An American :: essays research papers

What is an American? What does it mean to be "American?" What makes it "American?" And how does it make us "American?" American stands for the beliefs, the music, as well as the people that come from this great nation. The beliefs of this great nation speak every language. These beliefs stretch from the furthest reaches of Africa to the city life of New York. These beliefs are pride, freedom, and equality. American means to be proud. It means to stand up for what you believe in and to fight for it wholeheartedly. American also means to have freedom, freedoms to do what you wish, to practice your own religious ceremonies, customs, and beliefs. With these freedoms comes a responsibility, a responsibility to be accountable for your actions. Equality is the basis of American society. Before equality for all, there was slavery. With this slavery came accounts of cruelty and disillusioned violence. Without help from first hand accounts of slaves such as Frederick Douglass and Harriet Tubman, we would have never emerged from this dark era in American history. American music is the envy of nations around the world. From Frank Sinatra to the Beatles, American music continues to diversify and grow. American bands develop large masses of followers in nations of all different ethnic backgrounds. From Asia to Germany, American music continues to influence the music styles of the rest of the world. Proud American men and women joined the armed forces to serve the country that they love and protect. These people show what it means to be American. Just as the colonists fought the British for Independence, they risk their lives, for something they believe in and cherish. These same people also stand for exploration and discovery.

Medea Greek Mythology Essay

When Medea decides to take matters in to her own hands, about punishing the people who have done wrong to her, she is accused of wanting not justice—vengeance. Because I am not a native of neither Corinth nor Colchis, I have my own view about her motives. However, I would agree with the Corinthian Women, Medea is seeking vengeance; not justice. Some people might argue that Medea is seeking justice. When in actuality, Medea wants vengeance. The opposition would say justice took place because the Gods allowed Medea the time to perform her various acts. Although these things happened Medea turned to vengeance when she took it upon herself to kill Creon and his daughter Creusa. Even the chorus, the â€Å"ideal spectators†, implies that Creon is a poor king when, after he banishes Medea, the First Corinthian Woman sympathizes, â€Å"I am of Corinth and I say that Corinth is not well ruled. †(1. 214-216). This quote gives us proof that Medea has some sort of reason to seek revenge on Creon. However she lets her hatred exceed its boundaries and allows herself to take the lives of the King of Corinth and its Princess all because they chose Jason over her. In addition, her actions all prove that she wants Jason to do more than pay for hurting her. She wants him to suffer at the fate of her own children. Her revenge was selfish. Medea involved the two things she knew would hurt Jason the most—her own children. According to the First Corinthian Woman, â€Å"It would be better for you, Medea if the earth opened her jaws and took you down into darkness. But one thing you will not do, for you cannot, you will not hurt your own children, though wrath like plague-boils aches, your mind in a fire-haze bites the purple apples of pain. No blood-lapping beast of the field, she-bear nor lioness, nor the lean wolf-bitch, hurts her own tender whelps; nor the yellow-eyed, seythe-beaked, and storm shouldered eagle that tears the lambs has ever made prey of the fruit of her own tree. †(2. 115-126). Keep in mind that the Corinthian Women are the conscious of Corinth. Through this quote the First Corinthian Women has stated that Medea could not harm her own children. She even gives examples of the most dangerous predators that don’t even harm their own young. This is evidence that Medea went beyond the state of justice; but she went well into the state of vengeance. Medea knew what she was doing and quite frankly she could care less about anything other than what she thought of what was seeking revenge on Jason. In conclusion, vengeance was sought by Medea. She went above the fact of teaching Jason a lesson; she even stated she hated Jason more than she loved her children. Answer this question is what Medea has done entertaining or morally instructive?

Hamlet: The Tragic Hero Essay

Hamlet’s flaw is that he has a hard time carrying out his plans; he does not have the raw passion that enraged Laertes (). Hamlet took time to think about his actions and the consequences for his plans, many times did he think of doing them, yet he did not carry out them out. Hamlet was not a forgetful, evil character, but more of a tragic hero. The beginning of the play sets out the story and the Ghost of Hamlet’s late father reveals the truth about his murder to his son. He tells Hamlet to avenge his death. Hamlet’s response seems like he has quick plans to carry out his fathers wishing, by saying â€Å"Haste me to know’t that I with winds as swift†¦ May sweep to my revenge.† (I v 33-5) Unfortunately, Hamlet’s inability to act on his father’s extortion has him reluctant to kill the King Claudius by the end of that very scene, when he says, â€Å"This time is out of joint, O cursed spite – that I was ever born to set it right.† (I v 206-7) Here, Hamlet is already having doubts and wishing that he wasn’t the one that had to carry out the revenge for his father. Obviously Hamlet has real problems when it comes down to dealing with things. As the play goes on, Hamlet still has not done a thing to avenge his father. In Act II, Scene 2, Hamlet decides that before he can avenge his father’s death, he must make sure that the Ghost was telling the truth. This simply gives Hamlet more excuse to procrastinate. Hamlets play is a parody of the way Claudius killed the previous king and took his wife. When the play is seen by Claudius, Claudius becomes outraged and ends the play. Hamlet knows now that Claudius is guilty. He justifies this inaction by saying â€Å"The spirit I have seen – May be the devil†¦Ã¢â‚¬  He is very firm in his believe of faith and he does not want to be pulled into Hell because of a filthy deed given to him by a demon. However, because of Claudius’ reaction, Hamlet knews the ghost was true. He comments to Horatio, â€Å"I’ll take the ghost’s word for a thousand pound.† In act III, scene 3, Hamlet is ready to kill the king, but stops himself because the king is praying. Again Hamlet’s faith stops him from the horrid act of regicide. Because the king is praying that if he killed him now the  king would go to heaven. He decides yet again to delay avenging his father’s murder, this time until he can kill the King while he is in a vile condition, such as â€Å"When he is drunk asleep; or in his rage; Or in the incestuous pleasure of his bed.† (III iii 92-3) In the end of the play, we see that Hamlet’s inability to act causes his tragic demise. Hamlets failure to revenge his father when he should have, costs him not only his life, but also his mother’s. In the final scene, Hamlet duels with Laertes, who has conspired with the King to kill Hamlet. In the King’s attempt to kill Hamlet, he accidentally poisons the Queen. Laertes delivers the fatal wound to Hamlet with a sword dipped in a deadly poison and it is only with his final life breath that Hamlet finally kills the King. So, Hamlet has finally killed the king, but not by going out and slaying the king while he was involved in â€Å"incestuous sheets† or â€Å"drunk asleep† like he said, but with a poison the king made himself to kill Hamlet. Ultimately, Hamlet avenged his father, and his father’s later wish for the queen to be left to die without Hamlet killing her. However it came at a very heavy cost; Hamlet, Laertes, and Gertrude’s deaths, and Denmark falling into the hands of the Norwegian enemy, Fortinbras.

O zone essays

O zone essays Ozone is an important molecule in maintaining the homeostasis in the environment. Ozone, the molecule O3, makes a layer in the stratosphere, situated 10 to 15 kilometers from the earth's surface. The dioxide molecule, O2 and Oxygen atom O, collide with each other result in the formation of Ozone, O3. In this reaction, the molecule O3 contains an excess of energy. Once the molecule is formed, it is not stable enough to last long. The energy-rich O3 molecules discards the excess energy by colliding with another atom or molecule and transferring the energy in the form of heat. In the results of the decomposition of ozone into O2 and O in the ozone layer, solar radiation is absorbed. This process of the chemical bond breaking causing the absorption of a photon by a molecule is called photodissociation. Radiation with sufficient intensity, is capable of separating the O3 molecule, resulting in photodissociation. The cyclic process formation and decomposition of ozone provides a shield against ultraviolet radiation that enter the earth's atmosphere. If it were not for the chemical reaction of radiation and ozone in the stratosphere, these high-energy photons would penetrate the earth's surface. The ozone layer absorbers about 99% of the harmful radiation which makes it possible for animals and plants to live on the planet. In 1974, F. Sherwood Rowland and Mario Molina of the University of California proposed that chlorine from chlorofluorocarbons (CFCs) could deplete the ozone layer. Beginning in 1957 to 1985, the British Antarctic Survey had measured the average ozone concentration over Halley Bay in Antarctica. Up until 1974, the ozone concentration remained stable. Yet after 1974, the team observed a decline of the ozone layer to levels less than 10%. From this study the awareness over the danger of the "hole" and ultraviolet radiation and the destruction being done to the earth. ...

10 Writing Tips for a Winning Web Site

10 Writing Tips for a Winning Web Site 10 Writing Tips for a Winning Web Site 10 Writing Tips for a Winning Web Site By Mark Nichol Some time ago, I posted some general guidelines for writing for an online audience. Here are some specific time-tested tips for attracting and keeping site visitors with clean, clear writing: 1. Keyword Top Labels Use keywords for window titles and taglines, and keep them sharp and succinct. These labels are for helping Internet users get to your site because they typed them into a search engine and your site came up in the results, not for wowing visitors when they get there (assuming they get there, because you’re not using keywords to help searchers). 2. Keyword Display Copy Employ keywords, not clever words, to begin headings, headlines, and link names, and keep the display copy brief. Most Web site visitors scan just the first one or two words of display copy. In â€Å"Where to Go on Vacation This Summer,† the first keyword appears as the fifth word of seven. (Go isn’t a keyword, because you don’t yet know what kind of going is involved.) â€Å"Summer-Vacation Destinations,† by contrast, gives you three keywords out of three, with the two most important ones in first and second place. This approach is especially advantageous for a commerce site, but your personal blog shouldn’t be any different (assuming you want to attract new site visitors, not just impress current ones). 3. Avoid All Capital Letters Don’t use all capital letters, even in display copy. All-cap text is harder to scan and to read. Do, however, use initial caps for headings and headlines. 4. Avoid Exclamation Points Unless your site is all about bringing the funny or attempting to do so don’t use exclamation points. (Another exception: if all the i’s are dotted with circles or hearts.) 5. Omit Extraneous Spaces or Punctuation All-cap initials and acronyms, of course, but don’t separate letters with word spaces or with periods. Omit apostrophes when attaching a plural s to such abbreviations. 6. Avoid Superfluous Headings Eschew headings and headlines like â€Å"Features† and â€Å"Links† for self-evident sections. 7. Make Navigation and Display Easy on the Eyes Make it easy to find other pages and archived content, and avoid making the home page and other pages busy in general. 8. Keyword Navigation Never use â€Å"Click here† or â€Å"More† (by itself) or â€Å"Next page† for a link name. Use keywords: â€Å"Archive,† â€Å"More Top 10 Lists,† â€Å"Ski Trip, Day 2.† 9. Limit Font and Background Styles Avoid multiple fonts, font sizes, font colors, and background colors. Use one font for display copy and another for running text. Limit italics to emphasis of words and short phrases. Employ boldface generously in display copy but sparingly in running text. 10. Write for First-Time Visitors If you want to attract a general readership, write for a general readership. Don’t dumb down, but do explain obscure terminology and do spell acronyms out. (You could provide a glossary, but briefly explaining, or spelling out, an unfamiliar term needn’t be distracting to either lay readers or experts.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:Passed vs Past7 Tips for Writing a Film ReviewHow Do You Fare?

Romalpa and Subsequent Cases by a Great Deal of Confusion Essay

Romalpa and Subsequent Cases by a Great Deal of Confusion - Essay Example For this reason, the UK Parliament decided to pass the new Sale of Goods Act in 1979 after the process of undergoing a series of amendments2. The past and current cases related to the sale of goods are most decided based on the specific rules and guidelines that are stipulated under the general contract law. Under s 16 of the Sale of Goods Act 1979, it was clearly stated that â€Å"where there is a contract for the sale of unascertained goods, no property in the goods is transferred to the buyer unless and until the goods are ascertained†3, 4. Even though the Sale of Goods Act has been widely used in the development of modern commercial contracts, some sections of the said Act does not contain adequate information when it comes to dealing with cases related to the contracts of sale of goods. For example, each time a seller sells goods or raw materials to a manufacturer (buyer), the seller has the right to request for a protection over the risks wherein the buyer would be facin g the risks of insolvency. Often times, this can be done when the seller reserves the right for the title of goods until such time that the ordered goods have been fully paid by the buyer. Even though s 24 of the Sale of Goods Act clearly stated that the seller can reserve their rights for the title of goods until such time that they receive the right payment (based on their agreed price and quantity), this section does not clearly explain the full purpose of the seller. With regards to the issue on termination and rejection rights of the sellers, the Sale of Goods Act 1979 presented only one (1) section with regards to the specific terms applicable when terminating the agreement5, 6. It is obvious that one (1) section under the Sale of Goods Act 1979 is not enough to present a detailed information with regards to the procedural requirements behind the termination rights of the seller. Lastly, even though the Sale of Goods Act 1979 clearly acknowledges the rights of unpaid seller ov er the traded goods7, 8, several studies explained that the use of the said Act alone is not sufficient in terms of deciding for all commercial cases9, 10. To address the gap with regards to the obligations of both the buyers and the sellers, the Romalpa clause a.k.a. â€Å"title retention clause† was purposely created11. The Romalpa clause is unique in the sense that the said clause contains a long list of elements that the Sale of Goods Act failed to consider. Derived from the case of Aluminium Industrie Vaassen BV v Romalpa Aluminium Ltd12, 13, 14, the main purpose of the Romalpa clause is to protect the sellers from cases wherein the buyers would file a bankruptcy15, 16. As a common knowledge, the act of selling goods on credit entails the risks of being unpaid at the time when the buyer would end-up filing bankruptcy17. Due to the limitations of the Sale of Goods Act in 1979.

Research Training Programme Project Essay Example | Topics and Well Written Essays - 3000 words

Research Training Programme Project - Essay Example Future analysis of this panel could be effected by correcting the mistake. Additionally, only two years of the four year programme was utilized, as the other two years could not provide an adequate percentage of the data. The importance of this data cleaning should be considered when the final results are analysed. Cleaning is a judgmental process which sometimes removes items which are of great importance to those providing the data. Only by repeating the data collection can any factors which occur again and again be noticed. This paper is based upon research done by Loughborough University as part of a review of the Business School's Training Programme. This research was conducted over a number of weeks at the beginning of 2006, and a survey was conducted amongst former students, questioning them about their experiences and opinions of the course. The intention of the questionnaire was to discover whether the students had benefited from the course, and whether they felt that the teaching was adequate. As this was a group working, there were a number of meetings throughout the weeks to try and ensure co-operation and agreement amongst all the members. After a series of meetings and interviews in January, the questionnaire was sent out to students in March, and received back in April. This data was then input into a SPSS program, from which the results in this paper are taken. At the design meetin... From these results we will need to conduct an analysis to try and find some significant results. Why that use of design THE NATURE OF THE QUESTIONNAIRE The questionnaire that was sent to the students was divided into five sections, each dealing with a different topic. In the first section, for example, the questions concerned the personal details of the student, age, nationality and so on. In the second section, we asked them about the relevance of certain topics to their research. The third topic concerned the usefulness of the training programme; the fourth dealt with improvements to the student's relationships, and the fifth and final section asked the students to rate their satisfaction with the course. The design of this questionnaire was to enable us to demonstrate whether the training programme met the students' requirements, whether it improved their interpersonal relationships, and whether they felt the course had proved satisfactory. The first section allowed the students to be readily quantified and compared, which can prove useful when considering results, the other sections concentrate upon the courses, and the benefits and satisfaction the students felt that they had gained. . Other aspects of these results may become significant when we are comparing the results via SPSS. As the aim of this project is to improve the teaching of business courses at Loughborough, then consideration of the benefits to the students, and the improvements in their relationships, must be included while analyzing their satisfaction. Analysis The analysis of this questionnaire was conducted using the SPSS system of statistic management. This programme provides the analyst