Comparison and Contrast of The Destructors and The Rocking Horse Winner

Comparison and Contrast of â€Å"The Destructors†, by Graham Greene and â€Å"The Rocking Horse Winner†, by D.H. Lawrence This comparison and contrast of â€Å"The Destructors†, by Graham Greene and â€Å"The Rocking Horse Winner†, by D.H. Lawrence will center on selected parts of stories from the opening through the conclusion. I will seek to compare and contrast both authors’ choices of characters, themes, techniques of suspense, moral statements, and conclusions. â€Å"The Destructors† and â€Å"The Rocking Horse Winner† were both written in the third person by British authors and set in post war Great Britain. â€Å"The Destructors† was written post World War II and â€Å"The Rocking Horse Winner† was written post World War I. Misery caused by poverty is the underlying theme of each story. The significance of the period each story was penned can easily be understood when considering the miserable living conditions of the people of post war Great Britain. The characters in â€Å"The characters in â€Å"The Destructors† are not as fully developed as those in â€Å"The Rocking Horse Winner†. In â€Å"The Destructors† the characters are bound together as a distinct unit or a gang. Their overall interaction is based primarily on the destruction of Old Misery’s house. Dialogue between the gang members is limited to a great extent on the house’s destruction. In contrast, â€Å"The Rocking Horse Winner† characters, Paul, his mother, his uncle, and Bassett, are in constant conflict over poverty and bad luck as opposed to wealth and good luck. â€Å"The Destructors† is a story about the gang-style activities of young boys living in the inner-city poverty of post-war London and their conspiracy toward destroying an old man’s house. The opening of â€Å"The Rocking Horse Winner† sets the tone, moo... ...which in turn led him to seek games of chance. The conclusion of both stories is sad. In â€Å"The Destructors†, not only is Old Misery’s house destroyed, but also during the latter part of the demolition, the gang holds him captive in the out-house. The final humiliation appears when the lorry driver is an unknowing accomplice but still finds humor in Old Misery’s house being razed. In the â€Å"Rocking Horse Winner†, tragically although Paul selects the winning horse of the derby and brings wealth to his family, he dies in the end. Paul’s last words to his mother were â€Å"I’m lucky†. In conclusion, the two short stories as compared and contrasted above, depict the degradation of social norms caused by poverty. The two sets of characters’ reactions to this abasement are different, and both prove ineffective attempts to overcome or cope with the situation.

Writing and Business Letter

Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic.As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and wo rkers in diverse ethnic and organizational cultures. A.Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings.Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading proc ess. Making connections when reading and identifying with authors and their chosen subject matter will help and science.When reading nonfiction, students must learn to separate fact from opinion and recognize a writer's bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer's voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves.Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking & Listening (SSL): Comprehension and Collabo ration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use.ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion diffe rs from that of a newspaper). ERR Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington's Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D.Use precise language and domain-specific vocabulary to manage the complexity of the topic. E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically.WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shor ter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented.SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings , reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. B. Use a colon to introduce a list or quotation. C.Spell correctly. Apply knowledge of language to understand how languag e functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban's Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text's structure help me better understand its meaning? How does fluency affect comprehension?What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer's choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer's product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text's features, structures, and characteristics facilitate the reader's ability to make meaning of the text.Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclus ions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategiesDemonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources:Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer cont ributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author's tone and purpose. One periodLesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author's style. Teacher will guide students in recognition of author's style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process.Students should identify the writer's technique of providing su pport as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features.Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details fro m Lincoln life that fit the definition of a great leader.One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities.Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit.Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author's motive and line of reasoning.Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tr ies o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy.Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author's purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer's use of hyperbole, understatement, and comic d iction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class.Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader's counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials.Lesson 19: Writing an Editorial Students will write first draft of editori al with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing.Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the class room. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit)

The Mind Of The Unconscious Mind - 1634 Words

For many years the question of whether or not the unconscious mind really exists, and if it does then what does it consist of has baffled many theorist’s minds and has made many philosophers question themselves. There have been debates on whether the conscious mind is influenced by other parts of the mind. These parts are indented within the unconscious, which has processes such as personal habits, intuition and being oblivious to certain things in life. While we are completely aware of what is happening I the conscious mind, we have absolutely no idea of what information is stored in the unconscious mind. It is believed that the unconscious mind comprises various significant and disturbing material, which is required to be kept out of awareness as they may be too menacing to completely acknowledge and be mindful of. There are been some critics that have completely disbelieved the existence of the unconscious mind. Many psychological scientists today believe that the unconscio us mind is the shadow of a â€Å"real† conscious mind. However, through extensive research, evidence has been found that the unconscious is not visibly complex, controlling, or action-orientated. Over the last 30 years, there has been a wide research into the level of people’s awareness and the important factors that influence their judgments and decisions to give an explanation about their behavior. According to Bargh (2006), in contrast with the cognitive psychology tradition, this research hasShow MoreRelatedThe Mind : The Unconscious Mind1786 Words   |  8 PagesThe Unconscious Mind â€Å"We all must sleep. From the time before birth, through the long years of our life, to the very day that we die, a rhythm of sleep and wakefulness goes endlessly on† (Silverstein 1). Considering that a person spends about one third of their life asleep, it is apparent that sleep is crucial for the human body and mind. While sleeping, a person might snore, turnover, mumble, talk, or even walk. Stray thoughts drift in and out of the mind and are sometimes woven into the fancifulRead MoreThe Biases Of The Unconscious Mind1681 Words   |  7 PagesIn this philosophical study, an analysis of the biases of the unconscious mind in relation to the mind of â€Å"others† will be analyzed in the context of a peer-reviewed article on the misuse of anti-depression drugs. The analogical argument of Bertrand Russell defines the example of unconscious associations part of the reason why individuals have a biased view of others, which reflects the problematic ways in which scient ists are limited in their understanding of different behaviors. One problem isRead MoreThe Conscious And Unconscious Mind1864 Words   |  8 PagesThe conscious and unconscious mind are two ideas that compliment and contradict each other. Can a person’s action be evaluated as conscious or unconscious? How can you tell a conscious mind apart from an unconscious mind? I believe it is safe to say that the play Hamlet, by William Shakespeare, addresses this question and opens up discussion to critiques with respect to the topic. In the article, â€Å"Hamlet: Poem Unlimited†, author Harold Bloom gives an analysis with respect to the New Criticism approachRead MoreFreud And The Unconscious Mind997 Words   |  4 PagesFreud and the Unconscious Mind Known widely as the Father of modern psychology, there is not a scholar in the current history of psychology that has been so widely debated, criticised or had as much influence on our current ways of thinking and understanding layman’s psychology as Sigmund Freud. To put into context his vast influence, consider the term ‘Freudian Slip’ a phrase so innocuous yet extremely telling of the vast influence of Sigmund Freud on our everyday life. 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Zizek refers to this region as storing the unknown-known - the things we dont know that we know. Societal regulations force us to repress certain aspects of ourselves, and the unconscious serves as theRead MoreEssay about Theories of the Unconscious Mind1138 Words   |  5 PagesTheories of the Unconscious Mind Instincts are something that every human being has. They affect everything that we do in our day to day lives. Whether we realize it consciously or not. There are many forms of mental and emotional treatment, but psychoanalysis is different. It requires a certain mindset because of the ethical dilemmas that arise during sessions. There is no room for judgment; any judgment of anti-social or destructive thoughts are detrimental to the psychoanalysis process becauseRead MoreThe Analysis Of Mythology Of The Environment And The Unconscious Mind978 Words   |  4 Pageshumanity to embody culture, tradition and spirituality. Myths fulfill the human desire to express an established identity or sense of oneself. This perspective aligns with Sigmund Freud’s interpretation of internalization of the environment and the â€Å"unconscious mind†. It is my perspective that cultures are built upon the comprehension and generalization of such stories. Mythological legends or beliefs se rve as the fundamental purpose in which humans identify and tradition is formed. Through individual interpretationRead MoreThe Mysteries Behind Out Unconscious Mind Essay1355 Words   |  6 PagesThe Mysteries Behind Our Unconscious Mind The mind is not a vessel to be filled, but a fire to be kindled. ― Plutarch Our mind is the most powerful weapon in this universe, it has the ability to control mostly everything in life but only if we know how to program it and control it correctly. There are so many mysteries about our minds that we dont acknowledge, and for some reason It is hidden from us. So have you ever wondered if there was a secret behind its hidden mysteriesRead MoreOedipus And Julien : A Deep Level Of Their Unconscious Mind1100 Words   |  5 PagesI believe that both Oedipus and Julien have a lot of places in common. Even though they are also slightly different from each other, I believe that these differences somehow reflect the similarity in a deeper level of their unconscious mind. First, both of them have an abnormal obsession to their mothers. Obviously, Oedipus’ story is based on his absurd marriage with his mother after he killed his father, and his story has already been symbolized into a general idea of mother complex called â€Å"Oedipus

Central America Essay - 1378 Words

Central America Central America, just south of Mexico and North of Panama, consists of just six countries; Guatemala, Belize, El Salvador, Honduras, Nicaragua, and Costa Rica. Of those six, all share a distinct common history except for Belize. Belize for one is incredibly small, and while Spanish is the official language of other Central American countries, in Belize English is spoken. So throughout this paper as I carelessly say Central American I am not including Belize whose history and development was far different than the others. Although Central America is located close to the United States in relation to the Eastern Hemisphere, our ways of life are indescribably different. When we discuss Poverty in the United States†¦show more content†¦The military is responsible for enforcement, which includes death squads, torture, and public execution. The big businesses who are able to extract an endless supply of minimum wage labor, amass great wealth but instead of reinvesting it locally, most invest overseas or in capital intensive labor whereby local jobs are eliminated. Taking all this into effect and the fact that social classes and living conditions of many Central Americans are deteriorating rapidly leads some to rebellion. Some have taken a path of Passive rebellion. This can be seen in literature and popular music which questions the government. Others exercise their right to vote (even if it doesnt really matter because the results are fraudulently attained). For example, the 1974, 1978, and 1982 presidential elections in Guatemala were all fraudulently manipulated by military regimes (Pg 109, Booth and Walker). Others take a more active stance. During times of increased repression by the government many coalitions and reform-aimed organizations were formed. Many were actively involved in large-scale marches, labor strikes, and transportation boycotts. A little more on the radical side are the Guerilla groups. Composed mostly of peasants fed up with the government who see no other way than violence. This guerilla groups have special ties to the community. Many times they visit villages explaining their cause hoping to recruit newShow MoreRelatedEl Salvador : A Country On The Pacific Coast Of Central America1333 Words   |  6 PagesEl Salvador is a country on the Pacific coast of Central America, and borders Guatemala to the west and Honduras to the north and east (Geography). It is known for being the smallest Central American country and has an area equal to that of Massachusetts, it is also the only one with an Atlantic coastline (Geography). The majority of El Salvador s land is made up of a chain of volcanoes that expands throughout the Northern side of the country. The current government of El Salvador is a RepublicanRead MoreEl Salvador : A Country On The Pacific Coast Of Central America1333 Words   |  6 Pages El Salvador is a country on the Pacific coast of Central America, and borders Guatemala to the west and Honduras to the north and east (Geography). It is known for being the smallest Central American country and has an area equal to that of Massachusetts, it is also the only one with an Atlantic coastline (Geography). The majority of El Salvador s land is made up of a chain of volcanoes that expands throughout the Northern side of the country. The current government of El Salvador is a RepublicanRead MoreThe Dominican Republic-Central America-United Stats Free Trade Agreement1218 Words   |  5 PagesRepublic-Central America Free Trade Agreement (CAFTA-DR) continues to have on Guatemala’s preexisting social issue of child labor. In addition to identifying the general aspects of CAFTA-DR, an examination of the economic and social status of Guatemala as well as its established child labor status will be provided. In conclusion, the Church’s direct involvement with this social issue will be discussed. An Outline of CAFTA-DR Signed in August of 2004, the Dominican Republic-Central America-UnitedRead MoreCentral America Vs Southern America Sexual Child Abuse1298 Words   |  6 PagesCentral America vs Northern America Sexual Child Abuse The sexual child abuse issue has become of significance within the United States as an alarming focus in the past 30 years. Sexual child abuse (SCA) is such an extensive topic and yet as time progresses this subject is more unrestricted for discussion, various dialogs are provided to make parents and care-takers aware of the signs of potential sexual child abuse. Seminars are provided to and for children to teach methods in identifyingRead MoreCentral America Free Trade Agreement1242 Words   |  5 PagesCentral America Free Trade Agreement and Its Economic Impact Overview Negotiations started in early 2004 on the Central America Free Trade Agreement, later on in the negotiation process the Dominican Republic joined to make CAFTA-DR. The original countries that made up CAFTA were Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua with the Dominican Republic joining forces later on. CAFTA was coupled together with NAFTA and the Canada-Costa Rica Trade Agreement separating them from theRead MoreThe Country Of Nicaragua And The Center Of Central America1063 Words   |  5 PagesThe country of Nicaragua, located in the center of Central America, is one the poorest nations in Latin America. Nicaragua’s citizens are primarily mestizo who account for almost 70% of the population. With a population of nearly six million, 58.8% of Nicaraguans live in urban areas, with nearly 2% of citizens migrating from rural areas to the cities in search of jobs and better welfare. However, internal migration to rural areas also exist seasonally for agricul tural labor. Due to the current economicRead MoreBelize, only 8,867 sq. miles in size, is set on the northeast coast of Central America. The700 Words   |  3 Pagesmiles in size, is set on the northeast coast of Central America. The Caribbean Sea lies to the east and from the air its turquoise waters are clear, permitting the colored coral formation of the nice coral reef to be simply discovered. Coral islands referred to as cayes, coated with stands of mangrove trees, dot the coast. Lying in aquamarine and jade-colored bays, these cayes shield the jungled lineation from the ravages of the ocean. North of Central American country lies the peninsula of MexicoRead MoreThe Influx Of Children From Central America1291 Words   |  6 PagesThe influx of children to the United States from Central America and how the U.S. is handling it Between 1st October, 2013 and 31 July, 2014, the United States Customs and Border Protection reported that likely 63 thousand unaccompanied children, most of them coming from the Central America region, crossed into the United States through the southern border. The figure is a representation of double the total number of children who immigrated to the US in similar period on the previous years, 2012Read MoreHistory Of Central Banks Of America1546 Words   |  7 Pages05/01/2015 History of Central banks in America Even though central banks can improve a nation’s economy and are beneficial to governments, the central banks of America had a very controversial history. Even before the establishment of the Federal Reserve, banks were used by the public just as we use them today. Bank notes were in use during this time and they were backed up by the guarantee that they can be traded for either gold or silver on demand. The history of central banking in America dates back toRead MoreComparisons of the Lifestyles of Paleoindians in North and Central America1833 Words   |  7 PagesThrough ice-free corridors and water logged routes, Paleoindians travelled from Alaska to Siberia to enter the New World. Over their travels, they discovered new tools, hunting methods and traveling/living techniques. Paleoindians in both North and Central America typically lived in bands of up to 50 people. They were makers of fire and creators of diverse stone tool technology. They had the same physical features in both areas, including hair colour and texture, skin tone, blood types and dentition marks

Finance Coursework Example

Essays on Finance Coursework Coursework Finance work Task Question A client would like his rectangular courtyard of 200 square meters to be designed. The client prefers a large lawn in the middle of the courtyard. He also wants the a paved and tiled border are all round the edge of the lawn. The tiled path is to be 1 meter wide on the east and west, 2 meters wide on the north side and 1.5 meters on the south side as shown below. 2 m 20 ft 1m 1m 1.5 m 10 ft Based on the narrative, what should the length and the width of the rectangular courtyard be, so that the lawn area in the middle of the courtyard is the largest possible? Answer: since the area of the courtyard is 200 square meters, it cannot be adjusted. Therefore, based on the formula for finding the area of a rectangular field (length*width), the length and the width of the courtyard can vary between 40 and 5, 50 and 4, 100 and 2, 25 and 8, and 16 and 12.5 respectively. If the generated pairs of length and width are multiplied, the resultant area is 200 square meters. In order to give the courtyard a conspicuous rectangular appearance, the chosen length and width from the above range is 20 meters and 10 meters. The measurements will give the largest area of the lawn in the middle of the courtyard. Based on that, the length and width of the lawn will be (20-3.5) = 16.5 meters and (10-2) = 8 meters. Therefore, the area of the lawn = (L*W) = (16.5 *8) = 132 meters, which is also the largest surface area of the lawn based on the client’s perimeter preference. Question 2 A mobile phone company has two towers which are 20 feet apart. Tower one is 6 feet high and tower two is 15 feet high. The two towers need to be connected be connected to each other via an expensive cable, which should be attached at the top of the towers. The cable is then connected to the junction box, which is half the distance between the two towers. The cost of the cable connecting the 6 feet tower and the junction box is  £ 0.5 million per meter while that connecting the 15 feet tower to the junction box is  £ 0.75 million per meter as shown below. 0.75 m 6 ft 0.5 m 15 ft 20 ft (i): To find the length of both the cables, Pythagorean theorem must be applied. Based on the measurement of the 6 feet tower, the high is 6 ft, the base is 10 feet. To find the hypotenuse, which is the length of the cable, Pythagoras theorem is applied. The theory goes, Height^2 + base^2 = Hypotenuse^2. Therefore, 6^2 + 10^2 = Hypotenuse^2. 36 + 100 = hypotenuse^2. 136 = Hypotenuse^2. Hypotenuse = the square root of 136 = 11.6619 feet (3.5545 meters). On the other hand, the hypotenuse of the 15 feet tower = 15^2 + 10^2 = hypotenuse^2. 225 + 100 = hypotenuse^2. 325 = hypotenuse^2. Hypotenuse = the square root of 325 = 18.0278 feet (5.4949 meters). Based on that, the cost of the 6 feet tower cable = (3.5545*0.5) =  £ 1.7773 million, while the cost of 15 feet tower cable = (5.4949*0.75) =  £ 4.1212 million. Therefore, the total cost of the cables = (1.7773+4.1212) =  £ 5.8985 million (Right Triangles: The Good Old Pythagorean Theorem n.d.). (ii): in order to determine the location of the junction box to reduce the cost of the cable is determined using trial and error method. The following are the tried location together with the cable costs for both the 6 feet and 15 feet towers. 6 feet tower Height 6 ft 6 ft 6 ft 6 ft Base 2.5 ft 5 ft 7.5 ft 10 ft Hypotenuse (ft) 6.5 ft 7.81 ft 9.6 ft 11.66 ft Hypotenuse (m) 1.9812 m 2.3805 m 2.9261 m 3.5545 m Cable cost ( £ m) 0.9906 1.1903 1.4631 1.7773 15 feet tower Height 15 ft 15 ft 15 ft 15 ft Base 2.5 ft 5 ft 7.5 ft 10 ft Hypotenuse (ft) 15.21 ft 15.81ft 16.77 ft 18.0278 ft Hypotenuse (m) 4.636 m 4.819 m 5.111 m 5.4949 m Cable cost ( £ m) 3.477 3.614 3.833 4.1212 From the above two tables, the colors (red, yellow, blue and violet represent the possible mixture of the cable lengths. That is, the red calor under the 6 feet tower table is matched with a similar color under the 15 feet tower. Therefore, the possible costs are  £ 4.8236 million for the costs in red color,  £ 4.807 million for the costs in yellow color,  £ 4.9401 million for the costs in blue color, and  £ 5.8985 million for the costs in violet. Therefore, based on the cost analysis, the minimum total cost for the cables is  £ 4.807 million represented by the yellow color. Consequently, the junction box should be placed 5 feet away from the 6 feet tower (15 feet away from the 15 feet tower) (Right Triangles: The Good Old Pythagorean Theorem n.d.). List of References Right Triangles: The Good Old Pythagorean Theorem n.d., Viewed 2 February 2015, http://www.mathwarehouse.com/geometry/triangles/right-triangle.php

None_Provided Essay Thesis Example For Students

None_Provided Essay Thesis Choices are part of everyday life. The choices that you make have a great effect on your outcome in life. Whether the decision is big or small, you should always be cautious and learn valuable lessons from each choice that you make. One must encounter choices that have to be made everyday. You may not even be aware of the choices that you make because of the unimportance of it to you at the time. The are decisions that you must make at work, school, home, and even the city that you live in play a big role in the person that you are. Take for instance driving. It may not be a broad topic, however there are several factors that contribute to the way you drive. Im sure that all of us have sped in the past with out even realizing the posted speed limit. This simple choice that you have made by exceeding the speed can cause major problems in the long run. Most all of us have been issued at speeding ticket Im sure from unconsciously speeding. However, that was a decision that was made on y our part to not concern yourself with the listed speed limit. Therefore your actions were punished. At another level there are many big choices that must be made. The agony and stress over it can be overwhelming. By looking at all the different choices that can be made and weighing out the pros and cons this task can easily be overcome. The lessons that you acquire throughout life by making choices play a tremendous part in how you will handle the next situation that you may incur. These lessons maybe good or bad ones but however, remain a very valuable part in ones life. The popular phase you learn from your mistakes is a fine way of saying that there are mistakes that are made but the next time you will be more knowledgeable and make a better decision. As we grow in age the more wise we will become from experience. Throughout my lifetime I have run into several obstacles that have been difficult. Some of these obstacles Ive had to make hard decisions that would eventually come to effect my whole life. Because of my choices I am where I am today. In high school I was never the model student. With less than a perfect attendance and no desire to achieve in school, my parent became, to say the least, a little concerned with my lack of interest in school. Time and time again I had been threatened with boarding school. Eventually school became the last thing on my mind. I had gotten to wrapped up with friends, boys, and anything else that didnt involve school. I noticed a big change in the way that I perceived things and the new attitude that I had towards everyone. BY then the threats had turned serious about boarding school. Of coarse I was less than thrilled about the idea of being taken away from my friends and family, but in time I realized that my future was a stake and humbly agreed that it was time to make a change. My decision to go to boarding school was the best thing I could have ever done for myself. Not only was I attending school and making good grades, I was preparing to live in the real world. I began to make goals for myself and did my very best to meet them. I made friends that were a positive influence on me. I was beginning to be proud of myself for the wise choices I made. I got a job and also attended a cosmetology school to prepare myself for the goals that I wanted to achieve. I was just beginning to take the first step into the real world. I owe all of this to that 1 choice I made to leave my hometown and make something of myself. .ubf384d228373425dfdc6f643a8c401ec , .ubf384d228373425dfdc6f643a8c401ec .postImageUrl , .ubf384d228373425dfdc6f643a8c401ec .centered-text-area { min-height: 80px; position: relative; } .ubf384d228373425dfdc6f643a8c401ec , .ubf384d228373425dfdc6f643a8c401ec:hover , .ubf384d228373425dfdc6f643a8c401ec:visited , .ubf384d228373425dfdc6f643a8c401ec:active { border:0!important; } .ubf384d228373425dfdc6f643a8c401ec .clearfix:after { content: ""; display: table; clear: both; } .ubf384d228373425dfdc6f643a8c401ec { 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; } .ubf384d228373425dfdc6f643a8c401ec:active , .ubf384d228373425dfdc6f643a8c401ec:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubf384d228373425dfdc6f643a8c401ec .centered-text-area { width: 100%; position: relative ; } .ubf384d228373425dfdc6f643a8c401ec .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubf384d228373425dfdc6f643a8c401ec .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubf384d228373425dfdc6f643a8c401ec .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; } .ubf384d228373425dfdc6f643a8c401ec:hover .ctaButton { background-color: #34495E!important; } .ubf384d228373425dfdc6f643a8c401ec .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubf384d228373425dfdc6f643a8c401ec .ubf384d228373425dfdc6f643a8c401ec-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubf384d228373425dfdc6f643a8c401ec:after { content: ""; display: block; clear: both; } READ: 12 Angry Men - Juror 9 Essay This brings me to today. As of now I have graduated from high school with a high GPA. My diploma stands high so that everyone can see my great achievement. I am now attending college, something that I never thought id be able to say. Im still away from my friends and family but they know now that Im responsible enough to face the world on my own. Another example of hard choices that were made is illustrated in William Faulkners Barn Burning. A young boy must choose whether or not to be loyal to his father or tell the truth. The boy goes through a series of emotions and finally chooses the decision that he believes be just. Choices are an important part of life as I have proved to in the above passages. They should be taken seriously and never overlooked. Even the smallest of choices can effect you in the biggest way. So the next time you run across a problem think hard before you make that deciding choice.

Contribution of the Oman Court-Free-Samples-Myassignmenthelp.com

Questions: 1.Fraud, incompetence and dishonest are major problems in Agency Law. Analyse this statement in relation to universal agency law, its objectives and how these shortcomings can be overcome in business, quoting relevant Oman Royal Decree. 2.Analyse the structure and contribution of the Oman Court and Legal System, quoting relevant Royal Decree. Answers: 1.Oman Royal Decree stating Agency Law has major problems in cases of fraud, incompetence and dishonest(Al-Shaqsi, 2009). In cases of fraud a person might gain an unfair advantage over the other by omitting elements to do require intent. In cases of incompetence, the person lacks contractual capacity and cannot be appointed as agent. Incompetent persons within Agency relationships cannot be help for any liability or torts, hence can lead to problems in such contracting. In cases of dishonest, liability or tort cannot be established when cases does not involve civil wrong, leading to other party suffering. Oman Royal Decree no. 34/2014 Objectives of Agency Law is to perform duties of the principle by appointment of an agency lawfully. Agency law in the country was established to successfully to form contracts and execute them but there are various shortcomings in relation to attract. Shortcomings relative to fraud, incompetence and dishonest can be overcome in business by including terms that could lead to possible avoidance of fraud and dishonesty. Incompetence can be overcome in case of including terms such that contracting parties are competent. 2.The Sultanate of Oman in the Arabic Gulf constitutes a central Islamic Monarchy with Muscat as its capital. It has four districts Musandam, sohar, Al Barimi and Muscat with five areas. Since its independence gained on July 1970, it is governed by Sultan Qaboos(Baporikar, 2015). Legal system within the country is codified in the Constitution by Royal Decree n101/96. Primary legislation is termed as Royal Decree and secondary legislation is concerned with Ministerial body. The legal system in the country is a mixture of Islamic and Anglo-Saxon law. Conclusion The Oman Royal Decree legislation includes all relevant laws and regulations with connection to contract law, agency law, insurance law, labor law, Intellectual Property law and so on. All legislation are well organised within Courts and the Judiciary with codes of conduct. these codes acts as reference numbers and differs for political life, economic life, criminal affairs, civil matters, environment and so on. All decisions are taken by judicial entities and executed in name of His Majesty the Sultan. Reference Lists Al-Shaqsi, S. Z. 2009. EMS in the Sultanate of Oman. Resuscitation, 740-742. Baporikar, N. 2015. Effect of national culture on development of international business in the Sultanate of Oman. Handbook of Research on Global Business Opportunities, 268-288.