Follow the materials Essay Example | Topics and Well Written Essays - 1000 words

Follow the materials - Essay Example The two targeted audiences are the board of the school and the students. These audiences are different in several aspects (Longaker, 2011). The board is an official body that deals with the school management. This board is in charge of making decisions on matters concerning the school and student welfare. This board has the power to change laws within the school and should be approached with care, using all the writing ethics that are applied in official communication. The second audience consists of students. They are the ones affected by the school policies and laws. As mentioned in the letter to the board, the change in the fee structure will have a huge impact on the way the students function. This audience has no direct effect on the setting of school laws and policies. The final decisions do not lie in their hands, and they have to depend on the board to make important school decisions for them. The two audiences affect the way in which the communication decisions were made. The board implies the need of being official in the communication, bringing up the need to write an official letter. The message is effective because the board can be addressed as a single entity. This means that a single letter can be sent to the entire board instead of writing individual letters to Board members. It is also difficult to get the board to an interactive meeting as most of its members are difficult to reach. Hence, it is easier to write them a letter, which can be read to the entire board whenever they meet. The students, on the other hand, are available during school days and getting them into one sitting is easy. It is easier to communicate to them through mass presentations such as PowerPoint and website presentations. Thus, the decision to use a site presentation was driven by the fact that the students could be addressed quickly and informally. Using letters with them would require that multiple letters be written, one for each student. The letters are also

Compare contrast essay Essay Example for Free

Compare contrast essay Essay Novelist Paul Sheldon has plans to make the difficult transition from writing historical romances featuring heroine Misery Chastain to publishing literary fiction. Annie Wilkes, Sheldons number one fan, rescues the author from the scene of a car accident. The former nurse takes care of him in her remote house, but becomes irate when she discovers that the author has killed Misery off in his latest book. Annie keeps Sheldon prisoner while forcing him to write a book that brings Misery back to life. Compare Contrast Essay â€Å"A Rose for Emily† by: William Faulkner â€Å"Misery† by: Stephen King I’ve chosen to compare contrast â€Å"A Rose for Emily† By: William Faulkner with â€Å"Misery† By: Stephen King, Obsessive women, broken ankles, trapped men Suspenseful endings both of these stories have a lot in common. In Stephen King’s â€Å"Misery† A Famous Novelist named Paul Sheldon is transitioning his writing from Romance to Fiction. While on his way to Colorado from his winter hide away he is in a horrific car accident brought on by the harsh weather conditions. Thankfully the writer’s number one fan and former nurse Annie Wilkes lived nearby and saved Paul from freezing to  death. Annie Wilkes just like Miss Emily Grierson lived isolated and away from the world, though Miss Emily lived in the town Annie Wilkes didn’t Miss Emily Isolated herself socially by not leaving her home nor opening the door when people of the town came by. Annie However, actually lived in an isolated cabin in the mountains. In â€Å"A Rose for Emily† people of the town feel sorry for her because after losing her father (page: 207 she was sick for a long time), But not long after they began seeing her with a gentle man named Homer Barran. A construction worker who had come into town to pave the sidewalks. After a year of being with Homer the towns folk began saying they would marry even though Homer claimed to like men (page: 209, He was not a marrying man). One evening after  ending their relationship Homer went to see Miss Emily using rat poison she killed him and let everyone believe he left and went on with his life while she hid his remains. Annie Wilkes didn’t kill Paul Sheldon, but took advantage of the fact that he had been put in critical condition due to the car accident she removed him from. For weeks she held him captive until he gave her favorite novel the proper ending it deserved. After noticing his several, sneaky attempts to escape Annie straps Paul to the bed and cripple s him by breaking both his ankles with a sledge hammer. Both of these women felt the need to keep these men hidden, trapped, and injured so they may stay with them forever. Miss Emily trapped Homer in death to stay with her since he had no interest in marrying her. In â€Å"Misery† Prior to having his ankles broken Paul finds newspaper clippings of previous victims of Annie where she was never convicted, He then realizes he may be next on her list. Soon after crippling Paul an officer drops by to see if Annie was aware that Novelist Paul Sheldon was missing and they were searching for him. Paul hears the officer and yells for help when Annie hears his screams she kills the officer and Paul is left once more to endure her gruesome punishment. Neither one of the men could predict what was going to happen to them, but Homer didn’t endure being tortured nor was he held captive for weeks. In â€Å"A Rose for Emily† Miss Emily was never caught nor suspected for the  disappearance of Homer. After the death of Miss Emily and after her services the town folk were curious to see   the inside of her home. (page 211, there was one room that no one had seen in forty years, and which would have to be forced). After entering the room they noticed mens toiletries, suits, ties and a pair of shoes even more so they noticed the man in her bed, His well over rotten body lay there in a nightshirt and next to him they could see where Miss Emily would lay beside him every night after his death. Unlike Miss Emily Annie didn’t get away with what she did to Paul, after killing the officer Paul tricks her into buying Champagne and cigars to celebrate the return of Misery, while setting up for their night of celebration Paul lights the re-written novel on fire and throws it. Annie begins to put out the flame when Paul slams his typewriter on the top of her head and shoves pieces of the burned novel pages into her mouth, she then dies of a fractured skull. Sometime after Paul is rescued by police. Both of these stories where great and though they are in different settings the characters shared similar physiological problems and depression. I think if both of these women met and could ever be in the same story there would be gory, suspenseful, torturing of men. I would like to read a book where Stephen King and William Faulkner write a story sharing both their ideas, I think it would be very interesting, thrilling and great to read.

A Midsummer Nights Dream :: essays research papers

i dunn0. By; orange lim   Ã‚  Ã‚  Ã‚  Ã‚  I used to think that life w0uld be easier if you had friends there t0 help y0u.its true. It has always been like that since the 6th grade.   Ã‚  Ã‚  Ã‚  Ã‚  Since the 6th grade there has always been the0ries of  ¡Ã‚ ¥gr0upings ¡Ã‚ ¦ in batches. Unf0rtunately that had t0 happen with me .   Ã‚  Ã‚  Ã‚  Ã‚  The 0nly way I survived the 6th grade til n0w is because of my family , friends and the pe0ple I l0ve.   Ã‚  Ã‚  Ã‚  Ã‚  My family is mainly my dad, my mum, my 0lder br0ther lems, me, my y0unger br0ther jay, and my y0unger sister Sab. We were like the perfect family f0r me. I think we are, because their mine. My dad was a business man, m0m is a lawyer, older br0 is a c0llege quarterback>others think of him as a dreamb0i, but t0 me, waking me up with a  ¡Ã‚ ¥whapak!! ¡Ã‚ ¨ of a pill0w in the m0rning makes me think of him as a nightmare!< I on the 0ther hand am  ¡Ã‚ §I think ¡Ã‚ ¨ the n0rmal 0ne. I am a member of the pep squad and the track team. Student by day trainee in track and pep on the aftern00n onwards.jay then is a basketball player. Sab then is the strangest. She is the j0ker in the family. S0mewhat like the  ¡Ã‚ §luis stevens ¡Ã‚ ¨ of the family. But she excels in the fields 0f v0lleyball.and in math.   Ã‚  Ã‚  Ã‚  Ã‚  Then there are my friends. Theres tammi, a  ¡Ã‚ §study first bef0re anything ¡Ã‚ ¨ type a girl. Mariel a team cap in v0lleyball.tara, a c0-cap in v0lleyball. Thea and MR 2 0ver achievers, but MR m0stly acts like a cl0wn.strict th0ugh. Then there ¡Ã‚ ¦s kat. A great seatmate. We usually had breakfast together coz we usually were the early c0mers to class. All of us are n0w in the 9th grade. Trying to make it to the top.   Ã‚  Ã‚  Ã‚  Ã‚  Last yet the greatest is Chin0.he isn ¡Ã‚ ¦t a chink though. i just like calling him that. His full name is Zigfried Derek Bartholomew. But he doesn ¡Ã‚ ¦t look that of a Zigfried. I only call him that when I get mad at him. Then he says  ¡Ã‚ §how ¡Ã‚ ¦d it go back to Zigfried? ¡Ã‚ ¨ then he ¡Ã‚ ¦d know I ¡Ã‚ ¦m angry..   Ã‚  Ã‚  Ã‚  Ã‚  So this is where the story starts.   Ã‚  Ã‚  Ã‚  Ã‚  I was on my way to school but my m0m said  ¡Ã‚ §orange, where d0 you think your going? ¡Ã‚ ¨ I said  ¡Ã‚ §to school.. for training ¡Ã‚ ¨. she then had a smile on her face then s0me0ne blind f0lded me and guided me t0wards what I think was the backyard.

Cultural Anthropology and Ethnographic Fieldwork Essay -- Cultural Ant

Cultural Anthropology and Ethnographic Fieldwork James P. Spradley (1979) described the insider approach to understanding culture as "a quiet revolution" among the social sciences (p. iii). Cultural anthropologists, however, have long emphasized the importance of the ethnographic method, an approach to understanding a different culture through participation, observation, the use of key informants, and interviews. Cultural anthropologists have employed the ethnographic method in an attempt to surmount several formidable cultural questions: How can one understand another's culture? How can culture be qualitatively and quantitatively assessed? What aspects of a culture make it unique and which connect it to other cultures? If ethnographies can provide answers to these difficult questions, then Spradley has correctly identified this method as revolutionary. Cultures are infinitely complex. Culture, as Spradley (1979) defines it, is "the acquired knowledge that people use to interpret experiences and generate social behavior" (p. 5). Spradley's emphasizes that culture involves the use of knowledge. While some aspects of culture can be neatly arranged into categories and quantified with numbers and statistics, much of culture is encoded in schema, or ways of thinking (Levinson & Ember, 1996, p. 418). In order to accurately understand a culture, one must apply the correct schema and make inferences which parallel those made my natives. Spradley suggests that culture is not merely a cognitive map of beliefs and behaviors that can be objectively charted; rather, it is a set of map-making skills through which cultural behaviors, customs, language, and artifacts must be plotted (p. 7). This definition of culture offers insight into ... ..."Not a Real Fish: The Ethnographer as Insider-Outsider." In P. R. DeVita (Ed.), The Naked Anthropologist: Tales from Around the World (pp. 73-8). Belmont: Wadsworth Publishing Co. Mead, Margaret. Margaret Mead: Taking Note. (video) Raybeck, D. (1992). "Getting Below the Surface." In P. R. DeVita (Ed.), The Naked Anthropologist: Tales from Around the World (pp. 73-8). Belmont: Wadsworth Publishing Co. Spearman, A. M. (1988). Yoqui: Forest Nomads in a Changing World. Fort Worth: Holt, Rinehart and Winston, Inc. Spearman, A. M. Fighting the Odds for Cultural Survival. (publishing information was unavailable) Spradley, J. P. (1979). The Ethnographic Interview. Fort Worth: Harcourt Brace Jovanovich College Pub. Spradley, J. P. & McCurdy, D. W. (1972). The Cultural Experience: Ethnography in a Complex Society. Chicago: Science Research Associates.

Characteristics of Malcolm Rivers Essay

Which is more powerful, the human mind or body? And, how can a mental illness like dissociative identity disorder effect the way we connect our mind and physical body? Malcolm Rivers, a convicted murderer in the movie Identity, is on death row, awaiting his execution for several brutal murders he had orchestrated. Due to that fact that Rivers had been diagnosed with a mental illness, D. I. D, he has no control and did not receive any medical/psychological help, he cannot be held accountable for his actions. In the movie, Malcolm has blackouts which sometimes last for days at a time. These blackouts cause him to have no control over his mind or body. He believes that he is one of the characters that have been created in his head. An example of this would be when Dr. Mallick hands him the mirror to see his reflection, Rivers does not expect to see what he saw, he was expecting to see who he thought he was at the time (the cop). This shows that he has no control over who he thought he was. This also relates to control over his actions, if in his mind he was not who he believed to be, then he cannot be responsible for the actions portrayed by a fake internal personality. A second example which shows that he has no control, is when he fades in and out of character at random times. During the same mirror scene, Malcolm bizarrely fades back into the internal personality of the cop. There is no mental or physical control over these fade backs, leaving Mr. Rivers helpless in the situation. Mr.  Rivers was not offered any medical treatments or help, meaning, Malcolm was helpless; he was definitely suffering mentally caused by many traumatic incidents he was put through as a child. In the beginning of the movie, for example, we hear (from the tape recorder) Dr. Mallick asking Malcolm about his childhood. The things that had been said about his mother being a prostitute and stories about his childhood where he was left at a motel, are sure to cause any child psychological trauma, and with no one to confide in or to speak to about his problems, he was bound to get D.  I. D; this mental disorder proves that he cannot be responsible for the murders. Dr. Mallick only helped to prove that it was the ten personalities controlling Malcolm’s actions, and not Malcolm himself, but he failed to help him seek treatment or psychological help before any of this happened. If only Malcolm had been given the attention he needed, he would not have built up all this repression. Furthermore, the last personality, timmy, who is like a reflection of his brutal upbringings as a child, turns out to be the real murderer. Malcolm Rivers is not responsible for the murders and should not be held accountable for any negative actions done while his state of mind is in that of one of the internal personalities. Mr. Rivers is unable to control his mind and body; shown when he has uncontrollable black outs and fade backs into one of the made up personalities. Malcolm is not mentally stable and probably has post traumatic stress syndrome; He has not received any real form of psychological help, which is another reason as to why he is so helpless, and therefore not responsible

Archimedes Principle Essays - Fluid Mechanics, Fluid Dynamics

Archimedes Principle Essays - Fluid Mechanics, Fluid Dynamics Archimedes Principle Physics 202 Professor Lee Carkner Lecture 2 PAL #1 Fluids Column of water to produce 1 atm of pressure P = rgh P = r = 1000 kg/m3 g = 9.8 m/s2 h = P/rg = Double diameter, pressure does not change On Mars pressure would decrease Mars has smaller value of g Archimedes Principle What happens if you put an object in a fluid? Called the buoyant force If you measure the buoyant force and the weight of the displaced fluid, you find: An object in a fluid is supported by a buoyant force equal to the weight of fluid it displaces Applies to objects both floating and submerged Will it Float? Density An object less dense than the fluid will float A floating object displaces fluid equal to its weight A sinking object displaces fluid equal to its volume Floating How will an object float? The volume of fluid displaced is proportional to the ratio of the densities Example: ice floating in water, riVig=rwVwg Vw=Vi (ri/rw) rw = 1024 kg/m3 and ri = 917 kg/m3 Ideal Fluids Steady Incompressible density is constant Nonviscous Irrotational constant velocity through a cross section The ideal fluid approximation is usually not very good Moving Fluids What happens if the pipe narrows? Avr = constant If the density is constant then, Av= constant = R = volume flow rate Constricting a flow increases its velocity Because the amount of fluid going in must equal the amount of fluid going out Or, a big slow flow moves as much mass as a small fast flow Continuity R=Av=constant is called the equation of continuity You can use it to determine the flow rates of a system of pipes Cant lose or gain any material The Prancing Fluids How can we keep track of it all? The laws of physics must be obeyed Neither energy nor matter can be created or destroyed Bernoullis Equation Consider a pipe that bends up and gets wider at the far end with fluid being forced through it Wg = -Dmg(y2-y1) = -rgDV(y2-y1) The work of the system due to pressure is, Wp=Fd=pAd=DpDV=-(p2-p1)DV D(1/2mv2)=1/2rDV(v22-v12) p1+(1/2)rv12+rgy1=p2+(1/2)rv22+rgy2 Consequences of Bernoullis Fast moving fluids exert less pressure than slow moving fluids This is known as Bernoullis principle Energy that goes into velocity cannot go into pressure Note that Bernoulli only holds for moving fluids Bernoulli in Action Blowing between two pieces of paper Convertible top bulging out Airplanes taking off into the wind Lift If the velocity of the flow is less on the bottom than on top there is a net pressure on the bottom and thus a net force pushing up If you can somehow get air to flow over an object to produce lift, what happens? Deriving Lift Use Bernoullis equation: pt+1/2rvt2=pb+1/2rvb2 The difference in pressure is: pb-pt=1/2rvt2-1/2rvb2 (Fb/A)-(Ft/A)=1/2r(vt2-vb2) L= ()rA(vt2-vb2) Next Time Read: 15.1-15.3 Homework: Ch 14, P: 37, 42, 47, Ch 15, P: 6, 7 Which of the following would decrease the pressure you exert on the floor the most? Doubling your mass Doubling the mass of the earth Doubling your height Doubling the size of your shoes Doubling air pressure Which of the following would increase the pressure of a column of fluid of fixed mass the most? Doubling the width of the column Halving the density of the fluid Halving the mass of the Earth Halving the speed of the Earths rotation Doubling the height of the column Summary: Fluid Basics Density =r=m/V Pressure=p=F/A On Earth the atmosphere exerts a pressure and gravity causes columns of fluid to exert pressure Pressure of column of fluid: p=p0+rgh For fluid of uniform density, pressure only depends on height Summary: Pascal and Archimedes Pascal pressure on one part of fluid is transmitted to every other part Hydraulic lever A small force applied for a large distance can be transformed into a large force over a short distance Fo=Fi(Ao/Ai) and do=di(Ai/Ao) Archimedes An object is buoyed up by a force equal to the weight of the fluid it displaces Must be less dense than fluid to float Summary: Moving Fluids Continuity the volume flow rate (R=Av) is a constant fluid moving into a narrower pipe speeds up Bernoulli p1+1/2rv12+rgy1=p2+1/2rv22+rgy2 Slow moving fluids exert more pressure than fast moving fluids

How To Unlock Quality Content From Your Worst Posts

How To Unlock Quality Content From Your Worst Posts You had a great idea, you wrote your heart out, and it turned out to be a hugedud. How do you recoup the time and effort you put into it? Because if time is money, you don’t want to have wasted it. Bottom line, and all of that. Your worst-performing content must be something you learn from, and/or reuse. 10 Ways To Unlock Quality Content From Your Worst-Performing Posts via @JulieNeidlingerWhat are some characteristics you’ll see evident in your worst-performing content? I’m going to hazard a guess and say: Weak, vague, or inaccurate headlines Low-grade graphics Completely irrelevant to your audience Lax compliance with promotion and social media strategy Bad timing Keep that last one in mind and remember that content that performs poorly might not always be the fault of the content itself, but might be problems with promotion. Anyway, what can you learn (and do) when you have a content dud on your hands? 1. Your Research Is Never Wasted No matter how crappy your content, your research is never wasted (that is, if there was any research in it). Research is hugely time consuming, so there is absolutely no way you want to waste the information you found. Even if the first way you packaged that research tanked, use it again in a different way. Make an infographic. Rewrite the content with a different approach. Write it into a guest post for someone else. Don’t waste the time you invested in finding that information. 2. Your Approach Might Be At Fault Great ideas turn into bad ideas depending on how you approach the topic. I wrote a pretty stinky blog post a while back, bad enough that I would want to protect my mother’s eyes from ever catching a glimpse of it. It probably wasn’t a bad idea as far as the topic (lack of planning can kill your blog), but the approach was all wrong. Considering that the post talked about how to make your blog fail...maybe have the post bomb was a self-fulfilling prophecy. Whatever the case, the comments section is all crickets chirping. Have a blog post that bombed? Maybe your approach was at fault.It’s hard to separate the idea from the approach in knowing which was the reason for the failure of the content. Thing is, you won’t know if an approach won’t work until you try it. So while it’s not a shining moment of glory, I’m glad I took a swing at it anyway so I could at least know. Recommended Reading:  9 Ways To Reclaim Your Breakthrough Content Ideas From Old Posts 3. You Have A Chance To Bare All If you’re not allergic to humble pie, you can use the opportunity of a failed piece of content to ask a more experienced content marketer what they think went wrong. Whether you do this behind the scenes or do it publicly and turn it into another piece of content (â€Å"Why My Post Bombed† or â€Å"3 Experts Dissect A Bad Piece Of Content†). Hootsuite did something like this: Ouch. Heres what we learned from our WORST performing content: http://t.co/czwpTFg6hG pic.twitter.com/WiX6VOp7zk Hootsuite (@hootsuite) February 12, 2015 Confessional behind-the-scenes content is appealing to readers (as you’ll see in item #4). Wouldn’t you like to know all the dirt on how a post gets created here at , and what we do when something flops? I know I enjoy reading that type of revealing content from big name bloggers because it actually encourages me; there’s a sense that the gods came down from Olympus. Recommended Reading:  Proof That Publishing More Content Won’t Grow Your Blog Traffic (And How To Do That) 4. You Can Do A Post Mortem Speaking of content dissection, why not do it yourself? Slice and dice that content and see if you can learn something from it post mortem. What are you looking for? Redundancy. When I have nothing to say, I usually find lots of ways to say it, repeatedly. It makes for hideous content. Bad headlines. Headlines are what get people to read. Search engines might not care, but people do, and people are a huge part of your audience. They make up 100% of it. Communication barriers. I’ve written about communication barriers that we put in front of our readers. Tone, ego, language- they all play a part in turning people off from your content. Uninteresting research. Piling research into your post is only valuable if it’s actually valuable and interesting research. If you’re going to use research, you need to find a way to liven it up either by â€Å"translating† it anecdotally for your reader, or using comparison and contrast to put that research into the context you’re going for. Simple spewing out percentages in a list can be mind numbing. Too much copycat. Your headline, your post- whatever it was- is just like every other blog post being written out there. Be careful about mimicking the influencers; everyone else is, too. Nothing trumps a defiant streak of originality. You were bored writing it. No one creates boring content like a bored writer. Your readers didn’t care. It doesn’t matter if the topic was important to you. It has to be important to your reader. All your passion on a topic amounts to zilch if Melonie Dodaro did a post mortem on her seven worst blog posts, and you can get an idea of how to go about it using her example. You’ll notice that key among her findings was how a headline either had little to do with the post (and people bounced out as soon as they realized it) or was a dog from the get go. Headlines, headlines, headlines. So important. I read Dodaro’s entire blog post because I’m like most of you: I have a slight penchant for schadenfreude mixed with curiosity over the confessional approach. So that, right there, is a great way to turn blog post duds into traffic getters. 5. Your Practice Is Never Wasted Practice doesn’t make perfect, but it does make a habit. Not only did that bad content still have a role in your writing training and habit-making, it fulfills that important role of letting you experience failure so you know better what is good, what is bad, and the art of being able to pick yourself up and move on. Everything- even the failures- is a data point. Hopefully you’re tracking it. 6. It Might Be Time To Shift Your Strategy Perhaps your content wasn’t all that bad, but it performed badly because your social sharing, paid promotion, email, or other promotion methods are in need of a tune-up. Are you promoting your content at the wrong time of day or the wrong day of the week? Has your audience changed since when you first started? Are you on the wrong social network? Do you need to send out more emails? You’ll often see blog post suggesting that you review your data, your results, and ultimately your strategy periodically. If you’ve noticed a series of poorly performing content, it might be a sign you need to do that, that your strategy needs to be retooled. You've had blog posts bomb. How often do you check your data to know what really happened?7. You Didn’t Leave Enough Time Maybe you slipped a bit and weren’t doing as well as you’d hoped as far as planning your content on your editorial calendar. You didn’t give yourself enough lead time to keep up with posts, and are fast approaching the point where you’re behind the curve instead of ahead of it. What do you do in a rush? You start to lose sight of important things, such as keeping your SEO tight and your copy audience-suited. Not all poorly-performing content is the result of letting time get away from you, but it’s worth an honest look. This is one of the reasons an editorial calendar is so vital. It keeps you from falling into that dark valley of â€Å"OMG, I need a post for tomorrow!†, a valley where sloppy and shallow are most likely to emerge. Look at the poor performing content, and take a look at your editorial calendar or work schedule. How much of a rush were you in? If you had a post that bombed, how fast did you write it? You can use that idea again, here's how.If you can’t keep up with the content quality because you bumped the quantity up a few notches, bring it back down and work on focusing on a singular post a week. 8. Your SEO Has Gone Wild Being rushed sometimes means your SEO is barely given a nod. On the flip side, though, getting too narrow a focus on a keyword can also derail your content. Dodaro admits as much for one of her failed blog posts, noting that the problem with a post was a faulty headline which had an â€Å"SEO keyword crammed in at the expense of title’s integrity†. Yep. We’ve done that, too. Ever see those weird headlines that look like someone bungled the grammar, leaving out the article in the midst of a keyword phrase or seeming slightly off from how a real person talks? â€Å"How Market Research Firm Can Help You† â€Å"What Time Is The Super Bowl?† (An actual headline from the Huffington Post. Probably a huge long-tail search term, but how much content can you really create for that without seeming obnoxious?) â€Å"The Business Social Media Hacks That Work† That’s what happens when your headline is an indentured servant to keywords and SEO. It’s as if you’re playing the Cat Game from Super Troopers, packing keywords everywhere you can: Fast Company puts this well: â€Å"If you find yourself trying to fit a square-pegged keyword into a round-shaped title, just let it go. You don't want to write something that doesn't make sense or confuses the reader just for the sake of SEO.† Clunky headlines that search engines might love but people ignore don’t do you any favors on social media and in email. 9. Decide If You Need To Cull It I won’t recommend deleting content, but if you are unable to bear the thought of that awful content existing, perhaps it’s time to remove it. However, be sure to salvage what little traffic you had coming to it. Direct that low-performing post to a brand new, much better post using a 301 redirect. Or, follow the Moz blog’s suggestions for weeding out low-performing content and cleaning up your site. 10. Look For Salvage Maybe you can save it. How bad was your post? Be sure you are really identifying your site’s worst-performing content and not just the stuff you don’t like yourself. At that point, there are likely things you can still salvage if the sum of the parts happened to be less than stellar. Did you have an idea for an interview and the interview went badly? Maybe the interviewee answered in one- or two-word answers. Can you turn that interview into data or other forms (charts, percentages, or recharacterizations)? Maybe you got sloppy and cheated a bit on the headline by using the first one that came to mind instead of really working through the best options.Why not change the headline, and reset your social sharing and promotion to see if it fares better? At the very least, you can get some A/B testing data out of that between the two headlines. Take Action:  Look through your analytics and choose at least three of your worst-performing blog posts. Dissect them. Figure out why they bombed. Was it: Headline problems Copy failures Wrong topic Wrong timing Lack of proper promotion Uninterested writer Dissect your bad content and figure out why it  didn’t work. Rework them into a new piece of content, and try again, taking into account the things you did wrong the first time. Or, develop a checklist for yourself to be sure you don’t repeat the same mistakes for future content.

Online Classes Essay Example

Online Classes Essay Example Online Classes Essay Online Classes Essay Online Classes are easier for me to attend due to the convenience of flexible hours, the savings of time and money, and technological edge. Every morning I wake up and make my coffee, log into my computer, and check into my online classroom. I post answers to discussion questions throughout the week, write research papers, take weekly quizzes, and read my textbook all online. I actually enjoy this time. I get to wear my glasses, slippers, yoga pants, and cozy sweater, rather than jeans, boots, make-up and contacts. I don’t have to carry my backpack, find parking, or miss my cat. In my experience with online classes, I have found that the level of difficulty is equal to that of the traditional classroom. Online classes present the same level of challenge, but they are much more convenient. No set time is established for when and where you work. Courses are accessible from any computer, and usually twenty-four hours a day. I am able to plan my study time around my day instead of the other way around. I can listen to online lecture late at night when the house is quiet, or during the day when everyone has gone to work. I can pause, replay, and skip as much audio lecture as I want. Last night I took an exam at ten p. m. This was after a day of on campus classes, a dentist appointment, and a work shift. I knew I could fit the fifty minute timed exam in my day somewhere, but the flexibility of being able to have it done by midnight made my day flow with ease. The online classroom allows me to save money on textbooks and gas. I drive a suburban that has a huge gas tank, and takes nearly a hundred dollars to fill. Instead of driving forty minutes to campus five days a week, I meet face to face with my online class for three labs, and the final. My lab teacher created her own Lab book designed for online learning that saved me $150 dollars on the traditionally required lab book. Because Online classes save time and are flexible I am able to have more time to earn money. I feel balanced knowing I am not falling to far behind financially. Also, I am gaining more experience with Technology. I am exposed to the latest technology, potentially giving me an upper-hand upon entering the workforce, where knowing new technology may quickly affect my success. Emphasis is placed on developing skills and knowledge in technical areas that can have practical value in the workplace. Scanning in homework, listening to audio lectures (much like a taperecorded classroom), submitting assignments to an online dropbox, and emailing my professor are done on a daily basis. I have developed problem solving, time-management, critical thinking, communication and teamwork skills via an online community. Online classes work for me primarily because I am already a non-traditional student. I’m thirty years old, have an Associates degree, and I used to learning on my own. I do not need the structure of a regularly scheduled class to make sure that I am organized enough to complete my assignments in a timely manner. From my work as an Assistant Buyer and Retail Manager, I am already skilled in the self-motivation and drive necessary to stay on top of online classes. Additionally, I am one hundred percent committed to completing my education as quickly as possible and willing to put in all of the work necessary to do well. Online classes do not get cancelled. During snowstorms, colleges may cancel classes. This can hurt students who are on a tight schedule. People who learn online do not have to worry about cancelled classes. Even if their Internet service shuts down, a friend, or the library has the internet and they will still be able to complete their assignments on time. When colleges cancel classes, those classes have to be made up. This may cause the semester to run longer or the class may run longer in some cases. Since classes are online, students do not have to attend classes. For those who work full-time, this will save time, and make scheduling events in their lives much easier. Students will also not have to find parking spaces, leave work early to go to class, or miss family time. Lectures and other materials are sent to the student who will then read them and prepare to take quizzes and complete assignments. Students will never have to visit a classroom. Students will be able to plan their study time around the rest of their day instead of the other way around. Studying at nighttime or in the morning is up to the student. It is recommended that students try to develop a study routine if they can. Having to work and attend classes at the same time can be very stressful. Online classes remove the stress by allowing students to learn when it is convenient for them. During snowstorms and thunderstorms, colleges may cancel classes. This can hurt students who are on a tight schedule. People who learn online do not have to worry about cancelled classes. Even if their Internet service shuts down, a friend, or the library has the internet and they will still be able to complete their assignments on time. When colleges cancel classes, those classes have to be made up. This may cause the semester to run longer or the class may run longer in some cases. For those who work and have families, every second counts. In most online degree programs, students will not have to take elective classes unless required by their major. This allows students to study specifically what they need to learn for their job. For many students who want to focus on information relevant to their major, this approach will save time and help students earn their degree faster.

Supremacy of EU Law Essay Example | Topics and Well Written Essays - 2500 words

Supremacy of EU Law - Essay Example The reliability of EC law is made certain by its supremacy over national law and this is the fundamental value of EC law when developed by means of the European Court of Justice. The courts started to accept the idea of supremacy and began to make a decision such cases as Costa v ENEL in a very Community optimistic way. Consequently for EC law to succeed over national law, member nations would have to change their lawful systems to stick on to the principle of supremacy. The participants to the Treaty of Rome shaped a supra-national legal structure involving themselves, with its individual enforcement systems (the Commission and ECJ). For the reason that all the Member States are identical under the Treaty, they ought to have the identical rights and responsibilities. This is attained by making sure that, in the regions where the affiliate States have decided to act as a Community, they restrict their individual national authority to take action (123HelpMe.com. 2010) The European Court of Justice (ECJ) is the legal wing of the European Union. Its major job is to interpret EU legislation and make certain that EU legislation is evenly observed by all the Member States (Skiadas, 2005). Its legitimate base is found in the Treaty creating the European Community (AKA Treaty of Rome). To alleviate the trouble of the ECJ’s vast case load, a 1988 Council resolution formed the Court of First Instance (CFI). The CFI can submit cases to the ECJ when their outcomes have the capability to seriously influence the nature of Community law. Every EU Member State appoints one judge to the ECJ and they are assisted by advocates general who present opinions to the Court.

Leeds Bradford Airport Essay Example | Topics and Well Written Essays - 1500 words

Leeds Bradford Airport - Essay Example Primarily, promotion is aimed at informing the clients the existence of a new product or service in the market (Peterson et al, 2010, p.168). It also appeals to the customers that the products and services to be introduced into the market are better that the ones that have been existence. A number of procedures are available that can be used by the organization to help win customers to its new flight services. These include advertisement, sales promotion, public relations, publicity, and personal selling (Harper, 2003, p.108). An effective promotion by the new budget airline will require an integration of these different approaches into the operations of the organization. Advertisement Advertisement refers to providing information to the targeted clients on the availability of new services in the market. It also appeals to the customers by pointing out the desirable qualities of the new services that distinguishes them from other services available in the market. Advertisement can be done through different media. These include print media (newspapers and magazines), television, radio, internet, or public service advertising. In choosing the medium to use for advertisement of services, the company has to understand the medium that is common among the targeted customers (Harper, 2003, p.109). ... About 40% of the funds need to be set aside for advertisement in television. A larger proportion of the targeted customers are adults engaged in some activities during the day. Thus, these advertisements should be aired out in the evenings. Newspapers and magazines are also common and are effective in providing other details like the flight schedules. This medium should receive 20% of the advertisement funds. Many people have access to radio. However, the advertisement through radio is often less reliable since most people listen to radio while they are attending to other things. Drawing their attention to an advertisement may not succeed and it would require that the advertisement be replicated several times in order to e effective. This medium should be allocated 10% of the funds. The internet is increasing its popularity especially among the young adults and middle-aged individuals. It is more likely that the clients who would use the flight services have access to, and uses, inte rnet services. Internet advertisement should take 20% of the advertisement funds. The remaining 10% should be used for other advertisement means like direct mails to potential clients. Sales promotion Sales promotion activities involve providing incentives to the clients of the company to improve on the sales of the services. Sales promotion involves activities like promotional sports competition, sweepstakes, and sales coupons. One promotion initiative that can be used by the organization is to sponsor some annual or seasonal sports activity like soccer tournament for youths below the age of 23 years in the UK. Besides, the company should issue its flight tickets at much lower

Genesis and exodus Essay Example | Topics and Well Written Essays - 250 words

Genesis and exodus - Essay Example God also assures Abraham that after punishment He will raise up the Israelites and lead them to the Promised Land. After 400 years of hardship and torture in the exile, the Israelites were ready to leave Babylon and go back to rebuild Jerusalem. However, bearing in mind that it was not an easy task, the books of Isaiah and Genesis encourage the exiles to leave Babylon and go back to rebuild Jerusalem. In order to encourage exiles, these two books (Isaiah and Genesis) used different means including reminding them of the God’s promises. For instance, the book of Genesis reminds exiles how God entered into a covenant with Abram. The book of genesis states that â€Å"And Abram fell sound asleep when the sun went down. Then he was overwhelmed by a great terror. Then the Lord said to him, â€Å"Know for sure that your descendants will be strangers in a foreign country. They will be oppressed and enslaved for 400 year. But I will execute judgment on the nation that they will serve. Afterwards, they will come out with numerous possessions. But for you, you will join your ancestors peacefully and be buried at a good old age. In the fourth generation your descendants will come back here, for the sins of the Amorites have not yet reached its limit.† When the sun had gone down and it was dark, a smoking firepot with a flaming torch passed between the animal parts† (Gen. 15: 12-17) On the other hand, book of Isaiah encourages exiles by also reminding them God’s plan. For instance the book of Isaiah states that â€Å"Now, this is what the Lord says, the one who created you, O Jacob, and formed you, O Israel: â€Å"don’t be afraid, for I will protect you. I call you by name, you are mine. When you pass through the waters, I am with you; when you pass through the streams, they will not overwhelm you. When you walk through the fire, you will not be burned; the flames will not harm you. For I am the Lord your God, the sovereign king of Israel, your deliver. I have handed over

Every religion or belief system encourage people to be a moral and Essay

Every religion or belief system encourage people to be a moral and good person, which this result to a good and healthy society. Explain how different religions try to achieve this purpose - Essay Example The religious practices of the family decide one’s concept of right and wrong and inculcate the observance of values such as charity, honesty truth and forgiveness. Religions across the world give importance to these values and hence whichever religion one practices, it has the strength to play a vital role in bringing about peace happiness and harmony in society. Religion has been described as a set of beliefs or moral codes that influence a person’s behavior and beliefs in what is right and wrong. It is considered that religion or the concept of God or a superhuman being or beings, came into existence to counter primitive man’s helplessness against the furies of nature. However, as man evolved and began to reason and to be able to explain the forces of nature and control them to a large extent; the question of where he came from or what his ultimate destination is remained unanswered, and instilled a sense of uncertainty and to some extent fear in man’s mind. This uncertainty and fear are really the beginnings of all religions. Therefore one may assume that religion fulfills man’s psychological need to counter his fears and believe in an agency to which he refers by various names to help him face stress, grief and various anxieties in the crises that he faces during his life. Religion also plays a powerful role i n society. It helps man define what is right and wrong in society. A man’s religion lays down norms of right and wrong that he follows without giving it much thought; his fear of retribution if he does not follow those norms most times compel him to keep on track. Hence society is a safer place due to the forces of religious values. The sacred texts of all religions lay down rules of right and wrong and these rules do not differ much from one religion to another except in the way they are explained or the rituals that are performed in relation to these ethical codes. Compassion, tolerance, love and service, justice,

Syllabus Design in the Arena of English Language Learning in South Kor Essay - 2

Syllabus Design in the Arena of English Language Learning in South Korea - Essay Example This strategy would dictate that students would be taught other subjects, such as science and social studies, in English. The idea would require students to be language students of whatever content is being taught. Because I have taught ESL in Korea for 7 years, have taken a course in TESOL, and my experience in my current syllabus writing course, I could have predicted the negative reaction to the program. The content-based syllabus was met with widespread criticism and the program was quickly terminated. This outcome was predictable based on the problematic application of a content-based syllabus at the middle and high school level. Syllabus design has exposed me to the requirements of readiness in second language teaching. As a rookie teacher, the conventional wisdom taught that a good second language teacher would rely on a structural and notional-functional syllabus. A structural syllabus is a collection of forms and structures, while the notional is a collection of the functions that are performed when the language is used. In light of my recent educational experience, I no longer rely on those outdated models nor do I apply them. My daily schedule involves teaching conversational English to classes of students with varying backgrounds. The students may range from middle school level to the business professional. The classes may be all of one level or mixed, which demands a different approach to the question of the syllabus for each class. I approach my classes, and the issue of the syllabus, from the principle of theory meets reality. Beyond simply teaching the class, a key component of the syllabus is to maintain the motivation of the students. For the most basic learners, my approach is to use a mixture of a structural/notional syllabus. For the false beginners, a skill-based/ task-based syllabus is used. For my  intermediate and higher level learners a content-based syllabus is used.

Every religion or belief system encourage people to be a moral and Essay

Every religion or belief system encourage people to be a moral and good person, which this result to a good and healthy society. Explain how different religions try to achieve this purpose - Essay Example The religious practices of the family decide one’s concept of right and wrong and inculcate the observance of values such as charity, honesty truth and forgiveness. Religions across the world give importance to these values and hence whichever religion one practices, it has the strength to play a vital role in bringing about peace happiness and harmony in society. Religion has been described as a set of beliefs or moral codes that influence a person’s behavior and beliefs in what is right and wrong. It is considered that religion or the concept of God or a superhuman being or beings, came into existence to counter primitive man’s helplessness against the furies of nature. However, as man evolved and began to reason and to be able to explain the forces of nature and control them to a large extent; the question of where he came from or what his ultimate destination is remained unanswered, and instilled a sense of uncertainty and to some extent fear in man’s mind. This uncertainty and fear are really the beginnings of all religions. Therefore one may assume that religion fulfills man’s psychological need to counter his fears and believe in an agency to which he refers by various names to help him face stress, grief and various anxieties in the crises that he faces during his life. Religion also plays a powerful role i n society. It helps man define what is right and wrong in society. A man’s religion lays down norms of right and wrong that he follows without giving it much thought; his fear of retribution if he does not follow those norms most times compel him to keep on track. Hence society is a safer place due to the forces of religious values. The sacred texts of all religions lay down rules of right and wrong and these rules do not differ much from one religion to another except in the way they are explained or the rituals that are performed in relation to these ethical codes. Compassion, tolerance, love and service, justice,

Contract Law, Case Study Coursework Example | Topics and Well Written Essays - 1000 words

Contract Law, Case Study - Coursework Example 5 if â€Å"horse was lucky for him.† It was held that this statement was too vague to become a valid offer. The buyer did not clearly state that in what way the horse should have been lucky for him. There are also statements made that are mere queries for more information. Such statements also do not become a valid offer. In Harvey v Facey2, the plaintiff was interesting in buying land which had not been advertised for sale by the owner, the defendant. The plaintiff asked the defendant for the lowest price that he would be accepting for the land. The defendant replied with a price and the plaintiff tried to accept it. It was held that the plaintiff could not accept that price because there was no offer by the defendant. There was a price but no intention to sell the land in the reply of the defendant. It was just an early step in the process of negotiation. An offer is meant to be the last word of the parties to a contract. This is why a counter-offer revokes the original offe r. In Hyde v Wrench3, the defendant offered to sell his land to the plaintiff for ?1000. The plaintiff said that he would pay ?950 instead. Later, he agreed to pay the full price but heard nothing from the defendant. It was held that the offer to sell the land at ?1000 had expired when the plaintiff made a counter-offer. Therefore, the original offer was no longer open for acceptance. It is essential that both parties must agree to the same thing in the same sense. An offer must be communicated to the offeree. It is deemed to be communicated to the offeree when it comes into his notice. The offeror can put a stipulation on his offer regarding its acceptance in time. If the offer is not accepted within that time, it is revoked. An offer can be revoked at any time before it has been accepted. If an offeree wants the offeror to keep an offer open for acceptance, he must pay a consideration for it. In Routledge v Grant4, the defendant promised to keep his offer to purchase the lease of the plaintiff’s house open for acceptance for six weeks. He changed his mind and communicated to the plaintiff that he had revoked his offer. The plaintiff claimed that the defendant was bound to keep his offer open and he had breached his promise. It was held that the defendant was not bound to keep his offer open because the plaintiff had not paid him any consideration for it. It is important to note that such revocation of offer is not valid unless it is communicated to the offeree. Acceptance is the next step in the formation of a legally binding contract. Acceptance must be a mirror image of the offer in the sense that the acceptor must agree to the same things that are presented in the offer in the same sense. In Jones v Daniel5, the plaintiff sent an acceptance message to the defendant in which he included new terms. The defendant refused to enter into a contract. It was held that the acceptance was a qualified acceptance and not valid. It was a counter-offer and the d efendant was not bound to accept it. An offer may be conditional but it is not the case for acceptance. An acceptance must be firm and absolute. There must also be a consideration for both parties to a legally binding contract. Consideration can be regarded as the price of a party’s promise. Consideration must be sufficient. It must be of a material value. Also, the parties must have an intention to be legally bound under the agreement. If there is no such intention, the

Atmospheric Science Essay Example for Free

Atmospheric Science Essay The first being a localised wind shear event caused by rapid cooling and descent of a column of air, the second being the build-up of ice on an aircraft as it flies through certain conditions. Each weather condition is explained in detail, with emphasis on how and why it is dangerous in the context of aviation. Two aircraft crashes, each relating to one of the weather conditions, are analysed and the meteorological factors that led to the crash examined. The official National Transport Safety Board (NTSB) documents are used as a reference. 1. 0 Introduction Meteorological conditions have an obvious influence on aviation and can be extremely hazardous in certain situations. The experience or ability of a pilot can often become irrelevant if the aircraft gets caught in a one of the many dangerous weather phenomena known to cause aviation accidents. Thunderstorms, lightning, wind shear and icing were deemed responsible for downing 4927 general aviation aircraft between 1994-2003 in the USA alone (National Transportation Safety Board, 2004). This report will focus primarily on two weather phenomena; Microbursts (Wet/Dry) and Aircraft Icing. Each meteorological condition will be explained in detail and an example of an aviation accident relating to the two types of weather condition will be analysed. 2. 0 Microburst A microburst is a rapidly descending column of air generally caused by a temperature differential associated with rain clouds. Tetsuya Fujita, a leading weather expert, defines a microburst as ‘affecting an area less then 4km in diameter’, separating a microburst from the more common ‘wind shear’, which generally affects far larger areas. Cool air descends beneath cloud cover, accelerating towards the ground before spreading linearly outward, resulting in localised high wind speeds in a radial pattern, with damage converging on the point of initial contact with the ground (see Figure. 1). For airliners and smaller aircraft alike, microbursts pose a significant threat especially at take-off and landing. Sudden and drastic variance in vertical/horizontal wind speed due to microbursts has been attributed to at least 59 general aviation crashes in the period between 1994 and 2003 (NTSB, 2004). Figure 1: The rapidly moving cold air hits the ground and spreads out horizontally. These phenomena can last anywhere between a few seconds and several minutes. Sudden wind gusts of up to 270km/h have been recorded as a direct result of microbursts. A microburst develops in three distinct phases: 1. Downburst: A body of air underneath a cloud is cooled by precipitation or virga (rain that evaporates before hitting the ground) and begins to descend. This downdraft accelerates and eventually makes contact with the ground. 2. Outburst: Having hit the ground, the air spreads out horizontally, driven by the column of air descending behind it. 3. Cushion: The air that is in contact with the ground begins to slow due to friction while the air above continues to push down and accelerate outward. Microbursts can be further categorized into ‘wet’ and ‘dry’ varieties. A wet microburst is produced as a result of warm and humid air being suddenly cooled. Precipitation or hail cools the column of air through which it is falling, resulting in a downdraft and subsequent outburst of wet air. A wet microburst is partially driven by the downward frictional force of the falling precipitation and therefore relies on a high saturation level in order to form. These microbursts are generally easy to spot as strong shafts of precipitation can be seen hitting the ground and then spreading horizontally. Dry microbursts on the other hand are generally caused by virga underneath high level cumulus clouds with little to no surface precipitation. Moisture in and underneath these clouds cools an otherwise dry and warm column of air to a point where the temperature differential creates enough negative buoyancy to begin the downburst phase. Both wet and dry microbursts depend on mid-level moisture, the adiabatic lapse rate in the sub-cloud layer and relative humidity at ground level (Wakimoto, 985). These variables are complicated to model and forecast, making microbursts extremely difficult to predict. This poses a particular risk to aircraft at lower altitudes as dry microbursts can occur in Visual Meteorological Conditions (VMC) with little to no warning, resulting in loss of control due to sudden crosswind or severe increase/decrease in lift due to either headwind of tailwind (depending on direction of flight relative to the microburst). The smaller scale of microbursts translates to much steeper wind shear gradients and therefore a much more hazardous situation then standard wind shear. 2. 1 Crash Analysis (Dry Microburst) On 24th July 2005 a single-engine Beach N35 was destroyed shortly after take-off from Salt Lake City municipal airport, Utah. All three passengers on board at the time sustained fatal injuries as a result of the crash (NTSB Incident DEN05FA114, 2005). The aircraft was found to be approximately 50kg over normal operating weight, but still within maximum parameters. According to the NTSB investigation, both the pilot and the pilot-rated passenger had checked the local weather briefing from the flight services station, and believing there to be minimal risk, proceeded to attempt take-off. Witnesses in the area reported that the plane took off without incident but stalled during climb approximately 150ft above the ground. The plane then rolled sharply, lost altitude and impacted with terrain within the aerodrome boundary. Autopsy results from the passengers ruled out any edical cause for the crash and mechanical failure was ruled out based on witness reports and examination of the wreckage. At the time of the crash, the local weather briefing included a warning for high level thunderstorms in the area; however weather data confirmed the complete absence of precipitation and minimal wind until the time of the accident. The NTSB report states that conditions were extremely favourable for the formation of dry microbursts, and goes on to state the cra sh was likely caused by ‘a dry microburst from high level thunderstorms in the area’ (NTSB Probable Cause Report DEN05FA114, 2006). Although the conditions did not seem dangerous based on weather briefings and pilot judgement, an unexpected microburst occurred in the area of the aerodrome during take-off. This likely caused a sudden increase in tailwind, stalling the aircraft and resulting in loss of height and eventual collision with the ground (See Figure 2). There is very little the pilot could have done in this situation as there was no real warning of this event occurring. This crash is a prime example of the unpredictability and hazardous nature of microbursts. Figure 2: Impact of microburst on aircraft during take-off. (Cotton, W. R, 2010). 3. 0 Aircraft Icing Icing can be a major issue for aircraft of all sizes/types and according to the NTSB, resulted in 350 general aviation accidents between 1994-2003 (NTSB, 2004). Icing will only occur in specific meteorological conditions where the atmosphere contains droplets of supercooled liquid water which will instantly form ice crystals upon contact with an aircraft. The likelihood of icing is defined quantitatively by the average droplet size, Liquid Water Content (LWC) and local atmospheric temperature. This makes icing conditions fairly straightforward to forecast given adequate weather recording systems in the area. Most aircraft are not rated to fly in known icing conditions and local weather services are obligated to warn against flying into such situations. Icing can occur in a number of ways on an aircraft. The most common is structural icing, where ice crystals form on the exterior surfaces of the aircraft. This can cause a considerable decrease in performance as the ice adds weight and inhibits the flow of air over the wing. Severe icing can also restrict movement of control surfaces and cause a pilot to lose control. Icing can also affect engine performance through carburettor or inlet icing. Icing, accelerated by the venturi effect as humid air enters the air inlet, can impede airflow and restrict the mechanical workings within the carburettor (See Figure 3). Fuel-injected systems, although not directly susceptible to carburettor icing, can still suffer from air intake icing which can slow down or completely block airflow into the engine. This can have a negative impact on engine performance and eventually lead to loss of engine function. Figure 3: Build up of Icing in Induction System (Civil Aviation Authority, 2000) According to the Terry T. Lankford in his book ‘Aircraft Icing: A Pilot’s Guide’ (1999) there are several different types of icing that can occur on an aircraft, all of which have the potential to hamper sustained flight: * Clear Ice: Supercooled liquid droplets strike the aircraft and then slowly freeze into large ice formations that can protrude out from the aircraft. * Rime Ice: Supercooled liquid droplets strike the aircraft and freeze instantly into a thin layer of ice that coats the exterior of the aircraft. Runback Ice: Droplets strike the aircraft and collect in unprotected areas of the aircraft, forming solid areas of ice that can hamper the free movement of control surfaces. * SLD Ice: Super-cooled Large Droplet ice forms when above-average size droplets strike the aircraft and freeze in a similar way to Clear Ice. This icing can occur very quickly and form large ice crystal s anywhere on the aircraft. Icing can be avoided by simply not flying into the meteorological conditions known to produce ice. However, many aircraft manufacturers include anti-icing systems that can be used in-flight in the event of unexpected icing. External surfaces can be heated by routing engine gases through ducts in the structure of the aircraft or via electrical heating. Another method is the use of ‘deicing boots’. These consist of a sealed rubber membrane stretched over the leading edge of a wing, which can inflate pneumatically in flight and break the ice off the aircraft. A more drastic method in some larger aircraft is an anti-icing fluid distribution system, which delivers fluid directly to areas where icing is occurring via tubes and spray nozzles. Within the air inlet, exhaust gases are rerouted or carburettor heat applied to minimise icing. In many aircraft, an alternate air inlet is also available in the event of complete blockage. Extreme icing can contribute to the crash of an aircraft by reducing performance to the point where sustained flight becomes impossible. Structural or carburettor icing, or in some cases a combination of the two, is a dangerous situation for any pilot if the correct actions are not taken to avoid an accident. 3. 1 Crash Analysis (Icing) On 16th of February 2007 a twin-engine Cessna 340A crashed into a snowy mountainside 3nm South-Southeast of Council Bluffs Municipal Airport, Iowa. At the time of the crash Night Instrument Meteorological conditions prevailed in the area. The pilot and three passengers sustained fatal injuries as a result of the crash. NTSB records indicate that the pilot had obtained the local weather briefing, which stated the possibility of ‘moderate icing’ and ‘moderate turbulence’ in the area. This was confirmed by other pilots and witnesses, who had reported icing below 9000ft earlier in the day. The Current Icing Potential (CIP) for the area was recorded as being a ‘70% probability of severe icing between 9000ft and 3000ft’ (NTSB Probable Cause Report CHI07FA073). As such, the aircraft likely encountered severe icing and possibly wind shear on descent, resulting in loss of control and subsequent collision with the ground. The aircraft, a 1977 Cessna 340A, was equipped with inflatable deicing boots to prevent major icing on the leading edge of the wings. However, post-crash analysis of the wreckage reported that the system had either not been deployed or was not functioning correctly during the flight prior to the crash. In this case, the pilot failed to acknowledge the potential for icing and take the proper precautions in conditions that had been determined very likely to produce severe aircraft icing. The accident occurred at night in low visibility conditions, further hampering the pilot’s ability to safely land the aircraft. It is clear that icing is at least partially responsible for the accident, with icing on the external surfaces and air inlets likely contributing to the eventual crash. The accident occurred at night in low visibility conditions, further hampering the pilot’s ability to safely land the aircraft. The accident was probably avoidable if the weather warnings had been acknowledged and the planned rote revised to minimise the risk of icing. 4. 0 Conclusion Both of these meteorological conditions, as well as all other hazardous weather phenomena, can be extremely hazardous if weather warnings are ignored or proper actions taken to minimise risk while flying. In some cases these conditions cannot be accurately predicted, and the responsibility therefore falls onto the pilot to determine whether it is safe to fly in the area.

The Effectiveness Of The Jigsaw Approach

The Effectiveness Of The Jigsaw Approach The purpose of this research was to study and analyze the effectiveness of the jigsaw method and other cooperative learning strategies for students with learning disabilities. A 20-question survey about cooperative learning strategies, including the jigsaw, was used to determine educators knowledge of the jigsaw approach and the effectiveness they have had using it with students with and without a disability. Research findings indicate that educators believe cooperative learning does have a positive impact on their students learning new material. Concerns still exist with educators knowledge of cooperative learning strategies and how to properly implement them in the classroom setting. Cooperative learning strategies have been used to improve student achievement for many years. The effectiveness of these strategies, for students with and without disabilities, has been debated. The jigsaw method is a specific strategy that involves students working together and teaching their peers new material. Educators knowledge of cooperative learning is an important aspect for implementing specific strategies, like the jigsaw method. This study is focused on educators knowledge and their opinion on the effectiveness of cooperative learning for students with and without disabilities. The concern of a need for professional development was also examined as a way to increase knowledge of cooperative learning strategies. Review of Literature Cooperative learning is a strategy that has been a part of the education world for many years. It was developed out of the theory of constructivism. It has expanded from its original design of just having students work together with a partner or small group. The effectiveness of cooperative learning has been demonstrated through numerous studies as an effective strategy to increase students comprehension (Bigge Stump, 1999, Law, 2011, Santos Rego Del Mar Lorenzo Moledo, 2005). Law (2011) found, that students higher-order reading performance could be enhanced through engaging in cooperative learning activities with well-planned scaffolding by their teachers (p. 416). Cooperative learning has traditionally been looked at in the general education classroom, but it can also be used for working with students with special needs. Numerous strategies fall under the category of cooperative learning. One particular research-based strategy that has demonstrated effectiveness for increasing student understanding is the jigsaw method. The jigsaw falls under cooperative learning because it allows students to work together to learn new material. According to Bigge and Stump (1999), for cooperative learning to be effective, students need ample opportunities to solve problems as a group first and then resort to teacher assistance (p. 121). Gà ¶Ãƒ §er (2010) suggests the jigsaw approach should be used mainly in teaching grammar and literature. The jigsaw approach is just one of many cooperative learning strategies that has demonstrated effectiveness, but does have weaknesses as a strategy for students in general education as well in special education. The jigsaw approach was first developed by Elliot Aronson (1971) to help students develop their social and cooperative skills. The original purpose was to deal with desegregation issues in Texas, but as it was being implemented, it was discovered that students were gaining a better understanding of the content. There have been numerous studies since then to demonstrate its effectiveness in increasing student understanding. To implement the jigsaw approach, a step-by-step process needs to be followed. Step one is that each student must be a member of two groups. The first group is the home group where students will begin and end the activity and there should be no more than five students in each group. The main responsibility of each member in home group is to teach a portion of the assigned reading/work. Once students are assigned their section they will move to a second group called the expert group. During this step, students discuss the reading/work and gain an understanding until they feel comfortable with presenting the material to their home group. In the final step, students return to their home group and take turns presenting the information they became experts on and listen as other students present their material. In the end, all students have been taught the reading/work without having to do all the work on their own (Fisher, Brozo, Frey, Ivey, 2007). Research provides guidelines for how long students should work in their expert group before they return to their home group. Most studies support part of a given class period, but one study suggests much longer. Young, Hadgraft, and Young (1997) support using shorter periods of time between bringing the expert groups back to their home groups because when the time was expanded they encountered more problems in getting all the material together. The jigsaw approach has also been evaluated for use in the online setting, which is becoming more important to the educational system due to an increase in online education. Weidman and Bishop (2009) found mixed results when using the jigsaw in an online classroom. The struggle came with the individual accountability component of the assignment that was amplified in the online setting. One positive was that it demonstrated increases in student understanding. Benefits of the Jigsaw The jigsaw approach has demonstrated numerous benefits for students of multiple ability levels. Santos Rego and Del Mar Lorenzo Moledo (2005) indicate that the jigsaw technique improved academic performance with students at the beginning of secondary school (ages 12-14 years). The authors connect this finding to students having a higher self-esteem and self-efficacy. They demonstrated that the jigsaw method can be effective at the high school level with both general education and special education students. A similar strength of the jigsaw is that it can do more than just teach students content material. It can help motivate them and teach them to enjoy learning which can increase self-esteem and self-efficacy. Mengduo and Xiaoling (2010) concluded that, The jigsaw classroom reduces students reluctance and anxiety to participate in the classroom activities while increasing self-esteem and self-confidence (p. 122). This is important to learn at the high school level because students are preparing for their future and need to learn how to participate in group activities. Efe and Efe (2011) analyzed how students assigned as group leaders in the jigsaw helped motivate the rest of the group. Results suggested that when given the title of group leader students worked to motivate other students to complete their work. Education is not just about learning the four core content areas (math, science, English, and social studies), it is also about learning how to interact in society and be a produ ctive citizen. In addition to helping students learn new material, the jigsaw helps build social skills. Anderson and Palmer (2001) reports that the jigsaw approach is backed by research showing it to motivate students to work together, share ideas, pursue common goals, and develop self-esteem. Learning the material, being able to work in groups, and knowing how to motivate people are all positive attributes for success in the work place. Whether it is learning material, building self-esteem, or knowing how to motivate, the jigsaw can be utilized to help students with and without disabilities. A final strength of the jigsaw is that it can decrease students anxiety levels. Many students deal with anxiety throughout their educational careers either in a specific subject, in all subjects, or with test anxiety. Oludipe and Awokoy (2010) examined students anxiety levels in relation to participation in chemistry class. Students were divided into two groups; one in a cooperative learning classroom that used the jigsaw approach and the other using a traditional lecture approach. The results showed that students in the cooperative classroom had lower levels of anxiety due to the positive interdependence attribute of the jigsaw method. Positive interdependence allows students to see that success is dependent on their effort and the contributions of the group. Oludipe and Awokoy (2010) conclude that students became more confident and felt secure participating actively in chemistry lessons (p. 35). The jigsaw method also provides a way to help students become active in classroom activities and/or lessons. When students are anxious or sometimes even afraid to contribute, they are going to miss information that is needed to fully understand the material. The jigsaw allows students to work with one another and develop a sense of being needed. When students are needed by their peers, they are more likely to do the work and contribute to the group, and when they do the work, they are less anxious to become involved in future activities. It can also be used early in the school year to help students get to know one another, as it is useful for social skill development as well. Limitations of the Jigsaw The use of the jigsaw approach does have several limitations as well. The first relates to the teacher. A jigsaw is dependent on a teacher explaining how to properly implement the approach and if not done properly, the likelihood of success is limited. Souvignier and Kronenberger (2007) aimed to determine the effectiveness of the jigsaw approach at the elementary level by comparing three conditions of instruction (i.e., jigsaw, jigsaw with a supplementary questioning training, and teacher guided instruction). The results showed that students used the jigsaw method with average results. The authors determined that younger, elementary-aged students could benefit from the jigsaw, but only if certain conditions were met. The authors suggest that, cooperative learning in younger children needs as well explicit (preparing experts as teachers; questioning and explanation training) as implicit (fostering interdependence by adequate learning materials) support (p. 769). The jigsaw seems to be limited in its use with elementary students due to the fact that it requires more specific training for the students before it can be used as successfully as it is for older students which can be a deterrent due to time limitations and classroom demands. Another limitation of the jigsaw approach is the actual data that supports the use of the jigsaw method. As previously noted, the jigsaw approach can be time consuming and difficult to implement. A study examined the jigsaw approach and found that students using the jigsaw performed better than students using a traditional teaching method (Dollard, Mahoney, 2010). Then results showed only a 0.9% increase on a test favoring the jigsaw method. Thus Dollard and Mahoney (2010) concluded, 0.9% is not enough of a difference to conclude with certainty, that the Jigsaw Method is a stronger academic tool than the traditional method of lecture and note taking (p. 12). The participants were in the 8th grade, supporting the finding that the jigsaw method may not be as effective with younger students. A final limitation is related to the findings of Souvignier and Kronenberger (2007), in that it deals with the proper implementation of the jigsaw steps by younger students. This study involved a group of seventh graders who, according to their science teachers, had experience using the jigsaw approach. The purpose of the study was to determine the effect on student learning of the jigsaw approach and another cooperative learning approach. Results showed that neither approach enhanced students understanding of specific science concepts (Zacharia, Xenofontos, Manoli, 2011). However, a major component of the jigsaw approach was left out by the students involved in the jigsaw method. According to Zacharia and colleagues (2011), In particular, after the students returned to their home groups from their expert groups, they engaged in a working mode similar to the TCA one, in which students visit together all the websites, discuss and take notes, rather than teaching each other about the portion of websites they were assigned to them for study (p. 417). These results again support the idea that younger students have a more difficult time following the precise steps involved in the jigsaw method. Teachers in the study reported that students knew the jigsaw method, but when put into action, they skipped the important step of teaching the other members of their group about the area they became an expert on. The step of teaching information to the other students is the main component in the jigsaw approach. If this step was left out, it is clear the students in this study were actually not comfortable or skilled in using the jigsaw approach. Cooperative learning has its roots in the constructivist approach, which entails using experience-based activities. The jigsaw approach allows students to experience learning and contribute to their learning. Tamah (2007) states, Students are encouraged to learn from their fellow students in their expert team and when they go back to their home team they are encouraged to teach one another the material they have worked on in the expert team (p. 13) which describes exactly how the jigsaw approach should work in a classroom. This approach sounds ideal for teachers because it allows the students to be actively engaged in teaching one another. The jigsaw also allows the teacher to be a facilitator, not a director in the classroom, which is a trend in schools today. As outlined, the jigsaw has multiple strengths and limitations. The overall strength is that it is most effective with older students and effective in motivating students to learn as well as to become more confident in their abilities. The jigsaw is an approach that needs to be taught by the teacher and even modeled to ensure every student fully understands the process. A major limitation of the jigsaw is that if it is not fully and properly implemented, students will not gain an understanding of the material they need and perhaps even miss information because it was not taught to them by their other group members. This weakness tends to be amplified when dealing with younger, elementary students. Current research on the jigsaw approach has mainly been done at the middle to high school level with a balance in learning abilities. However, there are many questions that still exist with regard to the effectiveness of the jigsaw approach. Students with Disabilities One remaining question that is becoming more important to schools, relates to the effectiveness of the jigsaw approach for students with learning disabilities. McMaster and Fuchs (2002) concluded that, studies conducted in special education classrooms were associated with smaller effects for cooperative learning (mean effect size = 0.27), than those implemented in regular education classrooms (mean effect size = 0.44) (p. 115). McMaster and Fuchs (2002) study supports the premise that cooperative learning can have an impact on student achievement for both students with and without disabilities. The aforementioned question can be answered with research focused on teachers knowledge of cooperative learning, specifically the jigsaw approach. Additional questions focus on the use of jigsaw in co-teaching environments, whether the jigsaw is as effective for students with disabilities as it is for those without disabilities, and whether teachers understand cooperative learning strategies a nd if not, is there a need for professional development. There are several questions that need to be answered before an absolute answer can be given regarding the effectiveness of the jigsaw approach. Current literature supports and questions the jigsaw, but the questions posed above may become more important to the future of education as the wave of inclusion continues to change the way students are educated in the United States of America. Method The principle issue investigated in this study was how effective cooperative learning could be for students with learning disabilities. The knowledge educators have about cooperative learning strategies is key to proper implementation leading to increased student achievement. This study assessed educators knowledge of cooperative learning, specific strategies (jigsaw, think-pair-share, and numbered heads together), and the need for professional development. Participants This research was conducted with teachers in a Southeastern Ohio school district and with members from a cohort of masters level preservice teachers. Participants were recruited through email invitations sent to a Southeastern Ohio school district (n=98) and members of a masters level cohort of preservice teachers (n=20). A total of 54 surveys were submitted for a response rate of 46%. All participants were currently educators or working on licensure to enter the field of education with years of teaching experience ranging from 0 to 35 years. The participants reported a variety of teaching experiences, ranging from elementary to college. Eighteen of the 53 participants reported having experience teaching special education and 47 of the 53 participants (87%) reported they work with students with special needs daily. Instrument The aforementioned survey (Appendix A) was constituted of 20 questions, both open-ended and forced-choice, including demographic information, educators knowledge of cooperative learning and specific strategies, and opinions regarding cooperative learnings effectiveness for students with and without disabilities. The fourth question asked educators to define cooperative learning. This information was important because of the varying definitions of cooperative learning. The survey asked how often participants used cooperative learning in general, and then for specific cooperative learning strategies. The survey asked about their understanding of the jigsaw method. Additional questions related to preferred cooperative learning strategies and their opinion regarding how effective cooperative learning is for students with and without disabilities. The survey concluded with a question to determine the need for professional development in the area of cooperative learning. Procedures After receiving approval from the universitys Internal Review Board, the researcher obtained approval from the school districts superintendent to distribute the survey via email. One email was sent to the educators in the school district, while another email was sent to the members of the masters level cohort of preservice teachers. The participants were informed that the online survey (created using Qualtrics, an online survey tool) would take no longer than 10 minutes to complete and were completely anonymous. Two reminder emails were sent asking those that had not completed the survey to do so. Results After the survey was closed, the researcher analyzed the qualitative and quantitative data collected with the survey. The qualitative data was used to determine educators definitions of cooperative learning and the jigsaw approach, as well as educators preferred strategy they used in their classrooms. Quantitative data determined how often specific cooperative learning strategies were used in the classroom, as well as ratings for how effective teachers believe cooperative learning is for students with and without disabilities. The results from 54 surveys are reported, but not every question was answered by each participant so the response rates vary by question. The results demonstrated a variety of responses in how educators defined cooperative learning as well as in their understanding of the jigsaw method. Overall, educators agreed that cooperative learning strategies are effective for helping both students with and without disabilities. Table 1 shows how often participants use cooperative learning in their classroom. The mean value is 2.26 (between 1-2 times per week and 3-4 times per week), with the majority of participants (53%) using cooperative learning 1-2 times per week. Table 2 shows how often participants use the jigsaw method in their classroom. The mean value is 1.31 (between 0 times per week and 1-2 times per week) with the majority of participants (69%) choosing 0 times. Table 3 shows how often participants use the think-pair-share method. The mean is 2.00 (1-2 times per week), with the majority (51%) of choosing 1-2 times per week. Table 4 shows how often participants use the numbered heads together method. The mean score is a 2.4 (between less than once a month and once a month), with the majority (45%) of participants choosing never. Table 5 shows how effective participants think cooperative learning is for students without disabilities. The mean score is 4.10 (between somewhat effective and very effective), with the majority (59%) of participants choosing somewhat effective. The participants were asked to give an explanation for their rating and there were several similarities in their wording. Many referred to it being dependent on the type and age of the students. There was also a common response that not all students are able to learn in groups and need the opportunity to work independently. Table 6 shows participants perceptions of the effectiveness of cooperative learning for students with disabilities. The mean score is 3.96 (between neither effective or ineffective and somewhat effective), with the majority (51%) choosing somewhat effective. The participants were asked to give an explanation for their rating and resulting in several similarities in their responses. Several participants indicated the effectiveness was dependent on students willingness to work with others. Others indicated it was effective because it helped build students social skills through interaction with other students. Defining Cooperative Learning Each participant was asked how he/she defined cooperative learning. Fifty-one out of the 54 participants (94%) completed this question. Of the 51, 34 mentioned that cooperative learning was focused on student grouping or students working together, while three participants defined it as teachers working together. The remaining responses did not specify who was involved in working together, but just that it involved working in groups or together to solve a problem. Understanding the Jigsaw Method. Educators were asked to explain their understanding of the jigsaw method. Forty-four educators answered this question, and off the 44, 17 (39%) explained the jigsaw as putting students into one group to learn material and then join another group to teach the material they learned in their first group. Nine of the 44 (20%) responded as not knowing what it is. The others explained the jigsaw as group work, but did not specify the nature of the groups. Why Some Do Not Use Cooperative Learning Educators who responded that they do not use cooperative learning were asked to explain why. Nine participants responded that they do not use any form of cooperative learning strategy. Four of the nine mentioned time as being the main reason for not using cooperative learning strategies. Other responses included lack of skills by students and forgetting to use them. One response indicated the individual was not familiar with enough strategies and how to implement them. Professional Development for Cooperative Learning. The remaining survey questions dealt with the need for professional development in order to learn more about cooperative learning. Fifty-one participants responses to a question asking whether they would benefit from professional development. Twenty-eight responded, yes (55%), 17 said no (33%), and six responded that they might benefit from professional development. This question was followed by another asking why or why not they would want professional development. Many responses indicated participants have learned about cooperative learning, but forget the specific strategies. Other responses indicated that there is always room to learn new ideas and methods for the classroom. The final question asked participants to indicate where they would like to receive professional development. Of the 34 participants who completed this question, 24 would prefer a workshop with the remaining respondents indicating a webinar as the preferred method of delivery for professional development. Discussion The results indicate there is a concern with educators knowledge about cooperative learning and how to implement specific strategies. The educators had a basic understanding, but did not fully understand cooperative learning. Many explained it as simple group work, when it involves more of an understanding that it is student-led and student-centered instruction. The participants were also asked to give their preferred cooperative learning strategy and only 14 of 49 or 29% were able to identify a specific strategy outside of normal grouping. The participants also had a basic understanding of the jigsaw method, but did not all fully understand the idea of creating a home group and an expert group and students are focused on learning new material. The other area that demonstrates a weakness in their knowledge is the fact that 32 of the 51 or 63% of the participants indicated they would benefit from professional development in the area of cooperative learning. Several participants responded that they know they need to learn more and want to have a better understanding of how the different cooperative learning strategies work. The majority of the participants would also like to attend a workshop to learn about the different cooperative learning strategies. The results also demonstrated that educators believe cooperative learning is effective for students with and without disabilities. Forty-four of the 51 or 86% of the responses indicated that cooperative learning is either somewhat effective or very effective for students without disabilities. This demonstrates that educators have confidence in these strategies for students without disabilities. The results also show that 41 out of 51 or 80% of the participants believe cooperative learning is somewhat effective or very effective for students with disabilities. The study demonstrates the effectiveness of cooperative learning, but there is still the concern of the participants not fully understanding what cooperative learning is and how to implement the different strategies. The primary purpose of this study was to determine the effectiveness of cooperative learning for students with disabilities. The researcher believes that cooperative learning strategies can have a positive effect on student achievement, but educators need to fully understand the strategies and how to properly implement them. Many of the participants (80%) support the idea that cooperative learning is effective for students with disabilities. Some participants cited social skill development and self-esteem building as reasons why they think cooperative learning can be effective for students with disabilities. The results from this study also indicate participants (86%) believe cooperative learning is effective for students without disabilities as well. The researcher believes this is important and demonstrates why educators need to understand cooperative learning and how to implement the different strategies. The results did not show the effectiveness of the jigsaw method specifically, as only 17 out of 44 participants were able to define the jigsaw method. The researcher believes this indicates that the jigsaw cannot be effective if educators are not even sure what it is or how to implement it correctly. The literature supports the idea that the jigsaw method is more effective for older students, but this study does not support that by the fact that the majority of respondents in this study did not know what or how to implement the jigsaw method. The research does show and support the study by Santos Rego and Del Mar Lorenzo Moledo (2005) that the jigsaw can create a higher self-esteem and self-efficacy for students with disabilities. Several participants stated that cooperative learning helps students develop social skills and build self-esteem. The researcher believes this is important and supports the effectiveness of cooperative learning for students with disabilities. Implications for Practice The implications for this study show that there is a need for educators to gain a better understanding of cooperative learning and the variety of strategies that it entails. Professional development would benefit educators in the area of cooperative learning. The best form would be a workshop to provide them with an interactive approach that allows them to learn the strategies firsthand. Recommendations Further research of a larger sample might provide a better insight into the need for professional development. This could result in more generalization for teachers nationally to receive professional development on cooperative learning. Due to the small sample, this study is only able to determine the needs of one high school. Conclusion In conclusion, this study provides evidence that educators knowledge of cooperative learning is adequate, but there is a need for professional development on specific strategies. Educators realize cooperative learning can have a positive impact on students with and without disabilities, but they are not confident in implementing a variety of strategies. It would be to the benefit of the students for educators to attend a professional development workshop on different cooperative learning strategies.

The Sexual Expression of Women in Thomas Hardys Writing Essay

The Sexual Expression of Women in Thomas Hardy's Writing The nineteenth-century woman was defined by her adherence to submission and resistance to sexuality. She was portrayed by most writers as a naive, accepting figure with strong concerns about living up to the prescribed societal ideals for a respectable woman. The women in Jane Austen's novels offer a clear representation of the nineteenth-century woman. Austen refuses these women any sexual expression and focuses more upon their concern with marriage and society. Thomas Hardy resists Austen's socially accepted depiction of the female with his radically independent heroines. Hardy redefines the role of women in his novels, focusing on sexuality. By emphasizing the physical aspect of femininity in his unorthodox representation of the sexual female, Hardy threatens the Victorian model of women. Sexuality is evident in Far From The Madding Crowd when Bathsheba unknowingly admits her passion to Sergeant Troy. "If you can only fight half as winningly as you can talk, you are able to make a pleasure of a bayonet wound!" Baths...

Remembering Blue and Gray from Black and White Essay -- Informative, H

Tony Horwitz takes a journey through the South to find out why people are still obsessed with the Civil War. On his adventure, he met a wide variety of people and he learned that each person has their own opinion of the war and remembers it in their own way. The Civil War was fought by Americans, on each side, and they all should remember it the same way, but as Horwitz found out on his quest, they are drastically different and still very controversial. Horwitz described different concurrences that undoubtedly show race plays a role in how the Civil War is remembered. The first stop of Horwitz’s journey was in Salisbury, North Carolina. Here, he met Sue and Ed Curtis who introduced him to the United Daughters of the Confederacy and the Sons of Confederate Veterans. These two groups consisted of people from different backgrounds: a doctor, factory worker, gun-shop owner, etc. The only thing these people had in common was their ancestry; they all had blood ties to someone who fought in the Civil War. Their ancestors fought in the war to preserve their honor and they were fighting for what they believed in, which was state sovereignty. Horwitz was invited to attend a Sons of Confederate Veteran’s meeting they had to celebrate Lee and Jackson’s birthdays. The main event of the meeting was a Lee-Jackson trivia quiz. Though it is a captivating game where one can learn facts about these two distinguishing men of the Civil War, it is just a game. It has no relevance for remembering the Civil War for what it truly was. The members are remembering certain Confederate men of the war, not the whole war entirely. At this meeting, Horwitz met several different men and had questions for them. Horwitz went see the owner of the gun shop to get h... ...hose to sacrifice to stand up for what they believed in, whether it was right or wrong. Hodge also admits to Horwitz that reenacting was a way for him to escape from the twentieth century and all the complicating matters life brings (H-209-281). Horwitz does not believe that racism is an omnipresent characteristic in the different ways the Civil War is remembered, but he does recognize that it plays a very crucial role in the memory of the Civil War. He meets several different people (Connor, Wells, and Hodge) that show great respect and recognize the importance of the war. In his work, Horwtiz shows that some individuals and activities are more racist than others. These activities are usually performed by people who lack the knowledge of the true reason the Civil War occurred. These unfortunate people show great stupidity and thoughtlessness in their actions.