Saturday, November 30, 2019

WAR And PEACE And How It Effected The World Essay Example For Students

WAR And PEACE And How It Effected The World Essay If your computer starts up in the 24 bit version of the game with fuzzylooking graphics, try re-selecting the screen mode from the F11 menu. Thisshould cure this problem. High colour GTA uses a built-in version of the univbe display driver toprovide its multitude of 15, 16 and 32-bit display modes. If your video cardis not recognised by the univbe check, or if you change your video card andthe check does not update to it, try running uvconfig.exe in the gtadosdirectory. If that doesnt work, try running 24-bit GTA by typinggta24 -nounivbe in the gtados directory. This will cause it to skip univbeand use your video cards native drivers instead. Alternatively, get hold ofthe latest version of univbe from SciTech Software, and run it as a TSR beforerunning GTA. We will write a custom essay on WAR And PEACE And How It Effected The World specifically for you for only $16.38 $13.9/page Order now Windows Drivers ( Grand Theft Auto DirectX )GTA DirectX will only work correctly if you have the latest Windows 95 DirectX Microsoft-certified driver for your video card. Your video card vendorshould be able to supply this. Some of the latest versions of drivers will allow the use ofHigh colour / Low resolution screen modes (recommended). An example of thisis the Matrox Millenium. Gravis UltrasoundThe DOS version of GTA, run under Windows 95, will not play anysound effects with an Ultrasound, UNLESS you shut down windows into MS-DOSmode, or change the PIF from DOS-Box to MS-DOS mode. DOS Version CD Sound-To allow CD audio to play on the DOS version of GTA, when run under abootable version of DOS, make sure that you have the MSCDEX driver loaded. On a Windows 95 machine, if you play the DOS version through Windows, orin a DOS box, you should get CD audio. Sidewinder Control Pad In DOS GTAThe Microsoft Sidewinder pad is not compatible with DOS GTA. However, itcan be used with Windows (DirectX) GTA. Voodoo Graphics (3Dfx) Users-GTA supports 3Dfx Glide 2.42 and higher. Voodoo Graphics users must havethis updated version of Glide installed on their system. To install theupdated Glide runtime driver kit, run the grtvgr.exe file in the 3Dfxfolder of the GTA CD. Note that we recommend 32MB of RAM to run 3DFX GTA. EMM386 (DOS)In DOS 6.22, If you have the line DEVICE=C:DOSEMM386.EXE in your CONFIG.SYS,play GTA, quit then press Ctrl-Alt-Del to reset the machine, you may findthat the keyboard does not respond any more. Book Reports

Monday, November 25, 2019

The eNotes Blog 3 Tips for TeachingReading

3 Tips for TeachingReading For many students, reading comes naturally. It’s possible your students probably don’t think about how they read- they just do it. So for those who speak and read English proficiently, taking extra time to teach them reading skills may seem redundant. However, all students of English- from those who grew up with the language to those who have acquired it as anotherneed the same skills to read effectively. All too often, these skills are either not established or not reviewed. Lets make sure were supporting all of our students by looking at three tips on how to integrate these reading skills into your lessons. Teach Students to Notice Their Reading When approaching a new text, most students read using two general skills: they rely on information exclusively in the text, or they draw on their own background knowledge. However, neglecting one in favor of the other results in students missing out on the full experience of the reading. Ideally, a student will be able to know when she needs to take information directly from the text or when she needs to rely on background knowledge to comprehend what she is reading. For example, here are two exercises Ive tried to help students notice their own reading: First, I give my students a series of sentences to analyze, such as: Marvin is an engineer, but he likes to paint and draw. He goes out walking, and finds a nice spot, and sits and paints all day. He sometimes meets his friend, Anna. She is a dog walker, and always has dogs with her while walking through the park. There are several elements in the above sentences. While reading through them, I ask my students entirely text-based questions, focusing on pronouns and other grammatical markers: Who is he? What does he do? Who is she? What does she do? While asking these questions, I remind my students that they are actively connecting these ideas in the text. Since they have understood what theyve read, they can answer these questions. In the case that students don’t understand the sentences, give students a visual of the reading process on the whiteboard or through a projector. For example, I usually circle pronouns and draw lines back to what the pronoun stands for, or underline actions and draw those back to the person making them. Tell your students to think about what connections they are making while reading. Second, I find a short poem that has an ambiguous meaning. For instance, I like to use â€Å"One Art† by Elizabeth Bishop. Read out the poem to your students. From there, I begin with the reading comprehension questions above, and then I move into contextual knowledge-based questions like these: Who is the audience? What do you think the narrator means by†¦ What is the overall lesson the narrator is trying to convey? In order to answer these questions, students need to rely on information that is not distinctly present in the text. Make sure to research beforehand the author’s intent of the poem so you can compare and contrast student’s interpretations with the intended meaning. It is very likely that you will get many different answers. When students give different interpretations of the poem, point out that they are using their own background knowledge to understand something. Sometimes, a student may not interpret a poem or a reading correctly, because they lack information. Ask your students to pay attention to when they are placing their opinion and background knowledge onto a reading. This will help them understand when it’s time to do some extra research. Teach Students to Use Reading Strategies The life of a student is filled with huge amounts of reading material. Beyond reading for general comprehension, students often have to analyze, criticize, or memorize- or a mixture of all three! Your students likely know that they need to read a textbook differently from how they would read a magazine or a social media post. To build on this, Ive shared some basic strategies with my students to help them become successful readers. Goal Setting Make sure your students know why they are reading something and what they need to get from the reading. Before starting a reading, I have my students answer the why and what so they know what to expect. Strategic Highlighting Highlighting while reading is a useful strategy- if students know what to highlight. Tell your students to only highlight important facts, keywords, and definitions. I tell them that I even do this myself; the goal is to be able to go back and find exactly what I need to know just by looking at the highlights. There are other levels to highlighting and marking up a text, too. Have your students develop symbols and abbreviations to write in the sidelines to help them easily find things when looking back. For example, I use a circle to show â€Å"an interesting fact,† an X to show â€Å"I don’t understand,† and â€Å"Def.† to point out the definition of a key term. Strategic Note-taking Teach your students note-taking skills such as writing down the page number and paragraph an idea or definition was found in. You may have to battle their dislike of marking up books. To help with this, emphasize how much it helps, and have your students develop their own shorthand, or abbreviations, for keywords that they can use when taking notes. I like to share my own shorthand so they can see how I’ve personally developed a system. Create a Successful Reading Environment Many of us face the challenge of teaching in front of 25, 30, or even larger numbers of students in our classrooms. We know that its difficult to not only make sure they are getting the best experience but also that they’re listening and reading well. How can we help them feel motivated and confident in their reading skills? When it comes to having students read (especially challenging texts), their interest and effort may wane. To counter this, here are some strategies Ive tried. 1. Establish a fun and relaxing reading atmosphere. There are many ways to achieve this, but consider these: Establish an environment where mistakes while reading are OK. When your students feel comfortable making mistakes, they will be more willing to participate in class, read aloud, or share their answers. Make sure that students realize reading is not a race, especially after being given assignments or handouts. Keep tasks organized and clear; this allows your students to better set reading goals when they know exactly what you expect of them. 2. Encourage students to read through open-ended homework assignments. Open-ended homework gives your students a chance to take charge of their own homework, manage their own topics, and read things that they have a personal interest in. When students can read things that they choose, their desire to read may increase. For example, I typically assign tasks that allow students to conduct research on their own topic of choice. I use a prompt similar to this: Think about a topic that you are interested in. Find three articles related to the topic, and write a short summary of your findings. However, if your students need more help finding a topic, have a class discussion to brainstorm research topics beforehand. Another important support activity that I do is help my students establish research skills and a knowledge base of trustworthy online resources that they can draw from. 3. Observation of your student’s reading and comprehension Observing your students’ quirks, issues, and successes with reading is an important skill. When you are able to see patterns with particular students or the whole class, you will better be able to help them succeed. Look for how your students approach assignments, whether or not they take initiative, or if they seem to be struggling with reading certain things. Sometimes, the only thing a student may need when it comes to reading successfully is a pair of glasses! Its important to remember that our students are moving and changeable people. Understanding who they are and how they see themselves in relation to learning is a sure way towards giving them a good classroom experience. Whats more, teaching students how to monitor themselves and to create their own reading strategies gives them autonomy. After teaching these reading skills to my students, they felt more motivated and happy in class.

Friday, November 22, 2019

Barn Burning An Endless Circle Essay Research

Barn Burning: An Endless Circle Essay, Research Paper Barn Burning: An Endless Circle William Faulkner? s short narrative? Barn Burning? is the narrative of a southern adult male forced into a function by society. ? Barn Burning? takes topographic point in the station Civil War South where a mans topographic point in society is derived by their actions during the war. Ab Snopse, a adult male who served both the North and the South, is plagued with his non-allegiance and failure to accept authorization. When Ab comes into struggle with his employer, he finds himself taking control from the authorization figure, and returning back to his materialistic ways. Having no commitment, Ab makes the move from assisting manus to the enemy by firing down barns. Along with many of Faulkner? s short narratives, ? Barn Burning? is set in the fanciful Mississippi county of Yoknapatawpha. During the Restoration of the South, the clip period following the Civil War, the lone thing that kept the South alive and running where the memories of fallen heroes and the belief that the South would someday recover the position that it had one time held. Families like the Sartorises and the de Spains were glorified and praised for awards that their household members had achieved during conflict. The award that households like these were granted placed them in public offices, and gave them chances to thrive where others could merely woolgather approximately. This same award seemed to transport on to those who shared the names of the great war heroes. ? ? Hey? , the Justice said. ? Talk louder. Colonel Sartoris? I reckon anybody named for Colonel Sartoris in this county can? t aid but state the truth, can they? ? ? ( Kennedy 163 ) . On the other manus, the Snopses are viewed as dishonourable. During the war, Ab Snopse was considered a soldier of fortune for functioning both sides of Thursday e manner. ? †¦nights passed during those four old ages in the forests concealing from all work forces, blue and grey, with his strings of Equus caballuss ( captured Equus caballuss, he called them ) ? ( 165 ) . Ab stole Equus caballuss from the North and the South, to gain a life. He was even shot by a Confederate soldier, ? His male parent turned, and he followed the stiff black coat, the stringy figure walking a small stiffly from where a Confederate provost? s adult male? s musket ball had taken him in the heel on a stolen Equus caballus 30 old ages ago†¦ ? ( 164 ) . Actions like these caused the community to look down upon the Snopses, which in bend caused Ab to raise retaliation upon his antagonists. When Ab comes into struggle with an employer, he reverts to his old Civil War ways of non commitment to profit himself. Mayor de Spain accuses Ab of deliberately destructing his carpet. After Ab? s efforts to repair the carpet fail, de Spain charges him 20 bushels of maize for the amendss. Ab, experiencing that 20 bushels are excessively steep a monetary value for the amendss, takes de Spain to tribunal and sues him. The Justice of the Peace lowers the mulct for the amendss, but Ab is still non satisfied. Feeling unjustly punished, Ab does the lone thing that he knows, he burns down de Spains barn, and is shot and killed in the procedure. Ab has neer held an commitment to any adult male or thing. His life is one of self-preservation. During the war he worked for both sides without commitment, bound merely by who was paying. In life after the war he has non changed one spot. He travels from farm to farm, sharecropping to supply for his household. When he feels force per unit area from an authorization he takes the power off from them by firing what they own. His commitment to an employer lasts merely every bit long as he retains the power. Once that is gone, he merely takes it back by force, and moves on.

Wednesday, November 20, 2019

Social Function of Art Essay Example | Topics and Well Written Essays - 500 words

Social Function of Art - Essay Example The Art functions in two ways. First is Non Motivated function of Art and the second is Motivated function of Art.Non Motivated function of the art serves no specific purpose and utility. As Aristotle defines it, imitation is one instinct of human nature, therefore creativity is human instinct and it by no means has motivated purpose. Experience of mystics, expression of imagination and universal communication all these are the examples of aesthetic attributes of an individual, there is no reasoning and logic but are meant solely for pleasure. Motivated function of the art, on the other hand, refers to the intentional and conscious actions on the part of the artist. It could be to communicate major social change, political view and specific emotions. Art is a source of entertainment and communication. The nineteenth century saw new developments in the art forms. The three major movements in the art form in this century were-Neoclassicism, Romanticism and Impressionism. As discussed e arlier, art is the expression of change or response to the change in the society. The world was going through rapid urbanization during this era and various art movements are the reflection of the way world responded to the change. For instance, the Neoclassicism was the intellectual movement that was inspired by the of Classicists of Greece and Rome. The art of this movement is identified by its idealized form and stable composition. The artists recognised themselves above other members of the society as pathfinders’ .

Tuesday, November 19, 2019

Art History Essay Example | Topics and Well Written Essays - 1000 words

Art History - Essay Example This was followed by the High Renaissance to Early Modern Art period from 1400-1880; which included 1400 to the1500s – there was the Fifteenth-Century Italian Art; from 1495 to1527 - The High Renaissance; from 1520 to1600 – The Mannerism era; followed by The Renaissance in Northern Europe from 1325 to 1600, which had Baroque Art, The Rococo, Neo classicism / Romanticism, Realism and Impressionism. Lastly, this led to Modern art (1880- to the present time). Each period of Art reflects not only the growth in intellect but also the evolution of techniques which were honed to change the expression of art. The three types of art which will be discussed are Renaissance, as a whole from the 1200 to the 1600, which was the most exciting time for art. Romanticism marked another change in the art movement, where concepts and perceptions took a new turn. The third type of art is Impressionism, which began looking at things in a new light. Firstly, renaissance era is considered the renewal of interest in the lost arts of Greece and Rome. The birth place of the renaissance era is considered to be Italy. The art of the renaissance era shows the revival of the Romanesque and Gothic art forms. The Renaissance era is important because of the colossal change that occurred during this time, as it marks the start of an intellectual movement and the realization of a knowledge based change in perceptions. The changes in artistic perceptions were showed the drastic change in themes which occurred and the objective changed to an individual’s display of superiority. In the middle ages there was more focus on religious art forms, which was not really swayed from, but with this new breed of educated artists which were emerging were bringing about a change in artistic movement, setting new standards and reaching new heights. During this time, there was a change in the artists’ mentality and their own perceptions about themselves, where they adopted new styles w hich showed their own artistic individuality, particularly in sculptures which were made at that time. Because of the increase in trading in areas, and the new found wealth, the people had a very high standard of living at that time, because of which, the people aspired to acquire knowledge in different fields and it was described as a time of increased growth, as there were new ideas which were thought of and new applications being used. There was a great influx in the building of many educational institutions in the area. There was a class of scholars who had a variety of interests in science, philosophy and mathematics. Because of this newfound need for knowledge, there was a drastic change in the styles of art seen during that period. The use of mathematics, in order to improve the accuracy of figures being painted, was also seen for the first time in this era. What is ironic to know is that these practical mathematical techniques applied to art, were born during this period, wh ich today, we take and use for granted. The study of humanistic characteristics was also initiated in this era. With the discoveries being made while studying the human anatomy, again found its use of this knowledge, which was the new craze at that time, to improve the human figures which were painted to make them look as real as possible. Prior to the renaissance era, the art forms were not as life like or even close, with human forms being depicted with disproportionate use of lines. But this new era brought about for the first

Saturday, November 16, 2019

Operating A Stick Shift Transmission Essay Example for Free

Operating A Stick Shift Transmission Essay Driving is a part of everyday life for a majority of adult Americans, but many of them have not experienced driving a standard stick shift transmission. Driving a stick seems more complicated than driving an automatic, but it makes driving more exciting. There are also many advantages to driving a stick transmission rather than automatic transmission, such as the transmission will last longer, less gas will be wasted, and the car will go faster more easily. A car that has a stick shift transmission has an extra pedal called a clutch, and five different speeds found on the shifter. Driving a five-speed transmission places the most emphasis on being able to control your left foot, and timing your left foot to hit the clutch at the precise time. To get started driving a stick shift the learner should be accompanied by a person who already knows how to operate a stick transmission. The best place to practice and learn how to drive a stick transmission is in a large, open vacant parking lot.The learner should next familiarize themself with the differences between a stick shift transmission and an automatic transmission. In the parking lot with the vehicles engine turned off, apply the right foot to the brake pedal, and practice getting a feel of the clutch pedal by pushing it in and out with your left foot. Then the learner should view the shift pattern shown on the top of the shift knob. First gear is usually located by pushing the shift lever forward. Then, with the clutch pedal pushed all the way down, move the gearshift lever through the first, second, third, fourth, fifth, and reverse gears a few times and then put the gearshift lever into neutral. Neutral is located in the middle of the shift pattern. Next you are ready to start driving. With the transmission in neutral, start the engine and then press the accelerator lightly to get the feel of the accelerator pedal. Next, take your right foot off of the accelerator completely and let the engine just idle. Push the clutch pedal in completely, hold it in, and place the gearshift into 1st gear. Now is the moment of truth, showing that you can drive a stick shift. Continue to keep your right foot off of the  accelerator, but very slowly let out the clutch until the vehicle just begins to creep forward. This is accomplished by moving the clutch pedal in and out just a little bit, about a half-inch, to get the vehicle to begin rolling forward. Work on slowly letting the clutch pedal out until you can get the vehicle to move forward at a couple miles per hour in 1st gear without touching the accelerator. If the vehicle stalls, it is no big deal. Just push the clutch pedal in and restart the engine. The vehicle stalling usually becomes a big problem, and especially frustrating for the learner because it occurs so frequently. The next thing for the learner to do is just keeping the ride smooth. Your goal is to be able to smoothly let the clutch pedal out and have the vehicle move ever so slowly forward. The purpose of this step is to allow you to focus solely on training just your left foot for smooth controlled clutch movement. Once you are comfortable with releasing the clutch at the right time, you can practice pressing the accelerator lightly and letting out the clutch. After you are able to drive the vehicle in 1st gear, practice releasing the accelerator, pushing the clutch in all the way, moving the gearshift in to 2nd gear, and letting out the clutch, which usually occurs around fifteen miles per hour. Then the learner will soon be able to easily shift into each other gear, and be driving all around the streets. Those are the simple steps for being able to easily operate and control driving a car with standard stick shift transmission. Cars with stick shift transmission are more affordable because less people drive them and are more cost efficient for the driver. Learning to drive a stick shift transmission is not as complicated as others may make you believe, a person just needs to have patience and good coordination. Hopefully this paper may have taught you some new things about driving a standard stick shift transmission.

Thursday, November 14, 2019

Simplicity and Freedom in Walden by Henry David Thoreau Essay -- Walde

In chapter two of Henry David Thoreau's Walden, entitled "Where I Lived, and What I Lived for", there are two themes that run throughout the narrative. The key theme that emerges continually is that of simplicity with the additional theme being that of freedom. Thoreau finds himself surrounded by a world that has no true freedom or simplified ways, with people committed to the world that surrounds them rather than being committed to their own true self within nature. Simplicity is defined in the Merriam-Webster online dictionary as a simple state or quality; freedom from complexity; absence of elegance and luxury; uncomplicated. In the world today, many people think that an iphone or computer watch may make their world simple, but these technologies only make the world we live in more complex. Somehow there is confusion between simple and easy. It is most certainly easier to phone someone from your car rather than pulling over to a pay phone and getting out a quarter. It is also easier to put a letter in the fax machine rather than addressing an envelope and putting a stamp on it and walking it to the mailbox. These two instances that have been described are, in fact, easier, but not simpler. Simple is not having to figure out how to use the cell phone or fax machine and, at the same time, having these two items cluttering our space. Fewer people communicate through cards and letters now because we have e-mail and fewer people go to the li brary because we have the Internet. These are great items and they may make life easier, but not simpler. Thoreau craves the unsophisticated way of life. He agrees that too much stuff does not make life simpler, but more congested. The nation itself, with all its so-calle... ...farm, mowing the grass, feeding the animals, and harvesting the garden. The only real value of the farm, the close contact with nature, can be had for no cost. Thoreau found more freedom in his small hut by the pond where he was truly free from the trivial life of living in a village. He was free from the commercial rat race and was able to let himself be roused by nature. If Thoreau were still alive today, he would probably be astounded at how committed we are to so many things. The world that surrounds us has developed into a hurry up and wait situation. We are constantly in a hurry. We live in a world with drive through windows and breakfast bars. If we continue to hurry through life trying to get everything done so quickly, when do we really enjoy our life and our freedom? As Thoreau states, "Why should we live with such hurry and waste of life?" (6).

Monday, November 11, 2019

U.S. Army 8 Person Funeral Detail

8 SOLDIER FUNERAL DETAIL COMPOSITION OF DETAIL C-12. The 8 man funeral detail normally consists of an OIC or NCOIC (depending on the rank of the deceased veteran), an NCOIC of the firing party, a five or six soldier firing party (who also act as pallbearers) and a bugler, if available. For this description there is an OIC of the funeral detail and an NCOIC of the firing party/pallbearers. DETAIL, WEAPONS ARE IN PLACE C-13. Weapons are pre-stacked in an appropriate position, in plain view, and a good distance from the gravesite. The firing party, acting as pallbearers, is pre-positioned along the roadside; awaiting the arrival of the hearse.The OIC is located where the hearse will stop. RECEIVING THE CASKET C-14. As the hearse approaches, the NCOIC orders the detail to â€Å"ATTENTION† and â€Å"Present, ARMS. † Once the hearse has passed the detail, the NCOIC calls the detail to â€Å"Order, ARMS† and â€Å"Parade, REST. † The OIC comes to attention and pr esent arms as the hearse approaches his position. The OIC terminates his salute when the hearse comes to a halt. C-15. After the vehicle has come to a halt, the driver gets out and opens the rear door. The driver prepares the casket for movement to the gravesite by removing the stock.The driver pulls the casket to the rear of the hearse. The OIC, with a nod of his head, signals the NCOIC to move the pallbearers to the end of the hearse, three on each side, to remove the casket. The NCOIC marches the pallbearers into place, then orders â€Å"Mark time, MARCH;† â€Å"Detail, HALT† and â€Å"Center, FACE. † After the pallbearers are facing inward, the individuals closest to the casket will grasp the handrails and pull the casket from the hearse. Each pallbearer, in turn, grasps a casket handle as it reaches him. The OIC will render a hand salute while the casket is being removed. Moving the Casket C-16.On the NCOIC's command of â€Å"Ready, FACE,† the pallbe arers will execute the appropriate facing movements so that they are all facing the feet of the casket. The NCOIC orders the detail to â€Å"Forward, MARCH. † Led by the OIC, the pallbearers incline to the proper direction to move to the gravesite, ensuring the casket is level and feet first. Once the casket is over the gravesite, the NCOIC commands â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † Once at the head of the gravesite, the OIC will come to render a hand salute until the casket is placed on the lowering device. To maintain uniformity the pallbearer NCOIC will command â€Å"Center, FACE. When pallbearers are facing center, the casket is set on the lowering device. After the casket is set down, the pallbearers come to attention and the OIC will drop his hand salute. MOVING TO THE WEAPONS C-17. On the command â€Å"Ready, FACE,† by the pallbearer NCOIC, the pallbearers all face toward the head of the casket. The next command is â€Å"Forward, MARCH. † The pallbearers move from the gravesite to the location of the weapons. Just prior to reaching the stacked arms, the firing party NCOIC, and formerly the pallbearer NCOIC, gives â€Å"Mark Time, MARCH† and â€Å"Detail, HALT. The firing party NCOIC assumes their position and gives a â€Å"File from the Left, Forward, MARCH. † On the command â€Å"March† the firing party performs the proper movements to form a single file to the rear of the weapons. When the firing party are to the rear of the stacked arms, the NCOIC gives â€Å"Mark Time, MARCH† and â€Å"Detail HALT,† and the appropriate facing movement to face the rifles. Retrieving the Weapons and Conclusion of Religious Services C-18. The next command given is â€Å"Take, ARMS. † On the command of execution, the stack man secures the first two weapons. The left and right soldiers receive the weapons from the stack man.The left and right soldiers then pass the weapons to the outside soldiers. The stack man grasps his center weapon. The left and right soldiers step toward the stack and remove their weapons, returning to the position of Attention. Once the left and right soldiers retrieve their weapons, the stack man secures his weapon and comes to the position of Attention. Once all of the firing party is at Order Arms, the firing party NCOIC gives them â€Å"Parade, REST. † The firing party will remain at Parade Rest until the end of the religious services. Once the religious services are over, the Chaplain steps away from the casket.The OIC steps to the head of the casket and renders a hand salute. This is the signal for the firing party NCOIC to command the firing party â€Å"ATTENTION. † Firing of Honors C-19. After bringing the firing party to Attention, the NCOIC gives the command of â€Å"Ready. † At the command of Ready, each rifleman executes Port Arms, faces Half Right, and moves his right foot to the right ten inches. Each rifleman then chambers a round, places his weapon on Fire, and resumes Port Arms. When the firing party has completed the movements, the firing party NCOIC gives the command â€Å"Aim. On the command of Aim, the detail shoulders their weapons with the muzzles of the weapons at a 45-degree angle from the horizontal. When the NCOIC commands â€Å"FIRE,† the detail fires and returns to Port Arms. On the subsequent commands of â€Å"Ready,† each rifleman pulls and returns the charging handle of his weapon. After the third round is fired each rifleman resumes Port Arms, and the firing party NCOIC commands â€Å"CEASE FIRE. † Each rifleman places his weapon on Safe, resumes the position of Order Arms, and faces Half Left. The firing party NCOIC then commands â€Å"Present, ARMS† for the playing of â€Å"Taps†.The bugler plays â€Å"Taps. † If a bugler is not available, one soldier is positioned to turn on the high quality recording (and is n ot part of the firing party). STACKING ARMS C-20. After â€Å"Taps†, the NCOIC brings the firing party to â€Å"Order, ARMS,† and then commands â€Å"Stack, ARMS. † On the command of execution, Arms, the stack man grasps the barrel of his rifle and places his rifle directly in front of him. At the same time, the left and right soldiers grasp the barrels of their respective rifles, step toward the center and insert the muzzles through the sling loop of the stack man's weapon.Both soldiers swing the butts of their rifles out and then down to the ground ensuring the stack is steady. The two outside weapons are then passed to the stack man, who adds them to the stack. RETURNING TO GRAVESITE OR SHELTER C-21. After Stack Arms is complete, the NCOIC moves the firing party two steps backward and gives the appropriate facing movement to have the firing party move back to the gravesite. From this position, the NCOIC will form the firing party in two columns by giving the command â€Å"Column of Two to the Right, MARCH. † Once in Column of Two formation, the NCOIC takes the last position, and gives â€Å"Forward, MARCH. The firing party marches to the gravesite along either side of the casket. Once at the gravesite the NCOIC gives â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † The NCOIC gives â€Å"Center, FACE,† to ensure that all of the pallbearers are facing the casket. FOLDING THE FLAG C-22. After the pallbearers have faced the casket, they use their peripheral vision to take their cues from the NCOIC. As a unit, the pallbearers reach down and secure the flag. Once flag is secured, the detail folds flag. The flag is first folded with the lower stripe area over the blue field. It is then folded so that the folded edge meets the open edge.The triangular fold is started at the striped end and is continued until only the blue field remains. The flag margin is then tucked in and the flag is ready for presentation. PRES ENTING THE FLAG. C-23. After the flag has been folded, it is passed down to the soldier closest to the right side of the OIC. This soldier executes a Half Left as the OIC executes a Half Right and the flag is then passed to the OIC at, chest level. After the pallbearer has passed the flag, he salutes the flag for three seconds then executes Order Arms. The soldier executes a Half Right as the OIC executes a Half Left and resumes their original position.At this time the pallbearers will leave the gravesite. The NCOIC commands â€Å"Outward, FACE,† (pallbearers face towards the head of the casket) and â€Å"Forward, MARCH. † Once the detail is out of the area, the OIC will present the flag to the next of kin or Chaplain, it next of kin is not available. The OIC recites the following passage: |†Ma'am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of appreciation for your loved one's | |honorable and faithful servic e. † |C-24. At the conclusion of the remarks and presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms. OIC then executes marching movement and marches back towards the direction of the pallbearers. CONCLUDING THE CEREMONY C-25. The firing party returns to the location of the stacked arms in the same manner as before. When commanded to â€Å"Take, ARMS,† the party retrieves the rifles in the same manner as before. After retrieving the weapons, the NCOIC marches the detail away from the funeral site to clear and inspect the weapons.The firing party will police all of the brass after the service is over and the next of kin have left the area. The OIC is not required to escort the next of kin back to his/her vehicle. 2 SOLDIER FUNERAL DETAIL RECEIVING THE CASKET C-26. The OIC is located where the hearse will stop. The NCO is to the left of the OIC. As the hearse approaches, the OIC brings himself and the NCO to â₠¬Å"ATTENTION† and â€Å"Present, ARMS. † The OIC gives the command of â€Å"Order, ARMS,† after the hearse has come to a halt. The funeral director is responsible for removing the casket from the hearse and placing it on the lowering device at the gravesite.When the casket is being removed from the hearse, the OIC commands â€Å"Present, ARMS. † Once the casket has cleared the peripheral vision of the OIC, then the OIC commands â€Å"Order, ARMS,† and â€Å"Parade, REST. † CONCLUSION OF RELIGIOUS SERVICES C-27. Once the religious services are over, the Chaplain steps away from the casket. The OIC commands â€Å"ATTENTION. † The OIC commands â€Å"Ready, FACE,† and the OIC and NCO face in the direction of the casket. OIC then commands â€Å"Forward, MARCH,† The OIC marches to the head of the casket, and faces the head of the casket, while the NCO marches to the foot of the casket facing the OIC.If a bugler is not available , the NCO moves to the device that will play the high quality recording of â€Å"Taps. † FOLDING THE FLAG C-28. The OIC gives the command to the NCO to secure flag. Once the flag is secure the bugler will play â€Å"Taps† and both the OIC and NCO execute Present, Arms. When â€Å"Taps† is complete, both the OIC and NCO execute Order, Arms. The OIC gives the command to side step march (just far enough to preclude the flag from touching the casket). Once the OIC and NCO have cleared the casket the OIC nods to begin folding the flag.NOTE: If a bugler is not available, once the casket is on the lowering device, the NCOIC will march to the recording device and wait for the Chaplain to conclude religious services. He will play â€Å"Taps† after the OIC is positioned at the head of the casket. When â€Å"Taps† is complete, the NCOIC will march to the foot of the casket and then assist in folding the flag. C-29. The flag is first folded with the lower stri pe area over the blue field. It is then folded so that the folded edge meets the open edge. The triangular fold is started at the striped end and is continued until only the blue field remains.While folding the flag the NCO moves towards the OIC. The flag margin is then tucked in by the OIC and the NCO presents the flag to the OIC. Once the NCO presents the flag to the OIC, the NCO renders the hand salute and holds the salute for three seconds then executes Order, Arms. The OIC is ready for presenting the flag to the next of kin. PRESENTING THE FLAG C-30. After the flag has been folded and passed to the OIC, the OIC then moves in the direction of the next of kin and presents the flag to the next of kin while the NCO marches away from the gravesite.The OIC will present the flag to the Chaplain if the next of kin is not available. The OIC recites the following passage: |†Ma'am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of a ppreciation for your loved one's | |honorable and faithful service. † | C-31. At the conclusion of the passage and the flag presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms.OIC then executes a marching movement and marches away from the gravesite. CONCLUDING THE CEREMONY C-32. The OIC is not required to escort the next of kin back to his/her vehicle. NOTES C-33. The meaning of the word gravesite also includes a committal shelter. The meaning of the word casket also includes a receptacle containing the cremated remains of the deceased. On windy days, the flag should already be anchored to the casket by the funeral director. If the flag is not secured, the detail will fold the flag immediately after placing the casket on the lowering device, then hand the flag to the OIC. d

Saturday, November 9, 2019

Ppt About Forbidden City Essay

1 Introduction The Forbidden City, also called the Palace Museum, which was the imperial palace during the Ming and Qing dynasties. The Forbidden City was built from 1406 to 1420 by the Yongle Emperor who was the third emperor of the Ming Dynasty. The English name of the Forbidden City is a translation of its Chinese name Zijin Cheng, which means that the Forbidden City is the residence of the emperor and his family, and no one could enter or leave the palace without the emperor’s approval. The Forbidden City is a rectangle 961 metres from north to south and 753 metres from east to west. Besides, it consists of 980 surviving buildings with 8,886 bays of rooms. It is obviously the largest palace around the world. As the home of 24 emperors, 12 of the Ming Dynasty, and 10 of the Qing Dynasty, the palace was the political centre of China for more than 500 years, and this is one of the reasons why we interested in this topic. In the following sections, we will introduce the Forbidden City’s three main halls, The Hall of Mental Cultivation, the famous emperors and the stories of the palace, famous music about the Forbidden City, online virtual Forbidden City, and the best time to travel. 2 Descriptions 2-1 The three main halls There are three halls stand on top of a three-tiered white marble terrace of the square of the palace. They contain the Hall of Supreme Harmony (Chinese: Ã¥ ¤ ªÃ¥â€™Å'æ ® ¿), the Hall of Central Harmony(Chinese: ä ¸ ­Ã¥â€™Å'æ ® ¿), and the Hall of Preserving Harmony (Chinese: ä ¿ Ã¥â€™Å'æ ® ¿). The Hall of Supreme Harmony is the largest and highest level hall of the Forbidden City. Every emperor’s coronation, birthday ceremony, wedding ceremony, and other important ceremonies or political affairs had taken place in this hall. The Hall of Central Harmony is a smaller and square hall, used by the Emperor to rehearse and rest before and during ceremonies. Behind the Hall of Central Harmony, the Hall of Preserving Harmony, it was used by the emperor to banquet the nobility on every Chinese Eve, or other important festivals. In Qing Dynasty, the emperor had taken the most important imperial examinations, Dian Shi (Chinese: æ ® ¿Ã¨ © ¦) in this hall. 2-2 The Hall of Mental Cultivation The reason why we introduce this hall separately is that the Hall of Mental Cultivation is a particularly significant building of the Forbidden City of Qing Dynasty since 1722. The Hall of Mental Cultivation is well-known for the Yongzheng Emperor, who was the 5th emperor of the Qing Dynasty, and son of the Kangxi Emperor. He ruled the Chinese Empire from 1722 to 1735. During his ruling time, the emperor lived in this hall. After his death, other emperors lived in this hall continually, thus the hall had been the actual dominate centre of the Chinese Empire from 1722 to 1911, the ruin of the Qing Dynasty.

Thursday, November 7, 2019

The Galapagos Affair

The Galapagos Affair The Galapagos Islands are a small chain of islands in the Pacific Ocean off the western coast of Ecuador, to which they belong. Not exactly a paradise, they are rocky, dry and hot, and are home to many interesting species of animals found nowhere else. They are perhaps best known for the Galapagos finches, which Charles Darwin used to inspire his Theory of Evolution. Today, the Islands are a top-notch tourist attraction. Normally sleepy and uneventful, the Galapagos Islands captured the worlds attention in 1934 when they were the site of an international scandal of sex and murder. The Galapagos Islands The Galapagos Islands are named after a sort of saddle which is said to resemble the shells of the giant tortoises that make the islands their home. They were discovered accidentally in 1535 and then promptly ignored until the seventeenth century when they became a regular stopping point for whaling ships looking to take on provisions. The government of Ecuador claimed them in 1832 and no one really disputed it. Some hardy Ecuadorians came out to make a living fishing and others were sent to penal colonies. The Islands big moment came when Charles Darwin visited in 1835 and subsequently published his theories, illustrating them with Galapagos species. Friedrich Ritter and Dore Strauch In 1929, German doctor Friedrich Ritter abandoned his practice and moved to the Islands, feeling he needed a new start in a faraway place. He brought with him one of his patients, Dore Strauch: both of them left spouses behind. They set up a homestead on Floreana Island and worked very hard there, moving heavy lava rocks, planting fruits and vegetables and raising chickens. They became international celebrities: the rugged doctor and his lover, living on a far-off island. Many people came to visit them, and some intended to stay, but the hard life on the islands eventually drove most of them off. The Wittmers Heinz Wittmer arrived in 1931 with his teenage son and pregnant wife Margret. Unlike the others, they remained, setting up their own homestead with some help from Dr. Ritter. Once they were established, the two German families apparently had little contact with one another, which seems to be how they liked it. Like Dr. Ritter and Ms. Strauch, the Wittmers were rugged, independent and enjoyed occasional visitors but mostly kept to themselves. The Baroness The next arrival would change everything. Not long after the Wittmers came, a party of four arrived on Floreana, led by Baroness Eloise Wehrborn de Wagner-Bosquet, an attractive young Austrian. She was accompanied by her two German lovers, Robert Philippson and Rudolf Lorenz, as well as an Ecuadorian, Manuel Valdivieso, presumably hired to do all the work. The flamboyant Baroness set up a small homestead, named it Hacienda Paradise and announced her plans to build a grand hotel. An Unhealthy Mix The Baroness was a true character. She made up elaborate, grand stories to tell the visiting yacht captains, went about wearing a pistol and a whip, seduced the Governor of Galapagos and anointed herself Queen of Floreana. After her arrival, yachts went out of their way to visit Floreana; everyone sailing the Pacific wanted to be able to boast of an encounter with the Baroness. However, she did not get along well with the others. The Wittmers managed to ignore her but Dr. Ritter despised her. Deterioration The situation quickly deteriorated. Lorenz apparently fell out of favor, and Philippson started beating him. Lorenz started spending a lot of time with the Wittmers until the Baroness would come and get him. There was a prolonged drought, and Ritter and Strauch began to quarrel. Ritter and the Wittmers became angry when they began to suspect that the Baroness was stealing their mail and badmouthing them to visitors, who repeated everything to the international press. Things turned petty. Philippson stole the Ritters donkey one night and turned it loose in the Wittmers garden. In the morning, Heinz shot it, thinking it feral. The Baroness Goes Missing Then on March 27, 1934, the Baroness and Philippson disappeared. According to Margret Wittmer, the Baroness appeared at the Wittmer home and said that some friends had arrived on a yacht and were taking them to Tahiti. She said she left everything they werent taking with them to Lorenz. The Baroness and Philippson departed that very day and were never heard from again. A Fishy Story There are problems with the Wittmers story, however. No one else remembers any ship coming in that week, and the Baroness and Wittmer never turned up in Tahiti. Additionally, they left behind almost all of their things, including ( according to Dore Strauch) items that the Baroness would have wanted on even a very short journey. Strauch and Ritter apparently believed that the two were murdered by Lorenz and the Wittmers helped cover it up. Strauch also believed that the bodies were burned, as acacia wood (available on the island) burns hot enough to destroy even bone. Lorenz Disappears Lorenz was in a hurry to get out of Galapagos and he convinced a Norwegian fisherman named Nuggerud to take him first to Santa Cruz Island and from there to San Cristobal Island, where he could catch a ferry to Guayaquil. They made it to Santa Cruz but disappeared between Santa Cruz and San Cristà ³bal. Months later, the mummified, desiccated bodies of both men were found on Marchena Island. There was no clue as to how they got there. Incidentally, Marchena is in the northern part of the Archipelago and not anywhere near Santa Cruz or San Cristà ³bal. The Strange Death of Dr. Ritter The strangeness did not end there. In November of the same year, Dr. Ritter died, apparently of food poisoning due to eating some poorly-preserved chicken. This is odd firstly because Ritter was a vegetarian (although apparently not a strict one). Also, he was a veteran of island living, and certainly capable of telling when some preserved chicken had gone bad. Many believed that Strauch had poisoned him, as his treatment of her had gotten much worse. According to Margret Wittmer, Ritter himself blamed Strauch. Wittmer wrote that he cursed her in his dying words. Unsolved Mysteries Three dead, two missing over the course of a few months. The Galapagos Affair as it came to be known is a mystery that has puzzled historians and visitors to the islands ever since. None of the mysteries have been solved. The Baroness and Philippson never turned up, Dr. Ritters death is officially an accident and no one has any clue how Nuggerud and Lorenz got to Marchena. The Wittmers remained on the islands and became wealthy years later when tourism boomed: their descendants still own valuable land and businesses there. Dore Strauch returned to Germany and wrote a book, fascinating not only for the sordid tales of the Galapagos affair but for its look at the hard life of the early settlers. There will likely never be any real answers. Margret Wittmer, last of those who really knew what happened, stuck to her story about the Baroness going to Tahiti until her own death in 2000. Wittmer often hinted that she knew more than she was telling, but its hard to know if she really did or if she just enjoyed tantalizing tourists with hints and innuendos. Strauchs book doesnt shed much light on things: she is adamant that Lorenz killed the Baroness and Philippson but has no proof other than her own (and supposedly Dr. Ritters) gut feelings. Source Boyce, Barry. A Travelers Guide to the Galapagos Islands. San Juan Bautista: Galapagos Travel, 1994.

Monday, November 4, 2019

Public Sector Budgeting Assignment Example | Topics and Well Written Essays - 2250 words

Public Sector Budgeting - Assignment Example It is majorly done by the executive and should not be made a secretive process. The first important step of this stage is to set a fiscal policy and it involves estimation of the resources available for spending. The treasury department will then issue a directive of spending to all the departments based on the policy framework (Khan & Hildreth, 2002). Negotiations will follow between the spending departments and the treasury with a bid to allocate the resources. The process then ends with the development of a consolidated draft budget that is approved by the cabinet or a higher political authority that will deliberate on the contentious issues before moving to the next budget stage. After drafting a comprehensive budget, the document will be laid before the legislature for approval. Government regulations bar the executive from making expenditures without obtaining sanction from the legislature. Parliament will closely scrutinize the draft budget and has the option of approving, rej ecting, amending or in some cases substituting the draft that is presented by the executive (Khan & Hildreth, 2002). The legislature will also have the mandate of approving the relevant laws on taxation before they take effect. It is important to notice that the period taken by the legislature in approving the budget varies from country to counter. Once approved, the budget process enters the implementation stage, which marks the commencement of a fiscal year. The implementation process is in the hands of the executive, which allocates the resources to the departments in line with the approved estimates. The legislature however may monitor the executive in the process to ensure that they don’t deflect t from the estimates. In the developing economies, the executive may have to cut on some approved expenditures to take care of emerging circumstances. Where the emergency requires substantial amounts, the legislature will have to approve the new estimates to protect the minority rights. The final stage is the accounting and financial reporting stage. At this stage an independent auditor is vested with the mandate of analyzing the government accounts and government reports with the objective of giving an opinion on whether the implementation has been done in a desirable manner. The report should be made in a timely manner and with recommendations that will be reflected in future budgets in order to improve future public accounting and budgeting. Reports should be made in a timely manner to ensure that the official who might be responsible for loss of public resources are convicted for their actions before their retirement or after they had left public service. The budget process is not an event and is an ongoing process that is interconnected. Legislature participation should not be limited to approval and review of the audit findings. Parliament should be empowered to ensure that they make the executive responsible for proper implementation of the budget. B The public sector and private sector budgeting have similarities and differences in some ways. Private sector budgeting is driven by the market and that of the public sector is constrained by resources from taxation. It therefore means that both the public and private sector budgets have some constraints. Secondly, both the private and public and private sector budgeting have objectives. For the private the aim is to make profits while public budgeting is service to the serve the

Saturday, November 2, 2019

Aristotle's Nicomachean Ethics Paper Assignment Essay

Aristotle's Nicomachean Ethics Paper Assignment - Essay Example His philosophy is connected to practical work, politics which also intends at people becoming good. He explains how virtue of character results from habit. Aristotle suggests that the correct approach to study controversial issues such as politics and ethics which entails discussing what is true about what is just or beautiful is to start is mostly agreed as true by people who have had good upbringing, exposure, and experience in life and to work from there to higher understanding (Aristotle 19). Aristotle strongly suggests the highest goods for any human and the highest objective and intention of human practical thinking is happiness and well being. He also argues that happiness gets well understood as dynamic and stable ongoing and a way of being in action and it’s specifically appropriate for the human. He suggests that the best virtue and the most complete one is the happiest one. According to him, an excellent person is one who is good at living life and the one knows how to live well and beautifully. Aristotle also asserts that virtue for humans must involve reason in speech and thought as it is the most important aspect of human nature and living. Aristotle discusses what ethics is and how it helps to improve human life. Aristotelian ethics explains what makes virtuous character to be possible which in turn forms the main basis for happiness in human life. He describes the various steps necessary in order to achieve happiness. He suggests that righteous actions done with the guide of right teachers’ leads to the creation of the right habits (Aristotle 37). This in turn develops a good stable character and behavior wherein the habits voluntarily lead to the achievement of well being and happiness. Concurrently he does not equate character with habit. He says character is like knowledge or health meaning it’s a kind of stable disposition which should be maintained and pursued with some effort hence they are determined by the individual . On the other hand, good habits are considered as a precondition and basis for good character. In his philosophy, Aristotle argues that ethics ensures accuracy and it can become observed in an objective way. He points out that things which are beautiful and just must involve great inconsistency and disagreement and as a result they get thought to belong to convention and not nature. Because of this he explains that it is vital not to demand a lot of precision in a similar manner as to how a mathematician gets demanded to carry out demonstrations. But it is important to identify what is beautiful and just as he says people are good judges of what they become acquainted with. He discusses what all good things in nature have in common (Aristotle 52). According to him good things don’t seem to have same name and nature by chance and this explains why different humans have different ways of getting happiness. In his philosophy, Aristotle emphasizes that there is only one highest aim of happiness and it should be similar to that held by politics because what is nice for an individual is less divine and beautiful compared to what is good for a group of people. According to him the objective of political capacity should include the aims of all the pursuits so that the outcome is human good. Aristotle's ethical theory significantly reflected his metaphysics. Unlike Plato, he proclaims that that the virtue or goodness of a thing lies in the identity of its particular nature. The highest good in humans is the habitual and