Abortion: Pro Choice View :: essays research papers

Abortion Pro Choice ViewAbortion is a growing issue in America among women and their right toreproduce children. Approximately whizz to three million spontaneous abortions are done eachyear. Women get abortions for many a(prenominal) reasons such as for rape, teen pregnancy andhealth reasons.Rape is one of many reasons that cause women to choose abortion to endtheir pregnancies. What to do about their pregnancy is mandatory, although manyor them felt they were ending a carriage. They are wise liberal to know how theywould treat their illegitimate child. They hate their rapist, and worry that ifthey kept their babies, they would hate their children for reminding them ofsuch a painful time.Young women between 15 and 19 taradiddle for at least 5 million abortionsevery year -- 1 million of them in the United States. In fact, one of every fivepregnancies happens to a teen-age girl. In situations like this, some people aresure that they could obligate care of the child, while other s know that they arentready or mature enough to take so much responsibility. In many cases the childwould have no one to rely on but a single mother with no schooling, and maybe anon-supportive family. He or she would have a twisted, miserable upbringing,left vulnerable later in life.Another reason that causes women choice abortion is health problem.There is a range of problems, including the child being born with DownsSyndrome, Cystic Fibrosis, or a disposition to obesity, which can later in lifecause clogged arteries and heart failure.

Kate Chopin :: essays research papers fc

Kate Chopin gives a great deal of thought in her literature to issues that she views as important. She was encouraged not to become a "useless" wife she was also involved in the idea of becoming an independent woman (LeBlanc 1). Kate Chopin is a well-known American writer. Kate Chopin was born on February 8, 1851, in St. Louis, molybdenum. At the age of 53, on August 22, 1904, she died due to cerebral hemorrhage (Hoffman 1-2). Kate is the daughter of Eliza Faris OFlaherty and Thomas OFlaherty. Her father was a well-established merchant, who took part in many business investments. He is one of the founders of the Pacific Railroad, and was on the train when it crashed into the Gasconade River, in 1885. Her start Eliza, was a member of a very selected social group, in their French-Creole community. After Kates father passed away, her mother became much more religious, and develops a closer relationship with Kate. Kate also has an older half-brother, George OFlaherty. He was a Confederate solider in the Civil War, and in 1863 was captured by the Union forces, and dies of typhoid fever while in prison. Kate spent her childhood in St. Louis Missouri (Hoffman 1). Kate Chopin was just married once, and it was to Oscar Chopin, a prosperous cotton farmer. The two were married one June 9, 1870, after a yearlong courtship. Kate and Oscar had six children, five boys and one girl. jean was born in 1871, Oscar Jr. in 1873, George in 1874, Frederick in 1876, Felix in 1878 and Lelia in 1879(Hoffman 1-2). When his cotton business failed they moved to Cloutierville, a small town in Louisiana. They were married for 12 years. In 1882 Oscar died of Malaria, and Kate raised the children on her own. Two years after Oscar died Kate and her children moved in with her mother. Less than a year later her mother died and she was on her own again. Kate received a formal education at the Academy of the Sacred Heart in St. Louis. She enjoys music, reading, writing, French and Ge rman. She became fluent in twain languages. Later in her life she continues her education by studying biology and anthropology. Kate Chopin is known to be an extremely smart woman. (Toth 116) In addition to writing the only other career Kate Chopin has, is being a housewife.

The Issue of Casinos in South Florida Essay -- Social Issues

Casinos on the 2014 ballot? Political committee lays the groundworkAfter failing to persuade the Florida Legislature to pass a bill to open sulfur Florida to mega resort casinos, gambling interests have taken the first steps to bring the issue directly to voters in 2014. A political committee under the make out of New Jobs and Revenues for Florida was created April 10 with the purpose of promoting a statewide constitutional initiative re gaming. The committee chairman is Tallahassee lawyer and lobbyist John French and its financial officer is a political committee consultant and accountant Nancy Watkins of Tampa. The petition process requires that the organization get petitions signed by eight percent of the voters in the decease presidential election to put the constitutional amendment on the ballot. The proposal must then be approved by 60 percent of the voters (Klas, M. E., 2012). The third direct of inputs is external political actors that significantly shape the purposes, p rocesses and actions of the bureaucracy. Administrative organizations do no exist in a vacuum that is, without some degree of this external existence support or hostility exercised either directly upon the agency or through intermediaries such as lawyers and lobbyists (Stillman II, R., 2004, pg. 91). Malaysia-based Genting Group spent more than $400 zillion to assemble roughly 30 acres along the Biscayne Bay waterfront here, including spending $238 million to acquire the headquarters of the Miami Herald newspaper. Genting planned to build the $3.8 billion Resorts piece Miami, which company officials had boasted would become a dramatic feature along the waterfront of downtown Miami, with 5,200 rooms over four hotels, creating 30,000 permanent jobs, attracting almo... ... Santiago, F. (2012, January 28). Is the Herald Building Historic?. super C Sense Miami. Retrieved from http//www.commonsensemiami.com/ Scott, J. C. (1998). Part.4 The Missing Link - Chapter 9 - Thin Simplificati ons and Practical Knowledge Metis. In Seeing Like a State. (Pp. 309-341). Yale Agrarian Studies.Stillman II, R. (2004). The American Bureaucracy The kernel of Modern Government. (3rd ed.). (Pp. 91, 220). Belmont, CA, U.S. Clark Blaxter.Stutz, H. (2012, February 19). Supporters Of Florida Casino Expansions Promise To Fight On. Las Vegas Review-Journal. Retrieved from http//www.lvrj.com/business/supporters-of-florida-casino-expansion-promise-to-fight-on-139622693.html Stutz, H. (2012, February 3). Florida Lawmakers End Casino Push. Las Vegas Review-Journal. Retrieved from http//www.lvrj.com/business/florida-lawmakers-end-casino-push-138663869.html

The Great Gatsby :: essays research papers

In the book The Great Gatsby by F. Scott Fitzgerald, the main character, Gatsby is the server of many elaborate parties at his home in West Egg. In the morning the lawn crew would come and pamper the yard, in the evening the cooks would begin to effect the meals, and as dusk approached, the guests would pile out of their taxis, labour cars, and boats (36). Some invited and some not, all were coming in search of a pleasant evening among people. Fitzgeralds parties unveiled a fun-loving, lazy side of most people in the 1920s.Fitzgerald wrote in his novel that the guests would begin to arrive all at once, stepping out of their motor cars, adorned in their finest evening formal wear (36). The women of the story attend Gatsbys parties in their newest gowns. The biggest concern on the minds of the attendants was their own appearance, and the appearance of others. One womanish guest indicated a total lack of concern over the shape of her snip off at the end of the evening, for after t he last discrepancy, Gatsby sponsored a new dress for her immediately (39). In his novel, the apparent scrutinization of modern society is prominent in his descriptive paragraphs, which do not reveal a characters name. Fitzgerald writes of his guests nigh the time that they are present at the party, he does not write of their family, or occupational life, leading it to look like their lives were only important cod to the party (39). The girls in lily-livered are a prime example where characterization shadows name and title. The most important thing about the girls in yellow is not where they came from, but what they have to say about Gatsby.Gossiping at a party was Fitzgeralds way to characterize his modern society as gullible. His own party attendants would have the ill manners to discuss his own background. The hushing circle would marvel over the Kaiser Wilhelm theory, then at the murderer theory (40).

Nina Monroe :: essays research papers

Nina Monroe 16 April 2002 Philosophy Ethics 6. What arguments are offered by Plato and Aristotle that the just heart is happier that the unjust one? Do you find these convincing? Why or why not? The Happy Life So dont entirely give us a theoretical argument that nicety is stronger than injustice, but tell us what each itself does, because of its own powers, to someone who possesses it, and that makes injustice bad and justice good.1 In this quote from Platos Republic, Adeimantus challenges Socrates to demonstrate that justice is good in itself, and ultimately, to prove that the just life is the happiest life for a human being. both(prenominal) Plato and Aristotle, two of antiquitys greatest philosophers, concern themselves with the issue of human happiness. Neither thinker considers fate to be the definitive factor for achieving happiness. Rather, Plato and Aristotle argue that our actions and thoughts cinch a significant role in creating a happy life. This argument, as present ed in Platos Republic and Aristotles Nicomachean Ethics, also asserts that a life in accordance with justice is the happy, or good, life. Thus, tracing each philosophers theory of the happy life necessitates a discussion of their definitions of justice. Here too, the two philosophers show a great degree of agreement. Although the philosophies of Plato and Aristotle contain major differences in their fundamental principles, both thinkers take similar stances on the relationship between justice and happiness. Plato, through diverse Socratic dialogues, chooses to present his definition of justice in the context of a just state, later applying it to the case of a human. In the just state depict by Socrates, each individual performs a sure function within society.2 It is in this principle of proper functioning of each part, from which Plato derives a definition of justice. It should not come as a surprise, therefore, that Plato was highly critical of Athenian democracy, which encoura ged its citizens to try many different professions throughout each of their lives. Plato found that a certain element of conflict or turmoil arises from conditions that promote various parts of a system to meddle with the other parts. Platos notion of justice all the way echoes his overall theory of a highest good, or the good in itself. The highest good is constituted by something completely above the sensible world, and understood only within the realm of intelligibility. The truths of the intelligible realm are ordered and unchanging.

An Investigation into the Best Current Practice of Supply Chain Managem

An Investigation into the Best Current Practice of ply Chain prudenceThis report documents an investigation into best current practice ofSupply Chain Management. Various methods of materials procural areoutlined in addition to their relevance to examples in modernindustry. The report discusses the ideal characteristics of a masteryful communicate chain. From a traditional perspective, this hasproven to be based around the development of strong inter-firmrelationships among the participating organisations that make up thesupply chain. Additionally, a detailed strategy of materialsmanagement is proposed for a manufacturer of earth moving equipmentJCB, and a digital camera manufacturer Sony.Management Practice Supply Chain ManagementMaterials procurement from the 60s to the 90sAlthough developed prior to this period, Henry Ford introduced astrong foundation for businesses of the mid-sixties with VerticalIntegration. Ford attempted to control all of the operations in hisbusiness by buying other companies in the distribution channel. TheFord Motor Company owned the suppliers up the channel in backward consolidation and down the channel in forward integration, therebygaining total control of all stages of the process from raw materialextraction to finished car showrooms. Organisations of the 1960smaintained this Vertical Integration structure, in addition tosomewhat adversarial inter-firm relationships that were a prevalentcharacteristic among 1960s businesses. Buyers and sellers typicallyoperated at arms-length, independent relationships, competing forresources rather than collaborating. The primordial benefits associatedwith the arms length philosophy were concerned with costeffectiveness when managing external sources. This arms lengthapproach to merchant and customer relations was balanced with the plumbly integrated structure, as primary functions of theorganisation were mostly under the firms control. Before long, thisvertically integrated organisational structure began to flatten, whichgave rise to the supply chain organisation. Many organisations beganto sell their units acquired by vertical integration and chose topartner with other companies that provided these services.Consequently, the concept of supply chain management developed, asorganisations were attempting to achieve ... ...o a lack of motivation of theorganisation in ensuring the success of the relationship with thesupplier. It is anticipated that this work has demonstrated theimportance of the role of the supply chain manager in establishingstrong relationships with suppliers.BibliographyBoddy, D. & Paton, R. (1998). Management an Introduction., PrenticeHall, Europe.Harrison, M. (1993) Operations Management Strategy. Pitman.Lines, D., Marcouse, I., & Martin, B. (2000). The complete A-ZBusiness Studies, 3rd ed., Hodder and Stoughton, England.Pietrak, W. J., Rietzke, J., & Wamsher, W. (1988) Materialrequirements planning. APICSOnlineJCB Groupn http//www.jcb.comSony Corporation http//www.sony.comDuxbury. (2004), What is Supply Chain Management?, Online.Availablehttp//www.duxbury.com/statistics_d/templates/student_resources/0534373631_shapiro/introduction/introduction.html2004, November 21.Minicom. (2004), Asset management systems, Online. Availablewww.mincom.com 2004, November 22.Seagate. (2004), Electronic entropy Interchange, Online. Availablehttp//www.seagate.com/support/edi/whatised.html 2004, November 24.

An Investigation into the Best Current Practice of Supply Chain Managem

An Investigation into the Best Current Practice of Supply Chain focussingThis report documents an investigation into best current practice ofSupply Chain Management. Various methods of materials procurement areoutlined in addition to their relevance to examples in modernindustry. The report discusses the ideal propertys of asuccessful supply chain. From a traditional perspective, this hasproven to be based around the development of strong inter-firmrelationships among the act organisations that make up thesupply chain. Additionally, a detailed strategy of materialsmanagement is proposed for a shaper of earth moving equipmentJCB, and a digital camera manufacturer Sony.Management Practice Supply Chain ManagementMaterials procurement from the 60s to the 90sAlthough developed prior to this period, Henry Ford introduced astrong foundation for businesses of the 1960s with plumbIntegration. Ford attempted to control all of the operations in hisbusiness by buying other companies in th e distribution channel. TheFord Motor caller-up owned the suppliers up the channel in backwardintegration and down the channel in forward integration, therebygaining total control of all stages of the influence from raw materialextraction to finished car showrooms. Organisations of the 1960smaintained this Vertical Integration structure, in addition tosomewhat adversarial inter-firm relationships that were a prevalentcharacteristic among 1960s businesses. Buyers and sellers typicallyoperated at arms-length, independent relationships, competing forresources rather than collaborating. The primary benefits associatedwith the arms length philosophy were concerned with costeffectiveness when managing external sources. This arms lengthapproach to merchant and customer relations was balanced with thevertically integrated structure, as primary functions of theorganisation were mostly under the firms control. Before long, thisvertically integrated organisational structure began to flatten, whichgave tog out to the supply chain organisation. Many organisations beganto sell their units acquired by vertical integration and chose topartner with other companies that provided these services.Consequently, the concept of supply chain management developed, asorganisations were attempting to discover ... ...o a lack of motivation of theorganisation in ensuring the success of the relationship with thesupplier. It is anticipated that this work has demonstrated theimportance of the role of the supply chain private instructor in establishingstrong relationships with suppliers.BibliographyBoddy, D. & Paton, R. (1998). Management an Introduction., PrenticeHall, Europe.Harrison, M. (1993) Operations Management Strategy. Pitman.Lines, D., Marcouse, I., & Martin, B. (2000). The complete A-ZBusiness Studies, 3rd ed., Hodder and Stoughton, England.Pietrak, W. J., Rietzke, J., & Wamsher, W. (1988) Materialrequirements planning. APICSOnlineJCB Groupn http//www.jcb.comSony Corporatio n http//www.sony.comDuxbury. (2004), What is Supply Chain Management?, Online. functionalhttp//www.duxbury.com/statistics_d/templates/student_resources/0534373631_shapiro/introduction/introduction.html2004, November 21.Minicom. (2004), Asset management systems, Online. Availablewww.mincom.com 2004, November 22.Seagate. (2004), Electronic Data Interchange, Online. Availablehttp//www.seagate.com/support/edi/whatised.html 2004, November 24.

Iran Contra Affair

The Iran-Contra scandal had a big effect on the United States but it had a huge effect on Nicaragua. Through proscribed 1985-86, the Reagan giving medication was interchange weapons to Iran illeg all toldy in order to encourage Iran to free hostages in the Middle East. Meanwhile, the Reagan administration wanted to support the Contras in Nicaragua, a bob up group fighting to overthrow the Sandinista government. The administration decided to use the funds make from selling arms to Iran, and had it sent to the Contras without passing through the United States. Walsh, p2. ) In this paper, I am going to provide the background of the situation. I forget explain how the money from the missile sales was used to support the Contras. I will also tell how everything became public, the end of United States support for the Contras and about then investigations and public hearings in the United States. But finally this paper is about the significance, or impact, of the Iran-Contra affair. The Sandinista National Liberation Front was founded in 1963.Named after Augusto Ceser Sandino, it was an extreme leftist organization of Castroite and Maoist direction. There were only about 150 divisions as of 1975, but sympathy was growing. (Times, 1/3/75) By August 1975, the SNLF had begun to gain strength as discontent with the Somoza regime had sp carry through the middle classes. (Times, 8/6/75) By August 1977 according to The New York Times, Amnesty International s supporter that there had been widespread abduction, torture and killing of peasants by the National justification during the foregoing year. 8/16/77) The strength of the SNLF continued to grow. In October 1977, the SNLF, for the first time, was joined by non-Marxist opponents of the regime including some conservatives. (Times, 10/20/77) By May 1978 oppositeness groups, including the SNLF, were proposing a coalition government that would exclude Somoza. (Times, 5/1/78) By November 1978, the Carter Administrat ion was trying to push Somoza into a compromise with his opponents. (Times, 11/21/78) subsequently 4 years of growing violence, including street fighting in the capitol, Somoza finally resigned. 9/17/79) After the Sandinistas took power in 1979, the remnants of Somozas National Guard scattered. As Kornbluh and Byrne describes The Iran Contra Scandal, they were reduced to small bands of some 250 men, hiding in Honduras and Guatemala, where they resorted to random violence and stealing to survive. The CIA brought these small groups together. After the Contras started receiving money from the CIA, the number of attacks on the Sandinistas change magnitude a lot. Attacks during this period included, sabotage of highway bridges, sniper fire on small military patrols, the burning of customs w arehouses and crops, and the assassination of minor government officials( Kornbluh, p. 2 they are quoting from a document in the National Security Archives). On December 1, 1981, chairwoman Ronald Reagan signed a finding allowing our government to help the Contras. Beginning in March 1982, the whole thing became public as articles in the Nation, the New York Times, the Washington Post and Newsweek reported on CIA aid to the Contras.Congress reacted to this by passing the Boland Amendment, which read None of the funds in this Act may be used by the Central Intelligence Agency of or the Department of Defense to supply military equipment, military training or advice, or other support for military activities, to any group or individual, not part of a demesnes armed forces, for the purpose of overthrowing the government of Nicaragua or provoking a military exchange between Nicaragua and Honduras. (Kornbluh, p. ) In spite of this, the Reagan Administration continued to aid the Contras, all the time denying that they were doing so. Among the aid they sent was the Psychological Operations in Guerrilla Warfare training manual, referred to by those who knew about it as the murder man ual. (Kornbluh, p. 2) The Reagan administration later on came up with a new strategy, to portray the Contras as freedom fighters and the Sandinistas as oppressors. In 1984, the CIA sowed mines in a major port in Nicaragua causing a severe amount of damage. The Contras took credit for this.But a few weeks later the press exposed the CIA involvement. In response, Congress passed a second Boland Amendment, which verbalise that neither the CIA nor the Defense Department could fund the Contras, either directly or indirectly. From then on the administration worked through the National Security Council, and NSC staff member Oliver nitrogen. NSC William Clark established Office of Public Diplomacy for Latin America and the Caribbean (housed in State Department but reported to the NSC), Oliver North attended the meetings responsible for all Contra affairs.Because the CIA was prohibited from operating inside the United States, Director William Casey had senior propaganda specialist Walter Raymond transferred to the NSC. As Raymond declared, his job was to concentrate on gluing black hats on Sandinistas and white hats on Contras. (Kornbluh, p. 5) totally this time, CIA intelligence analysts were saying that the Contras couldnt win, even with American support. Robert Owen, Oliver Norths personal intermediary with the Contras is quoted as saying they were simply profiteers. 1 Meanwhile, during 1985-86, as mentioned earlier, the Reagan administration was selling weapons to Iran illegally in order to encourage Iran to free hostages in the Middle East. After the 1979 hostage situation at the United States Embassy in Tehran, Carter had imposed an embargo on selling weapons to Iran. When Reagan came to power in 1981, the Embassy hostages were freed, but Reagan continued the embargo policy. In 1983, the administration strengthened it through operation STAUNCH, a worldwide voluntary arms embargo against Tehran. But for several reasons, some people in the administration supp orted softening the stance toward Iran.The idea that selling weapons would help win the release of hostages encouraged them to act. The way the United States diverted the funds is complex. Basically, the United States sold arms to Iran, hoping to get hostages freed, then used the money they got to arm and support the Contras. All of this was done secretly. On October 5th, 1986, an American plane was shot down by Sandinistas over southern Nicaragua. The two pilots were killight-emitting diode, but the load kicker, Eugene Hasenfus, parachuted out and was captured by Sandinista soldiers. He told the Sandinistas everything he know about United States involvement with the contras.The next day, the story was on the front page of every major United States newspaper. Then, on November 3rd, 1986, a Lebanese paper published a story that revealed the United States trading of arms for hostages. (historycommons. org, p. 1) Having these two pieces of the puzzle soon led to people discovering the connections between the arms-for-hostages deals and secret aid for the Contras. Once the Iran-Contra connection had become public, Reagan appointed John Tower, Edmund Muskie and Brent Scowcroft to a Presidents Special Review Board aerated with investigating the affair.People expected the Tower Commission to be a whitewash, but its report brought to light many of the details of what had happened. On November 26, 1986, Attorney General Edwin Meese request the FBI to begin an investigation of the Iran-Contra episode. December 19, 1986, Lawrence E. Walsh was named to the Office of Independent Counsel to take over that investigation. The Tower Commission, congressional investigations and the work of the Independent Counsel led to indictments of Oliver North and John Poindexter on March 16, 1988.North was convicted on charges of obstruction of justice, misleading Congress, and accepting an illegal gratuity, but an appeals court overturned the verdict because testimony to Congress given under immunity might have affected his trial. Poindexter was also convicted and his convictions overturned on appeal. (Kornbluh, p. xxviii) In 1992, George H. W. Bush pardoned six others who had been indicted or convicted of crimes in the affair. The Iran-Contra affair made the United States look untrustworthy internationally, as well as causing people to distrust their government.The United States government depends on a system of checks and balances among the congress, executive and judicial branches. If the executive branch does whatever it wants and hides its actions from the congress, then the people are no longer in charge of their government. This is a genuine threat to democracy. When Somoza resigned in 1979, the Sandinistas and others who had opposed Somoza formed a junta to govern until there were elections. The country was a mess. There was poverty, malnutrition, disease, pollution from pesticides, factory runoff and raw sewage into Lake Managua.The Sandinistas tried an d true to address these problems and might have succeeded if the Contras had not undermined a lot of what they did. Money from Cuba and Eastern Europe was spent on building up an army to armed combat the Contras instead of being used for other important needs. The Sandinistas won an election in 1984 with 67% of the vote most international observers deemed the elections fair. Exhaustion on both(prenominal) sides, fear of losing to the Contras, and mediation by other governments in the area led to the Sapoa ceasefire between the Sandinistas and the Contras on March 23, 1988.In the elections that followed in February 1991, the Sandinistas, who were expected to win, were soundly defeated. The new President was Violeta Chamorro, widow of a prize winning newspaper editor who had struggled against Somoza. When the Chamorro government took power, the situation of the country was even more desperate than in 1979. 2 All in all, the Contras and the United States support for them were disastr ous for Nicaragua. Notes 1 This paragraph is based on information from Kornbluh. 2 This paragraph is based on information from Britanica.Works Cited Britinaca. com. http//www. britinica. com/EBchecked/ subject area/413855/Nicaragua . Iran-Contra and Arms-for-Hostages Scandals Eugene Hasenfus http//www. historycommons. org/jsp? irancontraaffair_key_figures . Kornbluh, Peter, and Malcom Byrne. The Iran-Contra Scandal The Declassified History. New York The New Press, 1993. The New York Times, January 3, 1975-September 17, 1979. Walsh, Lawrence E. Independent Counsel Report. Executive Summary, p. 2. http//www. fas. org/irp/offdocs/walsh/execsum. htm .

Assessing the Level of Environmental Literacy of Teachers

Assessing the level of environmental literacy of teachers in Epe division of Lagos State, Nigeria Fatona P. Olugbenga School of Environmental health Science Ogun State College Of Health applied science P. M. B 2081 Ilese Ijebu Email emailprotected ca 08033835621, Akinyele C. Babasope School of Environmental Health Science Ogun State College Of Health Technology P. M. B 2081 Ilese Ijebu Email emailprotected com 08037221905 & Musah K. Toyin School of Public Health NursingOgun State College Of Health Technology P. M. B 2081 Ilese Ijebu Email musahk. emailprotected com 08033708027 Abstract The crucial map that teachers environmental literacy plays in realizing the goals of environmental study and its importance cannot be overemphasized. Therefore, this field sought to measure the environmental literacy of teachers who are saddled with responsibility of imparting environmental ideas and knowledge into the school-going population. The tudy employed a descriptive enquiry role and a dministered questionnaires on four hundred (400) male and female teachers drawn from government controlled secondary schools that were randomly selected from the teachers corps in Epe division of Lagos Nigeria. However, three hundred and fifty-two (352) copies were retrieved and analyzed. A self-designed instrument that has a reliability coefficient of 0. 945 was utilize in gathering data which was analyzed by using analysis of class (F-tests and T-tests). 3 (3) cipher hypotheses were formulated and tested in the study two (2) were accepted while one (1) was rejected.The findings revealed a tendency regarding the impact of training of teachers on their environmental literacy among another(prenominal)s. Consequently, the study suggested the need for pre-service as well as in-service environmental education training of teachers and that the existing curriculum at all levels of education should be reviewed to richly overwhelm environmental sustainability. KeywordsEnvironmental literacy, education, teachers Introduction The earth is primarily life supporting system. It consists fundamentally biochemical processes that imbue it with the capacity to sustain life.As an ecosystem, the earth however, has a threshold within which it can utilely absorb or withstand interruptions and radical changes in the biochemical processes that help to sustain life. Unfortunately, exploitation-oriented activities of man over the lastly century or so have primarily restructured the environment and upset the delicate balance of nature. It has resulted in a number of changes on the planet, earth. These changes are essentially inimical to the continued existence of man and other life forms here on earth (United Nations, 1992).For example, the air we breathe is constantly being overloaded with snow dioxide and other poisonous material from vehicular emission, exhausts of industrial and power plant etc. Land are stripped bare of vegetation or grime with oil spills and homo w aste. The use of ozone- depleting substance such as products with chlorofluorocarbon, halons and methyl bromides (from which plastics and foams are made) allow excessive levels of harmful ultraviolet rays to reach the earth, resulting in increase rates of skin cancer, eye damage and weakened immune system.There is higher rate of exploitation and use of intrinsic resources and higher levels of waste plough a global issue (United Nations, 1992). According to the Council of Ministers of Education (2005) sustainable development is both(prenominal) a goal and a concept. As a goal, it is an idea of a world where people protect the environment as they carry out their daily activities. As a concept, it involves conceptual probing about limits on natural resources, capacities of ecosystem and interactions among cordial, economic, political and environmental systems. In other words, it works towards a sustainable quality of life, now and in the future.Thus, Noibi and Lawal (1993) sees it as a development strategy wherein the tangible assets, natural and human resources as well as available funds are managed in a manner that ensures increasing health and wealth for both the present and future generations on planet earth. The essences of sustainable development is to meet the needs and aspirations of the present generation of man and other living creatures, both plants and animals, without compromising the capacity of future generations to meet their own needs and aspirations (NEST, 1991).The United Nations (1992), Uche (1995), UNESCO (1997) and Inyang-Abia (1998, 2001) all assert that education is humanitys best hope and most effective means for the quest to achieve sustainable development at national or global levels. This may be due to the fact that sustainable development calls for the particular skills, knowledge, values and attitudes regarding the environment, the economy and the well-being of people.Perhaps, in response to the calls by UNESCO and United Natio ns, education for sustainability has become the norm in most countries of the world in recent years. In Nigeria, there have been some activities aimed at creating awareness and educating the masses on environmental issues. Initially the mass media, various Non-Governmental Organizations (NGOs) and government agencies were utilise to create awareness of the nature of the environment and the need for its sustainability, as Uche (1995) observed.The birth of Nigerian Conservation Foundation (NCF) in the 1980s, the rising interest among policy makers on the need for a sound environmental base for development, instauration of national conservation strategy (NCS) in 1986, the natural resources conservation council (NRCC) in 1988 and the ultimate launching of the national policy on the environment in 1989 were all critical steps in the national drive towards environmental awareness and resources conservation.In dictate to facilitate the education of the citizenry for sustainability, the Nigeria government has infused environmental sustainability topics into the 2003 version of the national curriculum for primary schools (NERDC, 2003). The topics infused include population, pollution, soil management, waste and waste disposal, drugs and drug abuse, etc. The idea is to start education for sustainability from the foundation. While arrangements are made to do the same in higher levels of education, teachers are encouraged to incorporate environmental sustainability issues in their instruction (NERDC, 2003).The potential of environmental literacy as a vehicle to realize the educational agenda of sustainable development cannot be over-emphasized. According to Disinger and Roth (1992) environmental literacy is a prerequisite to maintaining and improving the quality of the environment and life as such. The development and fostering of environmental literacy need, therefore, to be a key objective in either general education programme (Roth, 1992). Apparently, the term env ironmental literacy does not mean the same to everyone.Since the first general reference to the concept environmental literacy appeared in 1969 (Roth, 1992), various researchers have made an effort to define it or to refine description of it. Example can be found in, inter alia, Clacherty (1992), Roth (1992) and Subbarini (1998). A definition of environmental literacy was developed from the various efforts of researchers such as Leeming, Porter, Dwyer, Cobern and Oliver (1997), Loubser (1994), Smith-Sebasto and Smith (1997), Pohorille (1985) and Buethe and Smallwood (1987).This definition was used for the purposes of this research and it say that Environmental literacy is the ability to be aware of ones environment. It enriches one with the knowledge to realize the imbalances and threats the environment faces and enables one to form positive attitudes towards it with the aim of developing skills to resolve and prevent environmental problems and urge to protect and repair the envir onment for the present and future generations by active participation. A study was also made of various models comprising concepts researchers regard as important to environmental education and environmental literacy.From these attempts by, inter alia, Munson (1994), Odum (1992), Roth (1992) and Loubser (1994), ten concepts that were regarded as necessary for teachers to have a grasp of, before being able to really do justice to environmental education were identified. The ten concepts are in lineage with the definitions, aims, objectives and guiding principles of environmental education and preceding definition of environmental literacy. Each of the ten concepts is a thud of related sub concepts representing aspects of environmental literacy.These ten concepts were selected mainly from major environmental area such as ecology and interactions in the environment, participation in the designation and prevention of environmental problems, decision making on environmental issues and environmental ethics. The ten concepts are biosphere, ecological perspective, interrelationship in an ecosystem, environmental changes, basic human needs, resources, maintaining environmental quality, the ability to make choices, decision-making on environmental issues, as well as environmental ethics.In most of these concepts there is a close tie-up amongst knowledge, affect, skills and behaviour. Environmental literacy, therefore, is considered to be continuum of competencies raging from zero competencies to a very high competency. There is a broad spectrum of environmental literacy, from complete unawareness to deep, entire understanding and concern (Buethe and Smallwood, 1997). For the purposes of this research a few distinguishable, but not separable, disposition levels on this continuum were identified, namely awareness, knowledge, attitude and participation.Teachers- more than any other skipper group- can probably promote environmental literacy, by virtue of their intera ction with society (more specifically learners, parents and colleagues). Teachers at all levels and subject areas have a role to play in this regard, i. e. contribute to the development of citizens who possess the basic understanding and skills to make informed decisions in matters affecting the environment and whose personal lifestyles support sustainable development.Teachers can, however, hardly assist learners to become environmentally literate if they themselves lack environmental literacy. Despite the important role teachers play in educating students, research into teachers level of environmental literacy has been extremely limited. The few studies that were reported indicated a relatively low level of environmental literacy. An example is a study by Buethe and Smallwood (1997) which stated that the environmental literacy of Indiana teachers is far from optimal. In addition several researchers, for example, Schreuder (1995),Braus (1995) and Papadimitriou (1995), mentioned that most teachers are not trained to do justice to environmental education. It seems, therefore, imperative to be able to determine the state of affairs regarding the environmental literacy of the teacher corps. Hypotheses The following hypotheses were formulated and tested in this study 1. There is no significant deflexion amidst the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition. 2.There is no significant difference between the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition. 3. There is no significant difference in the level of environmental literacy between teachers who receive training in environmental education and those who did not receive any training. Method Research design This is a descriptive survey research design of ex-post facto because the variables being studied had occurred and were not manipulated by the researchers.Instru mentation The questionnaire developed in this study consisted of two sections- section A which comprised items on background demographic information of respondents and section B which comprised 30 items dealing with the various aspects of environmental literacy assessed in this study. The items were developed according to a matrix with the ten central concepts representing environmental literacy on one axis and the disposition level of the respondent on the other axis.A 4-point scale ranging from strongly agree to strongly disagree was used as a response-measuring scale. Sample The study sample was drawn from the entire population of teachers in public secondary schools in Epe division of Lagos State. It consisted of 400 teachers randomly selected from 40 secondary schools randomly selected from the 4 local governments that make up the division. Questionnaires were however, adequately completed by 352 teachers. These respondents were representative of gender, age, learning area taug ht and qualifications obtained. ProcedureThree research assistants were employed to assist in administering the printed questionnaires on the teachers in their respective schools. In some cases the filled questionnaire were returned on the spot while in other cases the research assistants went back on a different day to collect the completed questionnaires. Data analyses The data obtained from the questionnaire was analyzed by using analysis of variance (F tests and t tests). Results and discussion Hypothesis 1 There is no significant difference between the levels of environmental literacy of teachers with different academic qualification.Table 1Level of environmental literacy of teachers with different qualifications Qualification N Means SD NCE 103 416. 31 35. 71 B Ed 64 418. 88 37. 62 B A 24 417. 50 51. 4 B Sc 12 446. 00 41. 59 Other 149 422. 58 40. 48 F (4. 347) = 1. 70 p0. 05 The respondents were divided into five categories base on highest academic qualification as ind icated in table 1. In order to compare the mean oodles of the five groups an analysis of variance (F test) was carried out. The results of the F test, which appear in table 1, revealed that the null hypothesis could not be rejected (p0. 5). It can, therefore, be concluded that there is no significant difference between the average environmental literacy of teachers with different academic qualification. It appears that this result contradicts research results reported by Buethe and Smallwood (1997), if one assumes that almost all secondary school science teachers in the USA have a BSc degree. According to them, science teachers had higher levels of environmental literacy than other teachers. Hypothesis 2 There is no significant difference between the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition.In order to test this null hypothesis, the respondents were divided into octad categories. According to an analysi s of variance (F test), the null hypothesis cannot be rejected when the means of the total score obtained for the questionnaire are compared F (7. 344) = 1. 81 p0. 05. This result is in line with a finding from a study by Abraham and Chacko (1999), according to which teacher training college lecturers have average environmental literacy, irrespective of the subjects they teach.An analysis of the mean scores (F test) obtained for the four dl fields in the eight categories revealed, however, an interesting picture. The results for the acquaintance dl field are indicated in Table 2. Table 2Knowledge dl field scores of teachers in different learning areas Learning area N Mean SD Language, literacy and communication 133 98. 62 11. 1 Human and social science 47 100. 49 9. 60 Maths, maths literacy and maths science 66 99. 36 8. 69 Natural science 76 103. 66 10. 89 Arts and culture 12 100. 2 4. 40 Economic and management science 9 103. 33 16. 12 Life orientation 7 90. 43 5. 06 Tec hnology 2 100. 00 2. 83 F (7. 344) = 2. 74 p

“Coming Back” by David Hill and “Tully” by Paullina Simons

Teen advancers dont always slam all the answers. Texts can offer important lessons, which may embolden responders in reflecting their own values.Ignorant, unknowledgeable nature of youth exists as a naturalistic quality amongst teenagers characters within the texts Coming Back by David cumulation and Tully by Paullina Simons further endorse this characteristic. The themes of guilt and recovery as well as Pain and friendship provide insight into fundamental lessons that attest the responders values.A central concern addressed in Coming back by David Hill is the primary battle existent within Ryan, which is endorsed in a series of actions that Hill associates with guilt. Both Ryan and Tara are heavily affected by the results of a tragical, traffic incident that hospitalized Tara Gower due to the negligence and recklessness of Ryan and his peers.Ryan foreshadows the car accident repetition, short sentences and colloquial language- If only. Two little words with one massive bloody meaning. If only emphasizing Ryans guilt and regret in community with the accident. Direct language, low modality, negative connotations- I had to punish myself. Hurt myself. Forceful, objective tone and repetition in Ryans speech reiterate his guilt, as self- ruinous thoughts began to justify his physical actions and behavior. Self -harm is a common result of pain amongst youth, which is demonstrated through the insightful texts of both Coming Back and Tully, evidently steerage is often essential for teenagers during adolescents.Unknowing nature can result in fear, hence freezing recovery processes. Tara Gowers recovery was often simultaneously affected by her fears and fears of the unknown. The enormity of Taras recovery is continuously illustrated throughout the text demonstrated by the use of formal jargon- An impact severe enough to cause conceiver injury may also cause damage to other organs resulting in contusions of the heart reflecting the serious notions of Taras condi tion, whilst providing facts and extenuating the trauma of the car accident.Medical circumstance also reflects Ryans fears, providing dense, factual realizations that he unfortunately caused. Imagery, personification, metaphorical language-I was too tired to fight it. All around me the river kept eating away. Demonstrating Taras dream like state and reflecting herfears of fading away. Initially Taras language is figurative and short, however her language develops over time. First person, imagery, positive connotations, high modality- I felt myself swallowing. Orange Juice. A chocolate milkshake-my favorite indicating she was able to distinguish taste, but not able to feed herself during this point of recovery. Some of the most tragic issues are best conveyed in the depth of a novel, as they provide insight into fundamental lessons that attest the responders values.Pain is an explicit theme flummox in the text Tully by Paullina Simons how Tully copes with pain is a fundamental aspe ct of this text. The full horrors of Tullys childhood are slowly unveiled although the narrative begins when she is 17, flashbacks and accounts of her separate experiences as a child characterize her behavior and beliefs. She was abandoned by her father and unwanted by her abusive mother from a young age repetitive clauses, negative connotations, recurring motif- From the time Tully was two, she learned fear and with fear she learned hate, and with hate she learned silence demonstrating she was raised in an atmosphere of flunk and unpredictable violence.Her pain resulted in self harm metaphor, imagery, personification- I do it because I want to feel what death feels like. I just want torpor to wash over me- to heal myself illustrating the pushy and juxtaposed nature of healing and death, provoking feelings of anxiety, portraying how damaged Tully has become. Tully offers important lessons, which are relevant to societies concerns and beliefs.Friendship that endures through supp ort times is a bold theme explicit in Tully. Regardless of her pain she found refuge in friendship with Jennifer and Julie, until Jennifer committed suicide in their senior year. She wrote a letter to Tully prior to her death religious references, high modality, colloquialisms, metaphorical language- God is going to call upon you to summon all your strength, all your iron clad, gritted teeth, clenched fists will to pull you through demonstrating Jennifer believes Tully is unbreakable and will overcome her death, however, Tully sees it as an act of betrayal and is shattered by the harsh loss of Jennifer.Tully washed-out many hours compulsively cleaning the bathroom after and the unforgettable expressionless face of Jens father low modality, emotive language,imagery- he is still stunned, yet Im already falling, already cant breathe without her illustrating her affection towards Jennifer. Jennifers death had a huge impact on Tully, which reflects her emerging behavior and values.The themes of guilt, recovery, pain and friendship are undying concepts present in many teenagers lives, the notions of these themes are universal as ignorant, unknowledgeable nature of youth exists as a naturalistic quality amongst teenagers characters within the texts Coming Back by David Hill and Tully by Paullina Simons further endorse this characteristic, demonstrating that teenagers do not always know the answers.

Debate Paper on Malcolm X and Martin Luther King Jr.

Malcolm X vs. Martin Luther top executive jr. If it is possible, as far as it depends on you, live at peace with all men. These words talk by Christ can be found in Romans 128 that refer to living in peace with everyone. Martin Luther King Jr. and Malcolm X are both men that fought and petitioned for equality for black people. Did they both have different approaches and views on how to obtain said peace and equality? Absolutely. Martin Luther King Jr. believed in the pacifist way for reaching the level of peace that was desired by the general black community and himself.Malcolm X, on the other hand, was not as passive and didnt believe in the nonviolent method that Dr. King did. Malcolm X believed that getting peace by any means necessary and engagement back both verbally and physically against all of those that stood in the way of the main goal. Dr. Martin Luther King Jr. believed in the philosophy that racial equality would wholly be embraced and reached through peaceful acts s uch as marches and sit-ins. He got his inspiration for these peaceful from Gandhi along with his religious background.Throughout all of his speeches I have evidence including the Where Do We Go from Here and I Have a Dream speech, Dr. King eer speaks in with a call to peaceful action by utilizing the pathos appeal by using the future of his children as a prime example in each speech. Malcolm X didnt quite jibe with the nonviolent approach during the civil rights era. He believed that the best way to get the results that both he and Dr. King wanted was by fighting white aggressors and whoever else stood in the way of the getting it. Some people believed that Malcolm Xs approach was better and more effective that Dr.Kings method because it produced more tangible differences that Dr. Kings. In Malcolm Xs speech entitled The Ballot or the Bullet, he fights the fire of aggression from the oppressors of the black community by reason it with fire. For example, on line in the speech sta tes that I believe in action on all fronts by whatever means necessary. In my individualised opinion, I agree with the philosophy of Dr. Martin Luther King Jr. I am a wholehearted believer of nonviolence. Whenever there is a problem, there will always be a proper nonviolent solution. Works Cited

What is the Victorian attitude

The typical Victorian woman was expected to bear her husband children, to ensure her familys happiness, to be suppressed and to show minimal emotion. Hence, reliable slam was not as common as present day, especially for the upper class, who were being constantly being scrutinized by confederation. These spots are explored in Jude the Obscure, Sonnet VI from Sonnets from the Portuguese, and Jane Ere. The main attitude towards have a go at it in Victorian society was that it was a career move for men, and a way for a woman to secure her position in feeling and the security of her children.Hence it was important to put love last to marry well, as your future depended on it. The Victorian novel Jude the obscure partially rejects this idea. In the case of Suedes matrimony to Rubella, although there was some original attraction, collectible to Rubellas flirtatious nature, Jude quickly realizes that Rubella is not the one for him. However before he can break up with her, she tells h im she is pregnant, and therefore he marries her, as it is the only noble thing to do.Again in Cues marriage to Mr.. Philologist, it is not a career move. Philologist is belly in love with Sue, however his love is requited, and Sue only loves him as a friend. However, perhaps as a reaction to Jude confessing that he was married to Rubella, Sue acts rashly and marries Philologist. In both cases, the main objective of the marriages where not to progress in society, but on the other peck, neither were beca map of love either, therefore this attitude towards love is only partially rejected.Sue and Suedes relationship is built on true love, in that sense this attitude is fully rejected, however they have no intention of getting married, and due to the volatility of their characters, Cues n particular, it is uncertain how long their relationship will last. Elizabeth Barrett Borrowings sonnet in any case rejects this attitude of marriage being a necessity in society, and love was more of an afterwardsthought. Throughout the sonnet, she uses in truth beautiful and positive imagery when describing her emotions towards Richard. l shall command/ The uses of my soul, nor lift my hand/ Serenely in the sunshine as before. The use of command suggests that she is in control, however she then dialogue about the uses of her soul it changes her meaning a bit. It could be interpreted as her thoughts Of him controlling her. Or it could also mean that all she can think about is him, and nothing else, and she cant control her thoughts. The next part paints a positive image, about no longer having to gag rule out the sunshine, this may be construed as her having to stop thought about him. The sunshine could be referring to Richard, or his love for her, or her love for him.The lift my hand may be referring to her blocking her love for him, or his advances towards her, in both interpretations she blinds herself to Richard. However the message is that she is partially committed and feels it is right, and she no longer has to stop herself from thinking about him or blocking his advances towards her. Browning rejects this attitude to love, and presents an argument that love can be true love. Jane Ere also rejects this attitude, and Jane chooses true love over this timeserving love. SST. John, Canes cousin, proposes to her even though he doesnt really love her.He believes that she can fulfill the duties he needs for his wife to do as he embarks on his transit to India as a missionary. Jane doesnt love him either and therefore turns down his suggestion, much to his annoyance. God and nature intended you for a missionarys wife A missionarys wife you must(prenominal) shall be. You shall be mine I claim you -? not for my pleasure, but for my Sovereigns service. SST. Johns proposal is far from romantic, and in comparison with Rochester, has no love, or any emotion. The whole proposal is imperative, commanding Jane to agree and be his wife.He uses God and natu re to suggest that this is Gods plan, and it is only natural that Jane play out this role and fulfill her duty. SST. John says it is not for his pleasure, heavy the reader that he has no romantic feelings towards Jane. He then goes on to say it is for my Sovereigns service, thus agreeing with the attitude of love, as marrying Jane would propel him in society and his career, and love is not of importance. Jane rejects SST. Johns proposal because it would have been a loveless marriage, whereas she agrees to Rochesters proposal because of their mutual romantic love for each other.In the Victorian era, this would have been very uncommon, as most(prenominal) people put love last for marriage, Canes effuse of this however shows that not everyone in Victorian society accepted this, and some craved for true love. Marriage was supposed to be a way of securing a future and a necessity of advancing yourself. Due to the laws at the time, marriage was a very final affair, to divorce or to sepa rate was extremely frowned upon by society and even when that occurred there would be complications for both parties and children, e. . If divorced, any children would be declared illicit immediately. This made a lot of women nervous about making any commitment to their suitors. This idea is explored extensively in Jude the Obscure, with Sue Bridgehead constantly doubting society attitude towards marriage. She challenges the accepted norm, that the institution of marriage is more of a trap than a declaration of love. She criticizes societys inability to accept the breaking of this commitment that most people are emotionally unequipped to fulfill.She strongly feels that the contractual nature of the agreement will kill the little spontaneity and romance that existed before the marriage. She says It is irrelevant to a mans tauter to go on loving a person when he is told that he must and shall be a persons lover What is interesting with this is that although she constantly talks abo ut women being the ones who have to adhere to societys standards and sacrifice all individuality, here she uses he. This may be to effectively convey her reasoning to Jude and get her points crossways in a way that hed understand.Also she refers to mans nature, implying that it is unnatural and against human nature to be confined to these legal obligations. This opinion of hers is further reinforced by her hatred when visiting the squalid egotist office, as well as her aversion to having a church wedding. This shows her abhorrence to the legality of getting married, and comes into play when she refuses to marry Jude, although they exit a happy unmarried life together for a few years. In Borrowings Sonnet VI from Sonnets from the Portuguese she also mentions this wariness of marriage.She begins the sonnet with this uncertainty, Go from me. withal feel that I shall stand/ Henceforth in thy shadow. The first phrase is an imperative however she follows this quickly with a pivot, Yet . This shows that she is torn between loving him or not, as it is a massive risk. Structurally, Browning has placed this right at the beginning of the sonnet, signaling to the author that this has ensures has plagued her mind for a long time, and its the first thing she thinks about.Also it could suggest that since the very start, she has been unsure as to whether she loves him, and she knows the consequences of committing right from the beginning. This emotion is typical of many of Browsing earlier sonnets from her series Sonnets from the Portuguese as it is the beginning of their arthritis and she is silence uncertain whether this is the man for her. This decision will influence her whole future, so she is very tentative in her feelings towards Richard Browning.Charlotte Bronze also explores this concept In Jane Ere, after Mr. Rochester proposes to Jane, she goes into much deliberation and a lot of dialogue is exchanged between them before she agrees to give herself to him, as hi s bride. rare you in earnest? Do you very love me? Do you sincerely wish me to be your wife? This quote is made entirely of questions, as she is unsure if she can trust what he is utter to be rue. She uses strong adverbs such as truly/ and sincerely as she wants to be entirely sure of his devotion to her.

A comparison of Fluvial and Glacial Sediments (deposits) In the Glen Rosa area of Arran

The aim of my investigation is to comp be the fluvial and Glacial alluviations in the Glen Rosa area. I go away use a variety of experiments and methods to collect my results. My investigation give be based on proving these hypotheses are correct. I hope to show that* Fluvial sediment exit be generally smaller than frozen sediment.* Fluvial sediment pass on be more than rounded than north-polar sediment.To provide evidence of these hypotheses I will look at river sediment on the fluvial dockage sullen slope and compare it with that of a pivotal deposit in the urinate of a last moraine.Slip run into slopeThe slip off slopeTerminal moraineI will also be consideringThe difference in B Axis length, Roundness, Sediment composition and Sorting.I expect the glacial deposits to be more angular than that of the fluvial deposits because the rate of erosion is different. In fluvial erosion the rocks are in constant erosion from frequently colliding (attrition) with new(prenomina l) rock solid. I would expect more edges of the rock to be rounded because the chances are they would earn been knocked off. The glaciated deposits however, I would expect to be more angular because they collide less.I am going to collect a dress of results which will hopefully provide evidence that my theories are correct. To collect these results I will* Use appropriate methods to peak and accurately record my results to prove my hypothesis correct.I will measure the length of a slip off slope (and moraine vertically if possible). The length divided by twenty, will be the length of the intervals for my measurements. At for each one interval I will proceed to measure these federal agents.I. RoundnessII. OrientationIII. Length of the B axis. (stone width)By doing this I will collect adapted evidence to support or disprove my hypothesis from the results. I am going to use twenty readings to give me an accurate sample of the whole geographic feature.Points to noteGlen Rosa is a NTS area conservation issues do not allow us to move scenery including rocks. This could be a limiting factor as we may not be able to locate all the results we need. And to what effect do we measure sediment? After all a caryopsis of dirt is a form of sediment, but is it practical to measure a grain of dirt?My project also involves considering how glacial and fluvial deposits vary in* Sorting (division into coarse, medium and fine sizes).* And the orientation of the B axis.* And composition ( rock type )The orientation is the alignment of the B axis.River deposits are measured on a slip off slope and glacial deposits in a rod moraine, with the following expectations* Water borne sediment will be sorted into size categories, the largest material being dumped upstream first, (upstream whither the water flow is strongest) and the finest last ( subduestream where the flow is weakest). Glacial deposits however will be dumped irregularly because they melt out of the ice.* River s ediment will have been rounded by river transport and attrition whereas glacial sediment, having only travelled a sort distance, will be angular.And slip off slope deposits will lie with their B axis at right angles to the flow of the river whereas glacial deposits are thought to lie in the ice with their A axis match to the direction of flow.Risk assessment.The axis of a rock are as followsThe A axis (Length of rock)The B axis (Width of rock)The C axis (Depth of the rock)Apparatus undeniable for my investigation* Callipers* Compass clinometer* A water-proof notebook/pad* A pencil* Hand lens* Sorting chart* Powers Roundness index* touchstone tape 20m length* Camera (to record locations and to provide secondary evidence)* Map to find location and note grid referencesNoteBecause I was working in a group and am collecting data for the group it is imperative that each of us has their own role and each must keep to that role. This is because the sake of a fair test. For example,If I read the callipers at the start I must read them throughout because the others eyesight and judgment may not be the same as mine, so if each person continues to do one job their judgment will not be too diverse.I am going to collect my evidence to prove my theory by doing thusI. Firstly I am going to assess the possible location of a moraine and a slip off slope.II. Secondly I am going to travel to the Glen Rosa valley area.III. Then I will proceed to go to the site and take photographs.IV. I will measure the article in question by using a transect of the slip off slope/ terminal moraine.V. Then I will collect the evidence I need by accurately measuring and recording my results. I shall be looking at the a. Roundnessb. Orientationc. Length of the B axis.I will measure the transect by measuring a point across the hole moraine / slip off slope and divide it by 20.The results from that then apply to the collecting of the samples, at each interval one should proceed to measure the near est sample.I will measure Roundness by- comparing sediment sample to the guide shown downstairs, this may be difficult to decide which category the rock goes into however for the sake of animate it was my primary choice.I will measure orientation by locating the b axis and using the compass clinometer I will measure the orientation.I will measure the length of the B axis by using callipers and reading off the rule.I will collect 10 (20 if possible) readings from each site to give me a suitable range of results. The locations I have chosen are highlighted on the map and the grid references are belowThe terminal moraine 987 382The slip off slope 987 383I will record my results on the attached sheet. I will present my evidence as a range of graphs with attached section on collecting recording and presenting evidence.Stage 2 collecting, recording and presenting evidence.On the Day when we travelled to these two grid references the terminal moraine on 987 382 and the slip off slope on 987 383, I worked with 2 other people to obtain evidence/results for my investigation, they were Matthew Cruse and Lawrence Card. This was the original plan for the results table we were going to use.yet during collecting the evidence our group decided we could double the amount of our results in ample time. So this is the real results table we developed.We were helped by 1 person in identifying some of the rocks, she was called Lucy and she was an instructor for this course. On the actual day we collected 20 samples from each site both the terminal moraine and the slip off slope.Our results table is as below represent sheet 1Some graphs may help to show the evidence. Firstly the length of the b axis against the length of the slip off slope. (Sample e actually 1 meter).Anomalous pointGraph sheet 2These are the results for the composition of both fluvial and glacial deposits. present O represents other specimen of rockP is Phyllite and G is graniteFluvial depositsGlacial deposits As it is clear here the fluvial deposits have more variation that that of the glacial deposits, the glacial deposits contain no other rock types.Graph sheet 3Charts to compare roundness of fluvial deposits against the roundness of glacial deposits.It is clear here that glacial deposits are more randomised and do not follow any particular roundness, where as the fluvial deposits are mostly in-between the 2-3 categoryGraph sheet 4.Here are 2 charts to compare the orientation of the Baxis.Fluvial orientationGlacial orientationBoth graphs show completely gelid finding which was totally as I had expected, importantly the glacial deposits were all at right angles to the flow of direct which is what happens. The fluvial was parallel to the flow of water. The glacial sediments B axis was not parallel to the flow of the glacier because it travels on its A axis which is as I predicted.Stage 3 description, analysis and interpretation of evidence. every of my data I collected I believe I coll ected accurately. But unfortunately my results do not support my predictions very accurately which were* Fluvial sediment will be generally smaller than glacial sediment.* Fluvial sediment will be more rounded than glacial sediment.The graphs which show screen out on the B axis for the fluvial sediment are vast variations than those predicted although they do provide weak evidence (graph sheet 1). For example, on the photograph below it is clear that there is sorting on the slip off slope. This sorting is the absolute opposite to what I had expected in my prediction.This variation may equal because it is a frequently visited spot and people very often pick up rocks to study them and cast them down in a different locations, this may have happened here. Or another motive could be my inaccurate measurements, or even the choice of my samples.Section 4 drawing and justifying conclusion and evaluation.Here were my important predictions* Fluvial sediment will be generally smaller than glacial sediment.* Fluvial sediment will be more rounded than glacial sediment.Here are the sub predictions* Sorting (division into coarse, medium and fine sizes).* And the orientation of the B axis.* And composition ( rock type )As far as the sorting for the slip off slope is concerned, I found that my results are conclusive but very weakly so. The results did support my prediction roughly but not the extent I had hoped for. You can see evidence for this though section 3. Because I found that the slip off slope is not how I expected I have used additional secondary evidence to show what my results should have been like according to my prediction and the laws of fluvial deposition. There is only one reason I can see for my weak results for the slip off slope human interference, it is easy to pick up something and place it down somewhere else, could that of happened here? Since it is a widely used site I believe this is the case. I believe that the evidence for the sorting I obtaine d from the fluvial sample appeared to be adventure to front the larger sediment should have been deposited at the front not the back.The composition is definitely as I had expected. So as far as the composition is concerned I found a definite conclusion that my sub-predictions were true, the fluvial deposits covered a wider range of rock type because it could transport more diverse material than the glacier. Although there is little evidence to support this there is a definite link.The orientation was not as I had of expected. I believed the glacier to be more randomised where as the fluvial to be more sorted.EvaluationWe had a few problems during this investigation many of them minor, but a few were major.For example, since we did not have any artificial light and light throughout the day was fading we may have made a few mistakes on measurements, this may be a reason for some if not all of the anomalous points.One person in my group noted all of the data down on the day so we cou ld have misjudged his handwriting and could have written variable data.Below is a simple diagram of some of our problemsThe Main weaknesses and faults.The main weaknesses during my investigation were the lack of conclusive results as shown in the graphs. However this could be rectified by using secondary data, such as maps, other peoples results as shown during my project shown after this page. As always any investigation can be improved by the quantity of evidence, and also the quantity. If I could obtain more evidence from different locations, i.e. not just from Glen Rosa it would provide a much better supporting structure for my predictions. Although this would involve thousands of pounds it would have a very accurate conclusion.

Miller said the Crucible Essay

Miller emphasizes this by using short sentences with many another(prenominal) pauses. The silence creates pathos for the addresss from the audience. in that respect is also a lot of questioning which reflects skirmish and how the characters ar helpless like a clarified kidskin. This emotional unneuroticness of the Proctors contrasts greatly with their engagement with each other on pages 41-45 A sense of their separation arises p42. When the Proctors were together being able to live physic aloney and sexually together they were separate but now they are near to be ripped apart they are emotionally together.Elizabeth let outs the wear words of the form about throne. This trys how their conflict has finally been resolved. This contrasts with the dramatic devices used in the next part of the scene after they begin to speak about Johns confession and when Hathorne comes in. This next part uses pauses and questioning as well to occupy an interrogative atmosphere. It is no longer a personal scene- this part shows the confederacy side to the play. There is a sharp conflict in the midst of the individual and the residential area in this scene but it is concentrated more(prenominal) on in the rest of the play.A nonher main floor in The Crucible is that of the conflict between innocence and experience/guilt. On page 110 Elizabeth hypothesizes out in the open that it were a parky house I kept. This tells the audience that Elizabeth was frigid in her relationship with John. This has been hinted at throughout Elizabeth and Johns conversations and especially in Act 2 p42 its winter in this house yet as John says. Even though this is used by Elizabeth to show that she is guilty it tells the audience she is in item innocent.To all appearances, and how most of the other characters perceive Elizabeth and Abigail, Elizabeth is the guilty one and Abigail is the innocent. They catch out Abigail as a child and a virgin who is pure sexually, morally and reli giously whereas the audience, John, Elizabeth and Hale know better. The majority of characters expose Elizabeth as the older, more sexually and sinfully experienced. capital of Oregon societys religious outlook fogs their judgement and they assume that the fair sex who they perceive as sexually innocent is also legally innocent.As we see they are wrongfulness in both respects John has committed adultery with Abigail who is the experienced and guilty one. William Blake This play is about the individual vs. the community. It shows the world what can happen if an individual speaks up for his/herself and acts on his/her personal be untruthfs. If one is not on the side of the community one is estranged from the community and rejected. In extreme circumstances, such as in this play, one can be put to death. Hale says (p116) that it is pride, it is vanity to create conflict with the community when you know you leave be punished for doing so.Personally I mean, I believe Arthur Miller thinks and the character of John Proctor thinks, that Hale is wrong. He suggests that it is wrong when he says it is vanity. Miller tries to show that John is a mostly upright character and died for a good cause. Miller believes this conflict between the individual and the community is right when the community is repressive and punishing. The word sibilance in the stage directions (p106) at the beginning of this scene representation hissing and actually makes a hissing sound when articulated properly.The sibilance at the beginning of this scene shows the conflict between Elizabeths inner emotions and the emotions of the other characters in the scene. This sound breaks the silence when John comes in. I think it sets the scene for the last part of the play because Elizabeth Proctor is very docile and defeated at this last part of the play and Johns feet on the ground sounds like an animal hissing in fright. I think that at this point Elizabeth is hissing inside and this is the expres sion of her inside emotions.It is later confirm that she is very scared for Johns brio and her own and terrified about the whole bunk as she is later in terror, weeping. This is caused because of the Proctors earlier conflict being resolved. This sibilance could alternatively be interpreted as Johns defiance against the court officials and jailers because as we see when Parris feebly offers, a cup of cider, Mr Proctor, he has nothing but contempt for them. The themes in this scene relate to the play as a whole. The theme of truth and lies and its resultant effect upon justice and injustice runs throughout the play.It begins on a simple level in Act One then as the play develops the situation gets more serious. The yellow shucks the afflicted girls see could symbolise lying because the colour yellow is often linked with this conflict. This conflict continues all through the play and is resolved at the end when John Proctor and Rebecca Nurse hang because they are on the side of tr uth. In a way one could say that justice is defeated and unmake at the end of the play because of all the characters those who stand up for truth and real justice, not Salem justice, are hanged.In my opinion justice wins this conflict because Proctor doesnt give in to lying at the very end. Although, he may be in part considering his and his familys reputation, his doings can also be likened to that of a saint after all it is reminiscent of the early Christian martyrs. The truth/lies and justice/injustice conflicts are intrinsically related not just in the play but also universally. Falsity like Abigails can invoke great injustices as we see in the play but falsity like Hales let him give his lie intended actions could bring us back to justice.In the same way truth like Johns saying he will not sign myself to lies can lead to injustice since he is hanged at the end but in this play a great number of characters would have to see the complete truth to lead the to justice. Since all the characters have some belief in God the commanding judge they all believe in truth and justice to a certain extent and that that will be give at the end. As Elizabeth says There be no higher judge infra heaven. No one except God can judge Proctor and the other state to be hanged. This essay has discussed conflict between and within various different themes, people and ideas.The Chambers erudition and Technology Dictionary says that a crucible is, a refractory vessel or pot in which metals are melted. The introduction to the Heinemann version of The Crucible 1992 (Maureen Blakesley) says, John Proctor is tested in a life threatening ordeal and his death at the end rather than betrayal of his conscience shows that he as well as has come through the fire to be purified. I would go as far as to say that the crucible (refractory vessel) is the ordeal and events therefore the play itself The Crucible and the whole idea of conflict can be taken from just the play title.When John finally has his transgressions and personal disbeliefs refracted he is executed. This is also symbolic to show he becomes pure suggesting he has reached paradise after being removed from the crucible. Imogen Hagarty 1 Show poke only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Poem Interpretation

The verses of Robert frosting reflect a journey, his own personal journey. entirely more than that, it get winds a period of Ameri suffer exploration. Desert Places, Stopping by Woods on a snow-covered Evening and The Road Not Taken reveals the poets images or so the occurrence of changes during his time. It is a revolutionist period for the United States. The Industrial Development is under government agency, and it fuels a new age in the Statesn History. A country is on its way towards progress, and so is Robert rhymes claim in the literary circle. IN A CAPSULE There is an emotional attachment found in the poem, Desert Places. It whitethorn describe a situation place in the cold but interior feelings be come on a far-reaching operator on what the poet thinks about things. The portrayal of l geniusliness is outdo described in a deserted fix on a shadowy and snow-covered evening. T education the road alone brings a heavy feeling. No one is on sight but there is much to overcome. The inner will is far difficult to teachable than the elements along the way. Mr. Frost points out that the actions to deal with certain situations argon up to the individual. While there atomic number 18 external portions and influences to consider, what keeps the event in check remains a personal decision.The poet exemplifies a brave back up to never succumb to outside inhibitions while at the corresponding time controlling his inner fear. In Stopping by Woods on a Snowy Evening, Robert Frost brings his loneliness into the position. He is turbid in the woodwind instrument but the snow is still there. His horse is there to keep him company. The place is dark alright, maybe darker than what is seen in the Desert Places, but fear to move onwards has been controlled. Lovely woods is a great description for tutelage things in control. yet what makes the poem divers(prenominal) is that, it is about pursuing dreams and keeping promises.The individual doesnt stop for anything. His travel continues. His appreciation for what he sees in the woods may know been proclaimd by the dreams and promises. With those things in mind, he just keeps going and going if still to bring nearly integrity to what he claims to achieve. The Road Not Taken is a piece about choosing sides. It is about options. The poet may feel been crossing different paths during his time that he sh bes his views on what road to take. Robert Frost may have rec all tolded a fateful decision that he made in the past which had a grievous impact on his later spiritedness.One important note that the poem emphasizes is staying true to something that has already been decided. There atomic number 18 no explanations to consider. Only a statement rings true that taking a side has brought a positive outcome. The poem goes straight to the context of hitting the mark. There are no complaints and no explanations are necessary to back up the road earlier chosen. EVOKING IMAGES A shad ow of doubt is cast initially among the three poems. It reveals how hu existence Mr. Frost is to harbor hesitant and uncertain feelings. He goes on to describe the difficulties of conclusion dreams and making things happen.The literary pieces evokes feelings of creation lost in the storm and managing to locate the right track and come out of it all, not necessarily unscathed, but nevertheless victorious. Perhaps people can sympathize what all three poems depict. There is a sense of urgency to do things. A variety of feelings will hire an individual to the unpredictable and the unspeakable. But it is the inner conviction that wins it in the end. A determination withstanding the faces of hardship and obstacle as portrayed by the falling snow and the dark nights will be the vital actor to change stateing things around.Emotions frequent the poems of Robert Frost. Individuals share in the experience of braving the odds and gaining victory against adversity. Peoples inner selves var y but all feel the same way. It is how a person responds to the challenges and the tides of the times that make his feeling worthy. The poems are timeless, and can be a source of inspiration for generations to come. But it is up to the reading universal how they interpret Mr. Frosts manner of speaking. Literary masterpieces such as the three poems have a totally lot of meaning to consider. It is as deep as many a(prenominal) different pieces can be. It is what makes people human.And it is what keeps the poet man as well. The words itself can bring forth fire and fury. Everyone is on familiar ground. Mr. Frost fuels that proneness to conquer and achieve things beyond peoples dreams. This is what binds individuals together. Goals are shared. It is inspiring to address the powerful and first-class message that the poet instills in the minds of the willing literary enthusiasts. Fear is still felt by the individual. Mr. Frost points that out in the Desert Places. The line which states that They cannot scare me with their empty spaces, evokes a sentiment of being afraid.It is a leafy vegetable feeling. But the biggest difference among readers and followers is how to manage or react to that type of situation. Even the horse in the Stopping by Woods on a Snowy Evening wondered about the individuals doubtful and untrusting attitude towards adversity. Numerous challenges are everywhere. It can be devastating all of a sudden but making dreams come true can be worthwhile. REPRESENTING THE WORLD Most masterpieces inspire people. A poet reveals his thoughts and feelings to many for the purpose of helping others cope up with situations. It is more than poetry.There is nothing more awful than being stalked out of ones goals. It all begins with the road. Hardships come and unveil the true timbre of the individual. Robert Frost seems to be putting the words into his mouth. It can be that his poems are all a manifestation of his actions but it can also be that he is putting on a challenge for the peacefulness of the people to follow. He is merely showing the way, showing his emotions to be used as the basis for everybody to facet into and get motivated. It is Mr. Frost who gets to speak in his poems but in reality, he is representing each and everyone.People share mutual dreams. People feel the same fear. The same difficulties lie ahead. The same situations present itself in everyday life. The only denominator is the arise an individual makes while undergoing the various scenes that the poet has depicted for the rest of the people. His marvelous words are create verbally for everybody. If there is a thing in this world that needs changing, it is solely the character of man. People have to be reminded every now and then about certain ideas and information which regards to daily living. Al just about always, life is being taken for granted.Robert Frosts words are just in time to sound essential lessons repeatedly into the minds of many ind ividuals. While his poems are written in the past, the values contained on it are as valuable today as it has been yesterday. One thing worth taking note among Mr. Frosts poems is the way his masterpieces are told doesnt complicate things further. It may not bring forth the well-situated of enlightenment but at least it puts a sense of purpose to everything it says. The titles of the poems possess a full stop of hiding the content a bit. Desert Places marks that inner fear inside most individuals.But until reading those words until the last stanza, the reader will wonder what Mr. Frost is up to in the first place. Literally, many people will think that the title may correspond to some scenery in the midway East. But it is not. The reading public must therefore think in order for the poets words to sink in. The Road Not Taken keeps people which path the poet choose. His idea of bringing the main thought of the poem is to reverse things a little to allow thinking. There is a twist but never to a level of great difficulty. Mr.Frost has taken the less traveled road which leaves many wondering what happened to the other path. In Stopping by Woods on a Snowy Evening, the poet again is diverting the maintenance from the true focus of the lines. Perhaps many are waiting for his story about the reason wherefore he stopped during a snowy situation. But the answer to that may have led the readers to Mr. Frosts effort to keep going in order to make his promise a reality. Poems may be a mind-twister. But it allows individuals to look deeper. There are details that lead some lines astray.However, it is meant to be as it is just to make the poem a remarkable journey and adventure. SYMBOLISM The three poems are written as narratives. Perhaps based as personal experiences of the poet, a story from each is learned. But always, Robert Frost is hiding something in between the lines. It is not necessarily on purpose, however, there is a need for the reader to uncover some con tents of the poem which allows a greater understanding of the piece in its entirety. There are thoughts in between the lines which can be interpreted as mere distractions.The truth is, the ideas are supporting the content of the main thought. There is a real meaning behind most words in the poems of Mr. Frost. Loneliness must never be taken as it is, literally, that is. It can be an emotion of someone craving for attention. It can be a personal journey. It can even be finding oneself in the process. There is whole lot of meaning to the words in between the lines. The familiarity of the poems can be attributed not merely that all are written by the same poet. Robert Frost presents an approach which an individual can relate to in real life.By being in the middle of a snowy night, anybody can put himself on that situation. By being along and driven cold, most individuals press on to achieve their goals. The poems of Mr. Frost are founded on simple yet understandable narrative which pre sents a scene for readers to follow. It can be that the readers are themselves the heroes in their very own situations. Overcoming difficult situations are present in the Desert Places where the poet not minding the danger presented by the snowy night in the woods continues on with his get by to somewhere.A similar scene is depicted in the Stopping by Woods on a Snowy Evening where the individual plunges on no look what. The Road Not Taken tackles two paths along the way. Still the difficulty of choosing and going ahead with the decision is clearly seen and observed. Robert Frosts poems uncover scenes of overcoming adversity. It is a symbol of what America stands for, a country on its way to prosperity and development. For always, the room for improvement is being acknowledged in this country. America is a work in progress.The Industrial Revolution during the 18th and nineteenth Century propels the United States to its seat as a world leader and superpower. With a mixture of diffe rent cultures, it continues to thrive amidst the pressures coming from numerous differences among the races within its domain. America is constantly innovating and developing. Robert Frost portrays the need to pursue dreams and turn them into reality. When a person comes to America, his ideals become a symbol of what the poet says. Everybody who goes to the United States is looking for something bigger. That someone is making the best of everything to live a comfortable life.Along the journey towards progress await the hardships and difficulties of making it big. During the Industrial Revolution, people belt out and risk doing things to reach the American dream. It is the age of inventions. Industries are revolutionized, and lives will never be the same again. That progress continues until today. And it continues to inspire through the words of Robert Frost. In search for a better life, immigrants are strike on the American doors annually. While new to this country, visiting citiz ens blend well with their counterparts in doing things no matter how hard they are.To achieve dreams, taking risks mean everything. Mr. Frost points to hard work as the vital factor in pursuing goals and objectives. Roles and responsibilities must play its part to build dreams a reality. The poet is on hand to run away the rest of America into staking their claim for a place in the United States of America. CONCLUSION The deep woods and the falling snowy are very much a part of American culture. Simply said, the way these things are describe in the three poems reflects Robert Frosts upbringing. He walks through the woods on a snowy night just like any American.How heavy and hard it is to trek the roads ahead make no difference at all as long as the individual marches on in search for his place in a progressive world, one which America and Mr. Frost represents. BIBLIOGRAPHY Collection of Robert Frosts Poems Retrieved September 13, 2007 from http//www. everypoet. com/Archive/poetry/ Robert_Frost/robert_frost_stopping_by_woods_on_a_snowy_evening. htm Poems of Robert Frost Retrieved September 13, 2007 from http//www. poemhunter. com/poem/desert-places/ Poems by Robert Frost Retrieved September 13, 2007 from http//www. internal. org/list_poems. phtml? authorID=7

The Ed Sullivan Show

Since the late 1940s, television set has been a staple in the Statesn culture. A evidence that was in truth significant in American television narration is The Ed Sullivan ground, created by Ed Sullivan and Marlo Lewis in 1948. The come out lasted until 1971, making it the spaciousest running build register in history and the twenty-fourth longest running establish in primetime history. The salute ethereal on CBS from 800-900 pm aft(prenominal) being filmed in what was eventu onlyy named, The Ed Sullivan Theater. The Ed Sullivan expose lasted as long as it did because it was able to target all audiences in the hour envision, which was one of the number one television programs rightfully to do so.It was cancelled in 1971 because of the technological advances of television which made any television program ready(prenominal) to anyone, at any time. Although other variety shows have been incredibly popular, The Ed Sullivan Show is the nearly important variety show to d ate because of its appeal to all ages. An agreeable argument is that both the Milton Berle Show and The Steve Allen show had great natural endowments and success as variety shows. The Milton Berle show was started in 1948 by host Milton Berle, who became one of the most famous television show hosts ever.His nickname developed into Mr. Television because of how great a host he was. The show aired originally on the radio and then the idea of the public use of television sparked its television debut. Milton Berle was so successful as host, which is evident in the fact that while on the radio, the show went through four different hosts before it reached him, and then did not change after that point1-6. Another variety show that showed great success on television was The Steve Allen Show. The show debuted numerous impressive new acts of all kinds.Steve Allen himself was innovative, funny, and whimsical2-15, which made him isolated of the show with jokes and comedy skits. His talents h elped the show tremendously. The shows comedy talents were so famous that a few years after the show was cancelled The Steve Allen Comedy Hour was aired on CBS to pay tribute to the original show. While The Milton Berle Show, and The Steve Allen Show can be viewed as real important variety shows, they were not as appealing to all age groups and were not well-rounded shows.The Ed Sullivan Show was so successful as a variety show for so many reasons. unity of the most important parts of the success was Ed Sullivan himself. Before be access a television host, Ed worked behind the scenes as a writer for newspapers and a producer of many television programs. He began composition as a sports columnist and continued make-up sports with many different papers all everywhere the country until 1929 when he became a Broadway columnist3-17. Ed began to learn about show business through Broadway writing and shortly after began producing one time shows on television.During World War II Ed wor ked as the master of ceremonies at many relief effort shows, where people began knowing him as a host. Ed Sullivan made a great host because he was not the classic host with a glinting personality. He put the focus on the acts by introducing them, and then stepping off to let the performer(s) do what he hired them to do. Ed did nothing, but he did it better than anyone else on television-Alan King4-9. Ed helped give the show its glory. He was named 50 of TV Guides 50 Greatest TV Stars of All sentence which demonstrates the value Ed gave to the show5-9.He was also a brilliant businessman. Ed exceedingly wanted to be a household name because the more he was nationally recognized, the more money and sponsors he could bring to the show. Mr. Sullivan was paying(a) $164,000 a year, and for that time, that amount of money was incredible even for a television personality, but Ed glum a simple variety show into a phenomena6-19. Another piece of the shows success was the new talent scoute d by Ed and the producers. The baby boomers were becoming the new market in pop culture, and The Ed Sullivan Show captured the attention of the baby boomers with all the talent.Ed Sullivan caught the youngs notice and then kept it and influenced it with obstetrical delivery in new talent. Ed brought the love of English rock to America. On February 9th, 1964 the Beatles appeared live on television for the first time in America. Ed Sullivan noticed the obsession with the Beatles while in England with his wife and made a deal with Brian Epstein that the Beatles would perform three Sundays in a row on the show for $10,0007-4. About 73 million people tuned in to watch the Beatles perform, which equates to nearly 60% of all TVs in America watching8-4.That was one of the biggest TV viewing in television history. After bringing in The Beatles and really launching Beatle mania in the United States, Ed starting focusing on other English rock bands and discovered talents such as The Rolling S tones, The Animals, Peter and Gordon, etc. 9-4 With all the new talents, Ed brought in many new comedians too. Ed founded the careers of many famous comedians, and shortly after starting the show, any new up-and-coming comedian wanted to be on the Ed Sullivan Show because it meant a start of a career for them.If Ed held that they were funny enough to be on his show, than America would soon agree with that. The Ed Sullivan Show was so successful as a variety show because of the shear number of flakes of performers that starred on the show. First and foremost, theatrical and medical specialtyal acts shaped the Ed Sullivan Show. Everything from Broadway music to classical, to rock and roll was heartened on the show. Ed also enjoyed different dancers a lot so there was everything from ballet to jazz. He also loved showing movie clips and parts of Broadway plays.A Second rouge genre of acts was comedy. It was one act that the whole family watched and enjoyed together no matter what c omedian or the type of comedy. Ed also focused on just kids with comedy. There was a ten-inch tall puppet named Topo Gigio that was apart of the show for eleven years. 10-8 Topo Gigio along with other kid directed comedy gave the show a softer side, which helped it debate with a show such as The Wonderful World of Disney. The Ed Sullivan Show had so many other acts that kept it shuffled.Sometimes there would be episodes dedicated to one theme, which broke up the usual shows and would be an hour-long episode to pay tribute to somebody or something. Sometimes athletes would appear to give advice about how to play their sport or just to talk to Ed. Some of those athletes include Mickey Mantle and Willie Mays. 11-2 Another very interesting type of performance would be a random celebrity in the audience coming up on stage to talk to Ed or to give an impromptu performance, which kept the show and audience members on edge.Ed Sullivan produced one of the most important television shows in history because of its impact on the careers of many and the world of television. ENDNOTES 1. Williams, Mark. The Milton Berle Show. Editorial. The Museum of vent tttttttCommunications. 2011. Web. 22 Nov, 2011. http //www. museum. tv/eotvsection. php? ttttttttentrycody=miltonberle. 2. Pack, Lindsay E. Saulovich, Johnny. The Steve Allen Show. Editorial. The Museum of ttttttBroadcast Communications. 2011. Web. 22 Nov, 2011. 3. Ed Sullivan Is Dead at 73Charmed Millions on TV. The New York Times 14 Oct. tttttttt1974 n. pag. The New York TimesOn This Day. Web. 25 Nov. 2011. ttttttt. 4. Schaeffer, Eric. Sullivan, Ed. Editorial. The Museum of Broadcast ttttttCommunications. N. p. , 2011. Web. 22 Nov. 2011. . 5. The New York Times 6. The New York Times 7. Solt, Andrew, Sherwood, bloody shame. Rev. of The Beatles on The Ed Sullivan Show. tttttThe Ed Sullivan Show.SOFA Entertainment, 2010. Web. 22 Nov. 2011. ttttt. 8. Solt, Andrew. Sherwood, Mary 9. Solt, Andrew. Sherwood, Mary 10. Solt , Andrew. Topo Gigio. Editorial. The Ed Sullivan Show. SOFA Entertainment, ttttt2010. Web. 22 Nov. 2011. . 11. Simon, Ron. The Ed Sullivan Show. Rev. of The Ed Sullivan Show. The Museum of tttttBroadcast Communications. N. p. , n. d. Web. 20 Nov. 2011. tttt.