For A Lot Of Us Growing Up, Our Mothers Have Been An Integral Part Of

For a lot of us growing up, our mothers have been an integral part of what made us who we are. They have been the one to forgive us when no one else could. They have been the one to comfort us when the world seemed to turn to evil. They have been the one to shelter us when the rain came pouring down. And most importantly, they have been the one to love us when we needed it the most. In "Two Kinds," by Amy Tan, Jing-mei is a young daughter of a Chinese immigrant. Growing up she had to endure being raised by an overbearing mother as well as deal with psychological struggles within herself. She had to learn how to become a woman on her own terms. Throughout the story, her mother repeatedly pressures Jing-mei to be something that she is not. She wants Jing-mei to somehow become a prodigy child. She has such high hopes for her daughter that she doesn't realize the amount of distress she causes Jing-mei. Like all good mothers, she only wants the best for her child. Since immigrating to America, she believes that anything can be accomplished and she uses her daughter as her outlet to prove it. She continuously gives Jing-mei numerous tests to memorize bible passages and world capitals, and eventually coerces her into taking piano lessons, which becomes the prime focus of her ?perfect daughter' determination. Jing-mei reacts extremely negatively to this pressure. This is only exemplified when she states, "'I won't let her change me, I promised myself. I won't be what I am not." She is forced to take a stance against her mother primarily because she doesn't want to be forced into becoming something that she is not. Jing-mei feels s he must become her true self, a person whom she feels her mother is not to determine for her. Jing-mei feels uncomfortable with her mother putting so much pressure on her. She is on a continuous struggle within herself to find who she really is. She is constantly distraught over torn feelings of wanted to become her true self and making her mother proud. Still, as time goes on it proves to be better to go against the tide, go against her mother's wishes. "And after seeing my mother's disappointed face once again, something inside of me began to die. I hated the tests, they raised hopes and failed expectations." This quote only exemplifies her troubled feelings of inadequacy that her mother's expectations created. She sobbed and said during an argument, I'll never be the kind of daughter you want me to be! She asked, Why don't you like me the way I am? The only way she could handle her mother's expectations was to always succumb to defeat. By the end of the story the outlook on these pressures take a different turn. Jing-mei has matured from a girl into a woman and, as a peace offering, her mother offers to give her the piano?the main object of adversity between the two of them. This offers her the realization that she has become herself on her own terms, even with all of this hardship In this story, the piano symbolizes different things for the two of them. For Jing-mei, it symbolized the unwanted stress her mother inflicts upon her, the pressure to become someone she is not. And, for her mother it symbolizes the hope in the child, the hope that she will become a prodigy child, the hope that coming to America gave her. "America was where all my mother's hopes lay.'' This statement only reiterates this free hope America and the piano gave her. The piano piece she had once struggled to play as a child was entitled Pleading Child and was very slow and difficult. She saw that on the next page was a song called Perfectly Contented which was quick and happy. These were two halves of the same song, which is symbolization to her life. During her childhood she had felt dissatisfied with her life and with the choices she was forced to make. As an adult she was offered the piano she had found her inner peace. She had reconciled the issues of her

The Ultimate AP Human Geography Study Guide

The Ultimate AP Human Geography Study Guide SAT / ACT Prep Online Guides and Tips In your AP Human Geography class, you'll learn about the dynamics of societies around the world in economic, social, political, and environmental contexts. This course focuses a lot on ideas and models, along with terminology that defines the ways in which we've chosen to inhabit and change our surroundings. The following AP Human Geography study guide is designed to guide you through all the concepts covered in the course, with an emphasis on cumulative preparation for the AP exam. What Will You Get From This AP Human Geography Study Guide? This guide will help you review for assessments in your AP Human Geography class by providing links to practice resources and tips on effective study strategies. I'll also give advice that's specific to preparing for the final AP exam. In the first section, I’ll detail a step-by-step process you can follow to create and execute a customized study plan for the test.This process includes taking a diagnostic test, evaluating your weaknesses, studying the content areas where you struggled the most, and taking additional practice tests to check your progress. To follow up the study plan, I’ll list a few key study tips to remember as you revisit the course content and take practice exams.I’ll also give you notes for each topic area that you can use to study for in-class tests and review for the AP exam. Having all this information in one place will hopefully make studying for this class much less stressful! Creating a Study Plan for AP Human Geography In this section, I'll go through the steps of a basic study plan for the AP exam. Most of the principles will also apply to your studying for tests throughout the class, but full practice tests are only important when directly preparing for the final exam. You can use shorter topic-specific quizzes to diagnose your weaknesses in different units of the course earlier in the school year. Step 1: Take and Score a Full Practice Test The first step is to take a full practice test so you can get a better idea of your current score level.When you take the test, time it to the specifications of the real AP exam so that you’ll be able to tell if you have any issues with time management. Keep in mind that on the AP test, you only have an hour to answer 75 multiple-choice questions.To be on the safe side, you should try to get your time down to around 30 seconds per question.The only way to get used to this pace is to take practice tests under the same conditions. You might consider usingthis full practice test from Barron’s, which offers both timed and untimed versions with automatic scoring for multiple choice.As you take your practice test, circle or make note of any questions where you feel anything less than totally confident in your answer. Even if you end up getting them right, you should reexamine that content later in your review to increase your comfort level with the material. When you're done, score your test so you can see where you fall in the AP range. You can use this online calculatorfor a decent score estimation based on how many raw points you earned.Then, set a goal for improvement, and decide how many hours you’ll need to put into your prep.If you have a couple of months, you should be able to put in 20+ hours of study time.This will be an appropriate amount studying if you’re hoping to improve by more than one AP point.If you only need to improve by one point or are just looking to raise your score within the same range, you might be able to wait until the month before the test to start the rest of the process. You shouldn’t need to study for more than 10-20 hours. Step 2: Go Through Your Mistakes If you decide to begin the rest of this process now, go through your mistakes on the practice test, and categorize them.This is how you’ll decide which content and skill areas to focus on in your review.There’s no point in studying concepts and terms that you’ve already mastered.If you want to see real improvements, this is the most important stage of the study process.You can’t fix your mistakes unless you know what they are first! Step 3: Study Appropriate Content After you finish analyzing your mistakes, start looking at notes that correspond to the areas where you had the most trouble on the test.Make sure you’re fully absorbing the information as you read.In this case, flashcards might be useful because there are so many terms to remember for AP Human Geography.If you found the free response questions especially challenging, practice a few more of those before you move on to the next step.You can also use some of the sites I’ll link to later in this article to review specific topics with short multiple-choice quizzes. Step 4: Take a Second Full Practice Test When you feel that you’ve fully addressed all of your mistakes on the first test, you can take a second test to see if your scores have improved. Compare your new score to the goal you set in the first step, and decide whether you want to go through the study process again or are happy with your current score. If you're satisfied, you can take a break and just do a bit of light review up until the test. If you find that you haven’t improved, you should reevaluate how you conducted this process and make some changes to your strategy in the next round.Were you in an environment that was too distracting? Did you skim over our notes without really absorbing them? These are the kinds of things that can cause your progress to stall. For planning purposes, here’s the estimated time required for each of the steps in the process for this exam: Step 1: 2.5 hours Step 2: 1 hour Step 3: 2 hours Step 4: 2.5 hours It should take approximately eight hours total for a complete cycle. Of course, you can always extend the time you spend reviewing content if you’re rusty on a bunch of different topics or just want to be extra thorough. Clean off that rust with an acidic solution of facts. AP Human Geography Study Tips These are a few of the most valuable strategies to keep in mind as you go through your study plan to prepare for the AP exam.They should also be helpful in your preparation for smaller assessments throughout the school year in your class. Tip #1: Know Your Regions To get full credit for most free response questions, you have to provide specific examples to support your answers.That means being able to identify the characteristics of world regions regarding their various cultures, demographics, and physical environments.You’ll see a map of the major regions covered by AP Human Geography in the content section of this guide along with a list of seven topics.You should be able to locate each region and identify the relationship it has with each of the seven topic areas. Tip #2: Terms, Terms, Terms Although knowing your way around a map is important, much of AP Human Geography is about your knowledge of terminology.I’d highly recommend making flashcards or using online flashcards in your studying (I'll put a link to some of these in the upcoming content section!).Many multiple-choice questions are essentially just asking for definitions, and some free response questions begin by asking you to define a term that the rest of the question addresses in more depth. Even if it's not this direct, knowing your way around the language of the field of geography will make it much easier to understand questions without relying on shaky assumptions or inferences. Tip #3: Pay Attention to Important Models and Theories Human Geography is mostly considered a humanities subject, but there are some scientific elements to it. These show up in the form of demographic models that are introduced throughout the course. It's important to know how to read models and understand what they represent. You should also know how they connect to major theories in human geography and what those theories say about the development of society. I'll give you a link to a comprehensive list of models and theories at the end of the next section. Skylar, how many times do I have to explain homophones to you? YOU'RE. NOT. HELPING. AP Human GeographyTopics and Notes AP Human Geography covers seven major topic areas. In this section,I’ll list each of them followed by notes that cover relevant subtopics. You can use these notes in the content review stage of your final AP study process and during the year as you review for in-class tests.You might find these notes (from CourseNotes) difficult to get through because they’re written in such a way that it’s hard to pick out key concepts. There are a lot of long paragraphs with no bolding of important terms.If you find these notes borderline incomprehensible, you should try getting a review book that puts all the content in clearer terms. I thinkCracking the AP Human Geography Exam is a good starting point. As a precursor to the notes, here's a map of all the world regions that are discussed throughout the course. You'll need to consider how these topics apply differently to varying locations around the globe: Topic #1: Geography: Its Nature and Perspectives Geography and Human Geography Topic #2: Population The Earth As Humanity’s Home Fundamentals of Population: Location, Distribution, and Density Processes and Cycles of Population Change Where and Why People Move Topic #3: Cultural Patterns and Processes Cultures, Environments, and Regions A Geography of Languages Diffusion of Languages Modern Language Mosaics Origins and Distribution of Religions Religion: Location, Diffusion, and Cultural Landscape Religion, Culture, and Conflict Topic #4: Political Organization of Space Political Culture and the Evolving State State Organization and National Power Multinationalism on the Map The Changing Global Political Landscape Topic #5: Agricultural and Rural Land Use The Livelihoods of Rural Peoples Rural Settlement Forms Commercial Agriculture Global Disparities in Nutrition and Health Topic #6: Industrialization and Economic Development Industrial Activity and Geographic Location Resources and Regions: The Global Distribution of Industry Concepts of Development From Deindustrialization to Globalization Topic #7: Cities and Urban Land Use Civilization and Urbanization Urbanization and Location Urban Pattern and Structure Changing Civic Experiences Since terms are so important on the exam, I’d also recommend checking out this full list of all vocab covered by the course (provided by Quizlet) so that you can review all the vocabulary you need to know in one place. You should also check out this overview of all the different theories and models covered throughout the course. When lots of humans get together to form an urban community, they can't help but color on everything. What an adorable species. Resources for Reviewing Content In this section, I’ll go over a few different resources that you can use to test your knowledge of the content and take practice tests and quizzes. Review Books Review books are helpful resources that provide access to additional practice questions and tests.They often include diagnostic tests that will help you diagnose your weak areas accurately and with less legwork on your part.Especially in a subject like Human Geography that can be a little elusive, review books will help you figure out exactly what you need to study and how you should study it.Read my guide to the best review books for this course to get a better idea of which ones you should consider getting.Some solid review books include: Cracking the AP Human Geography Exam (Princeton Review) Barron’s AP Human Geography AP Human Geography Crash Course (REA) Official Free Response Questions (2001-2015) This includes all the free response questions that have been asked on the AP Human Geography exam since 2001.Be aware that the scoring guidelines are only included for 2004 onwards, so the first three sets of questions for 2001-2003 don’t have official answers that you can consult. Sporcle Geography Quizzes As I mentioned in the tips section, it's important to know your world regions for AP Human Geography so you can back up your answers with specific examples.You don’t need to be a complete expert on where every country is located, but these quizzes are both fun AND educational, so I’d recommend checking them out (warning: super addictive). Countries of the World Countries of Asia Countries of Europe Countries of Africa Countries of South America Countries of North America Varsity Tutors Diagnostic Tests This site offers four diagnostic tests for AP Human Geography with 75 questions each (multiple-choice only).The tests have automatic scoring, and each is given a preliminary difficulty level rating.There are also tons of mini-quizzes listed by concept if you want to practice topic-specific questions as well as flashcards that will help you learn all the course terminology. Learnerator Practice Quizzes There are quizzes on every topic with questions categorized by difficulty level. Quizzes range in length from 10-40 questions, and the site keeps a running tally of how many questions you’ve answered correctly in each category (easy, medium, and hard). Unfortunately, you do need to pay for access to the quiz questions in the "hard" category.It’s $25 to get full access to all the AP Human Geography questions, including a bunch of free response practice. Chapter Quizzes for Human Geography: Landscapes of Human Activities (11th Edition) If you select a chapter of this book on the left-hand navigation bar, you can scroll down and click on a link for a multiple choice quiz.These quizzes are helpful review materials even if your class isn’t using this particular textbook. Now, sit back and enjoy the fruits of your labor in the form of an A and/or 5. Conclusion This AP Human Geography study guide has covered a review plan for the AP test, tips for success in studying throughout the year, and a list of all the topics included in the AP Human Geography curriculum. Let's recap!The steps in a successful study plan should look something like this: Step 1: Take and Score a Practice Test Step 2: Go Through Your Mistakes Step 3: Study Appropriate Content Step 4: Take a Second Practice Test Again, you can go through this process multiple times if you don't get the results you want in the first round. Just pay close attention to whether or not you're improving. If not, make changes to amp up the effectiveness of your content review. Some study tips you should keep in mind as you study for both the AP test and in-class assessments include: Tip #1: Know Your World Regions Tip #2: Terms Are Important Tip #3: Pay Attention to Major Geographic Models and Theories After you're clear on the fundamentals of how to study, you can use the notes and practice resources in the second half of the article to prepare for unit quizzes, midterms, and the final AP test. What's Next? Are you thinking about self-studying this class or other AP classes? Find out more about whether AP self-study is right for your situation and which classes are the most manageable options. If you're still planning out your schedule for the future, check out our article on which other history classes you should takeafter AP Human Geography. You might also be interested in these articles that discussAP credit policies at colleges and which classes you should takethroughout the rest of your time in high school based on your college goals. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Revising Techniques in Crime Scene Processing Essay

Revising Techniques in Crime Scene Processing - Essay Example This has provided an opportunity to update the techniques with modern techniques and procedures (Wise County, 2012). The main objective of this study is to provide a detailed explanation of the different techniques and analysis methods that can be adapted in today’s investigation process. Discussion Topics That Need To Be Updated In the Guidebook The increasing crime rate globally has highlighted the importance of adapting updated measurements to detect criminals. With reference to section C in the guidebook i.e. ‘Crime Scene Investigation: A Guide for Law Enforcement’, it has been viewed that certain procedures stated in the guidelines are backdated as compared to the new investigation procedures or equipment invented. The different topics that need to be updated in the guidelines are stated hereunder: With reference to the notion of team composition as represented in Section C, it can be viewed that the guideline only focuses on documenting or recording all the vital factors that can help in further investigation, therefore, this aspect should be updated. In the contamination control context, the guideline related to limiting scene access should be changed. The policy of preparing preliminary sketches should be altered as well. The policy of focusing firstly on easily accessible areas should be changed. And lastly, the process of establishing chain of custody should be updated (Reno et al., 1999). The Vital Reason behind Updating the Topic and How This Would Affect the Forensic/Criminal Justice Community With reference to the above mentioned factor, the first facet that needs to be changed is the process of documentation. It has been viewed that earlier investigators mainly focused on collecting data from the spot of the incidence. However, it has been proven that the belongings of the victim act as a great evidence which can be studied to find the major reason behind the crime. Additionally, if electronic surveillance is done of the area of accident, it would provide more help for the investigators to come to the final result. Again, it has been viewed that according to contamination control guidelines of Section C, it suggests that the access to people directly involved in processing the scene should be limited. However, if the scenes are made open for the people associated with the investigating process, the procedure would have been more effective as different people are qualified with diverse techniques and skills which ultimately would result in making the method more effective. In addition, in the documentation part of Section C, it requires the preparation of initial sketches. However, if taking preliminary sketch is replaced with electronic recordings it would provide a more detailed study of the area. Additionally if electronic sensing devices are used to detect smell, temperature or weather, it would help in making the investigation process more effective by providing more precise data (Cameron, 2011). Mor eover, it has been viewed that the Section C states to focus firstly on the easily accessible area however, if the section prioritizes on areas that are difficult to access or mostly remain unnoticed it would be quite beneficial for the forensic team. This would help in collecting more prior data of the crime conducted and would also help in producing effective

HENRY CLAY AND THE PROTECTIVE TARIFF Essay Example | Topics and Well Written Essays - 500 words

HENRY CLAY AND THE PROTECTIVE TARIFF - Essay Example Its core principal is to protect the domestic economy rather than to raise revenue. An example of a protective tariff is seen in the importation of oranges. Orange fruit does not grow everywhere, and South American countries often produce massive quantities for export. If a country can produce oranges but can import them from South America cheaper than growing them domestically, a protective tariff might be applied. This tariff will inflate the price of the imported oranges so that they are equal to or higher than the price of domestic oranges. Tariffs for many years were primarily used to collect Federal revenue and protect start-up industries. The government largely restricted its activities to maintaining order and protecting property by imposing army, navy and courts tariffs in order to raise enough revenues to finance government programs. This made the government largely self supporting. During wars or in attempt to meet other needs, additional income was secured by raising the tariff and excercise tax rates. Short term and unanticipated capital needs (budget deficits) were usually covered by borrowing. Those favoring protective tariffs mostly engage in manufacturing sector that would be negatively impacted by foreign competition. Exporting areas that would be severely hurt by retaliatory trade measures imposed by their trading partners. The exporting countries also feel as though protective tariffs deal them a double blow since they export cash crops to trading partners affected by protective tariffs and have to purchase foodstuffs and manufactured goods that might be more costly due to the imposition of protective tariffs.   On the opposite end of the spectrum are two arguments in favor of protective tariffs. One is that it keeps money earned locally within the domestic economy. The idea being that if a man earns a paycheck from a local business, he should feed that money back into other local

Political Leadership: Napoleon Bonaparte

Political Leadership: Napoleon Bonaparte Political Leadership: Napoleon A study in political leadership: Napoleon Bonaparte Napoleon Bonaparte is one of the most contentious and polarising figures in world history. Some historians such as J David Markham and David P Jordan believe him to be the epitome of the revolutionary struggles that preceded him and indeed the natural continuation of the French Revolution. Others such as Paul Johnson and Claude Ribbe see Napoleon as an autocratic ruler who not only used and abused the French Revolution but also proceeded to rule in a totalitarian manner. These contrasting views do, to some extent, illustrate how adept Napoleon was as a political leader. In changing and unsettled conditions that called for both a strong leader and paradoxically the lessons of the Revolution of representation by plebiscite and the throwing away of the ‘Ancien Regime’, Napoleon was in effect able to straddle both divides so successfully it is still difficult to get to the bottom of his leadership. I will show how through Napoleons skill, hard work, intelligence and even luc k, he was not only able to straddle this divide but set and achieve his goals in every area of French society and government, and indeed Europe. Most people know Napoleon by the wars that bear his name in the early 19th century, the fatalities caused by these and the Empire he built. It is clear that Napoleon had aims which were military by design and goals which could only be carried out by military ends and though these are clearly an integral part of his leadership, it is important to note that his social and political tasks were as important, if not more significant, when looking at Napoleon as a political leader. It is the social and political aspects of his rule that I shall focus on. Napoleon’s swift ascent to power, in 1799, on the back of the French Revolutions successes and ultimately it’s failures, found France in a weak position both internally and in Europe. The Revolution had introduced such massive change in social and political arenas from that of the ‘Ancien Regime’, that France did not have a workable position on every aspect of life in France from the economy, education and government to the church. There were hostile nations eyeing the French land in its moment of weakness, especially Austria and Prussia, which only served to hasten the need for internal workings. Napoleon therefore had two key tasks in front of him which themselves incorporated multiple key goals – make France workable again and keep France and its territories secure from hostile states. As Markham declares, â€Å"France was looking for someone who could preserve the benefits of the Revolution while bringing credibility back to government† Napoleon was very clever in his leadership in that he did not have an overbearing ideology, differing with both the revolutionaries and the ‘Ancien Regime’ and with this he had an exceptional understanding of where he needed to position himself to not only remain strong in his own position, but to build a strong France and Empire, as Dwyer states: â€Å"Napoleon eliminated the factionalism that had torn the country apart†¦ The introduction of a unified code of law†¦ monetary and financial reforms and the Concordat with the Catholic Church†¦ Were all designed to create the social, economic and political stability necessary to consolidate and maintain power.† The results of this meant that the positions Napoleon took on the domestic issues at hand are remarkable in essence to that of Tony Blair and the ‘third way’ doctrine. As Norman Davies states, â€Å"The eventual offspring (of Napoleons legislative agenda) often consisted of strange hybrid creatures, neither ancien fish nor revolutionary fowl.† For instance the Revolution dismantled all hereditary titles and classed every citizen as the same, Napoleon however created his own hierarchical system based on merit, thus at the same time creating the much-needed stability of the time without betraying everything that the Revolution stood for. Indeed the ‘Code Napoleon’, the grand law system Napoleon created was, as Davies says, â€Å"a middle path between the Roman law of the south and the customary law of the north, between egalitarian principles of 1789 and authoritarian, propertied reaction of the Directory.† Further pointing out Napoleons success is Emsley in ‘Napoleon’: â€Å"Napoleon Brought internal stability to France after the upheaval of the revolution. He fostered reconciliation between old and new elites and restored the Catholic Church – on his own terms. The 15 years of Napoleons rule witnessed significant reorganisation within France.† It is clear then that Napoleon did succeed in his goals of creating a stable and strong France capable of governing and maintaining its position – in fact expanding it’s position – on the world stage. However it is simply not enough to state what ideology – or lack thereof – Napoleon followed in determining what kind of political leader he was. It is important to state how he worked in creating his legislative agenda and how effective this was in his political leadership throughout his rule. Napoleon is fabled for his long hours and incredible ability to not only dictate multiple memos and letters, legislation and law, at the same sitting for vast periods of time but for also using vast quantities of information accurately from the top of his head. â€Å"He (Napoleon) was extremely hard working and able†¦ When in Paris he was known regularly to work through much of the night, going to bed at 10pm, rising at 2am†¦ His days in Paris were then filled with meetings, readings and correcting documents and receiving petitions, with food being eaten while he was standing or on the move. His insatiable thirst for, ability to absorb, knowledge enabled him to discuss science with scientists, and to debate, at high level and with experts, history, geography, literature†¦ He expected regular reports†¦ and he read them.† Napoleons clear controlling nature and ambition does provide strength in his political leadership. A strength in so much as that it is this mans desire and drive which not only got him to his goals but enabled him to ensure that things were being run the way he envisioned them, the right way. This way of dealing with leadership could be down to the good fortune that Napoleon undoubtedly seemed to gain during his career both on the way up and while in power, as Markham puts it, â€Å"Some†¦ have suggested that he (Napoleon) simply had incredible luck and was always at the right place at the right time. The latter was certainly often true†¦ The trip to Egypt come(s) to mind.† But this sense of good fortune and wanting to make the most of it may not be the reason for Napoleons controlling way in power. Before he gained power his ambition and jealousy of those in power at the time is widely quoted, â€Å"I wish to undermine the Republican party, but only for my own prof it and not that of the ancient dynasty†¦ As for me†¦ I have tasted authority and I will not give it up. I have decided that if I cannot be the master I will leave France.† It would seem then that the seeds for his controlling and overbearing nature as a political leader were sewn before he even encountered power. This leads on to both his clear weakness and ultimately his failure as a political leader. Not only the insistence on controlling and influencing all aspects of the legislative agenda but then the tight grip he held those implementing the agendas in, meant that as Johnson states, â€Å"He (Napoleon) could not rule on a long-term basis. No one has ever been faster than he was at overturning existing governments, setting up new administrations, and imposing constitutions to fit them. None lasted more than a few years, some only a few months†¦ It always bore hallmarks of his impatience and his lack of tenacity in sustaining the long haul.† It would seem paradoxical that though his great task and success was bringing stability and competence in the management of French affairs at home, as the Empire grew, so did the inability in controlling it all. This is probably understandable when you look at some occasions where this controlling nature is highlighted such as, â€Å"In o ne week, shortly after becoming Viceroy of Italy, Eugene de Beauharnais received 21 letters providing advice and instructions, some of them running to several pages (from Napoleon).† It is precisely this level of detail and control that helped make France so strong and stable, which ultimately made the control of the empire so uncontrollable and unstable. The lack of heirs to manipulate and have ready to follow him in power may well have been part of this weakness in his leadership. It is hard to imagine he would have pressed so hard, so long for an empire as big as he did if he understood that he had someone he could mould into his place and watch continue his work, this too might have compounded his controlling nature. The fact that the siblings he had, after he put them into power in differing nations, his brother Joseph in Spain for instance, let him down so miserably in the majority of cases, could have contributed in this regard as well. All this leads to his political and military overstretching which would eventually lead to his downfall. Part of the legacy of Napoleon, as much as a tool for his control over both the people of France and the empire, and a continuation of his character as a political leader, was his great ability in propaganda. â€Å"Nothing lies like a Napoleonic bulletin.† Is a common understanding of the power Napoleon had in the art of getting the masses and the elite to understand and support what he wanted them to understand and support, a lot of what we would call ‘spin’ nowadays, just as much as propaganda. Markham explains the role Napoleon used propaganda in effectively: â€Å"In media-centred times†¦ we take for granted advertising and propaganda†¦ In Napoleon’s lifetime, such self-promotion was not nearly so widespread†¦ Napoleon, however, realised the value of such activities and was quick to use them to promote his rise to power. His proclamations, bulletins and letters to the government were all written with his own interests in mind†¦ His Italian and Egyptian campaigns became, in the eyes of the public, crusades of good against evil, those of an enlightened hero against the barbarians.† So not only was he a political leader of great ambition, confidence, intelligence, hard work, luck and control but also a leader who knew how to use new techniques and harness them for his and the nations own ends. Like many leaders however it was many of these same qualities that brought so much glory, which also brought the end. The overt confidence and control, pushing the hard working man to pursue too much, too soon without doubting, or allowing those around him to question enough, the merits of certain decisions. Why I mention propaganda as a part of Napoleons legacy is because Napoleon used it as such throughout his time in power, via portraits, sculptures and even after he left power through the written word in his autobiography. â€Å"Napoleon had always been conscious of how to best portray himself and his achievements†¦ Napoleon manipulated the arts and the media towards his personal glory†¦ Artists were commissioned and prizes were offered for works celebrating key moments of his career. Historical accuracy was less important than the image presented in both paintings and sculptures.† To a large extent this clever way of trying to secure a legacy has worked. When looking at Napoleon we undoubtedly think of pictures and paintings we have seen. For some people seeing Jean Auguste Dominique Ingres’ portrait of Napoleon on the imperial throne or the famous image of Napoleon crossing the Alps by Jacques Louis David, is all they have to go on, Napoleon from these image s looks very much how he wanted to be remembered, a successful, dashing, Emperor. There are other aspects of course to his legacy, one major part being that he brought Europe, especially what we now call Germany and central Europe, not only up to date in terms of the political and social institutions inside the nations, but also economically as well. On top of this before Napoleon controlled mainland Europe with his Empire, Europe was made up of many, often splintered, states. After Napoleon left power for good in 1815, the face of Europe looked completely different. The state structure, divided up by the Allies, was completely different and much of the current state system is therefore part of Napoleon’s legacy. For instance â€Å"Thomas Nipperdey began his acclaimed history of nineteenth-century Germany with the words ‘In the beginning was Napoleon.’† The other significant legacy Napoleon left was the ‘Code Napoleon’, the sets of laws, governing system and administration. As Emsley states, â€Å"The administrative system and structures that were to govern France for the nineteenth and twentieth centuries were essentially those that emerged during the Consulate.† And you can see exactly why the ‘Code Napoleon’ did survive, â€Å"The universal rights of citizenship, and of equality before the law, were confirmed. In family law, civil marriage and divorce were retained†¦ This Code has profoundly influenced the social development of at least thirty countries.† It is clear that Napoleon Bonaparte was a very astute and complex political leader and also one of great importance. Napoleons determination and ambition to succeed may well have been the reason behind both his rise and fall. â€Å"Few individuals have had more impact on history than Napoleon Bonaparte. He is the grandest possible refutation of those determinists who hold that events are governed by forces, classes, economics, and geography rather than by the power of wills of men and women†¦ Few persons of ambition have failed to see Bonaparte as an exemplar or a spur.† Though I do not agree with all the sentiments in the last quote, I agree with the latter. The sheer brilliance of the man, who, however you look at it has come from a background of mediocrity and middle class, to rule France in a way which benefited both himself, his nation and Europe as a whole, is an inspiring example certainly to me. His genius is of course exceptional, but the attention to detail, the hard working mentality and the ability to successfully negotiate a tough balancing act, is equally as inspiring. He clearly had some flaws both personally and politically but I take my inspiration not so much from every policy he passed but what attitude he held, and that is nothing but inspiring. Bibliography Davies, Norman (1997) Europe – A History. Pimlico. Dwyer, Philip G. – edited by (2001) Napoleon and Europe. Pearson Education. Dwyer, Philip G. and Forrest, Alan – edited by – (2007) Napoleon and his Empire – Europe, 1804-1814. Palgrave Macmillan. Emsley, Clive (2003) Napoleon – Conquest, Reform and Reorganisation. Pearson Education. Johnson, Paul (2002) Napoleon. Phoenix. Markham, J. David (2003) Napoleon’s Road to Glory – Triumphs, Defeats and Immortality. Brassey’s. McLynn, Frank (1997) Napoleon – A Biography. Pimlico. Lesson plan: defining aims Lesson plan: defining aims Lesson plan: Defining Aims What is a lesson plan? Before we do anything we must plan what to do, how to do, why to do and when to do. Also in the teaching, a teacher must plan what he wants to teach the students, why he wants teach and how to teach. The first thing that a teacher must do is preparing a lesson. It is called a lesson plan. What is a lesson plan? These are many definitions of lesson plan.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A lesson plan is a teachers detailed description of the course of instruction for an individual lesson or a teachers document used to plan a lesson. (en.wikipedia.org)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A writing noting the method of delivery, and the specific goals and timeline associated to the delivery of the lesson content. (longwood.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  An organized outline for single instructional period. it is a necessary guide for the instructor in that it tells what do you do, in what order to do it, and what procedure to use in teaching the material of a lesson (www.dynamicflight.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A written document used in planning a presentation. (wps.prenhall.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A teacher-developed and teacher-written study plan that guides instruction. It contains an outline of the important, points of a lesson arranged in (natomagroup.com)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In my opinion, a lesson plan is a teachers document planning for teaching. How to do the lesson plan?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The first thing a teacher must do is decide on the lesson plans focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the established ideas or question. This includes individual and group activities. A lesson plan must correlate with the text book the class uses. The school or the teacher usually selects the text book or provides teachers with a limited text book choice for particular unit. The teacher must take great care and select the most appropriate book for the student. A good lesson plan can reflect interests and need of students. It incorporates best practices for the education filed. The lesson plan correlate with the teachers philosophy of education. Which is that the teacher feels is the purpose of the student. Lesson plan is preferable, because it allows a teacher to create various research, writing, speaking , and reading assignment. How to consider lesson plan? To know who the students are. Know ability levels, backgrounds, interest levels, attention spans, ability to work together in groups, prior knowledge and learning experience, special need or accommodations, and learning preferences. This my not happen as quickly as you would like, but it is important for designing instruction that will meet the needs of your student. Thats key in successful teaching and learning. To know the content. It is important for you to research the subject matter that you will be teaching. You should also utilize curriculum guides published by the state in which you teach and the local school district that employs you. It is also a good idea to know the national standards and state standards that drive curriculum frameworks and that will give you a lot of information relative to your subject area. TeAch-nology.com has a large number of links that will help you to search for information relative to that subject matter you are employed to teach. one link that can help is as follows To know the materials that are available to help you teach for success. Take and keep an inventory of the materials and resources that are available to you as a teacher. for example: technology , software, audio/visuals, teacher mentors, community resource, equipment, manipulative, library resources, local guest speakers, volunteers, or any materials that can assist you in teaching Planning For Instruction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Before the teacher starts teaching, the teacher must plan for instruction in order to make successfully in teaching. Content The teacher must list the important facts, key concepts, skills, or key vocabulary terms that you intend to cover. You can also prepare an outline with key learning outcomes. Remember to refer to your curriculum guides. Goals To identify the aims or that you want your students to achieve as result of the lesson you plan to teach. goals are end produce and are sometimes broad in nature. Goals relate directly to the knowledge and skill you identify. Goals determine purpose, aim, and rationale for what you your students will engage in during class time. The goals are typically written broad educational or unit goals adhering to state or national curriculum standards. Objectives To identify the objectives that you hope your students will achieve in the tasks that will engage them in the learning process. objectives are behavioral in nature and are specific to performance. Objectives tell what you will be observing in student performance and describe criteria by which you can measure performance against. In many way, objectives represent indicators of performance that tell you, the teacher, to what extent a student is progressing in any given task. Instructional objectives can start with. A given that describes a condition that enables your students to perform any given task. A given could be any activity, a specific set of direction ,materials needed to perform a task, any assignment, for anything that set up a condition for students to engage in the task being observed and measure for performance. The heart of the objective is the task that the student is expected to perform. it is probably one of the most important part of the lesson plan becaus e it is student centered and outcome based. Objectives can range form easy to hard tasks depending on student abilities Materials List the materials and recourses that will be need for the lesson to be successful, the teacher also use technology resources needs to achieve objectives. Introduction Describe or list a focusing event or attention grabber that will motivate the students to want to pay attention and learn about what the teacher plan to teach. It will depend on the ages and stage and of the students and will rely on students interests and backgrounds. The teacher must remember to get the students to attend and respond to the introduction will set the stage for the rest of lesson. Development Describe how the teacher plans to model or explain what the teacher wants the students to do. Modeling the learning behaviors the teacher expects of his students is a powerful development tool and provides demonstration that students can then imitate or practice on they town. During development, models of teaching are used to facilitate students learning. Models can include direct instruction, inquiry, information processing strategies, or cooperative learning strategies. Practice The teacher must list or describe ways in which the teacher will provide opportunities for the students to practice what the teacher wants the students to learn. The more opportunities the teacher provides, the better chance they have to master the expected outcomes. These opportunities are in classroom assignments or tasks that give the teacher, the chance to guide and monitor progress. Independent Practice The teacher should list or describe ways to provide opportunities for the students to complete assignments to measure progress against the goal of instruction. These assignments are meant to give the teacher s the chance to determine whether students have truly mastered the expected outcomes. Remember to only plan for task that the teacher believes students can accomplish without guidance. Accommodations The teacher should list or describe ways that the teacher will differentiate instruction according to students needs. This can include any curricular adaptations that are needed to meet special needs students. Checking for Understanding To list or describe ways that the teacher will check for understanding. Assessment and ongoing feedback are necessary for monitoring progress. This can include questioning, conferencing, or journal writing. Closure To list or describe ways that can wrap up a lesson. This can include telling students in the most important concepts that were covered in lesson, asking the students what they thought were the key concepts, or preparing them for the next lesson building upon what was presented. The key is to leave the students with an imprint of what the teacher hope to achieve in any given lesson. Evaluation The teacher must list or describe the ways to assess or measure the student success in achieving the outcomes that the teacher planed to reach. This can include a variety of ways to evaluate student performance. Aims Aims are general statements briefly outlining the content of the training being offer. Well written objectives are much more specific and should clarify the aims in more detail. Well written aims and objectives will help to provide a sound basis for identifying the content of a course or training program. Defining Aims Aims provide the teacher with the goal of the teaching-learning process. In other words, you know your destination when you begin instruction. They answer the question, what are the students supposed to know or be able to do once the unit or lesson is completed? Aims provide a clear framework for assessment is, after all, an effort to determine to what extent students have reached or achieved the objective. Aims provide the students direction and a goal for learning. Students have a better opportunity to stay the course when they know the goal of the learning. Ruth Hamilton wrote about the aims and sub-aims, by no means exhaustive by in http://www.philseflsupport.com/lessonplanaims.htm. Introducing and practicing new vocabulary. Revising previously taught vocabulary. Introducing a new grammatical point. Introducing new functional language. Revising or reviewing one or more grammatical points. Revising or reviewing functional exponents. Giving controlled/less-controlled/freer practice of a language point. Contrasting two (or more) grammatical points. Contrasting two (or more) functional exponents. Warmers/icebreakers getting to know your students. 11. Raising awareness/ear training and/or practicing aspects of phonology: a) pronunciation of phonemes/individual sounds b) word stress c) sentence stress d) intonation e) features of connected speech Error correction work (usually revising previously taught language) Self-access work. Learner training. Developing reading skills prediction/skimming/scanning/inferring, etc. Developing listening skills prediction/gist/for specific information/inference, etc. Examples of Aims The students can pronounce the words correctly. The students can tell the meaning of words. The students can ask and answer the direction to the bus station. The students can write the sentences about daily life. The students can read a short passage and answer the questions. My English Class Before I start my teaching English, I always prepare my lesson by planning what I will teach my students; the contents, the objectives or aims, materials or instruments, worksheets, and activities that I will use in the class. I use the varied activities in my English class such as games and songs depend on the contents in that period. The important thing that I must do is write the aims or the objectives of learning and tell the students what they are able to do after the learning. The teacher can check how the students success in the lesson by using the assignments, the test or any activities. References Mitchell, Diana, and Stephen Tchudi. (1999). Exploring and Teaching the English Language Arts. (4th Ed.) Boston, MA: Allyn Bacon. Raymond W. Donny Lee, Jr.(2004). Writing Learning Objectives for Unit and Lesson Plans. Tip of writing Objectives. http://www.okbu.edu/academics/natsc/ed. http://www.teach-nology.com en.wikipedia.org longwood.com natomagroup.com/basecamp/infodev/tpdhandbook/glossary.doc www.dynamicflight.com http://wps.prenhall.com Function : Asking and answering about time, routine, or activities. Teaching Procedure/Activities : Warm up/Lead in: The teacher lets the students play the number game. The teacher shows the clock and asks the students about the time. Then tells the students about the purpose of learning. Presentation: The teacher presents the vocabulary about the time. The teacher pronounces the words correctly and lets the students repeat. The teacher asks the questions about activities or routines and answers the questions. The teacher explains how to use the words and how to tell the time. Practice: The students practice by asking and answering the questions in pairs about the time and activities or routines. The teacher asks the students about their activities or routines. Checks the correct answers. Production: The teacher lets the students do the assignments by writing the sentences about their routines. Materials: word cards a clock pictures about activities Evaluation and measurement: Observing in the class Correcting the assignment

Franz Kafka’s Metamorphosis Essay

Franz Kafka’s Metamorphosis is a tragic tale of Gregor Samsa, a travelling salesman, who turns into a gigantic vermin one morning. Gregor’s fate is blamed on his family’s over-dependence to him and Gregor’s inability to break free from his imprisoning responsibility. Gregor assumes the responsibility of providing for the family. Even before his metamorphosis, Gregor’s relationship with his family slowly deteriorates as he realizes he only exists for his them. He also hates his job as he laments,†O, God, what a demanding job I’ve chosen!†¦ The hell with it all†(Kafka, F. , 2004, p. 2). He continues to complain about travelling, train connections, bad food and superficial human relationships. But no matter how much discomfort he gets from his job, he cannot quit for the sake of his family. Worse, his father’s debt makes him stuck to his job for a very long time. Clearly, Gregor’s family causes him to transform into a vermin. Worse, after the metamorphosis, all his capabilities to provide ceases and his family see him as useless. The very people whom he cares for loathe him: his mother faints at the sight of him, his sister rejects him and his father bombards him with apples which cause an infection to his back. Finally, they plot to get rid of Gregor and start a new life On the other hand, Gregor himself is partly responsible for his fate. He loathes the bad situation that he is in as he has cursing thoughts at the beginning of the story. He wants to break free; but he is not able to do that because he thinks of the welfare of his family. He submits, albeit unwillingly, to his role. In fact, when he discovers his transformation that morning, he worries more about his family and how to get to work than his disgusting appearance: â€Å"†¦ In any case, right now I have to get up. My train leaves at five o’clock† (Kafka, p. 2). The metamorphosis symbolizes Gregor’s empty and insignificant life, his personal alienation from his family, as well as from the outside world, and the effects of his numbing job. Work Cited: Kafka, Franz. The Metamorphosis. Kessinger Publication (2004).

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