Wednesday, May 6, 2020
Analysis Of Tim O Brien s The Things They Carried
There were many things the soldiers carried with them during the Vietnam War. They carried guns and ammo, rations and canteens, and things necessary for survival. The soldiers also carried letters, photographs and land of Vietnam itself. Tim O’Brien tells of this in The Things They Carried, a book detailing the lives of the soldiers in Vietnam through the things the men carried with them. Not everything the men carried was physical, however. The soldiers carried ghosts, memories, and burdens. Everyone carried something that shaped who they were. Above all else, however, all of the soldiers carried the themes of love and war, fact and fiction, and individuals versus the collective. When thinking of war, love isn’t often the first word one†¦show more content†¦In regards to Cross after the death of Lavender, it is stated, â€Å"He felt shame. He hated himself. He had loved Martha more than his men, and as a consequence, Lavender was now dead†¦Ã¢â‚¬ (Oâ₠¬â„¢Brien 16). This shows the problems the men faced when trying to balance love and war. Another example of the divisive coexistence of love and war can be seen in the story of Mark Fossie and his girlfriend Mary Anne, who came to Vietnam to be with him. When Mary Anne arrived in Vietnam, she was young and innocent. She quickly took a fascination with the war, however, and joined in the fighting. This vastly changed her as a person, much to the dismay of Mark. It is stated in the book, â€Å"’The girl joined the zoo. One more animal-end of story.’†(O’Brien 107) This is capitalized upon when Mary Anne came back from a night of patrol with a necklace of human tongues around her neck. Though Mark and Mary Anne were set to be married at one point, Mary Anne eventually disappeared into the night becoming more of a legend than anyone’s fiancà ©e with war winning out over love once again. The war also blurred the lines between fact and fiction for the soldiers. One such example can be seen in the actions of the men. While they woke up every day terrified of meeting their demise, they carried themselves with dignity and acted as if nothing bothered them, not because they were truly fearless, but rather
Importance of teaching nutrition in schools Essay Example For Students
Importance of teaching nutrition in schools Essay Nutrition should be taught as a part of the health curriculum because, it is important for children to learn healthy lifestyle behaviors. Nutrition is the area of health that focuses on planning a healthful diet and includes choosing a variety of foods from the Food Guide Pyramid, adhering to dietary guidelines, reading food labels, making food selections to reduce the risk of disease, making healthful selections when dining out, considering food safety, maintaining desirable weight, and avoiding harmful eating patterns, and recognizing eating disorders (Meeks,Hieght,Page 1996 p219). I believe that all of these different categories should be taught in the schools health education program. Nutrition choices that children make today can dramatically affect their health and well being tomorrow. However, many of these young people are facing an unhealthy situation. For example, eating disorders are on the rise, the rate of obesity has doubled, many childrens diets lack the recommended amounts of vital nutrients, and only 1% of children meet all of the nutrition recommendations of the Food Guide Pyramid.(Teaching Adolescent Nutrition p1) This information should support the dire need for proper nutrition education in the school program today. I think that it is important to teach this topic as early as kindergarten but, I also think that it is important to continue nutrition education throughout middle school and also throughout high school. The material that I chose to teach is geared toward the middle school aged student. I believe that it is most important to teach nutrition at this age because it is the age children/preteens begin to make their own lifestyle decisions. Nutrition education can be integrated in other classes as well as health classes so the students do not think that nutrition education only has to do with health classes and not a mathematics class or a computer class. Appropriate nutrition education to recipients of child and adolescent food and nutrition programs is recognized as a key factor in health promotion/chronic disease prevention. As part of any comprehensive health program, nutrition should be integrated across the curriculum, in all subject areas (McConnel,Shaw 1996 p3). Ideas for other classes integrating nutrition education into their curriculum would be: The teacher can teach the class how to count calories, fat intake, carbohydrates, proteins. This way children can learn the importance of regulating their calorie and fat intake and utilizing the information to integrate it into their own lives. Teach the students that it is also important to count the amount of carbohydrates that they consume along with the amount of sugars that they consume also. Students can then understand that too much of something can be bad for their health, The teacher can hand out an article on diseases linked to poor exercise and nutrition. Then the class can participate in an open discussion. This way the students can feel open to discuss the topic in class with the teacher and their peers. They will be able to express their knowledge on the topic and learn new things as well. They can also write a poem on the nutrition and have a contest where the students will vote on the best most informative poem, and the winner will receive bonus points on the nest test/paper. The class can learn about how food is broken down in the body and how nutritious foods can help maintain a healthy functioning body. The students can draw a diagram and map out the pathway that foods takes to go through the body. They could learn what foods that can be eaten to prevent certain diseases, like broccoli can be a good food to eat to help prevent cancer. The students can participate in a food pyramid relay. This way the students can learn the food pyramid while they are having fun and also they will be exercising. They will be able to categorize the food groups in an easily understandable way instead of being lectured to in class for a change. The teacher can have the students paint or draw a picture of one food from each of the food groups. The students can draw or paint their favorite foods. .ude8c0c879f8f4afc9dc595d4d50a0bdf , .ude8c0c879f8f4afc9dc595d4d50a0bdf .postImageUrl , .ude8c0c879f8f4afc9dc595d4d50a0bdf .centered-text-area { min-height: 80px; position: relative; } .ude8c0c879f8f4afc9dc595d4d50a0bdf , .ude8c0c879f8f4afc9dc595d4d50a0bdf:hover , .ude8c0c879f8f4afc9dc595d4d50a0bdf:visited , .ude8c0c879f8f4afc9dc595d4d50a0bdf:active { border:0!important; } .ude8c0c879f8f4afc9dc595d4d50a0bdf .clearfix:after { content: ""; display: table; clear: both; } .ude8c0c879f8f4afc9dc595d4d50a0bdf { 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; } .ude8c0c879f8f4afc9dc595d4d50a0bdf:active , .ude8c0c879f8f4afc9dc595d4d50a0bdf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ude8c0c879f8f4afc9dc595d4d50a0bdf .centered-text-area { width: 100%; position: relative ; } .ude8c0c879f8f4afc9dc595d4d50a0bdf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ude8c0c879f8f4afc9dc595d4d50a0bdf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ude8c0c879f8f4afc9dc595d4d50a0bdf .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; } .ude8c0c879f8f4afc9dc595d4d50a0bdf:hover .ctaButton { background-color: #34495E!important; } .ude8c0c879f8f4afc9dc595d4d50a0bdf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ude8c0c879f8f4afc9dc595d4d50a0bdf .ude8c0c879f8f4afc9dc595d4d50a0bdf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ude8c0c879f8f4afc9dc595d4d50a0bdf:after { content: ""; display: block; clear: both; } READ: Gay Parenting Controversy Essay They will also get to see others peoples favorite foods so they .
Thursday, April 23, 2020
Shakespeares Hamlet free essay sample
This paper takes a look at Shakespeares character Hamlet. This well-though out paper takes an in-depth look at the character of Hamlet; it discusses his life and the factors which led him from innocence. The paper also discusses Hamlet?s feelings of being lost and out of his depth and his procrastination when facts are put before him. It, however also puts forward the argument that perhaps Hamlet is wise in not rushing to murder his step father, his intelligence coming as it does from a ghost. Much is also made of the Oedipus complex and Hamlets morbid mental struggle. From the paper: ?William Shakespeares play Hamlet is one of his most celebrated tragedies and the one play that most people are familiar with even today. The play itself is filled with murder, sex, love, suicide, hate, and revenge much like a modern day soap opera. But the truly enduring part of the play is Hamlet himself, the little boy lost, who is grieving his fathers death, feels isolated from his family, is in love with a confusing woman and is trying desperately to make things right and avenge his fathers death. We will write a custom essay sample on Shakespeares Hamlet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While a portion of us can identify with one or two of his plights, none of us quite know what he is facing. However, Shakespeares use of imagery and emotion endears Hamlet to the audience and gives us insight into his tumultuous soul.?
Tuesday, March 17, 2020
Weather - Japanese Vocabulary
Weather - Japanese Vocabulary Whether you planning a trip to Japan or conversing in Japanese class, rain or shine, youll need to learn how to talk about the weather. Click the links to hear the pronunciation for each weather-related Japanese vocabulary word or phrase. Japanese Weather Vocabulary Weather tenki Ã¥ ¤ ©Ã¦ °â€" Climate kikou æ °â€"候 Temperature ondo æ ¸ ©Ã¥ º ¦ Sunny hare æ™ ´Ã£â€šÅ' Cloudy kumori ã ã‚‚ã‚ŠRain ame é› ¨ Snow yuki é› ª Thunder kaminari é› · Storm arashi Ã¥ µ Fog kiri éÅ" § Useful Expressions Related to the Weather How is the weather?Tenki wa dou desu ka.Ã¥ ¤ ©Ã¦ °â€"㠯㠩㠆㠧㠙㠋。 The weather is nice.Yoi tenki desu.よã „å ¤ ©Ã¦ °â€"㠧㠙。 Its sunny.Harete imasu.æ™ ´Ã£â€šÅ'㠦ã „㠾㠙。 Its cloudy.Kumotte imasu.曇㠣㠦ã „㠾㠙。 Its raining.Ame ga futte imasu.é› ¨Ã£ Å'é™ ã £Ã£ ¦Ã£ „㠾㠙。 Its snowing.Yuki ga futte imasu.é› ªÃ£ Å'é™ ã £Ã£ ¦Ã£ „㠾㠙。 Its hot.Atsui desu.暑㠄㠧㠙。 Its humid.Mushiatsui desu.è’ ¸Ã£ â€"暑㠄㠧㠙。 Its cold.Samui desu.Ã¥ ¯â€™Ã£ „㠧㠙。 Its warm.Atatakai desu.æšâ€"㠋㠄㠧㠙。 Its cool.Suzushii desu.æ ¶ ¼Ã£ â€"㠄㠧㠙。 Its windyKaze ga tsuyoi desu.é ¢ ¨Ã£ Å'Ã¥ ¼ ·Ã£ „㠧㠙。
Sunday, March 1, 2020
Biography of Diego Velazquez de Cuellar, Conquistador
Biography of Diego Velazquez de Cuellar, Conquistador Diego Velazquez de Cuellar (1464-1524) was a conquistador and Spanish colonial administrator. He is not to be confused with Diego Rodriguez de Silva y Velazquez, the Spanish painter generally referred to simply as Diego Velazquez. Diego Velazquez de Cuellar arrived in the New World on Christopher Columbus Second Voyage and soon became a very important figure in the conquest of the Caribbean, taking part in the conquests of Hispaniola and Cuba. Later, he became governor of Cuba, one of the highest-ranking figures in the Spanish Caribbean. He is best known for sending Hernan Cortes on his journey of conquest to Mexico, and his subsequent battles with Cortes to retain control of the endeavor and the treasures it produced. Fast Facts: Diego Velzquez de Cuà ©llar Known For: Spanish conquistador and governorAlso Known As: Diego VelzquezBorn: 1465 in Cuà ©llar, Segovia, Crown of CastileDied: c. June 12, 1524 in Santiago de Cuba, Cuba, New SpainSpouse: daughter of Cristà ³bal de Cuà ©llar Early Life Diego Velazquez was born to a noble family in 1464 in the town of Cuellar, in the Spanish region of Castile. It is probable that he served as a soldier in the Christian conquest of Granada, last of the Moorish Kingdoms in Spain, from 1482 to 1492. Here he would make contacts and gain experience that would serve him well in the Caribbean. In 1493, Velazquez sailed to the New World on Christopher Columbus Second Journey. There he became one of the founders of the Spanish colonial effort, as the only Europeans left in the Caribbean on Columbus First Journey had all been murdered at the La Navidad settlement. Conquest of Hispaniola and Cuba The colonists from the Second Voyage needed land and slaves, so they set about conquering and subjugating the unfortunate native population. Diego Velazquez was an active participant in the conquests first of Hispaniola, and then Cuba. In Hispaniola, he attached himself to Bartholomew Columbus, Christophers brother, which lent him a certain prestige and helped get him established. He was already a rich man when Governor Nicolas de Ovando made him an officer in the conquest of western Hispaniola. Ovando would later make Velazquez governor of the western settlements in Hispaniola. Velazquez played a key role in the Xaragua massacre in 1503 in which hundreds of unarmed Taino natives were slaughtered. With Hispaniola pacified, Velazquez led the expedition to subjugate the neighboring island of Cuba. In 1511, Velazquez took a force of more than 300 conquistadors and invaded Cuba. His chief lieutenant was an ambitious, tough conquistador named Panfilo de Narvaez. Within a couple of years, Velazquez, Narvaez, and their men had pacified the island, enslaved all of the inhabitants, and established several settlements. By 1518, Velazquez was lieutenant governor of the Spanish holdings in the Caribbean and for all intents and purposes was the most important man in Cuba. Velazquez and Cortes Hernan Cortes arrived in the New World sometime in 1504, and eventually signed on to Velazquez conquest of Cuba. After the island was pacified, Cortes settled for a time in Baracoa, the main settlement, and had some success raising cattle and panning for gold. Velazquez and Cortes had a very complicated friendship that was constantly on-and-off. Velazquez initially favored the clever Cortes, but in 1514 Cortes agreed to represent some disgruntled settlers before Velazquez, who felt Cortes was showing a lack of respect and support. In 1515, Cortes dishonored a Castilian woman who had come to the islands. When Velazquez locked him up for failing to marry her, Cortes simply escaped and carried on as he had before. Eventually, the two men settled their differences. In 1518, Velazquez decided to send an expedition to the mainland and chose Cortes as the leader. Cortes swiftly lined up men, weapons, food, and financial backers. Velazquez himself invested in the expedition. Cortes orders were specific: he was to investigate the coastline, look for the missing Juan de Grijalva expedition, make contact with any natives, and report back to Cuba. It became increasingly apparent that Cortes was arming and provisioning for an expedition of conquest, however, and Velazquez decided to replace him. Cortes got wind of Velazquez plan and prepared to set sail immediately. He sent armed men to raid the city slaughterhouse and carry off all the meat, and bribed or coerced city officials to sign off on the necessary papers. On February 18, 1519, Cortes set sail, and by the time Velazquez reached the piers, the ships were already underway. Reasoning that Cortes could not do much damage with the limited men and weapons he had, Velazquez seems to have forgotten about Cortes. Perhaps Velazquez assumed that he could punish Cortes when he inevitably returned to Cuba. Cortes had, after all, left his lands and wife behind. Velazquez had seriously underestimated Cortes capabilities and ambition, however. The Narvaez Expedition Cortes ignored his instructions and immediately set out on an audacious conquest of the mighty Mexica (Aztec) Empire. By November 1519, Cortes and his men were in Tenochtitlan after having fought their way inland and making allies with disgruntled Aztec vassal states as they did so. In July 1519, Cortes had sent a ship back to Spain with some gold but it made a stop in Cuba, and someone saw the loot. Velazquez was informed and swiftly realized that Cortes was trying to fool him once again. Velazquez mounted a massive expedition to head for the mainland and capture or kill Cortes and return command of the enterprise to himself. He placed his old lieutenant Panfilo de Narvaez in charge. In April 1520, Narvaez landed near present-day Veracruz with more than 1,000 soldiers, nearly three times the total that Cortes had. Cortes soon realized what was going on and he marched to the coast with every man he could spare to fight Narvaez. On the night of May 28, Cortes attacked Narvaez and his men, who were dug in at the native town of Cempoala. In a short but vicious battle, Cortes defeated Narvaez. It was a coup for Cortes because most of Narvaez men (fewer than 20 had died in the fighting) joined him. Velazquez had unwittingly sent Cortes what he needed most: men, supplies, and weapons. Legal Actions Against Cortes Word of Narvaez failure soon reached a dumbfounded Velazquez. Determined not to repeat the mistake, Velazquez never again sent soldiers after Cortes, but rather began to pursue his case through the Byzantine Spanish legal system. Cortes, in turn, counter-sued. Both sides had certain legal merit. Although Cortes had clearly overstepped the bounds of the initial contract and had unceremoniously cut Velazquez out of the spoils, he had been circumspect about legal forms once he was on the mainland, communicating directly with the king. Death In 1522, a legal committee in Spain found in favor of Cortes. Cortes was ordered to pay back Velazquez his initial investment, but Velazquez missed out on his share of the spoils (which would have been vast) and was further ordered to undergo an investigation of his own activities in Cuba. Velazquez died in 1524 before the investigation could be concluded. Legacy Diego Velzquez de Cuà ©llar, like his fellow conquistadores, had a profound impact on the trajectory of Central American society and culture. In particular, his influence made Cuba a major economic center and a location from which further conquests could be made. Sources Diaz del Castillo, Bernal. Trans., ed. J.M. Cohen. 1576. London, Penguin Books, 1963.Levy, Buddy. Conquistador: Hernan Cortes, King Montezuma and the Last Stand of the Aztecs. New York: Bantam, 2008.Thomas, Hugh. Conquest: Montezuma, Cortes and the Fall of Old Mexico. New York: Touchstone, 1993.
Thursday, February 13, 2020
Economics of Race and Gender Term Paper Example | Topics and Well Written Essays - 1750 words
Economics of Race and Gender - Term Paper Example The very reason that Equal Pay Day is being recognized by the Bethlehem branch of the American Association of University Women at Moravian College on 20th of April 2010 in the Haupert Union Building on the North Campus points towards the current need to bridge the wage gap between the salaries of men and women. Funds were raised by holding a bake sale selling cookies in 77 cents to women and same cookies in $1 to women because according to the U.S. Census Bureau and Bureau of Labor Statistics, women working full time earn 77 cents against each dollar earned by men. According to Susan S. McNamara, a retired college administrator of Bethlehem Township and president of AAUW, the wage gap has decreased the real median income of women by more than half million dollars in comparison to men since 1960. This wage gap is more widened in the case of minority women. In comparison to white men, minority African-American women earn 67 cents while African-American men earn 78 cents on the dollar. Hispanic women earn even lower, 58 cents. The reason for selecting 20th of April as Equal Pay Day was to know how much more time women require in a year to earn equal to what men earned the previous year – about additional four months! A number of facilities have been gained through legislation on making of Family and Medical Leave Act and the Pregnancy Discrimination Act besides favorable policies like flextime and telecommuting, which are equally beneficial for employed women and their employers but in the matter of equal paychecks, women still are far behind men. From an economic point of view, according to Catherine Hill, the senior research associate at the AAUW Educational Foundation, â€Å"There's a gap here that economists agree cant be explained away by women's choices.Â
Saturday, February 1, 2020
Music Copyright & Interband Agreements Essay Example | Topics and Well Written Essays - 2500 words
Music Copyright & Interband Agreements - Essay Example (c) The Members agree they will act in good faith in connection with any matter relating to the constitution of the group and any of the activities of the Group and any obligation of the Group entered into with third parties. (d) the choice of record company and publishing company and the negotiation of the terms of any long term agreement relating to the professional services of the Group or any promotion or exploitation of any product of or rights in the goodwill and reputation of the Group; (g) the making of any request for or commitment to any significant loan or any other Group financial liability to any party (including any guarantee of third party obligations) and for any purpose in this context the term "significant" shall mean a transaction or series of related transactions or a facility exceeding (e.g. Â £30.00 - insert appropriate amount) whether or not the whole amount thereof is intended be drawn down at any time; 3. (a) Any decision not being within clause 2 or which is otherwise stated to require the unanimous consent of all Members will be decided upon by a majority vote on a show of hands each Member having one vote. (c) If the Group appoints its manager or any other party to adjudicate on any matter which cannot be resolved by voting then a condition of that appointment is that the decision of the adjudicator will be accepted by the Group. (ii). In the case of any ground for expulsion other than fundamental disagreement on Group policy or development the expelled Member must first (if appropriate) have been given a reasonable opportunity to remedy the complaint or to have been warned about his or her activity complained of and the written notice of expulsion must state the reason for the expulsion. (b) If the unanimous decision is given without reasonable cause such as (but not limited to) a material breach of this Agreement or permanent incapacity or a serious criminal conviction or a fundamental
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