Friday, April 24, 2020
World War I Essays (1197 words) - Bulgaria In World War I
World War I World War I The onset of WWI marked a turning point in the history of mankind, dramatically redefining the nature of warfare. The brutal restructuring of national policies to involve the entire nation, from industrial production to unwarranted assaults upon civilians, represents a tragic shift. The severity of this change warrants examination of both the general historical factors and specific events that produced such dire consequences, as well as speculation on whether WWI may have been avoided. Historians largely look toward two general trends of the late 19th and early 20th centuries. The rapid economic development and industrial growth that occurred in the 19th century, coupled with the diminishing availability of abundant resources, fostered a high sense of nationalism among Europeans. Economics and politics became intertwined, with pursuit of further economic growth intensifying political tension among neighboring countries. Nationalistic rivalries appeared throughout Europe. Britain jealously guarded its diminishing status as the world power, harboring much negative sentiment towards prosperous Germany. Meanwhile, under the lead of the militaristic Kaiser Wilhelm II, Germany attempted to rush its own emergence as an economic powerhouse. Kaiser Wilhelm, both jealous of being shut out of the colonial race and hoping to preserve Germany's rise, cultivated a large naval fleet. This only served to increase tensions with the British, as well as to threaten the French and drive them into a favorable relationship with Britain. Austria-Hungary, an empire rapidly losing its respected status, was also swept up in the nationalistic fervor, with Archduke Franz Ferdinand's visit to Bosnia largely intended to assert his nation's power. The nationalistic fervor was fed by the absence of a large war involving any of the great powers in over fifty years. Even the most prominent political and military leaders lacked a true sense of what combat entailed. Most viewed war as some idealistic entity, nothing more than a way to heroically promote their interests. Through development of massive armies and acquisition of advanced weaponry, a country could bluff its way to greatness. The greatest form of defense was considered a strong offense. Because few people had experienced the true horrors of war, the British approached WWI as the war to end all wars for the good of mankind; while the Germans felt the German spirit will regenerate the world. Neither country recognized the realities of the death and destruction accompanying a war of the caliber for which they had prepared. Despite the tension created by European nationalism and militarism, an uneasy peace was maintained. Historians look at actions by certain groups or individuals as having been responsible for spurring the chaos of WWI. One determining factor was the development of the Schlieffen plan in Germany. It called for capitalization on the sluggishness of the Russian military through rapid mobilization. German forces were to first take France through Belgium and then attack Russia, thus preventing a war on two fronts. Arguably one of the greatest catalysts of the war, the Schlieffen plan was intended for defense, but only in the sense that protection comes from striking your enemies before they can mount an attack. Hoping to prevent an alliance such as the Triple Entente, the strict timetable of this plan left no time for diplomacy once Germany was threatened. Germany either had to attack, or lose all hope of the advantage provided by a single front war. Had Schlieffen had the insight to exami ne recent wars, such as the Russo-Japanese War, he would have seen that due to railroads allowing for rapid deployment of troops to a set location, an effective war would be waged employing defensive tactics. Those who sought to hold their ground and could be quickly reinforced were more successful than those who attacked. A defensive plan would have allowed Germany to answer Russian challenges without the instigation of war, not only leaving it possible for tensions to fade but also keeping Germany out of immediate conflict. Unfortunately, Schlieffen's policy left his nation no choice but to attack. Mobilization meant war. Historians postulate that Britain could have avoided the hardships of WWI had it chosen to wait and observe German actions, rather than immediately delve into battle to ally with its formidable economic rivals France and Russia. Britain, as an
Tuesday, March 17, 2020
The eNotes Blog Two Tales of CampusFails
Two Tales of CampusFails Ahh idyllic picture of college life, mais non? Well, recently on American campuses, two not-so-wonderful events transpired. Fail Numero Uno: Lets begin with that bastion of  the Ivy League, Cornell University. It seems that the schools stalwart repositories of knowledge, its libraries, have been used for some non-academic purposes, namely the filming of pornographic videos. Perhaps the videos were an ironic take on the cinematic genre, perhaps, an homage if you will, to youth and freedom and self-expression. Perhaps it was just your standard porn featuring a young lady engaged in some solo activity and co-starring Carpenter Hall, the Engineering Schools library. One student, who (in the pursuit of education, I am sure) watched the video before the (I assume frantic) campus administrators removed the link, offers this analysis:  Shes facing a window (the one by the bike racks) and its broad daylight. And at one point you can see people behind her studying. Fail Numero Dos:  Ever accidentally hit reply all on an email and immediately realize youve spammed dozens of people? Well, imagine that to the tune of forty thousand people. Thats just what happened to NYU student Max Wiseltier, who innocently was trying to simply reply to the bursars office. He realized his error almost instantly and tried to do the right thing by apologizing to those who received the email meant only for the bursar. It should have ended there. But, as the campus newspaper reported, Maxs email triggered a rare, University-wide revelation. That revelation? We simultaneously realized that any message, complaint, whim, link, video, or GIF could be sent to nearly 40,000 people in an instant. It didnt take long for thousands of students to act on this delightful way to terrorize their campus. The system, unsurprisingly, soon crashed. Not long after, it was discovered that incorrect listserv software was attached to the original message, sparking what is now going down in campus legend as the Reply-apocalypse. Whoops.
Sunday, March 1, 2020
Japanese Particle Information (Bakari)
Japanese Particle Information (Bakari) Bakari is a Japanese particle. Particles are generally considered to be similar to preposition in English. A particle is always placed after the word it modifies. Here are several different usages of bakari with sample sentences. I think it is probably easy to understand its various usage through contextual examples. Bakkkari, bakashi and bakkashi can be used in informal situations instead of bakari. (1) Indicates an approximate amount, be it time or money, etc. A number or quantity usually precedes it. It is similar to kurai/gurai and hodo and can be replaced in this usage. Asu kara tooka bakari ryokou ni ikimasu. 明æâ€" ¥Ã£ ‹ã‚‰å æâ€" ¥Ã£ °Ã£ ‹ã‚Šæâ€"…è ¡Å'㠫è ¡Å'ã 㠾㠙。 - Ill be leaving on a trip for about ten days from tomorrow.Ryokou no hiyou wa zenbu de nijuuman-en bakari kakatta. æâ€"…è ¡Å'㠮è ² »Ã§â€ ¨Ã£ ¯Ã¥â€¦ ¨Ã©Æ' ¨Ã£ §Ã¤ ¸â€¡Ã¥â€ †ã °Ã£ ‹ã‚Šã ‹ã ‹ã £Ã£ Ÿã€‚ - The total cost of the trip came to about two hundred thousand yen.Gosen-en bakari kashite itadakemasen ka. ä ºâ€Ã¥ Æ'円㠰ã ‹ã‚Šè ² ¸Ã£ â€"㠦ã „ã Ÿã 㠑㠾㠛ん㠋。 - Could you please lend me five thousand yen or so? (2) Not only ~ but also In the patterns ~ bakari dewa naku ~ mo or ~ bakari ja naku ~ mo (informal) Otoko no ko bakari dewa naku, onna no ko mo takusan imashita. 熷㠮å 㠰㠋り㠧㠯㠪ã 〠å ¥ ³Ã£ ®Ã¥ ã‚‚ã Ÿã 㠕ん㠄㠾ã â€"㠟。 - There were not only boys but also many girls.Watashi wa nihongo bakari ja naku, furansugo mo benkyou shitai desu. ç § 㠯æâ€" ¥Ã¦Å" ¬Ã¨ ªÅ¾Ã£ °Ã£ ‹ã‚Šã ˜ã‚Æ'㠪ã 〠ãÆ'•ãÆ' ©Ã£Æ' ³Ã£â€š ¹Ã¨ ªÅ¾Ã£â€šâ€šÃ¥â€¹â€°Ã¥ ¼ ·Ã£ â€"㠟㠄㠧㠙。 - I want to study not only Japanese but also French.Kare wa dansu bakari dewa naku, uta mo umai n desu. Ã¥ ½ ¼Ã£ ¯Ã£Æ'ۋÆ' ³Ã£â€š ¹Ã£ °Ã£ ‹ã‚Šã §Ã£ ¯Ã£ ªÃ£ 〠æ Å'も㠆㠾ã „ん㠧㠙。 - He is good not only at dancing but also singing. Although dake can replace bakari in this usage, bakari is slightly more emphatic. Nodo ga kawaita dake dewa naku, onaka mo suita. 㠮㠩ã Å'æ ¸â€¡Ã£ „ã Ÿã ã ‘ã ˜ã‚Æ'㠪ã 〠㠊㠪ã ‹ã‚‚㠙㠄㠟。 - Not only I am thirsty but also I am hungry. (3) Shows that something is always limited to a particular action, place or thing. It is similar to dake or nomi. Asonde bakari inai de, shukudai mo shinasai. é Šã‚“ã §Ã£ °Ã£ ‹ã‚Šã „㠪ã „㠧〠å ® ¿Ã© ¡Å'ã‚‚ã â€"㠪ã •ã „。 - Dont just play all the time, do your homework as well.Terebi bakari mite iru to, me ni warui yo. ãÆ'†ãÆ' ¬Ã£Æ'“㠰ã ‹ã‚Šè ¦â€¹Ã£ ¦Ã£ „る㠨ã€ ç› ®Ã£ «Ã¦â€š ªÃ£ „よ。 - If you watch TV all the time, it is not good for your eyes.Watashi no neko wa itsumo nemutte bakari imasu. ç § 㠮çÅ' «Ã£ ¯Ã£ „㠤ã‚‚çÅ" 㠣㠦㠰ã ‹ã‚Šã „㠾㠙。 - My cat is always just sleeping. (4) Used after the ~ta form of verbs, it indicates that an action has just been completed. It translates into just. Chichi wa ima kaette kita bakari desu. çˆ ¶Ã£ ¯Ã¤ »Å Ã¥ ¸ °Ã£ £Ã£ ¦Ã£ 㠟㠰㠋り㠧㠙。 - My father just got home.Sakki tabeta bakari nanoni, mada onaka ga suite iru. 㠕㠣ã é £Å¸Ã£ ¹Ã£ Ÿã °Ã£ ‹ã‚Šã ªÃ£ ®Ã£ «Ã£â‚¬ 㠾ã 㠊㠪ã ‹ã Å'㠙㠄㠦ã „㠾㠙。 - Although I had just eaten, I am still hungry.Kinou katta bakari no kutsu o haite dekaketa. æ˜ ¨Ã¦â€" ¥Ã¨ ² ·Ã£ £Ã£ Ÿã °Ã£ ‹ã‚Šã ®Ã© ´Ã£â€šâ€™Ã¥ ± ¥Ã£ „㠦å‡ ºÃ£ ‹ã ‘㠟。 - I went out wearing the shoes that I had just bought yesterday. (5) In the patter bakari ni, it emphasizes a reason or cause. It has a nuance of solely due to; for the simple reason. Ano basu ni notta bakari ni, jiko ni atta. 㠂㠮ãÆ' ã‚ ¹Ã£ «Ã¤ ¹â€"㠣㠟㠰㠋り㠫ã€ ä ºâ€¹Ã¦â€¢â€¦Ã£ «Ã£ ‚㠣㠟。 - It was only because I got on that bus that I was involved in an accident.Tomoko wa Ken to kekkon shita bakari ni kurou shiteiru. æ™ ºÃ¥ 㠯å ¥Ã£ ¨Ã§ µ Ã¥ ©Å¡Ã£ â€"㠟㠰㠋り㠫è‹ ¦Ã¥Å ´Ã£ â€"㠦ã „る。 - Simply because Tomoko married Ken, she is having a hard time.Kare wa kuruma o kaitai bakari ni, isshou kenmei hataraiteiru. Ã¥ ½ ¼Ã£ ¯Ã¨ »Å ã‚’è ² ·Ã£ „㠟㠄㠰㠋り㠫ã€ ä ¸â‚¬Ã§â€Å¸Ã¦â€¡ ¸Ã¥â€˜ ½Ã¥Æ' 㠄㠦ã „る。 - He wants to buy a car so badly that he is working very hard. (6) Following a verb, it shows that the action is/was about to be carried out. It translates into just about to do (something). Yuushoku o mou taberu bakari no tokoro ni dareka ga nokku shita. Ã¥ ¤â€¢Ã© £Å¸Ã£â€šâ€™Ã£â€šâ€šÃ£ †é £Å¸Ã£ ¹Ã£â€šâ€¹Ã£ °Ã£ ‹ã‚Šã ®Ã£ ¨Ã£ “゠㠫è ª °Ã£ ‹ã Å'ãÆ'ŽãÆ'Æ'ã‚ ¯Ã£ â€"㠟。 - We were just about to eat dinner when someone knocked on the door.Kono shousetsu wa ato saigo no shou o kaku bakari da. 㠓㠮å ° è ª ¬Ã£ ¯Ã¥ ¾Å'æÅ"ی ¾Å'㠮ç « ã‚’æ› ¸Ã£ 㠰ã ‹ã‚Šã 。 - The only thing left to do with this novel is to write the last chapter.Ima nimo ame ga furidasan bakari no soramoyou da. ä »Å ã «Ã£â€šâ€šÃ©â€º ¨Ã£ Å'é™ ã‚Šå‡ ºÃ£ •ã‚“㠰㠋り㠮ç © ºÃ¦ ¨ ¡Ã¦ §ËœÃ£ 。 - The sky looks like it is about to rain anytime.
Friday, February 14, 2020
History of the Stanford-Binet intelligence scales Essay
History of the Stanford-Binet intelligence scales - Essay Example The Fifth Edition of the Stanford-Binet Intelligence Scales (SB5) is a relatively new revised method, but has a unique history (figure 1). In 1905, Binet and Simon developed the first formal intelligence test, and Louis Terman created the Stanford-Binet Scale in 1916; this final scale was revised in 1937, 1960, 1986, and 2003. The first versions used items to address functional abilities, and were arranged by levels. The Fifth Edition is a standardized intelligence battery that can be administered to people from ages 2 to 85 years. According to Strauss (2006) the main purpose of the revision was â€Å"to expand the range of the test, to allow assessment of very low and very high levels of cognitive ability†, and to increase its clinical applications (see table 1).The SB5 is based on the Cattell-Horn-Carroll (CHC) theory of cognitive functioning, which is considered â€Å"one of the well-validated, comprehensive models of cognitive functioning†(Fiorello and Primerano, 2 005). Johnson (2007) describes the Stanford-Binet as â€Å"a comprehensive, norm-referenced individually administered test of intelligence and cognitive abilities†. The test is consists of five factors, which include Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory; each factor is further divided in verbal and non-verbal subtests (table 2). The Abbreviated Battery IQ scale consists of two routing subtests: one nonverbal (Object Series/Matrices) and one verbal (Vocabulary) (Coolican, J. et al, 2008).
Saturday, February 1, 2020
Psychology (personality) Essay Example | Topics and Well Written Essays - 250 words
Psychology (personality) - Essay Example Adler’s strategies can be compared to various points of scripture from the Bible. From the point of both aggression and withdrawal, the section of Genesis in which the Lord expels Adam and Eve from the Garden of Eden is applicable. â€Å"Because thou hast†¦ eaten of the tree, of which I commanded thee, saying Thou shalt not eat of it: cursed is the ground for thy sake; in sorrow shalt thou eat of it all the days of they life†(Holy, 1945). This passage shows both agression and withdrawal, because the Lord is aggressively expelling the couple, and they are being made to withdraw into the world. There tends to be more about punishment in Genesis, showing more aggression. Excuses can also be explained and correlated to scriptures and sections of the Bible, including passages from Job. In terms of applying Adler’s theories to scripture, one can see how the three major safeguarding strategies are put forth as described by Adler in terms of personality, and of cou rse, human beings are still human beings, just as in the Biblical
Friday, January 24, 2020
The White Hip Hop Fan :: Music Racial Race Papers
The White Hip Hop Fan Methodology In case you are not accustomed with the group Public Enemy, the subtitles names is a play of their album "It'll Take a Nation of Millions to Hold Us Back." Being not only a white hip hop fan, but a white kid trying to become a rapper, I have obviously been faced with the problem of society's non-acceptance of my type. I interviewed a friend of mine who I rap with quite often about his feelings on the subject of the white hip hop fan, and have long pondered it on my own. I read books and web sites recommended by friends and continue to search out more information on the subject. In this paper I look at the state of the white hip hop fan and of the white rapper, focusing mainly on the social and cultural impact, the way the white fan feels and is looked at by society. Description ON HIP HOP IN GENERAL: The term hip hop relates to four areas of urban culture: mcing, djing, break dancing, and graffiti art. Hip hop basically started in New York city. Who knows which of the four areas really came first, but the important thing is that they evolved together. Many of the graffiti artists were rappers who would tag their name or crew to get publicity. However, if one had to pick who really came first, I would say it was the DJs. The most important early DJs were Grandmaster Flash and Africa Bambaataa, who were hip hop kings of their respective parts of New York City. MCs began to show up in this context as people began to talk over the DJs scratching and they mostly talked about the DJ's skills and pumped up the crowd. Finally, break dancing was obviously started when people began dancing to the music. All four areas have grown up together and taken their own outside influences as well. Now that hip hop has been around for a few decades (it started back in the early 80s), it has gone thro ugh many phases, and is constantly evolving. Some of the earliest hip hoppers say that hip hop died in the 90s, but there are those purists in every musical genres who dislike its evolution for whatever reason, and they are not the majority. Today, hip hop comes in a wide variety from gangsta rap, to underground rap, to jazzrap fusion, to what I like to call pophop, and much more.
Thursday, January 16, 2020
Destruction is Creation Essay
Two vast classifications of fiction most readers would agree to be are commercial fiction and literary fiction. The commercial fiction focuses on bringing pleasure to the readers and satisfying the readers’ expectations at the end of the story. While the literary fiction focuses on giving the reader an understanding and enlightenment about human nature and society. â€Å"The Destructors†by Graham Greene is a short literary fiction story about the loss of innocence of a gang of adolescents thru destruction. It is a dramatizing story were destruction can happen anywhere. Dramatizing the rebellion of a gang of adolescents who had grown up during World War II, the characters are extremely affected psychologically and team up against society. This literary story helps the reader understand the characters’ mischievous ways, the society’s complexity of moral issues, and the destructors creation. The Wormsley Common Gang is built of mischievous adolescents who li ved thru the World War II madness and destructions. The protagonist, Trevor, or â€Å"T†called by the other members, has been deeply affected by the city’s demolition which is why it is he who gets the wrecking idea to destroy Mr. Thomas’ house. â€Å"We’ll pull it down. We’ll destroy it†, T. says to the gang. Blackie, the ex-leader of the gang starts out in the story with victimless troublesome shenanigans. By the end of the story however, Blackie is fully supportive of the plan to destroy Mr. Thomas’ house. The society’s complexity of moral issues is demonstrated by the protagonist, T. Greene states, â€Å"There was a reason T., as he was afterwards referred to, should have been an object of mockery.†Trevor’s name is common is the upper-class level and is a symbol of his formerly affluent lifestyle and by accepting the change, T., given by the gang, the gang accepted him instead of laughing at him for down grading to the lower-class. Trevor says to Blackie, â€Å"Nobody’s going to steal anything from this house. I kept these for you and me, a celebration. We’ll burn them, one by one.†Trevor shows the gang no care for class distinctions and disregard for wealth by burning all of Mr. Thomas’ hidden life savings. . T. has resentment for the house and ruined the house out of anger and jealously because it is something the gang wish they had and it is something that symbolizes upper-class. It is said in the story, â€Å"Destruction after all is a form of creation†, meaning that by destroying the house, T. thinks he’s creating an equal quality society and also creating the gang a more criminal identity. By Trevor accepting the shorte ning of his name, T. demonstrates change on himself thru destruction. When the gang is done destroying the house from the inside, the gang ties a rope to the back of a lorry and that’s tied to a great wooden shore that supports Mr. Thomas’ house. The next morning someone gets into the lorry, drives off and takes the house down with him. While Mr. Thomas cries out for his house, the driver can’t help but to laugh and says to him, â€Å"There’s nothing personal, but you got to admit it’s funny.†The driver is helping Mr. Thomas understand that it wasn’t about him, it was about something bigger, it was about his house. This big old house that everybody saw everyday stand there with such dignity between the bomb-sites like a man in a top hat. And in destroying his house, the gang inadvertently create for Mr. Thomas the possibility to more beyond his â€Å"Old Misery†by eliminating the anchor tethering him to a difficult past. This literary short fiction implies itself with characters that have flaws such as T. who went from living in a great environment to living in the Wormsley Common Underground Station living in poverty and knowing what it is like to suffer. The society class levels doesn’t matter to T. and it’s proven thru out the story. T. wants everybody to be the same, no lower class, no upper class, just one society, and gets the idea that by destroying Old Misery’s house he’ll accomplish. The characters deal with real life society tragedies that can enlighten a reader. The gang of adolescents lose their innocence thru the bombing of World War II because t he characters have experienced destruction, war, and life changing tragedies. The effects of the two world wars (World War II and T.’s and the gangs’ war) have given birth to a new and grimmer society, as represented by the gang. The characters experience that by destroying something, change comes along with it and a new creation can be created.
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