Finance At The University Of Florida - 898 Words

Page 1: Personal Reflection 1. I am studying Finance at the University of Florida because not only do I have a creative side but an intellectual side of me too. Crazily, mathematics comes naturally to me and is also a huge concept in finance, but finance isn’t just numbers, it incorporates various aspects such as communication, problem solving, and creativity. Finance unites my limitless passion for math and joins it with some of my personality traits, which is the best of both worlds. More specifically, in my upbringing, money was tight and my parents always stressed when facing financial issues. My background catalyzed my admiration to the effect the power of money holds when used properly. Finding the best financial effects and awareness of all options to make well informed financial decisions to assist an individual or a company in the most beneficial way seems rewarding and intriguing to me. So, all of these elements have directed me into my interest in Finance. 2. Ideally, successful, inspired, independent, and skilled are just a few ideas that describe my picture perfect image of what I imagine of my life 5 years ahead of today. After I receive my bachelor’s degree in Finance I plan to pursue higher education in a Master’s program for Finance. I would love to do my Master’s at a high profile school ranging from University of Florida to New York University. A vision I’ve always had of myself is that I would accomplish to be a business woman that works for a hugeShow MoreRelatedStudying Finance At The University Of Florida1431 Words   |  6 Pages1. I am currently studying Finance here at The University of Florida. This field personally interests me because I feel as though it is the most useful major offered through the business school. With a degree in finance, my options for a job after graduating are fairly broad and versatile. Also, although I am not currently taking classes towards a minor, I plan on min oring in Real Estate. My brother is a commercial real-estate agent, and his line of work is actually fairly interesting. Although IRead MoreKyle David Bellini Wikipedia Profile1428 Words   |  6 PagesKyle David Bellini Wikipedia Profile Soon to be graduate of the University of Florida, Kyle David Bellini is a studious young man. He is currently studying to receive his Master of Science in Real Estate graduate degree, the highest degree attainable in this career field. Before beginning his graduate program, Bellini studied business, earning his undergraduate Bachelor of Science degree in Business Administration and Finance. 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However, I did not start out in the Finance field. At the beginning of my Freshman fall semester, I was enrolled as a Nuclear Engineering major. After taking Chemistry and other introductory engineering courses, I realized the science aspect of it all was not for me. I came to the conclusion that I was more interested in the math side of things so I switched to a math-related major, Finance. My aunt was a Finance major here at UF and IRead MoreBuilding A Real Estate Investor1246 Words   |  5 PagesRequirements The educational requirements recommended are to get a degree in finance or management. Certificates which also count toward your degree can be obtained in Principals of Real Estate, Real Estate Finance and Investment, and Real Estate Enterprise Management. In addition, other coursework for finance and management would be essential. Such classes would include: Strategic Management, Principals of Finance, Corporate Finance, Accounting, and Business Economics. Approximately 180 hours are requiredRead MoreThe Financial Industry : An Important Aspect Of A Successful Retirement1230 Words   |  5 Pagesaccomplish this goal. I have been in the financial industry for total of four years. As each year passes by, I have realized the importance of planning accordingly with your finances. I have helped individuals plan their retirement on a daily bases with my current employment, and it has given me a passion to help individuals with their finances. The financial industry is important matt er around the world, and I would like to partake in helping individuals planned their retirement successfully. The main reasonRead MoreThe Impact Of Population Growth In Florida880 Words   |  4 Pagesyears, Florida’s population has grown from (19,582,022) to about (20, 974, 964) between the years of 2013 – 2017. Florida’s growth rate was in 2016 was the fourth highest in the nation. The three other states in ahead of Florida were Utah, Nevada and Idaho and the percentage of Florida growth was 1.82 percent (Brinkmann, 2016). Due to the rapid increase in population, some past trends are reoccurring. For example, according to (Wilson, 2017) â€Å"there is some evidence that Americans are once again movingRead MoreMy High School Of Business Administration974 Words   |  4 Pageseither because it too many years in school to complete or centered on a subject that wasn’t my strong suit. I chose to major in Business Administration with a concentration in finances because I always imaged myself in an office setting holding a high position especially as a young women. Once I graduate from Florida AM University with a Bachelor’s degree in Business Administration I plan to continue and earn my Master’s degree. From the research I did most jobs don’t require a Master’s degree in order

Mary Shelley Frankenstein - 859 Words

And they lived happily ever after†¦ Satan has his companions, fellow-devils, to admire and encourage him; but I am solitary and detested Mary Shelley The Creature in Mary Shelley’s â€Å"Frankenstein or the Modern Prometheus† needs a companionship as every ordinary human. Every man needs a woman, who will able to share moments of happiness and sadness, a woman who will be able to share thoughts and of course a woman who will be able to love a man. In this case the Creature needs a bride. But the problem is that the Creature from the â€Å"Frankenstein or the Modern Prometheus† is†¦show more content†¦The Creature in Marry Shelley’s â€Å"Frankenstein or the Modern Prometheus† is not a human because it came to the world in unnatural and some sort of disgust way. Also the Creature did not have a normal human way of developing. â€Å"No father had watched my infant days; no mother had blessed me with smiles and caresses. What was I?† (Mary Shelley, â€Å"Frankenstein or the Modern Prometheus†, page 88) This example demonstrates that the Creature did not have a normal human life, because the Creature is not a human, the Creature is a monster. He is a monster not only because he looks like one, but also he acts like one. He is monster because people treat him like one and the most important that the Creature considers himself as a monster. Victor Frankenstein should not create a bride for the Creature because it would be repeating the same mistake. Giving a life to the Creature was a mistake. â€Å"†¦Hateful day when I received life†¦Ã¢â‚¬  (Mary Shelley, â€Å"Frankenstein or the Modern Prometheus†, page 88) The Creature many times has said that his creation was a mistake. His unnatural birth has brought nothing positive, only lots of disappointments. His creator admitted that should have not created a life in this irresponsible way. The Creature just exists, he does not live and the Creature is not happy about it. Other people feel nothing to theShow MoreRelatedFrankenstein, By Mary Shelley1580 Words   |  7 PagesFrankenstein by Mary Shelley is a sci-fi novel written during the Romantic Movement in Britain’s early nineteenth century. The movement was stimulated by the French Revolution, Industrial Revolution and in reaction against the emphasis on reason in eighteenth-century Enlightenment philosophy (The Romantic Movement, 2014). Mary Shelley’s husband, Percy Shelley was also a romantic poet during the movement. Shelley’s novel is evidently influenced by her relationship with her husband, which is illustratedRead MoreFrankenstein, By Mary Shelley1325 Words   |  6 PagesI have been informed that you are pushing to remove the book Frankenstein by Mary Shelley from the school curriculum. I’ve decided to write to you and explain why I believe that you are misinformed, and in fact, why this is a huge importance to the students of t oday. Frankenstein is a classic which recounts the life and horrors of Victor Frankenstein, as told through a series of letters and narrations. His obsession with the natural world and science brings him to a state of mind which ultimatelyRead MoreFrankenstein by Mary Shelley739 Words   |  3 Pagesinterconnections of humanity, nature, and divinity (â€Å"Romanticism 1†). English Romanticism being trendy in Europe, people would vent their outlooks onto their personal fiction works such as Mary Shelley. Shelley uses vivid creativity and romantic elements to create one of her admired novels, Frankenstein. In Shelley’s novel, Frankenstein, most of the characters prove their compassion for mankind, prove their rejection of technology and science, and prove their involvement in a romantic quest. These several characteristicsRead MoreFrankenstein, by Mary Shelley1078 Words   |  5 PagesMary Shelley’s Frankenstein has undoubtedly withstood the test of time. Franke nstein’s direct association with fundamental Gothic literature is extremely renowned. However, the novel’s originality is derived from the foundational thematic values found within the relationship (or lack there of) between Victor Frankenstein and the monster he had created, in combination with a fascinatingly captivating plot. Understandably, Frankenstein can often be associated with a multitude of concepts; however,Read MoreFrankenstein, By Mary Shelley1532 Words   |  7 PagesLike any author, especially one who created a new genre, there will be criticism, and Shelley is no exception. Shelley received criticism surrounding Frankenstein not only because she was a female writer, but because of her writing style. Originally, Frankenstein was published anonymously and was thought that her husband, Percy Shelley, wrote it (â€Å"Mary Shelley Biography† 2016). Shelley may have published Frankenstein anonymously because â€Å"’women understood that they g ot a â€Å"better hearing† if it was thoughtRead MoreFrankenstein, By Mary Shelley1871 Words   |  8 Pagesposed by Mary Godwin Shelley in her book Frankenstein. In it, she tells of a scientist who seeks to deify the laws of nature by making a â€Å"human.† In the book, Victor Frankenstein decides to use corpses to make a life of his own. When the creature is finished and awakens, Victor becomes horrified and leaves the monster unattended. Long story short, things take a turn for the worst when he achieves his role as a god. For a story of such brimming quality and character, Mary Shelley’s Frankenstein has beenRead MoreFrankenstein by Mary Shelley1223 Words   |  5 Pagesto have multiple narrators telling a story? In Mary Shelley’s gothic novel, Frankenstein, three main narrators tell the story about the creation of a monster and the events that follow. The job of narrator shifts between Robert Walton, Victor Frankenstein, and the monster that Victor creates. As each narrator shares his own recollection of the events that occurred, new facts are introduced to put the pieces of the puzzle together. Although Frankenstein uses multiple narrators to tell the story, itRead MoreFrankenstein, By Mary Shelley1416 Words   |  6 PagesMary Shelley: Frankenstein Knowledge is given to those that understand the power it holds, this power could either destroy or help one in their path to success. In Frankenstein by Mary Shelley, we see this idea being practiced by individuals in the novel. However, they are incapable of seeing the dangerous potential outcomes of misunderstanding knowledge and the power it offers, leading to their ruin. We see the suffering as a cause of knowledge through Victor Frankenstein’s creation of life, TheRead MoreFrankenstein, By Mary Shelley1237 Words   |  5 PagesYou Don’t Have to Be a Monster, to Be a Monster. Find the definition of what a monster is and it means multiple things. Two definitions that are applicable to Mary Shelley’s Frankenstein define monster as an imaginary monster that is large, ugly, and frightening or; as a person of repulsively unnatural character that exhibits extreme cruelty or wickedness as to appear inhuman (Oxford English Dictionary). While both meanings differ, the latter definition seeks to give negative character traits toRead MoreFrankenstein, By Mary Shelley1376 Words   |  6 PagesFrankenstein could be compared to everyday life for the average human because we tend to have to live up to a standard of â€Å"Normal† so those that don’t understand us won’t have to fear us. The story of Frankenstein could have a deeper meaning that most readers have neglected to catch over the years. Maybe the story of Frankenstein was loosely based on the emotions of Mary Shelley from similar situations she was forced to experience throughout her lifetime. One of her most famous quotes show evidence

The Road I Should Have Taken Essay free essay sample

, Research Paper THE ROAD NOT TAKEN Two roads diverged in a xanthous wood, And sorry I could non go both And be one traveller, long I stood And looked down one every bit far as I could To where it bent in the underbrush. Then took the other, every bit merely as just, And holding possibly the better claim, Because it was grassy and wanted wear ; Though every bit for that the passing at that place Had worn them truly about the same. And both that forenoon every bit lay In leaves no measure had trodden black. Oh, I kept the first for another twenty-four hours! Yet cognizing how manner leads on to manner, I doubted if I should of all time come back. I shall be stating this with a suspiration Somewhere ages and ages hence: Two roads diverged in a wood, and I # 8211 ; I took the 1 less traveled by, And that has made all the difference. Robert Frost The Road I Should Have Taken Robert Frost s The Road Not Taken has long been hailed as a testimony to individualism and an inspiration to take opportunities. Alternatively of conforming to society s rites, the talker chose to be different to take the route less traveled by. However, many readers and critics likewise have neglected to see the hazards of taking a way that is rarely tread upon. The effects of choosing a route that is noticeable more unkempt and possibly even risky could be lay waste toing ; it is a miracle in its ego that the talker is still alive or even sane plenty to remember his unstable escapade through the chartless district. Does no 1 retrieve the fable of Little Red Riding Hood, who against her female parents warnings, wandered off the trail merely to fall victim to the wolf? As the narrative goes, Little Red Riding Hood was sent Forth with a basket of dainties to see her ailing grandma. ( Take notice that the traveller has no reference of a grandmother or a basket which can take to merely one decision. The talker egotistically neglected hapless old Granny and, being a small less guiltless than Small Red Riding Hood, was really seeking problem to fulfill his bad-boy composite and carry through some empty nothingness in his life. ) See the effects of Little Red Riding Hood s supposed placid journey. She was confronted by the conniving wolf who coaxed her to roll through the forests while he traveled the designated route, enchanting her into a friendly small competition of who could get at Grandma s house foremost. Being every bit meddlesome as any small miss immersed in a bunch of wild flowers, Little Red Riding Hood loitered merely long plenty for the wolf to eat her hapless grandma merely proceedingss before he finished off Small Red Riding Hood herself. And the lesson of the narrative is, whether you are traveling to Grandmother s house, cruising to the Seven-Eleven, or taking a walk in the forests, stay on the designated way ; it will be much faster, without harmful enticements, and above all safer. So why, after holding the narrative of Little Red Riding Hood drilled into our encephalons, can t we see the talker s determination to take the route less traveled by as blatantly senseless? It remains a enigma as to how readers derive a euphoric atmosphere from a verse form that is instead obscure. We must non wholly fault Robert Frost for the reader s injudiciousnesss while analysing his verse form. After all, The Road Not Taken is one the most equivocal verse forms of all time composed, therefore showing readers with a considerable sum of unfastened reading. For case, the first half of the verse form offers limited penetration to the talker s actions, yet readers, either because of apathy or folly, accept the inane logical thinking of the talker. Basically, the talker came to a division in a route and chose the one less traveled because it was grassy and wanted wear. It is unfathomable how people could compare the grade of a trail s greenness with holding the better claim on history of it being entirely irrational. In the full spectrum of factors that influence determinations grass has neer held even the lowest prestigiousness. Furthermore, it is inexplicable that readers could presume that the talker s pick to walk on the grassy trail could secure him huge wisdom and individuality. Even the most imperceptive readers should be able to detect the incongruousnesss between the superficial reading of Frost s verse form ( people who refuse to conform to society s imposts lead wholly fulfilling lives ) and the talker s existent reactions to the state of affairs. Possibly the most insightful remark, which candidly clarifies really small, is the talker s confession that after old ages of contemplation, the route he traveled made all the difference. The talker is supposable mentioning to his journey on the grassy way as a life-altering event, but to presume that the journey yielded a positive result is nil but desirous thought. There is perfectly no grounds to back up this thought, and with a closer survey of the verse form the negative facets of the talker s journey become progressively obvious. Frost, non accidentally, references the talker s foreboding of danger ( the uncertainty that he should of all time come back to go the other route which doubtless symbolizes the righteous way of life ) as a prefiguration of the injury the traveller will subsequently confront. The lone effect that can logically be inferred from the verse form is that the talker shows compunction for his actions ; he specially states that he is regretful he neer had the opportunity to go the other route ( mentioning to the route that was good maintained and non shooting weeds ) , and reflects with a suspiration of evident sorrow that taking the grassy way has changed his life everlastingly. The most positive result I can raise is that he escaped the ugly wrath of the wolf and lived to state about it.

The Assimilation, Settlement and Acculturation of South African Young Adult Migrants to a Brisbane Way of Life

Literature Overview Brisbane is one of the most populous cities in Australia that is often identified as city of South African young adult migrants. In fact, for almost century immigration in Brisbane has remained predominantly South African young adults apart from white and English speaking people who have some political and historical links to Australia, and freedom of choice prevailed towards acceptance and settlements of the new arrivals.Advertising We will write a custom research paper sample on The Assimilation, Settlement and Acculturation of South African Young Adult Migrants to a Brisbane Way of Life specifically for you for only $16.05 $11/page Learn More The main assumption was South African young adults apart from refugees arrived in Brisbane to take up some of the jobs that were available. Settlement, assimilation and acculturation issues of South African young adults gained some significant recognition towards the end of the twentieth centu ry due to the removal of the traditional source country bias, and agreement to introduce the point-based method made things much easier for the immigrants than before. Taras examined that the newly introduced laws changed the face of Brisbane economic situation since the young adult immigrants brought skills and knowledge that was added to the existing human capital, thus the city did not only realized significant improvements in human resources capital, but also the financial capital (Taras, 2007). According to Berry, the effects of the new immigration policies in Brisbane were neither anticipated nor planned for, they were important in the city’s immigration history (Berry, 2006). During the last decade influxes of refugees in Brisbane were on the rising trend and a lot was needed to be done to assimilate, settle and acculturate them in new ways of life. Importantly, the new immigration policies in Australia had some of the major repercussion in the country’s ethnic composition of that particular society, especially in Brisbane where the influx of South African young adults was very high, and this put a major test on the city’s ability to absorb the immigrants with lots of ease considering that they are highly educated and culturally different. Arguably, the social cohesion of Brisbane society was indeed stained by the immigrants who wanted some reforms to be realized in the city’s by-laws, bicultural identity, security, and rapid restructuring processes (Berry, 2006).Advertising Looking for research paper on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Besides, they wanted to see that the immigration policies put in place were only focusing on entry requirement procedures and not based on settlement provisions after arrivals and possibly to do away with some of the multicultural policies found in the city. But, interestingly enough, issues such as brain drain and forei gn invasion can never fail to take both the public and political centre stage in many discussions on this field of knowledge (Clark Hofsess, 1998). Clyne studied that the assimilation, settlement and acculturation of South African young adult immigrants could only be effectively and successfully realized when the Australian government puts in place sound policies and relevant institutions that promote and support immigration at both the community level and the wider national scale (Clyne, 1991). Since many South African young adult immigrants were selected mainly on the basis of both human resource and economic capital their desired outcomes should be assured, especially in areas where immigration settlement programs have been put in place, but this is not the case on the ground, and it is what has prompted this research on the interest to study the problem on the assimilation, settlement and acculturation of South African young adults. Therefore, the following analysis gives some detailed accounts on themes and trends in research methodology, theory, questions and findings (Clyne, 1991). Acculturation Theory According to D’Andrea, Daniels and Heck, in every plural society that consists of various specific cultural groups, contacts that occur among people who live in that community often result into different group processes and individuals (D’Andrea, Daniels Heck, 1990). Therefore, the concept of acculturation can be understood to mean a change process that takes place when individuals who come from different cultural backgrounds get into continuous and prolonged contacts with one another, and this process affects individuals’ affection, behavior and possibly their cognitive levels on how they reason and perceive things.Advertising We will write a custom research paper sample on The Assimilation, Settlement and Acculturation of South African Young Adult Migrants to a Brisbane Way of Life specifically for you for only $16. 05 $11/page Learn More They also argued that there is need to adopt a conceptual model that helps in understanding the acculturation process (D’Andrea, Daniels Heck, 1990). Theoretical Issues Taras examined that acculturation conditions can be largely understood as some of background settings that include characteristics of societies where the immigrants originated from and the characteristic of the society that is meant to receive them, and possibly the expected intergroup relations, which can either be in the form of acceptance or rejection (Taras, 2007). In addition, there are personal characteristics that often capture not only the individual process of acculturation, but also the individual one. Often statements such as â€Å"I think Brisbane society discriminates my family because we are black South African immigrants† can be often heard among individual immigrants as they engage in some conversations, and these form some of the weighty theoretica l issues that need to be seriously considered when assessing conditions of acculturation. Arguably, it is critical to carry out some critical examinations of the conditions of acculturation, and these will help in determining some of the most specific aspects of the processes of acculturation, using acculturation condition measures that facilitate the means of getting some relevant insights about the generation conditions of acculturation. And, in order to achieve these goals, support networks or ethnic vitality evidences must prevail so as to play some beneficial roles in process of acculturation. Another theoretical issue that needs to be examined is the process of acculturation orientation (Taras, 2007). Brisbane, Ramirez Epstein emphasized that acculturation orientation processes are essential in the sense that they facilitate ways through which main stream culture among the immigrant culture are dealt with.Advertising Looking for research paper on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More And, without the process of acculturation orientations, it is not possible to harmonize the two cultures, thus making it impossible to assimilate, settle and acculturate South African young adult immigrants (Brisbane, Ramirez Epstein, 1998). Acculturation orientation processes are so important that they cannot be ignored in the study since they form the core of acculturation and help in maintaining the ethnic culture and facilitate the adoption of mainstream culture. Besides, acculturation orientation process must be in tandem with immigration issues such as marginalization, integration, assimilation, and separation among others (Brisbane, Ramirez Epstein, 1998). Ward, Bochner and Furnham further studied that acculturation outcome can as well be examined under this study since it is associated with consequences of acculturation and often focuses on psychological outcomes that include, but not limited to individual well-being and sociocultural outcomes which promote appropriate beh avior, language, cultural knowledge and skills (Ward, Bochner Furnham, 2001). They also argued that acculturation measures should be used in addressing issues of sociocultural competencies towards maintaining ethnic culture and adaptation of mainstream culture (Ward, Bochner Furnham, 2001). According to Rudmin, acculturation attitudes are also witnessed among the immigrants, which refer to individual attitude towards certain preferences, which are their likes and dislikes (Rudmin, 2009). This is so because preferences occur among immigrant groups towards certain acculturation processes, and it would not sound important if the concept is not widely explored. And, it is often believed and it cannot be ignored that attitudes play crucial roles as moderators and even as mediators in the acculturation process. Statements such as â€Å"I like my fellow South African immigrant co-workers† can be used as measures of acculturation attitudes. In addition, the other concept that must be explored to facilitate thorough understanding of the assimilation, settlement and acculturation of South African young adults is acculturation behavior (Rudmin, 2009). Zane and Mak emphasized that acculturation behaviors are understood as immigrants’ explicit competencies and these refers to the actual acts of the mainstream groups (Zane Mak, 2003). They also revealed that these acculturation behaviors are interlinked with the acculturation outcomes (Zane Mak, 2003). For instance, South African young adult immigrants can choose to engage in their cultural heritage and traditions, and this would involve the use of their native languages that they often speak while at their home country. However, depending on the circumstances and the situations present, they would tend to behave differently when in Brisbane since they have to use a common language that everybody else can understand so as to communicate effectively because failure to do so would totally bar communication p rocesses. Arguably, these acculturation behaviors are concerning specific aspects of different acculturation processes since acculturation attitudes are linked to acculturation orientations while acculturation behaviors draw their relationships from acculturation outcomes, and to avoid flaws in any research work, these concepts cannot be used interchangeably when examining acculturation. From this analysis, it is clear that behaviors are crucial in acculturation assessment as well as individual attitudes. Finally, it is crucial to analyze life domains since they also play very crucial roles in studying assimilation, settlement and acculturation processes (Zane Mak, 2003). Gordon postulated that by drawing focus on life domains, cultural adoption cannot be underestimated in the analysis (Gordon, 1964). This is so because adopting cultures and maintaining them among immigrants often vary in different life domains. Therefore, researches must come up with definite domain aspects on ass imilation, settlement and acculturation processes and this can be categorized as either private domains or public domains. Basing one’s argument on the concepts of assimilation, settlement and acculturation of South African young adult immigrants, private domains are more personal such as one’s family while public domains focus on social aspects of life such as the immigrant’s educational life and probably their education life. And when assessing the assimilation, settlement and acculturation, one should not ignore the fact that frequent domains that include, but not limited to food eaten, language spoken, media of communication, friends to socialize with, one’s personal family, and romantic relationships that individuals often engage in (Gordon, 1964). Focusing on the aspects of language, more often than not, one would hear immigrants responding in interviews that â€Å"I can communicate in English, but not as fluent as a native English speaker†. Since it has been ascertained that assimilation, settlement and acculturation are domain specific, both private and public elements must be considered as measures of acculturation. Schalk-Soekar supported the same argument that it is also important to put into account that proper choices should be made on life domains since they depend on both culture and age, and in the analysis of this research problem, sound knowledge of both the South African and Brisbane cultures is necessary in making some careful selections of domains and distinct items that are used in different instruments of acculturation (Schalk-Soekar, 2007). Focusing on study carried out by Giles and Taylor, It can be ascertained from the literature review that the South African young adult immigrants face a number of challenges to assimilate to Brisbane’s way of life (Giles Taylor, I977). For instance, the immigrants who have little language skills, or those with limited academic qualifications might decide to go for further training so as to remain relevant and competent in Brisbane marketplace. They also found out that skilled South African young adult immigrants with competent skills and excellent academic qualifications do not get jobs easily since they are still required to take further courses in order to remain relevant in the job market. However, a great number of South African young adult immigrants who have been interviewed still felt some changes must be effected in respect to further training requirements to facilitate meeting the immigrant’s needs. Therefore, the immigrants suggested that the courses should be relevant to Brisbane job market and easily accessed (Giles Taylor, I977). Based on research conducted by Sam and Berry, it can be concluded that more research is needed about the effectiveness and prevalence of the response of further learning in respect to non-recognition of knowledge and possibly unemployment (Sam Berry, 2006). In fact, this can be witnessed in cases where by the South African young adult immigrants testified that they only secure employment opportunities in Brisbane once they complete taking further course or upon enrolling for a further certificate course. However, the literature on the assimilation, settlement and acculturation of South African young adult immigrants to Brisbane way of life has failed to provide research about the study after employment. Sam and Berry ascertained that various scholars of psychology and sociology have reported that the South African immigrants find it very difficult to secure jobs in Brisbane, and probably the further-study program they were exposed to, could only make a few of them secure employment opportunities (Sam Berry, 2006). This is a rather sad scenario since young and skilled immigrants cannot get jobs, even after undergoing some further training. In fact, this makes it hard for South African young adult immigrants to settle, assimilate and acculturate to Brisbane’s way of life. Berry (2006) observed that housing for settlement is a major challenge for many South African young adult immigrants in Brisbane, and to the refugees as well (Berry, 2006). Berry also found that lack of decent housing for settlement is attributed inadequate income among the immigrants who cannot afford to pay house-rent (Berry, 2006). Therefore, according to Berry, the landlords in Brisbane are very reluctant to let the South African immigrants settle in their houses since they are viewed as people who are not capable of paying rental fees (Berry, 2006). In addition, Berry (1992) observed that the few landlords who agreed to let their houses to a handful South African immigrants exploited them by charging exorbitant rates, and some of their neighbors were not willing to socialize with them (Berry, 1992). However, since this study was mainly based on mere observation, it is difficult to ascertain with the highest degree of accuracy that the landlords are the major impedi ments to the immigrant’s safe settlement. Arends-Tà ³th and Van de Vijver (2006a) examined that social participation among South African young adult immigrants is often employment dependent (Arends-Tà ³th, Van de Vijver, 2006a). They further studied that a decent job offers the immigrants with ample leisure time to actively participate in several social organizations and possibly clubs. This is supported by the fact that social participation is only possible with decent jobs since contract work does not allow the immigrants to take part in social activities. Arends-Tà ³th and Van de Vijver, 2006b further supported the same idea by drawing on the same claims (Arends-Tà ³th Van de Vijver, 2006b). However, just like their predecessors, their researches have failed to give detailed account on whether the few South African young adult immigrants who secured good employments in Brisbane assimilated and acculturated well due to social participation. Therefore, it is recommende d to carry some further study in this area. Literature review findings Benet-Martà ­nez (2004) ascertained that assimilation and acculturation impairments or immigrants’ reluctance to learn after some years of studies clearly represent a complicated condition and many issues can be partly responsible for it (Benet-Martà ­nez, 2004). They further found out that the South African young adult immigrants in Brisbane, just like all Immigrants need to have friends, have fun with toys, love their families, and enjoy learning new skills (Benet-Martà ­nez, 2004). However, some immigrants gain knowledge, acculturate, settle, and assimilate faster and more easily than others. And in some cases, they learn how to read or do additional work using the newly acquired language, and they discover these skills without being shown by anyone. According to Ward, Bochner Furnham, rapid-learning gifted South African young adults who have previously gained a skill or does not need repetition to master it can become quite dispirited- to the point of disliking or even hating job places if there is nothing new or interesting to learn (Ward, Bochner Furnham, 2001). Gadamer examined that sociologists and psychologists have managed or controlled many experiments to develop special means of assimilation for reluctant immigrant learners. According to the research findings, it has established beyond reasonable doubt that video instructions are very effective to low ability or reluctant immigrants to assimilate. Gadamer (1984) also studied the usefulness of mastery learning approach and ascertained it to be more successful for low achievers, especially in foreign lands. The research evidences reveal that the following special method will be very effective for immigrants (Gadamer, 1984). According to Alexander, this is the means of adapting or conforming oneself to new or different conditions of instructions to the needs of diverse South African young adult immigrants (Alexander, 20 03). He also emphasized that the basic idea behind mastery learning is to make sure that all or almost all the immigrants have extensive information or understanding of a given skill to set up or lay the groundwork for level of mastery prior to going on to the subsequent skill (Alexander, 2003). Benet-Martà ­nez observed that the information used in this paper was collected by assessing immigrant X from continuous assessment reports (Benet-Martà ­nez, 2006). In order to thoroughly examine his/her academic and technical skills, the case study questions were carefully designed to cover all relevant factors which include socio-cultural aspects, personality factors, learning environment, learning styles, learning strategies, the degree of acculturation and the integrative motivation of the learner. The answers were classified into different relevant factors by their orientation. By analyzing the answers, the factors which mainly influence these immigrants’ academic and technica l ability have been uncovered (Benet-Martà ­nez, 2006). Alexander advised that to get to the bottom of the immigrant’s approach to assimilation, acculturation and settlement processes were also involved by having created a questionnaire or rather questionnaires bearing the same kind of questions and asking the involved parties (Alexander, 2003). After this the information was rounded up and after scrutinizing the information and comparing it against each questionnaire. Alexander found out that the questionnaire proved rather the most suitable data collection technique in this case. A written questionnaire is a data assortment tool in which written questions are offered that are to be replied by the respondents in writing. Due to the fact that questionnaires permit anonymity, it attracts more honest reactions from respondents. It also permits respondents time to consider their reactions to each question. It also saves money and time spent gathering data from a large number of people. Questionnaires reduce bias and can tackle a large amount of concerns and questions of unease in a relatively resourceful way, with the opportunity of a high reply speed. However, the can also not be used on illiterate respondents. The questionnaire was made so that the respondents had set choices to answer. With the respondents reacting to questions in only one answer as opposed to explanatory replies, the data could be processed more rapidly. According to Ward, Bochner and Furnham, the queries were simple for easy comprehension (Ward, Bochner Furnham, 2001). A critique/evaluation of the existing literature Existing literature evaluation can be best understood under the following subheadings. Contributions of the literature to the field of knowledge Overall strengths The research overview measures have strong correlation with context of the study problem. The measures achieved the goals of examining assimilation, settlement and acculturation of South African young adults i n Brisbane. Overall weaknesses The comparative study on assimilation, settlement and accumulation of South African young adult immigrants in Brisbane was rather weak since it failed to incorporate a unified system of assessment that can be built using database of instruments. Besides, the research was based on simple models that cannot analyze the complex processes of multiculturalism. For instance, some measures of acculturation were specifically meant to analyze language, but fail to incorporate assimilation and cultural aspects of the study. Finally, this research failed to put into account comparative acculturation processes, and much emphasis was not put on settlement elements of the research study problem. Missing elements Essential database instruments were lacking and their properties that make use of meta-analytic methods to decide on the best assessment methods to be employed in the study. Though, the research literature dealt much on acculturation, elements such as assimi lation and settlement were not given equal weight. Proposed steps for next research Focusing on the next research that is meant to examine assimilation, settlement and acculturation of South African young adults, database instruments should be involved to ensure more refined study outcomes. There is also the proposal to expand this field of knowledge since it is currently too small to accommodate such complex analytical procedures. In addition, the next research work should incorporate various life domains such as friends’ ethnicity or even immigrants’ cultural maintenance. And, the next research should make sound decisions on whether to incorporate behaviors and attitudes in the assessment. Moreover, multiple items or different response formats with detailed psychometric properties should be chosen for the study. References Alexander, V.D. (2003). The Cultural Diamond – The Production of Culture: Sociology of the arts: exploring fine and popular forms. New York , NY: Wiley- Blackwell. Arends-Tà ³th, J. V., Van de Vijver, F. J. R. (2006a). Assessment of psychological acculturation: Choices in designing an instrument. Cambridge, United Kingdom: Cambridge University Press. Arends-Tà ³th, J.V., Van de Vijver, F. J. R. (2006b). Issues in conceptualization and assessment of acculturation. Mahwah, NJ: Lawrence Erlbaum Bayer, A. H., Benet-Martinez, V. (2004). Multiculturalism: Cultural, personality, and social processes. Oxford, United Kingdom: Oxford University Press. Benet-Martà ­nez, V. (2006). Benet-Martà ­nez Acculturation Scale. Web. Berry, J. W. (1992). Costs and benefits of multiculturalism: A social-psychological analysis. Winnipeg: St. John’s College Press. Berry, J.W. (2006). Stress perspectives on acculturation. Cambridge, United Kingdom: Cambridge University Press. Brisbane, F. L., Ramirez, A., Epstein, L. G. (1998). Advanced Methodological Issues in Culturally Competent Evaluation for Substance Abuse Prevention. Rockvil le, MD: U.S. Department of Health and Human Services. Clark, L., Hofsess, L. (1998). Acculturation. New York, NY: Plenum. Clyne, M. (1991). Community languages – The Australian experience. Cambridge, United Kingdom: Cambridge University Press. D’Andrea, M., Daniels, J., Heck, R. (1990). The multicultural awareness, knowledge, and skills survey. Honolulu, HI: University of Hawaii. Gadamer, G.H. (1984). Truth and method. New York: Continuum. Giles, H. B., Taylor, D. M. (I977). Towards a theory of language in ethnic group relations. London, United Kingdom: Academic Press. Gordon, M. M. (1964). Assimilation in American Life. New York, NY: Oxford University Press. Rudmin, F. W. (2009). Catalogue of acculturation constructs: Descriptions of 126 taxonomies, 1918-2003. Web. Sam, D. L., Berry, J. W. (2006). The Cambridge handbook of acculturation psychology. Cambridge, United Kingdom: Cambridge University Schalk-Soekar, S. R. G. (2007). Multiculturalism: A stable concept wi th many ideological and political aspects. The Netherlands: Tilburg University. This research paper on The Assimilation, Settlement and Acculturation of South African Young Adult Migrants to a Brisbane Way of Life was written and submitted by user Jaylen Ochoa to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Three of the Best Truck Driver Jobs

Three of the Best Truck Driver Jobs The call of the open road beckons to millions of people every year. How do many of them answer? By accepting jobs as truck drivers. While the hours may be long, there are many benefits in truck driving - including job security. After all, the vast majority of the world’s goods are transported over roadways, and drivers are the ones responsible for making that happen every single day. But all truck driver jobs are not created equally. Wondering which are the best gigs? First, it’s important to understand that the term â€Å"best† is relative. Is your priority to gain access to the fabled trucker lifestyle or shorter hours? Big money or additional career enrichment opportunities? Let’s take a look at a few of the main truck driver jobs, along with how to get a leg up when it comes to landing a position.1. Heavy and Tractor-trailer Truck DriversAccording to the United State Department of Labor’s Bureau of Labor Statistics (BLS), there are currently mo re than 1.7 million heavy and tractor-trailer truck drivers on the roads. And with a job outlook of 11 percent during the 10 year period between 2012 and 2022, workers in this industry can expect to remain in demand for years to come.If you’re looking for a decent salary with minimal educational requirements and training, look no further. These drivers - responsible for transporting goods between locations - make an average of just under $40,000 a year with no college degree required. Top drivers, however, can earn up to $60,000!Most trucking companies require that drivers attend professional truck driving school. Once hired, they may also undergo a short term of on-the-job training. Every long-haul trucker is also required to have a commercial driver’s license.If you’re thinking of going this route, keep in mind that it’s generally considered to be a lifestyle choice as much as it is a job. Why? Because drivers are on the roads and away from home for e xtended periods of time. Despite these personal costs, a long-haul trucking job answers a lifetime of dreams for many drivers.2. Delivery Truck Drivers and Driver/Sales WorkersNot interested in a life of traveling the country’s highways and byways? There are trucking jobs for you, too, although opportunities may become less plentiful in the years ahead. There are currently more than 1.2 million delivery truck drivers, but the job outlook is not as strong with just five percent growth - less than the national average - projected over between 2012 and 2022.According to the BLS, delivery truck drivers make an average of just over $27,500 a year and require only a high school diploma or its equivalent.Like long-haul trucking jobs, delivery jobs also include transporting goods, but in a more local context. In addition to simply driving the truck, some delivery workers also have additional sales responsibilities.Also, keep in mind that this delivery truck driving involves far mor e than just the behind-the-wheel part of the job description. Delivery truck drivers also have significant physical responsibilities, such as loading and unloading trucks, as well as handling paperwork.3. Unionized DriversWhile this category doesn’t pertain to a specific type of truck driver, it’s worth mentioning because of the many perks that go along with getting a union job.These drivers typically make the most money while also reaping the best benefits, such as overtime pay, sick leave, and insurance. While union dues may seem costly, the advantages are also strong.If you love to drive, don’t mind long hours on the road, and are looking for a stable job with a decent paycheck and relatively secure outlook for the future, the trucking industry may be for you.

Assessment by Portfolio and Standardized Testing - Smart Custom Writing Samples

Assessment by Portfolio and Standardized Testing - Smart Custom Writing Law in BookLaw refers to the universal guiding principles that give the description of the fundamental nature of a thing, to universal belongings and relationship between things. The â€Å"rule of law† solely depends on uniform usage of laws and the common procedure. This implies that the legal procedure should be separated off from the political processes that the judges and the courts should be independent. It also important to note that law or the legal process is really difficult to sustain. This is due to the fact that powerful forces are always trying to bias law in their direction and it is clear that it has been an easy principle to maintain but very fragile (Jacob, 1998). My understanding concerning black letter law is that it is the established standards for a particular law or orthodoxy. These are the things we always find in text books and comprises of the prepositions that judges are capable of citing argument. Laws or rather the black letter law is vital since it is highly authoritative and can be expected to be applied with high degree of certainty. All the same, â€Å"Law in Action† reminds us that no matter how interesting or elegant a theory might appear to be we must always ask ourselves, â€Å"Why should it matter to the individuals across the world?† Generally, the black letter law can also be referred to as that basic standards or elements of a particular law that can not be disputed. This term is common in the American legal framework but in English law, it is used in referring to areas of law that are characterized by technical rules rather than having conceptual basis. Law in action is our signature approach to understanding the legal education and framework that captures the unique and special role played by most institutions within legal education (Willard, 1968). The law is also based on the conceptual framework that affects all our undertakings. The concept of law in action presents itself any moment that we happen to discuss who we are and who we desire to be. When you join most of the faculties you will always here this phrase and later came to realize that it symbolizes that in order to truly understand the law, you have to understand the law on the books first. It also goes beyond statutes and cases and focuses on how law is applied out there in the community level. "Law in Action" is an orientation that has led to our public status for ground-breaking approaches to both teaching and scholarship. It also embraces our superiority over the years in fields such as legal history, criminal justice, industrial relations, law and society, and proportional institutional money matters. This law offers a challenge to us by combining our expertise and scholarly traditions with the strengths of the great academia of which we are a part, in order to presume national leadership in emerging areas such as bioethics, globalization, and other dimensions of law and technology (Jacob, 1998). Law in Action's Relevance for the Future Our famous law in action still flourishes and develops year by year, and it generally occupies the central position in all our undertakings in connection to our Strategic Plan. "Law in Action" gives us the focus to understand the confrontations of remaining one of the nations unsurpassed law schools. With the help of law in action, it is clear that we will continue to build our national status for distinction and our dedication to the "Law in Action" philosophy. It is a philosophy that has served most Law School graduates well over the past century, and it is one that may prove even more relevant for tomorrow's graduates as we are increasingly being faced with a more multifarious, aggressive, and demanding world. When we look at the famous factious legal case created by Lon Fuller in his article, â€Å"The Case of the Speluncean Explorers,† we find that the case gives us the picture of a group of spelunkers or cave explorers trapped by landslide. It is evident that upon realizing that they are approaching a point when they are going to be faced with starvation, they make radio call to the rescue team and engineers’ estimates that rescue team are likely to take another ten days. The spelunkers are astonished whether they are going to survive for all those ten years. But all in all, after being rescued they are prosecuted for murder and in that case or some moment later Newgarth carries a mandatory death penalty (Paul, King, 1997). As in the case of the policeman and the driver who was driving under the influence of alcohol and begins to argue with the cop when questioned, it is clear that the driver is against the law but pretends not to understand. He is then told by the police that â€Å"That is the law† meaning that where there is no law there is tyranny and oppression. The driver feels that since he is driving his own car it is not necessary to have driving license since it is meant for those driving public vehicle services. This also supports the similar concept of the rule of law† where written law in control of individual behaviors not the whims of a strong man ruler (Jacob, 1998). To conclude, it is evident that the law is meant to safeguard the interest of the general public, their lives, as well as property. And it is also important to note that when the law ends, begins tyranny. Without law in place people are likely to be treated in the manner that is not appropriate since there are those taking law into their hands (Jacob, 1998). References Jacob H. (1998) Law in action: legal frontiers for natural resources planning. Oxford: Oxford University Press Paul, D. and King, E. (1997) Law and the Wisconsin Idea, 47 Journal of Legal Education 297 Willard, H. (1968) Changing Responsibilities of the Law School 1868-1968, Wisconsin L. Rev. 336.

Book of Hosea Essay Example | Topics and Well Written Essays - 1000 words

Book of Hosea - Essay Example God's love is so great that it surpasses the transgressions of the Israelites. With this experience, Hosea has become an authentic and effective prophet of God. The following ideas and interpretation of the Book of Hosea are taken from various sources. The Book of Hosea is divided into two parts. The first part is about the Prophet's Marriage and Its Lesson (Hosea 1:1-3:5). The second part is Israel's Guilt and Punishment (Hosea 4:1-14:9 (New American Bible)). According to John Shelby Spong (2005), Hosea lived at the Northern Kingdom and started being a prophet in the last years of Jeroboam II (786-746 B.C.). There are several speculations about this person. Some say he is a priest while others call him a cult prophet. Spong says Hosea is "very sensitive, emotional man who could pass quickly from violent anger to the deepest tenderness." He is married to Gomer, who caused him so much trouble and pain. She is described as very beautiful and the favourite sex partner of the upper class men. When she became older, she is reduced to a slave. Spong describes it dramatically in the following passage: And one day he went to a slave market sale, and this haggard old woman with matted hair and bloodshot eyes was brought out on the slave auction block, and the crowd around there began to laugh. Who in the world would pay anything for that hag But Hosea recognized that as his wife. And in a strange and bold act he stood up when the bidding was open and he offered the highest price that anyone would pay for the strongest young male servant That's the only way Hosea knew how to begin to restore Gomer's dignity and he brought her to his home, and he installed her as his wife, the head of his household. Such sacrifice could surely not be done by an ordinary sinful and selfish person. This is indeed an impressive way of showing the credibility and sincerity of the message of Hosea to the adulterous Israelites. Got Questions Ministries gives a detailed outline of the Book of Hosea. The main points and subdivisions of the Book are outlined as follows: 1. Author: Hosea "is the only prophet of Israel who left any written prophecies which were recorded during the later years of his life." 2. Date of Writing: "Hosea, the son of Beeri, prophesied for quite some time, from 785 to 725 B.C. The Book of Hosea was likely written between 755 and 725 B.C." 3. Purpose of Writing: The Book is written to show "a loving God whose loyalty to His covenant people is unwavering." Moreover, Richard D. Patterson, in his "Introduction to Hosea: Historical Context," details the milieu when the Book of Hosea and the events therein. The setting is said to be during the eighth century B.C. at the Northern Kingdom. Also mentioned in the Book, four eighth century kings of Judah, thus making the setting to be in Judah. The kings mentioned are: Uzziah (c. 792-740 B.C.), Jeroboam II (c. 792-752 B.C.), Jotham (732 B.C.) and Hezekiah in Judah in (729 B.C.). This shows that Hosea lived a long life and cautioned and encouraged the people of Israel. This also implies that the Israelites are a difficult people to lead and it is only God's great unconditional love that makes them survive the tests of time and pressures from the neighbouring tribes. The era is described as "a period marked by great economic and political success but growing spiritual apostasy." Patterson continues

The Role & Effectiveness of Practical Work & Outdoor Learning in the Dissertation

The Role & Effectiveness of Practical Work & Outdoor Learning in the Teaching & Understanding of Geography for Primary School Students - Dissertation Example ...................... 3.3 Phase 3............................................................................................................................. 3.4 Results............................................................................................................................. 3.5. Discussions..................................................................................................................... 3.6 Ethical Issues................................................................................................................... 3.7 Limitations of Research †¦.............................................................................................. Chapter 4 Results............................................................................................................................... 4.1 Phase 1............................................................................................................................... 4.2 Phase 2........ ....................................................................................................................... 4.3 Phase 3............................................................................................................................... Chapter 5 Discussions......................................................................................................................... 5.1 Phase 1............................................................................................................................... 5.2 Phases 2 & 3...................................................................................................................... 5.3... The paper tells that teaching geography to young school children comes with a number of advantages. It helps young children to build certain core competencies that supports them in their future study and also assists them to become more responsible citizens in the future. â€Å"Geography is about the locations of things. Students (present and future business people, voters and elected officials) should learn how to choose locations and designs for buildings, roads, parks, election districts and other things in ways that are fair, safe and efficient and even beautiful†. On a local level, the students we teach in primary schools deserve to have the ability to discern and take decisions that will help them in future. Although geography's worth is often underestimated in most parts of Britain, it plays a subtle role in the development of national structures in the future. Our school children need to have a good connection with the concepts and ideas of geography in order to fundam ental understanding in the course and make the best use of them after they are out of the educational system and enter their adult lives. Geography also prepares our children for international opportunities. It grants them the provision of knowledge on locations, conditions of places, insight into foreign cultures and interconnections with different parts of the world. â€Å"Throughout the world, geography is a highly regarded field of enquiry†. This assertion supports the position that geography involves learning and is known through pragmatic methods that utilize the senses to analyse and feel things and conclude on them.

The Person Who Inspired My Life Essay Example for Free

The Person Who Inspired My Life Essay â€Å"The strongest influences in my life and my work are always whomever I love. Whomever I love and am with most of the time, or whomever I remember most vividly. I think that’s true, don’t you?† (Tennessee Williams). I pondered this question for some time until I realised that the answer to this is in front of me. Every family has people who influence the lives of the other family members. Often the father’s or mother’s influence is the most important. However, in my family my brother has influenced me the most because I enjoy his company, I respect him, and I can rely on him for good advice. He has all qualities of a good friend and by good friend I mean one that is understanding, but not too sympathetic. My brother will take up for me, but is not afraid to tell me when I am wrong. He is good person to know because he enjoys having fun. He is always up for hiking, fishing, swimming or even road tripping. He also enjoys going to the theatre and when I double date with him he is the one who keeps us laughing at what he says. I respect my brother because he is true to his principles and I have high esteem for his set of values. He had to work his way through university when he could have chosen the easiest way by staying at home. This inspired me to do the same and gave me the strength to pull it off. I hope that I can remain true to my values as my brother has. No matter what happens I know I can rely on his judgement. For instance, when I was getting a lot of pressure from someone and I couldn’t talk to my parents about it, he was the one who listened to my side of the story without an instant condemnation. He never over-reacted to the problem without understanding it. Instead, he listened to my problem, asked me questions and helped me see the way to the solution. I feel like I can always rely on his advices. Although I love and respect my family, I am especially close to my brother. He is enjoyable company and has earned my respect. I know I can rely on him no matter the situation is.

A Prose Analysis of Miltons Sonnet XIX :: essays research papers

A Prose Analysis on Milton's "Sonnet XIX" John Milton, a poet who was completely blind in 1651 wrote "Sonnet XIX" in 1652; this sonnet is his response to his loss of sight. The theme of the sonnet is the loss and regain of primacy of experience. Milton offers his philosophical view on animism and God. Furthermore, "Sonnet XIX" explores Milton's faith and relationship with God. "Sonnet XIX" suggests that man was created to work and not rest. The supportive details, structure, form, and richness of context embodies the theme. The sonnet goes through two phases: the first phase is Milton's question addressed to God, "Why me?" he asked. Then, the second phase offers a resolution to Milton's dilemma. Moreover, the sonnet acts as a self-poem to Milton, himself. In the beginning of the sonnet, Milton suggests that his primacy of experience have been deferred when he became blind. The words, "dark", "death", and "useless" (lines 2-4) describe the emotional state of Milton. His blindness created a shrouded clarity within his mind. Line three, "And that one talent which is death to hide" is an allusion to the biblical context of the bible. Line three refers to the story of Matthew XXV, 14-30 where a servant of the lord buried his single talent instead of investing it. At the lord's return, he cast the servant into the "outer darkness" and deprived all he had. Hence, Milton devoted his life in writing; however, his blindness raped his God's gift away. A tremendous cloud casted over him and darkened his reality of life and the world. Like the servant, Milton was flung into the darkness. Line seven, "Doth God exact day-labor, light denied?" describes the limitations and burdens of a person who has lost his sense of place in life. Obviously, Milton is making a reference to his blindness in relation to line seven. Line seven implies that once the usefulness of a man has diminished, then is man doomed to wasting the rest of his remaining days. In other words, has Milton's handicap made him into an obsolete machine? The quote "To be or not to be,†¦", (Hamlet, Act 3, Scene1) runs through Milton's mind. Shall he struggle and fight in the webs of darkness, or shall he accept defeat. A sense of "dark clarity" - a sinister paradox occupies Milton's mind. His brain was once clear, set, and on task; but now, it is clouded, unorganized, and fragmented. However, in the darkness, a new form of clarity arises. "That murmur. Soon replies, God doth not need Either man's work or his own gifts;" (lines 9-

Jonathan Glover Essay

Jonathan Glover (born 1941) is a British philosopher known for his studies on ethics. He was educated at Tonbridge School, later going on to Corpus Christi College, Oxford. He was a fellow and tutor in philosophy at New College, Oxford. He currently teaches ethics at King’s College London. Glover is a fellow of the Hastings Center, an independent bioethics research institution in the United States. Glover’s book Causing Death and Saving Lives, first published in 1977, addresses practical moral questions about life and death decisions in the areas of abortion, infanticide, suicide, euthanasia, choices between people, capital punishment, and war. His approach is broadly consequentialist, though he gives significant weight to questions of individual autonomy, the Kantian notion that we ought to treat other people as ends in themselves rather than merely as means. He criticises the idea that mere consciousness or life itself are intrinsically valuable: these states matter, he argues, because they are pre-requisites for other things that are valuable and make for a life worth living. There is, then, no absolute sanctity of human life. [1] He criticises the principle of double effect[2] and the acts and omissions doctrine,[3] the notion that there is a huge moral difference between killing someone and intentionally letting them die. In his discussion of real cases of moral decisions about killing he draws on insights from history and literature as well as philosophy. Throughout, the emphasis is on the consequences of moral choices for those affected, rather than on abstract principles applied impersonally. In Humanity: A Moral History of the Twentieth Century, published in 1999, Glover considers the psychological factors that predispose us to commit barbaric acts, and suggests how man-made moral traditions and the cultivation of moral imagination can work to restrain us from a ruthlessly selfish treatment of others. Gaining greater understanding of the monsters within us, he argues, is part of the process of caging and containing them. [4] He examines the various types of atrocity that were perpetrated in the 20th century, including Nazi genocide, communist mass killings under Stalin, Mao, and Pol Pot, and more recent slaughter in Bosnia and Rwanda, and examines what sort of bulwarks there could be against them. He allows that religion has provided bulwarks, which are getting eroded. He identifies three types of bulwark. The two more dependable are sympathy and respect for human dignity. The less dependable third is Moral Identity: â€Å"I belong to a kind of person who would not do that sort of thing†. This third is less dependable because notions of moral identity can themselves be warped, as was done by the Nazis. [5] In The End of Faith, Sam Harris quotes Glover as saying: â€Å"Our entanglements with people close to us erode simple self-interest. Husbands, wives, lovers, parents, children and friends all blur the boundaries of selfish concern. Francis Bacon rightly said that people with children have given hostages to fortune. Inescapably, other forms of friendship and love hold us hostage too†¦ Narrow self-interest is destabilized. â€Å"[citation needed] In 1989 the European Commission hired Glover to head a panel on embryo research in Europe. [6] He is married to Vivette Glover, a prominent neuroscientist. Jonathan is father to three and grandfather to one (father to Ruth, Daniel and David Glover and grandfather to Samuel Glover).

Native American Literature

Indians, we picture them as half naked people causing raucous throughout the land, messing with the settlers, and being completely uncivilized and uneducated. There Is no way that these people could have created stones to be passed down throughout the generations but they did and they still are around to this very day. These oral traditions, or stories that are told by word of mouth, include â€Å"The World on the Turtle's Back†, which explains to us how our world came to be.The story â€Å"Coyote and Buffalo† gives us lessons that easily correlate with the building of a person's hearted, and finally, â€Å"Fox and Coyote and the Whale† persuades us to fight for who and what we love. These tall tales can be Influential to our lives as Americans because the stories tell of lessons that could be essential to all of the human race when it comes to developing one's self to become a better soul. The story called â€Å"World on Turtle's Back† gives us an idea on how the Indians believed the world began.Before there was an Earth there was a skyward. There, a pregnant lady went to dig up the roots from a sacred tree and was then either pushed Into or accidental fallen through a hole that exposed an entire new world underneath. (Page 42, Paragraph 1) As she fell and grasped to the edges of skyward, remnants of soil and roots were attached to her hands. Luckily, as she fell a group of birds caught her on their wingspan and finally laded her down upon a sea turtle's shell.Then, a heroic muskrat brought up soil from deep within the ocean underneath so the fallen lady could set to work creating land. ( Page 42, Paragraph 9) Soon the pregnant woman gave birth to her child, a daughter, and together the two travel around the turtle's back until land was formed. As her child aged she became magically pregnant by the West Wind. Page 42) She then gives birth to twins who constantly quarrel, for they are opposites, good and evil. Together they balance t he world, inventing opposing animals such as the peaceful deer and violent mountain lion. Page 40, Paragraph 2) As the story progresses, it tells of reasons for most common assurances in nature, such as the moon being the twin, as in today's ideas of evil It Is associated with the darkness that comes from the night. The second story Is entitled â€Å"Coyote and Buffalo†. This story expresses to the dalliance various character traits that should be Instilled within a person or avoided. One of these values is to respect others. When coyote kicks the skull of the dead bull, and the bull comes back alive to kill him, it expresses how important it is to treat others the way you would want to be treated. Page 25, paragraph 1) Another lesson it emphasizes Is to listen to what you're told to do, as it is for a reason. When the bull gives coyote the cow, he tells him not to eat It, but coyote does not listen and defies him. (page 28-29) Coyote at this point Is very dishonest and greed y. He thinks that he can get away with eating the cow and perhaps getting another one from the bull, hush leading up to another life lesson, karma. When coyote kills the cow, an old woman tells him that he should not be cooking the cow for that is woman's work.At this point, coyote is being incredibly vain and this woman is being very sneaky and steals all of his food. (Page 28, paragraph 2) This proves that what comes around goes around and that you should let yourself become slobbered, which all people have The last story is called â€Å"The Fox, Coyote, and Whale† and it teaches a lesson on fighting for those you love. Fox's wife, leaves him to be the evil whale that occupies the river. Page 44, Paragraph 1) Fox is so overwhelmed by his love for her that he stops at no cost and risks his life to retrieve her from the whale's possession.While trying to take his wife back, the evil whale attempts to kill Fox, Coyote, and Fox's wife, but Fox loves these people and protects th em over himself and hides them within his pipe, saving them all. (Page 45, Paragraph 1) As Fox's wife gets away from Whale, she feels as if she had been awaken from a spell, for once she is returned to fox she becomes happy again. (Page 45, Paragraph 4) So in other words, love can cast a spell n you causing you to make rash decisions while under its magical powers.Of course, Fox finally forgives his wife, but this proves that you should not cheat on your significant other. So in conclusion, Native American literature is very important to our society. The themes of all of the stories are easily related to everyday life. From the positive moments to the very lows, lessons can be learned from these tales. To the people of Indian cultures these stories are still very relevant to their lives. It is the only surviving history that they have of the prior lives of their relatives, so they must keep it preserved for generations to come. Native American Literature Indians, we picture them as half naked people causing raucous throughout the land, messing with the settlers, and being completely uncivilized and uneducated. There Is no way that these people could have created stones to be passed down throughout the generations but they did and they still are around to this very day. These oral traditions, or stories that are told by word of mouth, include â€Å"The World on the Turtle's Back†, which explains to us how our world came to be.The story â€Å"Coyote and Buffalo† gives us lessons that easily correlate with the building of a person's hearted, and finally, â€Å"Fox and Coyote and the Whale† persuades us to fight for who and what we love. These tall tales can be Influential to our lives as Americans because the stories tell of lessons that could be essential to all of the human race when it comes to developing one's self to become a better soul. The story called â€Å"World on Turtle's Back† gives us an idea on how the Indians believed the world began.Before there was an Earth there was a skyward. There, a pregnant lady went to dig up the roots from a sacred tree and was then either pushed Into or accidental fallen through a hole that exposed an entire new world underneath. (Page 42, Paragraph 1) As she fell and grasped to the edges of skyward, remnants of soil and roots were attached to her hands. Luckily, as she fell a group of birds caught her on their wingspan and finally laded her down upon a sea turtle's shell.Then, a heroic muskrat brought up soil from deep within the ocean underneath so the fallen lady could set to work creating land. ( Page 42, Paragraph 9) Soon the pregnant woman gave birth to her child, a daughter, and together the two travel around the turtle's back until land was formed. As her child aged she became magically pregnant by the West Wind. Page 42) She then gives birth to twins who constantly quarrel, for they are opposites, good and evil. Together they balance t he world, inventing opposing animals such as the peaceful deer and violent mountain lion. Page 40, Paragraph 2) As the story progresses, it tells of reasons for most common assurances in nature, such as the moon being the twin, as in today's ideas of evil It Is associated with the darkness that comes from the night. The second story Is entitled â€Å"Coyote and Buffalo†. This story expresses to the dalliance various character traits that should be Instilled within a person or avoided. One of these values is to respect others. When coyote kicks the skull of the dead bull, and the bull comes back alive to kill him, it expresses how important it is to treat others the way you would want to be treated. Page 25, paragraph 1) Another lesson it emphasizes Is to listen to what you're told to do, as it is for a reason. When the bull gives coyote the cow, he tells him not to eat It, but coyote does not listen and defies him. (page 28-29) Coyote at this point Is very dishonest and greed y. He thinks that he can get away with eating the cow and perhaps getting another one from the bull, hush leading up to another life lesson, karma. When coyote kills the cow, an old woman tells him that he should not be cooking the cow for that is woman's work.At this point, coyote is being incredibly vain and this woman is being very sneaky and steals all of his food. (Page 28, paragraph 2) This proves that what comes around goes around and that you should let yourself become slobbered, which all people have The last story is called â€Å"The Fox, Coyote, and Whale† and it teaches a lesson on fighting for those you love. Fox's wife, leaves him to be the evil whale that occupies the river. Page 44, Paragraph 1) Fox is so overwhelmed by his love for her that he stops at no cost and risks his life to retrieve her from the whale's possession.While trying to take his wife back, the evil whale attempts to kill Fox, Coyote, and Fox's wife, but Fox loves these people and protects th em over himself and hides them within his pipe, saving them all. (Page 45, Paragraph 1) As Fox's wife gets away from Whale, she feels as if she had been awaken from a spell, for once she is returned to fox she becomes happy again. (Page 45, Paragraph 4) So in other words, love can cast a spell n you causing you to make rash decisions while under its magical powers.Of course, Fox finally forgives his wife, but this proves that you should not cheat on your significant other. So in conclusion, Native American literature is very important to our society. The themes of all of the stories are easily related to everyday life. From the positive moments to the very lows, lessons can be learned from these tales. To the people of Indian cultures these stories are still very relevant to their lives. It is the only surviving history that they have of the prior lives of their relatives, so they must keep it preserved for generations to come.

How to Help Kids Learn Digraphs in Spelling and Sounds

How to Help Kids Learn Digraphs in Spelling and Sounds Digraphs are two letters that make a third letter sound, when combined, such as ch or sh. Many sight vocabulary words use digraphs, which may provide a springboard for exploring these letter pairs when helping students learn to read new and unfamiliar vocabulary.   When considering a spelling program and how to best help children learn the sounds of the English language, you will need to choose words that help them understand all of the 44 sounds. Part of those 44 sounds include the digraphs. It is also important to distinguish letter digraphs from letter blends, which are letters commonly paired whose individual sounds are created in concert, such as sl, pl, pr, sr, etc.  Often, children with disabilities have difficulty hearing and distinguishing letter blends, but consonant digraphs are easier because even the voiced and unvoiced digraphs (th) are made in the same way, with tongue placement in the same place. Often, students who have problems with identifying and/or hearing digraphs are also struggling with hearing (hard of hearing) or articulating (apraxia) the letter sound.  Students with these difficulties should be referred to audiologists or speech-language pathologists for assessment and/or services. The consonant digraphs are: ch, sh, th, ng (final sound) ph, and wh. Strategies for Teaching Common Words With Digraphs Introducing the Sound Use decodable books with consonant digraphs to introduce the sounds.  Use picture cards (chew, chop, chin, etc.)  to introduce the sounds.Use a double ch letter card with other letter cards to build words.  Have students build the same words with an individual pocket chart. Practicing the Sound Word Sorts:  Put lots of words with paired initial sounds in squares.  Have them cut out the words and paste them under the consonant digraph, i.e. chs include chip and ship, shop and chop.   Sounds Sound: ch as in chew Initial ch sound:  chew, chop, chips, choice, chance, chain, champ, chase, cheer, cheek, cheat, chase, chalk, choose Final ch sound: touch, each, reach, coach, ditch, ouch, beach, teach, ditch, lunch Sound: sh like in shy or rush Initial sh:  shadow, shade, shine, shop, shell, shout, shrub, shut, share, shower Final sh:   push, rush, fresh, wish, wash, fish, dish, trash, ash, rash Sound: the unvoiced th as in this the, then, they, there, their, this, them, these, that, though Sound: the voiced th as in thin thin, think, thick, thank, theft, thumb, tooth, truth, with, width Sound: wh as in why why, where, what, when, while, wheel, white, which, wheat, whistle Final Sound ng as in ring sing, sang, wing, bang, clang, bong, dung, sung, mung, clung, cling Sound:  ph as in phone Phillip, phantom, phonics, phase, phlox

History of the US Congressional Gag Rule

History of the US Congressional Gag Rule The gag rule was a legislative tactic employed by southern members of Congress beginning in the 1830s to prevent any discussion of slavery in the House of Representatives. The silencing of slavery opponents was accomplished by a resolution first passed in 1836 and renewed repeatedly for eight years. The suppression of free speech in the House was naturally deemed offensive to northern members of Congress and their constituents. What came to be widely known as the gag rule faced opposition for years, most notably from former president John Quincy Adams. Adams, who had been elected to Congress following one frustrating and unpleasant presidential term in the 1820s, became the champion of anti-slavery sentiment on Capitol Hill. And his stubborn opposition to the gag rule became a rallying point for the growing abolitionist movement in America. The gag rule was finally rescinded in December 1844. The tactic had been successful in its immediate goal, the silencing of any debate about slavery in Congress. But in the long term, the gag rule was counterproductive... The tactic came to be viewed as patently unfair and undemocratic Attacks upon Adams, which ranged from attempts to censure him in Congress to a constant stream of death threats, eventually made his opposition to slavery a more popular cause. The heavy-handed suppression of debate over slavery heightened  the deepening divide in the country in the decades before the Civil War. And the battles against the gag rule worked to bring abolitionist sentiment, which had been considered a fringe belief, closer to the mainstream of American public opinion. Background to the Gag Rule Compromises over slavery had made the ratification of the United States Constitution possible. And in the early years of the country, the issue of slavery was generally absent in Congressional debates. One time it arose was in 1820 when the Missouri Compromise set a precedent about the addition of new states. Slavery was being made illegal in the northern states in the early 1800s. In the South, thanks to the growth of the cotton industry, the institution of slavery were only getting stronger. And there seemed to be no hope of abolishing it through legislative means.   The U.S. Congress, including nearly all members from the North, accepted that slavery was legal under the Constitution, and it was an issue for the individual states. However, in one particular instance, Congress did have a role to play in slavery, and that was in the District of Columbia. The district was ruled by Congress, and slavery was legal in the district. That would become an occasional point of debate, as congressmen from the North would periodically urge that slavery in the District of Columbia be outlawed. Until the 1830s, slavery, as abhorrent as it may have been to many Americans, was simply not discussed much in the government. A provocation by abolitionists in the 1830s, the pamphlet campaign, in which anti-slavery pamphlets were mailed to the South, changed that for a time. The issue of what could be sent through the federal mails suddenly made anti-slavery literature a highly controversial federal issue. But the pamphlet campaign fizzled out, as mailing pamphlets which would be seized and burned in southern streets were seen as simply impractical. And anti-slavery campaigners began to rely more on a new tactic, petitions sent to Congress. The right of petition was enshrined in the First Amendment. Though often overlooked in the modern world, the right to petition the government was held in very high regard in the early 1800s. When citizens began sending anti-slavery petitions to Congress, the House of Representatives would be confronted with the increasingly contentious debate about slavery. And, on Capitol Hill, it meant pro-slavery legislators began to seek a way to avoid dealing with the anti-slavery petitions entirely. John Quincy Adams in Congress The issue of petitions against slavery, and the efforts by southern legislators to suppress them did not begin with John Quincy Adams. But it was the former president who brought great attention to the issue and who persistently kept the matter controversial. Adams occupied a unique place in early America. His father, John Adams, had been a founder of the nation, the first vice president, and the country’s second president. His mother, Abigail Adams, was, like her husband, a dedicated opponent of slavery. In November 1800 John and Abigail Adams became the original inhabitants of the White House, which was still unfinished. They had previously lived in places where slavery was legal, though waning in actual practice. But they found it particularly offensive to look from the windows of the president’s mansion and see groups of slaves working to build the new federal city. Their son, John Quincy Adams, inherited their abhorrence of slavery. But during his public career, as a senator, diplomat, secretary of state, and president, there hadn’t been much he could do about it. The position of the federal government was that slavery was legal under the Constitution. And even an anti-slavery president, in the early 1800s, was essentially forced to accept it. Adams lost his bid for a second presidential term when he lost the very bitter election of 1828 to Andrew Jackson. And he returned to Massachusetts in 1829, finding himself, for the first time in decades, with no public duty to perform. Some local citizens where he lived encouraged him to run for Congress. In the style of the time, he professed to have little interest in the job but said if the voters chose him, he would serve. Adams was overwhelmingly elected to represent his district in the U.S. House of Representatives. For the first and only time, an American president would serve in Congress after leaving the White House. After moving back to Washington, in 1831, Adams spent time becoming familiar with the rules of Congress. And when the Congress went into session, Adams began what would turn into a lengthy battle against southern pro-slavery politicians. A newspaper, the New York Mercury, published, in the issue of December 21, 1831, a dispatch about events in Congress on December 12, 1831: Numerous petitions and memorials were presented in the House of Representatives. Among them were 15 from the citizens of the Society of Friends in Pennsylvania, praying for the consideration of the question of slavery, with a view to its abolition, and for the abolition of the traffic of slaves within the District of Columbia. The petitions were presented by John Quincy Adams, and referred to the Committee on the District. By introducing the anti-slavery petitions from Pennsylvania Quakers, Adams had acted audaciously. However, the petitions, once they were sent to the House committee which administered the District of Columbia, were tabled and forgotten. For the next few years, Adams periodically presented similar petitions. And the anti-slavery petitions were always sent into procedural oblivion. In late 1835 southern members of Congress began to get more aggressive about the issue of anti-slavery petitions. Debates about how to suppress them occurred in Congress and Adams became energized to fight the efforts to stifle free speech. On January 4, 1836, a day on which members could present petitions to the House, John Quincy Adams introduced an innocuous petition related to foreign affairs. He then introduced another petition, sent to him by citizens of Massachusetts, calling for the abolition of slavery. That created a stir in the House chamber. The speaker of the house, future president and Tennessee congressman James K. Polk, invoked complicated parliamentary rules to prevent Adams from presenting the petition. Throughout January 1836 Adams continued to try to introduce anti-slavery petitions, which were met with an endless invocation of various rules to ensure they wouldn’t be considered. The House of Representatives bogged down completely. And a committee was formed to come up with procedures to handle the petition situation. Introduction of the Gag Rule The committee met for several months to come up with a way to suppress the petitions. In May 1836 the committee produced the following resolution, which served to completely silence any discussion of slavery: â€Å"All petitions, memorials, resolutions, propositions, or papers, relating in any way, or to any extent whatsoever, to the subject of slavery or the abolition of slavery, shall, without being either printed or referred, be laid on the table and that no further action whatever shall be had thereon.† On May 25, 1836, during a heated Congressional debate on the proposal to silence any talk of slavery, Congressman John Quincy Adams tried to take the floor. Speaker James K. Polk refused to recognize him and called on other members instead. Adams eventually got a chance to speak but was quickly challenged and told the points he wished to make were not debatable. As Adams tried to speak, he was interrupted by Speaker Polk. A newspaper in Amherst, Massachusetts, The Farmer’s Cabinet, on June 3, 1836 issue, reported on the anger shown by Adams in the May 25, 1836 debate: â€Å"At another stage of the debate, he appealed again from a decision of the Speaker, and cried out, ‘I am aware there is a slave-holding Speaker in the Chair.’ The confusion which ensued was immense.â€Å"Affairs having gone against Mr. Adams, he exclaimed Mr. Speaker, am I gagged or not? â€Å" That question posed by Adams would become famous. And when the resolution to suppress talk of slavery passed the House, Adams received his answer. He was indeed gagged. And no talk of slavery would be allowed on the floor of the House of Representatives. Continuous Battles Under the rules of the House of Representatives, the gag rule had to be renewed at the outset of each new session of Congress. So over the course of four Congresses, a span of eight years, the southern members of Congress, along with willing northerners, were able to pass the rule anew. Opponents of the gag rule, most notably John Quincy Adams, continued to battle against it whenever they could. Adams, who had acquired the nickname â€Å"Old Man Eloquent,† frequently sparred with southern congressmen as he would try to bring the subject of slavery into House debates. As Adams became the face of opposition to the gag rule, and to slavery itself, he began to receive death threats. And at times resolutions were introduced in Congress to censure him. In early 1842, a debate over whether to censure Adams essentially amounted to a trial. Accusations against Adams and his fiery defenses appeared in newspapers for weeks. The controversy served to make Adams, at least in the North, a heroic figure battling for the principle of free speech and open debate. Adams was never formally censured, as his reputation probably prevented his opponents from ever gathering the necessary votes. And in his old age, he continued to engage in blistering rhetoric. At times he baited southern congressmen, taunting them over their ownership of slaves. The End of the Gag Rule The gag rule persisted  for eight years. But over time the measure was seen by more and more Americans as essentially anti-democratic. Northern members of Congress who had gone along with it in the late 1830s, in the interest of compromise, or simply as a surrender to the power of the slave states, began to turn against it. In the nation at large, the abolitionist movement had been seen, in the early decades of the 19th century, as a small band on the outer fringe of society. Abolitionist editor  William Lloyd Garrison had even been attacked on the streets of Boston. And the Tappan Brothers, New York merchants who often financed abolitionist activities, were routinely threatened. Yet, if the abolitionists were widely viewed as a fanatical fringe, tactics like the gag rule made the pro-slavery factions appear just as extreme. The suppression of free speech in the halls of Congress became untenable to northern members of Congress. On December 3, 1844, John Quincy Adams put forth a motion to rescind the gag rule. The motion passed,  by a vote in the House of Representatives of 108 to 80. And the rule which had prevented debate over slavery was no longer in force. Slavery, of course, was not ended in America until the Civil War. So being able to debate the issue in Congress did not bring an end to slavery. Yet, by opening up a debate, changes in thinking were made possible. And the national attitude toward slavery was no doubt affected. John Quincy Adams served in Congress for four years after the gag rule was rescinded. His opposition to slavery inspired younger politicians who could carry on his fight. Adams collapsed at his desk in the House chamber on February 21, 1848. He was carried to the speakers office and died there the following day. A young Whig congressman who had been present when Adams collapsed, Abraham Lincoln, was a member of the delegation which traveled to Massachusetts for the funeral of Adams.

Ernest Rutherford Assignment Example | Topics and Well Written Essays - 250 words

Ernest Rutherford - Assignment Example Eventually, he came up with the term half-life as the time it takes for the radioactive materials to disintegrate. Earnest‘s contribution in nuclear physics has contributed to a great deal in the area of modern physics and chemistry (Weisstein 1). The concept of radioactivity, especially the alpha, beta, and gamma rays is the basis of understanding how solar radiation reaches the earth and the overall effect on atmospheric temperature. Earnest found that gamma rays were of high frequencies and if they reached the earths surface, the temperatures could be high and unbearable for the inhabitants. On the other hand, the discovery of the nucleus of individual elements is the basis for the modern nuclear energy (Mahanti 1). The concept is useful in providing alternatively cleaner sources of energy. According to CENTER FOR HISTORY OF PHYSICS AT AIP, Ernests experiments have a significant effect on my understanding of how X-rays work. X-rays, as one of the elements of the electromagnetic spectrum, is useful for me to an individual for diagnosis of bone fractures and checking on my internal organs. On the other hand, sun’s irradiation on the earth is an issue affecting every person. The intensity of global warming and climate change requires good knowledge of how the sun irradiates the earths surface. Discovery of nuclear physics is also the basis of modern energy thus useful in my understanding of providing alternatives to non-renewable sources of energy (Henley, Ernest, and Stephen 23). CENTER FOR HISTORY OF PHYSICS AT AIP. Alpha Particles and the Atom Rutherford at Manchester, 1907–1919. 2015. Web. Accessed from