Macbeth and the Tragedy Element free essay sample

An analysis of Shakespeares Macbeth and how it differs from other Shakespearean tragedies. Macbeth is one of Shakespeares most well-known tragedies. This paper highlights the difference of this play to some of his other famous plays. The play is very short compared to other plays. Shakespeare uses the play to mimic contemporary issues that were of concern in his time. But unlike some Shakespearean plays, Macbeth is a hero and also a villain. This paper takes a look at these issues. Macbeth is based on the life of the king of Scotland. Macbeth was the governor of Moray and killed a man named Duncan in 1040 in a fight. Macbeth was probably of royal blood. Macbeths wife was a royal she was the granddaughter of Kenneth III. Kenneth III was overthrown by one of Duncans ancestors. Macbeth was eventually defeated in 1054. A man named Malcom killed Macbeth in a fight and sat on the throne as Macolm III. We will write a custom essay sample on Macbeth and the Tragedy Element or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It has been said that Shakespeare probably adapted the story from versions told by Raphael Holinshed and Hector Boece (Macbeth).

Free Essays on Because I Could Not Stop For Death

Because I could not stop for death In this classic poem Emily Dickinson realizes that to escape death is impossible and she shows that it need not be painful, therefore the poem maintains a serene tone throughout. Although not necessarily depicted as a sadistic murderer of innocence, death is indeed personified by Dickinson to a certain extent, as an unavoidable conqueror- one hanging over us and around us, inescapable. The first line tells us exactly what we’re reading about and what we can expect. There is no gradual build up to the main point as is the case with the works of some other poets. Instead, there is merely a progression of explanation. Many years beyond the grave, the narrator portrays the placid process of her passing, in which death is personified as he escorts Emily to the carriage. During her slow ride she realizes that the ride will last for all eternity. â€Å"The carriage held but just Ourselves-And Immortality.† It is my opinion that the speaker in this poem exemplified the voice of all people- not wanting to. She ‘could not stop for death’ as none of us really believe we can or that we have the time. Most people die unexpectedly- and are not ready to stop everything they have and want to do just to cease living. It seems that the narrator in this case had too much for which to live and she had not finished her life. Hence, she tried to del ay death; to sidestep it. None of us want to die but none of us can prevent it. The narrator of the poem is especially human and chillingly realistic in that sense. And so the clichà © reminds us, death will find us when we hide from it. By riding with death, however, the narrator fools herself into thinking that she is not dead. She has found immortality by riding along â€Å"with† death. As we pass the school, the fields, and the sun, we pass through all the stages of life. Death does not come quickly. Rather, it arrives with a menacing slo... Free Essays on Because I Could Not Stop For Death Free Essays on Because I Could Not Stop For Death The Cycle of Life For as long as history has been recorded, man has always been at odds at with the thought of his own death. Even the few who have accepted death amiably have at some point feared, dreaded, or attempted to postpone its arrival. We have personified death as someone evil who appears unpredictably, only to take you unwillingly from this world to the next. But in reality, we know that death is not the uncontrollable grim reaper that we find in fairy tales and movies. Rather than being malicious and unjust, death is an inevitable part of the cycle of life. In recent centuries, poets have spent much of their time writing of death and its inescapability-both as something to be admired as well as feared. In her haunting poem entitled, â€Å"Because I Could Not Stop For Death,† Emily Dickinson realizes that to escape death is unachievable, and she shows that it need not be painful, therefore the poem sustains a serene tone throughout. Death is personified by Dickinson as being compassi onate, and kind- making it feel more acceptable. Through Dickinson's precise style of writing, effective use of literary elements, and vivid imagery, she creates a poem that can be interpreted in many different ways. As human beings, it is in our nature to feel that death does not come in a convenient or opportune time. When Dickinson says, â€Å"Because I could not stop for Death,† she causes the reader to begin wondering why she could not stop. The apparent response is that she was so wrapped up in the chaos of life, she was too busy to think Golriz 2 about death. She makes death’s inescapability clear in the next line though when she says, â€Å"He kindly stopped for me.† In this last line she has begun to personify Death as a gentleman, rather than the vindictive evildoer he is normally thought of as being. The next lines, â€Å"The Carriage held but just Ourselves-/ And Immortality,† suggest that life is our most precious tenure and prom... Free Essays on Because I Could Not Stop For Death Because I could not stop for death In this classic poem Emily Dickinson realizes that to escape death is impossible and she shows that it need not be painful, therefore the poem maintains a serene tone throughout. Although not necessarily depicted as a sadistic murderer of innocence, death is indeed personified by Dickinson to a certain extent, as an unavoidable conqueror- one hanging over us and around us, inescapable. The first line tells us exactly what we’re reading about and what we can expect. There is no gradual build up to the main point as is the case with the works of some other poets. Instead, there is merely a progression of explanation. Many years beyond the grave, the narrator portrays the placid process of her passing, in which death is personified as he escorts Emily to the carriage. During her slow ride she realizes that the ride will last for all eternity. â€Å"The carriage held but just Ourselves-And Immortality.† It is my opinion that the speaker in this poem exemplified the voice of all people- not wanting to. She ‘could not stop for death’ as none of us really believe we can or that we have the time. Most people die unexpectedly- and are not ready to stop everything they have and want to do just to cease living. It seems that the narrator in this case had too much for which to live and she had not finished her life. Hence, she tried to del ay death; to sidestep it. None of us want to die but none of us can prevent it. The narrator of the poem is especially human and chillingly realistic in that sense. And so the clichà © reminds us, death will find us when we hide from it. By riding with death, however, the narrator fools herself into thinking that she is not dead. She has found immortality by riding along â€Å"with† death. As we pass the school, the fields, and the sun, we pass through all the stages of life. Death does not come quickly. Rather, it arrives with a menacing slo... Free Essays on Because I Could Not Stop For Death Because I Could Not Stop For Death The poem â€Å"Because I could not stop for Death† by Emily Dickinson, expresses the speaker’s reflection on death. The poem focuses on the concept of life after death. This poem’s setting mirrors the circumstances by which death approaches, and death’s tone appears kind and compassionate. It is through the promise of immortality that fear is removed, and death not only becomes acceptable but welcomed as well. As human beings, we feel that death never comes at a convenient or opportune time. However, when death makes an appearance, it approaches bearing gifts of kindness, â€Å"Civility,† â€Å"And Immortality.† One can almost envision civility as being tall, dark, and handsomely dressed in a black tuxedo, arriving promptly, as any gentlemen would, to pick up his date for an evening out. Immortality also serves as a passenger in death’s â€Å"Carriage.† This signifies the miracle of life is our most precious possession and promi ses the gift of unending life, as shown by â€Å"The Carriage held but just Ourselves- / And Immortality† (lines 3-4). Immortality’s presence helps to remove all fears as we exit the physical world and provides the recipient with the necessary assistance to assure that the transition from reality to spirituality is a pleasant experience. If the promise of immortality did not exist, one would never go along willingly, nor would one welcome death without fear. Death and the speaker ride along with absolutely no concept of the passage of time. They are not hurried, or rushed, as they have forever to reach their destination. This is stated in line 5: â€Å"We slowly drove- / He knew no haste.† Having completed all her earthly chores, the speaker states that they are no longer of any concern to her. For now there is no sewing, cooking, cleaning, farming, or caring for loved ones. The speaker has been allowed the luxury of rest and relaxation, as lines 6-7 reveals: â €Å"And I had ...

History- World War I and World War II Essay Example | Topics and Well Written Essays - 1500 words

History- World War I and World War II - Essay Example The war formally started when Archduke Ferdinand, of Austria-Hungary was killed by Serbians on June 28, 1914. With this assassination, Austria declared war on Serbia and within days, Germany joined in, declaring war on first Russia then France. With the passage of time, other countries started entering the conflict with United States initially declaring that it would remain neutral. This neutrality policy however didn't work when United States noticed that its people were being killed by Germany and that the latter was resorting to unfair means. On April 6, 1917, United States finally joined the Allies against German forces. With United States and Britain launching massive military attacks against the Central Powers, Germany soon lost its powerful place in the war and by July of 1918, it was clear that Allies would win the war. The war came to an end when Allies defeated Germany at Argonne Forest Battle and the Treaty of Versailles was signed. United States did not want to join the conflict that had been rocking the world since 1914. Most Americans also supported government's policy and decided they wanted to stay out of war until 1917 when after a series of unfair German war tactics, President Woodrow Wilson decided to join the Allies and United States formally entered the war. The most important event that many believed triggered United States' entry was the 1915 sinking of British ocean liner Lusitania which resulted in the death of 128 Americans. This ship had been deliberately sunk by German soldiers to restrict and block the supply of food to British soldiers on the front. While the President had previously been remained staunchly against the war, he used some outrages like the sinking of the ship as an excuse to enter the war and secure victory for the Allies. It was for some a war by the kings against the kings. On April 2, 1917, President Woodrow Wilson called an extraordinary session of Congress. The word had al ready leaked out the President was considering joining the war and pacifist staunchly opposed this action. They blocked the roads that were to take President to the Capitol from the White House. But the Sixty-fifth session did finally take place without much trouble at the appointed day and time. The President addressed Congress and explained his reasons for entering the war. He said: "I have called the Congress into extraordinary session because there are serious, very serious, choices of policy to be made, and made immediately, which it was neither right nor constitutionally permissible that I should assume the responsibility of making. On the third of February last I officially laid before you the extraordinary announcement of the Imperial German Government that on and after the first day of February it was its purpose to put aside all restraints of law or of humanity and use its submarines to sink every vessel that sought to approach either the ports of Great Britain and Ireland or the western coasts of Europe or any of the ports controlled by the enemies of Germany within the Mediterranean..The new policy has swept every restriction aside. Vessels of every kind, whatever their flag, their character, their cargo, their destination, their errand,

President Bill Clinton's Impeachment Essay Example | Topics and Well Written Essays - 2500 words

President Bill Clinton's Impeachment - Essay Example Jones to his hotel room and started to make a sexual advancement towards her. Ms. Jones refused to have sex with him (Linder). Included in the least of potential witnesses for Ms. Jones case against President Bill Clinton was a woman by the name Monica Lewinsky. Monica Lewinsky had worked in the White House in the year 1995 and was an intern. Linda Trip, who then was a former employee at the White House, provided Lewinsky’s information. Ms. Trip was a confidante of Ms. Lewinsky, and she had managed to record some of the conversations that she had heard with Ms. Lewinsky without the knowledge of Ms. Lewinsky. The conversations that were recorded were mainly about her contacts with the president. On 12th January of 1998, Ms. Trip provided the tapes of her secret conversations that she had had with Ms. Lewinsky to Kenneth W. Starr who was an Independent Counsel that was pointed to carry out an investigation Whitewater Estate that belonged to Mr. and Mrs. Clinton. On 15th January, Starr secured an approval from Janet Reno, who was the then Attorney General. Janet Reno requested and received an order the Court of Appeals. The request was to expand the scope of the Whitewater prove and introduce new accusations. The next day, there was a meeting between Ms. Tripp and Ms. Lewinsky at a hotel, and federal agents secretly recorded the conversation. The federal agents later confronted Ms. Lewinsky claiming that she had committed perjury and further demanded that she should cooperate in providing evidence against the then president. Ms. Lewinsky at first denied them her cooperation and claimed that much of what she had told Ms. Tripp was not the truth about the events. July of 1998, this was after Ms. Lewinsky had been granted sweeping Immunity from the prosecution by Starr, who was the special prosecutor in the case. Under these new circumstances, Ms. Lewinsky confessed to having had a sexual relationship with President Bill Clinton, which did not include

Bilingualism in the Basque Country Spain

Bilingualism in the Basque Country Spain Agur the first time I heard this word I lived in San Sebastian, Basque Country, Spain. It is Basque and it means bye. When I laid on the beach some weird language I could not understand was spoken over the public address system and after that language followed a Spanish speaking lady saying that a child had been found. I was fascinated by this language, how can it be that it is so different from all the other languages I know? When I heard about the paper subjects I immediately knew I wanted to find out more about the Basque language and the bilingual system in the Basque Country in Spain. In this paper I will discuss the multilingual history of Spain, describe the situation of the Basque language in the Basque country and I will develop more about the educational systems to stimulate Basque language proficiency. I hope to give the reader an insight in the Basque educational system, the Basque Country itself and in the multilingual history of Spain. This paper consists out of a liter ature review on the basis of earlier studies because it was hard to find evidence on my own. At first this paper will describe the history of multilingualism in Spain, has the Spanish government always allowed bilingual education? Which co-official languages exist in Spain? Then a closer look will be taken on the Basque Country: a description of the area will be given, percentages of bilingual speakers, the attitude of Basque speakers towards Basque; why and when do they speak the language? In the next paragraph the educational models that were created by the Basque government will be described. These models were created to improve the second language proficiency in Basque for Spanish-speakers. An overview will be given of the three existing educational models. Finally a paragraph will discuss the attitude of Basque speakers and non-Basque speakers; where is Basque mostly spoken? Why there? Has the number of students studying Basque increased of decreased? This paper will be ended with a conclusion which sums up all the major findings of this paper. History multilingualism Spain Spain, as we know it today, is a multilingual country. It consists out of seventeen autonomous communities. Six of these communities (Catlonia, the Valencian Community, the Balearic islands, Galicia, the Basque Country and Navarre) recognize a language of their own which is, together with Spanish, the official language in their territory. All Spanish autonomous communities have received legislative power in some areas. One of those areas is education, so the Spanish autonomous communities can adapt their own rules on education. So all the six communities with their own language can offer education in this language. This sounds all very positive; the possibility to teach children in the minority language and to have the minority language recognized as being an official language. Yet the life story of multilingualism has not always been like this. Thanks to historical developments, we can speak of the multilingual country Spain, but multilingualism used to be forbidden during the dictatorship of General Franco (1939-1975). After the Civil War (1936-1939) General Franco came in power and this put an end to the second republic. During Francos regime he declared Spanish as the only official language, and Franco forced the minority languages to disappear from the public domains; they could not be used in the media, public administration nor in education. The use of the languages was limited to domestic use, the people could only speak their language in their homes and not on the street, at work or other public places. When Francos regime came to an end, Spain established a democracy and a new Constitution was passed (1978). Many new regulations were adapted and the new Statues of Autonomy were passed. These statues divided Spain in the following autonomous commun ities: Aragà ³n, Asturias, the Balearic Islands, the Basque Country, the Canary Islands, Cantabria, Castilla-La Mancha, Castilla-Leon, Catalonia, Ceuta and Melilla, Extremadura, Galicia, La Rioja, Madrid, Murcia and Navarra. The country was not only divided into different areas, some areas also retrieved an official status for their own language, which was the case for Catalan, Basque and Galician. Spanish became the official language of the Spanish state, but the autonomous communities can have an own official language next to Spanish. This meant that all the minority languages in Spain were acknowledged. Nowadays Catalonia, Valencia, the Balearic Islands, the Basque country and Galicia have two official languages; Spanish and the official language of their territory. All the Parliaments of the above mentioned communities together created the Laws of Linguistic Normalization in 1983. This was a reaction on the regime of Franco. The laws not only gave minority languages the co-official status next too Spanish, but also the right to know and use the other language in any context, the principle of no discrimination on linguistic grounds and control of the educational system, culture and media to the autonomies (Huguet et al. 2008). Another aim of the Laws of Linguistic Normalization is to ensure that students have a balanced command of Spanish and their second language by the time they leave school. This aim has led to Catalan, Valencian, Balearic, Navarrese, Basque and Galician educational systems to create bilingual schools where mother tongue Spanish speakers can develop their language competence in the minority language (Lasagbaster and Huguet, 2007, Huguet, et al 2008). During the last twenty years bilingual education has increased in Spain. The Laws of Linguistic Normalization give autonomies the right to develop their own educational systems following a bilingual criteria. A description of the educational system in the Basque Country can be found on p. 8 of this paper. Figure Map of Spanish bilingual communities In figure 1 (Huguet, et al 2008) the communities with their own official language besides Spanish are highlighted: the Balaeric islands (where Catalan is spoken), the Basque Country and Navarre (where Basque is spoken) , Galicia (where Galician is the minority language) and Valencia (where Valencian is spoken). The autonomous communities of Aragon (where both Catalan and Aragonese are spoken) and Asturias (where Asturias is spoken) are also added to the figure. In Aragon and Asturias the minority languages have no legal status. Tabel Percentage of inviduals who can understand and can speak the minority language (Huguet et al, 2008) Catalonia Valencia The Balearic Islands Galicia The Basque Country Navarra Individuals who can understand (passive) 97 89 92 99 44 23 Individuals who can speak (active) 79 56 72 89 29 16 This table shows an enormous difference between the communities. In Catalonia, Valencia, the Balearic Islands and Galicia over 90% of the population can understand the minority language and many (although less than 90%) can also speak the minority language. Yet in the Basque Country and Navarra the percentages are much lower, less than 50% of the population can understand the minority language and even a lower percentage can speak it. But in the case of the Basque Country, many things are done to improve the situation of the minority language as we will discuss in the next paragraphs. The Basque country The Basque country covers an area of approximately 20,742 square kilometres and is divided into seven provinces: three belonging to the French Pyrenà ©es Atlantiques community (Lapurdi, Nafarroa, Beherea and Zuberoa), and four to two autonomous regions in Spain (The Basque Autonomous Community and Navarre). In this paper the situation of the Basque Autonomous Community (BAC) will be described. The total Basque population exists out of 3 million inhabitants, with 92% being Spanish citizens. In the BAC live around 2.1 million inhabitants, of which 24.7% are bilingual and 16.3% are passive bilingual. Basque is a minority language spoken by only 27% of the population. The Basque language is the only non-Indo-European language in Western Europe and although the language has been in touch with many Roman languages (Spanish, French, Catalan), it is completely unrelated to them. This is probably one of the most important reasons why so few people of the Basque population (almost 60%) do not understand Basque at all. The language differs so much from Spanish and other Roman languages in Spain that it has no interface with other languages in the country. Spanish is the first official and dominant language in BAC, so that makes all Basque speakers bilingual because they speak Spanish and Basque. Since Spanish is also the dominant language is makes proficiency in Basque not necessary in many areas. (Perez Vidal, ..) The monolingual Spanish speakers in the BAC do not necessarily need the Basque language to survive in the BAC. Everyone around them speaks English, in formal settings the language spoken is mostly Spanish, the media mostly publishes in Spanish, and so everything around them is in Spanish. This especially counts for the bigger cities, such as Bilbao or San Sebastià ¡n (Donostia in Basque). In smaller villages in the country side there are more people who speak Basque and speaking Basque becomes more of a necessity. Thanks to the promotion of Basque in schools there has been an increase of 95,000 Basque speakers from 1981 to 1991 (Garmendia 1994, Perez Vidal ..) and in the next decade (1991-2001) the percentage of bilinguals in the range of 16-24 years old has almost doubled, from 25% to 48% (Gobierno Vasco, 2003; Huguet 2008). Basque is in the process of reversing language shift (Fishman 1991, Cenoz 2005). Reversing language shift is putting a stop to the declining use of a language and increasing its status in the population. Joshua Fishman created eight steps in which a dead or threatened language can be brought back to life. The Basque language is in the process of being revitalised. The Basque language is used more and more by the Basque population and the attitudes towards the language are increasingly positive. Basque is used as a medium of instruction, on the Basque television channel, on the Basque radio and in Basque newspapers. Even though the use of the Basque language increases, the other official language of BAC, Spanish, is used more for these purposes. So Basque is present in the media of the BAC, yet Spanish takes a bigger role and is more used in the Basque media. But a high percentage of Bascophones do use the media in Basque; 77% of the Basque bilinguals listen to the Basque radio and 82% watches the Basque television (Cenoz 2005). Bascophones speak Basque in the private domain and they tend to use Spanish for formal settings. Bascophones use Basque to talk to their children, and mostly use Spanish to communicate with other family members. The factors that influence the usage of Basque are: the number of Bascophones in the subjects social networks, the relative ease with which the subject has to use Basque and Spanish, and the number of Bascophones in the sociolinguistic area where the subject lives. (Euskararen Jarraipena I 1995 cited in Cenoz 2005: page 43). So even though the Basque language is growing in popularity, it is remarkable to see that Bascophones prefer to use Basque in their domestic area and speak Spanish in more formal settings. Basque in education Bilingual education has been present in the Basque educational system since the 19th century. Some schools were bilingual or even trilingual (i.e. Spanish, Basque and French). Spanish schools are either public or private. Public schools are usually fully or partially funded by the Spanish government so parents do not have to pay a lot of money for their children attending school, private schools are not financed by the government, which means that parents have to pay more money if they want their children to study there. During the 1960s a number of private Basque schools (ikastolas) were founded. The ikastolak schools are created as a promotion tool for the usage of Basque in education, and even though in the 1960 it was illegal to use Basque in education, the number of students increased over the years. Today most of the ikastolak are part of the Ikastolen Elkartea, which is a covering body preoccupied with the promotion of different projects to improve the quality of education (in kindergarten, primary and secondary education). With the Law of Linguistic Normalization both Basque and Spanish became compulsory subjects at school and three models of bilingual education were created. These models are based on the assumption that bilingual education has important advantages. For example, bilingual education can have a positive effect on cognitive development and communication ability. Bialystok found that bilingual children were superior to monolingual children on measures of the cognitive control of linguistic processes. (Bialystok 1978b cited in Baker, 2006: page 157) The three different bilingual models in the BAC are: Model A, B, and D. (The C does not exists in Basque). Model A: This model is intended for mother tongue speakers of Spanish who want instructions in Spanish. All subjects are in Spanish, except for Basque, which is taught four to five hours a week. Model B: This model is intended for mother tongue speakers of Spanish who want to be bilingual in Spanish and Basque. Both languages are used as languages of instruction for 50% of the school time. Model D: The model was intended as a maintenance program for the Basque, but many Spanish students are studying according to this model as well. Basque is the language of instruction and Spanish is taught as a subject for four to five hours a week. Model D schools can be seen as both total immersion programmes for majority language (Spanish) students and first language maintenance programmes for native Basque speakers. Parents can choose the model they want for their children and both models are available at public and private schools. From 1983/1983 to 2004/2005 the amount of pre-university students enrolled in Model A has decreased from 415.456 (79.34%) to 81.603 (26.69%), yet Model B has increased from 44.458 (8.49%) to 69.941 (22.88%) but Model D has increased the most: from 63.699 (12.17%) to 154.164 (92%). The majority of all the pupils (92%) are enrolled in Models B and D. (Huguet et al 2008) In Table 2 we see the number of students in the different models in the BAC in the year 2001-2002. At every level, either kindergarten, primary school or at compulsory secondary school the highest amount of students is studying according to model D, where Basque is the language of instruction and Spanish is a subject. Model B is the runner up, where both languages are languages of instruction, and the lowest amount of students study in Model A, where Spanish is the language of instruction and Basque is taught as a subject. This shows the trend that a lot of students choose to study Basque and that the language its popul arity is growing. (p.t.o. for table) Table Number of students in Models A,B, and D in the BAC (2001-2002) Model A Model B Model D Other Kindergarten and primary school 24.831 45.807 85.676 1.255 (3- 12 year-old children) 15.8% 29.1% 54.3% 0.8% Compulsory secondary school 26.370 19.131 31.651 597 (12-16 year-old children) 34% 24.6% 40.7% 0.7% Language attitude The status of the Basque language has increased during the last fifty years. The number of students studying Basque has increased and this influences the number of bilinguals in the BAC. But there still seems to be a gap between the knowledge and the use of Basque in daily life. As mentioned before: Basque can be found in education and in the media, yet Spanish is still the prevailing language. Bascophones usually tend to use their language in the home situation and not in more formal settings. It is remarkable that more and more native Spanish speakers decide to study Basque (in either Model B or D schools), yet Basque is still a domestic language. Spanish is still the dominant language in the BAC, the use of Basque in daily life is limited to areas that are dominated by Bascophones. Maybe the language attitude towards the Basque language has an influence on the use of Basque. Lasagabaster (2005) has done a research on this subject; Attitudes towards Basque, Spanish and English. He defined attitudes with the words of Skehan (1989): attitudes are part of the so-called affective variables of language learning, together with personality, motivation, the learners expectations, social cultural experience or anxiety. Lasagabaster states that attitudes are a key factor in sociolinguistics and language learning. He used 1087 participants, all undergraduates in the age range of 18-50 and all studying at university. The participants studied at one of the three campuses in which the university of the BAC is divided: Arba, Bizkaia and Gipuzkoa. Lasagabaster found that the degree in competence in Basque influenced the students attitudes towards Basque; very competent students had a more positive attitude than those with little or good demand of the language. The same counts f or Spanish, if a students speaks very well Spanish, the attitude towards the language will be more positive than the attitude of someone whose Spanish is of a lower level. He also found that students living in a dominant Basque-speaking area (such as small towns) are more favourable towards the Basque language than those who live in dominant Spanish-speaking areas (such as big cities).This can be explained by the migration from Spanish workers to the BAC on the labor market. The younger generation in the BAC tends to use Spanish instead of Basque. This can be explained by the fact that majority languages usually seem to be cooler than the minority languages to the teenagers, therefore they prefer to speak Spanish. Conclusion Schools should try to intervene in the attitude towards Basque. They should try to create language awareness courses to change the attitudes towards the minority language. Teachers could do this by showing the students how rich the world becomes with so many different languages. A positive attitude towards Basque is increasing, but more should be done to change the status of Basque as minority language in its own territory. The government should try to change the language attitude towards Basque. The heritage of Franco (the use of domestic Basque) should be disinherited. The Bascophones should feel that they can also use their own language outside their homes and use it at work or on the street. But therefore more people should learn Basque, because otherwise only a small amount of colleagues would understand the Bascophones. By implementing more Basque on educational and media level the usage of Basque will grow. More people will be forced to speak or learn Basque and the attitude t owards the language will increase positively even more. It will not only be dominant in the smaller villages, but also in the bigger cities. As a result the language will be everywhere and the native Spanish speakers who studies Basque will learn the language with more ease. The only risk of so many non-native Basque speakers is that they will influence the language and add a Spanish influence to the grammar or lexical level. Unfortunately, attitudes are difficult to change. The attitude towards Basque has been negative under the leadership of Franco (which lasted for almost 40 years) and to changing this attitude immediately is impossible. It takes small baby steps, but those baby steps are heading the right way. In the example of Spain we can see that there is a political influence on language education and attitude. During Francos regime the use of minority languages in public was forbidden, this influenced the attitudes towards the minority languages. Nowadays Basque is still not used often in formal settings, Bascophones tend to use Basque for domestic use and Spanish in formal settings. Most of the media in the BAC are in Spanish and not in Basque. It seems that Francos regime still has an impact on the use of the Basque language in formal settings. But to close of with a positive note: bilingualism in the Basque country has come a long way. Basque used to be forbidden and nowadays the attitude towards the language is growing positively. More and more students are attending model D schools, schools where the language of instruction is Basque and Spanish is taught as a subject. Although the situation of Basque is improving, there are still few people who speak the language, but thanks to the increase of students the number of bilinguals in the BAC also increases. Hopefully this will prevent Basque becoming a dead language and remain a vivid language.

Ulysses S. Grant Essay -- essays research papers

Ulysses S. Grant lived an interesting life. He gave so much to this country. His life was exciting and he lived in many different places, from small houses to a house given by people to the white house. From saving the blacks from more slavery to giving the U.S. bad years from presidency.   Ã‚  Ã‚  Ã‚  Ã‚  Ulysses S. Grant was an American general and the 18th president of the U.S. (Williams 53).Grant was born in point pleasant, Ohio, on April 27 ,1822, the son os Hannah Simpson and Jesse Grant, the owner of a tannery (Williams 52). In 1839, under the name of Ulysses Simpson, instead of his original Hiram Ulysses, he was appointed to West Point (â€Å"Ulysses†Online). Graduating 21st in a class of 39,loosing to Robert E. Lee, who came 1st (â€Å"Ulysses†Online). There he met Julia Dent, whom he married after the Mexican war (â€Å"Grant†314). During the Mexican war, Grant served under both General Zachary Taylor and General Winfield Scott and distinguished himself (â€Å"Ulysses†Online). In 1854, while stationed at Fort Humboldt, California, Grant resigned his commission because of loneliness and drinking problems, and in the following years he engaged in generally unsuccessful farming and business ventures in Missouri(Williams 19- 59). He moved to Galena, Illinois, in 1860, where he became a clerk in his father's leather store (Williams 21).   Ã‚  Ã‚  Ã‚  Ã‚  In the Civil War, after an indecisive battle raid on Belmont, Missouri, he gained fame when in February 1862, in conjunction with the navy; he succeeded in reducing Forts Henry and Donelson, Tennessee, forcing General Simon B. Buckner to accept unconditional surrender and earned him the nickname Unconditional Surrender Grant (Williams 52). In 1863 he established his reputation as a strategist in the brilliant campaign against Vicksburg, Mississippi, which took place on July 4 (â€Å"Ulysses†Online). After being appointed commander in the west, he defeated Braxton Bragg at Chattanooga (â€Å"Ulysses†Online). Grant's victories made him so prominent that he was promoted to the rank of Lieutenant General and in February 1864 was given command of all Union armies(â€Å"Ulysses†Online). Grant accompanied the army of the Potomac in its overland assault on Richmond, Virginia.Grant continues to press the drive against General Robert E. Lee's army (â€Å"Ulysses†Online). After... ...p;After retiring from the presidency, Grant took a long trip around the world. Returning in 1879, he became an unsuccessful candidate for the presidential nomination, which went to James A. Garfield (Williams 58). In 1881 Grant moved to New York City, Where he became a partner in the Wall Street firm of Grant and Ward; he was so close to ruin when the company collapsed in 1884 (â€Å"Ulysses†Online). To provide for his family, he wrote his memoirs while fighting cancer of the throat; he died at Mount Gregor, New York, on July 23,1885 (Williams 52-59).   Ã‚  Ã‚  Ã‚  Ã‚  He gave so much to this country and we never had a chance to thank him, not by giving stuff to him like the memorial but to say it up close and shaking hands with him. He was a great   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3 General by giving the slaves freedom and fighting for them, if he hadn’t fought for us think about where we would be right know. From the best General of the U.S. Army to 1 of the worst Presidents he still did good for this country. Ulysses S. Grant Essay -- essays research papers Ulysses S. Grant lived an interesting life. He gave so much to this country. His life was exciting and he lived in many different places, from small houses to a house given by people to the white house. From saving the blacks from more slavery to giving the U.S. bad years from presidency.   Ã‚  Ã‚  Ã‚  Ã‚  Ulysses S. Grant was an American general and the 18th president of the U.S. (Williams 53).Grant was born in point pleasant, Ohio, on April 27 ,1822, the son os Hannah Simpson and Jesse Grant, the owner of a tannery (Williams 52). In 1839, under the name of Ulysses Simpson, instead of his original Hiram Ulysses, he was appointed to West Point (â€Å"Ulysses†Online). Graduating 21st in a class of 39,loosing to Robert E. Lee, who came 1st (â€Å"Ulysses†Online). There he met Julia Dent, whom he married after the Mexican war (â€Å"Grant†314). During the Mexican war, Grant served under both General Zachary Taylor and General Winfield Scott and distinguished himself (â€Å"Ulysses†Online). In 1854, while stationed at Fort Humboldt, California, Grant resigned his commission because of loneliness and drinking problems, and in the following years he engaged in generally unsuccessful farming and business ventures in Missouri(Williams 19- 59). He moved to Galena, Illinois, in 1860, where he became a clerk in his father's leather store (Williams 21).   Ã‚  Ã‚  Ã‚  Ã‚  In the Civil War, after an indecisive battle raid on Belmont, Missouri, he gained fame when in February 1862, in conjunction with the navy; he succeeded in reducing Forts Henry and Donelson, Tennessee, forcing General Simon B. Buckner to accept unconditional surrender and earned him the nickname Unconditional Surrender Grant (Williams 52). In 1863 he established his reputation as a strategist in the brilliant campaign against Vicksburg, Mississippi, which took place on July 4 (â€Å"Ulysses†Online). After being appointed commander in the west, he defeated Braxton Bragg at Chattanooga (â€Å"Ulysses†Online). Grant's victories made him so prominent that he was promoted to the rank of Lieutenant General and in February 1864 was given command of all Union armies(â€Å"Ulysses†Online). Grant accompanied the army of the Potomac in its overland assault on Richmond, Virginia.Grant continues to press the drive against General Robert E. Lee's army (â€Å"Ulysses†Online). After... ...p;After retiring from the presidency, Grant took a long trip around the world. Returning in 1879, he became an unsuccessful candidate for the presidential nomination, which went to James A. Garfield (Williams 58). In 1881 Grant moved to New York City, Where he became a partner in the Wall Street firm of Grant and Ward; he was so close to ruin when the company collapsed in 1884 (â€Å"Ulysses†Online). To provide for his family, he wrote his memoirs while fighting cancer of the throat; he died at Mount Gregor, New York, on July 23,1885 (Williams 52-59).   Ã‚  Ã‚  Ã‚  Ã‚  He gave so much to this country and we never had a chance to thank him, not by giving stuff to him like the memorial but to say it up close and shaking hands with him. He was a great   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3 General by giving the slaves freedom and fighting for them, if he hadn’t fought for us think about where we would be right know. From the best General of the U.S. Army to 1 of the worst Presidents he still did good for this country.

Managerial Decision Making in the Aerospace Industry Case Study

As in many other industries, the IT has changed the way of performing management process. For example, the cost management process went from hand-written and mainframe computers to sophisticated software applications that help reducing the workload, headcount, and expedite the job completion. Also, this helps improving the outcome quality and increase productivity. The managerial accounting process in the aerospace industries follows a certain steps.The success of each of the steps depends heavily on the previous step, any break of inefficiency of one or more of the steps will collapse the whole process. Organizations have to chose between operating a commercial-of-the-shelf software of invest in designing a special software. The companies that chose to operate the commercial software will be able to use it in for operations such as cost estimating, analysis, and proposal pricing.While the special designed software allows more specific operations, it requires a substantial investment to create and operate. Accurate estimation is critical for the financial success and it allows the organization to successfully propose price decision, source of investment. The Department of Defense requires contractor to have an â€Å"acceptable† estimating system. There are different estimate methods such as round table, comparison, detailed, and parametric. A combination of the four methods could be used based of the needs and timing.The pricing proposal step is one of the complexes and demanding functions that requires an analysis for alternative program plans and schedule, prospective cash flow and return on investment, satisfy internal management views, and respond to the costumers’ expectations. The project cost has been depending on applications that were designed internally to help account manager to analyze the cost. After that, some companies created software that targeted the aerospace industry to help them with project scheduling and earned value.The con tinuous change of requirement made by DOD forces the aerospace industry to accommodate the new demands and there was more application software available. The constant change of requirements and imposing new regulations by the government and implementation of the advanced software applications have greatly improved the productivity of the cost analysis managers and reduce the workload on the contractors. This resulted in having more effective cost analysis staff that performs better in satisfying the requirements in less time and cost, and provides an more accurate information.