Area of knowledge Essay Example for Free

Area of knowledge Essay It can certainly be argued that though language and emotion play vital roles within any area of knowledge, it is within history that it manifests itself the clearest. History as an area of knowledge presents an opportunity to explore the implications of both language and emotion, and their effect on interpreting history. The understanding of such information is integral to resolving one of the key knowledge issues regarding history: the question of whether it is possible to attain or communicate knowledge through history that is free from filters and biases. The answer to this question is crucial to the further comprehension of what is history as a whole. But before examining language and emotion in the context of history, it is important to define what exactly these words are describing, and understand the values and limitations of both of these ways of knowing separately. Language is defined as a rule-governed, intended form of communication and is one of the main ways of attaining information of the external. It is useful for conveying concepts that are intangible, such as that of history. However, it is merely a tool, a vehicle by which information can travel, and is subject to ambiguity, vagueness, and bias. Emotion as a way of knowing is often defined as a mechanism which gives intuition and helps decision making, but is also commonly cited as an obstruction to knowledge. These two ways of knowing have a great impact upon the acquisition of knowledge in history. One could argue that without language, there would be no history or historical knowledge. Such a bold statement can be made for a variety of reasons, one being primarily that unlike emotion and sense perception, two others way of knowing, language is the most able tool in the transfer of knowledge across time. And unlike reason, language can qualitatively describe as well as outline the experiences of individuals in a way that reason cannot fully emulate. One does not need to be (or rather, cannot be) at the decisive Battle of Iwo Jima to know there was an Allied victory, knowledge that sense perception and emotion could not derive. The utility of language is that it enables us acquire knowledge of the external efficiently. This is not to say that language is the perfect mechanism for knowledge transfer in history. As stated above, language is a tool that, once interpreted, will lead to biases as both the sender and receivers paradigm will contribute to a certain predisposition regarding any topic spoken. It allows us to label and generalize, to set up a conceptual framework based on relativity. Arbitrary time frames can be set up within history, such as Before Common Era, which when considered seem quite useful in that it allows for quick citation, but is also perplexing. How exactly did people define the Common Era? To refer to a date in relation to the death of one man allows us to further question why this particular man was chosen. Again this ties into the bias with language, as anyone referencing BCE is undoubtedly predisposed towards Western thinking. Even I retain these biases as well, always confused momentarily whenever I am exposed to the time frame established in Thai culture, such as 2553 (which is coincidentally also referenced to the death of another man). It appears that although language can and does lead to historical knowledge in methods that other ways of knowing cannot, language can never lead to truly objective information precisely for the same reason that it is useful: it is all relative to the paradigm which one is under. The impact of labeling and generalizations also touches upon the realm of emotion and its effects upon history. The age-old adage proclaims that history is written by the victors1 and the victors will more often than not think positively about themselves but not of their opponents. For example, during my Thai history class, my teacher will go at great lengths to explain the courageous nature of the Thai people and the savagery of the Burmese for invading our land, and yet do a complete about face and call the occupation of Malaysia and Cambodia as a noble conquest. This invocation of pride and patriotism is a variety of emotion known as nationalism. And it is this nationalism, or a similar emotional feeling of loyalty, that has fueled much of current history. If language is the tool with which we talk about history, emotion is what caused us to talk about it in the first place. The statement that is being suggested is that the course of human civilization for the past ten thousand years can be charted with the emotions, on the basis that humans are not perfectly rational. Emotional attachments to kingdoms, countries, or governments caused many to go to war; scientific advances were fueled by the undying joy associated with innovation; Adam Smith proposed capitalism to compensate for the inherent greed within us all. Indeed, a more specific event would be the destruction of the World Trade Center on September 11, 2001AD. The attack upon the US caused uproar, an escalation of foreign policy security, and a worsening of relations with the Middle East. The many religious motives for such an event leave no doubt that it was based off of emotion, but it remains unclear what the main cause was for. Again, it appears that to mark history as objective facts becomes increasingly hard as the subjective emotions that one has muddle the cause for events. One cannot state that a certain event in history occurred because of another singular event; rather, one must say that it was the amalgamation of these that caused any event. In essence, it appears that emotion and language both play a key role in history, one for it and one about it. However, it seems that these two ways of knowing interact with history in such a way as to make the objective deduction of historical knowledge difficult. Though one can argue that the imposition of conceptual frameworks and the emotionally fuelled decisions are not mutually exclusive with an objective history, it remains that within any human society there will exist a paradigm, a filter, a bias. And in these items will lay prejudice. A quote by Friedrich Nietzche summarizes this: To the extent that man has for long ages believed in the concepts and names of things as in aeternae veritates he has appropriated to himself that pride by which he raised himself above the animal: he really thought that in language he possessed knowledge of the world. We may pride ourselves on being more civilized than animals and for having language, but it is foolish to assume that with only these tools that we have gained any knowledge of the world apart from our own.

Franz Kafkas Use of Humor Essay -- Biography Biographies Essays

Franz Kafka's Use of Humor Franz Kafka, born on July 3, 1883 in Bohemia, in the city of Prague, has been recognized as one of the greatest writers of the twentieth century. His works have been called "cloudy, mysterious, inexplicable" (Oates ix). Most people hear the term Kafkan or Kafkaesque and think of dark, fantastic tales with almost no basis in our known reality. But what of Kafka's sense of humor? I personally laughed out loud several times while reading Kafka's Amerika. Were these snippets of humor part of Kafka's plan or mere accidents? According to Roy Pascal, author of Kafka's Narrators: A Study of His Stories and Sketches, "There is a good deal of humour in these early stories, as in the novels and later stories, but it is often ambiguous and can be overlooked" (Pascal 40). The humor that Pascal refers to is not the usual vaudeville, slap- stick so common in today's society. "Kafka never laughed so much as he did with [Felix] Weltsch, and it was Weltsch who first stressed the role of humor in Kafka's work - gallows humor spiked with desperation, but liberating for them both (Pawel 131). Kafka was a man who was more subtle than most and preferred his humor in a more deliberate vein. Irony was a flavor that seemed to work better for Kafka. By taking a look at some of Kafka's works we can see this irony more clearly. In Kafka's short story entitled, "The Judgement," written in 1912, we see one of the unusual uses of irony by Kafka. The central figure, Georg Bendemann, has just gotten into a long and somewhat heated argument with his aging and infirm father. Suddenly Georg's father "threw the blankets off with a strength that sent them all flying in a moment and sprang erect in bed. Only one hand touched the ... ...afka used humor, as shown here, he used it to further emphasize the horror of what was going on in his worlds. Works Cited Gray, Ronald. Franz Kafka. London: Cambridge University Press, 1975. 74-75. Janouch, Gustav. Conversations with Kafka. Trans. Goronwy Rees. New York: New Directions Publishing Corporation, 1971. 33. Kafka, Franz. The Complete Stories & Parables. Trans. Willa and Edwin Muir. New York: Quality Paperback Book Club, n.d. - - -, Amerika, Trans. Willa and Edwin Muir. New York, Schoken Books, 1974. Oates, Joyce Carol. Foreword to: The Complete Stories & Parables. Trans. Willa and Edwin Muir. New York: Quality Paperback Book Club, n.d. Pascal, Roy. Kafka's Narrators: A Study of His Stories and Sketches. Cambridge: Cambridge University Press, 1982. 189-230. Pawel, Ernst. The Nightmare of Reason. New York: Farrar, Straus, Giroux, 1984.

European Handball

European Handball – goal shooting European handball is a unique, high intensity sport which is best described as a combination of netball, soccer and basketball. Two teams with seven players per side verse each other. In order to earn points, the handball must be thrown into the goals; this demonstrates the skill of goal shooting which will be the main focus of this report. Characteristics of basketball are seen in the rule that the player must bounce the ball while running.Defending is a common action in any sport and is seen in European Handball; the team without possession of the ball may attempt to stop the other team from scoring by blocking the path of the player with possession. During the game, the ball is passed around in the style of netball. The sport involves a combination of multiple sports such as soccer (goals), netball (passing) and basketball (court size, bouncing, dribbling) which makes it different to any other sport thus people are intrigued to play and tho roughly enjoy it. Explanation of the skillGoal shooting is just like a pass but with more power. The ball must be thrown into the goals. A common technique performed when shooting a goal is the jump shot. The jump shot is where the player is in the air when the shot is made; by doing this the shot is more powerful and more effective. Explanation of the drills 1) The first drill that we will be teaching students in our training session aims to practice the jump shot as it is the most effective way of shooting a goal. For the most effective goal shot, right handed players should push off from and land on their left foot and vice versa.When they are suspended in the air, their body should be stretched with their throwing shoulder back and then the ball should be thrown from the highest point of the jump for maximum effectiveness of the shot at goals. 2) The second drill we will be teaching in our training session aims to practice passing and shooting under pressure through the use of a goalie. Students will get in groups of three and two of them will pass the ball between each other and take shots at goal with a goalie trying to stop them from scoring. To pass the ball students are to use their preferred arm, xtend it behind their head and with force throw overarm to the other player. The goal keeper’s aim is to defend the goals and position them self correctly so any incoming shots can be stopped. They will all stand equal distance apart in a triangular formation. Each student will rotate position until everyone has had a turn at passing and being goalie. This will improve everyone’s passing and defending skills. Actions and strategies that contribute to enjoyable participation There are many strategies that can be used and actions that can be taken to make participation more enjoyable.Offering rewards have proven to be an effective strategy used in many sports all around the world. Rewards come in many shapes and forms to appeal to a wide range of participants such as money, various prizes and awards including certificates, medals and trophies. As well as physical rewards to acknowledge achievement, there are many actions that can be performed to encourage enjoyable participation. Praising good behaviour and recognising an athlete’s achievements is incredibly effective in increasing the enjoyment during participation in a sport.Offering your congratulations by shaking their hand, giving them a pat on the back or simply telling them they’ve done a good job can motivate the player and help them to enjoy the sport more. These actions and strategies not only make players enjoy participating but also show aspects of a good coach. Organisations of activities The training session will be made up of various activities and demonstrations and will go for approximately 10 minutes. Warm Up – We will begin with a warm up which will consist of a short run and stretches.We will demonstrate appropriate stretches which t he students will then complete. First stretching the calf and leg muscles with lunges and swinging legs; then stretching the arm muscles with a shoulder shrug, arm across body, swinging arms, and breathing exercises. This will help get their body and mind ready for the activities. The warm up should run for approximately two minutes. Demonstration and Explanation – We will then give a thorough explanation of the skill, explaining how the skill is preformed and techniques students should use to increase their chances of success.A demonstration of the skill and both drills will then be performed so that students can visibly see what it should look like and get an understanding of how to do it. This explanation and demonstration should go for approximately two to three minutes. Drill One – The students will then perform the drills. Students will form a line and one by one attempt the jump goal shot. We will check that they’re doing it correctly and offer advice to players on how they can improve. This drill requires the goals, cones, ball and the rope and should run for approximately two to three minutes Drill Two –We will then start the second drill. Students are to form groups of threes and go to their own set of goals. The group will have to decide on a defender and two shooters. Students will perform the drill once and we will check that all students are doing it correctly. The players will then rotate positions until everyone has had a go. We will continue giving advice and helping students who are struggling or confused, and will motivate and praise all students. This drill requires goals, cones and balls and should go for two to three minutes Warm Down/ Cool down –The warm down will consist of a slow stretches and various breathing exercises to relax the body and muscles. This will reduce the risk of injuries and sore muscles. Safety measures The safety of all students is the most important. All students are required to f ollow certain rules and instructions so that their safety is not a risk. Warms Ups and Warms Downs – At the beginning and end of our training session we will get all students to complete a range of stretches. Warm ups are essential as they help assist your circulatory system in pumping blood to your working muscles.The purpose is to steadily increase circulation throughout the body. A correct warm up safely prepares the body for movement and exercise. Cold muscles which have not been properly warmed up are more susceptible to injury. Warm downs relax your muscles and allow your heart rate to slowly return back to normal. Pay attention to demonstrations/ listen to instructions – All students need to pay close attention to the demonstrations and listen when we’re explaining the skills so that they know exactly what to do.If students are not paying attention and then try to perform the skill they could ruin equipment, hurt them self and hurt other students around t hem. Correct/Appropriate Equipment – European handball requires a specific ball. The ball is not allowed to have a shiny or slippery surface as the player needs to be able to grip the ball to throw a powerful pass. If an incorrect ball is used the players will find it hard to grip onto the ball and throw a powerful pass, and the ball would also be dropped a lot which could result in another player tripping over it and injuring themself.No contacting or unnecessary rough play – European handball is a fast paced sport but it is contact free. Players are not allowed to contact one another deliberately. Any student who is acting in an unnecessary behaviour will put themselves and peers at risk of being hurt. Appropriate use of equipment – All students are to act sensible with the equipment that they use whilst participating in the drills. The equipment can cause injury if used incorrectly, and students who do not use it appropriately could also risk damaging it. Sup ervision of instructors/ teacher –Teachers and instructors (people running the activity) are responsible for the safety of all students participating in the activities. They are expected to supervise all performances so that any errors can be corrects and mistakes can be pointed out. It is a coach’s responsibility to teach their students the correct way to perform a skill in order to remain safe. The safety of the athlete is always the main priority. All of the above points should be followed throughout the whole presentation so that all students are safe and the chance of injury is decreased.

Indians and Europeans shape the different colonies

It has been more than five centuries since Christopher Columbus reached the Americas. We know a great deal about Columbus, of course, and about the Europeans and Africans who crossed the Atlantic after him. We know much less about the â€Å"Indians. † as Columbus mistakenly called them?the people already living in America. But we are learning more all the time, so I want to talk about early contacts between Native Americans and newcomers.We now estimate that as many as seven million people were living in North America 500 years ago, and that their ancestors had been on this continent for at least thirteen thousand years. For all this time?hundreds of generations?they had remained isolated from Asia and Africa and Europe, building their own separate world. Over many centuries, these first North Americans developed diverse cultures that were as varied as the landscapes they lived in. And they developed hundreds of different languages.Looking back, what can we say about early enc ounters between these diverse Native Americans and the strange newcomers who arrived from across the ocean? Let me give you a few things to think about. Remember, first of all, that these Minimal contacts stretched over the entire continent and occurred over several centuries. The encounters were nearly as varied as the people involved. But key issues such as language, belief, technology, and disease arose regularly in different times and places. We may never know exactly about the first contacts from overseas.Long before Columbus, occasional boats may have arrived across the North Pacific from Asia, or across the Atlantic from Africa or Europe. They may have sailed intentionally or drifted by mistake. But such encounters were brief. So was the encounter with Norse Vikings. They visited Newfoundland in Canada about 1,000 years ago?nearly 500 years before Columbus. Their little colony of 160 people was short-lived. We know from sagas (family stories passed down orally across generati ons) that local Inhabitants attacked the Norse settlers, forcing them to retreat to Greenland after several years.In contrast, the newcomers who followed Columbus after 1492 proved far more numerous and more willing to stay. Though few In numbers at first, these European strangers brought supplies and then enforcements from across the sea. Now, imagine that you are one of those newcomers, approaching my small portion of North America for the first time. As Native American, I have diverse friends and enemies living all around me, and because I engage in trade I am used to encounters with strangers who do not speak my language.But you are different in various ways, and I have probably already heard rumors about you?some true and some false? from neighbors who have seen your ships. And believe me, your ships are a big surprise. My people live near the ocean, and we understand boats. But when we addle out to observe you, we are Impressed by the size of your ship, with Its tall masts. On the East Coast, I greet you from a birch-bark canoe or a dugout canoe. Indians are small. If you enter Upset Sound, the cypress canoes of the Northwest Coast Indians are much larger.Maybe you are Russian fur-hunters reaching Alaska. If so, you are amazed at my light, quick kayak. If you are the English explorer James Cook approaching Hawaii for the first time, you are struck to see our outrigger canoes and surf boards. One way or another, we can push off from the beach or the river mouth and visit your ocean-going vessel. But it is strange for us; you needed iron tools to create this ship, huge sheets of cloth to make it sail, and navigational charts to find your way. We have none of these.On the other hand, you are totally ignorant of our home waters. It is no secret that along Florist's coast and North Carolina's Outer Banks, Native Americans often found European shipwrecks. We Indians know ?and we may be willing to tell you?which anchoring spots give protection from storms. We k now the local streams and which house sites might flood in springtime. We know where there is fresh water?which you probably need after weeks at sea? ND we know sources of food for every time of year.The Indians in New England, watching the Pilgrims starve at Plymouth, showed them how to locate clams in the mudflats at low tide, how to trap fish, how to plant corn, and how to hunt strange, tasty birds called turkeys. But not all first encounters occurred near the coast. Before the middle of the sixteenth century, Spanish explorers were marching inland so far and so fast that rumors of their arrival scarcely had time to precede them. In the 1 sass, Native peoples living in the Carolinas, Alabama, Mississippi and Arkansas ere surprised by the fierce invasion of Despot and his army.At the same time, Indians further west on the Great Plains experienced the sudden arrival of Coronal's force, traveling from New Mexico on horseback in search of sudden wealth. In these two instances, and in many later confrontations, Europeans reacted at first with disappointment, frustration, and violence. The new environment seemed strange and dangerous; local people did not fit European hopes and expectations. For Native Americans, the most serious outcome of initial encounters, whether near he ocean or far inland, was the arrival of contagious diseases?unfamiliar sicknesses that they had never experienced.Again and again, foreign newcomers brought deadly illnesses with them. Three hundred years would elapse between the early Spanish explorations and the forced removal of Native Americans from much of the expanding United States in the asses. That is a huge stretch of time, and the encounters between Indians and non-landing varied widely across those three centuries. Gradually, especially in the East, Non-landing gained the upper hand in terms of sheer numbers. Some general estimates regarding the southeast, from Virginia to East Texas, illustrate this point.In 1700, four out of fi ve persons in the entire region were Indians. But by 1800, Indian numbers had declined and the European and African population had risen so fast that scarcely one person in thirty was a Native American. If sickness and death moved unevenly in one direction, from non-landing to Indian, Christianity moved in the same direction. Many of the earliest encounters involved missionaries, both Catholic and Protestant, who worked energetically to convert Native Americans to their Christian faith.In New England, the Reverend John Eliot spent years translating the Bible into the Massachusetts language, and in 1663 he printed 1000 copies to be used by converts known as efforts often met with fierce resistance. In the Southwest, Catholic priests and missionaries accompanied the earliest Spanish settlers in New Mexico, and efforts began around 1600 to suppress the Pueblo religion with harsh punishments. But Pueblo leaders fought back. In the successful â€Å"Pueblo Revolt† of 1680, Indian r ebels expelled the Spanish colonizers.The Pueblos attacked missionaries, burned churches, and punished Christian converts. While the Christian religion and the strange new diseases moved in one direction, education and trade moved in two directions. Let's take education first. Europeans were a literate society; many could write letters and read books. In America they began to share this powerful tool through schools. In the seventeenth century, Harvard build a separate Indian college on its campus. In the eighteenth century, Dartmouth College in New Hampshire emphasized Native American education, at least for a few.But at the same time, Indians who understood the American land and the natural world offered education to the newcomers. They were constantly explaining matters of geography, climate, and food. They knew when to plant and harvest crops, when fish were plentiful in certain streams, when the abundant oak trees dropped their acorns. Then knew which plants were edible, and ho w to track game. Gradually they shared their knowledge with newcomers. In Louisiana, white settlers often sent a young son to live among the local Indians to learn their language and pave the way for future trade.Trading, like education, was a two-way street. From the start, Europeans were scouring the land for items they could ship home and sell at a profit. Precious metals or spices would be best, but they saw few signs of these items. What they found instead was fur. In the Southeast, the soft hides of whitetail deer could be scraped and packed and shipped to Europe to make aprons and gloves. In New England and Canada, the pelts of beaver could be sent across the Atlantic to hat makers for the creation of fashionable beaver hats.Along the Northwest Coast, Russian traders obtained the valuable pelts of sea otters, which they could trade to the Chinese for spices and tea. More often than not, it was the Native Americans who hunted the animals and processed the pelts for shipment ab road. But if people in Europe and Asia were eager for North American furs of all sorts, Native Americans were equally eager for unfamiliar trade items from Europe. Indians exchanged hides and pelts for woolen blankets and coats, yards of cloth and ribbons, supplies of buttons, beads, and thread.Metal items of all kinds represented new and dramatic improvements in a world where utensils were shaped slowly from wood and rocks and clay. Metal knives and needles had obvious appeal. Metal pots, though heavy, were more durable and more versatile than clay pots. Besides, if they were poorly made and sprung leaks, they could be broken into pieces to be shaped into sharp arrowheads. When Dutch traders moved up the Hudson River to barter with the Indians for furs, the Mohawk called them â€Å"Kristin,† meaning â€Å"metal makers. Iron axes and hatchets were especially desirable. Native Americans knew how to kill trees by peeling off layers of bark. They could fell them by slowly burni ng away the base. But a durable metal axe made it possible to shape wood rapidly, whether building a house, carving a totem pole, or hollowing a dugout canoe. Various kinds of rum and spirits also figured early and often in the trade. Hard liquor gave European traders an person consuming alcohol also became less alert?more subject to an unfair trade or a robbery.Two other unfamiliar items?the gun and the horse?swept across North America during the seventeenth and eighteenth century as a result of trade between Indians and non-landing. Laws passed in Spain prohibited Spanish colonists in the Southwest from trading guns to Indians. So guns moved steadily westward instead, purchased from the French and Dutch and English in the East. Once a tribe acquired guns through the fur trade, neighboring tribes worked desperately to acquire similar weapons, or else they risked being defeated in war or outdone as hunters and fur traders.The horse, reintroduced into North America by the Spanish in the Southwest, moved in the opposite direction, After the Pueblo Revolt of 1680, horses spread north and east across the Great Plains?traded from one nation to another, or stolen in order to gain new mobility and power. A map shows clearly how the horse frontier and the gun frontier pushed in opposite directions. During the 18th century, tribes such as the Sioux on the Northern Plains and the Comanche on the Southern Plains gained access to both guns and horses, giving their cultures great power.For a long time, these complex exchanges proved mutually beneficial. Both Indians and non- Indians felt they were gaining valuable benefits from trade. But eventually, major changes undercut and ended this beneficial and agreeable trade. For one thing, the non-landing population continued to grow, while the Indian numbers declined sharply as a result of warfare and disease. But even more importantly, European newcomers sired Indian land even more than they wanted peaceful trade.Soon, land it self became an item of trade, and land that could not be bought was taken by force. Gradually, we are learning more about early contacts between Indians and non- Indians, and the way these relationships changed over time. The contacts were numerous and varied. They took a different shape in every part of the continent, depending upon which Indian cultures lived there and which foreigners first invaded their land. At first, these contacts were often mutually beneficial, as strangers learned from, and traded with, one another.But later, sickness, warfare, and crushing demands for land changed these connections. Contacts became more lopsided and destructive, through long chapters of our history. So, from now on, I hope that any time you see a horse or a rifle or a metal pot or a colorful ribbon you will think about these early contacts between Native Americans who had lived here for untold generations and newcomers who have been here scarcely five centuries. After all, these varied con nections are a rich and forgotten part of our shared heritage here in North America. Thanks for Joining me.

A Guide to Writing Essays on Abortion

A Guide to Writing Essays on Abortion A Guide to Writing Essays on Abortion The topic of abortion is sensitive, newsworthy, and controversial. It touches the subjects of politics, law, public health, religion, sociology, and more. It is a topic that incites intense conversation and debate. It is also a topic that is discussed in many college classrooms for many different reasons. Essays on abortion are assigned in many different courses to give students the opportunity to argue their positions on the topic or to demonstrate their understanding of this issue. Some students look forward to these assignments because they have strong opinions on the issue that they are eager to share. Unfortunately these students often fall prey to many of the pitfalls of writing an essay about abortion. These include: Using overly biased sources Ignoring evidence that doesn’t support their beliefs Confusing rhetoric for fact Constructing strawmen Using belittling language when referring to those with opposing beliefs To avoid these pitfalls, double check your sources, include sources that support opposing views, concentrate on facts, debate only what the people with the opposing view have stated and not what you think they have stated, and use respectful language. Abortion Essay Topic Suggestions Here are a few suggestions for students who are looking for essay suggestions on abortion. What are the pros and cons of abortion as it relates to public health? Will people ever come to an agreement on the abortion debate? Should taxpayer money fund abortions? Would free contraceptives cut down on the number of abortions each year? Should young women under the age of 18 be able to obtain abortion services without parental consent? If a man impregnates a woman, should he have to give his consent for her to have an abortion? Write an argumentative essay, discussing whether or not you are for or against abortion past 24 weeks. Will mandatory ultra-sounds and waiting periods reduce the number of abortions? What are the risks of having an abortion? Will comprehensive sexual education programs in schools reduce the rate of teen pregnancies and abortions? What can be done to reduce the number of abortions without making it legal? Should the government fund crisis pregnancy centers? If you are against abortion, what exceptions would you allow? Write a pro choice abortion research paper on a famous individual who helped the pro choice movement. Discuss the history of Planned Parenthood Abortion Essay Assistance Between spending time choosing a topic, researching, vetting your sources, taking notes, writing, editing, and revising, you can spend several days working on your abortion essay. This is a lot of time and effort to dedicate to a single writing assignment. If you have a job, a family, or a social life, finding time to finish complex writing assignments like these can be nearly impossible. It’s no wonder that so many college students feel constantly stressed out and overwhelmed. They are just too busy! Here’s some good news! You don’t have to be that overworked student. You can simply place an order at and we will help you with your paper on abortion or any other subject.

10 Best Alternatives to Student Loans

10 Best Alternatives to Student Loans Getting into the college of your dreams is only the first hurdle many students need to overcome. By far the most difficult part of going to college is coming up with the money to pay for it. With student loan problems splashed across every newspaper, blog and financial website in the universe, many students are beginning to explore alternatives to traditional student financing. Weve rounded up the 10 most promising alternatives. 1. Peer-to-Peer (P2P) Lending Peer-to-peer lending, often abbreviated to P2P, is a type of private loans which takes place between two individuals, or peers. Some characterize P2P lending as the corporate worlds spin on one friend loaning another some money†. While perhaps an oversimplification, thats essentially what it is. In peer-to-peer lending there are no credit checks, bank or government involvement in the loan itself. Private lenders offer loans for a set interest rate and its conducted as a private business. The largest lending platforms in the United States are Prosper and Lending Club. 2. Work Study Programs If youre already working part-time, you may qualify for the Federal Work Study (FWS) Program. This is a fund maintained by the government to help students who work part-time and go to school full time. Applications can be submitted through your schools Student Office as well as directly through the programs website. 3. Tuition Reimbursement Many companies offer a tuition reimbursement program. These program pay students back a portion of their school tuition, but does not include fees or textbook costs. This kind of program is typically offered in companies that traditionally promote from within and have various options for career growth. 4. Scholarships You dont always need to have the best grades or crazy athletic skills to land a scholarship. Scholarships are awarded by schools, companies, organizations, clubs and churches. There are thousands of scholarships that range from a few hundred dollars and go up to $10,000 and more. Local scholarships can be found through community organizations, churches and private businesses. Check your local library, community swim team and the local businesses that support softball, baseball, football or other local teams. Have your parents ask at work – many companies offer special scholarships to the children on employees. National and international scholarships can be found easily online or with the help of a high school or college adviser. 5. Grants In contrast to scholarships, grants are typically need based and are offered through the Federal Government. These grants can be applied for directly through the student aid website of the US Government. Several grants are also available at the state level. Grants do not have to be repaid and can be applied for either once a year or, in some cases, during each quarter or semester. 7. The Military Every branch of the US Military offers a number of grants, scholarships and financial aid opportunities for active and former servicemen and women as well as the families of those soldiers. If youre willing to postpone college a few years and enlist yourself, you could easily get a free ride, no matter what your degree. As a bonus youll get plenty of hands on experience in your chosen field and a history of military service makes a great impression on resumes and in an interview. 8. AmeriCorps AmeriCorps is a program maintained by the US federal government. It aims to get people more involved with various non-profit charities, schools and other community centered organizations on both a state and national level. It could involve working with the homeless, teaching children how to read, working with at risk teens or any other kind of public service. A 12 month stint with AmeriCorps snags you a living allowance, help with housing and, once youre done, some nice Education Credits you can apply to your tuition and other education costs. 9. Cap in Hand Where do people turn to in times of trouble and need? The internet, of course! Hitting up people for small (or large) donations online is nothing new, but plenty of people never consider it when looking into ways to pay for college. From asking for financing on a specific university project through a website like Kickstarter to just taking up a page and using it to ask for donations, the internet can be a great way to raise funds. Alex Tew made history in 2005 when he set up the Million Dollar Homepage and sold ad space online for $1 per pixel in order to pay for his university education in Wiltshire, England. The ploy paid off and, in 2006, Tew grossed $1,037,000. 10. Rich Relatives or Winning the Lottery Perhaps a bit less pragmatic than our other options but, hey, if you havent seen Great Uncle Norbert for awhile, this might be a great time to catch up! Failing that, hit the Bingo haul with Grandma and dont forget to borrow one of her lucky troll dolls!

History - Waiting for Macedonia Essay Example | Topics and Well Written Essays - 1500 words

History - Waiting for Macedonia - Essay Example Macedonian men and women don’t necessarily feel a kinship tie to their land, unlike Bosnians. Changes experienced by the young female engineers in Skopje include the fact that they feel more liberated to do as they please, and less inhibited. Young modern socialist women in Macedonia are classified on the upper level of the social strata in comparison to Albanian women of the village, who are sometimes pillaged by war, adversity, and infirmity. Unlike women in the European Union, those from Macedonia and Albania are generally regarded as lower-class – but that might be because the countries that they are from in Southeastern Europe are less highly-regarded due to their lower socioeconomic status. Another personal identity that is portrayed in the book is religion. Religion is more relegated to a status that is separated from the state in Macedonia, and people learn to get along with each other even though they are from different religious backgrounds. Religion, in the m ovie, is portrayed as a necessary part of life. In Bosnia, everyone is split up into factions. It might have had a lot to do with the fact that in the early ‘90s everyone in the region had to at least hear about, if not deal with, the Bosnian War. The Bosnian War divided people into three distinct groups: the Bosnian Muslims; the Orthodox Christian Serbians (also known as Serbs); and the Catholic Croatians (also known as Croats). The Croatians were pitted against the Bosnians by the Serbs. But basically, the Serbians were persecuting the Bosnians based on the fact that they were Muslims. President Bill Clinton finally decided to intervene in the Bosnian conflict in order to prevent an even larger genocide from taking place. To be Muslim in Bosnia meant to be the oppressed. To be a Croatian Catholic meant to be caught in the middle between a centuries-old fight between the Orthodox Christian Serbs and the Bosnian Muslims. National Identities Both the book and the film analyze d ifferent elements of national identity as well. Classifications of national identity in Yugoslavia during the existence of the country were never completely solidified because everyone came from different ethnic backgrounds. This only made allegiance to a nationality more difficult to believe in. The uncertainties of life after Yugoslavia, however, were somehow easier to deal with than the fact that much national pride was never lost on many Yugoslavians who were able to assimilate by ethnic groups. Religion can sometimes pose as nationality in the sense that, if someone is a Muslim, they might automatically assume that they are Bosnian. Thus, in a sense, in that region of the world one’s religious identity gets fused with a nationality even though that may not reflect the reality of an individual. In a similar manner – to put it in another way – many people also assume that someone whose religion is Judaism is necessarily an Israeli, but that’s not absol utely true. Nor is it true that someone who is an Israeli is necessarily Jewish –actually, it is the converse. Nothing can be assumed or presumed. While someone may be ethnically Jewish, they may not be a Jewish national (from Israel), and nothing guarantees that someone’s religion is Judaism unless proven otherwise. Therefore, nationality, ethnicity, race, and religion, for some Jewish people, are all one and the same. But certain people do differentiate between