Event's i had it and improve my english language Essay

Event's i had it and improve my english language - Essay Example One day we agreed to invite some of our neighbors at our apartment for dinner. This differ offered us a chance to know each other; in fact, we also had a chance to familiarize with our cultures. They were teachers of English, layer, photography, and nurse. When I met my neighbors during this dinner, I did not know how to communicate eloquently in English; in fact, I had to rely on using body language. They were laughing at me when I tried to express my opinions and thoughts in a conversation. Three months later, I began to develop comprehensive sentences and gained ability to express my ideas in English. My neighbor, who taught English, assisted me significantly. She brought particular story books written in English, and several cards that had English vocabularies. Apparently, this contributed significantly to my body of knowledge and acquisition of numerous vocabularies that I utilize during my conversations. Joe is a photographer from United State of America; I joined him in a trip to the Missaipy River, which is nearby to our residence. We took certain pictures with him for a nearby waterway; in fact, it was during summer, and we were enjoying the pleasant weather. We discussed several objects about our culture and theirs. First qu estion that I asked him was ’do I have an oil at my home?’ he laughed at me because he was surprised at the question. After two months, I decided to transfer from the St. Paul Seattle, WA, and the reason this decision was to settle with my friends; in fact, they had told me about the weather, which was enjoyable over there. I enrolled to the same college for English, which is ESl, and made friends from difference’s countries. Our instate start from 9 at morning until the 3 clock at noon. So after that we hanged out at the malls, coffee shops, and friend’s apartments; besides, walking at the sea. For instance, I vividly

Case Study 11-2, Dealing with Traffic Jams in London

11-2, Dealing with Traffic Jams in London - Case Study Example Project model provides essential information required in the implementation face. Integration of the technology proposed by the project was a challenge since the technology kept changing. The design of the streets does not provide an opportunity for mounting the cameras. The positioning of the cameras required clear roads, which would facilitate the relaying of the pictures. The project faced a political risk since the mayor of the city wanted to build his reputation. The fear of failure was a menace that the project had to deal with. Inadequate experience in the application information technology was another challenge that the project faced. The management strategy that I would recommend for the project include outsourcing competent personnel in the field of information technology to jump start a pilot project in a few streets in the city. Rolling the project in the whole city at one time could not yield effective result. Strategic development of checks and balances for the project would help to avoid inconveniencies. Project methodology identified five critical areas that it would address in piloting the project. Selection of technology for the five key areas was a step taken in order to reduce risks. Tendering of the project to large cooperation was a wise move since large corporations have the ability to meet big project. Provision of small tenders to individuals could help in making effective management of the project (Wysocki, 2011). Management of tenders by Deloitte & Touche was geared towards achieving the best result. After the selection of the best bidder, the project rolled out. Management of the project by a firm like Deloitte was a wise decision since it helped the city government to monitor the work without the political interference. The approach that was developed in the project methodology was appropriate since it eliminated risks that the project

Local, State, and Federal Laws and Policie Essay Example for Free

Local, State, and Federal Laws and Policie Essay One of the most important aspects of teaching is providing a safe environment where student learning can be achieved. The only way this can be achieved is by staying up-to-date on all laws and polices in place to help schools and teachers provide a safe environment. There are many documents provided for teachers and students to help them get familiar with all the local, state, and federal laws and polices. This essay will focus on a â€Å"Student/Parent Guide†, â€Å"Faculty Handbook†, and a â€Å"Comprehensive School Safety Plan. † The first artifact is a â€Å"Student/Parent Guide.† This book is considered both a rule book and an information booklet to help in all aspects of student life. It contains a multitude of information regarding the rules governing students, student activities, school curriculum, and general information about the school and its procedures. The first pages describe in detail two Acts dealing with a students enrollment, attendance at school, and the right to retain a drivers license. It also describes the state law relating to the â€Å"Quiet Reflection Time† that public schools are required to uphold. The next section deals with general school information. This section has policies ranging from absences and truancy to first aid and emergency procedures. The next part in the book is the rules governing students section. This section includes the policies dealing with fighting, dress code, drugs, cheating, and many other rules and their consequences. The third section is titled Instructional Program and deals with the schools curriculum. This section begins by stating the schools accreditation and also states that it meets and exceeds â€Å"Section 504† in its special  education program. It also stats the policies on parent conferences, graduation requirements, and summer school. The last section is the schools policies on student actives and assemblies such as pep rallies. Overall, this booklet contains a massive amount of information containing all levels of polices and procedures aimed for student and parent usage. The next artifact is a â€Å"Faculty Handbook.† This handbook is designed as reference book for teachers. It is the centralized book containing all school policies. It beginnings by describing the faculty absentee policy and how to prepare for a substitute teacher. The book details many types of leave such as professional, sick, and personal, and what to do for each situation. The next section of the handbook covers many policies on posting attendance, lesson plans, and grade posting. Classroom procedures, which include discipline, structure, and monetary collections is discussed in the next section. The last section in the handbook explains the policies on field trips, purchase orders, report cards, summer school, and the schools philosophy of education. With all the policy and procedural information contained in this handbook, a teacher can be better prepared for any situation. The last artifact for discussion is a schools â€Å"Comprehensive School Safety Plan.† The school system devised this 100 page plan to ensure the â€Å"highest degree of safety and security in the school environment†. In the first section, a detailed description is given on emergency contacts, school crisis teams, and a list of emergency supplies in school. The second part deals with teacher training for emergencies. It describes how communications should be handled, securing the grounds, student supervision. The last section in the safety plan details a multitude of security risks and their procedures. Some examples include bomb threats, hostage situations, sexual assault, fights, and severe weather. The first is to always be prepared for whatever situation may arise, and with this document, teachers are better prepared to deal with almost all safety situations. In conclusion, with all these documents, students, teachers, and parents can be up to date on all policies that affect them in and around the school  environment.

Japanese Imperialism and WW2

Japanese Imperialism and WW2 What role did Japanese imperialism play in origins of the Second World War and broader rivalries between the great powers? Over its short duration, the Empire of Japan was known to be a modern industrialised nation and a global power in the eyes of the west. Since the First World War, Japan’s military-dominated empire had long been preparing for its pursuit of imperialism. Between the period of 1931-1945, Japan aggressively moved towards expanding its territory through a series of conflicts against China and eventually the United States. Although Japan was faced against strong western competition, the vast imperial advances made by the Japanese had high impact upon the origins of the Second World War. This essay will discuss the origins and actions of imperialism in Japan and its importance in regards to the Second World War. To Japan, to be a modern power, much like that of the west, mean to be a colonial power. After the Meiji Restoration of the nineteen century that reformed Japan’s economic, political and social status, Japan finally had the industrial power to achieve some of its aims. Japan pursued a forceful foreign policy of expansion for the same reasons the Europeans did, including economic as well as nationalist reasons. In 1894, Japan was primarily trade oriented, despite the presence of important elements of industry. By 1930 it was industrial[1]. In the twentieth century, Japanese imperialism became more aggressive and confident after successes against foreign powers. Much like the Sino-Japanese war in 1894, which Japan won in 1895, Japan was strengthened by loses on China’s behalf such as Taiwan and the influence over Korea[2]. The victory was proof to the Japanese that modern weaponry worked and raised Japan’s reputation in the eyes of the west. This reputation was gre atly magnified to not only the west, but to the whole world, when Japan defeated the Russian Empire during the Russo-Japanese war from 1904-1905. The attack on the Russian Navy moored at Port Arthur before the formal announcement of war was so successful, the tactic was later used on Pearl Harbour[3]. In the eyes of many Asians living under Imperialism, it shattered the myth of European invincibility and proved that an Asian power could defeat a European one. After the First World War, Japan had been accepted by the Western Powers as a notable imperial power. By incorporating some of the European ideologies, Japan had been successful in its advances. Though, in the interwar period, most countries in Europe did not want another war. However, since Japan had not suffered as much as some European countries had, the reluctance to engage in warfare was not instilled in their imperialist actions. The empire, by the First World War, had expanded to Taiwan, Korea, the Pacific Island chains and Manchuria. Initially, Manchuria was a forethought to the expansion of the empire: it was not a strategic focus or had high importance of foreign policy[4]. However after 1931 Japan revaluated their strategic plan and focused their power on expanding their empire in the Northeast. Late in 1931, Japan experimented their power, invading the Chinese province of Manchuria and setting up a violently repressive puppet state. In its invasion of Manchuria, Japan had set into motion the first acts of the steps towards World War II that would start about a decade later. However, China was incapable to fight against the invasion due to national political and economic conflict, the allied countries were also practically helpless. Historian Robert Thompson states that America was not prepared to offer military backing to intervene, it however issued ‘The Stimson Doctrine’ which reinforced the allied interest in China. Thompson states that â€Å"by asserting the right to guarantee Chinas survival in the face of Japanese aggression, America acknowledged itself as a major player in the East Asian power game†[5]. It is obvious that many foundations were in place for the Second World War almost decade before the conflict had begun. With this modification the objectives of Japanese imperialism came more obviously into line with the stage of national economic growth, which is highly unusual among empires. The nations of north-east Asia, containing Japan, Korea, Manchukuo, north China, and Taiwan, were to constitute a region in which heavy industry was to be developed. The rest of the occupied area, brought under Japanese control, would serve as the industrial core to spread earnings and trade raw resources[6]. The gain of various resources by Japan, notably in Manchuria, made a trend to the Japanese that imperialism is highly beneficial to their economy. Their economic approach proved beneficial to Japan. War Historian William Beasley states that the foreign investment rate in the â€Å"United States increased, but was always very small. Japan’s grew enormously: from negligible amounts in 1902 to 1,136 million dollars in 1931, that is, to 35 per cent†[7]. Japan’s aggressive imperialism combin ed with its dramatic economic growth, gave allied Western countries reason for alarm before the start of the Second World War. The expansion of the Japanese empire came with their aggressive authority, which proved to be a large concern to the western powers. With the success in their imperial advances and in the period where Japan was seemingly isolated from the international conquest, nationalistic, along with militaristic, sentiments soared within Japan. The attitude was expressed in a speech by General Araki in 1933: â€Å"Needless to say, the Imperial Armys spirit lies in exalting the Imperial Way and spreading the National Virtue. Every single bullet must be charged with the Imperial Way and the end of every bayonet must have the National Virtue burnt into it.[8]† The nature of Japanese imperialism was very similar to western imperialism, notably British. Much like that of the British conquests a decade earlier, Japanese ideologies in imperialism were believed that not all Asians were equally qualified to take part in it[9]. Like that of the comparison between the treatment of aboriginal Austral ians to the treatment native New Zealanders, the Japanese behaved differently in north-east Asia to south-east Asia[10]. Inhabitants of north-east Asia were seen to the Japanese as civilized and were able to be reformed – like that of New Zealanders. The treatment of Japanese rule in China was part of an awareness of shared racial and cultural similarities. In south-east Asia, much like the treatment of aboriginal Australians, the Japanese saw themselves as saviours to the people. There were many issues, however. When co-operation was not imminent, obedience was the only accepted substitute. Differences in the actions of authority between the British and Japanese were no surprise: the Japanese authority reflected the difference in historical experience of the region and were no greater, after all, than those to be found within the British Commonwealth.[11] Japanese imperialism caused many rivalries with the ‘great powers’, notably the United States. Escalating conflicts between China and Japan influenced American relations, and contributed to pushing America towards a war with Japan with the attack on Pearl Harbour. As America was a long-time ally of China, the response to the invasion and the genocide was to deny Japan necessary resources, such as oil and metal. Without oil and metal, Japan’s production would be dramatically slowed. The attack on China was seen to be an insult to the American nation. The statement by academic George Blakeslee in American Foreign Affairs describes the difference between the American and Japanese imperialism and the Japanese insult. †The United States is a vast territory with a great population vis-à  -vis a dozen Caribbean republics, each with a relatively small area and population. Japan, on the other hand, is a country with a relatively small area and population vis-à  -vi s the vast territory and great population of China.[12]† However, the Japanese influence in south-east Asia was a political and economic necessity to prevent western influence from crippling Japan by limited their materials and sea-lanes[13]. Faced with severe deprivations as a result of the American constraint and unable to retreat from China, Japan’s leaders swiftly responded to the American’s restriction, which resulted in the attack upon Pearl Harbour. The imperialist actions on behalf of the Japanese created deep rivalry with America, a former ally, which led to the start of the Pacific War. The Second World War, however, was not sparked only by Japanese expansion into China, there were many other factors that led Japan, and the world, to war. A highly militaristic national ideology prevailed in Japan. The shaping of young men to be soldiers began early: in the 1930s, children toys became a form to familiarize children with weaponry, such as toy soldiers, tanks, rifles and guns as common day toys[14]. Japanese schools also operated like imitation military units, with strict discipline being common practice. Even the emperor was dressed in military attire. The leaders of Japan also often felt a need to prove that their military strength was significant and tough, and this was often a common contributing factor in the origins of wars. The formation of the axis alliance was also a prominent push for war. After being isolated from the ‘international community’ and with concern for the power of America and Britain, the alliance between Japan, Italy and Germany li nked the powers together for war. As both powers despised the European powers and had strong senses of fascism within their empires, although with different nationalities, the alliance with Germany and Italy was an effect measure to expanding Japan’s control. Japanese imperialism played a prominent role in the origin of the Second World War. With the aggressive expansion into China, Japan started the quest for war a decade before it expanded into a worldwide conflict. The imperialist actions led to rise of Japanese expansion and power. Japan’s pursuit for empire that eventually led to Pearl Harbor, would create rivalries with the ‘great powers’ and the origins of the Second World War. Word Count: 1856 (with footnotes) References Beasley, W.G.,Japanese Imperialism, 1894-1945. Oxford: Clarendon Press, 1987. Blakeslee, George H. THE JAPANESE MONROE DOCTRINE. Foreign Affairs 11, no. 4 (July 1933): 671-681. Chang, Iris. The Rape Of Nanking. New York: BasicBooks, 1997 Crozier, Andrew J. The Causes Of The Second World War. Oxford: Blackwell Publishers, 1997 Laurie Barber and Ken Henshall, The Last War of Empires: Japan and the Pacific War, Auckland: David Batement Ltd, 1999 Jung-Bong, Choi. Mapping Japanese Imperialism onto Postcolonial Criticism. Social Identities 9, no. 3 (September 2003): 325-336 S Araki, â€Å"Imperial way†, (speech, January 23 1933); quoted in Ion, A Hunt, B, War And Diplomacy Across The Pacific 1919-1952, (Canada: Wilfrid Laurier University Press 1988), 140 Thomas, Charles S. S. World War II. InEncyclopedia of Violence, Peace, and Conflict, 2512-2524. Elsevier, 2010. Thompson, Robert Smith. Empires on the Pacific: World War II and the Struggle for the Mastery of Asia. New York: Basic Books, 2001 Young, Louise. Twentieth Century Japan : The Emergence of a World Power, Volume 8 : Japans Total Empire : Manchuria and the Culture of Wartime Imperialism. Berkeley: University of California Press, 1998. [1] Beasley, W.G., Japanese Imperialism, 1894-1945. (Oxford: Clarendon Press, 1987), 251 [2] Young, Louise. Twentieth Century Japan : The Emergence of a World Power, Volume 8 : Japans Total Empire : Manchuria and the Culture of Wartime Imperialism. (Berkeley: University of California Press, 1998.), 89 [3] Beasley, Japanese Imperialism, 1894-1945, 69 [4] Laurie Barber and Ken Henshall, The Last War of Empires: Japan and the Pacific War, (Auckland: David Batement Ltd, 1999), 56 [5] Thompson, Robert Smith. Empires on the Pacific: World War II and the Struggle for the Mastery of Asia. (New York: Basic Books, 2001), 39 [6] Beasley, Japanese Imperialism, 1894-1945, 255 [7] Beasley, Japanese Imperialism, 1894-1945, 134 [8] S Araki, â€Å"Imperial way†, ( speech, January 23 1933); quoted in Ion, A Hunt, B, War And Diplomacy Across The Pacific 1919-1952, (Canada: Wilfrid Laurier University Press 1988), 140 [9] Beasley, Japanese Imperialism, 1894-1945, 256 [10] Beasley, Japanese Imperialism, 1894-1945, 256 [11] Beasley, Japanese Imperialism, 1894-1945, 257 [12] Blakeslee, George H, THE JAPANESE MONROE DOCTRINE. Foreign Affairs 11, no. 4 (July 1933): 671-681. [13] Crozier, Andrew J. The Causes Of The Second World War. (Oxford: Blackwell Publishers, 1997), 198 [14] Chang, Iris. The Rape Of Nanking. (New York: BasicBooks, 1997), 29

Tess Being a Victim of Fate in Tess of the DUrbervilles Essay

Tess Being a Victim of Fate in Tess of the D'Urbervilles â€Å"The president of the Immortals had done his sport with Tess† In his novel Tess of the d’Urbervilles Thomas Hardy expresses his dissatisfaction, weariness, and an overwhelming sense of injustice at the cruelty of ‘our’ universal fate disappointment and disillusionment. Hardy puts out an argument that the hopes and desires of Men are cruelly saddened by a strong combination of fate, unwanted accidents, mistakes and many sad flaws. Although Tess is strong willed and is clearly educated emotionally and mentally she soon becomes a victim of ‘fate’. Many people would say that Tess was just unlucky, â€Å"Had a stroke of bad luck,† others would prefer to differ and argue that she has fallen into fates hands. In order to decide whether her story is one of bad luck or bad judgement we need to look into closer detail at her account. Tess is introduced to the readers as a pure and innocent young lady dressed all in white, which symbolizes virginity and purity, whilst her physical appearance suggests a form of innocence and naivety. Hardy proposes that maybe her innocence and purity comes from her lack of experience with people, love and danger. This can be seen when she is exposed to new and different environments and forces. Hardy also introduces class and status very early on, Tess comes from a lower class yet she can make herself seem in a higher status due to her education. Tess’s first encounter of bad luck is when she kills the family horse, Prince. Tess is with her brother Abraham in their wagon whilst discussing about the stars and how they are worlds just like Earth. Tess continues with saying that, â€Å"Most of them splendid and sound-a few bligh... ...e may feel that the choice has been taken away from her and it is a case of survival. Hardy has a strong sense of accidental, coincidental, fate and bad luck. However it is trying to decipher which events are what. For example there are hints that Tess preordained to be murderess, and early in the story, when Prince dies, â€Å"Her face was dry and pale, as though she regarded herself in the light of a murderess.† I believe that many actions that took place in her life were not always bad luck were not always fate but just the path that she led. However her constant bad luck caused her to make bad judgements which then caused us the readers to believe it is fate. To conclude Tess’s innocent and beauty proved to do her no good and she was also unaware of her sexuality. Her lack of common knowledge and wanting from her also made her susceptible to other men.

Humorous Best Man Speech :: Wedding Toasts Roasts Speeches

Humorous Best Man Speech I would also like to thank you all for being here today to share in this very special occasion. Before I begin my traditional destruction of the groom’s character, I would just like to say again how lovely the bride looks today. This is actually the first time I have made a speech (as you can probably tell), and it is true when they say that its nerve racking. In fact I could go so far as to say that I feel about as comfortable as Osama Bin Laden in the Whitehouse. I only feel slightly better knowing that I am not the only one in the room who is apprehensive, but then again she has just married the groom. On the score of being nervous, I am sure that you have all heard the groom say over and over that he has not been at all nervous in the run up to today. Well, that all changed at about 9 o'clock this morning. I've known him for the best part of twenty-three years now and of course there are plenty of things I could tell you about what we were like as kids. Unfotunately, I did consult my solicitor and he tells me that we could still face prosecution, so maybe not. The groom was as born in the early part of 1973 and while I’m not saying that was an omen, events later that year included the oil crisis, the release of The Exorcist, and of course the introduction of Value Added Tax (VAT) in the UK. His mom was only saying last night that he was a pretty baby who was often mistaken for a girl and that as a child he loved nothing more than sitting for hours staring blankly at the TV. No change there then mate! At five years of age, the groom started at the same school as me. I remember that he loved soccer and tried for the school team on every occasion. Unfortunately, he was found to be useless in every position (Turn to bride) Best of luck then! As I got to know him, I realized that here was a man who thrived on daredevil sports and laughed in the face of danger. I tell you, in those days the groom with a hula hoop was a sight to behold. As a kid he had a huge appetite for life, and this helped him become wise.

Murder Mystery story Essay

This is also securing the readers perspective on Sherlock Holmes. All through the Speckled Band Sherlock Holmes displays his distinct ability to decipher the exact meaning of a situation. At the same time that Holmes is doing this, the reader becomes more and more confused about the situation in hand. This is where Conan Doyle’s first person narrative becomes crucial to the story. He uses Dr. Watson as a translator of Holmes’ genius. Watson helps the readers understand exactly what’s going on and, in a way, puts their minds at ease. This is typical of Arthur Conan Doyle. He creates a psychological battle in the minds of the reader. He uses Holmes to create a trouble with interpretation of sequences past and to come and then simplifies it through Watson. This is what makes all Conan Doyle’s stories so brilliant for the reader. Conan Doyle uses Holmes to build up suspense with a possible flaw in Holmes’ brilliance when he declares that the committer of the crime is more cunning than himself. This is essential to the story. Holmes has been portrayed as the best detective in England up to this point and now he himself declares that he has been defeated. This creates extreme suspense for the reader. Also among Holmes’ abilities is his ability to disguise himself. He makes himself appear to be a person with distinct business at the Roylott estate. â€Å"This fellow should think that we had come as architects or on some definite business. † This adds to Holmes’ list of excellencies. He is now toying with the mind of the villain in order to accomplish he task he has been set. The unexpected ending. By the end of the Speckled band Doyle has created such suspense and confusion in the minds of the readers that they are waiting in dire anticipation to find out how it will end. The Speckled Band is, in fact, a poisonous snake native to India, the living place of Dr. Roylott for several years. Roylott used the snake to make its way through the ventilation and into the bedroom of Miss Stoner and poison her. No matter how intelligent the reader they would not have the ability to predict this ending. This is a classic ending because it surprises the reader and although the identity of the villain was obvious all the way through the story, it was never clear how he would have murdered his stepdaughter. This is again excellent writing by Conan Doyle. He builds up tension by repeating the events of the past death of Julia Stoner when Holmes re-enacts the sequences of that fateful night with Helen Stoner as a trap for Dr. Roylott. Arthur Conan Doyle uses vast imagery and description to keep the reader glued. It is with this imagery that he creates the tension and creates a sense of tragedy in the mind of the reader. The word black is repeated several times, and this gives a feeling of doom and imbalance. This, paired with nocturnal, silence, darkness and all the other words of sinister imagery creates more tension for the reader. It all builds up and gives the reader an incentive to carry on, to find out what will occur in the next sequence. All the way through there is a mysterious atmosphere and this only pushes the story further into the classic murder mystery genre. Everything down to he scenery and especially the buildings create a tense atmosphere. Conan Doyle wants to put a picture into the mind of the reader, such that they can almost see exactly they are reading about. â€Å"Grey, lichen-blotched stone†¦ windows broken†¦ picture of ruin. † All these are distinct factors of a house that can be picture in an infinite number of different ways for each individual reader. As this essay concludes the Speckled Band by sir Arthur Conan Doyle is a classic murder mystery story. All the criteria in the second paragraph have been fulfilled. There can be no argument that Sherlock Holmes is the greatest fictional detective in the whole of English literature and Arthur Conan Doyle is, without doubt, the most memorable writer of classic Murder Mystery stories up to the present day. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.