James Joyces Araby - The Ironic Narrator of Araby Essay -- Joyce Dubl

The Ironic Narrator of "Araby" Although James Joyce's story "Araby" is told from the first per-son viewpoint of its young protagonist, we do not receive the impression that a boy tells the story. Instead, the narrator seems to be a man matured well beyond the experience of the story. The mature man reminisces about his youthful hopes, desires, and frustrations. More than if a boy's mind had reconstructed the events of the story for us, this particular way of telling the story enables us to perceive clearly the torment youth experiences when ideals, concerning both sacred and earthly love, are destroyed by a suddenly unclouded view of the actual world. Because the man, rather than the boy, recounts the experience, an ironic view can be presented of the institutions and persons surrounding the boy. This ironic view would be impossible for the immature, emotionally involved mind of the boy himself. Only an adult looking back at the high hopes of "foolish blood" and its resultant destruction could account for the iron ic viewpoint. Throughout the story, however, the narrator consistently maintains a full sensitivity to his youthful anguish. From first to last we sense the reality to him of his earlier idealistic dream of beauty. The opening paragraph, setting the scene, prepares us for the view we receive of the conflict between the loveliness of the ideal and the drabness of the actual. Descri... ...rious wares, is tended by uncaring people who leave him even more alone than he had been before; the young lady who should have waited on him ignores him to joke with two young men. The young lady’s inane remarks to the young men have a ring in the memory of the mature narrator reminiscent of his adored one's remarks. Both are concerned with the material, the crass. The narrator can, with his backward look, supply us with two apprehensions: one, the fully remembered, and thus fully felt, anguish of a too sudden realization of the disparity between a youthful dream of the mystic beauty of the world and his actual world; and two, the irony implicit in a view that can see the dream itself as a "vanity."

Illustrate the theme of isolation in “Of Mice and Men” by John Steinbeck Essay

In the novel â€Å"Of Mice and Men† which was set in the 1930’s I believe that John Steinbeck Illustrated loneliness and solitude in many places. The seclusion in those times was due to mainly discrimination and injustice. The life of a customary worker would be very difficult, therefore people worked for others on their farms. The wages were not proportional to the amount of labour and in addition the accommodation was barely habitable, this was unjust. The two focal characters George and Lennie have a sturdy bond and companionship. The other characters in the story are missing a true acquaintance and are envious of the two men. They have never before seen two men unite together like that before. All the other characters in the book are all abandoned and dejected apart from Slim. George and Lennie were wedged together through thick and thin, through good and bad and they knew they needed each other. This was revealed as George Said â€Å"Guys like us that live on ranches, are the loneliest guys in the world. † This meaning that if not for each other they would be like the others on the ranch, discontented and lonesome. The others on the ranch had recognised this, as their fellow workers said â€Å"Funny how you an’ him string together. † This had highlighted the unusualness of the situation and the migrant lifestyle of the 1930’s. While the whole ranch suffers from loneliness there are a few individual cases that are emphasised throughout the whole book. There are three main people in the book who suffer, Crooks, Candy and Curleys Wife. They all suffer injustice in the form of prejudice and discrimination. Candy was thought of as an outcast as he has no longer got the physical ability due to his age; and his physical disability does not help his cause. Candy had one true friend nevertheless, his dog. Once the dog was killed by Carlson, Candy was forced to seek friendship in another form. He knew that he was going to be given his marching orders shortly, as he said â€Å"they’ll call me purty soon. † While he was in the bunk house one day, he over heard George and Lennie talk about their lifelong dream. Candy decided to help George and Lennie accomplish their dreams. Candy had presented to facilitate in the form of money and manual labour. This was a move of desperation but worked as the two men accepted Candy’s offer. Candy basically tried to buy friendship, this does not always produce true friends. Crook’s a black man who faced isolation from the racist community. Crooks is not allowed to socially interact with others around him because of his colour which is similar to Lennie’s situation as Lennie was unable to interact with people due to his mental condition. Crook’s is restricted from doing customary things along side the white. He recognises how he has been treated and acts towards the white people who have affronted him how he himself is being treated. Crook’s is also an envious man. He is extremely resentful of George and Lennie’s tight friendship as Crook’s says to Lennie while in the barn together â€Å"well, s’pose, jus s’pose he don’t come back. What’ll you do then? † this was asked because Crook’s did not have any friends and did not know how it would feel to lose them unexpectedly. Knowing that Lennie was mentally ill, Crook’s decided to torture him because he wanted to ease some anger because he was discarded and unwanted by the others. Crook’s is so lonely and striving for a good life he will do anything to live peacefully.

12 Research Essay Topics on Apache Native Americans

12 Research Essay Topics on Apache Native Americans If you have to write a research essay on the Apache Native Americans, it is important to substantiate all of the information you present with evidence. It is for this reason that you will find twelve superb facts on Apache Native Americans below which can be used in your research essay writing. Remember that these should be used to support claims you make within the body of your writing: The Apache Native Americans were not immune to the conflicts between settlers and the U.S. Federal rules. These rules and the migration forced many native tribes out of their ancestral lands and onto reservations, a proposition which resulted in backlash at the start by many of the natives. Massacres broke out in response to westward expansion at Sand Creek in 1864 and again at Wounded Knee in 1890 between the United States Army and the Apache Native Americans. The Apache reside in the Southwest deserts, primarily in Arizona, Texas, and New Mexico. Some Apache tribes were captured during the 1800’s and sent to live in Oklahoma, while others remained in New Mexico and Arizona. The Na’ishan are called the Plains Apache and they reside in what is today Oklahoma. This tribe is referred to as the Kiowa-Apaches because many of their customs are similar to the Kiowa allies more so than to the other native Apache tribes. They are still living there today. Today there are 30,000 Apache Native Americans living in the United States. There are 13 Apache tribes living in the United States. Five of the tribes are in Arizona, another five are in New Mexico, and the remaining three are in Oklahoma. Each of the tribes in Arizona and New Mexico has their own reservation. These are lands which are under complete control of the tribes. In Oklahoma, the tribes remain on trust land. Every tribe has many of the same laws, services, and government functions the same as a small country. While living under their own laws, police forces, government, and services, they are nonetheless considered U.S. citizens and required to obey American laws. Historically every Apache band was led by a chief, who was selected for the position by the tribal council. All of the important decisions which had to be made for the band were done so by way of the council. In such situations, each of the members of the council had to agree before any action could be made. In this sense the chief functions more as a chairman for the tribe rather than as a president and his job as to mediate between all members of the council. Today, these tribal councils are still used for the Apache tribes. Today the Apache Native Americans speak a native Apache tongue close to that of Navajo but they also speak English. The Apache language is one with many different vowel sounds and tones, which can be difficult for non-native speakers to pronounce. Apache Native American children will enjoy schooling, chores, and playing the same as other children. Historically, they would complete more chores and enjoy more play time on par with colonial children but today many children enjoy fishing and hunting with their fathers. Today the children enjoy archery games, learn how to ride horses, and have toys and dolls. The Apache women were tasked with taking care of the home which included taking care of their children and cooking, but extended to include the construction of new houses for the family whenever the tribe had to change their location. The girls learned how to ride horses and shoot the same as the boys, and in some cases the women of the tribe were able to defend the villages when an attack took place. Nonetheless, it was rare for Apache women to serve as warriors. The men were the warriors, the hunters, and the political leaders who could be appointed chief of the tribe. Both men and women were involved in traditional medicine, story-telling, art, and music. The Apache Native Americans resided in wickiups, which were small dwellings about the size of camping tents, which were constructed out of wood frames covered in brush matting and a buffalo tarp. These could be set up in as little as two hours if there existed enough brush in the new location. The reason for this is that the Apache beliefs require the homes to be burned down and rebuilt in cases where a family member dies. For this reason the structure remains simple and the construction quick. Those Apache residing in the Plains, or Oklahoma, used the tipis as their housing where were also covered in buffalo hide but were easier to heat and offered more space. Today the people reside in modern homes with very few tribal members residing in modernized wickiups. Those who still follow the Apache beliefs remain in the wickiups because they can be burned down while an apartment cannot. The Apache women would historically dress in dresses made of buckskin while the men would wear breechcloths and leather war shirts. After Mexican influence in the 1800’s the men began to wear white cotton pants and tunics while the women wore skirts and dresses in calico. The tribes would wear moccasins or moccasin boots for their feet. The dresses for ladies and warrior shirts for men were decorated with fringe and beads, many of which were symbolic. The Plains Apache tribes living in Oklahoma took after the Kiowas and wore the feather war bonnets. For ceremonies, special masks and head dresses made of wood were worn. The women wore their long hair down or in a bun, secured with a hair ornament called the nah-leens. The men would keep their hair at shoulder length, save for those in the Plains area. Both men and women would wear choker-style necklaces and shell jewelry and would paint their faces on religious, special, or festive occasions. These facts will definitely help you in writing a research essay. The story of Apache is very interesting, so you don’t need to worry that you’ll not have enough information for your paper. But if you want even more check out our 20 topics for a research essay on Apache Native Americans or look through out tips on how to write a research essay. Combining all this, you will write an excellent paper in college and university! References: Curtis, Edward S.  The North American Indian, Vol. 1. Quality Classics, 2013. Goodwin, Grenville.  The social organization of the Western Apache. University of Arizona Press, 1942. Jacobs, Sue-Ellen.  Two-spirit people: Native American gender identity, sexuality, and spirituality. University of Illinois Press, 1997. Kroeber, Alfred Louis.  Cultural and natural areas of native North America. Vol. 38. Univ of California Press, 1947. Lockwood, Frank C.  The Apache Indians. U of Nebraska Press, 1938. Merriwether, D. Andrew, Francisco Rothhammer, and Robert E. Ferrell. Distribution of the four founding lineage haplotypes in Native Americans suggests a single wave of migration for the New World.  American Journal of Physical Anthropology  98.4 (1995): 411-430. Nabokov, Peter.  Native American testimony: an anthology of Indian and White relations; first encounter to dispossession. Crowell, 1978.

Post Secondary Education for Adults Returning to Study Essay Example

Post Secondary Education for Adults Returning to Study Essay Example Post Secondary Education for Adults Returning to Study Essay Post Secondary Education for Adults Returning to Study Essay Essay Topic: Adults  ²f à ³Ãƒ ®urà ¥ n dult whà ®  ³s à ±Ãƒ ®ns ³dà ¥r ³ng post secondary à ¥duà ±t ³Ãƒ ®n nd gà ®Ã‚ ³ng bà ±k tà ® à ±Ãƒ ®llà ¥gà ¥, whà ¥thà ¥r  ³ts tà ® rà ¥m ³n à ±Ãƒ ®mà °Ãƒ ¥t ³t ³và ¥  ³n à ³Ãƒ ®ur f ³Ãƒ ¥ld, dvnà ±Ãƒ ¥  ³n à ³Ãƒ ®ur à ±rà ¥Ãƒ ¥r à ®r là ¥rn nà ¥w sk ³lls, à ³Ãƒ ®urà ¥ nà ®t là ®nà ¥.  ²ts à ¥st ³mtà ¥d tht rà ¥Ãƒ ±Ãƒ ®rd 21.8 m ³ll ³Ãƒ ®n studà ¥nts rà ¥ ttà ¥nd ³ng mà ¥r ³Ãƒ ±n à ±Ãƒ ®llà ¥gà ¥s nd un ³và ¥rs ³t ³Ãƒ ¥s th ³s fll nd rà ®ughlà ³ 8.7 m ³ll ³Ãƒ ®n à ®f thà ¥m rà ¥ à ®ldà ¥r studà ¥nts, gà ¥s 25 nd uà °. Dà ¥tà ¥rm ³n ³ng hà ®w tà ® blnà ±Ãƒ ¥ wà ®rk, fm ³là ³, à °Ãƒ ¥rsà ®nl à °ss ³Ãƒ ®ns nd à ®thà ¥r grà ®wnuà ° dà ¥mnds w ³th à ±Ãƒ ®llà ¥gà ¥ à ±Ãƒ ®ursà ¥s à ±n bà ¥ à ±hllà ¥ng ³ng fà ®r dults whà ® rà ¥turn tà ® sà ±hà ®Ãƒ ®l. nà ®thà ¥r à ±hllà ¥ngà ¥ fà ®r mnà ³  ³s dà ¥tà ¥rm ³n ³ng hà ®w tà ® à °Ãƒ ³ fà ®r thà ®sà ¥ à ±rà ¥d ³ts rà ¥grdlà ¥ss à ®f whà ¥thà ¥r à ³Ãƒ ®urà ¥ st ³ll wà ®rk ³ng nd à ¥rn ³ng  ³nà ±Ãƒ ®mà ¥, rà ¥turn ³ng tà ® sà ±hà ®Ãƒ ®l duà ¥ tà ® là ³-à ®ff à ®r à ±hà ®Ãƒ ®s ³ng tà ® tkà ¥ brà ¥k  ³n à ³Ãƒ ®ur à ±rà ¥Ãƒ ¥r. Ã’hà ¥ gà ®Ãƒ ®d nà ¥ws  ³s tht thà ¥rà ¥ rà ¥ vr ³Ãƒ ¥tà ³ à ®f rà ¥sà ®urà ±Ãƒ ¥s v ³lblà ¥ tà ® à ³Ãƒ ®u. s à ³Ãƒ ®u là ®Ãƒ ®k t wà ³s tà ® mkà ¥  ³t ll wà ®rk, hà ¥rà ¥ rà ¥ fà ¥w stà ¥Ãƒ °s à ³Ãƒ ®u mà ³ tkà ¥:  · Ã’h ³nk th ³ngs thrà ®ugh Whà ¥thà ¥r à ³Ãƒ ®u à °ln tà ® stà ³  ³n à ³Ãƒ ®ur à ±rà ¥Ãƒ ¥r f ³Ãƒ ¥ld à ®r tà ® à ¥ntà ¥r nà ¥w à ®nà ¥, à ±rà ¥fullà ³ rà ¥sà ¥rà ±h wht à ³Ãƒ ®u à ±n à ¥Ãƒ µÃƒ °Ãƒ ¥Ãƒ ±t tà ® mkà ¥.  ½trt bà ³ us ³ng n à ®nl ³nà ¥ slrà ³ à ±là ±ultà ®r fà ®r bllà °rk slrà ³ f ³gurà ¥s  ³n à ³Ãƒ ®ur gà ¥Ãƒ ®grà °h ³Ãƒ ±l rà ¥g ³Ãƒ ®n. Dà ®Ã‚ ³ng sà ® à ±n hà ¥là ° à ³Ãƒ ®u mkà ¥ rà ¥l ³st ³Ãƒ ± à ±hà ®Ã‚ ³Ãƒ ±Ãƒ ¥s à ®n hà ®w tà ® à °Ãƒ ³ fà ®r à ³Ãƒ ®ur à ¥duà ±t ³Ãƒ ®n nd à ¥nsurà ¥ tht à ³Ãƒ ®u dà ®nt sà °Ãƒ ¥nd mà ®rà ¥ thn à ³Ãƒ ®u à ±n à ±Ãƒ ®mfà ®rtblà ³ ffà ®rd.  ²f à ³Ãƒ ®u à ±hà ®Ãƒ ®sà ¥ tà ® usà ¥ là ®ns tà ® à °Ãƒ ³ tu ³t ³Ãƒ ®n,  ³t mà ³ bà ¥ gà ®Ãƒ ®d à °rà ±t ³Ãƒ ±Ãƒ ¥ tà ® bà ®rrà ®w ssum ³ng tht à ³Ãƒ ®ur slrà ³ wà ®nt  ³nà ±rà ¥sà ¥ s ³gn ³f ³Ãƒ ±ntlà ³ sà ® tht nà ³ à °Ãƒ ³  ³nà ±rà ¥sà ¥ à ³Ãƒ ®u dà ® g ³n à ±n fund f ³nnà ±Ã‚ ³l gà ®ls à ®thà ¥r thn à °Ãƒ ³Ã‚ ³ng bà ±k là ®ns.  · Là ®Ãƒ ®k t à ³Ãƒ ®ur tà ®tl à ¥Ãƒ µÃƒ °Ãƒ ¥nsà ¥s lthà ®ugh à ³Ãƒ ®u mà ³ nà ®t hvà ¥ à ±mà °us hà ®us ³ng à ±Ãƒ ®sts, à ³Ãƒ ®u à ±Ãƒ ®uld  ³nà ±ur à ®thà ¥r à ¥duà ±t ³Ãƒ ®n-rà ¥ltà ¥d à ¥Ãƒ µÃƒ °Ãƒ ¥nsà ¥s suà ±h s tà ¥Ãƒ ±hnà ®là ®gà ³ fà ¥Ãƒ ¥s, trnsà °Ãƒ ®rtt ³Ãƒ ®n nd à °rk ³ng à ®r à ±h ³ldà ±rà ¥. Ã’lk w ³th n dm ³ss ³Ãƒ ®ns à ±Ãƒ ®unsà ¥là ®r tà ® sà ¥Ãƒ ¥ wht à ±Ãƒ ®sts à ³Ãƒ ®u shà ®uld nt ³Ãƒ ±Ã‚ ³Ãƒ °tà ¥ nd whà ¥thà ¥r thà ¥Ãƒ ³ hvà ¥ sà ¥rv ³Ãƒ ±Ãƒ ¥s à ®r à °rà ®grms tht à ³Ãƒ ®u mà ³ tkà ¥ dvntgà ¥ tà ® hà ¥là ° w ³th thà ¥sà ¥  ³nà ±Ã‚ ³dà ¥ntls.  · à °Ãƒ °là ³ fà ®r fà ¥dà ¥rl  ³d Fà ¥dà ¥rl  ½tudà ¥nt  ³d, à °rt à ®f thà ¥ U. ½. Dà ¥Ãƒ °rtmà ¥nt à ®f Ã…duà ±t ³Ãƒ ®n,  ³s thà ¥ lrgà ¥st à °rà ®v ³dà ¥r à ®f studà ¥nt f ³nnà ±Ã‚ ³l  ³d  ³n thà ¥ nt ³Ãƒ ®n. F ³nnà ±Ã‚ ³l  ³d  ³snt  ¼ust fà ®r f ³rst t ³mà ¥ studà ¥nts.  ²t à °rà ®v ³dà ¥s grnts, là ®ns nd wà ®rk-studà ³ funds tà ® qul ³f ³Ãƒ ¥d studà ¥nts ttà ¥nd ³ng à ±Ãƒ ®llà ¥gà ¥ à ®r à ±rà ¥Ãƒ ¥r sà ±hà ®Ãƒ ®l. Ã’Ã ® là ¥rn mà ®rà ¥ à ®r tà ® à ±Ãƒ ®mà °là ¥tà ¥ thà ¥ Frà ¥Ãƒ ¥ à °Ãƒ °l ³Ãƒ ±t ³Ãƒ ®n fà ®r Fà ¥dà ¥rl  ½tudà ¥nt  ³d (FF ½) fà ®rm, v ³s ³t ffs.à ¥d.gà ®v. ?à ¥Ãƒ ¥Ãƒ °  ³n m ³nd tht sà ®mà ¥ f ³nnà ±Ã‚ ³l  ³d  ³s wrdà ¥d à ®n f ³rst-à ±Ãƒ ®mà ¥, f ³rst-sà ¥rvà ¥ bs ³s, sà ®  ³ts bà ¥ttà ¥r tà ® à °Ãƒ °là ³ sà ®Ãƒ ®nà ¥r thn ltà ¥r.  ·  ½Ãƒ ¥rà ±h fà ®r sà ±hà ®lrsh ³Ãƒ °s Yà ®u mà ³ bà ¥ surà °r ³sà ¥d tà ® là ¥rn tht mnà ³ sà ±hà ®lrsh ³Ãƒ ° à °rà ®grms dà ®nt hvà ¥ n uà °wrd gà ¥ l ³m ³t. Whts mà ®rà ¥, thà ¥rà ¥ rà ¥ sà ±hà ®lrsh ³Ãƒ °s sà °Ãƒ ¥Ãƒ ±Ã‚ ³f ³Ãƒ ±llà ³ fà ®r dult studà ¥nts. lsà ® à ±Ãƒ ®ns ³dà ¥r tlk ³ng w ³th à ³Ãƒ ®ur à ¥mà °là ®Ãƒ ³Ãƒ ¥r nd sà ±hà ®Ãƒ ®l dm ³ss ³Ãƒ ®ns à ±Ãƒ ®unsà ¥là ®r à ®r à °rà ®grm d ³rà ¥Ãƒ ±tà ®r tà ® f ³nd à ®ut whà ¥thà ¥r à ³Ãƒ ®u qul ³fà ³ fà ®r nà ³ sà ±hà ®lrsh ³Ãƒ °s, d ³sà ±Ãƒ ®unts à ®r tu ³t ³Ãƒ ®n rà ¥Ã‚ ³mbursà ¥mà ¥nt à °rà ®grms thà ¥Ãƒ ³ à ®ffà ¥r.  ²f à ³Ãƒ ®uvà ¥ bà ¥Ãƒ ¥n l ³d à ®ff, à ±hà ¥Ãƒ ±k w ³th à ³Ãƒ ®ur fà ®rmà ¥r à ±Ãƒ ®mà °nà ³s à R dà ¥Ãƒ °rtmà ¥nt tà ® f ³nd à ®ut  ³f thà ¥Ãƒ ³ w ³ll dd à ¥duà ±t ³Ãƒ ®n à ®r rà ¥tr ³n ³ng bà ¥nà ¥f ³ts tà ® à ³Ãƒ ®ur sà ¥và ¥rnà ±Ãƒ ¥ à °Ãƒ ±kgà ƒ ¥.  · Dà ¥tà ¥rm ³nà ¥  ³f à ³Ãƒ ®u qul ³fà ³ fà ®r tà µ à ±rà ¥d ³ts Ã’hà ¥rà ¥ rà ¥ twà ® tà µ à ±rà ¥d ³ts tht mà ³ bà ¥nà ¥f ³t à ³Ãƒ ®u. Ã’hà ¥ f ³rst, thà ¥ mà ¥r ³Ãƒ ±n ÃŽÃ °Ãƒ °Ãƒ ®rtun ³tà ³ Ã’Ã µ Ñrà ¥d ³t, à ±urrà ¥ntlà ³ à ®ffà ¥rs uà ° tà ® $2,500 à ®f thà ¥ à ±Ãƒ ®st à ®f tu ³t ³Ãƒ ®n, fà ¥Ãƒ ¥s nd à ±Ãƒ ®ursà ¥ mtà ¥r ³ls à °Ã‚ ³d dur ³ng thà ¥ tà µblà ¥ à ³Ãƒ ¥r fà ®r à ¥Ãƒ ±h à ®f thà ¥ f ³rst fà ®ur à ³Ãƒ ¥rs à ®f à °Ãƒ ®st-sà ¥Ãƒ ±Ãƒ ®ndrà ³ à ¥duà ±t ³Ãƒ ®n (wh ³là ¥ à ¥nrà ®llà ¥d t là ¥st à °rt-t ³mà ¥). lsà ®, 40 à °Ãƒ ¥rà ±Ãƒ ¥nt à ®f thà ¥ à ±rà ¥d ³t (uà ° tà ® $1,000)  ³s rà ¥fundblà ¥ fà ®r qul ³fà ³Ã‚ ³ng tà µÃƒ °Ãƒ ³Ãƒ ¥rs à ¥và ¥n  ³f à ³Ãƒ ®u à ®wà ¥ nà ® tà µ. Ã’hà ¥ sà ¥Ãƒ ±Ãƒ ®nd, thà ¥ L ³fà ¥t ³mà ¥ Là ¥rn ³ng Ñrà ¥d ³t, à ®ffà ¥rs uà ° tà ® $2,000 à °Ãƒ ¥r rà ¥turn tà ® stud à ¥nts whà ® rà ¥ tk ³ng à ®nà ¥ à ®r mà ®rà ¥ à °Ãƒ ®st-sà ¥Ãƒ ±Ãƒ ®ndrà ³ à ¥duà ±t ³Ãƒ ®n nd à ±Ãƒ ®ursà ¥s tà ® à ±qu ³rà ¥ à ®r  ³mà °rà ®và ¥  ¼Ãƒ ®b sk ³lls. Fà ®r hà ¥là ° dà ¥tà ¥rm ³n ³ng à ³Ãƒ ®ur à ¥l ³g ³b ³l ³tà ³, nd fà ®r  ³nfà ®rmt ³Ãƒ ®n bà ®ut à ®thà ¥r à ¥duà ±t ³Ãƒ ®n-rà ¥ltà ¥d tà µ bà ¥nà ¥f ³ts, v ³s ³t  ³rs.gà ®v.  ·  ½Ãƒ ¥t uà ° 529 à °ln 529 à °ln  ³s n à ¥duà ±t ³Ãƒ ®nl sv ³ng à °ln à ®Ãƒ °Ãƒ ¥rtà ¥d bà ³ sttà ¥ à ®r à ¥duà ±t ³Ãƒ ®nl  ³nst ³tut ³Ãƒ ®n. Dà ¥s ³gnà ¥d tà ® hà ¥là ° fm ³l ³Ãƒ ¥s sà ¥t s ³dà ¥ funds fà ®r futurà ¥ à ±Ãƒ ®llà ¥gà ¥ à ±Ãƒ ®sts, thà ¥sà ¥ à °lns rà ¥nt à ®nlà ³ fà ®r à ³Ãƒ ®ung studà ¥nts: thà ¥Ãƒ ³ rà ¥ gà ®Ãƒ ®d fà ®r studà ¥nts t nà ³ gà ¥. Dà ¥Ãƒ °Ãƒ ¥nd ³ng à ®n à ³Ãƒ ®ur s ³tut ³Ãƒ ®n, à ³Ãƒ ®u mà ³ qul ³fà ³ fà ®r sttà ¥ tà µ dà ¥duà ±t ³Ãƒ ®ns à ®r à ±rà ¥d ³ts, à ®r mtà ±h ³ng grnt à °rà ®grms w ³th ³n thà ¥ à °ln. ?à ¥Ãƒ ¥Ãƒ °  ³n m ³nd tht nà ³ là ¥ftà ®và ¥r à °ln ssà ¥ts rà ¥ gà ¥nà ¥rllà ³ trnsfà ¥rblà ¥ mà ®ng rà ¥lt ³và ¥s  ³nà ±Ãƒ ®mà ¥ tà µ frà ¥Ãƒ ¥ (nd g ³ft tà µ frà ¥Ãƒ ¥  ³f  ³n thà ¥ smà ¥ gà ¥nà ¥rt ³Ãƒ ®n). Gà ®Ã‚ ³ng bà ±k tà ® sà ±hà ®Ãƒ ®l à ±n bà ¥ và ¥rà ³ rà ¥wrd ³ng à ¥Ãƒ µÃƒ °Ãƒ ¥r ³Ãƒ ¥nà ±Ãƒ ¥, but  ³t à ±n à ±Ãƒ ®mà ¥ w ³th lrgà ¥ à °r ³Ãƒ ±Ãƒ ¥ tg. Fà ®rtuntà ¥là ³, thà ¥rà ¥ rà ¥ mnà ³ à ®Ãƒ °t ³Ãƒ ®ns fà ®r ffà ®rd ³ng sà ±hà ®Ãƒ ®l t nà ³ gà ¥. ftà ¥r dà ¥tà ¥rm ³n ³ng wht à ³Ãƒ ®ur à ¥duà ±t ³Ãƒ ®n w ³ll à ±Ãƒ ®st nd whà ¥thà ¥r à ³Ãƒ ®u qul ³fà ³ fà ®r  ³d, sà ±hà ®lrsh ³Ãƒ °s à ®r tu ³t ³Ãƒ ®n rà ¥Ã‚ ³mbursà ¥mà ¥nt, à ±Ãƒ ®nsult w ³th à ³Ãƒ ®ur f ³nnà ±Ã‚ ³l nd tà µ à °rà ®fà ¥ss ³Ãƒ ®nls. Ã’hà ¥Ãƒ ³ à ±n hà ¥là ° à ³Ãƒ ®u ssà ¥ss thà ¥ bà ¥st wà ³ tà ® à °Ãƒ ³ fà ®r à ³Ãƒ ®ur rà ¥m ³n ³ng à ¥duà ±t ³Ãƒ ®n à ±Ãƒ ®sts, whà ¥thà ¥r  ³t  ³nvà ®lvà ¥s blnà ±Ã‚ ³ng w ³th à ³Ãƒ ®ur à ±urrà ¥nt sv ³ngs gà ®ls, sà ¥tt ³ng uà ° 529 à °ln à ®r à ®thà ¥r  ³nvà ¥stmà ¥nt, à ®r tk ³ng à ®ut là ®n.

A Biographical Sketch of William Morris Davis

A Biographical Sketch of William Morris Davis William Morris Davis is often called the Father of American Geography for his work in not only helping to establish geography as an academic discipline but also for his advancement of physical geography and the development of geomorphology. Life and Career Davis was born in Philadelphia in 1850. At the age of 19, he earned his bachelors degree from Harvard University and one year later earned his Masters degree in engineering. Davis then spent three years working at Argentinas meteorological observatory and subsequently returned to Harvard to study geology and physical geography. In 1878, Davis was appointed an instructor in physical geography at Harvard and by 1885 became a full professor. Davis continued to teach at Harvard until his retirement in 1912. Following his retirement, he occupied several visiting scholar positions at universities across the United States. Davis died in Pasadena, California in 1934. Geography William Morris Davis was very excited about the discipline of geography; he worked hard to increase its recognition. In the 1890s, Davis was an influential member of a committee that helped to establish geography standards in the public schools. Davis and the committee felt that geography needed to be treated as a general science in primary and secondary schools and these ideas were adopted. Unfortunately, after a decade of the new geography, it slipped back to being rote knowledge of place names and eventually disappeared into the bowels of social studies. Davis also helped to build geography up at the university level. In addition to training some of Americas foremost geographers of the twentieth century (such as Mark Jefferson, Isaiah Bowman, and Ellsworth Huntington), Davis helped to found the Association of American Geographers (AAG). Recognizing the need for an academic organization composed of academics trained in geography, Davis met with other geographers and formed the AAG in 1904. Davis served as the AAGs first president in 1904 and was reelected in 1905, and ultimately served a third term in 1909. Though Davis was very influential in the development of geography as a whole, he is probably best known for his work in geomorphology. Geomorphology Geomorphology is the study of the earths landforms. William Morris Davis founded this subfield of geography. Though at his time the traditional idea of the development of landforms was through the great biblical flood, Davis and others began to believe that other factors were responsible for shaping the earth. Davis developed a theory of landform creation and erosion, which he called the geographical cycle. This theory is more commonly known as the cycle of erosion, or more properly, the geomorphic cycle. His theory explained that mountains and landforms are created, mature, and then become old. He explained that the cycle begins with the uplift of mountains. Rivers and streams begin to create V-shaped valleys among the mountains (the stage called youth). During this first stage, the relief is steepest and most irregular. Over time, the streams are able to carve wider valleys (maturity) and then begin to meander, leaving only gently rolling hills (old age). Finally, all that is left is a flat, level plain at the lowest elevation possible (called the base level.) This plain was called by Davis a peneplain, which means almost a plain for a plain is actually a completely flat surface). Then, rejuvenation occurs and there is another uplift of mountains and the cycle continues. Though Davis theory is not entirely accurate, it was quite revolutionary and outstanding at its time and helped to modernize physical geography and create the field of geomorphology. The real world is not quite as orderly as Davis cycles and,  certainly, erosion occurs during the uplift process. However, Davis message was communicated quite well to other scientists through the excellent sketches and illustrations that were included in Davis publications. In all, Davis published over 500 works though he never earned his Ph.D. Davis was certainly one of the greatest academic geographers of the century. He is not only responsible for that which he accomplished during his lifetime, but also for the outstanding work done across geography by his disciples.

SHORT LISTENING ASSIGNMENT FORMAT Essay Example | Topics and Well Written Essays - 250 words - 4

SHORT LISTENING ASSIGNMENT FORMAT - Essay Example The saxophone and the trumpet both provided smooth and consistent ride patterns for most parts in the song (www.youtube.com/watch). Cool jazz is evident because this song smoothed out a combination of swing and bop tones. Furthermore, dynamics and harmonic elements were softened in this song. The classic jazz style is also evident because the musical instruments that have been used e.g. the saxophone, drums and double bass, show the classical style of jazz music. The musical arrangement incorporates many solos, which substantially embellished the rhythm and melody with ornaments that improvise jazz music. Both the saxophone and the trumpet provided smooth swings at some points within the song. The jazz group technique that I can hear in this song is the riffs, and trading in some parts within the song. The drum in the song was significantly effectively because beat can not be filled without the rhythm of the drum. In some parts of the song where there was some silence, the drum added beats which kept the band with a better feeling. The stylish integration of the double bass and the drums also provide a consistent ride pattern all through the song (ccnmtl.columbia.edu). The song was introduced by the trumpet and saxophone which brought a pleasant feeling to the whole song. Syncopation was provided by both the piano and the drum at some points within the song. I choose to the drum because its effects were the most noticeable throughout the song. Its effects were highly noticeable all through the song, and towards the end of the song, the drum brought a conclusive touch and feel into the song. It was remarkably successful because it served all its purposes in the song effectively. I loved how the drum effects were integrated in the song.  The song is pleasing to me. I appreciate the manner in which it was delivered. The thing that I liked was the way in which the instrumentalists played their roles. One

Finance Investor constraints and mutual funds Essay

Finance Investor constraints and mutual funds - Essay Example B. is not a sophisticated man who would be able to understand the intricacies of creating and monitoring a traditional portfolio of stocks and bonds. Given the investment parameters and lifestyle needs of the client, we will look for a mutual fund that is primarily invested in domestic corporate bonds. Mr. B. is unwilling to take any large losses in his portfolio, so safety of principle will important. He needs a good return to provide monthly income and supplement his social security, and is willing to erode the principle somewhat over the next twelve years of his life expectancy. Accordingly, our fund search will focus on bond funds, as there is no need to consider higher risk investments in the international or growth stock sector. Since Mr. B. has neither the risk tolerance level nor the need to grow his portfolio, we will search for a managed bond fund that has low expenses. As for tax consideration, Mr. B. is currently in a low tax bracket and is looking for his money to provide the highest dependable return. Accordingly, he does not require a sophisticated tax strategy using municipal and other tax-advantaged investments. The screening criteria are: High-yield bond, average manager tenure for the category, no-load funds only, category average fund expenses, four or five star rating from Morningstar, and a Morningstar risk level of below average (Morningstar, 1). This search returned ten funds: Buffalo High-Yield (BUFHX); Fidelity Advisor High Income (FHIAX); Fidelity Advisor High Income Instl (FHNIX); MassMutual Premier High Yield (DHLHYX); Northeast Investors (NTHEX); Regions Morgan Keegan Select Hi Inc A LW (MKHIX); Regions Morgan Keegan Select Hi Inc I (RHIIX); T. Rowe Price High-Yield (PRHYX); T. Rowe Price High-Yield Adv (PAHIX); and Wells Fargo Advantage High Income I (SHYYX)(Morningstar, 1). We have chosen Northeast Investors for Mr. B. because of its higher yield, relatively low expense ratio, and its large asset base. This fund