Village Life in America 1852-1872

Malia Byram Mr. Mumau APUSH 5 December 2012 Village Life In America 1852-1872 As told in the diary of a Schoolgirl This book is a diary written by a young girl named Caroline Cowles Richards. Carolina tells the reader about her life. How at a early age her and her sister Anna, lost their mother, were sent to their grandparents house in canandaigua, New York. They were brought up with simplicity, sweetness and Puritan traditions. The diary begins in 1852, and is continued until 1872. She recalls swift transitions throughout her life that the reader can recall events happening in a history book.The majority of the diary takes place well before the civil war begins, and it is fascinating to see what the daily life of a young girl was like. It begins when she's 10 years old, and ends when she turns 30. Much of the story revolves around her puritan grandparents and little sister who she lives with, and her school and church life. The descriptions of living through the four year war really opens your heart, and the people she meets throughout her life are often names you recognize from history books.Additionally, she is very opened minded, has many different attitudes, her diary was rare compared to letters or other diaries of this time period. I selected this book because its unique title caught my eye, ‘Village Life in America 1852-1872, as told in the diary of a schoolgirl. ’ I knew when I was choosing my book that I wanted my book to go over the Civil War or include the topic of the Civil War. This Diary did just that but it was on a personal level.The author continued her diary through the Civil War, and readers can see a change in the tone of Caroline's entries as her diary documents home-front fund-raising efforts and the names of local boys who are killed in battle. The author appeals to Americans in general because of her family and her friends. The thesis of this diary is the main aspects of her life which is Church life, school life and everyd ay life. She expresses those three points powerfully and effectively throughout her entries. The reader is treated to a fascinating picture of rural life in the 19th century.She was very intelligent and perceptive young lady. She talks about her experiences with many people. Her entry on December 20, 1855 â€Å" Susan B. Anthony is in town and spoke in Bemis Hall this afternoon. She talked very plainly about our rights and how we ought to stand up for them†¦. She asked us all to come up sign our names†¦ A whole lot of us went up and signed the paper. † Susan B. Anthony was a important American civil rights leader who played a strong role in the 19th century women’s rights movement to introduce women’s suffrage. This was very interesting to read.The reader got to picture Susan B. Antony presenting a speech as if they were there. Along with significant points in Caroline’s diary her entry on April 15, 1861 was extremely vital â€Å"The storm has broken upon us. The confederates fired on Fort Sumter†¦ President Lincoln has issued a call for 75,000 men and many are volunteering to go all around us. How strange and awful it seems. † She presents the reader with the beginning of the Civil War from a northerners point of view. She was seen to the reader as being very deep-hearted and loyal to the Northern states.Caroline who grew up in Canandaigua was intensely patriotic, and from day to day she kept a record of what she saw, felt, and heard. Her diary is an honest record of impressions of the stormy time in which the nation underwent a sea of fire. Overall, This Novel was flowing with strong views of a young women. Since it was a diary the weak points of this book, were the tedious entires of her everyday life. On the other hand, if she hadn’t wrote those unexciting entries it wouldn’t create a real feel or image of her life and her perspectives. The impression I was left with after reading this diary w as the realism of this book.Carolina carried me through significant historical events that she experienced. I’ve read what she has felt, thought, and done. After finishing the diary, I felt like I had made and lost a friend. I would with out a doubt recommend this book to the right person. Meaning its was very interesting to me because she was a young women with determination, and experienced a lot of things I would have experienced if I lived in the 19th century. So I would recommend this book to a young women or a historian looking for a personal insight of events that happened through Civil war.

Jennifer Jenkinss †The role of Teacher Attitudes and Identity

Jennifer Jenkinss – The role of Teacher Attitudes and Identity Free Online Research Papers As stated in Jennifer Jenkins’s article entitled â€Å"Implementing an International Approach to English Pronunciation: The role of Teacher Attitudes and Identity† published in TESOL QUARTERLY, Vol. 39, No. 3 in September 2005, she carried out a research into the role of nonnative speaker (NNS) teachers’ attitudes and identity toward English accents so as to take a look at the feasibility of an English as a lingua franca (ELF) approach. The only method used in this research is interviewing. All the interviews which followed a pattern of twelve prompt questions were recorded, and discussed under three major themes: Accent Attitudes, Effects of Experiences and Teaching ELF Accents. Jenkins (2005) states that all eight NNES teachers interviewed were ambivalent regarding their attitudes toward their own English accent and their desire for native-like accent. The author goes on to say that every interviewee could recount at least one bad experience in English that had influenced the interviewee’s orientation of English accent. Additionally, she says that most interviewees said they would be happy to teach their students ELF accents whereas three of them showed some contradictions. The author concludes that the feasibility of an ELF needs further research. Despite the fact that Jenkins presents an important discussion of current trends in the TESOL profession and that this article has a logical organisation, there are a number of small, but important, weaknesses in this article. Regarding to the method that Jenkins selected to collect data, the in-depth interview was the only one of her choice. I do think that by conducting interviews that lasted nearly an hour each she could gather lively and useful information of the interviewee’s experiences as well as their knowledge of ELF. I also agree with her when she explained that nearly 60 minutes was â€Å"the exact length being dictated by the participant’s desire to speak† (Jenkins, 2005, p. 535). However, I find some limitations in her method of collecting data. Firstly, only eight NNS teachers were involved in the study, which is not persuasive in terms of quantitative. Secondly, the NNS teachers she interviewed were all females. It must have been more objective to involve both males and females in the research. Additionally, the subjects of her study comprised teachers from only Italy, Japan, Malaysia, Poland and Spain whereas the feasibility of ELF is a worldwide issue. The findings may have been different if more teachers from more different countries had been interviewed. From the evidence and discussion in Accent Attitudes in Findings section, Jenkins concludes that the attachment to the interviewees’ first language that is considered as an extremely important part of who they are â€Å"leads in turnto an inherent ambivalence and hence to the contradictory statements† (Jenkins, 2005, p.542). I find this conclusion rather implausible because of the way she collected the data. As she stated in Method section, all of the participants in her study had a high level of proficiency in English. Some of them had hardly heard of an ELF approach and some were doing research on it. They might have thought that their answers to the questions would reflect their proficiency. And because they were being recorded during the interviews, I wonder if they answered her questions sincerely. The author should have used questionnaires to collect more reliable and persuasive evidence, which may affect her conclusion on their attitudes toward their own English accent and their desire for NS accent. As far as Effects of Experiences is concerned, Jenkins (2005) concludes that past experiences is one of the factor that â€Å"may affect their attitudes to English at the deeper level† and â€Å"may cause them to identify with NSs† (p. 541). In fact, the author failed to see the effects of good experiences when she used question 9 in Interview Prompts (p. 543) asking only about the teachers’ bad experiences to get the evidence. In conclusion, this article is timely in terms of current trends in TESOL. However, the author was not completely successful in making her point because she did not use various methods of collecting data which resulted in certain inconvincible evidence, discussions and conclusions. By interviewing eight NNS female teachers, she did not have a definite conclusion on â€Å"the role of teacher attitudes and identity† in â€Å"implementing an international approach to English Pronunciation† which, according to her, needs further research. Research Papers on Jennifer Jenkins’s - The role of Teacher Attitudes and IdentityStandardized TestingInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug UseResearch Process Part OnePersonal Experience with Teen PregnancyMoral and Ethical Issues in Hiring New EmployeesAnalysis Of A Cosmetics AdvertisementIncorporating Risk and Uncertainty Factor in CapitalDefinition of Export Quotas

Eadweard Muybridge, the Father of Motion Pictures

Eadweard Muybridge, the Father of Motion Pictures Eadweard Muybridge (born  Edward James Muggeridge; April 9, 1830–May 8, 1904) was an English inventor and photographer. For his pioneering work in motion-sequence still photography he became known as the Father of the Motion Picture. Muybridge developed the zoopraxiscope, an early device for projecting motion pictures. Fast Facts: Eadweard Muybridge Known For: Muybridge was a pioneering artist and inventor who produced thousands of photographic motion studies of humans and animals.Also Known As: Edward James MuggeridgeBorn: April 9, 1830 in Kingston upon Thames, EnglandDied: May 8, 1904 in Kingston upon Thames, EnglandPublished Works: Animal Locomotion, Animals in Motion, The Human Figure in MotionSpouse: Flora Shallcross Stone (m. 1872-1875)Children: Florado Muybridge Early Life Eadweard Muybridge was born in 1830 in Kingston upon Thames, Surrey, England. Born Edward James Muggeridge, he changed his name when he immigrated to the United States, where the majority of his work as a professional photographer and innovator occurred. After several years in New York City, Muybridge moved west and became a successful bookseller in San Francisco, California. Still Photography In 1860, he made plans to return to England on business and began the long stagecoach journey back to New York City. Along the way, Muybridge was badly injured  in a crash; he spent three months recovering in Fort Smith, Arkansas and did not reach England until 1861. There, he continued to receive medical treatment and eventually took up photography. By the time Muybridge returned to San Francisco in 1867, he was a highly skilled photographer educated in the latest photographic processes and printing techniques. He soon became famous for his panoramic landscape images, especially those of Yosemite Valley and San Francisco. In 1868, the U.S. government hired Muybridge to photograph the landscapes and native people of Alaska. The journey resulted in some of the photographers most stunning images. Subsequent commissions led Muybridge to photograph lighthouses along the West Coast and the standoff between the U.S. Army and the Modoc people in Oregon. Motion Photography In 1872, Muybridge began experimenting with motion photography when he was hired by railroad magnate Leland Stanford to prove that all four legs of a horse are off the ground at the same time while trotting. But because his cameras lacked a fast shutter, Muybridges initial experiments were not successful. Things came to a halt in 1874, when Muybridge found out that his wife might have been having an affair with a man named Major Harry Larkyns. Muybridge confronted the man, shot him, and was arrested and placed in jail. At trial, he pleaded insanity on the grounds that trauma from his head injury made it impossible for him to control his behavior. While the jury ultimately rejected this argument, they did acquit Muybridge, calling the killing a case of justifiable homicide. After the trial, Muybridge took some time off to travel through Mexico and Central America, where he developed publicity photographs for Stanfords Union Pacific Railroad. He resumed his experimentation with motion photography in 1877. Muybridge set up a battery of 24 cameras with special shutters he had developed and used a new, more sensitive photographic process that drastically reduced exposure time to take successive photos of a horse in motion. He mounted the images on a rotating disk and projected the images via a magic lantern onto a screen, thereby producing his first motion picture in 1878. The image sequence Sallie Gardner at a Gallop (also known as The Horse in Motion) was a major development in the history of motion pictures. After exhibiting the work in 1880 at the California School of Fine Arts, Muybridge went on to meet with Thomas Edison, an inventor who was, at the time, conducting his own experiments with motion pictures. Muybridge continued his research at the University  of  Pennsylvania, where he produced thousands of photographs of humans and animals in motion. These image sequences depicted a variety of activities, including farm work, household labor, military drills, and sports. Muybridge himself even posed for some photographs. In 1887, Muybridge published a massive collection of images in the book Animal Locomotion: An Electro-Photographic Investigation of Connective Phases of Animal Movements. This work contributed greatly to scientists understanding of animal biology and movement. The Magic Lantern While Muybridge developed a fast camera shutter and used other state-of-the-art techniques to make the first photographs that show sequences of movement, it was the zoopraxiscope- the magic  lantern, his pivotal invention in 1879- that allowed him to produce that first motion picture. A primitive device, the zoopraxiscope- which some considered the first movie projector- was a lantern that projected via rotating glass disks a series of images in successive phases of movement obtained through the use of multiple cameras. It was first called a zoogyroscope. Death After a long, productive period in the United States, Muybridge finally returned to England in 1894. He published two more books, Animals in Motion and The Human Figure in Motion. Muybridge eventually developed prostate cancer, and he died in Kingston upon Thames on May 8, 1904. Legacy After Muybridges death, all of his zoopraxiscope disks (as well as the zoopraxiscope itself) were bequeathed to the Kingston Museum in Kingston upon Thames. Of the known surviving disks, 67 are still in the Kingston collection, one is with the National Technical Museum in Prague, another is with Cinematheque Francaise, and several are in the Smithsonian Museum. Most of the disks are still in very good condition. Muybridges greatest legacy is perhaps his influence on other inventors and artists, including Thomas Edison (the inventor of the kinetoscope, an early motion-picture device), William Dickson (the inventor of the motion picture camera), Thomas Eakins (an artist who conducted his own photographic motion studies), and Harold Eugene Edgerton (an inventor who helped develop deep-sea photography). Muybridges work is the subject of the 1974 Thom Andersen documentary Eadweard Muybridge, Zoopraxographer, the 2010 BBC documentary The Weird World of Eadweard Muybridge, and the 2015 drama Eadweard. Sources Haas, Robert Bartlett.  Muybridge: Man in Motion. University of California Press, 1976.Solnit, Rebecca.  River of Shadows: Eadweard Muybridge and the Technological Wild West. Penguin Books, 2010.

Common Sentence Ending Particles in Japanese

Common Sentence Ending Particles in Japanese In Japanese, there are many particles that are added to the end of a sentence. They express the speakers emotions, doubt, emphasis, caution, hesitation, wonder, admiration, and so on. Some sentence ending particles distinguish male or female speech. Many of them dont translate easily. Click here for Sentence Ending Particles (1). Common Ending Particles No (1) Indicates an explanation or emotive emphasis. Used only by women or children in an informal situation. Kore jibunde tsukutta no.㠁“ã‚Å'è‡ ªÃ¥Ë†â€ Ã£  §Ã¤ ½Å"㠁 £Ã£ Å¸Ã£  ®I made this myself.Onaka ga itai no.㠁Šã  ªÃ£ â€¹Ã£ Å'çâ€"݋ â€žÃ£  ®I have stomachache. (2) Makes a sentence into a question (with a rising intonation). Informal version of ~ no desu ka 㠁 ®Ã£  §Ã£ â„¢Ã£ â€¹. Ashita konai no?明æâ€" ¥Ã¦  ¥Ã£  ªÃ£ â€žÃ£  ®Arent you coming tomorrow?Doushita no?㠁 ©Ã£ â€ Ã£ â€"㠁Ÿã  ®Whats the matter with you? Sa Emphasizes the sentence. Used mainly by men. Sonna koto wa wakatteiru sa.㠁 Ã£â€šâ€œÃ£  ªÃ£ â€œÃ£  ¨Ã£  ¯Ã¥Ë†â€ Ã£ â€¹Ã£  £Ã£  ¦Ã£ â€žÃ£â€šâ€¹Ã£ â€¢I certainly know of such a thing.Hajime kara umaku dekinai no wa atarimae sa.Ã¥ §â€¹Ã£â€š Ã£ â€¹Ã£â€šâ€°Ã£ â€ Ã£  ¾Ã£  Ã£  §Ã£  Ã£  ªÃ£ â€žÃ£  ®Ã£  ¯Ã¥ ½â€œÃ£ Å¸Ã£â€šÅ Ã¥â€° Ã£ â€¢Its natural (indeed) that you cant do well when you first starts. Wa Used only by women. It can have both an emphatic function and a softening effect. Watashi ga suru wa.ã‚ Ã£ Å¸Ã£ â€"㠁Å'㠁™ã‚‹ã‚ Ã£â‚¬â€šIll do it.Sensei ni kiita hou ga ii to omou wa.先生㠁 «Ã¨ Å¾Ã£ â€žÃ£ Å¸Ã£  »Ã£ â€ Ã£ Å'㠁„㠁„㠁 ¨Ã¦â‚¬ Ã£ â€ Ã£â€š I think it would be better to ask the teacher. Yo (1) Emphasizes a command. Benkyou shinasai yo!勉å ¼ ·Ã£ â€"㠁 ªÃ£ â€¢Ã£ â€žÃ£â€šË†Study!Okoranaide yo!怒ら㠁 ªÃ£ â€žÃ£  §Ã£â€šË†Dont get so angry at me! (2) Indicates moderate emphasis, especially useful when the speaker provides a new piece of information. Ano eiga wa sugoku yokatta yo.㠁‚㠁 ®Ã¦Ëœ  Ã§â€ »Ã£  ¯Ã£ â„¢Ã£ â€Ã£  Ã¨â€° ¯Ã£ â€¹Ã£  £Ã£ Å¸Ã£â€šË†That movie was very good.Kare wa tabako o suwanai yo.Ã¥ ½ ¼Ã£  ¯Ã§â€¦â„¢Ã¨ â€°Ã£â€šâ€™Ã¥  ¸Ã£â€š Ã£  ªÃ£ â€žÃ£â€šË†He doesnt smoke, you know. Ze Elicits an agreement. Used only by men in casual conversation among colleagues, or with those whose social status is below that of the speaker. Nomi ni ikou ze.é £ ²Ã£  ¿Ã£  «Ã¨ ¡Å'㠁“㠁†ã Å"Lets go for a drink! Zo Emphasizes ones opinion or judgment. Used mainly by men. Iku zo.è ¡Å'㠁 Ã£ Å¾Im going!Kore wa omoi zo.㠁“ã‚Å'㠁 ¯Ã©â€¡ Ã£ â€žÃ£ Å¾This is heavy, I tell you.

Visual Rhetoric Research Paper Example | Topics and Well Written Essays - 500 words

Visual Rhetoric - Research Paper Example At the close of 1860, James Buchanan asked in his State of the Union address, â€Å"Why is it, then, that discontent now so extensively prevails, and the Union of the States, which is the source of all these blessings, is threatened with destruction? â€Å" By this time the Missouri Compromise had been put into place, prohibiting slavery in the western territories even if they were to become states later on. Buchanan saw the Southern states’ intolerance with the North’s interference in slavery as a direct infringement of their state’s rights to make decisions. Because slavery was an integral part of Southern agriculture by 1860, the prohibition of the practice was an immediate threat to both economy and culture there. Buchanan agreed with the South and forewarned that trouble would ensue. â€Å". .the people of the North are not more responsible and have no more fight than with similar institutions in Russia or Brazil†. He continued at length, though, to dissuade secession, both by individual Southern states and by the allowance of Congress. Enter Lincoln. Abraham Lincoln promised not to extend slavery, in accordance with the Missouri Compromise. Because the U.S. had added large amounts of territory as a result of the Mexican War and the Oregon territory up to the 49th parallel after signing a treaty with Great Britain, only the existing Southern states were allowed to maintain the practice. The Republican Party’s position on slavery led to its 1860 victory – most party members were not for abolishing slavery nationwide.

Corporate social responsibility and ethical dilemmas Essay

Corporate social responsibility and ethical dilemmas - Essay Example When organizations are hiring employees, they tend to be concerned on the capability of the employees to follow the company ethics and values. This is because company ethics and values are crucial in decision-making. Managers are concerned with overseeing the day-to-day running of an organization. They are thus required to possess adequate skills on the ethics that characterize local national and global societies. In the recent past, globalization has resulted in increased competitiveness in the corporate sector and change of production from national level to a global one by most companies. With globalization, the corporate sector is increasingly becoming vulnerable to global forces. This has resulted in numerous challenges in corporations, which managers are required to address. Additionally, people and organization have become more concerned and interested in business ethics. This section will focus on the ethical and value challenges that face individuals working in financial sect ors in companies and financial institutions. Additionally, the paper will analyze how the challenges can aid employees in the financial profession to meet their goal of enhancing responsible business operations. ... Actually, there has been increased awareness on business ethics requiring companies to be more vigilant in their operations. Traditionally, companies focused on making profits since theories such as the one suggested by Friedman argued that the sole responsibility of a firm is to increase the shareholders’ value. However, this notion has been changing due to the need for sustainable responsible business (Burchell 2008; Cameron 2002). Ethical issues that may arise in the financial organization are likely to affect all the stakeholders. This is because all stakeholders depend on financial services directly or indirectly. Personal and corporate ethics are a common source of dilemma for professions working in financial management. This is because of the challenges emanating from conflict that may arise due to disparity in personal ethical values and organizational ethics (Klempner 2009). Ethics are fundamental in financial management since they ensure that financial managers are h onest while dealing with financial situation. My career as a financial manager will require me to be honest. Ethics are crucial since finances are closely intertwined with people. One major ethical issue facing banks regards the method to compensate sales driven planners as well as planners. The dilemma is on whether to use commission or fees. Some compensation strategies often result in exploitation of the investor. Whichever the strategy of compensation used leads to ethical issues since the planners have to subordinate their benefits to those of the customers. This ethical issues results in swaying of planners. A good example of a bank that has benefited from corporate social responsibility is Scotiabank. This bank has

Human Involvement in Hazardous Evolution Essay Example | Topics and Well Written Essays - 250 words

Human Involvement in Hazardous Evolution - Essay Example Number of species that evolved resistance to a minimum of one insecticide had gone beyond 500 by the year 1990. It takes on an average 10 years for a species to develop resistance to a particular drug (1786, 7 September 2001, Science's Compass). The evolution is caused by the change in traits of an insect that were susceptible to a particular insecticide. As a natural adaptation to the drug by genetic variation in its offspring, it supports the survival of that particular species. It appears as a genetic directional change to overcome the lethal influence of the drug. Thus evolution triggered by excessive human activities gives way to undesirable and more resistant type of insects that would put forth a new challenge that is much more difficult to overcome. I believe human activities need to have controlled commercialisation to reduce the speed of such evolution.