both girls were yelled at as well. Corporal punishment was used for each girl as well. Paulina was smacked, and Jane was occasionally spanked. Jane would be sent to her room or made to sit in a chair as in a Time Out, however Paulina never experienced a Time Out and recollects that such a thing was not common in Colombia. Both girls were raised to speak their mind, and not wait to be spoken to, as long as what was said was respectful. Questions were welcomed by both families, but the girls were expected to know the time and place in which to ask questions. Each girl was also allowed to pick out her own clothes, which has been shown to be good for children, as children see it is important for them to make some of their own decisions, and identify with the choices (Ardila-Rey, Killen, 2001). Paulinas mother tried to teach her what matched, but eventually gave up trying when it, although Colombian mothers tend to worry about the outward appearance of their children (Carbonell et al, 2002). When asked what Jane would choose to wear, Janes mother replied, Anything that didnt match, although she, too, tried to teach her daughter matching. No major restrictions were set upon either girl, except to be respectful. Respect was emphasized in both situations. As respect was emphasized from child to adult, so was it shown from adult to child. Both children were kept informed of what was happening in the family. Children were expected to be a part of dinner conversation and were allowed to participate in the adults lives. Also, both children were given reasoning behind decisions and had things explained? because I said so was used only when the situation would be later explained, and the consequences of an action were described rather than a mere dont do it. Chores were a part of each girls life as well. Both were expected to do what was asked of them to help around the house dusting, vacuuming, clearing the table, etc. Jane was expected to help with dinner, which included getting food from the refrigerator, carrying things to the table, loading the dishwasher, setting the table, and occasionally stirring. Jane was given an allowance of approximately five dollars a week, but this was never in exchange for doing her chores. Paulina, too, was not paid for doing her chores. She states, I was part of the family and therefore I was expected to work in the house without any sort of reward (personal communication, April 10, 2007). Colombia tends to be a collective society that looks to the benefit of the group, rather than the individual (Pilgrim, Reuda-Riedle, 2002), which applies to this situation in that Paulina was expected to help keep the house in order, without ? payment because it was for the greater good of the family, being part of the group is an important aspects of a collective culture. Family relationships and interdependence? a common bond between family members, working together for the benefit of the family? tend to be much more emphasized in Hispanic cultures (Carbonell et al, 2002). A major part of any culture is food and dining, and children are a part of that. Children often lose some of their appetite between ages two and six, and because parents worry, bad food habits are put into place. Sugary foods are offered if a child finishes a meal, and many foods have vitamins and nutrients added. However iron, zinc, and calcium are seen to be deficient because juices and sodas are replacing milk, and cereals and processed foods replace fresh fruits and vegetables (Berger, 2006). It is also hard to maintain good eating habits during this age, because children often need meals to be just right. Children have very determined ideas for what should be eaten, how it should be eaten, and the entire situation surrounding the meal. Often times the food required is not healthy food, but rather sugary or similar to fast-food, like chicken nuggets or French fries. Paulina ate dinner together with her family every night, generally at eight oclock, as is customary in Colombia. Her mother did most of the cooking, and after dinner, either her mom would not clean up, or her mother would, but with the help of her daughters, while her father did other household things. On weekends, most meals were eaten together. Breakfast was generally around ten oclock in the morning and lunch was around three oclock in the afternoon. Very few times, her father would cook, although he cooks more now that they live in the United States. Food was as healthy and fresh as possible. Snacks were fresh fruits, and there were never packaged foods in the house. Jane would eat dinner with her family as well, often around seven oclock in the evening, when her father came home. She would eat breakfast and lunch with her brother until this was no longer possible because of school. Janes mother did most of the cooking, and the children were expected to help. Snacks were often dry cereal like Cheerios, apples, crackers, or cheese. Paulina started learning numbers and how to read and write at the age of four, when she went to preschool. The debate of how children should be taught to read can be broken into two sides; phonetics and whole language (Berger, 2006). Phonetics looks at each sound of each letter, while whole language, encouraged by Piaget, says that concentrating on the goal of fluency and communication is more important than individual words (Berger, 2006). Jane also attended a preschool at the age of four, but it was not as much structured, formal schooling. Both were taken to a part-day day-care or nursery school for the opportunity to socialize with other children. While at nursery school, Paulina was mostly made to play with toys. Jane attended a Co-op nursery school at a Unitarian Universalist church. In a Co-op nursery school parents take turns coming into the school to help supervise stations and participate in the nursery school experience. Stations were set up, such as a Reading Corner, Snacks, and a daily feature, such as tracing bodies on large sheets of paper or crafts. Co-op nursery schools are not typical in the United States, but Janes parents thought it was important to be involved with their children when possible and for their children to have the socialization experience. Both were read to everyday. Jane was read to a two to three times a day, for about fifteen minutes each time, but also had labels, signs, and anything printed read to her during everyday life. Jane was occasionally, but not often spoken to in Baby Talk, while Paulina was never spoken to in Baby Talk, as her parents thought speaking to her regularly would help her learn to understand. Both parents acknowledge that their children were not raised in a way that is typical to their individual cultures, and that is evident looking at the two girls in adolescence and early adulthood. Both girls realize that because their parents were stricter when they were young, that as the girls grew older; their parents didnt need to be as strict. Each girl knew what was expected of her and was therefore given more freedom as she matured. Many times this appeared to friends as though the girl could do what she pleased, although this was not the case. The girls knew the limits of what they could do without being told. Both sets of parents relied more on their trust in their daughter than blatantly telling her what she could or could not do. Obviously, there are some differences and some similarities between raising children in Colombia versus the United States. Developmentally, the children seem to be similar, and most of the parenting is more alike than different. References Ardila-Rey, A. Killen, M. (2001). Middle class Colombian childrens evaluations of personal, moral, and social-conventional interactions in the classroom. International Journal of Behavioral Development, 25 (3), 246-255 Berger, K. (2006). The Developing Person: Through Childhood and Adolescence (7th ed. ). New York: Worth Publishers. Figueroa, C. , Ramey, C. , Keltner, B. , Lanzi, R. (2006). Variations in Latino Parenting Practices and Their Effects on Child Cognitive Developmental Outcomes. Hispanic Journal of Behavioral Sciences, 28, 102-114. Pilgram, C. Rueda-Riedle, A. (2002). The importance of social context in cross-cultural comparisions: First graders in Colombia and the United States. The Journal of Genetic Psychology, 163 (3), 283- 296. Posada, G. , Jacobs, A. , Richmond, M. , Carbonell, O. , Alzate, G. , Bustamante, M. , Quiceno, J. (2002). Maternal Caregiving and Infant Security in Two Cultures. Developmental Psychology, 38 (1), 67-78.

An examination of the sonnet from Petrarch to Browning. Essay -- Engli

An examination of the sonnet from Petrarch to Browning. A sonnet is a poem, which traditionally contains the subject of love. The creator of the sonnet was a man named Francesco Petrarca who was usually referred to as Petrarch. Petrarch wrote many of his sonnets based upon himself, and his lover, Laura. The conventional format of a sonnet contains fourteen lines, and is segregated to illustrate two arguments. Every sonnet takes the conventional format of fourteen lines, although the way the arguments are split up, may be different. For example, Petrarch and Elizabeth Barrett Browning's sonnet both take the format of an octave and a sestet, whereas Shakespeare's sonnet takes the format of three quatrains and a rhyming couplet. The arguments usually comprise of love juxtaposed against its opposite. For example, love versus hate, and love versus death. I have chosen to compare three sonnets. I will compare the subject of their sonnet, the form of the sonnet, and the way that they depict their argument in their sonnet. For example, how they have set out the sonnet, and their use of language. I have chosen to compare, Petrarch's, "XLL," and Shakespeare's, "Sonnet 138," and Barrett Browning's, "XLIII." The three sonnets that I have selected all contain the subject of love, but do not compose of the same aspect of love. The subject of, "Sonnet XXL," is about a woman named Laura, with whom the author Francesco Petrarch fell deeply in love with, even though she did not return his affections. Shakespeare's, "Sonnet 138," is about the experience of being in love. He writes from a masculine perspective, describing his lover as, "Unchaste, unfaithful, and dishonest." Elizabeth Barrett Browning's, "Sonnet XLIII,"... ...ar the most exceptional sonnet out of the three that I have chosen. I think this because of his motivating subject, and the way he has used different techniques of language and imagery. I think that his sonnet depicts the subject of love very well. Petrarch's sonnet was the second best sonnet out of the three, again for its subject. I felt that it didn't compose of the same ingredients as Shakespeare's sonnet, and it didn't contain as many uses of language and imagery as Shakespeare's did. I found that Elizabeth Barrett Browning's sonnet was not as good as the other two because of the way she used very little language and imagery, and because of the way that her subject was constant throughout the sonnet. All three sonnets portrayed their subject well, and used many techniques such as imagery and rhyme, which helped the reader understand each sonnet more.

Martin Luther King Jr. Essay

Two of his accomplishments were the Montgomery Bus Boycott which ended racial segregation starting with Rosa Parks being arrested for not giving up her seat on the bus which was illegal due to racial segregation laws. Qualities that made him a great leader was that he had the ability to shape a vision that was compelling enough to make others believe in it and participate in it. He had a strong system of values and morals. He was also courageous, decisive, bold, and strong. The path that led him to being a great leader started when he became a pastor. Afterward he became a civil rights activist, a humanitarian, and was involved in the African-american civil rights movement. Qualities of Martin Luther King Jr that I would want to emulate would be having the courage to stand up for what I believe even if it meant being hated by many people. Ultimately he was courageous enough to die for what he believed and I would hope to want to do the same if I truly believed in something that much. A world leader that I think was bad for their followers is Fidel Castro. Qualities that made him a bad leader was that he was power hungry and did whatever he wanted to retain that power even if included suppressing his own people through violence. He exerted power over others by using brutal punishment if people did not obey his every command. He used coercion in order to rule. He also used his position as president to withhold resources from his people. His leadership skills that contributed to bad results were using brute force  and severe punishment to gain control over his people. He would use firing squads to prove his severity when punishing those who stood up to him. References Fidel Castro’s greatest atrocities and crimes – Introduction | Babalà º Blog. (2014, June 7). Retrieved January 26, 2015, from http://babalublog.com/fidel-castros-greatest-atrocities-and-crimes/ Martin Luther King Jr. (2015). The Biography.com website. Retrieved 05:43, Jan 25, 2015, from http://www.biography.com/people/martin-luther-king-jr-9365086.

University of Maryland

The University of Maryland is propelled by fearless ideas. Our fearlessness generates creativity, innovation, and an entrepreneurial spirit with which few can compete. What ignites your spark and makes you fearless? There was a time where being your-self was respected and encouraged. From the clothes you wore to the books you read, any chance you had to showcase your individuality was recommended to be taken. It seems nowadays everyone is into the same â€Å"new craze† or the same â€Å"fashion forward† movement. It seems as if no one is truly standing for themselves; my generation is following the same trend of everyone being unique.I do not see any true examples of eccentricity or uniqueness amongst my fellow â€Å"90’s Baby’s.† It is this lack of individuality that drives my fearlessness, and pushes me to set and accomplish anything I put my mind to. To be yourself is to have confidence in who you are as an individual, even though you may not kno w who that is yet. It is the willingness to take risks which can end up hurting you, with the faith that it will all work out.To be yourself also requires dedication and fearlessness. You must be steadfast with your beliefs and not be afraid to stand up for them. These are the beliefs that â€Å"ignite my spark† and motivate me to move forward within all that I do. Being true to who I am and having confidence in myself even though times may seem bleak is what makes me fearless, not only as a student, but as an individual.

Latin American Society

Latin American Society Philosophy always influenced on the development of the society and its cultural development. In different times, different philosophical views dominated peoples’ lives and beliefs. The philosophy of Latin America was formed under the influence of European philosophy that had a great impact on the development of the New World.Advertising We will write a custom essay sample on Latin American Society specifically for you for only $16.05 $11/page Learn More Latin American philosophy begins long before the 1492, in other words, before it was discovered. â€Å"Autochthonous cultures, particularly the Aztecs, Mayas, Incas and Tupi-Guarani, produced sophisticated thought systems centuries before the arrival of Europeans in America† (Oliver, 1998, n.pg.). During these times, the philosophy of tribes that inhabited the territory advocated â€Å"the harmony between human and nature† (Sanchez, 2008, p. 299). A new period in the Latin American philos ophy began in the 16th with the colonization of the New World. At this time, Catholic churches established schools, monasteries and seminaries. The philosophy of colonial period was inspired by medieval European philosophy. According to Guttorm Floistad (2003), â€Å"Latin America philosophy has no originality. This is simply a sequence of the mentality of the colonial power†. (p. 2). In general, philosophy of the New World can be divided into four periods: colonial (starting with the 16th century), independentist, positivist and contemporary. Each of these periods had a great influence on the development of Latin society and culture. However, the leading idea of every period was independence of Latin people and consecration of the native cultural heritage. During the colonial period, many authors were influenced by humanistic movement. The most famous Latin American humanist was a folk caudillo Bartolomà © de las Casas who saw the first person to fight for the freedoms of n ative Latin Americans. He claimed that European culture should not be trusted on cultural values of people. The independestist period began with the interest to modern European philosophers and prepared ground for the â€Å"emergence of radical and conservative political movements and parties† (Floistad, 2003, p. 12). However, before the wave of revolutions that occurred in Latin America (Cuba in particular), another period of philosophical development influenced on the culture of Native Americans. Positivism was a respond to the political, economic and social changes in the countries. The main figures that promoted positivism theories in the country were Juan Bautista Alberdi and Andrà ©s Bello who emphasizes that Latin philosophy should be independent of the European one. In the 19th and 20th century, there were many revolutions based on the Marxist theories, â€Å"the philosophical and pedagogical theories of liberalism were intimately related to the historical situation † (Floistad, 2003, p. 14).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More A contemporary period in the Latin American philosophy begins with the reduction of positivism. The main interest was focused on the development of the â€Å"philosophical anthropology based on a spiritual conception of human beings† (Honderich, 2005, p. 595). This philosophical movement was established after Ortega y Gasset brought into Latin American culture the ideas of Max Scheler and other philosophers. Between 1930th and 1940th, Latin American philosophy was subordinate to European ideas. â€Å"After the Spanish Civil War, many peninsular philosophers settled in Latin America† (Honderich, 2005, p. 595) and reform the philosophy that soon became independent and was established as a reputable discipline. Thus, European philosophical traditions had a great influence on its social and cultural dev elopment. Inspired by European philosophers, Latin American philosophers provides their idea of the independence and freedom of Native Americans. These ideas were reflected in works of many literary and political activists. References Floistad, G. (2003). Philosophy of Latin America. The Netherlands: Kluwer Academic Publishers. Honderich, T. (2005). The Oxford Companion to Philosophy. Oxford: Oxford University Press. Oliver, A. A. (1998). Latin America, philosophy in. In E. Craig (Ed.), Routledge Encyclopedia of Philosophy. London: Routledge. Retrieved from https://www.rep.routledge.com/articles/overview/latin-america-philosophy-in/v-1 Snchez, G. (2008). Security in Latin American Philosophy, Ethics, and History of Ideas. Hexagon Series on Human and Environmental Security and Peace, 3 (III), p. 299-310, DOI: 10.1007/978-3-540-75977-5_20.Advertising We will write a custom essay sample on Latin American Society specifically for you for only $16.05 $11/page Learn More

Bibliography

Bibliography As you put the finishing touches on your research paper or business report, youll want to begin compiling your bibliography. During the writing process, you will use the parenthetical citations as outlined in the APA style manual. For each source you cite, you will need to include it in your list of works cited at the end of the paper. Click Here For Our Recommended Site About Bibliographies! The Importance of Listing Sources Why are bibliographies so important, anyhow? Most of us throw them together hastily just before we print out our papers. However, they are often the most important part of your paperthe proof for each APA style citation, and the basis on which you built your paper. How to Compile Your Bibliography Creating your bibliography has never been easier than it is when using the APA writing style. You simply list the texts alphabetically, by authors last names. You include the title of the text, publication information, and page numbers used. Making Bibliographies Easier with Software You simply choose which type of publication you are entering, and the software provides the formatting. In fact, at the end of your paper, you can simply use the citations youve made to generate an instant, alphabetized bibliography! You wont believe how easy it has become to create a flawless bibliography in seconds.

Business Essay Example | Topics and Well Written Essays - 1000 words

Business - Essay Example In general, the role of MIS in terms of a DSS is to analyze and process business data that will aid business decision making efficiently (Nowduri 2011). For instance, MIS provides comparative sales figures pertaining to a week, revenue figures projected on assumptions of a new product and history of decisions or workarounds performed (Nowduri 2011). Types of information Systems Following are the five kinds of information system (Asemi, Safari et al. 2011) Office information system (OIS) Transaction processing system (TPS) Management information system (MIS) Decision support system (DSS) Expert system (ES) The hardware’s, software’s and networks are utilizes by the office information system (OIS) in order to improve the communication as, well as the work flow between the employees. In addition with the help of automated information system users can perform several tasks electronically while using other electronic devices such as computers etc. for instance, it is easy fo r a registration department to e-mail the class schedule to the students through internet. On the other hand if the information system is not implemented then manually the registration department has to photocopy the schedule and post it to the student’s house. The transaction processing system delineates the everyday transactions held by the organizations. Its main purpose is to confine and to develop the information that is produced by the organizations. The term transaction is described as the everyday business activities for example cash deposits, payments, orders or reservations. In fact, this activity is significantly performed by the accounting staff. The management information system (MIS) is a kind of information system that produces such information that is precise, appropriate and well structured. In addition, this information is utilizing by the managers and the other users in order to make right decisions, solves troubles, track progresses, provides reports on re gular basis (Awais, Samin et al. 2011) and manages activities. Therefore, the management information system (MIS) is also known as the management reporting systems (MRS). Furthermore, three fundamental kinds of information are provided via MIS such as (Awais, Samin et al. 2011): Example of detail report is Detailed Order Report. Example of summary report is an Inventory Summary. Example of exception report is an Inventory Exception Report. In a decision making situations an information system i.e. Decision Support System (DSS) is produced that can help the users to achieve better decisions. The data that is used by the Decision Support Systems (DSS) is either from internal or from external source. (Awais, Samin et al. 2011) The Internal sources of data might include sales, manufacturing, inventory, or financial data from an organization’s database. Data from external sources could include interest rates, population trends, and costs of new housing construction or raw material pricing. However, DSS provides a series of excellent decision making techniques. The Expert System is an information system that is designed to incarcerate and store data from human experts. Moreover, this information is utilized by the less expert employees that lack good decision making skills. This Expert System (ES) is based on two components such as, knowledge base and inference rules. Discussion One of the tight-spot in this research paper is that today managers are