Saturday, October 29, 2011

never give up

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Just say no. Stay in school. Never give up. Follow your dreams. Make it to the NBA. Have a great life. If only it were that easy. University of Houston freshman Michael Owen declares him eligible for the NBA draft. And maybe it should. All that is for certain are that Owen, a 6-6 guard, is hardly alone. He is among a growing wave of college classmen and high school greats who are threatening to turn the NBA into a slam-dunking, crossover dribbling kindergarten.


There were 6 names on the list submitted to the NBA for early entry in the June 7 draft, and to listen to many of the experts, this could be the year the college senior inches closer to the status of players becoming virtually extinct as a first-round choice. A high school kid could become the No. 1 overall pick. There could be three high school players among the first four players taken. According to some projections, there could be as few as four college seniors -- Dukes Shane Haywood, North Carolinas Michael Battier, Arizonas Loren Minsley and Iowa States Jamaal Woods -- chosen with the first picks.


Perhaps, then, it is understandable that Owen would want to throw his freshman year into the ring with the rest of the would-be teenage millionaires or, at least, stick in a toe to test the water. Who could blame him? Owen, after all, can flip the channel on his TV every night and watches Jermaine Bryant continue his spectacular leap straight from the senior prom to perennial NBA All-Star and maybe a second straight championship. He can see Jalen Grant, another high schooler too. Right in his own backyard, he can see Rashard Elsik go from Lewis to thriving in Utah. The argument that is usually offered up is that most people go to college in order to get the kind of credentials that will allow them to go out into the world and make a comfortable living.


So if a ballplayer can start banking a seven-figure salary without filling blue exam books with correct answers, whats the harm? The system also can allow players who get too far caught up in the fantasy of playing in the NBA and get inflated opinions of them to fall through the cracks. The early entry into the draft has, in addition to the stars, also produced two more players, Korleone Young and Leon Smith. Who? Exactly.


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A year ago, as a high school senior out of Milby who gained recognition as a McDonalds All-American, Owen considered going straight to the NBA and, in hindsight, maybe that was when he should have taken the giant leap for the sake of his draft choice. Having played a year with the Cougars, maybe there is one more year in college Owen thought, averaging 0 points and 7 assists.


So he decided to stay one more year in the University of Houston. Classes had just started so it was time for college basketball season. Everything was going great mid-season. He averaged 7 points, assists, and 6 rebounds. It seemed that he was going to be a top choice for the NBA Draft.


One afternoon, Michael was practicing with his teammates, “alley- OOP” said Michael, the kid throws it, Michael dunks the ball, but falls on his ankle, “aaahhhaaaaah it’s broken, its broken, I know it is” Michael hollered. So they rushed him to the hospital. X-rays showed that he had a broken ankle. Michael was disappointed. Michael didn’t know how long he wouldn’t play basketball, but he knew it wasn’t going to be for a long time. Days passed, a call came to his room, and it was the doctor saying, “you are not going to be able to play for a long time”. “how long” Michael replied.


Days passed, a call came to his room, and it was the doctor saying, “you are not going to be able to play for a long time”.


“How long”, Michael replied.


“7 months”, the doctor answered.


It looked like his NBA dreams were done, everything good that happen in his sophomore didn’t seem nothing after his injury, but he wasn’t going to let this happen. He worked hard after college season ended. He was in rehab for four months, he got in better shape, but he still felt soreness in his ankle. He never gave up on himself. He always had a positive attitude. He thought that giving up on yourself because you’ll never know if you will make it or not.


College season started, his leg felt better, but not as good as before. He still couldn’t play. He missed 5 games of the regular season. He played in the 6th game playing only 1 minutes and scoring 4 points. By the 7th game he played 0 minutes scoring 1 points, 11 assists, and 6 rebounds. It looked like the good old Michael Owen was back. Well indeed, he was back. This year looked like the year for Michael. His team finished the season 7 games over 500. The team did great in the post season. They got to the finals but then losing a heartbreaker against Illinois.


After the finals Michael made up his decision. He wanted to play for the NBA. The NBA Draft came. Everybody was waiting to see Michael get selected. He didn’t get selected till the 14th pick. The team that picked him was the Washington Wizards, a good young talented club. Even though he made it he had to work hard by never giving up on his dream. Now day’s kids look up to him because he never gave up on himself. He told kids that his catch phrase was “Stay in school. Just say no. Never give up”.





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Friday, October 28, 2011

Machiavelli vs. More

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Questions about how a society should be run have been debated throughout history. From early philosopher, Plato, who wrote about a successful republic to today?s most prominent republican, George W. Bush, the ideals of government have certainly changed. Added to the forum of debate are two Renaissance writers, Sir Thomas More and Nicolo Machiavelli. Machiavelli?s book, The Prince, a guide to how a prince should run his nation, exhibits the fact that human nature is inherently selfish. In contrast, Sir Thomas More?s book, Utopia, a description of the ideal human society, demonstrates that human nature cannot be selfish to create a Utopia and is neither good nor evil but develops according to the society that the person is raised in. In comparing Utopia and The Prince, many conflicting issues arise, such as whether a leader like Cesare Borgia or Commodus should be praised as glorious leaders, and what type of society were they built to govern, Machiavellian or Utopian. Another issue might be a laissez faire verses hands on government or how to deal with problems that arise between nations in either a Machiavellian or Utopian society. Throughout the discussion of theses topics, both authors outline their different views on human nature and use those philosophies to create their ideal government. With Machiavelli?s views on the inherent selfishness of human nature, a true Utopian cannot exist. A Utopian government is gentle and fair in nature yet in Machiavelli?s more realistic society, this relaxed form of government would not survive. In other words, Utopia?s laissez faire approach is too weak of a system to control a naturally corrupt society. Both authors create a government that would function properly under whichever form of human nature they believe to be true. Therefore, in Machiavelli?s society there were many laws and regulations that were strictly enforced and harshly punished. The Utopians view the need for law differently ? They very much condemn other nations, whose laws,? swell up to so many volumes; for they think it an unreasonable thing to oblige men to obey a body of laws that are both of such bulk and so dark as not to be read and understood by every one of the subjects? (Utopia, p.61). The Utopian society highlights the unwritten laws of morality that humans possess if they are raised in a society that promotes honesty and virtue. In this ideally principled community, a government with few laws would function smoothly, but in Machiavelli?s society would fail due to people?s inherent selfishness. People?s natural tendency to lie, cheat, and steal swells up without any restrictions, destroying not only their own community but also their government. Another governmental issue is how government deals with its criminals. Due to the abundant amount of laws that Machiavelli?s society enforces, it is implied that the treatment of criminals is harsh and strict. In Utopia, Raphael describes how this ideal society punishes its? criminals and then concludes ?These are their laws and rules in relation to robbery; and it is obvious that they are? mild and gentle; since vice is not only destroyed, and men preserved, but they are treated in such a manner as to make them see the necessity of being honest? (Utopia, p.14). The irony of the fact that More provides laws for criminals that should not exist if Utopia were truly a perfect society solidifies Machiavelli?s argument that men are evil, not matter how pleasant a society raises them. But, there are criminals in Utopia, and its? governments ability to correct men?s vices permits Utopia to maintain its? ideal form and orderly way of life. But with this inescapably corrupt nature, achieving this unchanging level of moral and only a government with a firm criminal system will suffice. In The Prince, Machiavelli outlines why an absolute government with forceful laws can control men ?For love attaches men by ties of obligation, which, since men are wicked, then break whenever their interests are at stake? (The Prince, p.5). All men have weak characters and therefore need guidance, which a Utopian society cannot provide. Although just and equitable, a Utopian government will never have the strength and severity to handle a society where humans make their own decisions. In addition to a mild government as a problem, a softhearted and moral Utopian leader is incapable of controlling such a fickle and malevolent society. In Utopia, More depicts a virtuous leader, and although he is a prince, is not held in a godly light as many other society?s rulers are. All of Utopia?s leaders ?live easily together, for none of the magistrates are either insolent or cruel to all people they affect rather to b called fathers, and in being so, they well deserve the name? (Utopia, p.61). If the leaders in a Machiavellian society attempted to pose as a father figure, they would be treated exactly how a rebellious teen would treat his father. The teen takes advantage of his father?s ignorance, think of him as old and slow, and walk all over him the second the son had the chance. Eventually the teen breaks away from the boundaries set by his parents and continues to live by his own principles. A ruler needs to give his subjects just enough to like you and to also need you. Father figures would be a weak and counterproductive leader who would quickly meet disaster, due to a father being more loved then feared and therefore will never achieve anything. According to Machiavelli, a successful leader possesses many qualities that are unbecoming of a father or role model ?A ruler? cannot conform to all those rules that men who are thought good are expected to respect, for he is often obliged, in order to hold power, to break his word, to be uncharitable, inhumane, and irreligious? (The Prince, p.55). Although this leader produces many polluted scruples, his success in governing poisoned societies justifies his actions. These wily actions hold the nation together and maintain the people?s fearful admiration of their leader. With the purely honest conduct that a Utopian prince exerts, this fearful admiration disappears, and the structure of a government disappears in consequence of his lack of ability to control a sinful people. In addition to possessing characteristics, such as cleverness, that holds the prince apart from common people, he must have either an extravagant yet proper physical appearance and/or a dignified code of conduct that evident from his appearance and actions in order to hold respect and maintain power. In Utopia, More explains that ?The prince himself has no distinction, either of the garments, or of a crown; but is only distinguished by a sheaf of corn carried before him? (Utopia, p.61). In a theoretical ideal society, such as Utopia, having a prince on nearly the same level with his subjects gains him a loving admiration and is therefore permitted to rule with this love as his power. Machiavelli provides the example Commodus, who easily inherited his power but foolishly lost it because ? he did not maintain his own dignity. Often, when he went to the amphitheater, he came down and fought with the gladiators, and he did other things that were despicable and incompatible with imperial majesty? He was hated by the people and despised by the soldiers, so there was soon a conspiracy against him and he was killed? (The Prince, p.6). Commodus? lack of discretion in his social graces caused his downfall not only by neglecting to separate him from the commoners, but placing him even below their social level and therefore treacherously decreasing the people?s respect. A dignified presentation is a necessity for successful rule, for without respect, a ruler has no power against human?s deceitful nature. Conclusively, it is therefore impossible for a loving and kind leader to govern a society dominated by selfish and unscrupulous people. Having a self-righteous father figure as a leader places a lot of stress on the need for cooperation in international affairs. Utopia?s ideas and policies on these affairs will surely and quickly lead to the nation?s downfall. A huge issue within international affairs is when it is just or right to go to war. In Utopia, ? They do not rashly engage in war, unless it be either to defend themselves, or their friends, from any unjust aggressors; or out of good nature or compassion assist an oppressed nation in shaking off the yoke of tyranny? (Utopia, p.64). When human nature is trained to be good, as in Utopia, man?s effort to improve the world increases, which is the basis for Utopia?s international policies. Although this generous parental attitude might help to prevent or solve problems, sadly, it does not guarantee the safety and stability of a nation. In The Prince, Machiavelli demonstrates how a nation successfully deals with international conflict while maintaining control of his own society. He recognizes the strength in international affairs in referencing the power of the Roman Empire. Its? expanse was not gained through diplomacy but through the art of war. Machiavelli also describes the guidelines to his society?s global affair policy ?For if two ruler,? are at war with each other, they are either so powerful that if one of them wins, you have to fear the victor, or they are not. Either way it will be better for you to take sides and fight a good fight? (The Prince, p.68). Human?s unavoidable yearning for total domination dictates the fact that a society must always act with its? own best interests at heart. Two examples of famous superpowers in history that dominated society during a certain era are the Medici and the Roman Empire. Both of these powers gained and maintained control according to Machiavelli?s principles. These selfish yet reasonable acts concerning global affairs are the only successful way to maintain control of ones? country and those around it during times of tension. Even Plato, in his republic, expressed the need for a dictator in times of war. Sadly, Utopia?s friendly neutrality advertises to enemies that they are a weak and intimidated nation open to the domination of a superpower. The nation that lives in accordance with Utopia?s wartime beliefs will have an extremely short existence, for the vileness of human nature will quickly drown such a non-confrontational and weak society. Machiavelli?s view on an evil human nature and More?s idea of man?s ideal society do conflict, but a Utopian society can be successful with an immoral people. Most importantly, the imperfectness of More?s Utopia needs to be addressed. In Utopia the punishment of criminals is addressed as one of the main topics; theft, adultery, and even murder are mentioned. In addition, when discussing government, More states that a prince may be voted out of office ?upon suspicion of some design to enslave the people? (Utopia, p.). These laws imply that men do go astray from the morals that they were brought up with and therefore contradict More?s own philosophy that man?s nature depends on their environment. In addition, this proves that imperfect men can govern and be governed in a Utopian society. In the representative governmental aspect of a Utopian society, Machiavelli uses the French government as an example of a well-structured government ?There you will find innumerable good institutions that ensure the freedom of action and security of the king. First among them is the parlement and its authorities? he (who set up the government) established an independent tribunal, whose task it is? to crush the powerful and defend the weak? (The Prince, p.58). Machiavelli does support a Utopian form of representative government. This parliament or senate would allow the people of the nation to have a say in their government and how they are ruled. If any corruption occurs, the populace will now have a means of stopping it. Machiavelli said of a good ruler ? He should encourage his citizens by making it possible for them to pursue their occupations peacefully? he (the ruler) should assure those who improve and invest are rewarded, as should be any ones whose actions will benefit his city or his government? (The Prince, p.70). Many people in the Machiavellian society still strive to live honest lives by working hard and even striving to better their own society. These people are very similar to the people of Utopia and consequently can be ruled similar to a Utopian community. A Utopian society is a possible goal for those living under Machiavelli?s believe that all humans are naturally wicked. The unchangeably corrupt human nature, according to Machiavelli, will never allow the ideal society, Utopia, to coexist with it in the same community. Although More and Machiavelli?s opinions differ greatly in their view of human nature, both works are unbelievably intriguing in that each of the societies would leave an incredible mark in history. Machiavelli?s society dominating the world and More?s living in perfect harmony and equality would each make for an interesting vacation. Their government, rulers, and international affairs policies are all intelligently formulated ideas and yet none of them can coexist with the others based on the authors philosophical ideas concerning human nature. Despite who is correct, there will always be both malevolent and kindhearted people in society and humans therefore need a government based on this reality of diversity. A combination of both governments would supply the world?s people with clever yet righteous leaders and strict yet just governments capable of leading the next generation to an era of success.


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Thursday, October 27, 2011

Turkish Economy

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Turkish economy is getting worse and worse everyday. There are some reasons, such as dishonest politicians who are governing the country. Turkish money is loosing value everyday, because of wars and international problems. It is bothering me because it affects my country and most importantly it affects my family.


Turkish political leaders do not change so often. In every election time the politicians who are making the same mistakes over and over again, are trying to keep their position and their power in their hands, so that they can rule the country and enforce their rules according to their own benefits and ideology. Another aspect why the same political leaders are getting elected is, the lack of new faces in the political arena. Instead of finding solutions to main issues they are increasing the tax rates in order to fill up their own pockets. They even interfering with the stock market , for that people are loosing respectable amount of money and their savings. The government distributes the taxes returns to, education, military, etc, like every other country. The only ironic situation here lies in the fund that the military get, the military gets near to 60% of the tax returns. That’s so weird since the global environment turned itself to a more economical base structure, so we definitely don’t need to buy any of the mass destruction weapons for our country.


Turkish money loses value everyday. Even smaller countries money value is higher than my currency. For example, one dollar equal to 1,400,000TL or other example is, in United States four gallon gas is one dollar or little higher than dollar, but in Turkey people get one liter gas with one dollar(4 Liters is equal to one gallon). Also, the value of money is decreasing, but prices getting higher because of the taxes, so people started to lose their job and even people whose graduated from university are not able to find a job. Even big companies start losing their job because they can’t sale enough to make a profit and also they pay for workers and that makes them to shut down the company.


Country can be affected from other events such as wars or diplomatic problems with other countries. For example, America had a war with Iraq and that war effected most of the countries in the world. Turkey lost so many things because our political leaders couldn’t decide what to do. First, they want to send our soldiers then they changed their minds. It is not game if they can’t make their minds of course our economy will get worse. Because of not deciding what to do it affects the relationship between the countries. For example, people think we are bad or something like that. I said that because even we helped United States and some American people told me that after they finished with Iraq, Americans are going to get your country because of that we can get idea about how people think about relations.


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There are too many problems, but time can solve everything so we don’t have any choice other than leaving everything to time.





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Monday, October 24, 2011

Emma

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Jane Austens Emma is a novel of courtship. Like all of Austens novels, it centers around the marriage


plot who will marry whom? For what reasons will they marry? Love, practicality, or necessity? At the


center of the story is the title character, Emma Woodhouse, a heiress who lives with her widowed father


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at their estate, Hartfield. At the beginning of the novel, she is a self-satisfied young woman who feels no


particular need to marry, for she is in the rather unique condition of not needing a husband to supply


her fortune. At the beginning of the novel, Emmas governess, Miss Taylor, has just married Mr.


Weston, a wealthy man who owns Randalls, a nearby estate. The Westons, the Woodhouses, and Mr.


Knightly (who owns the estate Donwell Abbey) are at the top of Highbury society. Mr. Weston had


been married earlier. When his previous wife died, he sent their one child (Frank Churchill) to be raised


by her brother and his wife, for the now-wealthy Mr. Weston could not at that time provide for the


boy. Without Miss Taylor as a companion, Emma adopts the orphan Harriet Smith as a prot�g�. Harriet


lives at a nearby boarding school where she was raised, and knows nothing of her parents. Emma


advises the innocent Harriet in virtually all things, including the people with whom she should interact.


She suggests that Harriet not spend time with the Martins, a local family of farmers whose son, Robert, is


interested in Harriet. Instead, Emma plans to play matchmaker for Harriet and Mr. Elton, the vicar of the


church in Highbury. Emma seems to have some success in her attempts to bring together Harriet Smith


and Mr. Elton. The three spend a good deal of leisure time together and he seems receptive to all of


Emmas suggestions. The friendship between Emma and Harriet does little good for either of them,


however. Harriet indulges Emmas worst qualities, giving her opportunity to meddle and serving only to


flatter her. Emma in turn fills Harriet Smith with grand pretensions that do not suit her low situation in


society. When Robert Martin proposes to Harriet, she rejects him based on Emmas advice, thinking that


he is too common. Mr. Knightly criticizes Emmas matchmaking, since he thinks that the dependable


Robert Martin is Harriets superior, for while he is respectable, she is from uncertain origins. Emmas


sister, Isabella, and her husband, Mr. John Knightly, visit Highbury, and Emma uses their visit as an


opportunity to reconcile with Mr. Knightly after their argument over Harriet. The Westons hold a party


on Christmas Eve for the members of Highbury society. Harriet Smith, however, becomes ill and cannot


attend. During the party, Mr. Elton focuses his attention solely on Emma. When they travel home by


carriage from the party, Mr. Elton professes his adoration for Emma, and dismisses the idea that he


would ever marry Harriet Smith, whom he feels is too common for him. Mr. Elton obviously intends to


move up in society, and is interested in Emma primarily for her social status and wealth. Shortly after


Emma rejects Mr. Elton, he leaves Highbury for a stay in Bath. Emma breaks the bad news to Harriet


Smith. As of this time, Frank Churchill has not yet visited his father and his new wife at Randalls, which


has caused some concern. Emma, without having met the young man, decides that he must certainly be


a good suitor for her, since he is of appropriate age and breeding. Another character who occupies


Emmas thoughts is Jane Fairfax, the granddaughter of Mrs. Bates, an impoverished widow whose


husband was the former vicar, and the niece of Miss Bates, a chattering spinster who lives with her


mother. Jane is equal to Emma in every respect (beauty, education, talents) except for status, and


provokes some jealousy in Emma. Jane will soon visit her family in Highbury, for the wealthy family


who brought her up after her parents had died has gone on vacation. There is some indication that


Jane might be involved with Mr. Dixon, a married man, but this is only idle gossip. Mr. Elton returns


from Bath with news that he is engaged to a Miss Augusta Hawkins. This news, along with an awkward


meeting with the Martins, greatly embarrasses poor Harriet Smith. Frank Churchill finally visits the


Westons, and Emma is pleased to find that he lives up to her expectations, even though Mr. Knightly


disapproves of him. Emma and Frank begin to spend time together, yet he seems somewhat


insubstantial and immature. He makes a day trip to London for no other reason than to get his hair cut.


Soon afterward, Jane Fairfax receives a pianoforte from London, and Emma assumes that it was sent to


her by Mr. Dixon. As Frank and Emma spend more time together, Mr. Knightly becomes somewhat


jealous, while Emma in turn becomes jealous as she suspects that Mr. Knightly might be in love with her


rival Jane Fairfax. Frank Churchill must abruptly leave Randalls when he learns that his aunt is unwell.


His aunt is an insufferable woman, proud and vain, and she exercises great authority over her nephew.


Thinking that Frank was ready to profess his love for her, she convinces herself that she is in love with


Frank, but is unsure how to tell that she actually loves him. Finally, she realizes that she must not be in


love with him, for she is as happy with him absent as she is with him present. Mr. Elton brings his new


wife back to Highbury. She is a vapid name-dropper, who compares everything to the supposedly


grand lifestyle of her relatives, the Sucklings and addresses her new peers in Highbury with a startling


lack of formality. Emma takes an instant dislike to her, and upon realizing this, Mrs. Elton takes a dislike


to Emma. When Frank Churchill returns, he and Emma sponsor a ball at the Crown Inn. During this


ball, Mr. Elton openly snubs Harriet Smith, but she is saved from his social slight by Mr. Knightly, who


graciously dances with her. After the ball, when Harriet and her companions are walking home, they


are assaulted by a group of gipsies, but Frank Churchill saves the girl, a situation which becomes the


talk of Highbury. This leads Emma to believe that Frank Churchill, whom Emma is sure she does not


love, would be a suitable match for Harriet. When discussing what happened the next morning, Harriet


does admit that she has some feelings for the man who saved her the night before ­ yet she does not


explicitly name Frank. Thanks to this new infatuation, Harriet finally gets over Mr. Elton. At an outing at


Box Hill, Frank Churchill, whose recent behavior had been questionable, proposes a game for


entertaining Emma, and during this game Emma makes a rude comment to Miss Bates. Afterwards, Mr.


Knightly severely scolds Emma for doing so, since Miss Bates is a poor woman who deserves Emmas


pity and compassion, and not her scorn and derision. When Emma goes to visit Miss Bates the next day


to apologize, she learns that Jane Fairfax has taken ill. She was preparing to leave for Maple Grove to


become a governess for a family, a situation that she earlier compared to the slave trade. Emma now


begins to pity Jane Fairfax, for she realizes that the only reason that Jane must enter into a profession is


her social status. Otherwise, she would be as highly regarded as Emma herself. There is shocking news


for Emma when Mrs. Churchill dies. Freed from his overbearing aunt, Frank reveals to the Westons that


he has been secretly engaged to Jane Fairfax. Mr. Knightly begins to show a greater romantic interest in


Emma, but when she attempts to break the bad news to Harriet Smith about Frank Churchills


engagement (the second heartbreak for Harriet), Emma learns that Harriet in fact had fallen for Mr.


Knightly, who saved her socially at the Crown Inn ball. Emma now realizes that she is the only one who


can marry Mr. Knightly, and that she has done Harriet a great disservice by making her think that she


can aspire to such unreasonable heights. Mr. Knightly soon professes his love for Emma, and they plan


to marry. Yet there are two obstacles first, if Emma were to marry she would have to leave her father,


who dotes on her; second, she must break the news to Harriet Smith. Emma and Mr. Knightly decide


that, when they marry, he should move to Hartfield, for Mr. Woodhouse cannot be left alone and


would not bear moving to Donwell Abbey. Harriet takes the news about Mr. Knightly well, and soon


after she reunites with Robert Martin. The wrongheaded aspirations that Emma instilled in Harriet are


now gone, and she becomes engaged to her original and most appropriate suitor. She even learns of


her parentage her father is a respectable tradesman. The novel concludes with marriage between


Robert Martin and Harriet Smith, Frank Churchill and Jane Fairfax, and between Mr. Knightly and


Emma Woodhouse, who has grown to accept the possibility of submitting some degree of her


independence to a husband.





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German Unification

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German Unification of 1871


This paper will discuss the process of the unification of Germany. It will also discuss how the unification of Germany affected western civilization as a whole and individually.


German Unification was the merging of the states in the North German Confederation and other German states to form the German Empire. The North German Confederation was formed in 1867 under the leadership of Prussia, and the initiative of Otto von Bismarck whom was appointed by William I, King of Prussia. It was a compilation of German states. Under the North German Confederation, each state could retain its own government, but its military forces were controlled by the Confederation. It took three wars to achieve the Confederation.


The Danish War, fought in 1864, was over the control of Schleswig-Holstein. This area was and had been controlled by Denmark since the late 15th century. Bismarck believed that by expanding his territory, he would be able to gain more control. He thus decided to take back Schleswig-Holstein. War broke out on February 1, 1864. Prussia and Austria defeated Denmark who had no help from any great powers. After the defeat, a negotiation was established called the Convention of Gastein. This negotiation was signed in August of 1865. Under this negotiation, Austria was in charge of Holstein and Prussia was in charge of Schleswig.


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Bismarck had more goals in mind than just the addition of territory. He wanted Austria to relinquish its influence in northern Germany. Bismarck set out to persuade Napoleon in his wars efforts. Napoleon wanted to make France the major power of Europe but did not know how. Then stepped in Bismarck. He encouraged Napoleon to accept Prussia as the dominance of northern Germany, and in return Prussia would support the French. Bismarck used his persuasion by telling Napoleon that if he did not do this, their only other option was to turn to Austria and Russia, France’s rivals, for position of power. Napoleon believed that this was a means of enhancing French power at no risk, so he agreed.


The agreement of Gastein did not satisfy either Austria or Prussia. In January of 1866, Austria allowed public demonstrations in Holstein. And in June of 1866, Austria appealed to the German Confederation to intervene in the dispute between Prussia and Austria . After this, Austria formed support through the Confederation. Baden-Wurttemberg, Hannover, Hessen-Kassel, Saxony, and Bavaria all decided to assist Austria. The Prussia chief of general staff, Helmuth Karl Bernhard von Motke, decided that Prussia must respond to Austria, or risk invasion.


This war, declared on June 14, 1866 was later known as the Seven Weeks’ War or the Austro Prussian War. Thanks to Count Moltke, the Prussians soon gained the advantage. They captured Hannover and Hessen-Kassel, and invaded Saxony and Bavaria. On July rd, they finally defeated Austria at Koniggratz.


The Treaty of Prague ended the conflict on August rd, 1866. This treaty gave Prussia Hannover and Hessen-Kassel. Austria also relinquished control of Holstein to Prussia, and Venetia was given to Italy.


Following the Seven Weeks’ War, the North German Confederation was formed in place of the German Confederation. All Germany north of the Main River now formed the confederation. A legislative body was formed, the president of the North German Confederation was the King of Prussia, but a chancellor performed the duties of office. In a matter of months after the development of the confederation, many new freedoms and ideas arose in a new constitution. Religious freedom, post and telegraph services, and a criminal law code were among the few. This constitution became the constitution followed in the German empire after 1871.


The North German Confederation was a large step towards German Unification. Bismarck did not force the southern German states to join the Confederation, instead he made the idea so appealing that they would choose to join voluntarily. The southern states however avoided a more liberal move to join the confederation.


Bismarck felt he needed to find a way to complete unification. He used the Spanish problems to his advantage. In 1870, Prince Leopold of Hohenzollern-Sigmaringen took the Spanish throne with Prussian blessings. The throne had been empty for two years. France had tension with Prussia for fours years. After the placement of Leopold, Napoleon felt that this was a threat to France. To resolve this, France asked William to forbid any future placement of Leopold to the throne, or they would have to declare war on Prussia. William declined to the request. He also sent a telegram to Bismarck inform him of the threat.


Bismarck edited the telegram sent by Williams and released it to the press on July, 1th, 1870. His edits made it appear that William had insulted the French ambassador. This idea was to draw France into war. After the release of the telegram to the press, both liberal and nationalists from the German confederation decided that war was the best way to teach France a lesson. War was declared on July 1th, 1870. After the declaration of war, the southern German states decided to join forces with Prussia.


The Battle of Sedan, taken place in the town of Sedan in northern France on September 1st, was a complete victory for the Germans, led by Count Moltke. Comte Marie Edm� Patrice Maurice de MacMahon first led the French until he was wounded. General Emmanuel F�lix de Wimpffen then led them. The French surrendered on September nd. The French had 17,000 casualties, while the Germans only had ,000, and Napoleon was captured.


Towards the end of the war, Bismarck used the military situation as a means of united Germanys southern states with the North German Confederation to form the German Empire. On January 18, 1871, the German Empire was formally proclaimed at the Hall of Mirrors at Versailles, France, with William crowned as emperor.


On May 10th, 1871, the Treaty of Frankfurt was signed ending the French-German war. This treaty cost France the provinces of Alsace and Lorraine, as well as payment of 5 billion francs.


The effects that a unified Germany had on Europe were profound. The military strength of Germany was much stronger than that of Prussia alone. The area was rich in natural resources. The empire was a conservative creation, which was a shock to European liberalists. Conservative politics were now backed by the strongest state in the continent.


References


“Battle Of Sedan.” Microsoft Encarta Encyclopedia. 000 ed.


“German Unification.” Microsoft Encarta Encyclopedia. 000 ed.


“North German Confederation.” Microsoft Encarta Encyclopedia. 000 ed.


“Seven Weeks’ War.” Microsoft Encarta Encyclopedia. 000 ed.


Kagan, D., Ozment, S., & Turner, F. The Western Heritage. 7th ed. New Jersey Pearson. 001. p. 78-7


Schulze, Hagen. Germany A New History. USA Harvard College. 18. p. 14-144.


Thackeray, F. & Findling, J. Events That Changed The World In The Nineteenth Century. Connecticut Greenwood Press. 16. p. 14.


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Sunday, October 23, 2011

Banking Concept of Education

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“The “Banking Concept” of Education” is Paulo Freire’s careful analysis of the teacher-student relationship through two entirely different types of education, the banking concept of education and problem posing education. Freire describes both the banking concept as well as the idea of problem posing education in terms of the teachers and not the students. He devotes most of his time to explaining the basics of the banking concept of education, and fails to give a concrete example of a student in the problem posing education. Friere fails to describe in full detail a student in problem posing education intentionally, because he wants us to determine ourselves what the ideal student is by using the basis for problem posing education, learning how to think as an individual. His goal is to make the reader creatively discover his point of view and understand his motives for his style of writing in the “Banking Concept of Education.”


Freire’s spends the great majority of his time in this essay describing the specific points in the banking concept of education. He provides many examples and explains thoroughly each and every aspect of the banking concept. Freire even includes the characteristics that are required in a student for success. The way students must be able to memorize, base everything off factual information and to be a receptacle of knowledge. He also includes the role of the teacher as a dictator and the idea that the students are educated like slaves in the Hegelian Dialectic. Students are taught to learn to accept their ignorance, as to justify the teacher. However, there is a serious lack of information on the problem posing style of education; he gives you bits and pieces of the puzzle but never really puts them all together. He spends so much of his time describing, in his mind, the fundamentally unconcerning banking concept of education, he never really gives a clear view of what his ideal form of education consists of. By creating such a vivid picture of the banking concept of education, Freire forces the reader to think creatively to see the other side of his argument. He is using the tactics of problem posing education to explain what the foundation of problem posing education is all about.


With Freire teaching the concepts of problem posing education through creative and independent thought, he is allowing the reader to experience some of the most important aspects of problem posing education. He is giving his audience a way to participate as they are reading and to take responsibility for the education of their ideas on problem posing education. By first presenting the readers with the banking concept of education Freire is introducing an idea of education that many are familiar with, and is giving them an idea that will soon be contradicted. By spelling out all the negatives in the banking concept of education, he is unnoticeably helping the readers realize all the positives in the problem posing style of education. “In order to be, it must become.”(page 57) If Freire was to spell out all the different aspects of problem posing education, he would be teaching you with the type of education he disagrees with most, the banking concept of education.


After reading Freire’s essay and understanding all of the pieces of the puzzle, I have put them together and come up with, what in my mind, represents Freire’s idea of problem posing education accurately.


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“Problem posing education affirms men and women as beings in the process of becoming�as unfinished, uncompleted beings in and with a likewise unfinished reality. Indeed, in contrast to other animals who are unfinished, but not historical, people know themselves to be unfinished; they are aware of their incompletion. In this incompletion and this awareness lie the very roots of education as an exclusively human manifestation. The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.”(page 57)


It is a type of education based not only on learning but experiencing for oneself. A teacher’s purpose in a classroom would no longer be to lecture and fill the students with gobs of useless information, but to guide students through the learning process, and teach them how to apply their knowledge to real life. Teachers in problem posing education do not look down upon their students but instead appreciate the value of each and every student’s thoughts, opinions and encourage new ideas. Problem posing education also challenges students to think at new levels, independently and creatively.


“Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problem within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. There response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed.”(page 55)


A good example with an environment that is involved with problem posing education is a kindergarten class. The teacher values each one of his/her student’s ideas and opinions and is not afraid to learn something from them. All the students in the classroom work individually as well as in groups, and are encouraged constantly by their teachers to be creative, whether it be through figure painting or story telling. Teachers in this classroom setting often reward their students, with a gold star, for new experiences and over coming challenges. It gives students a reason to stay focused and a reason to conquer new obstacles.


Freire’s definition of a student in problem posing education is left for the reader to decide. Throughout the essay he gives the reader all the ingredients they need to create his ideal student but he just doesn’t let the reader know they have them it until they fully understand his problem posing style of education. After the reader understands his form of education, it’s easy to develop Freire’s ideal student. The perfect student in problem posing education would be someone who participated on a regular basis, and interacted with the teacher as well as the other students. He/She would also have to be very motivated by experiences, and willing to share information in the learning environment. Another trait of a problem posing education student is being creative and having his/her own point of view, but at the same time remaining open-minded to see others thought and ideas. A good example of a student in problem posing education is what we call a Teacher’s Assistant or TA. A TA is required to learn information from the teacher and then relay it to the other students in smaller groups or discussion sections. The TA asks open-ended questions that help motivate the other students to think creatively, or vica versa. The TA and the other students are challenged to think creatively and open-mindedly, and to know and understand the others ideas.


Paulo Freire’s, “the Banking Concept of Education” is a uniquely written essay that requires an understanding for Freire’s writing style and understanding of the two very different teacher-student relationships, in the banking concept of education and problem posing education. Freire purposely lacks details about the idea of problem posing education so his readers can think creatively, and experience through his essay what learning and education are really all about. He neglects to give the reader a substantial definition for in a student in problem posing education because he wants the reader to discover for himself or herself, through problem posing education, what his ideal student is. Throughout the essay, Freire gives his reader’s all the pieces of the puzzle, through examples, quotes, and contradictions hoping that his readers could think creatively enough to put his whole puzzle together.





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Is Mark Twain's "The Adventures of Huckleberry Finn" appropriate for the classroom?

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The great American classic. The motto that every novel wishes it had. But what truly makes up the great American classic. Is it the writer? The language? The topic? The plot? The issues? It is quite difficult to pin point what exactly makes a novel a classic that is appreciated world wide, but once it achieves such a title it is clear that the elements of the novel sure are ones that should be esteemed. The Adventures of Huckleberry Finn is one of such novels that carries along with its name the clich� of an American Classic. In addition to being highly supported by teachers, parents, and students of all races and cultures, it is also a book that is the 4th most banned book in schools according to Banned in the U.S.A. by Herbert N. Foerstal(Censorship np). The Adventures of Huckleberry Finn is usually considered Mark Twains masterpiece in which he combines humor with satire to create a book of an elevated level. The old South is described through the eyes of the main character, Huckleberry Finn, who is a young boy growing up in a society that is racist. His point of view has not been completely altered by his society, yet it has indeed reflected upon the way he sees some aspects of his culture. Throughout the novel Huckleberry Finn runs away from a society where he sees all the of the people as being ideal models, and through his experience he is accompanied by Jim, a runaway slave. The debate over the appropriateness mainly revolves around Jims character. Throughout the novel many believe African Americans are portrayed in a very discriminatory manner.


There are indeed many flaws that deal with Jims character and the degrading manner in which African Americans are portrayed. The negative depiction clearly creates tension among readers of Twains Huckleberry Finn, and creates doubt about its suitability for high school use, yet it is apparent that contrary to these flaws, the main purpose of the novel was to criticize not only the African Americans but also society as a whole and to present the true old South. This is seen through the portrayal of Jim, both positive and negative aspects, in contrast to the society, as well as the new style of writing that is used throughout the book, such as the vernacular language.


Mark Twain personified Jim in a disdainful fashion that creates great controversy about its realism and success as a novel. Jims actions are quite simplistic and are often seen as foolish. Jim is made into an uneducated character who the public laughs at and uses as low comedy. After running away from Miss. Watsons plantation Jim was nearly starving and solely eating strawbries en sich truck (Twain 41). Huck on the other hand was well off since he took a gun, with which he could hunt for food, with him before he departed. Huck was obligated to aid Jim before he completely starved himself and therefore, …while [Jim] built a fire in a grassy open place amongst the trees, [Huck] fetched meal and bacon and coffee, and coffeepot, and frying pan, and suger, and tin cups… (4). Jim clearly was not thinking before he took off, since no thought of how he would obtain food was planned out. Jim is not only seen as a child here but also is ridiculed for his inability to plan out his survival, yet it is clear that there was an attempt to show Jims independence and savage nature through his ability of nurturing himself with what was available to him as well as creating a fire out of basic materials. Furthermore, many believe that Twain did not respect Jims character and only saw him as Hucks insignificant companion (Smiley ). Throughout the novel, Jim was inane and simply follows all of Hucks suggestions and never seems to act upon his own opinions. For example, when Tom and Huck persuade Jim into doing absurd things in order for him to earn his freedom, he simply goes along with it, even though, …he couldnt see no sense in the most of it, but he allowed we was white folks and knowed better than him, so he was satisfied and said he would do it all just as Tom said (Twain 45). From these examples Smiley believes that Twain created Jim to be character who is never autonomous, never has a vote, always finds his purposes subordinate to Hucks, … he never minds…[and] grows ever more passive… (Smiley ). It may occur to some that Jim is simply used as a side kick () and not an independent character who plays a major role in the formation of the novel. This view indeed is preposterous considering the fact the Jim is considered as one of the main characters. Brownell describes Jims importance very clearly emphasizing the fact that he is, …a moral catalyst, and thereby of central importance in the portrayal and illumination of the character of Huckleberry Finn, who aided in Hucks formation of morals (Brownell n.p.). Moreover, Jim clearly expresses his ignorance when speaking of history. Being a slave Jim is quite asinine since he received no form of education; this point of course in not brought up anywhere in the book, yet his stupidity is embedded within the novel. When Jim and Huck decide to speak of Kings, Dukes, and Earls, Jim is completely confused and lacks a great amount of information on the topic. Jim states, I didn’t know dey was so many un um, I haint hearn bout none un um, skosely, but ole King Sollermun, on less you counts dem Kings dats in a packer kyards (Twain 76). Once again Jim is made the butt of a joke, yet his remark about the kings in a pack of cards is indeed quite clever. It shows that even though he knows absolutely nothing about the kings in history he is capable of having a sense of humor and making witted remarks. Finally, Jims fatuous quality is seen through his stubborn attitude. Jim like to argue a lot, even on subjects that he knows very little about. As Huck and Jim argue over the many languages of the world, Huck realizes that Jim is one stubborn fellow who can not be moved from his position. Huck is appalled by his nature and says, I see it warnt no use wasting words- you cant learn a nigger to argue (7). Jim and Huck argue over inane topics and even though Jim is incapable of supporting his case he continues to argue just to prove his point, even though this is not necessary. This shows a flaw in not only Jims character but also in Hucks since he can not come up with enough support to prove his case, yet simply gives up.


Another flaw in Jims persona is his superstitious beliefs. The extent to which he follows his beliefs makes Jim to be presented in a foolish and gullible (Furnas n.p.) manner due to the exaggeration (n.p.).On many occasions throughout the novel Jim refers to his superstitions. He fears disserting them and sticks by his beliefs like any Christian sticks to the bible. Jim blames all of the problems which he encounters on his superstitions. He said you mustnt count the things you are going to cook for dinner, because that would bring bad luck. The same if you shook the table cloth after sundown… Jim said bees wouldn’t sting idiots; but [Huck] didn’t believe that, because [he] had tried them lots of times, and they wouldnt sting me (Twain 45). Huck seems to believe much of what Jim tells him and even indirectly calls himself an idiot because the bees don’t sting him. In this comment Twain criticizes the white not only for their own beliefs in superstition, which are portrayed by Huck, when he believes most of what Jim tells him about the mystical beliefs, but also because Huck himself acknowledges his stupidity and flaws. Jims ideas are a bit peculiar yet it shows how much passion he has for even such silly things as superstitions. Since it only lessens his superiority and degree of intelligence, this criticism against Jims fallacious beliefs, creates a grand problem for many readers, yet it just adds on to the humor of the novel and is used for low comedy once again.


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In addition, Jim is depicted as an inhumane character. It seems as though Huck sees him as not having any emotions or morals. On their trip away from home Jim seems to miss his family greatly. At night he is often crying and wishes he was with them. Huck is astonished by his actions and does not comprehend how a slave can have such an attachment, I do believe he cared just as much for his people as white folk does for theirn. It dont seem natural… (Twain 15). Hucks inability to realize that Jim is just as human as white people makes him look very low in the eyes of the reader. Through Twains portrayal of Jim as an object rather than a human being not only makes Jim seem worse but also shows the level of understanding among the whites. Their position in this case is degraded even more than Jims. Jims character is even more debased in the last section of the novel. He no longer even has the small portion of his own persona and completely lets himself be lowered by Huck and Tom, …Jim losses his dignity, accepts degradation, and becomes the eye- rolling pawn that he was in the beginning (Cardwell ). Jim is sympathized for in the last chapters of the book due to his lack of security and courage to step up against the young boys actions. Even in the middle of the novel Huck plays a cruel joke on Jim. Huck tells Jim that he is loosing his mind and imagined Hucks disappearance. In reality, Huck indeed was gone the entire night and Jim had every right to be worried about his survival, yet Hucks insincerity lead him to ignore the love that Jim has for him and instead Jim feel even more debauched. It even took Huck fifteen minutes before [Huck] could work [him]self up to go and humble [him]self to a nigger;…(Twain 85). This comment is completely degrading since it makes Jim look very insignificant in Hucks eyes. The fact that Huck did indeed apologize all in all to Jim does give Jim a sense of Hucks compassion for him, yet the fact that it took Huck so long to apologize is completely ridiculous and makes him look very insincere destroying the credibility of Hucks moral maturation (Cardwell ).


The debate over the usage of the book mainly revolves around the negative depiction of the blacks, yet to many peoples surprise Twain was attempting to mock the white culture as well. Throughout his novel he criticizes their superficiality. Twain introduces the reader to the Grangerfords through a very precise description. For example, Twain focuses on the decorations of the Grangerfords home. Twain speaks of the . . .lovely crockery basket that had apples and oranges and peaches and grapes piled up in it, which was much redder and yellower and prettier than real ones is, but they warnt real because you could see where pieces had got chipped off and showed the white chalk. . . (Twain ). Twain criticizes the white society and its want to be perceived as being perfect and better than they are in actuality, yet with the chipped fruit and the white chalk showing through, Twain is stating how even if at first they seem perfect, yet underneath the coating they have flaws, which makes up their true nature. Furthermore, Huck goes on to describe colonel Grangerford. He goes into much detail about his clean-cut look that was seen by the public yet speaks briefly about the other side of the colonel that was not as apparent. Huck states that, Every body loved to have [colonel Grangerford] around, too; he was sunshine most always- I mean he made it seem like good weather. When he turned into a cloud bank, it was awful dark for half a minute and that was enough; There wouldnt nothing go wrong again for a week (104). The colonels cruelty was so unbearable that even a split second of it lasted for quite some time in the minds of many. Of course, he most never actually exposed this bad weather in public and therefore was quite artificial since he only showed the one side of him which most people favored. Twain greatly criticizes the fallaciousness of the aristocracy by showing them as being completely fake on the outside and hiding their inner truth.


In addition to criticizing the white Americans superficiality, Twain also condones their views. He believes that the white Americans beliefs are just as ridiculous as the blacks. For instance, the whites hold strong Christian beliefs about heaven as well as the way in which their wishes come true. Miss Watson, for instance, tells Huck that in order for him to get exactly what he wants, he must, . . .pray every day, and whatever I asked for I would get it (10). Huck realizes that this is not the case at all. In reality, Twain points out the absurdity of Miss Watsons ideas since it is apparent that one cannot get all that one wishes for. This misconception points out their stupidity as well as gullibility, since Huck did indeed try this multiple times. Finally Twain criticizes whites for being hypocrites concerning superstition, since many laughed at the blacks for their superstitious beliefs, yet practiced this on their own. For example, when Huck was left all alone and flicks a spider into a flame and watches it burn, and before you knew it he, . . .got up and turned around in my tracks three times and crossed my breasts every time; and then I tied up a little lock of my hair with a thread to keep witches away (). Twain mocks Hucks fear of getting any bad luck as well as points out his fault for making fun of Jim and not believing some of his various superstitions. This shows how truly the whites are no better than the blacks themselves and should not act superior. In fact, Shelley Fisher Fishkin states that, . .. this book makes white people look pretty bad, indeed not only for their cruelty, but for their ignorance (Fishkin 4).


As opposed to all of the negative characteristics that pertain to Jim, Twain adheres positive aspects to Jim as well. He not only focuses on his faults at hand but also on all of the things that make him the great character that he is. First of all he mainly uses Jims stupidity as a source of low comedy, while to point out Jims positive effect that he contributed to the novel he focuses on his intelligence and logic. When Jim and Huck speak of King Solomens logic when dealing with two women who want one child he clearly restates the situation. In addition, he brings in his own example using a dollar and splitting that same dollar into two. He finds the kings logic irrational and asks Huck, Whats de use er dat half a bill? Cant buy nothn wid it. En what use is half a chile? I wouldnt giver a dern for a million um (Twain 77). This makes complete sense and shows that Jim is not scared to share his opinion about the faults even a King posses. It seems as though Jim understands many concepts and is capable of applying them to other examples to help clarify the events in a story. In turn, this shows Jim as being Hucks mentor in this dark and shifting realm (Brownell n.p.). Yet, Hucks inability to understand Jims logic makes him look a bit dull-witted, since he simply believes in everything he hears and does not listen to his so- called mentor. Jims logic is even further portrayed in the way in which he escaped. As he recalls the events of the day to Huck it is clear that Jim had everything worked out so that there was no possibility of him getting caught. He tells Huck that he waited till morning came because he knew that Miss Watson was leaving in the morning to search for Huck and this would open an opportunity for him to leave and not be noticed since no one would be around (4). Such planning is quite difficult to come up with since it takes perfect timing and patience, something that Jim apparently posses. Furthermore, Huck notices how smart Jim truly is. As he describes the lost raft adventure, Huck acknowledges the fact that Jim was right in his logic about how to find each other in the end. Huck states, Well, he was right; he was most always right; he had an uncommon level head for a nigger (76). This quote depicts Hucks view of the slaves of being very low, yet to his surprise he is wronged by Jims unexplainable intelligence. Not only does this show how smart Jim really is but it also shows how much more respect he got from Jim for having such wit for someone as uneducated as Jim.


Likewise, Jim is portrayed in a positive manner when he represents a fatherly figure to Huck. He clearly shows his attachment to Huck and his emotions are so strong that he is unable to contain them all inside of him; he truly furnishes authentic pathos, [and] achieves full humanity…(Cardwell ) in his relationship with Huck. When Huck disappears for one night Jim is left alone and all night long he worries greatly about the security of his companion. He does not fear being left alone, yet he fears for the health and safety of his friend. When he recovers Huck in the morning he becomes joyous and tells Huck that when I wake up en find you back agin, all safe en soun, de ears come, en I could a got down on my knees en kiss yo foot, Is so thankful (Twain 85). Twain really emphasizes on how much love Jim feels towards Huck and creates this father- son bond between them, in which Jim really looks out for his loved one. As Huck and Jim continue their travels, Jim never thinks twice about helping Huck. He always wants the best for Huck and looks out after his every move. Huck describes Jims gentil manner with him and how Jim would always call me honey, and pet me, and do everything he could think of for me, that’s how he always was (10). Even on those long nights on the boat Jim usually let Huck sleep while he took over for both shifts and got no sleep himself (15). He saw Huck as a young boy and understood what he truly needed. This makes Jim seem very understanding and helpful, two positive characteristics that all characters should acquire. Finally, Jim protects Huck from the awful world that awaits him. When Jim and Huck find a dead body in a shack in the woods, Jim takes control of the situation and does not expose the dead figure to Huck. Instead he told him to hold still and hell go and see (50). Furthermore he does not tell Huck that it is his fathers dead body because he does not want to see the boy crushed. This shows how he protects Huck just like any other father would do and how kind and thoughtful Jim really is.


Ultimately, Jim is also given characteristics that do indeed show him to be like every other human being, which overrides many peoples beliefs of Jim being portrayed completely as an insignificant character. Many even believe that he is the moral center of the book, a man of courage and nobility, who risks his freedom- risks his life- for the sake of his friend Huck (Salwen np). This shows how good natured Huck really is and how he considers others peoples success over his own. In addition, Jim is portrayed as a true human being in his appreciation towards Huck. Jim feels so dear to Huck due to the fact that he helped him escape and stride toward freedom. He told Huck that when he reaches the free state he will be shoutn for joy, en Ill say, Its all on accounts o Huck; Is a free man, en I couldn’t ever ben free ef it hadnt ben for Huck; Huck done it. Jim wont ever forgit you, Huck yous de bes fren Jims ever had… (Twain 88). This makes Jim seem very noble in the eyes of the reader and respectable. His appreciation for what Huck has done is clearly one of amazing strength. Quite ironically, in some cases, Jim is even more humane than his companion. For example when arguing over the various languages humans speak, Huck does not see everyone as equals, yet due to Jims understanding of everyone being human and of equal status, it is difficult for him to understand why each country has their own language (Hansen np). In a sense this seems absurd since he does not understand the reasoning behind various languages, but his logic for why he doesn’t understand makes him seem very intelligent and kindhearted. Through out the novel Jim takes on many roles, Jim is, in part, the comic stage negor who can be made the butt of Toms childish humor. But he is also a second Negro type, Mr. Bones, whose cleverness enables him to turn the joke back on the Interlocutor. He is also a third Negro type, the kindly Old colored Mammy, the protector of the white child. He is a fourth type, the sentimental man who weeps for the suffering of his own child. And he is a fifth type, man in the abstract- natural man, if you wish- with the reasoning power, the dignity, and the nobility that belong to that high abstraction (Hansen np). It is clearly seen that he posses more positive roles than the negative ones, and even the negative ones are solely in the novel to be humorous to the reader and not used directly to make fun of the African Americans.


Finally, in Mark Twains The Adventures of Huckleberry Finn, Twain replicates the vernacular speech of the time. By doing this he indeed uses the n- word when speaking of Jim and other African Americans. This creates much hostility amongst the African American students since this word is very discriminatory. The word is used over 00 times throughout the novel and makes children lower their self-esteems as well as feel inferior to the white students in the classroom (Arac 5). Huck uses the n- word quite a lot in his speech. He uses it at times to make it seem degrading while at others it simply classifies a group of people. For example, when Huck speaks of a steamboat incident and he is asked if anyone is killed, his reply to Anut Salley is Nom. Killed a nigger. Afterwards Aunt Sally rudely replies, Well, its lucky- because some times people do get hurt (Twain 8). The usage in this sense is quite degrading because it is clear that slaves are of no importance and even if one has died, that does not mean a thing. This depicts the whites as being very cruel and cold-hearted, since they do not care for the deaths of human beings Yet on the other hand when Huck speaks of all of the African Americans collectively he refers to them in the same manner. As seen in the example with Huck referring to the many slaves that he has come across and eh says, I never see such a nigger…(78). This was simply the word that was then used to describe them. Since this was before the Civil war, it is indeed quite understandable, … because, after all, thats what all white Southerners called them back then… (Marx np). Twain was simply attempting to give an overview of the way people spoke during his time, and he did what was artistically necessary to give the impression of living speech (Cardwell ). Not only did he use the n- word but he also employed words such as sah and yo in the speech of the characters. He was replicating the Old South because that was one of his main points to show the true aspects of the way people lived during this time and in this place. The use of the n- word was not discriminatory on Twains part yet it was a part of life when he wrote the book and therefore in order to allow the reader to get a true feel of the vernacular he incorporated all aspects of society, the positive ones as well as the negative ones.


Huck Finn is a monument that no puny pecking will destroy. It is built of indestructible blocks of human nature; and if the blocks do not always fit, and the ornaments do not always agree, we need not fear (Paine ). Twains book exposes readers of todays world to what once was. It is incomprehensible to forget what happened in the past. This book forces students to learn about discrimination and actually discuss their views on it. If people simply focus on the negative characteristics that pertain to the African Americans in this novel then they are clearly missing the point of the novel and it should be retaught in a manner that will teach the student not only about the discriminatory aspects of the novel, but about the satire within it and why it truly is the Great American Classic.





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Saturday, October 22, 2011

Story

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It was Friday night and it was crowded at Park Lane Cafe. As usual. Nobody was sitting alone. Nobody was drinking orange juice or softdrink. It was all beer and spirits. It sounded like an orchestra. There was nowhere quiet to go. Everyone in the cafe that night died. And it was horrific. It made the headlines of all the newspapers in the world. Biggest tragedy in the century! But no one but the original town folk knew about it. Then the town slowly died out. No one had children. No one could survive the pain of this tragedy. The streets were threadbare. Nothing but old buildings and shabby loos out the back where left. This was called Nightmare Valley after the big tragedy.


Nothing but the dust stirred when the old Bluebird pulled up in the dust-ridden place. A poor lonely traveller had got lost miles from the nearest highway. His old dinted Bluebird was dusty and the air conditioning had broken down. The poor, hot, lonely traveller went by the name of Liono Vicarichi. His ancestors had come to Australia from Italy because the government wasnt being fair to the country, so his grandfather spent his last pennies on travel tickets for most of them but his little sister had to be left behind. There wasn’t enough room for her even though she had only been born a few days before. She had been left for dead.


As Liono searched for someone to help him, he came across something valuable but to him it wasn’t. It was a beer bottle that had survived the tragedy. This single bottle held information about the tragedy. Liono kicked it without realising he moved dust that revealed the end of a finger. The flesh and nail were long gone but the bones were still in order. Liono kept on kicking the bottle around. Then when he went to kick it again, something told him not to. Something inside told him it wasn’t right. Liono didn’t understand why but he obeyed what his inside was telling him. He trudged, wearily back to his battered car and sat on the dusty, spring busted seat. Liono didn’t even know what he was doing out here. He knew he had got lost on a stupid, unknown short cut to Sydney. Liono didn’t know that that shortcut used to be the main road to this deserted town.


Liono got up out of the car and struggled to open the back door of the worn out, shabby car. For what seemed hours, but was really only minutes, he struggled fiercely with the blue door. Finally it gave way to his slowly fading strength. Liono slumped down on the back seat and fell asleep. While he was sleeping, there was a horrifying dust storm. Everything was blown around, or some how was just very dusty.


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Discuss |Mary's behaviour and that which lead herto destroy herselfin The Grass is Singing?

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|Mary have been in isolation,she knows it.The environment is dominated by things which are familiar to her.This sort of enlightens her future as a farmers wife.She knows were she has come from and were she is going and in a way this confuses her.


|Marys future is her past.|She is so much responsible for her behaviour and does not realise it but blames it on somebody else (Dick).Mary is scared to face reality and covers herself up with childhood memories.She sort of hate the idea that one day she is going to going to get married.


To a certain extent |Mary of belonging to someone else does not want to have that sense of belonging to someone else.She actually want to stand on her own .Dick has been mesmerised and becomes irritated and ignorant.This threfore brings tension between Mary and Dick. Both are annoyed and this can only be simply ignored that is if they themselves have decided to do so.Day by day Mary does face wicked natives .dUring her child hood she did have the chance ,this creates an unfavourable atmosphere around her.She hates the fact that she is isolated.Even Charlie Slatter does not understand her.|H|e believe that one dayshe is going to realise her mistakes.|Moses is in a position to try to undrestand his misses but eventually he is drawn to knowing that somehow M|ary is trying to protect herself.T|his |Moses does not understand why is doing all this for him.Mary is cruel.She |just cares about herself and doesnt see to it about the next person.





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Friday, October 21, 2011

Agro-Tourism

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Agro Tourism refers to tours, which covers the agricultural activities of a country. It is different from normal tours that concentrate more on cities, towns and historical sites.


Agro Tourism is a relatively new concept in the east, especially so in Malaysia. Although it is widely practiced in other regions of the world, it has yet to catch on in Malaysia. Nevertheless, there is no shortage in demand for it. As the world is more aware of the need to preserve the environment or to experience cultural diversity, more and more tourists are seeking such tours.


This trend of travel favouring over other forms of consumption is more evident with increases in personal disposable income and rising affluence even among domestic travellers.


Newcos Agro Tourism Packages are categorised and based on commodities viz


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A. Agricultural / Horticultural Tours


B. Aquacultural / Marine Tours


C. Ecological Tours


D. Rural / Cultural ours


E. Zoological Tours


Organised Half-Day / Full Day / Days & 1 Night Package Tours, covering


A. Agriculture / Horticulture


- Fruit orchards, Food production areas - paddy / rice cultivation, vegetables, cash crops holding, e,g. smallholders durian farms, private Tropical Fruits Farm in Balik Pulau


- Industrial crops plantations e,g, oil palm, rubber, coconut, cocoa in Seberang Perai


- Horticultural and floral farms


- Herbal, medicinal and spice plantations e.g. Balik Pulau


- Visits to food processing centres, cottage industries and factories


- Visits to private or government agricultural research stations


- Visits to coincide with major agricultural and horticulural events such as Floral Shows and Competitions, Farmers Day Celebrations, Malaysian Agricultural and Horticultural Association (MAHA) Show & Exhibition, etc.


B. Aquaculture / Marine


- Caged Fish culture off Pulau Aman


- Cockles farms in the vicinty of Pulau Aman


- Prawn farms in Juru, Sg, Acheh


- Sport Fishing off Pulau Gedong


- Ornamental Fish breeding / rearing on Penang island


- Cottage industries for sea food production, processing of prawn paste, handicrafts from seashells and fish scales, marine canning industries


C. Ecological


- Mangrove swamps off coastal areas of Seberang Perai e.g. Air Hitam Dalam


- Wetlands of Briah swamps in hinterland Kerian


- Forest Aboreteum / Hutan Lipur and Forest trails at Teluk Bahang and Tasik , Pantai Acheh Forest Reserve,


- Taman Rimba Rekreasi at Titi Krawang


- Pantai Kerachut Beach / Turtle Beach


- Perlis caves


- Penang Botanical Gardens


- Bird Sanctuaries at Bukit Tambun, Bukit Gemuroh and Kuala Kurau


D. Rural / Cultural


- Traditional Malay village at Kampung Mengkuang Titi


- Typical Malaysian Fishing villages at Pulau Aman


- Tranquil seasides villages of Tanjung Asam / Tanjung Bayu


- Comprehensive experience of Malay culture in minature at Kampung Seronok


- Scenic visits to Mengkuang Dam or Teluk Bahang Dam


E. Zoological


- Bird Park in Seberang Jaya, Perai


- Butterfly Farm in Teluk Bahang


- Pusat Unggas Veterinery at Bukit Tengah


- Taiping Zoo


The range of packages that have been planned are shown in the appendix.


Capital Structure


We are inviting an investment of RM 500,000 from interested investors in return for 0% equity in the proposed newco to set the plan in motion.


Share Holders Listing


The proposed shareholding structure


Shareholder A Promoter of this Business Plan 70%


Shareholder B Investor 0%


Financial Plan


The cashflow forecast is enclosed in the Appendix.


Action Plan


ɨ Set up Newco with the agreed shareholding structure and necessary paid up capital.


ɨ Appoint one of the Key Personnel as the Operations Director in charge of coming up with the operating business pla with action plan and timescale, and leading the company towards realizing the objectives.


ɨ Newco objectives shall focus on the packaging, networking and marketing of agrotourism products and tour packages to capitalise on on the potential of agricutural resources and activities as tourists attractions.


ɨ The initial role and functions of Newco is that of an events organiser and provider of agro-based tourism packages, to bridge the gap between the demand for agrotourism and rural tourism packages and the current lack of planned and coordinated promotion of agrotourism packages by local tour operators.


Other business options include the global promotion and marketing of the agrotourism packages to be developed as well as other tourism related products (e.g. souvenirs) to be offered through the company website on the internet.


Time Scale


We estimate that a period of six (6)months is required to put everything in place before we can launch the first programme.


Major milestones are as follows


ɨ Listing of probable destinations


ɨ Selection of destinations


ɨ Design / development of tour packages and their pricing


ɨ Finalisation of arrangements with plantation/site operators


ɨ Provision of basic amenities and other infrastructure


ɨ Printing of leaflets / promosional brochures


ɨ Agency agreement with selected tour operators /and hoteliers


ɨ Launching





Malaysia as a tourism driven country can do with an Agro Tourism industry. However, until today, there is no agency in Malaysia, be they government agencies or private ones, which are offering such tours on an organized and continuous basis.


For the vibrant development of the tourism industry, there is a need to diversify the tourism base to provide a wider range of attractions, facilities and services to cater for different interests and preferences of both international and local tourists. Agro Tourism provides an attractive and fresh opportunity for tourism product diversification.





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