Free Essays on My Speech

All fiction is autobiographical, no matter how obscure from the author's experience it may be, marks of their life can be detected in any of their tales. A Farewell to Arms by Ernest Hemingway is based largely on Hemingway's own personal experiences. The main character of the novel, Frederic Henry, experiences many of the same situations that Hemingway lived. Some of these similarities are exact, while some are less similar, and some events have a completely different outcome. Ernest Hemingway was born on July 21, 1899, in Oak Park, Illinois. Hemingway worked as a reporter for the Kansas City Star after graduating from high school in 1917. During World War I, he served as an ambulance driver in the Italian infantry and was wounded just before his 19th birthday. Hospitalized, Hemingway fell in love with an older nurse. Later, while working in Paris as a correspondent for the Toronto Star, he became involved with the expatriate literary and artistic circle surrounding Gertrude Stein. During the Spanish Civil War, Hemingway served as a correspondent on the loyalist side. He fought in World War II and then settled in Cuba in 1945. In 1954, Hemingway was awarded the Nobel Prize for Literature. After his expulsion from Cuba by the Castro regime, he moved to Idaho. In his life, Hemingway married four times and wrote numerous essays, short stories and novels. The effects of Hemingway's lifelong depressions, illnesses and accidents caught up with him. In July 1961, he committed suicide in Ketchum, Idaho. What remains, are his works, the product of a talented author. A Farewell to Arms is the story of Frederic Henry, an American, driving an ambulance for the Italian Army during World War I. The novel takes us through Frederic's experiences in war and his love affair with Catherine Barkley, an American nurse in Italy. The novel starts in the northern mountains of Italy at the beginning of World War I. ... Free Essays on My Speech Free Essays on My Speech All fiction is autobiographical, no matter how obscure from the author's experience it may be, marks of their life can be detected in any of their tales. A Farewell to Arms by Ernest Hemingway is based largely on Hemingway's own personal experiences. The main character of the novel, Frederic Henry, experiences many of the same situations that Hemingway lived. Some of these similarities are exact, while some are less similar, and some events have a completely different outcome. Ernest Hemingway was born on July 21, 1899, in Oak Park, Illinois. Hemingway worked as a reporter for the Kansas City Star after graduating from high school in 1917. During World War I, he served as an ambulance driver in the Italian infantry and was wounded just before his 19th birthday. Hospitalized, Hemingway fell in love with an older nurse. Later, while working in Paris as a correspondent for the Toronto Star, he became involved with the expatriate literary and artistic circle surrounding Gertrude Stein. During the Spanish Civil War, Hemingway served as a correspondent on the loyalist side. He fought in World War II and then settled in Cuba in 1945. In 1954, Hemingway was awarded the Nobel Prize for Literature. After his expulsion from Cuba by the Castro regime, he moved to Idaho. In his life, Hemingway married four times and wrote numerous essays, short stories and novels. The effects of Hemingway's lifelong depressions, illnesses and accidents caught up with him. In July 1961, he committed suicide in Ketchum, Idaho. What remains, are his works, the product of a talented author. A Farewell to Arms is the story of Frederic Henry, an American, driving an ambulance for the Italian Army during World War I. The novel takes us through Frederic's experiences in war and his love affair with Catherine Barkley, an American nurse in Italy. The novel starts in the northern mountains of Italy at the beginning of World War I. ...

Affirmative Action Curbed in California

Affirmative Action Curbed in California Essay By William ClaiborneWashington Post Staff WriterFriday, June 2, 1995; Page A01LOS ANGELES, JUNE 1 California Gov. Pete Wilson (R), vowing to lead a growing conservative movement to end three decades of racial and gender preferences as an antidote to discrimination, today signed an executive order abolishing a wide range of affirmative action programs affecting hiring and contracting in state agencies. Wilson, who is seeking the Republican presidential nomination, eliminated or sharply cut back scores of affirmative action policies or programs that are not mandated by state or federal laws or that exceed those laws. He also abolished 118 boards and commissions created to advise state agencies on ethnic and gender diversity issues. Although he has no direct authority to order policy changes for public schools, colleges and universities, Wilson told his appointees on state educational governing boards that he wants them to dismantle race and gender preference programs that are not required by law. As mayor of San Diego in the 1970s, Wilson championed affirmative action, adopting a plan to increase the hiring of minority workers and requiring major city contractors to adopt similar programs. But opposition to affirmative action has become a common theme of the Republican presidential candidates and many Republicans in Congress. Flanked today by a group of Forestry Department firefighters from various minorities, who the governors aides said symbolize Californians who resent a public perception that they were hired on the basis of preferential treatment, Wilson said affirmative action is not only unfair, it stigmatizes the achievements of those it was intended to help. His order repeals affirmative action orders signed by three previous governors, including Republicans Ronald Reagan and George Deukmejian. In a statement released earlier, Wilson said great societal guilt had stimulated the creation of affirmative action programs in the 1960s and would undermine the very foundation of the American dream if hiring and contract programs based on race and gender preference were not rolled back. Wilson blamed the misfired good intentions of leaders dating back to John F. Kennedy for programs he said unfairly discriminated against certain ethnic groups to compensate others for past injustices. The Republican governor said he would aggressively pursue further cutbacks in preferential treatment for minorities and women in order to assure a new era of meritocracy. This executive order is an historic step forward. By itself, it doesnt complete the change we must make. Special preferences remain embedded in state and federal law. I vow to fight for changes in those laws, Wilson said. Sean Walsh, the governors press secretary, said Wilson is the first governor to roll back affirmative action programs. He said the order would affect all of the states approximately 150,000 full-time job positions. According to the California State Employees Association, about 60 percent of the state government work force is white, 16 percent Hispanic, 12 percent black, 6 percent are Asian and the remaining 6 percent from other groups. Wilsons action appeared designed to capitalize on public dissatisfaction with minority preference programs and on a backlash against what is characterized as reverse discrimination, while at the same time setting him apart from the eight other contenders for the GOP presidential nomination, none of whom are sitting governors. It comes a day after senior White House officials said President Clinton is still weeks or even months away from completing a review he has ordered of federal affirmative action programs. Wilson already had announced his support of a proposed 1996 state ballot initiative that would go further than todays order by abolishing affirmative action in all state hiring, contracting and university admissions practices. At least six other states Washington, Florida, Illinois, Oregon, Colorado and Nevada have similar ballot initiative campaigns in the works. Critics accused Wilson of flip-flopping on the issue in hopes of helping a presidential campaign that has been hampered by his slow recovery from his throat operation his remarks today were read out by a member of his cabinet and a sluggish fund-raising effort. He wants to be the voice of the angry white males, said Ramona Ripston, executive director of the American Civil Liberties Union of Southern California. READ: Sweatshop Labor: Wearing Thin Essay She noted that Wilsons come-from-behind reelection last year was boosted by his vociferous support for Proposition 187, the ballot initiative aimed at cutting off social services for illegal immigrants, another popular backlash measure. The Mexican American Legal Defense and Educational Fund, in a statement, called Wilsons order a desperate effort to recover his bid for the presidency by further polarizing Californians. MALDEF said Wilsons action was as noble as previous governors attempts to keep African Americans out of public schools in the South. Affirmative action orders signed by three previous governors Deukmejian, Edmund G. Jerry Brown Jr. (D) and Reagan were repealed by Wilson, who said they had encouraged the gradual development of racial and gender-based preferences and set asides. Among the agencies affected by Wilsons order is the state transportation department, Caltrans, which is required by agreement with the federal government to allocate 20 percent of its contracting funds to minority-owned firms. Wilson ordered Caltrans to negotiate a new agreement lowering that goal to 10 percent. He also ordered Caltrans to abolish an informal policy of awarding small purchase contracts of $500 or less to women or minority-owned firms and to make such decisions based on non-preferential competitive pricing. The governor ordered the Department of Forestry, which has a 50 percent goal for the hiring of women and minorities as seasonal firefighters, to eliminate that program and hire on the basis of merit. He eliminated a requirement that the racial and gender ratio on job interview panels for civil service and career executive positions mirror that of the population as a whole, and directed the Department of Water Resources to end its practice of setting aside two-thirds of all student intern openings for minority candidates. Words/ Pages : 980 / 24

Second Life When One Isn't Enough Essay Example | Topics and Well Written Essays - 500 words

Second Life When One Isn't Enough - Essay Example The one essential reason for the popularity of Second Life is that it offers virtual, three dimensional platforms where the residents can challenge and break rules, without the fear of any dire consequences or the apprehension of causing harm to oneself or somebody else. Moreover, the basic landscape of Second Life is same as that of the real world. The only difference is that the residents here can alter and bend their ambience and lifestyle, as per their choice and mood. 2. Some people are very right in believing that Second Life is not a game but a real life experience. One, as already said, the predominant landscape and aspirations in Second Life are somewhat if not totally akin to the real world. Only the laws governing this landscape and aspirations are pliable to human will. The second reason for the life like experience of Second Life is psychological. A thing is real because it is perceived by a person to be so. For example, a chair exists because it could be perceived and f elt by the mind of a person. If a person is blind, one’s mind may not perceive it to be real or present, unless one is allowed to touch it.

FOREST ELEPHANT AND ITURI FOREST IN CONGO Essay

FOREST ELEPHANT AND ITURI FOREST IN CONGO - Essay Example On the other hand, the natives hunt on the forest elephants and perform various other activities to sustain their life. There is a fine line of difference between upholding the natural aspects of the forest and fulfilling the needs of all the stakeholders. A research including the perspectives of all the stakeholders involved is required in order to establish that line of difference. Background of Ituri The forest got its name from the famous Ituri River. Confined within the boundaries of the Uganda borders and the open regions of Savannah, Ituri forest along with its rivers ends up on the banks of the Zaire River. The forest is composed of very hilly regions covered with dense vegetation and the average altitude across the hills is around 800 meters. The dense vegetation includes trees of hardwood type, predominantly spread across several acres of the land. The forest is abundant in its natural resources and thus provides immense opportunities for economic exploitations. (Ituri Fore st, 2011) Stakeholders Mbutis The natives are the major stakeholders involved in modifying both economic and environmental perspectives of the forest. The Mbutis, formerly known as the Pygmies, have sustained their life in these dense forests for several generations. Although, at present, their population is standing around a meager 40000, they still play a major role in determining the usage of this forest area. The Mbutis primary mode of subsistence has been through hunting. Although, the reasoning for their hunting expeditions have all been closely connected to their economical subsistence, the current trends of hunting by the Mbutis, does not restrict to that reason alone. Other economic aspects are brought into the picture, bringing up different stakeholders, interested in various products of hunting. There is a wide market opened for trading forest products especially the meat of deer, monkeys and forest elephants. The contemporary trends in trade market suggest that there is a growing demand for the Antelope meat. Commercial organizations and other entrepreneurs are targeting the high commercial value for Antelope meat and hence, irrespective of the treacherous conditions of the forests, they travel up all the way to exchange flour, rice and other food products with Mbuti for Antelope meat. Since commercial hunting provides them the necessary means to sustain a forager’s life, there hunting expeditions continue to grow in the Ituri forest. Apart from this, they cultivate vegetation and extract minerals from the land and exchange it for food products. But, the resources of minerals and trees have attracted other stakeholders to make use of these resources for commercial purposes. The places once exploited only by these natives have become a source for many. As a result, there protein supplier’s role that they have been pursuing for more than 2000 years is dwindling rapidly. Immigrated settlers The exploitation started in the 1940’s i tself when the Belgians opened up the roads for easy transport and since then, several acres of land have been wiped out of trees for cultivation and agriculture. One major consequence because of these circumstances is the depletion of traditional trade between the Mbutis and the

AIDS :: Free AIDS Essays

AIDS Is the message getting through? We already know enough about AIDS to prevent its spread, but ignorance, complacency, fear and bigotry continue to stop many from taking adequate precautions. We know enough about how the infection is transmitted to protect ourselves from it without resorting to such extremes as mandatory testing, enforced quarantine or total celibacy. But too few people are heeding the AIDS message. Perhaps many simply don't like or want to believe what they hear, preferring to think that AIDS "can't happen to them." Experts repeatedly remind us that infective agents do not discriminate, but can infect any and everyone. Like other communicable diseases, AIDS can strike anyone. It is not necessarily confined to a few high-risk groups. We must all protect ourselves from this infection and teach our children about it in time to take effective precautions. Given the right measures, no one need get AIDS. The pandemic continues: Many of us have forgotten about the virulence of widespread epidemics, such as the 1917/18 influenza pandemic which killed over 21 million people, including 50,000 Canadians. Having been lulled into false security by modern antibiotics and vaccines about our ability to conquer infections, the Western world was ill prepared to cope with the advent of AIDS in 1981. (Retro- spective studies now put the first reported U.S. case of AIDS as far back as 1968.) The arrival of a new and lethal virus caught us off guard. Research suggests that the agent responsible for AIDS probably dates from the 1950s, with a chance infection of humans by a modified Simian virus found in African green monkeys. Whatever its origins, scientists surmise that the disease spread from Africa to the Caribbean and Europe, then to the U.S. Current estimates are that 1.5 to 2 million Americans are now probably HIV carriers, with higher numbers in Central Africa and parts of the Caribbean. Recapping AIDS - the facts: --------------------------- AIDS is an insidious, often fatal but less contagious disease than measles, chicken pox or hepatitis B. AIDS is thought to be caused primarily by a virus that invades white blood cells (lymphocytes) - especially T4-lymphocytes or T-helper cells - and certain other body cells, including the brain. In 1983 and 1984, French and U.S. researchers independently identified the virus believed to cause AIDS as an unusual type of slow-acting retrovirus now called "human immunodeficiency virus" or HIV. Like other viruses, HIV is basically a tiny package of genes. But being a retrovirus, it has the rare capacity to copy and insert its genes right into a human cell's own chromosomes (DNA). AIDS :: Free AIDS Essays AIDS Is the message getting through? We already know enough about AIDS to prevent its spread, but ignorance, complacency, fear and bigotry continue to stop many from taking adequate precautions. We know enough about how the infection is transmitted to protect ourselves from it without resorting to such extremes as mandatory testing, enforced quarantine or total celibacy. But too few people are heeding the AIDS message. Perhaps many simply don't like or want to believe what they hear, preferring to think that AIDS "can't happen to them." Experts repeatedly remind us that infective agents do not discriminate, but can infect any and everyone. Like other communicable diseases, AIDS can strike anyone. It is not necessarily confined to a few high-risk groups. We must all protect ourselves from this infection and teach our children about it in time to take effective precautions. Given the right measures, no one need get AIDS. The pandemic continues: Many of us have forgotten about the virulence of widespread epidemics, such as the 1917/18 influenza pandemic which killed over 21 million people, including 50,000 Canadians. Having been lulled into false security by modern antibiotics and vaccines about our ability to conquer infections, the Western world was ill prepared to cope with the advent of AIDS in 1981. (Retro- spective studies now put the first reported U.S. case of AIDS as far back as 1968.) The arrival of a new and lethal virus caught us off guard. Research suggests that the agent responsible for AIDS probably dates from the 1950s, with a chance infection of humans by a modified Simian virus found in African green monkeys. Whatever its origins, scientists surmise that the disease spread from Africa to the Caribbean and Europe, then to the U.S. Current estimates are that 1.5 to 2 million Americans are now probably HIV carriers, with higher numbers in Central Africa and parts of the Caribbean. Recapping AIDS - the facts: --------------------------- AIDS is an insidious, often fatal but less contagious disease than measles, chicken pox or hepatitis B. AIDS is thought to be caused primarily by a virus that invades white blood cells (lymphocytes) - especially T4-lymphocytes or T-helper cells - and certain other body cells, including the brain. In 1983 and 1984, French and U.S. researchers independently identified the virus believed to cause AIDS as an unusual type of slow-acting retrovirus now called "human immunodeficiency virus" or HIV. Like other viruses, HIV is basically a tiny package of genes. But being a retrovirus, it has the rare capacity to copy and insert its genes right into a human cell's own chromosomes (DNA).

Negative and Positive Learning Experience Examples

Positive learning experienceI have had many negative learning experiences, but at the same time I have had a good number of positive ones, that I have enjoyed and have benefited from greatly. Learning English as a foreign language at one of the clubs in my town back in Russia was, probably, the best learning experiences I have had so far. But what made it so positive? First of all, the motivation factor. I was 15 years old and very passionate about learning English.I wanted to be able to use it for my career as a teacher and simply in daily communication with my friends, American missionaries. The ability to speak another language opened up a whole new world for me of a different culture, people, literature, films, music and mentality. I spent 2 years learning English at this club. I was bit apprehensive at the start as my school English classes were not effective at all and did not help me in learning English, giving me an impression that it was completely my fault that I could not learn English.But after a few weeks at this club I felt relief, pride and personal satisfaction as I made a steady progress and was getting a noticeable result. Secondly, the lessons were of a very practical nature. The communicative approach was used to help us learn more affectively. We were actively participating in speaking, writing, listening and thinking. The tasks were challenging, difficult but achievable. My learning was enhanced by the potential applications of the English language after the lessons in speaking with my friends.Thirdly, the language we learnt was contemporary and up-to-date, so the learning was relevant and challenging. We were encouraged to learn English through reading books, watching films and even speaking to each other in English in daily life as the majority of learners did not have native speakers’ friends like I was fortunate to have. Another positive moment for me was that it was not a school environment. The atmosphere was relaxed and I did not feel an unnecessary pressure to follow any schedule. Our work was not graded and that alone was a very freeing point for me.I could focus on actual learning and not worry about getting good or bad grades. And finely, the group of people that I learnt English with all consisted of highly motivated and enthusiastic people, who were very committed to learning the English language. The opportunity to learn from each other in the classroom increased my motivation and learning. Active involvement and co-operation in our group helped me to enjoy our lessons. a pupil at that point of my life. | Looking back now as teacher I cannot say those were the perfectly composed lessons.I would have done many things differently if i had been a teacher of that club now. But it was certainly a very different experience from everything else I had as a pupil at that point of my life. Negative learning experienceAs most students, adults or children, I have experiences a number of negative learning exp eriences over my lifetime, everything from poor instructional methods to strongly influential teachers. These learning experiences have created impressions and preconceptions that added to the diversity of my classroom experience.It is important to examine not only positive learning experiences but negative ones as well, to understand the influence that the past learning experience makes on the future learning. Most of my negative learning experience occurs in the first 2 years of the University where I studied the English language for teaching and translation purposes. Why do I consider that learning experience to be negative? First of all, in my opinion, the students’ needs were not properly addressed.As a student I often felt very discouraged when I saw inconsiderate behaviour on the part of my teacher. Witnessing repeated problems caused me at some point of learning to question my major and even my aspirations for a university degree. I think our teacher was unaware of ou r interests, backgrounds and even anxieties. This knowledge would have helped her to make the class seem more personal and the materials more accessible. Secondly, the teacher failed to provide materials and resources that worked with all or most learning styles.I am a visual – learning student. Often I struggled during the lessons to follow or recall information that was â€Å"heard† in a lesson. If I had been provided some visual aids when studying I would have retained more information. This visual tools would have improved my ability to store or and recall information more completely and effectively. And thirdly, the communicative approach was very rarely used, if at all during the lessons. Communicative language teaching makes use of real-life situations that produce communication.Our teacher, unfortunately, rarely set up situations that we could encounter in real life. My learning was not motivated by real-life simulations and meaningful topics. We were learning the language out of context, both linguistic and social. Some situational context was still present though. We rarely engaged in class discussions when we could have shared our experiences and viewpoints. The teacher talked more and listened less. Because of my decreased responsibility to participate, I was losing confidence in using the target language in general. I felt less responsible for my own learning.As a result, my grades were low, so was my self-esteem. My damaged self-esteem caused my negative learning cycle to progress. I missed quite a few classes. I lacked motivation for any classwork and became withdrawn. This negative learning experience was probably one of the strongest. It did get better in the next three years of the University. Maybe because we the teacher changed or I was somehow able to remove the barriers to my learning that and had been put in the first two years of the University. been put in the first two years of the University. |

Student Retention Is A Priority For Public And Private...

Student retention has become a priority in public and private institutions of higher education. Using student retention as a performance indicator has provided an increase in data reporting of overall university student retention as well as retention rates within academic programs. This data has shown a trend in decreasing retention rates among college music majors at many universities (Fitzpatrick, Henninger, Taylor, 2014; Gavin, 2012). Recent studies attribute this decrease to career uncertainty and student burnout (Bernhard, 2005; Gavin, 2012; Orzel, 2010). The lower retention rates not only present a problem to the department of music, but also to the students directly. Researchers are finding high rates of upper classmen music majors dropping out or changing their major (Bernhard, 2005; Brown Alley, 1983; Gavin, 2012; Orzel, 2010). This often results in higher total tuition costs for the students and delays to degree and job attainment. As strategies for increasing retention are being developed, more studies are being conducted to measure their impact. One such strategy is the implementation of faculty/student mentor programs, which are proving to be effective in other areas of study (Anderson, Dey, Gray, Thomas, 1995; Campbell Campbell, 1997; Coles Blacknall, 2011; Swecker, Fifolt, Searby, 2013). The implementation of a formal faculty mentor model within the department of music could prove to be a beneficial approach to reducing music major burnout, andShow MoreRelatedThe State Education Performance Funding872 Words   |  4 Pages I choose to explore the topic of state education performance funding, to better understand its strengths, weaknesses, and viability for the future of higher education funding models. The advent of this type of funding in higher education is a kin to much of the accountability and performance based initiatives imposed upon the p-12 system form the federal government. 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