World civilizations 1500 Essay Example For Students

World civilizations 1500 Essay March 17, 19991. Essay form (7%)2. Tenochtitlan case study (10%)3. Mozambique case study (13%)4. Comparison of Tenochtitlan and Mozambique cases (15%)5. Summary of the gun powder arguments in Stearns (35%)6. Discussion and critique of gun powder arguments in the light of the Tenochtitlan and Mozambique case studies (20%)In the past wars were fought to gain land, wealth, and fame. Two such examples of this are the battle of Tenochtitlan and Mozambique. These are two battles that disprove the gun powder superiority theory. Certain countries look to get an advantage, by incorporating such things as guns, canons, and steel armor. Some countries look to gain an advantage through superior numbers. Several Army leaders simply believed they were superior to their adversaries. Such as the case in Tenochtitlan. We will write a custom essay on World civilizations 1500 specifically for you for only $16.38 $13.9/page Order now The purpose for the invasion of Mexico is not clear however, has stated above it is usually for power, land, or money. In this case Cortes was looking for gold that he hoped he could take from a primitive people. In April 1521Cortes had reached Tenochtitlan. This would mark the beginning of the battle between the Spanish and the Aztec. Before the Spanish arrived in Mexico, a sickness broke out. This epidemic was small pox. Small pox decimated villages. Small pox caused blemishes on people faces, it caused their bodies to become stiff, and made some people unable to move. And when things were in this state, the Spaniards came (Sources, 70 L.). Twelve Spanish boats had come, traveling the coast and looking for places to land. The Spanish managed to get two boats in. It is documented that these boats came in fighting. There were deaths on both sides, and on both sides captives were taken. (Sources, 70 L.). It is recorded that at the first sight of the Spaniards the natives ran. With the village emptied the Spaniards took as they pleased. As the Spaniards continued they came to a place where the fortress was well fortified. This presented no obstacle as they used their canons to blast down the wall.and the fourth time finally the wall went to the ground once and for all (sources, 70 L.) Once inside, the Tzilacatzin and some other warriors went out to face the oncoming Spaniards. These warriors used nothing more than stones repeal the oncoming Spanish. This sent the Spaniards retreating. Some of these warriors hid in the dense brush, and as the Spaniards came through the warriors ambush them. The Spaniards had come with gunpowder and guns and when ambushed these guns did not help. The selection is not specific but I dont believe the Aztec had guns of any kind. Then he went and threw a Spaniard down, knocking him to the ground (Sources 71 L.). The captives were taken to Yacacolca and sacrificed. Spanish first and all other second. The heads were hung on skull racks f acing the East. The Aztec won this battle but it would be short-lived. The second example is the battle in Mozambique. This is similar to the previously described battle in that the natives seemed fearful at first, and retaliated to win the battle. The Portuguese arrived in the rivers of Cuama in the year 1593. Dom Pedro de Sousa led them. This battle was a retaliation of an earlier battle in which the Zimba had killed one of the Portuguese priests. Dom Pedro de Sousa obtained information about his enemy and quickly raised an army. 200 Portuguese and 1500 Kaffirs (sources, 65 L.) He also took various pieces of artillery, which he wanted to use on the walls. When this failed he was determined to enter by assault. He had part of the trench filled, through which several of his soldiers were wounded by the arrows being shot from above. The natives also used boiling fat and water, which they poured on the attackers and scalded them. They also used iron hooks, which they would stick through the holes of the wall and grab anyone who came too close and wounded them mortally. Following this encounter the captain ordered his men back to camp so they could rest and tend to the wounded. The captain had an idea that would put his men on an equal ground with the natives. He would build wickerwork frames that his men could stand on in use their guns against the Zimba. With this strategy nearly ready to go, several of his men claimed to have received letters from their wives relating a danger at home. The residents of Sena went to the captain and begged him to abandon the siege of the Zimba and attend to what was of greater importance (Sources 65r). The captain believing these letters to be true abandoned the siege. At nightfall the Zimba fell upon the camp and killed some men who were still there. As in the example above the natives were victorious. .uab020b5b4be9a3705c0bc1a892156e05 , .uab020b5b4be9a3705c0bc1a892156e05 .postImageUrl , .uab020b5b4be9a3705c0bc1a892156e05 .centered-text-area { min-height: 80px; position: relative; } .uab020b5b4be9a3705c0bc1a892156e05 , .uab020b5b4be9a3705c0bc1a892156e05:hover , .uab020b5b4be9a3705c0bc1a892156e05:visited , .uab020b5b4be9a3705c0bc1a892156e05:active { border:0!important; } .uab020b5b4be9a3705c0bc1a892156e05 .clearfix:after { content: ""; display: table; clear: both; } .uab020b5b4be9a3705c0bc1a892156e05 { 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; } .uab020b5b4be9a3705c0bc1a892156e05:active , .uab020b5b4be9a3705c0bc1a892156e05:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uab020b5b4be9a3705c0bc1a892156e05 .centered-text-area { width: 100%; position: relative ; } .uab020b5b4be9a3705c0bc1a892156e05 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uab020b5b4be9a3705c0bc1a892156e05 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uab020b5b4be9a3705c0bc1a892156e05 .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; } .uab020b5b4be9a3705c0bc1a892156e05:hover .ctaButton { background-color: #34495E!important; } .uab020b5b4be9a3705c0bc1a892156e05 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uab020b5b4be9a3705c0bc1a892156e05 .uab020b5b4be9a3705c0bc1a892156e05-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uab020b5b4be9a3705c0bc1a892156e05:after { content: ""; display: block; clear: both; } READ: Alexander The Great EssayThere were some similarities in these two battles. The obvious similarity is that the natives won in both cases. The next similarity is that the winner did not need the use of guns nor canons. It seems the gunpowder was not a deciding factor in the outcome of either of these battles. In both battles the deciding factor was the strategy used by both sides leaders. In the Tenochtitlan battle the natives lay hidden in the brush and waited to ambush the oncoming Spaniards, and were able to win without the use of gunpowder. In the battle Mozambique the natives remained in their fortress and with out the use of gunpowder held back the mighty Portuguese. The greatest difference between these two battles is that in the battle of Mozambique the Portuguese must have grown tired or maybe fearful of fighting the natives. This is evident because of the alleged letters they received from their wives. In the battle of Tenochtitlan the men may have been ambushed so quickly they did not have time to develop fear of the natives and their weapons. These two battles present interesting situations in which the technologically advanced peoples lost to a more primitive culture. Stearns adequately discusses how countries became world powers through the use an adaptation of gunpowder. In fact, it goes so far as to say that the only reason nations using gunpowder fell, is because of weak central governments. The Chinese had great success with gunpowder and other countries seeing this success wanted to duplicate it. Thus, they hired specialists to replicate and in some cases improve upon the existing guns. In many areas, the new military technology contributed decisively to broader social and political transformations. (Stearns, 119r). In these cases canons were used to reduce enemy castles to nothing more than scrap rock. This brought about a major change in defense systems. The resulting systems were often expensive, but resulted in a core of new highway strategic officers. As stated earlier some countries fell because of weak centr al governments. In an effort to avoid this the Japanese banned firearms. They felt the public having firearms would promote revolts. In the end it is shown that countries that adapted to using guns were more successful and maintained power longer. In each of the Muslim Empires, decline was both relative to and hastened by the rise of European rivals, who proved more adept at taking advantage of the power potential offered by the gun powder revolution. (Stearns, 120r). So the question remains why did two primitive countries defeat major nations in two separate battles? Our book would have us believe that any nation holding gunpowder technology would be superior to a country that does not possess that technology. These two battles clearly show that more goes into a flight than just technology. In the battle of Tenochtitlan the egotistical Spanish marched right into their own death trap. In the battle Mozambique several factors played: 1. Poor leadership 2. Poor strategy. The captain let his men gets so down after their first defeat that they did not want to go back again. Also, it was very poor strategy to attack a fortress where the soldiers were looking down on you. The captain had a better strategy but by then it was too late his men were fearful fighting again. These two battles go to show that our authors have over estimated gunpowder. It is a tool, but not the deciding factor.

What a Main Idea Is and How to Find It

What a Main Idea Is and How to Find It Questions about the main idea of a passage are popular on reading comprehension tests, but sometimes, those questions are pretty difficult to answer, especially for students who are not completely sure they understand what the main idea really is.  Finding the main idea of a paragraph or longer passage of text is one of the most important reading skills to master, along with concepts like making an inference, finding the authors purpose, or understanding vocabulary words in context. Here are a few techniques to help understand what, exactly, is a main idea and how to identify it accurately in a passage. How to Define the Main Idea The main idea of a paragraph is the primary point or concept that the author wants to communicate to the readers about the topic. Hence, in a paragraph, when the main idea is stated directly, it is expressed in what is called the topic sentence. It gives the overarching idea of what the paragraph is about and is supported by the details in subsequent sentences in the paragraph. In a multi-paragraph article, the main idea is expressed in the thesis statement, which is then supported by individual smaller points. Think of the main idea as a brief but all-encompassing summary. It covers everything the paragraph talks about in a general way, but does not include the specifics. Those details will come in later sentences or paragraphs and add nuance and context; the main idea will need those details to support its argument. For example, imagine a paper discussing the causes of World War I. One paragraph might be dedicated to the role that imperialism played in the conflict. The main idea of this paragraph might be something like: Constant competition for massive empires led to increasing tensions in Europe that eventually erupted into World War I. The rest of the paragraph might explore what those specific tensions were, who was involved, and why the countries were seeking empires, but the main idea just introduces the overarching argument of the section. When an author does not state the main idea directly,  it should still be implied, and is called an implied main idea. This requires that the reader look closely at the content- at specific words, sentences, images that are used and repeated- to deduce what the author is communicating. How to Find the Main Idea Finding the main idea is critical to understanding what you are reading. It helps the details make sense and have relevance, and provides a framework for remembering the content. Try these specific tips to pinpoint the main idea of a passage. 1) Identify the Topic Read the passage through completely, then try to identify the topic. Who or what is the paragraph about? This part is just figuring out a topic like cause of World War I or new hearing devices; dont worry yet about deciding what argument the passage is making about this topic. 2) Summarize the Passage After reading the passage thoroughly, summarize it in your own words in one sentence. Pretend you have just ten to twelve words to tell someone what the passage is about- what would you say? 3) Look at the First and Last Sentences of the Passage Authors often put the main idea in or near either the first or last sentence of the paragraph or article, so isolate those sentences to see if they make sense as the overarching theme of the passage. Be careful: sometimes the author will use words like but, however,  in contrast, nevertheless, etc. that indicate that the second sentence is actually the main idea. If you see one of these words that negate or qualify the first sentence, that is a clue that the second sentence is the main idea. 4) Look for Repetition of Ideas If you read through a paragraph and you have no idea how to summarize it because there is so much information, start looking for repeated words, phrases, or related ideas. Read this example paragraph: A new hearing device uses a magnet to hold the detachable sound-processing portion in place. Like other aids, it converts sound into vibrations, but it is unique in that it can transmit the vibrations directly to the magnet and then to the inner ear. This produces a clearer sound. The new device will not help all hearing-impaired people- only those with a hearing loss caused by infection or some other problem in the middle ear. It will probably help no more than 20 percent of all people with hearing problems. Those people who have persistent ear infections, however, should find relief and restored hearing with the new device. What does this paragraph consistently talk about? A new hearing device. What is it trying to convey? A new hearing device is now available for some, but not all, hearing-impaired people. Thats the main idea! Avoid Main Idea Mistakes Choosing a main idea from a set of answer choices is different than composing a main idea on your own. Writers of multiple choice tests  are often tricky and will give you distractor questions that sound much like the real answer. By reading the passage thoroughly, using your skills, and identifying the main idea on your own, though, you can avoid making these 3 common mistakes: selecting an answer that is too narrow in scope; selecting an answer that is too broad; or selecting an answer that is complex but contrary to the main idea.   Resources and Further Reading How to Find a Stated Main IdeaHow to Find an Implied  Main IdeaFinding the Main Idea PracticeFinding Main Ideas In Paragraphs,  http://english.glendale.cc.ca.us/topic.htmlFinding the Main Idea, Columbia College Updated by Amanda Prahl

Review of Sylvia Plaths Novel The Bell Jar

Review of Sylvia Plath's Novel 'The Bell Jar' Written in the early 1960s, and Sylvia Plaths only full-length prose work, The Bell Jar is an autobiographical novel that relates the childhood longings and descent into madness of Plaths alter-ego, Esther Greenwood. Plath was so concerned about the closeness of her novel to her life that she published it under a pseudonym, Victoria Lucas (just as in the novel Esther plans to publish a novel of her life under a different name). It only appeared under Plaths real name in 1966, three years after she committed suicide. Plot The story relates a year in the life of Esther Greenwood, who seems to have a rosy future in front of her. Having won a competition to guest edit a magazine, she travels to New York. She worries about the fact that she is still a virgin and her encounters with men in New York go badly awry. Esthers time in the city heralds the start of a mental breakdown as she slowly loses interest in all the hopes and dreams. Dropping out of college and staying listlessly at home, her parents decide that something is wrong and take her to a psychiatrist, who refers her to a unit that specializes in shock therapy. Esthers condition spirals even further downwards due to inhumane treatment in the hospital. She finally decides to commit suicide. Her attempt fails, and a rich older lady who was a fan of Esthers writing agrees to pay for treatment in a center that does not believe in shock therapy as a method for treating the ill. Esther slowly starts her road to recovery, but a friend she has made at the hospital isnt so lucky. Joan, a lesbian who had, unbeknownst to Esther, fallen in love with her, commits suicide after her release from the hospital. Esther decides to take control of her life and is once more determined to go to college. However, she knows that the dangerous illness that put her life at risk could strike again at any time. Themes Perhaps the single greatest achievement of Plaths novel is its outright commitment to truthfulness. Despite the fact that the novel has all the power and control of Plaths best poetry, it does not skew or transform her experiences in order to make her illness more or less dramatic. The Bell Jar takes the reader inside the experience of severe mental illness like very few books before or since. When Esther considers suicide, she looks into the mirror and manages to see herself as a completely separate person. She feels disconnected from the world and from herself. Plath refers to these feelings as being trapped inside the bell jar as a symbol for her feelings of alienation. The feeling becomes so strong at one point that she stops functioning, at one point she even refuses to bathe. The bell jar also steals away her happiness. Plath is very careful not to see her illness as the manifestation of outside events. If anything, her dissatisfaction with her life is a manifestation of her illness. Equally, the end of the novel does not pose any easy answers. Esther understands that she is not cured. In fact, she realizes that she might never be cured  and that she must always be vigilant against the danger that lies within her own mind. This danger befell Sylvia Plath, not very long after The Bell Jar was published. Plath committed suicide in her home in England. A Critical Study The prose which Plath uses in  The Bell Jar does not quite reach the poetic heights of her poetry, particularly her supreme collection Ariel, in which she investigates similar themes. However, this does not mean the novel is not without its own merits. Plath managed to instill a sense of powerful honesty and brevity of expression which anchors the novel to real life. When she chooses literary images to express her themes she cements these images in everyday life. For example, the book opens with an image of the Rosenbergs who were executed by electrocution, an image that is repeated when Esther receives electro-shock treatment. Really, The Bell Jar is a  stunning portrayal of a particular time in a persons life and a brave attempt by Sylvia Plath to face her own demons. The novel will be read for generations to come.

A Detailed Analysis of the OpenOffice Research Paper

A Detailed Analysis of the OpenOffice - Research Paper Example In addition, the twin licensing system outlines that we are permitted to select either license. Moreover, both the LGPL and SISSL are OSI accepted as open source system licenses (OpenOffice1, 2012; OpenOffice, 2010). Application Similar to all other open source software applications, OpenOffice can be used as a commercial tool. In fact, as compared to other freeware applications, open source software is not restricted to only educational or personal use. In addition, there is no limit on where or how we utilize this software. Additionally, there are numerous applications of OpenOffice software. In this scenario, one of the key applications is Word processor application for creating documents. It also includes Spreadsheet-based application that is similar to MS Excel. Moreover, it also contains a Presentation Package for the creation of presentations. Furthermore, similar to MS Access, OpenOffice also offers database management system capability. As well, one of the most popular tools that OpenOffice contains is a drawing tool that is missing in traditional MS Office Package (OpenOffice1, 2012; OpenOffice, 2010). Goals OpenOffice.org is going to launch a 3rd version of the OpenOffice in the market, which is the result of over 20 years' software engineering. Intended from the initiate as a single element of software, it has reliability other products cannot compete. In addition, a totally open development procedure outlines that anybody is able to report bugs, can add new and innovative features, or improve the software. Moreover, OpenOffice.org version 3 offers everything that we need from our office software to carry out, the way we want to use it (OpenOffice1, 2012; OpenOffice, 2010).  Similar to all other open source software applications, OpenOffice can be used as a commercial tool. In fact, as compared to other freeware applications, open source software is not restricted to only educational or personal use. In addition, there is no limit on where or how we utilize this software. Additionally, there are numerous applications of OpenOffice software.  

Write 1200 word about the lectures note Essay Example | Topics and Well Written Essays - 1250 words

Write 1200 word about the lectures note - Essay Example This lecture also enabled the understanding of learning in itself and the curriculum as a word (Fry, Ketteridge, Marshal 2008). The week 2 lecture was called self-efficacy and the independent learner. The lecture is focused on educating the learner on the definition of self-efficacy and how students understand their own beliefs about success. Another concept covered in this week is theory and understanding its value. The next aspect is the differentiation between theory and facts and the definition of mastery. This topic enables the students learn the connection between their own success and factors behind it based on the definition they give. The topic also covers social modeling and persuasion as well as psychological responses and the implications of self-efficacy sources on learning in higher education. Lastly, this lecture covers study groups, the definition of the word and the value and establishment of study groups (Margolis, McCabe 2006). The week 3 lecture is called learning from and with others. It gives an explanation of the difference between learning from and with others. It also gives an explanation of models of cooperative learning and how they work. I this lecture, we learn how to effectively share and participate in discussion. The three main concepts of this lecture are collaboration, collision and cooperation. Once a student understands the three concepts, then we are able to apply the lesson learnt in group work and learn to incorporate it in our higher learning. The group works developing four stages of forming, storming, norming and finally performing. The problems faced in groups are also covered as well as solutions to these problems (Kolb, Kolb 2005). He week 4 lecture is educative on feedback and higher education. The lecture involves the definition of feedback and understanding how students se feedback to improve their learning. The value of feedback is assessed the connection between feedback and grading is established. Through fee

Analyzing Dickinson’s Poetry Essay Example for Free

Analyzing Dickinson’s Poetry Essay To analyze Dickinson’s poetry, this paper will involve the analysis of three of her works, `Safe in their Alabaster Chambers†, â€Å"I Heard a Fly Buzz-when I died†, and â€Å"The Brain-is wider than the Sky†. 1. The poems were written in the first person. Since most of her poems tackled the depressing situation of death, the speaker of the poem can in fact be a dead person. However, it seemed that ED may also be assuming an all-observing, all-seeing speaker like God. In the Brain-is wider than the sky, it even seemed that God was in fact the speaker since â€Å"the weight of God† was compared to the â€Å"brain†.   As for the poem’s audiences, it may be that the literary works were directed towards the ‘living’ – people who are not safe within alabaster chambers and who have not heard the buzzing fly as they lay on their deathbeds. 2. In the â€Å"The Brain – is wider than the sky†, there is really no definite setting, it can be likened to any moment of rationalization. In â€Å"I heard a fly buzz when I died†, the setting was in a deathbed while it was perhaps in the cemetery for the poem â€Å"Safe in the alabaster chambers†. The situation was related to dying. It may be that the speaker is already dead, or nearing his death. Nonetheless, the action in the poems remains the same – surrendering to the abyss. 3. Most of the poems had their verbs in the present tense, and in the indicative mood. The style may be to emphasize that the speaker is actually experiencing whatever situation is being imparted in the poems. Such style makes the poems more contemporary and typical, and thus engaging to read and easier to relate to despite the fact that they were written centuries ago. The syntax may also indicate that the poems will be eternal since the action involved is always presented as a current situation. 4. In her poems, Dickinson uses two formal patterns alternatively- tetrameter and trimeter. In every stanza, the first and third lines always have four stresses while there are only three stresses in the second and fourth lines. The rhyme schemes come in the ABCB form. 5. Dickinson uses the slant rhyme in the second and fourth lines of the first two or three stanzas to provide a sense of association and form. In the last stanza however, she then uses a true rhyme also in the last words of the second and fourth stanzas to emphasize conclusions to the proposed action. 6. In â€Å"The Brain is deeper than the sky†, the phrases â€Å"The brain is† and â€Å"The one the other will† were repeated thrice and twice, respectively, to give both indicative and comparative effects. The repetition emphasizes the subject of the poem â€Å"the brain† and stresses its association with other elements – the sea, the sky, and the weight of God. 7. To extensively describe the subjects of her poems, Dickinson The poem contained metaphors and personifications to describe her chosen subjects. In one poem, she likened a fly to death perhaps to stress out the repugnance of not being able to experience the simple joys of living. It is also important to note that she always compared the poem’s settings to universally recognizable elements of nature. For example, she likened the stillness of being dead to â€Å"heaves of storm†. 8. The effectiveness of Dickinson’s poems in relaying thematic obsessions may rely on the fact that she uses a mixture of images to convey the setting of her works. In `Safe in their Alabaster Chambers†, Dickinson describes the situation of the dead through their inability to be â€Å"touched by morning†, feel the sunshine, and hear the birds and the bees. She also totally equates death to â€Å"soundlessness†, darkness, and numbness. The same image associations can also be observed in â€Å"I Heard a Fly Buzz-when I died†. However, in contrast to the first poem, the latter’s scenario of soundlessness exempted the buzzing of the fly.   In â€Å"The Brain-is wider than the Sky†, visual comparisons were made with the brain and major elements of nature. 9. In most of the poems, the speaker just describes poem subjects in relation to what she sees, feels, or hears. In the process, she narrates her observations and seemingly creates an underlying story for her works. In these stories, the climactic moment is death and the resolution is one’s total submission to the darkness and numbness of losing her life. 10. Dickinson’s poems are mostly playfully dreadful as they deal with death in relation to bees, sunshine, and castles. Death was portrayed as a very awful situation of being deprived of the small things which make living simply a pleasant experience. Although not portrayed as something gruesome, the description of a death as a natural and inevitable experience adds dread to poem’s tone.

Examining Juliets Response in Act 3, Scene 5 :: Papers

Examining Juliet's Response in Act 3, Scene 5 Juliet is very sad, extremely worried, by the time she is with her parents again. Romeo is going to leave Juliet after spending their wedding night together. This thought is unbearable for Juliet. Romeo has to go before day comes because otherwise, he will get caught by Juliet's kinsman and might be killed. Romeo uses a contrast and very direct simple language to explain his situation to Juliet 'I must be gone and live, or stay and die.' The stress and emotional anxiety caused by this deep situation impacts on Juliet's response to her parents. She is worried and scared. She is crying when her lady Capulet comes in. Lady Capulet comes in and sees Juliet is crying and thinks she is crying for her loss of cousin, Tyblat. 'Evermore weeping for your cousin's death?' then Juliet responds 'yet let me weep for such feeling loss.' Her mother assumes Juliet's loss is Tybalt, because she does not know she is completely in love with Romeo. This use of dramatic irony because the audiences know that Juliet's loss means Romeo but Lady Capulet thinks her loss is Tybalt. Juliet is misleads her mother by answering her questions in a tricky way. Shakespeare uses it to shows she is intelligent and artful. She also says to her mother 'indeed I never shall be satisfied with Romeo, till I behold him - dead, notice when she speaks this sentence there is a pause before she says dead. This means she does not want Romeo dead. The reason that she says that is to mislead her mother. She answers her mother's question skilfully, and she is playing on words. When Lady Capulet tells Juliet that they have arranged her marriage for her with Paris, She refuses to marry him. She says 'I will not marry yet. And when I do, I swear it shall be Romeo, whom you know I hate, rather than Paris.' At this point Shakespeare uses another effective dramatic irony. She does not want to marry Paris because she

An International Investment Portfolio Accounting Essay

International investing seems to pull many investors resulted from the many benefits of the published international investing portfolio by houses all over the universe. Fund investors can play a portion in the economic growing of the other states, able to reexamine their rate of hazard, recognizing variegation effects and taking advantage of different market sections on a planetary graduated table. Globalization reflects the world-wide growing of marketing single states. These advantages may look alluring but the hazards involved for international investing must non be overlooked. In an international investing position, fiscal investings are non merely subjected to currency and political hazard. However, there are many organisations drawbacks and troubles, one of which is related to revenue enhancement issues. These failings of an organisation normally benefited those investors who are able to pull off to get the better of those troubles in a well-organised attack. 1 IntroductionThe international economic activities presently have been increased dramatically due to the investing of concern internationally. International economic systems have become incorporated through a huge web of communicating and trade with the aid of globalisation. Due to globalisation, international flow of fiscal assets have been improved by many progresss in better lower cost of communicating and conveyance, which means that geographical distances are unimportant and therefore national economic systems are closely linked. Investing portfolio normally involves the purchase of bonds, portions, stocks and assets by foreign international investors, all of them with the cardinal aim of accomplishing a fiscal net income. It works in a assortment of different ways toward the end of conserving and bring forthing net incomes. Money could be made from perchance any investing environment even though international fiscal markets are really much composite. International portfolio investing is someway hazardous. The greatest challenge faced about by all investors in doing an investing portfolio work is by cognizing precisely what to make at the right clip. The factors that usually affects are foreign exchange rates, involvement rates and revenue enhancement rates on involvements. Therefore, a well-diversified portfolio is recommended to extenuate hazard. When the investors want to broaden their investing, they will detect the international market and puting in foreign companies. The important ground why internation al portfolio investing might heighten stable returns and cut down hazard is the broader variegation. One of the benefits of broader variegation is risk-return trade-off, which is more profitable while puting internationally. Another possible benefit is the variegation of currency, which means it non merely exposed a foreign company ‘s operation, but besides to this foreign currency. As an investing fund director, the direction includes make up one's minding what assets to buy, how many to buy, and when is the best clip to buy. These determinations must hold some analysis of measurings, which typically involves expected return on the portfolio and the hazard on the return. 2 Evaluation of the listed houses2.1 Brief debut of the 3 list housesDASHANG GROUP ‘A ‘ Code: CN: DDS ( P ) explain SPECIALTY FASH.GP. ( BER ) Code: Calciferol: MVJ ( P ) explain Pacific Internet Code: Joule: PNET ( P ) explain2.2 Asses the VaR exposure of the investings 2.3 Analyzing the economic exposure of each company Figure2.3.1: Figure 2.3.2: Figure 2.3.3: 2.3.1 Arrested development Analysis Arrested development analysis is a widely used statistical tool agencies on concentrating on analysing the relationship between a dependant variable, Y, and independent variable, X, utilizing the simple additive theoretical account Y = a + bX. Regression analysis gives an apprehension on how the dependant variable Y alterations with changing independent variable Ten. The values of X and Y are inputted into Microsoft Excel and by utilizing the arrested development attack, values of a and B are calculated. Excel will so end product a drumhead consisted of a arrested development statistics table and ANOVA. The R2 is a grade of fluctuation, measured in per centum, in the dependant variable that can be accounted for by the independent variables. Multiple R is fundamentally the square root of R2. The standard mistake is an estimated value that is determined by Excel in concurrence with the estimated coefficient. Adjusted R2 is calculated utilizing All calculated values are as shown in table 2.3.1.1. explain observations ( N ) .Arrested development StatisticssDASHANG GROUP ‘A ‘SPECIALTY FASH.GP.Pacific InternetMultiple R0.598157750.6082954860.907217302R20.3577926930.3700233980.823043232Adjusted R20.3565529110.3688165460.822704235Standard Error2300.21234338.18072501118.5093191Observations520524524Table 2.3.1.1:Arrested development Statisticss 2.3.2 ANOVA ( Analysis of Variance ) There are two tabular arraies in ANOVA. 2.3.2.1 ANOVA OUTPUT I The constituents of the ANOVA were tabulated utilizing the undermentioned equations: P represents the figure of coefficients and K represents the entire figure of coefficients which in this instance k=p+1= 2.Regression df = k – 1. Residual df = n – K. Entire df = n – 1. Entire SS = Regression SS + Residual SS. Regression MS = Regression SS/ ( k – 1 ) . Residual MS = Residual SS/ ( n – K ) . F =Regression MS/Residual MS. Significance F = FDIST ( F, k – 1, n – K ) .The consequences are as shown in tabular arraies 2.3.2.1, 2.3.2.2 and 2.3.2.3.Analysis of variancedfUnited states secret serviceMultiple sclerosisFSignificance FArrested development115269395491526939549288.598.99811 & A ; times ; 10-52Residual51827407259955290976N/AN/AEntire5194267665544N/AN/AN/ATable 2.3.2.1:ANOVA end product I – DASHANG GROUP ‘A ‘Analysis of variancedfUnited states secret serviceMultiple sclerosisFSignificance FArrested development1446954.807446954.807306.62.40467 & A ; times ; 10-54Residual522760954.7721457.8N/AN/AEntire5231207909.58N/AN/AN/ATable 2.3.2.2:ANOVA end product I – Forte FASH.GP.Analysis of variancedfUnited states secret serviceMultiple sclerosisFSignificance FArrested development134098162.834098162.82427.91.8982 & A ; times ; 10-198Residual5227331207.4514044N/AN/AEntire52341429370.2N/AN/AN/ATable 2.3.2.3:ANOVA end product I – PACIFIC Internet 2.3.2.2 ANOVA OUTPUT II The following phase is the coefficients. ( Note that the Numberss have been converter to 3 denary topographic points to salvage infinite ) . It gives the coefficient for each parametric quantity, including the intercept. T-stat value is the ratio of the estimated coefficient value divided by the standard mistake value. T-stat value can be compared across all variables in comparing with the criterion error.. The p-value is associated with the variable, and the assurance intervals of the parametric quantity estimates as evaluated by Excel.Analysis of varianceCoefficientsStd. MistakeT statP-valueLower 95 %Upper 95 %Intercept-4642.803833.091-5.5734 & A ; times ; 10-8-6279.455-3006.151X Var 11212.555971.37716.9889 & A ; times ; 10-521072.3321352.78Table 2.3.3.1:ANOVA end product II – DASHANG GROUP ‘A ‘Analysis of varianceCoefficientsStd. MistakeT statP-valueLower 95 %Upper 95 %Intercept424.12819.53521.7116 & A ; times ; 10-75385.751462.505X Var 1-165.3979.446-17.512 & A ; times ; 10-54-183.953-146.84Table 2.3.3.2:ANOVA end product II – Forte FASH.GP.Analysis of varianceCoefficientsStd. MistakeT statP-valueLower 95 %Upper 95 %Intercept-412.87230.206-13.671 & A ; times ; 10-36-472.213-353.532X Var 19.1250.18549.2732 & A ; times ; 10-1988.7619.488Table 2.3.3.3:ANOVA end product II – Pacific Internet 2.3.3 Assurance Time intervals for Slope Coefficients 95 % assurance interval for incline coefficient & A ; szlig ; 2 is from Excel end product ( -1.4823, 2.1552 ) . Excel computes this as b2 Â ± t_.025 ( 3 ) – Se ( b2 )= 0.33647 Â ± TINV ( 0.05, 2 ) – 0.42270= 0.33647 Â ± 4.303 – 0.42270= 0.33647 Â ± 1.8189= ( -1.4823, 2.1552 ) . Other assurance intervals can be obtained.For illustration, to happen 99 % assurance intervals: in the Regression duologue box ( in the Data Analysis Add-in ) , look into the Confidence Level box and set the degree to 99 % . 2.3.4 Test of Statistical Significance The coefficient of HH SIZE has estimated standard mistake of 0.4227, t-statistic of 0.7960 and p-value of 0.5095.It is hence statistically undistinguished at significance degree a = .05 as P & gt ; 0.05. The coefficient of CUBED HH SIZE has estimated standard mistake of 0.0131, t-statistic of 0.1594 and p-value of 0.8880.It is hence statistically undistinguished at significance degree a = .05 as P & gt ; 0.05. There are 5 observations and 3 regressors ( intercept and ten ) so we use t ( 5-3 ) =t ( 2 ) .For illustration, for HH SIZE P = =TDIST ( 0.796,2,2 ) = 0.5095. 2.3.5 Test Hypothesis on a Regression Parameter Here we test whether HH SIZE has coefficient & A ; szlig ; 2 = 1.0. Example: H0: & A ; szlig ; 2 = 1.0 against Ha: & A ; szlig ; 2? 1.0 at significance degree a = .05. ThenT = ( b2 – H0 value of & A ; szlig ; 2 ) / ( standard mistake of b2 ) = ( 0.33647 – 1.0 ) / 0.42270 = -1.569.2.3.5.1 Using the p-value attackp-value = TDIST ( 1.569, 2, 2 ) = 0.257. [ Here n=5 and k=3 so n-k=2 ] .Do non reject the void hypothesis at degree.05 since the p-value is & gt ; 0.05.2.3.5.2 Using the critical value attackWe computed t = -1.569The critical value is t_.025 ( 2 ) = TINV ( 0.05,2 ) = 4.303. [ Here n=5 and k=3 so n-k=2 ] .So make non reject void hypothesis at degree.05 since T = |-1.569| & lt ; 4.303.2.3.6 Overall Test of Significance of the Regression Parameters We test H0: & A ; szlig ; 2 = 0 and & A ; szlig ; 3 = 0 versus Hour angle: at least one of & A ; szlig ; 2 and & A ; szlig ; 3 does non equal nothing. From the ANOVA tabular array the F-test statistic is 4.0635 with p-value of 0.1975. Since the p-value is non less than 0.05 we do non reject the void hypothesis that the arrested development parametric quantities are zero at significance degree 0.05. Conclude that the parametric quantities are jointly statistically undistinguished at significance degree 0.05. Note:Significance F in general = FINV ( F, k-1, n-k ) where K is the figure of regressors including the intercept. Here FINV ( 4.0635,2,2 ) = 0.1975. 2.3.7 Predicted Value of Y Given Regressors See instance where x = 4 in which instance CUBED HH SIZE = x^3 = 4^3 = 64. yhat = b1 + b2 x2 + b3 x3 = 0.88966 + 0.3365-4 + 0.0021-64 = 2.37006 2.3.8 Excel Restrictions Arrested development in Excel has a figure of restrictions:No standardized coefficients. It was really hard to construe unstandardised coefficients. The standardized coefficients could be calculated utilizing the unstandardised coefficient if it is needed.Lack of diagnostic graphs. The standard diagnostic graphs were non available in Excel, such as the secret plan of the remainders, the scatter-plot or remainders against predicted values.Lack of Diagnostic statistics. There were no co-linearity nosologies, which would supply a more apprehension of the informations that was analyzed.Excel standard mistakes and t-statistics and p-values are based on the premise that the mistake is independent with changeless variable. Excel does non supply alternaties, such autocorrelation criterion mistakes and t-statistics and p-values.3 Decision 4 Mentionhypertext transfer protocol: //www.qimacros.com/qiwizard/regression.htmlhypertext transfer protocol: //mallit.fr.umn.edu/fr4218/assigns/excel_reg.htmlhypertext transfer protocol: //www.jeremymiles.co.uk/regressionbook/extras/appendix2/excel/

Political Control In Han China And Imperial Rome Essay

Han China and Imperial Rome were amazing empires in their own way. Both of these civilizations had ways of maintaining the political control over their people. Han China and Imperial Rome’s method in political control has many differences and similarities, but I believe there are more similarities than differences. Han China’s political control was large. This empire developed a political philosophy called legalism. Legalism advocated clear rules and harsh punishments as means of enforcing the authority of the state. With this new philosophy, Shihuangdi decided to launch a military campaign to reunify China. This empire also believed military force was very important. Han China’s leading figure was an emperor. In their government, religion often took the major role in their society. Han China also had more equality in political control than Imperial Rome. Imperial Rome’s political control was mainly based on social status. For instance wealthy men dominated over women, and poor men. They had a written code of law that offered plebeians (poorer class) protection from abuse. This gave the plebeians an opportunity to shape public policy. Romans took great pride in this, and believed they enjoyed greater freedom than most of their neighbors. They had a rule of law, the rights of citizens, the absences of pretension, upright moral behavior, and keeping ones word. This was later recognized as â€Å"the way of the ancestors.† Once these empires political control were established, they shared many similarities. Both of them worked to unite the empires and create peace among them. They also both believed the gods helped them rule and succeed as an empire. Both of these civilizations also had a custom religion, Christianity in Imperial Rome, and Buddhism in China. Roman and Chinese authorities both had supernatural sanctions to support their rule. Romans began to regard their deceased emperors as gods and made a religious cult. Roman authorities persecuted the refusing Christians that didn’t take part.

Improving Reading Skills for ESL

Improving Reading Skills for ESL Reading is an important part of learning English, but many students find it difficult. This collection of tips  will help you improve reading by using skills you use in your own language.   Tip 1: Read for Gist Gist the main ideas Read the text a first time. Dont stop. Read to understand the main ideas, and dont look up new words. Youll be surprised that you can usually understand the general idea of the story. Tip 2: Use Context Context refers words and situations that are around a word you dont understand. Look at the example sentence: I went to the shlumping to buy some chitla for dinner.   Whats schlumping? - it must be a store because you bought something there. Whats chitia? - It must be food because you are going to eat it for dinner. Tip 3: Use Your Own Language One of the best tips on improving reading is to think about how you read in your own language. Start by thinking about how you read different documents. How do you read the newspaper? How do you read novels? How do you read train schedules? and so on. Taking time to think about this will help give you clues on how to read in English - even if you dont understand every single word. Ask yourself this question: Do I read every word in your own language when I am reading a schedule, summary, or other outlining document? The answer is most definitely: No! Reading in English is like reading in your native language. This means that it is not always necessary to read and understand each and every word in English. Remember that reading skills in your native language and English are basically the same. Tip 4: Understand Different Reading Skills Here is a quick overview of the four types of reading skills used in every language: Skimming - used to understand the gist or main ideaScanning - used to find a particular piece of informationExtensive reading - used for pleasure and general understandingIntensive reading - accurate reading for detailed understanding Skimming Skimming is used to quickly gather the most important information, or gist. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. Its not essential to understand each word when skimming. Examples of Skimming: The Newspaper (quickly to get the general news of the day)Magazines (quickly to discover which articles you would like to read in more detail)Business and Travel Brochures (quickly to get informed) Scanning Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you dont understand, dont worry when scanning. Examples of Scanning The Whats on TV section of your newspaper.A train / airplane scheduleA conference guide This lesson plan focusing on scanning reading skills can be of help in practicing these skills on your own or in printed out for in-class use. Extensive reading Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word. Examples of Extensive Reading The latest marketing strategy bookA novel you read before going to bedMagazine articles that interest you This lesson focusing on improving vocabulary through extensive reading can be of help putting these skills into practice. Intensive reading Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact. Examples of Intensive Reading A bookkeeping reportAn insurance claimA contract Improve Other English Skills You can use these reading skills in a number of ways to improve other areas of English learning such as pronunciation, grammar and  increasing vocabulary. Reading Tips to Improve Your PronunciationReading Tips to Improve Your VocabularyReading Tips to Improve Your Conversational SkillsReading Tips to Improve Your GrammarReading Tips to Improve Your Listening Skills Next, review your understanding of these four basic reading skills. If you teach an  English course, you can use these quick review texts in class, as well as this  lesson plan focusing on identifying reading skills.

Stippling - Art Definition

Stippling - Art Definition As a transitive verb,  the act of stippling involves covering an area with dots. What comes right to mind is a wildly time-consuming technique, done with a technical pen and ink (usually black), in which an image is drawn dot by dot by dot. (One may also stipple glass, an engraving plate, a quilt, or even an interior wall.) The resulting image contains no lines. It is a collection of dots, strategically placed to suggest forms, shapes, contrast, and depth. It is left to the viewers eye to complete the picture- a proposition which seldom fails. Stippling is also the manual forerunner of Benday dots and halftones. (For you younguns out there, these were graphic image tools employed before the advent of the computer pixel.) Similar Technique Pointillism is a close relative of stippling, in which the artist, using brushes and different colors of paints, creates an entire composition out of dots. As a noun in this instance, stippling is what one sees, and is the end result of someone using stippling as a verb.

Xavier Assignment Example | Topics and Well Written Essays - 750 words

Xavier - Assignment Example ome information regarding these people from the local sources close to them, I have come to know that these men have come from the Goa region of India, which happens to be a colony of the Portuguese King (Moran 7). Not only these men have converted a large section of the natives in this far flung Indian land to their religion, but in achieving this purpose, they received ample political and financial help from the King of Portugal (Moran 7). As per my information, they are accompanied here by a Japanese man whom they call Paul, who not only practices their religion but is actively helping them spread their religion, as they are not conversant with our language (Ross 29). With the help of this man Paul, they have converted hundreds of Japanese people to their religion at Kagoshima (Xavier 327). This Japanese man Paul is helping these foreign men by conveying their message to the Japanese people and by translating the scriptures of their religion into the Japanese Language (Xavier 327) . These white men were extended a warm welcome in Kagoshima by the family of this Paul. I got all this information from one of the relatives of Paul. His Royal Highness, going by this information, if these so called Portuguese priests of the true religion are strongly backed by the Portuguese King, who rules over many parts of India, it would be really practical to conclude that their intention in coming to this part of Japan may not be merely to spread their religion, but also to help the Portuguese Empire spread its sway in this part of Japan. Converting our local people will really help them in achieving this purpose. Once our people get converted to their religion, it will get easier for the Portuguese people to make them rebel against His Highness and his army. In fact as per my information, they have already started taking steps at gaining influence over the Japanese people, by targeting their places of learning and worship. As per my knowledge, some of these white men have