No Room for Snark

No Room for Snark Unless you are JA Konrath and your brand is snark, dont try to weave it into your writing persona. It will backfire. Someone will label you crass. Many will quit buying your work readers as well as editors. As an editor, pitches come to me in the guise of Sunday clothes and good manners, which is good. We should present our best self. However, the true person arises when I reject a pitch. Well, if this doesnt work, then what does? Just give me a subject and Ill write it if you dont like this. Why doesnt this work? Im most certain it fits your guidelines. Whatever. Screw you or Forget you or Fill-in-the-blank you. Do you discriminate against fill-in-the-blank? You are an elitist b-. While these writers may not have been memorable before, they become memorable after these remarks. It works the reverse as well. I listen at conferences, workshops, and events where names bigger than mine put on shows, shake hands, meet and greet the room and represent themselves to authors as well as each other. There are a few agents I would never pitch because Ive heard them make fun of their clients, the writers around them, even the speakers at the podium. Theres a big name in the publishing industry I heard making fun of someone on a panel for pretending to be an author. Many people forget that shy writers listen harder. You are a professional. Keep it professional. Yes, I know as well as anyone that some days you want to snap back and speak your mind. This newsletter is my outlet, and luckily I have a teeny bit of snark woven into my brand to give me room for release. But on someone elses blog? In an email? In front of people who buy my books, ask me to speak, or want to advertise with me? Never. Why slit my own throat? The publishing world is teeming with authors, writers and others climbing the ladder. Everyone is watching everyone else. What is she doing that works? What is he saying that you can take advantage of? How is she slipping up, and how is he making mistakes? Everyone is trying so hard. When the public is your client, you are on display. There are no soundproof rooms. So paint on that smile. Pull out your best behavior. Make anyone you meet happy to have met you. Why on earth would you ever be snarky to anyone in this business as you are fighting your way to publication?

Power Structures in Early Rome

Power Structures in Early Rome Hierarchy: The family was the basic unit in ancient Rome. The father, who headed the family, is said to have held the power of life and death over his dependents. This arrangement was repeated in the overarching political structures but was moderated by the voice of the people. It Started With a King at the Top As the clans resting upon a family basis were the constituent elements of the state, so the form of the body-politic was modelled after the family both generally and in detail.~ Mommsen The political structure changed over time. It started with a monarch, the king or rex. The king was not always a Roman but could be Sabine or Etruscan. The 7th and final king, Tarquinius Superbus, was an Etruscan who was removed from office by some of the leading men of the state. Lucius Junius Brutus, an ancestor of the Brutus who helped assassinate Julius Caesar and usher in the age of emperors, led the revolt against the kings. With the king gone (he and his family fled to Etruria), the top power holders became the two annually-elected consuls, and then later, the emperor who, to some extent, reinstated the role of the king.This is a look at the power structures at the beginning of Romes (legendary) history. Familia: The basic unit of Roman life was the familia family, consisting of the father, mother, children, slaves, and clients, under a paterfamilias father of the family who was responsible for making sure the family worshiped its household gods (Lares, Penates, and Vesta) and ancestors. The power of the early paterfamilias was, in theory, absolute: he could even execute or sell his dependents into slavery.Gens: Descendants in the male line either by blood or adoption are members of the same gens. The plural of a gens is gentes. There were several families in each gens. Patron and Clients: Clients, who included in their number manumitted slaves, were under the protection of the patron. Although most clients were free, they were under the paterfamilias-like power of the patron. A modern parallel of the Roman patron is the sponsor who helps with newly arrived immigrants.Plebeians:The early plebeians were the common people. Some plebeians had once been slaves-turned-clients who then became completely free, under state protection. As Rome gained territory in Italy and granted citizenship rights, the number of Roman plebeians increased. Kings: The king was the head of the people, chief priest, a leader in war, and the judge whose sentence couldnt be appealed. He convened the Senate. He was accompanied by 12 lictors who carried a bundle of rods with a symbolic death-wielding ax in the center of the bundle (the fasces). However much power the king had, he could be kicked out. After the expulsion of the last of the Tarquin kings, the 7 kings of Rome were remembered with such hatred that there were never again kings in Rome. Senate: The council of fathers (who were heads of the early great patrician houses) made up the Senate. They had lifetime tenure and served as an advisory council for the kings. Romulus is thought to have named 100 men senators. By the time of Tarquin the Elder, there may have been 200. He is thought to have added another hundred, making the number 300 until the time of Sulla. When there was a period between kings, an interregnum, the Senators took temporary power. When a new king was picked, given imperium by the Assembly, the new king was sanctioned by the Senate. Comitia Curiata: The earliest assembly of free Roman men was called the Comitia Curiata. It was held in the comitium area of the forum. The curiae (the plural of curia) were based on the 3 tribes, Ramnes, Tities, and Luceres. Curiae contained several gens with a common set of festivals and rites, as well as shared ancestry. Each curia had one vote based on the majority of the votes of its members. The assembly met when called by the king. It could accept or reject a new king. It had the power to deal with foreign states and could grant a change in citizenship status. It witnessed religious acts, as well. Comitia Centuriata: Following the end of the regal period, the Assembly of the people could hear appeals in capital cases. They annually elected rulers and had the power of war and peace. This was a different Assembly from the earlier tribal one and was the result of a re-division of the people. It was called the Comitia Centuriata because it was based on the centuries used to supply soldiers to the legions. This new Assembly did not entirely replace the old one, but the comitia curiata had much-reduced functions. It was responsible for confirmation of the magistrates. Early Reforms: The army was made up of 1000 infantry and 100 horsemen from each of the 3 tribes. Tarquinius Priscus doubled this, then Servius Tullius reorganized the tribes into property-based groupings and increased the size of the army. Servius divided the city into 4 tribal districts, the Palatine, Esquiline, Suburan, and Colline. Servius Tullius may have created some of the rural tribes, as well. This is the redistribution of the people that led to the change in the comitia. This is the redistribution of the people that led to the change in the comitia. Power: For the Romans, power (imperium) was almost a tangible. Having it made you superior to others. It was also a relative thing that could be given to someone or removed. There were even symbols the lictors and their faces the powerful man used so those around him could immediately see that he was filled with power. Imperium was originally the lifelong power of the king. After the kings, it became the power of the consuls. There were 2 consuls who shared imperium for a year and then stepped down. Their power was not absolute, but they were like dual annually-elected kings.imperium militiaeDuring war, consuls had the power of life and death and their lictors carried axes in their fasces bundles. Sometimes a dictator was appointed for 6 months, holding absolute power.imperium domiIn peace the authority of the consuls could be challenged by the assembly. Their lictors left the axes out of the fasces within the city. Historicity: Some of the ancient writers of the period of the Roman kings are Livy, Plutarch, and Dionysius of Halicarnassus, all of whom lived centuries after the events. When the Gauls sacked Rome in 390 B.C. more than a century after Brutus deposed Tarquinius Superbus the historical records were at least partially destroyed. T.J. Cornell discusses the extent of this destruction, both in his own and in by F. W. Walbank and A. E. Astin. As a result of the destruction, however devastating or not, the information about the earlier period is unreliable.

International Student Support Essay Example | Topics and Well Written Essays - 5000 words

International Student Support - Essay Example This research demonstrated that students from United Arab Emirates had little choice or input in the choice of course and college, and this affected the ability to motivate themselves for the course. Some of these students probably have no interest in learning English, and the research shows that there is a preference to learn more practical subjects such as engineering as they would be immediately useful in their home country. . The students from the United Arab Emirates are also restricted by their respective armies in terms of movement, and this restricts their ability to integrate with other students. For instance, the other part-time students will have experienced similar processes from pre-arrival to induction and this process would have allowed them to construct relationships. The part-time students are also able to work, and this experience increases their use of the English language as they are using it in the practical context. Therefore, the lack of integration and choice is severely hampering the ability of the UAE students to access the college's service support. Table of Contents Introduction The research on which this report is based concentrates on international students from the United Arab Emirates (UAE), who are currently enrolled on programmes that focus on teaching the English Language. This group has been selected because of the unique enrolment process they undertake. They also constitute a significant proportion of full-time English language students at Salisbury College. Most of these students are this college as it has been chosen by the military organisation they represent, and therefore they have had no choice in the selection. Salisbury College is one of twelve colleges that receive army personnel for technical training through a private army contract. These students' first language is Arabic and they were selected in their respective states for tuition at this college. As the choice to attend Salisbury College was not an individual choice, these students have not gone through the normal application route, which would have involved contact with Student Services, which would have helped them arrange their visas, police registration and other details. Instead this has all been centrally, and all they had to do was to get on a plane and attend lessons. As a result of the omission of this important step, these students are presenting with a different set of issues when compared to other international students. For instance, they feel isolated because their English is noticeably poorer than other students, and this probably stems from the lack of integration and socialising which would have been arranged by the college's Student Services. They feel no arrangements have been made to involve them with

Christian Stewardship and Sustainability Essay Example | Topics and Well Written Essays - 1000 words

Christian Stewardship and Sustainability - Essay Example Christian Stewardship and Sustainability The concepts of stewardship require such a living approach that persuades desirable qualities of an individual and enjoys the harmony of living with unity. For instance, in stewardship the use of excessive resources like water, forests soil, wildlife and etc is prohibited or at least most likely to be avoided at its best. The word stewardship is mostly understood as a type of responsible and answerable management pattern and practice where the points of sustainability and quality of the environment are considered as the key area to focus on (Worrell, and Michael 263). Our notion of stewardship comes from biblical creation theology, distributed throughout the Bible but most visible in Genesis, the Psalms, and the Wisdom literature of ancient Israel (Butkus 19) It can be said that stewardship is just not a way of living; in fact it is better to be taken as a good way of living or an approach to better way of life. The starting and ending idea of stewardship lies in belongings to God. And on the other hand the theory of keeping everything in a moderate situation prevails in the ecological concepts of sustainability without damaging the productive rate of the society. Few of the best examples of sustainability are the forests that have been there from a long time with no harm. Sustainability is not only a matter of self interest for the communal societies of human being but they also consist of questions against the fundamental values of earth and other species besides humans.

Dead Poets Society - Belonging Essay Example for Free

Dead Poets Society Belonging Essay I have written some introductory paragraphs for you if you are thinking about using the film Dead Poets Society as a related text. You will need to include a paragraph that examines TWO scenes, with film techniques, and discuss how the concept of Belonging is explored in these scenes if you wish to use this text Q The challenge to belong may be resisted or embraced. The challenge to belong may be resisted or embraced and this concept is explored in detail in Peter Weir’s film, Dead Poets Society. In this film we go on a journey with the student body of Welton Academy, an exclusive private school, and English teacher John Keating as they re-form the Dead Poets Society in the hope of exloring their own dreams. Eventually though, this act is seen as defying the honour code of belonging to the school and as the boys choose to embrace their individuality they are met with tragic consequences. The â€Å"four pillars† of Welton are established in the beginning of the film and this sets the tone for the expectations of the Welton community. In the opening scenes the headmaster praises the school, its tradition and its performance and the audience is left with no doubt that to belong to Welton means to unquestioningly abide by the â€Å"four pillars† tradition, honour and discipline. To do so, as the rest of the film goes on to show, means to conform at the expense of any individual passions or pursuits, success is measured by adhering to the group expectations rather than individual goals. John Keating does not belong at Welton, not just because of his progressive teaching methods, but because he encourages boys to think and act for themselves, to change, not to conform. He incites them to take risks and break rules in pursuit of individual pleasures. The theme of resisting the challenge to belong is most sharply focused on the relationship between Neil and his father.

Tacoma Narrows Bridge Essay -- Architecture Engineering History Bridge

Tacoma Narrows Bridge One of the most influential engineering discoveries in the past century was the ill-fated Tacoma Narrows Bridge. â€Å"Galloping Gertie† as she was known to local residents, the massive Washington state suspension bridge shook, rattled and rolled its way into the history books. Legendary in its time, the Tacoma Narrows Bridge held many records and drew tourists from around the world in its short life. However, the famous bridge is not known for its creative engineering or speedy construction, unfortunately the bridge was destined to fail. That failure in turn changed the way every building is constructed today as well as further man’s understanding of physics and the forces of nature. In this paper we will examine the history of the Tacoma Narrows Bridge from design to construction, the failure of the bridge, and ultimately the rebuilding project. The bridge was constructed roughly 8 miles west of downtown Tacoma and 40 miles south of Seattle. This area of Washington is a maze of waterways and islands named the Puget Sound where the Pacific Ocean meets the mainland of Washington. The original build location is known as the Tacoma Narrows, due to the proximity of Olympic Peninsula and the mainland. The Olympic Peninsula is home to beaches, the Hoh Rain Forest, the Olympic Mountains and the Victorian Seaport. The span between shores is about a mile wide which is surprisingly the closest in all 20,000 square miles of Puget Sound, hence the name Tacoma Narrows. The Olympic Peninsula rests in the middle of the Puget Sound in Western Washington and is home to wildlife, hunting and fishing, and a few fledgling communities in the 1930’s. State officials had been p... ... due for completion in 2008. Today 90,000 vehicles cross the Tacoma Narrows a day, in the next 5 years the Washington Toll Authority Projects the bridges to transport 120,000 vehicles a day. The Tacoma Narrows Bridge was possibly the luckiest engineering catastrophe if there ever was one. Despite the very real danger, no human life was lost and engineers and the human race alike are better off for it. Bibliography: http://en.wikipedia.org/wiki/Tacoma_Narrows_Bridge http://euclid.ucc.ie/applmath/projects/bridge/ http://www.brantacan.co.uk/osclinks.htm http://www.civeng.carleton.ca/Exhibits/Tacoma_Narrows/DSmith/photos.html http://www.civl.port.ac.uk/comp_prog/tacoma/design.htm http://www.lib.washington.edu/specialcoll/tnb/ http://www.nwrain.net/~newtsuit/recoveries/narrows/narrows.htm http://www.vibrationdata.com/Tacoma.htm

Imperialism in Africa

Explain what is meant by the term imperialism. Discuss the causes of imperialism in the 1800s. Kamar Findlay ID# 092165839 Mico University College Imperialism in Africa Mrs. Pitter October 29, 2011 Imperialism is â€Å"the creation and or maintenance of an unequal economic, cultural, and territorial relationship, usually between states and often in the form of an empire, based on domination and subordination† (Johnston, 2000. p. 375). In its simplest form Farah and Karls (2001) describes imperialism as one country’s domination of the political, economical and social life of another country.The Europeans imperialism during the 1800s occurs out of the advantages of strong economies, well organized governments and powerful armies and navies. ‘Superior technology including riverboats and telegraph, as well as improved medical knowledge also played a part’ (Esler et al 2009. p. 752). Advances such as the Maxim Machines Guns and steam driven warships were very st rong signals in persuading the Africans and Asian to accept European domination. European imperialism did not begin in the 1800s. European states have had empires in the Americas after 1492 and in South Asia and China.Imperialism has been found in the histories of Japan, the Assyrian Empire, the Chinese Empire, the Roman Empire, Greece, the Persian Empire, and the Ottoman Empire, ancient Egypt, and India and was a basic component in the conquest of weaker state. According to Smith (1998) the word itself, derived from the Latin verb imperare (to command), the Roman concept of imperium, while the actual term ‘Imperialism' was coined in the 16th century, reflecting what are now seen as the imperial policies of Belgium, Britain, France, the Netherlands, Portugal, and Spain in Africa, Asia, and the Americas.Imperialism not only describes colonial and territorial policies, but also economic and/or military dominance and influence. From about 1870 to 1914, imperialist gain control ov er much of the world. Leading the way were the soldiers, merchants, settlers, missionaries, and explorers. In Europe, imperial expansion found favor with all classes, from bankers and manufacturers to workers. Western imperialism expanded rapidly for a number of reasons. The imperialism in the 1800s resulted from four key factors.First, nationalism created an atmosphere in which rival European countries build empires in their competitive quest for dominance in Europe and indeed the world. Secondly, the Industrial revolution created an extraordinary demand for raw material and new markets, which in essence push industrialized nations to seek over sea territories. Thirdly imperialism rested on the notion of what was called the â€Å"White Mans Burden†. This was a belief that was held by the European powers that it was their responsibility to civilize the people who the belief was pagans.Farah and Karls (2001) lamented that humanitarian impulses inspired many individuals to leav e their secure lives at home and head for distant colonies. The desire was to spread western technology, religion, custom and tradition to those how were seen as the uncivilized. Finally, according to Ellis and Esler (2009) behind the idea of western civilizing mission was the growing since of racial superiority. European races, the lamented, were believed to be superior to all others and domination of the weaker races was simply nature’s way of improving the human species.Nationalism played a vital role in the drive towards imperialism. ‘Nationalism is a political ideology that involves a strong identification of a group of individuals with a political entity defined in national terms’ (Athena, 2001. p. 226) . It is also seen as the belief that a nation will benefit from acting independently rather than collectively, emphasizing national rather than international goals Ellis et al (2009) lamented that western leaders claimed that colonies were needed for nationa l security. In the last half of the 1800s European nations visualize them self as the ideal country.If Great Britain started a small colony in distant or Africa, France had to start one too-and so did Belgium, Germany, Italy, Holland, Spain, Portugal and Russia. Nationalism in the extreme promotes the idea of national superiority. Industrialized countries therefore felt they had the right to take control of weaker areas. Countries also tried to increase their power through the control of more land and people. In the 1800s Europe underwent a renewed period of imperialism which was very sophisticated in its nature. Much emphasis was placed on gaining or controlling a colony.The resources and wealth gain from the colony was used to finance war and the army as well as the economy. The stronger a European military gets the more power full that country become in Europe and as such gaining the wealth from a colony could either break or build the power and prestige of a nation. When France for example, moved into West Africa, rival nations such as Britain and Germany seized lands nearby to halt further French expansion. In essence the Europeans taught of the colonies as a source of security. So strong and sophisticated was the sentiment of nationalism that it set of what was known as a ‘Scramble for Africa.West Africa was already known to the European but the interior was untouched. The Belgian king Leopold the second occupies and carry profitable economic activities in the Congo (South Central Africa). Before long Britain, France, Germany and Italy were all lock in a tussle, pressing rivals claim to the region. According to Bickers and Henriot (2000), the scramble was turning out to be bloodshed between European powers. However this was somehow prevented with the calling of the Berlin Conference in Germany by the German Statesman Otto Von Bismarck.This conference was design to reach a peace full agreement over the partition of Africa, but it reflect the ideals of imperialism as only the European powers were invited to the meeting and yet still it was the land of the Africans they were dividing among themselves. The Industrial Revolution of the 1800s knew no borders. The era known as the Industrial Revolution was a period in which fundamental changes occurred in agriculture, textile and metal manufacture, transportation, economic policies and the social structure in England’ (Ashton, 1969. p. 24).Advances in agricultural techniques and practices resulted in an increased supply of food and raw materials, changes in industrial organization and new technology resulted in increased production, efficiency and profits, and the increase in commerce, foreign and domestic, were all conditions which promoted the advent of the Industrial Revolution. ‘The industrial revolution was the most compelling driving force behind imperialism in the 1800s’ (Thompson, 1964. p. 147). The newly build machineries and factory in Europe and the un ited state utilizes tons of raw resources and produces a tremendous amount of manufactured goods.Europe alone could not provide the raw material and the bulk the recourses needed for manufacturing would have to come from outside of Europe. On the same note the European market was becoming overwhelmed with producers and a new market was also needed for the selling of the manufacture goods. As such, face with the desire for well needed raw materials and new markets, the industrialize countries of Europe set out on a quest for new colonies in order to facilitate the needs of their new industrialize cities.Fascinatingly the areas such as East Asia, Africa and the Americas were scarcely known to the Europeans. However the little they know about areas was compelling enough to indicate that these regions amass a huge amount of resources. Thus it is not surprising that these regions would become the safe haven for European exploit of raw material and markets. According Ellis (2009) the indu strial revolution started with the textile industry in Britain and the amount of textile produce was dependent on the availability of cotton.Cotton was grown in huge amount in the regions of North Africa particularly the ancient civilization of Egypt. Cotton was also grown in excessive amount in India and because of this supply it came with little or no surprise that the British would seize the opportunity to colonize and bring these areas under their control. In great demand was raw material such as gold, copper, Rubber, diamond, silver, ivory, steel, Coal, Petroleum. Most of these resources if not all could be found in Africa and areas in the Middle East (Near East).As such these areas became the catalyst of European exploiting and economic activities. The economic demands of the industrial revolution were one of the reasons why these areas with the abundance of resources succumbed to the burden brought by the European imperials ideals. Europeans also ventured on a path to civiliz ed (Civilizing Mission) the people who they themselves claim as uncivilized. The ‘civilizing mission’ as it was term was notably the underlying principle of French and Portuguese  colonial rule  in the late 19th and early 20th centuries.Kuper (1965) lament that it was influential in the French colonies of  Algeria,  French West Africa, and Indochina, and in the Portuguese colonies of Angola, Guinea, Mozambique and Timor . The European colonial powers felt it was their duty to bring  Western Civilization  to what they perceived as backwards peoples. Rather than merely govern colonial peoples, the Europeans would attempt to westernize them in accordance with a colonial ideology known as â€Å"assimilation†. Those who did not practice the Christian faith were seen as pagans and as such it was the ‘white man burden’ (Europeans) to save these people by Christianizing them.According to Esler (2009) during the age of imperialism, growing numbers of catholic and protestant missionaries decided to bring the Christian message to the most remote parts of Africa and Asia. Like many other Europeans and Americans of this period, these missionaries believed that Christianity and Western Civilization together could benefit and transform the world. Educating the people into western education was just another aspect of European conquest as even the education itself was design in such a way to prevent the people from the colonies to accept their own traditions and culture.To achieve these goal missionaries usually set up churches schools and hospitals as well. Esler (2009) explained that some Europeans seized on the theory of Social Darwinism as a proof of their cultural and racial superiority. ‘Social Darwinism’ is a belief, popular in the late Victorian age in England, and America which states that the strongest or fittest should survive and flourish in society while the weak and unfit should be allowed to die’ ( Hawkins, 1997. p. 457).The European adopted this theory and truly put it into effect as one of their reason for conquest and imperial rule was because they saw themselves as the dominant race with the god given right to rule. European during the 1800s and the earlier half of the 1900s view the non-white race of Africa and Asia as barbaric and uncivilized or somewhat a lesser species of the human race. Because of these descriptions the European held it in their view that this race should be control and dominated by the superior race which of course was the Europeans.European domination led to erosion of traditional African and Asian values and destroyed many existing social relationships. Native peoples were forced to work long hard hours for subsistence pay. In an attempt to come to a conclusion, the research done have shown that imperialism in the 1800s was cause out of four key factors. These were the Industrial Revolution, Nationalism, religion and racial superiority. The econom ic demands of the industrial revolution had a profound impact on European economy and the colonies the governed. The more resources came from he colonies the wealthier and more power full the mother country became. In their quest was also to civilized the people of the colonies who the thought were barbaric. As such schools and church alike was established within the colonies. Imperialism was also driven on the basis of racial superiority. The Europeans held the view that they were superior to the colonies over which they dominated. Africa and Asia were the continents that succumb to the imperialist ideals of the 1800s. They were a region with a lot of resources and wealth which was needed to foster economic growth n Europe.Reference Athena,L (2001). Encyclopedia of Nationalism. New Brunswick: Transaction Publishers Ashton, T. S. (1969) The Industrial Revolution. London: Oxford University Press Chambers, J. D. The Workshop of the World. London: Oxford University Press, 1968. Esler, A and Ellis, E (2009) World History. USA: Prentice Hall Farah, A and Karls, A. B (2001) World history: the human experience. USA: McGraw Hill Hawkins, M (1997). Social Darwinism in European and American Thought 1860-1945: Nature and Model and Nature as Threat.London: Cambridge University Press Johnston, Ronald John (2000). The Dictionary of Human Geography (4th ed. ). USA: Wiley-Blackwell Kuper H,(1965) Urbanization and Migration in West Africa . California: Mayfield Publishers Company Bicker,R and Henriot,C (2000) New Frontiers: Imperialism's New Communities in East Asia, 1842–1953. Manchester: Manchester University Press Simon C. Smith, (1998) British Imperialism 1750–1970, Cambridge University Press Thompson, E. P. (1964) The Making of the English Working Class. New York: Pantheon

Problems of Working Students Essay

1.1BACKGROUND OF THE STUDY The financial burden of education fees are rising. Due to the increasing price of tuition fees, school fees and other education finances, families tend to face financial crisis particularly on managing the budget of the family basing on their family income. These include the budget for food, education, electricity bills, and other financial bills. The family is unable manage it all since their income is incapable of affording those bills especially the valuable price of education finances. Considering those facts, students affected by the crisis experienced by their family, students will be necessitated to work while studying; it’s either a part-time or a full-time working student. Student jobs have become sort of a trend among students around the world  primarily college students whereas college tuitions and finances are more high-priced and costly than high school learners. In short, the term that suits this trend is ‘Earn and Learn’ policy. Another factor is students who have no relatives or family who aspire to fulfil studies prefer to be a working student unless they’re students who comprise scholarship. Every student has their own aspirations in life, and that is the reason why some students are now working by virtue of aiming those aspirations. Students of Palawan State University also have their own aspirations. Now that the number of working students on Palawan State University is rising, working students will be queried regarding the questions that answer the problems that working students experience. A study done by Jonathan M. Orszag, Peter R. Orszag, and Diane M. Whitmore entitled â€Å"Learning and Earning: Working in College† states that since 1984, the fraction of college students aged 16 to 24 who also work full- or part-time has increased from 49 to 57 percent. Not only are students more likely to work today, but they are more likely to work full-time: the share of students working full-time while going to school full-time has nearly doubled, rising from 5.6 percent in 1985 to 10.4 percent in 2000. In 2000, 828,000 full-time students worked full-time, compared to 366,000 in 1985. The researchers stated the difference between a part-time and full-time working students, including the implications and factors that my affect their academical performance. They somehow concluded that being a full-time working student has more negative effects due to the lack of time. The researchers declared that the population of full-time college students has risen sharply over the past 15 years. The number of working students is increasing continuously and several problems experienced by those students have risen. As the main purpose of this study, this paper aims to determine the problems that exist on working students, the factors that affect their academical performance and the advantage and disadvantages of being a working student. 1.2STATEMENT OF THE PROBLEMS This study was conducted to determine the problems that working students of Palawan State University during the school year 2012-2013 are encountering. 1.)What are the profiles of the respondents? 2.)What are the reasons why students at Palawan State University are oblige to work while studying? 3.)What are the work-related problems of the respondents? 4.)What are the advantages and disadvantages of students engaging in work while in school? 5.)What are the aspirations in life of the respondents? 1.3SIGNIFICANCE OF THE STUDY This research can be a source of information about students who are working and studying simultaneously. This study is beneficial to students who will be engaging in work while studying, for them to be aware of the situations and problems they will be encountering. By knowing these factors students who prefer to work and study simultaneously will be responsive and ready for the situation he/she entering. Further significance is the non working students and faculty members will be able to understand the situation of the working students and help them to cope up with their studies. This study has significant implications to provide an idea to people on solving the problems encountered by working students. This study may be a source for further research regarding the problems of working students. 1.4 SCOPE AND DELIMITATIONS OF THE STUDY The study focused on the problems encountered by working students of Palawan State University. The study also encompasses the reason of students of Palawan State University to work and study simultaneously, the advantage and disadvantages of being a working student, and their aspirations in life to pursue working even if it causes problems to them. The main location of the study will be the Palawan State University and the most target respondents would be the working students specifically the college students, but possibly, the researcher will also request other students or also school administrator and faculty members to gather some information and will use other resources to be able for this research to become possible and effective. CHAPTER 2: THEORETRICAL FRAMEWORK 2.1 REVIEW OF RELATED LITERATURE Foreign literatures Angela Walkup published an article entitled â€Å"The Down-and-Dirty-Life of Working Students†. Angela Walkup was a grand prix dressage driver. She explained how she learned the ropes as a working student. It is stated on her article that being a working student is hard but that is the real situation of a working student, it is a rough path. It is embodied there what a working student should be because a working student is constantly being watched and evaluated. If a working student is seen as a hard worker and a quick leaner then it will lead him/her to more responsible duties. She testified that experiences from being a working student are good and bad but it will be helpful for your future. Janet McGreevy (2002) published her own article about working students with a title of â€Å"Working Students Face Tough Challenges†. It is declared that the degree belief in the fundamental need for a college degree cuts across all sectors of American society. She proclaimed that college life is visualized as days of intense study coupled with â€Å"getting to know yourself† through campus involvement, the last hurrah of a carefree life prior too joining the real world of work after graduation. The affordability factor of today’s college education has eroded that image and many students find that they must make some tough financial choices by getting into school, and then to be able to stay in school through graduation. Working students encounter debt containment strategies by going to a less expensive college, taking fewer classes during the given semester, or opting to work instead of participating in civic activities or unpaid internships and research  opportunities. Tina Tuttle with Jeff McKinney and Melanie Rago published a literature with a title of â€Å"A Review of Research Related Literature on College Students and Work†. It was articulated that college students today face dilemmas about whether to attend college, where to attend, how to pay, how much to work, how many jobs to take, how to pay credit card bills, and car payments, how to juggle family and children, and how to balance these competing priorities while in school. It was elucidated that the amount of time students spend working has been of increasing concern for the educators that serve them and, in some instances, the students themselves. Recent data would indicate that 80% of American undergraduates worked while attending college in 1999-2000 (King, 2003).This represents an 8% increase over the class less than a decade previously, among whom 72% worked (Cuccaro-Alamin & Choy, 1998). Further, there appears to be a strong body of literature that points to the positive effects of not working versus working while attending college (King, 2002; Pascarella & Terenzini, 1991). Local literatures Veronica V. Rillorta (2008) also published an article regarding working students entitled â€Å"Youngblood Working Student†. She is a high school honor student but was unable to go to college because of their poverty. She worked as waitress and saleslady but stopped due to some problems. It was stated that she was recommended by her high school batch mate as a working student ad she had her chance to continue college. It is hard for her but it is her opportunity to continue her faded dreams, she had manage to balanced work and study and now she is taking up computer secretarial course at the Vizcaya Institute of Computer Science in Bayombong, Nueva Vizcaya. An article written by a Filipino anonymous blogger wrote an article entitled â€Å"A student’s sacrifice†. The used name of the blogger is Lostsoul. In her article, it was testified that being a working student requires sacrifice to achieve your aspirations. She said that you might even sacrifice your family, boyfriend/girlfriend, friends, and your social life. She stated that when you’re a working student, you always need to manage time and sometimes  you even forget to eat and take care of yourself because of your stresses and depressions as a student. You might also forget about your health but you need to give up something to be successful someday. An article reported by Bernadette Sembrano of ABS-CBN News, entitled â€Å"Only half of working students finish college.† (2010). It was affirmed that about 216,000 students in the country are currently juggling school and work, according to latest data from the Commission on Higher Education (CHED). The figure is about 8% of the total number of college students in the country. CHED said working students today are mostly into food service, entertainment and sales, apart from their usual stints as library and research assistants. Lawyer Julito Vitriolo, officer-in-charge at CHED’s office of the executive director stated that â€Å"They need extra income because of the financial crisis.† Vitriolo added that the students are forced to work because of higher commodity prices and tuition fees. The CHED said that only 50% of the working students get to finish college, because not that many can cope up with the hard situation of being a working student, getting stuck up between work and studies. 2.2REVIEW OF RELATED STUDIES Foreign Studies A new study conducted by the researchers of the University of Washington, the Temple University and the University of Virginia,states that high school students who work for more than 20 hours in a week can face behavioural and academic problems. Samples of about 1,800 10th and 11th graders were compared for the study. Analysis was made by comparing the students who got the jobs to those who did not get the job and students who left their jobs to teens who continued working. Advanced statistical methods were used to match the teens on the basis of their personality and background. The researchers noticed that teens who worked for more than 20 hours in a week showed a decline in school engagement and increase in the behavioural problems. They even resorted to substance abuse, stealing, possessing guns etc. Things did not change for the better even when these teen cut back on their working hours or left the job all together. On the contrary, students  working for less than 20 hours a week did not face such psychological, academic or behavioural problems. Kathryn C. Monahan, research scientist at the University of Washington and the lead researcher of this study, suggests that parents, policymakers and educators should monitor the number of working hours of the students. The study is published in the journal, Child Development. Jonathan M. Orszag, Peter R. Orszag, and Diane M. Whitmore (August 2001) entitled â€Å"Learning and Earning: Working in College†. They revealed how many students are working and how their population increased yearly. Their study encompasses the different effects between full-time and part-time working students; they also focused on the effects of being a working student on the skills and performance of the student. The researchers aim to conduct their research for it to lead further studies regarding other ways of financing college students without affecting their acedemical performances. A study conducted by Veronica Gonzales, entitled â€Å"The experience of working class students at a Research I University†. She separated two distinctive class categories, the middle class, and the working class. She studied the difference of each other in areas including financing college, as well as other differences based on student’s high school experiences, including reading and writing skills, student-faculty-interaction, and time management. Local Studies These studies are related to this because it will lead to further results and conclusions regarding the problems encountered by working students. CHAPTER 3: METHODOLOGY The present chapter is used to illustrate how the researchers identified the problems of working students in Palawan State University during the school year 2012-2013, with the purpose of letting the readers know the methodology utilized in the elaboration of the studies. 3.1PARTICIPANTS The participants for this study were 30 working students enrolled in Palawan State University (PSU). The 30 participants in this study were from three different departments of PSU, 10 participants were from the College of Mechanical Engineering, 10 participants from the College of Petroleum Engineering, and 10 participants from the College of Business and Accountancy. 3.2 MATERIALS The researchers executed a questionnaire to be distributed to the participants. The questionnaires contained questions regarding the information and data about the participants; state of the participant as a working student; the difficulties and problems the participants are facing as a working student and questions that answer the statement of the problem of this study. The questionnaire consisted of three parts. The first part included questions about the demographic profile of the respondents, the second part contained questions on which the information and data about the respondents as a working student will be gathered and the third part consisted questions which will be answered by number with different level of extent like 1- I certainly agree, 2- I agree, 3- Not sure, 4- I disagree, and 5- I certainly disagree. REFERENCES http://www.equisearch.com/horses_riding_training/english/working_students_120909/ http://www.slideshare.net/mcgreevy/working-students-face-tough-challenges http://ygoy.com/2011/02/05/students-working-more-than-20-hours-face-academic-and-behavioral-problems/ http://www.brockport.edu/career01/upromise.htm http://opinion.inquirer.net/inquireropinion/columns/view/20080401-127563/Working-student http://www.stonybrook.edu/workingclass/publications/VGonzalez09.pdf http://definitelyfilipino.com/blog/2011/11/09/working-student-a-students-sacr

A Brief History of the Cuban Revolution

A Brief History of the Cuban Revolution In the final days of 1958, ragged rebels began the process of driving out forces loyal to Cuban dictator Fulgencio Batista. By New Year’s Day 1959, the nation was theirs, and Fidel Castro, Chà © Guevara, Raà ºl Castro, Camilo Cienfuegos, and their companions rode triumphantly into Havana and history. The revolution began long before, however, and the eventual rebel triumph was the result of many years of hardship, guerrilla warfare, and propaganda battles. Transcendental Graphics / Getty Images Batista Seizes Power The revolution began in 1952 when former Army Sergeant Fulgencio Batista seized power during a hotly contested election. Batista had been president from 1940 to 1944 and ran for president in 1952. When it became apparent that he would lose, he seized power before the elections, which were canceled. Many people in Cuba were disgusted by his power grab, preferring Cuba’s democracy, as flawed as it was. One such person was rising political star Fidel Castro, who would likely have won a seat in Congress had the 1952 elections taken place. Castro immediately began plotting Batista’s downfall. Assault on Moncada On the morning of July 26, 1953, Castro made his move. For a revolution to succeed, he needed weapons, and he selected the isolated Moncada barracks as his target. 138 men attacked the compound at dawn: it was hoped that the element of surprise would make up for the rebels’ lack of numbers and arms. The attack was a fiasco almost from the start, and the rebels were routed after a firefight that lasted a few hours. Many were captured. Nineteen federal soldiers were killed; the remaining ones took out their anger on captured rebels, and most of them were shot. Fidel and Raul Castro escaped  but were captured later. 'History Will Absolve Me' The Castros and surviving rebels were put on public trial. Fidel, a trained lawyer, turned the tables on the Batista dictatorship by making the trial about the power grab. Basically, his argument was that as a loyal Cuban, he had taken up arms against the dictatorship because it was his civic duty. He made long speeches and the government belatedly tried to shut him up by claiming he was too ill to attend his own trial. His most famous quote from the trial was, â€Å"History will absolve me.† He was sentenced to 15 years in prison  but had become a nationally recognized figure and a hero to many poor Cubans. Mexico and the Granma In May 1955 the Batista government, bending to international pressure to reform, released many political prisoners, including those who had taken part in the Moncada assault. Fidel and Raul Castro went to Mexico to regroup and plan the next step in the revolution. There they met up with many disaffected Cuban exiles who joined the new â€Å"26th of July Movement,† named after the date of the Moncada assault. Among the new recruits were charismatic Cuban exile Camilo Cienfuegos and Argentine doctor Ernesto â€Å"Chà ©Ã¢â‚¬  Guevara. In November  1956, 82 men crowded onto the tiny yacht Granma and set sail for Cuba and revolution. In the Highlands Batista’s men had learned of the returning rebels and ambushed them. Fidel and Raul made it into the wooded central highlands with only a handful of survivors from Mexico; Cienfuegos and Guevara were among them. In the impenetrable highlands, the rebels regrouped, attracting new members, collecting weapons, and staging guerrilla attacks on military targets. Try as he might, Batista could not root them out. The leaders of the revolution permitted foreign journalists to visit and interviews with them were published around the world. The Movement Gains Strength As the July 26th movement gained power in the mountains, other rebel groups took up the fight as well. In the cities, rebel groups loosely allied with Castro carried out hit-and-run attacks and nearly succeeded in assassinating Batista. Batista decided on a bold move: he sent a large portion of his army into the highlands in the summer of 1958 to try and flush out Castro once and for all. The move backfired: the nimble rebels carried out guerrilla attacks on the soldiers, many of whom switched sides or deserted. By the end of 1958, Castro was ready to deliver the knockout punch. Underwood Archives / Getty Images Castro Tightens the Noose In late 1958 Castro divided his forces, sending Cienfuegos and Guevara into the plains with small armies; Castro followed them with the remaining rebels. The rebels captured towns and villages along the way, where they were greeted as liberators. Cienfuegos captured the small garrison at Yaguajay on Dec. 30. Defying the odds, Guevara and 300 weary rebels defeated a much larger force at the city of Santa Clara on December 28–30, capturing valuable munitions in the process. Meanwhile, government officials were negotiating with Castro, trying to salvage the situation and halt the bloodshed. Victory for the Revolution Batista and his inner circle, seeing that Castro’s victory was inevitable, took what loot they could gather up and fled. Batista authorized some of his subordinates to deal with Castro and the rebels. The people of Cuba took to the streets, joyfully greeting the rebels. Cienfuegos and Guevara and their men entered Havana on January 2nd and disarmed the remaining military installations. Castro made his way into Havana slowly, pausing in every town, city, and village along the way to give speeches to the cheering crowds, finally entering Havana on January 9th. Aftermath and Legacy The Castro brothers quickly consolidated their power, sweeping away all remnants of the Batista regime and muscling out all of the rival rebel groups that had aided them in their rise to power. Raul Castro and Chà © Guevara were put in charge of organizing squads to bring to trial and execute Batista era war criminals who had engaged in torture and murder under the old regime. Although Castro first positioned himself as a nationalist, he soon gravitated toward communism and openly courted the leaders of the Soviet Union. Communist Cuba would be a thorn in the side of the United States for decades, triggering international incidents such as the Bay of Pigs and the Cuban Missile Crisis. The United States imposed a trade embargo in 1962 that led to years of hardship for the Cuban people. Under Castro, Cuba has become a player on the international stage. The prime example is its intervention in Angola: thousands of Cuban troops were sent there in the 1970s to support a leftist movement. The Cuban revolution inspired revolutionaries throughout Latin America as idealistic young men and women took up arms to try and change hated governments for new ones. The results were mixed. In Nicaragua, rebel Sandinistas eventually did overthrow the government and come to power. In the southern part of South America, the upswing in Marxist revolutionary groups such as Chiles MIR and Uruguays Tupamaros led to right-wing military governments seizing power; Chilean dictator  Augusto Pinochet is a prime example. Working together through Operation Condor, these repressive governments waged a war of terror on their own citizens. The Marxist rebellions were stamped out, but many innocent civilians died as well. Cuba and the United States, meanwhile, maintained an antagonistic relationship well into the first decade of the 21st century. Waves of migrants fled the island nation over the years, transforming the ethnic makeup of Miami and South Florida; in 1980 alone, more than 125,000 Cubans fled in makeshift boats in what came to be known as the Mariel Boatlift. After Fidel In 2008, the aging Fidel Castro stepped down as president of Cuba, installing his brother Raul in power. During the next five years, the government gradually loosened its tight restrictions on foreign travel and also began allowing some private economic activity among its citizens. The U.S. also began to engage Cuba under the direction of President Barack Obama, and by 2015 announced that the long-standing embargo would gradually be loosened.   The announcement resulted in a surge of travel from the U.S. to Cuba and more cultural exchanges between the two nations. However, with the election of Donald Trump as president in 2016, the relationship between the two countries is in flux. Fidel Castro died on Nov. 25, 2016.  Raà ºl Castro announced municipal elections for October 2017, and Cubas National Assembly officially confirmed Miguel Dà ­az-Canel as Cuba’s new head of state.

Understanding and Using the Simple Present Tense

Understanding and Using the Simple Present Tense The present simple tense is typically one of the first verb tenses that new English students learn. It is used to describe action that takes place on a regular basis. The present simple also can be used to express feelings, facts, opinion, and time-based events. Dont confuse the present simple tense with the present continuous tense, which is used to describe something that is currently taking place. For example: Present simple tense: I catch the bus at 8:50 a.m. to go to work. Present continuous tense: I am riding the bus to work. Want to know more about verb tenses? Check out this illustrated verb  timeline, then use these learning strategies to improve your English skills. Practicing the Present Simple Tense One good way to improve your English speaking skills is to use role-playing exercises. With a classmate or a friend, try using the following dialogue to practice the present simple tense. Mark: Hello, Can I ask you some questions for an interview? Jennifer: Yes, I can answer some questions. Mark: Thank you for taking the time. Now, first question: What do you do? Jennifer: I work in a library. Im a librarian. Mark: Are you married? Jennifer: Yes, I am. Mark: What does your husband do? Jennifer: He works as a policeman. Mark: Do you usually have dinner together? Jennifer: Yes, we do. Mark: How often does your husband exercise? Jennifer: He sometimes exercises four times a week. But, he usually exercises only twice a week. Mark: Where do you like to go on holiday? Jennifer: We rarely go on holiday. However, we like to go to the mountains if we can. Mark: What type of books do you read? Jennifer: I often read horror stories. Mark: Thank you very much for answering my questions. Jennifer: Youre welcome! When To Use Notice from the above dialogue and following chart that the present simple is often used to describe what we do every day. We use verbs of frequency (always, sometimes, usually, etc.) which indicate a habit. Other instances that call for the present simple tense include: Permanent or long-lasting situations Where do you work? The store opens at 9 a.m. She lives in New York. Regular habits and daily routines I usually get up at 7 a.m. She doesnt often go to the cinema. When do they usually have lunch? Facts The earth revolves around the sun. What does strange mean? Water doesnt boil at 20 degrees. Feelings I love walking around late at night during the summer. She hates flying! I dont want to live in Texas. Opinions and states of mind He doesnt agree with you. I think he is a wonderful student. What do you consider your best accomplishment? Timetables and schedules The plane leaves at 4 p.m. When do courses begin this semester? The train doesnt arrive until 10.35 a.m. Verb Conjugation The present simple tense can be expressed in three ways: positive, negative, or as a question. Conjugating the positive form is easy for the first- and second-person references such as I or you. Just use the root form of the verb. For third-person references, add an s to the verb. For example: I eat lunch at noon. You play tennis at noon. He walks to school every day. She watches TV in the evening. It sleeps under the couch. We study English at school They eat lunch at noon. The negative form uses the  helping verb  do for first- and second-person references and does for the third-person. You can also express the negative form as a contraction. For example: I do not leave work early on Mondays. You don’t like to watch TV. He does not understand the question. She doesn’t ride a bike. We do not have any money. They dont leave at noon. If the present simple tense is expressed in the form of a question, use do or does, followed by the subject, and the  verb in questions. For example: Do I work in this company? Do you get up early? Do we often drive to work? Do they understand French? Does he like to watch TV? Does she believe in ghosts? Does it leave at noon?

Summary Report Assignment - The World is Flat Essay

Summary Report Assignment - The World is Flat - Essay Example instead embrace these changes as a means of further specializing the work force and using these elements of a flat world to the competitive advantage of the skilled worker in the United States; to the same degree and extent to which skilled workers elsewhere throughout the globe are using the talents and skill sets of laborers elsewhere to promote industry and development. A further focus is placed upon seeking to make retirement benefits and insurance less dependent upon the actual employer and more dependent upon the government. This prescription is rather strange as Friedman can otherwise be understood as a laissez faire economist; however, this particular approach is one that allows the reader to come to the understanding that even though the economic principles that he supports and promotes are fiscally conservative, there is a strain of economic liberalism in his approach. This of course makes his view more balanced and palatable to those that might otherwise by put off by his more hands off approach to global