Free Essays on Sea Rose

â€Å"Sea Rose† By Hilda Doolittle â€Å"Sea Rose† by Hilda Doolittle is one of the most famous free verse line poems in the century. Hilda Doolittle was born in Bethlehem Pennsylvania, on September 10, 1886 and grew up to be one of the finest of all Imagist poets. Her poetry, fiction, and non-fiction writing were published on both sides of Atlantic, and her roles in a few early films also earned her praise. On the other hand, Hilda Doolittle was known for her imagist poetry with its vivid phrasing, compelling imagery, short lines and free verse. Her imagist comes from mostly nature: sea, wind, and sand are contrasted with exotic figures of flowers, jewellery and shells. And, in September 21, 1961, She died of the flu and was buried on Nisky Hill, back in Bethlehem, Pennsylvania, among her family. In this poem, the rose itself is the metaphor, because the flower rose compares to a â€Å"Sea Rose† in the whole poems. . The poem does not rhyme and does not have a particular meter. But, the poem has great rhythm itself like for example â€Å"you are flung on the sand/ you are lifted in the crisp sand/ that drives in the wind†. The verse is terse and packed with meaning. This poem measured free verse lines, together with the slightly archaic diction and the insistence on the sparseness of the flower tend to agree the poem simplicity and solidity, a feeling of the visual or sculptural realness of the sea rose-†Sea Roseâ€Å". There is a Simile on this poem like â€Å"more precious than a wet roseâ€Å". The tone is very sad and sounds very upsetting like for example â€Å"single on a stem/ you are caught in the driftâ€Å". There is no repetition of the ideas, and there is no personification specified also. This short poem full of imagery of a rose is caught in the wind. One can picture this rose in flight landing in the sand. The whole beauty is mark in the sand. In conclusion, this poem, â€Å"Sea Rose† by Hilda Doolittle... Free Essays on Sea Rose Free Essays on Sea Rose â€Å"Sea Rose† By Hilda Doolittle â€Å"Sea Rose† by Hilda Doolittle is one of the most famous free verse line poems in the century. Hilda Doolittle was born in Bethlehem Pennsylvania, on September 10, 1886 and grew up to be one of the finest of all Imagist poets. Her poetry, fiction, and non-fiction writing were published on both sides of Atlantic, and her roles in a few early films also earned her praise. On the other hand, Hilda Doolittle was known for her imagist poetry with its vivid phrasing, compelling imagery, short lines and free verse. Her imagist comes from mostly nature: sea, wind, and sand are contrasted with exotic figures of flowers, jewellery and shells. And, in September 21, 1961, She died of the flu and was buried on Nisky Hill, back in Bethlehem, Pennsylvania, among her family. In this poem, the rose itself is the metaphor, because the flower rose compares to a â€Å"Sea Rose† in the whole poems. . The poem does not rhyme and does not have a particular meter. But, the poem has great rhythm itself like for example â€Å"you are flung on the sand/ you are lifted in the crisp sand/ that drives in the wind†. The verse is terse and packed with meaning. This poem measured free verse lines, together with the slightly archaic diction and the insistence on the sparseness of the flower tend to agree the poem simplicity and solidity, a feeling of the visual or sculptural realness of the sea rose-†Sea Roseâ€Å". There is a Simile on this poem like â€Å"more precious than a wet roseâ€Å". The tone is very sad and sounds very upsetting like for example â€Å"single on a stem/ you are caught in the driftâ€Å". There is no repetition of the ideas, and there is no personification specified also. This short poem full of imagery of a rose is caught in the wind. One can picture this rose in flight landing in the sand. The whole beauty is mark in the sand. In conclusion, this poem, â€Å"Sea Rose† by Hilda Doolittle...

7 Most Common SAT Math Mistakes and How to Avoid Them

7 Most Common SAT Math Mistakes and How to Avoid Them SAT / ACT Prep Online Guides and Tips I spent several years tutoring students in SAT Math, and many found the section frustrating. The first test-takers for the new SAT in March felt the same. Some struggled because they felt their strong suit was English and were irkedby the content, mental math, and the pacing of SAT Math. Others found that although they considered themselvesexcellent math students, they struggled to finish and get the score they want. No matter what group theyfell into, students tended to make the same seven mistakes on the SAT Math section. In this guide, I’ll tell you what those mistakes are, give you examples, and let you know to avoid making these mistakes in the future. Mistake 1: You Didn’t Write Out All of the Steps Some students hate writing out their work for math problems.I know; I'mone of them.Trust me, while SAT Math problems may look simple since they only require you to know basic math topics (i.e. no advanced calculus), these problems are actually quite intricate, requiring you to go through many steps to get the correct answer. If you don’t write out all of these steps, you can accidentally end up with the wrong answer.This is especially important in the non-calculator section where you’re not able to rely on a calculator to help you find the correct answer. Together, we’ll work through this no-calculator SAT Math question and write out all of the steps: To determine what the price per pound of beef was when it was equal to the price per pound of chicken, you need to first find the value of $x$ (the number of weeks after July 1) when the two prices were equal.The prices were equal when $b=c$; that is, when $2.35+0.25x=1.75+0.40x$. $$2.35+0.25x=1.75+0.40x$$ You can find the value of x by reducing. $$2.35(−1.75)+0.25x=1.75(−1.75)+0.40x$$ $$0.6+0.25x=0.40x$$ $$0.6+0.25x(−0.25x)=0.40x(−0.25x)$$ $$0.60=0.15x$$ $$x={0.60}/{0.15}=4$$ Then, to determine b, the price per pound of beef, substitute 4 for $x$ in b=$2.35+0.25x$, which gives $b=2.35+0.25(4)=3.35$ dollars per pound. Therefore, D is the correct answer. When I initially attempted this problem, I didn't write anything down, and I accidentally added 1.75 to 2.35 instead of subtracting 1.75 from 2.35. Therefore, I got the wrong value for $x$, 27.33. Thankfully, when I plugged that into $b=2.35+0.25x$, I found thatmy answer wasn't one of the answer choices, so I caught my mistake. However, I'm lucky because I would have answered incorrectly otherwise. You don't want to miss questions because you didn’t write out all of the steps.This is arguably the easiest mistake to fix.Write out all your steps, and you’ll never accidentally get a question wrong because you skipped a step! Mistake 2: You Forgot Formulas The SAT gives you some formulas at the start of each Math section.However, the College Board doesn’t provide you with all of the formulas you need to know to answer every question in the SAT Math section. Luckily, here at PrepScholar, we’ve created a complete list of all the formulas you need to know for SAT Math.Create flashcards to help you memorize these formulas.However, memorizing alone is not enough.If you have the formulas memorized, but don’t know how to use the formulas, they’re useless to you. The best way to practice using formulas is to do as many SAT Math problems as you can. Let's work through this SAT Math question that you couldn’t answer without knowing formulas and how to apply them: If you didn't have your trigonometry formulas memorized (SOHCAHTOA), you would have no idea how to answer this question. It's impossible to answer this question without at least knowing the formulas for the sine and cosineof an angle. Memorizing formulas is not only necessary to answer certain questions correctly, but it can also be a time-saving shortcut. If you were a formula whiz and knewthe complementary angle relationship for sine and cosine, which is $sin(x °)=cos(90 °Ã¢Ë†â€™x °)$, you'd know immediately that the answer is $cos(90 °Ã¢Ë†â€™x °)={4}/{5}$ or $0.8$. However, if you didn't know that formula, but knew the sine and cosine formulas, you could stillsolve this problem by constructing a diagram using the given information.It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is ${4}/{5}$. If $sin(x)={opposite side}/{hypotenuse}$,then the opposite side is 4 long and the hypotenuse is 5 long: Since two of the angles of the triangle are of measure $x$ and 90, the third angle must have the measure $180 °Ã¢Ë†â€™90 °Ã¢Ë†â€™x °=90 °Ã¢Ë†â€™x °$. If we know that $cosine={adjacent side}/{hypotenuse}$, then,using the figure, $cos(90 °Ã¢Ë†â€™x °)={4}/{5}$or $0.8$. SAT Math may make your brain hurt! Mistake 3: You Didn'tKnow Functions Functions are one of the trickiest topics in SAT Math.This is not because they'remore difficult than other topics, but rather students are simplyless familiar with functions than they are with other math concepts.The good news is that you'll easily master functions withpractice and familiarization. Let's work through thisSAT quadratic function question together: To figure outwhich answer choiceis the equation of the graph,you shouldstart by finding the y-intercept. Youcan see in this graph that the y-intercept is 2, which means you can eliminate C and E since C had a y-intercept of -2, and E has no y-intercept. The vertex of the graph is at $x=0$, so the function is not shifted to the right or left of the y-axis. This means that, in your quadratic equation $ax^2+bx+c$, your b value has to be 0. If it were anything other than 0, the graph would be shifted left or right of the y-axis. Let's look at the remaining answer choices, A, B, and D, to see which one had a b=0. A does so that might be the correct answer, but let's rule out B and D. Answer choices B and D are squaring expressions, so let's FOIL them in order to see the equation properly. Answer choice B gives us: $$y=(x+2)^2$$ $$y=(x+2)(x+2)$$ $$y=x^2+2x+2x+4$$ $$y=x^2+4x+4$$ This equation has b=4, not b=0, so it can't be the answer. You can also eliminate D; when foiled, it gives us: $$y=(x−2)^2$$ $$y=(x−2)(x−2)$$ $$y=x^2−4x+4, so b=-4$$ Therefore, A is the correct answer. If you're still struggling, check out our full guide to functions. Remember, you'll master functions with practice, so take as many SAT math practice tests as you can. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Mistake 4: You Panicked atan Unfamiliar Question Format SAT Math problems are often asked in strange waysthat you've never seen in math class. When confronted with these unfamiliar question formats, many students rush to move on to the next question thinking they'll come back to it, or they'll just try to guess the answer.Even though you’ve reviewed all of the math content areas and knew your stuff, you don't think you know how to answer the question. There is no easy solution to this issue.The only way to learn how to approach SAT Math questions is with practice. SAT Math questions are unlike the math questions you’re used to seeingin your math class, so to get familiar with the SAT Math question style, you should take as many practice SAT tests as you can. Let’s work through this convolutedSAT Math problem together: At first glance, this question looks overwhelming with a chart and a large paragraph. Don't let that scare you. Read carefully, and try to identify the important information as you read the question by circling or underling.Ask yourself: What am I solving for? What information am I given? How can I use this given information to find the solution? We're trying to find the probability that a right-handed student selected at random is female. We're told that there are 5 times as many right-handed females as there are left-handed females, and there are 9 times as many right-handed males as there are left-handed males. Also, we know the total number of left-handed students is 18, and the total number of right-handed students is 122. To solve this problem, you need to create a system of equations using two variables ($x$ and $y$) and the information you’re given in the question.Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information in the question, the number of right-handed female students will be $5x$ (since there are 5 times as many right-hand females as there are left-handed females) and the number of right-handed male students will be $9y$ (since there are 9 times as many right-hand males as there are left-handed males) . Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x+y=18$$ $$5x+9y=122$$ When you solve this system of equations, you get $x=10$ and $y=8$.Thus, 50 of the 122 right-handed students are female.Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is $0.410$.The final answer is A. Don't run away from a weird question! Mistake 5: You Solved for the Wrong Value Because SAT Math questions can be convoluted, it's sometimes difficult to figure out what the question is asking you, which leads some students to solvefor the wrong value.Take for example this SAT Math question: This question throws a lot of numbers and letters at you. It gives you angle and side measures and mentions a similar triangle. Some students might accidentally solve forthe measure of the sides of DEF. Don't let the numbers and letters distract you. Make sure to identify what you're being asked: what is the valueof$sin F$? To find$sin F$, we need to start with thegiven information: Triangle ABC is a right triangle with right angle B.Therefore, AC is the hypotenuse of right triangle ABC, and AB and BC are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB=√{(20^2)-(16^2)}=√{(400)-(256)}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of angle F equals the measure of angle C. Therefore, $sinF=sin C$, and $sinF={3}/{5}$.The final answer is ${3}/{5}$or $.6$. This problem has an easy fix: take the time to read the question fully, circle the important information, and make sure you know what you’rebeing asked before you start doing any work. I know you don’t have a lot of time on the SAT Math section (that was one of the chief complaints from the new SAT test-takers), but you need to read each question completely and make sure that you know what you’re being asked.You’ll get better at this with practice. Most SAT Math questions will have an answer choice that will seem correct if you misread the question.I know it’s rude and sneaky; the SAT is trying to tempt you to answer incorrectly.Don’t fall prey to the tricks! Read the question correctly, and you’ll be on the track to get the right answer! Mistake 6: You Used Your Calculator Incorrectly Calculators are both wonderful and horrible.You only get to use your calculator on one part of the SAT Math section, but for that part, you need to use your calculator carefully.When you’re rushing to answer SAT Math problems, you might accidentallytype the wrong number(s) into your calculator, leading you to the wrong answer. This isone of the better mistakes to make. Because if you type the wrong number(s) into your calculator, you’ll likely find no matching answer in the SAT answer choices, andyou’ll realize you made an error.However, even if you catch the error, you’ve still wasted valuable time that you could have been using to answer more SAT Math questions. Moral of the story: take the time to check that you’ve copied the numbers into your calculator correctly before running the calculation. Don't let your calculator become your enemy! Mistake 7: You Didn’t Pace Yourself With only 25 minutes to answer 20 questions in the no-calculator section and only 55 minutes to answer 30 questions in the calculator section, you need to learn to pace yourself.However, not every student should attempt the same pacing. You should plan your pacing based on your target SAT score. In both math sections, the questions progress from easy to hard and then re-set on the grid-in portion from easy to hard. No matter what your target score is, you should always attempt the easier questions: the first half of the multiple choice and grid-ins. If you're aiming for a Math section score above 700,then you're going to need to answer all or almost all of the 58 Math questions. That means you will need to get your pacing under oneminute per question for the easier questions to conserve time for the harder questions. If you're aiming for a Math section score below 700, then you can skip some questions.Focusyour time on trying to answer the easier questions correctly (the beginning questions of the multiple-choice and grid-ins).Consider bubbling in a random letterfor the harder questions since there is nopenalty for guessing. Note: if you use this strategy, make sure that you’re answering enough questions to reachyour target score.No one is perfect, so count on answering a few questions incorrectly. For example, if you’re aiming for 600 in Math, then you shouldattempt at least 45 questions before bubblingin random answers for the other 13 questions. That way, if you answer five of the 45 incorrectly, you can still get 600. Give yourself acushion. To really master yourpacing on the SAT Math section, you need to take a lot of practice tests under realistic testing conditions.For a more in-depth explanation on pacing, check out our guide to help you beat the clock and maximize your SAT math score. What’s Next? Now that you know the most common mistakes on SAT mathmake sure you’re prepared for all of the math topics you'll see on the SAT.All of our math guides will take you through strategies and practice problems for all the topics covered on the math section, from trig to radians, coordinate geometry to systems of equations and much more. Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Leading, Managing and Developing People in the Workplace Essay

Leading, Managing and Developing People in the Workplace - Essay Example From the discussion it is clear that the current competitive global economy requires companies to train and develop its employees of risk losing market share. Although there are high costs involved in training and developing the employees, the benefits of training will ultimately outweigh the associated costs. Several management practitioners have pointed out that training and development ensures that the organisation as the right mix of skills at all management levels.This paper discusses that ABB Company will be capable of attaining a competitive edge in the modern business environment through continuous training and developing the workforce especially on emerging engineering technologies. The attainment of the mission and vision of the organisation is dependent of the skills level of the employees. In addition, training and development will motivate the workforce thus leading to higher job satisfaction and productivity.  Competitive companies will engage in strategic planning th rough the use of acquired knowledge in order to meet the objectives and mission of the company. Accordingly, the human capital of the organisation can be viewed as a key success factor thus organisations must strive to train and retain the workforce.  Companies that commit resources to training and development ultimately enjoy an expanded market share, loyal employees and increased profitability thus facilitating the attainment of the organisational mission.... Competitive companies will engage in strategic planning through the use of acquired knowledge in order to meet the objectives and mission of the company (Bee 1994). Accordingly, the human capital of the organisation can be viewed as a key success factor thus organisations must strive to train and retain the workforce (Gary and French 2010). Companies that commit resources to training and development ultimately enjoy an expanded market share, loyal employees and increased profitability thus facilitating the attainment of the organisational mission. Some companies are committed to spending a certain percentage of their revenues towards employee training and development in order to meet the modern business challenges. In addition, the companies require the staff to dedicate a number of working hours towards improving their skills and attitudes through training and development. These companies will be in a position to attract qualified workforce, due to the good reputation associated wit h training and development of employees (Boydell & Leary 2006). The six ‘Es† of training Engage: - Training and development enables the employees to understand and appreciate the policies of the organisation. For instance, the employees of the company can be able to understand how new working methods will contribute to improvement in product quality. Accordingly, training and development is essential in embracing new organisational culture since the employees are able to enhance team work in the organisation. Educate: - The main purpose of training is to acquire knowledge that is essential in understanding work expectations and responsibilities. Since ABB employees may be moved from one country to the other, the companies must ensure that employees

PTSD as it relates to military combat Annotated Bibliography

PTSD as it relates to military combat - Annotated Bibliography Example Social and Behavioral Sciences, 5, 262–266. The purpose of this study was to show the effect of behavioral treatments on quality of life. The method used involved the study of 60 Iranian combats who participated in war between Iran and Iraq. SF-36 questionnaire was used for evaluation. The result was that behavioral interventions of military combats improved quality of life. The study seeks to determine the relationship between war exposure and PTSD among nurses in Gaza. 1130 nurses exposed to war were studied to show if they had PSTD. The results indicated that nurses in Gaza suffered PSTD after exposure to war. The purpose of this study was to find out the obstacles faced by military personnel when faced with mild traumatic brain injury which is a form of PTSD. The method is a literature review of past research. The results indicate that emotional distress are the main symptoms of brain injury disorder. Meziab, O., Kirby, K.A., Williams, B., Yaffe, K., Byers, A.L. and Barnes, E.B. (2014). Prisoner of war status, posttraumatic stress disorder, and dementia in older veterans. Alzheimer’s & Dementia, 10, 236-241. This study was carried out to determine whether prisoners of war experienced dementia without experiencing PTSD. The method involved a cohort study of 182,879 veterans of war to show the relationship between the status of prisoners of war and PTSD, and their experience of dimension in the follow-up study. The results showed that the status of prisoners of war and their experience with PTSD lead to higher risk of dementia. The study examined the prevalence of sleep by PTSD victims. PTSD-diagnosed patients were tested using SCID criteria considering non-sleep PTSD symptoms. It was found out that PTSD veterans suffered from poor quality of sleep. Polusny, M.A., Kumpula, M.J., Meis, L.A., Erbes, C.R., Arbisi, P.A., Murdoch, M., Thuras, P., Kehle-Forbes, S.M. and Johnson, A.K. (2014). Gender differences in the effects of deployment-related

Humanity in Brave New World Essays -- Literature

Humanity in Brave New World For years, authors and philosophers have satirized the â€Å"perfect† society to incite change. In Brave New World, Aldous Huxley describes a so-called utopian society in which everyone is happy. This society is a â€Å"controlled environment where technology has essentially [expunged] suffering† (â€Å"Brave New World†). A member of this society never needs to be inconvenienced by emotion, â€Å"And if anything should go wrong, there's soma† (Huxley 220). Citizens spend their lives sleeping with as many people as they please, taking soma to dull any unpleasant thoughts that arise, and happily working in the jobs they were conditioned to want. They are genetically altered and conditioned to be averse to socially destructive things, like nature and families. They are trained to enjoy things that are socially beneficial: â€Å"'That is the secret of happiness and virtue – liking what you've got to do. All conditioning aims at that: making people lik e their inescapable social destiny'† (Huxley 16). Citizens operate more like machinery, and less like humans. Humanity is defined as â€Å"the quality of being human† (â€Å"Humanity†). To some, humanity refers to the aspects that define a human: love, compassion and emotions. Huxley satirizes humanity by dehumanizing the citizens in the Brave New World society. Huxley deletes love from society to satirize humanity. In the society, in order to maintain stability, â€Å"'The greatest care is taken to prevent you from loving any one too much'† (Huxley 237). If you have no loved ones, you have no one to mourn. When a citizen dies, life continues on as usual; there is no loss in efficiency. Huxley learned at a young age that grieving for a loved one is part of being a human: â€Å"At the age of 14 Aldous... ...dure the hardships of life in order to enjoy the blessings. Sadness is a defining characteristic of a human being: â€Å"In spite of their sadness-- because of it, even; for their sadness was the symptom of their love for one another-- the three young men were happy† (Huxley 242). Sadness is a symptom of joy. Loss is a symptom of love. But Huxley knew that it is worth it to feel both pain and happiness instead of nothing. Without these defining characteristics of humanity, all that remains is a stable, well-oiled machine, certainly not a group of human beings. Works Cited "Aldous Huxley – Biography." Egs.edu. The European Graduate School. Web. 25 Feb. 2012. "Brave New World Theme of Suffering." Shmoop. Shmoop. Web. 25 Feb. 2012. "Humanity." Dictionary.com. Dictionary.com. Web. 25 Feb. 2012. Huxley, Aldous. Brave New World. New York: Harper & Bros, 1932. Print. Humanity in Brave New World Essays -- Literature Humanity in Brave New World For years, authors and philosophers have satirized the â€Å"perfect† society to incite change. In Brave New World, Aldous Huxley describes a so-called utopian society in which everyone is happy. This society is a â€Å"controlled environment where technology has essentially [expunged] suffering† (â€Å"Brave New World†). A member of this society never needs to be inconvenienced by emotion, â€Å"And if anything should go wrong, there's soma† (Huxley 220). Citizens spend their lives sleeping with as many people as they please, taking soma to dull any unpleasant thoughts that arise, and happily working in the jobs they were conditioned to want. They are genetically altered and conditioned to be averse to socially destructive things, like nature and families. They are trained to enjoy things that are socially beneficial: â€Å"'That is the secret of happiness and virtue – liking what you've got to do. All conditioning aims at that: making people lik e their inescapable social destiny'† (Huxley 16). Citizens operate more like machinery, and less like humans. Humanity is defined as â€Å"the quality of being human† (â€Å"Humanity†). To some, humanity refers to the aspects that define a human: love, compassion and emotions. Huxley satirizes humanity by dehumanizing the citizens in the Brave New World society. Huxley deletes love from society to satirize humanity. In the society, in order to maintain stability, â€Å"'The greatest care is taken to prevent you from loving any one too much'† (Huxley 237). If you have no loved ones, you have no one to mourn. When a citizen dies, life continues on as usual; there is no loss in efficiency. Huxley learned at a young age that grieving for a loved one is part of being a human: â€Å"At the age of 14 Aldous... ...dure the hardships of life in order to enjoy the blessings. Sadness is a defining characteristic of a human being: â€Å"In spite of their sadness-- because of it, even; for their sadness was the symptom of their love for one another-- the three young men were happy† (Huxley 242). Sadness is a symptom of joy. Loss is a symptom of love. But Huxley knew that it is worth it to feel both pain and happiness instead of nothing. Without these defining characteristics of humanity, all that remains is a stable, well-oiled machine, certainly not a group of human beings. Works Cited "Aldous Huxley – Biography." Egs.edu. The European Graduate School. Web. 25 Feb. 2012. "Brave New World Theme of Suffering." Shmoop. Shmoop. Web. 25 Feb. 2012. "Humanity." Dictionary.com. Dictionary.com. Web. 25 Feb. 2012. Huxley, Aldous. Brave New World. New York: Harper & Bros, 1932. Print.

David Brooks -One Nation Slight Divisible Essay

Brooks discussed the differences between the two groups. He described how â€Å"Red America† was made up of farmers and rural communities, while â€Å"Blue America† consisted of big cities with many stores and businesses. As Brooks looked at the red and blue sections of the electoral map, he was interested in the reasons behind the voting patterns. He chose two cities to represent these two sections: Franklin County in Pennsylvania for â€Å"Red America†, and Montgomery County in Maryland for â€Å"Blue America†. He lived in Montgomery county and spent time talking with different people in Franklin county. Brooks began to look deeper at the reasons for the differences between the two groups and wondered if America was really a united nation anymore. The first reason that Brooke considered was economics. He examined his theory that the rich and the poor have separated. The blue states had higher incomes, higher end stores, and jobs. Brooks asked people if they agreed that money was   what had divided the U.S. Although most people greed with that statement, most did not consider themselves the people with less, and it was the ones with less that seemed more content with what they had. As he spent more and more time with the people, he found that it was really not money that split the nation. . The next idea he had was religion. He found that the percentage of people involved in religion was higher in red states. There were more churches in Franklin, and more people attended a weekly religious service. Even with these statistics, Brooks again found it was not religion. He found there were still †bad people† and problems in both cities. Yes there were differences, but the differences didn’t seem to be enough to divide the nation. The final hypothesis Brooks dove into was self. Brooks saw that in â€Å"Red America† there was less striving to be unique and impress others. Humility was much more prevalent in the red states, while people in the blue states tended to place a larger focus on self. Brooke’s decided that this was a big difference, but not big enough to be the reason for division. After looking at all these thoughts, Brooks concluded that the U.S. is not divided, but instead it is a â€Å"Cafeteria Nation.† Brooks said that everyone has their own group to hang out with, just like what you would find in a school cafeteria. There may be differences between people, but in the end they all come together as a nation to help each other in times of trouble. Brooks used the example of 9/11, to demonstrate this principle and then concluded that our nation was not and is not divided after all.

Act Of Congress 1890 Essay - 826 Words

Two Acts of Congress in 1890 The U.S. Congress passes an act that grants a pension to all wives of veterans who served in the American Civil War. On April 10, 1890, Friederike (Miko) Ruesse fills out an application to receive a widow’s pension. Her late husband, Johann Voss, had served during the war. Rike goes to Nashville, the county seat of Washington County, to see an attorney. Filling out a form, she swears to the following: â€Å"In the state of Illinois, county of Washington, on this April 10, 1890, personally appeared before me, Friederike Ruesse. Her age is 53 years and she is a resident of Plum Hill, Washington County, Illinois. Sworn in, she makes the following declaration in order to obtain the pension provided by acts of Congress†¦show more content†¦That no prior application has been made to her knowledge. That she hereby appoints T. S. LeCompte of Nashville Illinois, her attorney, to prosecute her claim. Her Post Office address is Plum Hill, Washington County, Illinois. G. G. Schneider Friederike X Ruesse Attest-John Blumhorst Her mark Schneider and Blumhorst are witnesses who are present at the signing. Because Rike cannot read or write, they swear that the mark made in place of her signature, is hers. (L149) *Friederike does not mention Johann’s 3-month service in the army prior to his enlistment for 3 years in the 2nd Artillery Missouri Volunteers because it is not pertinent to this application. No pension was granted for those who signed up for a 3-month duty. **Friederike cannot read or write. This may help to explain why many of the dates she provides are incorrect. John Voss died in 1873, not 1872, and she and Henry Ruesse married in 1874, not 1873. Her daughter, Elizabeth, is born in 1865, not 1868. Her son, George, is born not in 1872, but in 1871. Nevertheless, the documentation is accepted by the United States government and she is granted a widow’s pension. For the past 18 years, Joseph Kello has lived as a wanted man living the under the alias of Charles Lorne. On June 27, 1890, the U.S. Congress passes an act that has a profound effect on his life. It extends forgiveness to those who deserted from the army either during the Civil War orShow MoreRelatedA Comparison of Two Monopolists in a Competitive Market Essay977 Words   |  4 PagesA Comparison of Two Monopolists in a Competitive Market According to Webster , to have a monopoly is to have exclusive ownership, possession, or control. The following essay is an examination of Microsoft in comparison to this definition and another commonly known monopoly, Standard Oil. Also attention will be given to the necessary role of and problems with monopolies. Competitive Market vs. Monopoly A competitive market consists of many buyers and sellers. 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