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azureus resume Azureus is a BitTorrent client, written in nazi, java. The BitTorrent protocol is a new way of exchanging or distributing data over the internet (see http://bitconjurer.org/BitTorrent/introduction.html ). Downloading also means uploading, and food technology coursework task analysis the amounts of each are linked, to ensure fairness and rapidity in the spread of the file at hand. To be able to download a file, you first need to nazi school get the associated .torrent file. This file, usually a dozen KB in size, is the ad essay “signature” of the much bigger file to be downloaded, and it needs a software to be read properly. Azureus is nazi such a software. If you want to host files yourself, you need a tracker, which is basically a central server coordinating the connections between peers. Rhetorical Ad Essay. Azureus can provide a tracker too. You will find, as you discover its functionalities, that every feature has a purpose and they really make it easy to customize your Azureus to exactly fit your needs. Let us now see how it works. § You can choose to open a torrent file, an URL or even a folder (with torrent files in school, it). Either you want to family social work save the file in a default directory (that you can specify in Configuration File (see 3. School. a.)) or you may want to save it elsewhere. If you choose to open a folder, each torrent file in the folder will be opened. Rhetorical Ad Essay. § You may also want to create a torrent.
For that you need a file (or directory) you want to distribute and a tracker to host the torrent. If you already have a tracker, put its URL in nazi school, the torrent maker and specify which file (or directory) is to be shared. And Azureus will create the torrent. You can even specify the sizes of the pieces you wish to use. If you don’t have a tracker, you can use the Azureus’ embedded tracker (see 3.j. for more information on how to properly set it up). § Azureus lets you export or import a torrent in XML format.
The Tools menu lets you access the main features. § Options is ad essay discussed in nazi, 3. § The configuration wizard helps you configure Azureus in the best way your internet connection allows. You should run it the essay first time Azureus starts. § The console displays the school inner workings of Azureus and the communications with peers. § Statistics can be shown as a graphical representation of both download and list upload rate. It opens an “Activity” tab, which will look like this: And a cache tab (you can change the size of the cache in Options Files Performance Options): You can access IRC easily to find help. Azureus comes with a plugin installation wizard that gives you info on the available plugins and lets you install them easily. § The About box gives credits for the program. § FAQ opens your web browser to the Azureus FAQ page. § You can manually check for an update. § And you can make a donation if you are satisfied with Azureus to help and ensure its development! Introduced in version 188.8.131.52, the health indicator is quite useful to nazi understand how well a torrent is running: So, what are NAT problems? NAT is Network Address Translation, which means that there is something between your PC and the internet making the connection. This device can be either a firewall or a router, and it needs to be properly configured for Azureus to run. § For a firewall, you need to open the ports used by Azureus in TCP. By default from ad essay, 184.108.40.206 on, it is only port 6881. § For a router, you need to forward the school ports used by in a essay, Azureus in TCP.
By default from 220.127.116.11 on, it is only port 6881. So to solve that kind of problem, please refer to your manual to set up your device correctly. All the information about the torrent: how much you have downloaded, what’s available through all the peers you are connected to, your download and upload speed. You can limit here both your download and your upload speeds, as well as adjust the number of nazi school people you send to at a time (max uploads). In the tracker status, you can check if the tracker is running ok or if you have problems connecting, temporarily (timeout) or probably permanently (connection refused). A scrape error is not critical at all (it just means the plantation essay in english tracker will not tell you the total number of seeds and peers in the swarm). IP: IP of the peer. T: l (local): you established the connection, r (remote): the nazi peer established the connection. I: Are you interested in what the other peer has? C: But is essay that peer choking you? (meaning is nazi he stopping you from downloading?) Pieces: Pieces the food technology analysis peer has. School. %: % downloaded by the peer. Down Speed: Your downloading speed from the peer.
Down: Your overall download from the peer. I: Is the peer interested in what you have? C: But are you choking the peer? Up speed: Your uploading speed to the peer. Family Case Studies Social. Up: Your overall upload to the peer.
Stat Up: An estimated value of the upload speed of the peer. Nazi School. Overall Down Speed: The total download speed of the peer. S: A peer can be snubbed for not delivering data at a high enough rate. Food Technology Task Analysis. This snubbing can be set manually. Opt. Unchoke: (Optimistic Unchoke ) In the decision making of whom to unchoke, random has its place. Client: Type of BT client the nazi peer is using (currently identifying Shadow's Experimental and rhetorical ad essay Azureus). Discarded: Amount of discarded data send by nazi, the peer. The flags can be displayed thanks to the CountryLocator plugin. Install it, go to this details view, right-click and food technology select the columns to display. School. The file you are downloading is made up of many small pieces: here you can see how far along you are getting the pieces.
This view lets you see what files compose the torrent you are downloading. You can set priorities to family social each of these files, set to “high” if you want to get one faster… or to “do not download” if you don’t need the file… Fine tune the way Azureus handles files. Ё You can pre allocate the space used by the file (“Allocate and zero. ”) or you can make Azureus increase the size of the school file as it is case study downloading (“Enable incremental. ”) Ё To be completely sure no piece was missed, you can “Re-check pieces when download is done”. Ё “Use Fast Resume mode” saves the state of nazi your downloads in plantation essay, the torrent file so that if you stop and restart, it will resume instantly. You can specify the time Azureus saves resume info. School. Ё You can save your torrents files (as well as backup torrent files if you want them untouched, as Azureus can save resume data in them – they are however still usable by any client), and you can specify a default save directory and essay then move the files when they are completed. Ё “Import new torrents automatically” lets you choose a directory that will be scanned for new torrents and nazi school automatically added to Azureus’ queue. (in Files Torrents) Ё Incoming TCP listen port: Azureus only uses one port for annotated list all torrents. This is the port to nazi open in your firewall or forward in your router, if any. You can render your seeding automatic, with a few rules that cover all the possible scenarios. Ё You can stop seeding once you have shared x times more than you have downloaded, Ё Stop seeding when there is at least 1 seed for x peers, Ё Start seeding if there is family social work less than 1 seed for x peers, Ё Or start seeding when the number of school seeds drops to x (this will have priority on the other rules). Super Seeding is a special optimized seeding mode. Only use this mode when you are the family studies social work first and only seeder. Each peer will be assigned a piece, and Azureus will then compute the time it takes for that particular piece to be seen again the swarm, thus identifying peers with high upload speed, to school which Azureus will preferentially give data. When activated, additional information is available in family case studies work, the details view, right-click, Choose the columns to display.
These values are taken care of through the configuration wizard run at the first start of Azureus on your system. They are indeed very dependant on your internet connection. Nazi. The configuration wizard is available through the File Menu. Ё “Max active torrents” is the total number of torrents “downloading”, “seeding” or “ready”. Ё “Max simultaneous downloads” is the total number of torrents that are “downloading”. Technology Task Analysis. Ё “Max number of connections per torrent” is the maximum number of school peers to which you can be connected on a torrent. Should you experience crashes when running Azureus, try lowering this value. Ё “Default max uploads per torrent” is the rhetorical ad essay number of people to whom you will upload data on a torrent. This value has to school be higher than 2KB/s otherwise poor performance could result. You can adjust the “look” of your Azureus here. Resource. Azureus has a built-in IRC client, thanks to PIRCBot. You need to specify a nickname to get connected.
To connect, go to the Plugins menu and school choose IRC. Azureus enables IP Filters. Ё That means you can enter a range of IPs you don’t want to have access to your computer (which will mean all IPs will have access except the ones you specify). Ё On the contrary, you can also choose to enable only some IPs (which will mean that all IPs will be blocked except those you specify). This is where you set up the Azureus’ embedded tracker. Tree In English. Ё First you need to school have a “fixed” external IP address. Click on the “Check Address” button and everything will be explained. Ё You can then choose the resource list port on nazi school, which the tracker will operate. Ё The “Tracker client poll interval (secs)” is the time your tracker will ask the rhetorical peers connecting to it to wait before asking the tracker again. Nazi. Ё On the tracker URL, which will be something like http://yourExternalIPAddress:6969/ , you can choose to publish details about the resource list torrents you are hosting (or just publishing ). And the access to nazi that webpage can be protected via a password (“Enable password on tracker web”). Ё “Publish torrent file and peer details” gives even more information, on family, the webpage, about who is downloading the torrent and how much is nazi being transferred. If you want to keep track of the console output, enable logging to file. Azureus includes a tracker, and the “My Tracker” View, accessible through the View Menu will show both the torrents you publish and those you host. The My Torrent context menu item Publish enables you to annotated resource publish a torrent to your tracker's web page without hosting it.
This provides a quick way of nazi sharing a torrent with other users. The torrent's existing tracker will be used by any other users, not yours. You can host a torrent when you created it using your tracker.
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okeanos essay In Greek mythology, the Titans were a primeval race of powerful deities, descendants of Gaia (Earth) and Uranus (Heaven), that ruled during the legendary Golden Age. They were immortal giants of incredible strength and stamina and were also the first pantheon of Greco-Roman gods and goddesses. In the first generation of nazi twelve Titans, the males were Oceanus, Hyperion, Coeus, Cronus, Crius and Iapetus and the females - the Titanesses - were Mnemosyne, Tethys, Theia, Phoebe, Rhea and food technology, Themis. The second generation of Titans consisted of Hyperion's children Eos, Helios, and Selene; Coeus's daughters Leto and school, Asteria; Iapetus's sons Atlas, Prometheus, Epimetheus, and Menoetius; Oceanus' daughter Metis; and Crius' sons Astraeus, Pallas, and Perses. The Titans later gave birth to other Titans, notably the resource list, children of Hyperion (Helios, Eos, and Selene), the nazi, daughters of Coeus (Leto and Asteria), and the sons of essay Iapetus - Prometheus, Epimetheus, Atlas, and Menoetius; all of these descendants in nazi, the second generation are also known as Titans. The Titans were overthrown by task a race of younger gods, the Olympians, in a ten-year war called the Titanomachy (War of the Titans) - a series of battles which were fought in Thessaly between the two camps of deities long before the existence of mankind.
This Titanomachia is also known as the Battle of the Titans, Battle of Gods, or just The Titan War. It represented a mythological paradigm shift that the Greeks may have borrowed from the nazi, Ancient Near East. The 12 Titans gods, also known as the elder gods. Analysis! Their ruler was Cronus who was dethroned by nazi school his son Zeus. Most of the Titans fought with Cronus against Zeus and were punished by being banished to Tartarus.
Greeks of the Classical age knew of several poems about the war between the gods. The dominant one, and the only one that has survived, was in the Theogony attributed to Hesiod. A lost epic Titanomachy attributed to the blind Thracian bard Thamyris, himself a legendary figure, was mentioned in passing in an essay On Music that was once attributed to Plutarch. And the Titans played a prominent role in the poems attributed to Orpheus. Rhetorical Ad Essay! Although only scraps of the Orphic narratives survive, they show interesting differences with the Hesiodic tradition.
These Greek myths of the Titanomachy fall into nazi school a class of similar myths of a War in Heaven throughout Europe and the Near East, where one generation or group of case work gods by and large opposes the nazi school, dominant one. Sometimes the Elder Gods are supplanted. Sometimes the rebels lose, and are either cast out of power entirely or incorporated into the pantheon. Other examples might include the ad essay, wars of the Aesir with the Vanir and Jotuns in Scandinavian mythology, the Babylonian epic Enuma Elish, the Hittite Kingship in Heaven narrative, and the obscure generational conflict in Ugaritic fragments. The rebellion of Lucifer from Christianity could also fall under this category.
In Hesiod's Theogony the twelve Titans follow the Hundred-handers and Cyclopes as children of Ouranos, heaven, and Gaia, the Earth. Ouranos considers Cronus monsterous, and so imprisons him in the bowels of the Earth. Cronus, aided by the Hundred-handers and Cyclopes, then sets upon his father, castrates him, and sets himself up as king of the gods, with Rhea as his wife and queen. Rhea bears a new generation of gods to Cronus, but in fear that they will overthrow him, he swallows them all one by one. Only Zeus is saved: Rhea gives Cronus a stone in swaddling clothes in his place, and places him in Crete to be guarded by the Kouretes. Once Zeus reaches adulthood, he subdues Cronus by force. Using a potion concocted with the help of Gaia, his grandmother, forcibly cause Cronus to school vomit up Zeus's siblings. A war between the younger and many of older gods commences, in which Zeus is aided by the Hundred-handers, Gigantes, and Cyclopes, who have once again been freed from Tartarus. Zeus wins after a long struggle, and casts many of the Titans down into Tartarus.
And yet the older gods leave their mark on the world. Some of them - like Mnemosyne, Gaia, Rhea, Hyperion, Themis and Metis - had not fought the Olympians, and become key players in the new administration. The Titans also leave behind a number of annotated resource list offspring, some of whom may also be counted as Titans, most notably the sons of Iapetus - Prometheus, Epimetheus, Atlas, and Menoetius. Many ancient sources follow Hesiod closely, with minor variations: Apollodorus adds Dione as a thirteenth Titan. Surviving fragments of Orphic poetry in particular preserve some variations on the myth.In one Orphic text, Zeus does not simply set upon his father violently. Instead, Rhea spreads out a banquet for Cronus, so that he becomes drunk upon honey.
Zeus chains him and school, castrates him. Rather than being consigned to educational research study approach Tartarus, Cronus is dragged - still drunk - to the cave of Night, where he continues to dream and prophesy throughout eternity. By and nazi school, large Neopagan views of Titans can be considered 'New Age'. Rhetorical Ad Essay! Many of the ancient myths are often conveniently reinterpreted as metaphor or seen as man's account of the divine. As such rather or not most modern beliefs regarding the nazi school, Titans are grounded in actual mythology is often irrelevant to many Neopagans of today. In the United States Hellenistic Neopagan sects often have a special place for the Titan gods of ancient Greece, in a hook in a, particular Gaia, Cronus, Hecate, Hyperion, Theia, and Themis. It is sometimes argued that most of the beliefs regarding these Titan gods are inspired by popular fiction and entertainment media and not by nazi school actual mythology. Oceanus or Okeanos refers to research study approach the ocean, which the Greeks and Romans regarded as a river circling the world. Strictly speaking, it was the nazi, ocean-stream at the Equator in which floated the habitable hemisphere In Greek mythology this world-ocean was personified as a Titan, a son of Uranus and Gaia. In ancient Greek beliefs this Titan is often depicted as having the annotated resource, upper body of a muscular man with a long beard and horns, and the lower torso of a serpent.
Oceanus' consort is school his sister Tethys, and from their union came the a hook essay, ocean nymphs, also known as the three-thousand Oceanids, and nazi, all the rivers of the world. Some scholars believe he originally represented all bodies of salt water, including the Mediterranean Sea and the Atlantic Ocean, the two largest bodies known to the ancient Greeks. However, as geography became more accurate, Oceanus came to represent the stranger, more unknown waters of the Atlantic Ocean (also called the Ocean Sea), while Poseidon ruled over family case studies work the Mediterranean. In most variations of the war between the Titans and the Olympians (Titanomachy), Oceanus, along with Prometheus, and Themis, did not take the side of his fellow Titans against the Olympians, but instead withdrew from the conflict. In most variations of this myth, Oceanus also refused to side with Cronus in the latter's revolt against their father, Uranus.
Hyperion was the Titan god of school light, the father of the three shining gods of heaven - Eos the Light of Dawn and Day, Helios the list, Sun, and Selene the school, Moon. In the Homer's Iliad and Odyssey the sun god is called Helios Hyperion, 'Sun High-one'. But in the Odyssey, Hesiod's Theogony and the Homeric Hymn to social work Demeter the sun is once in each work called Hyperonides 'Son of Hyperion' and Hesiod certainly imagines Hyperion as a separate being in other places. Hyperion is often considered the 'God of Observation' and is the brother of Theia the 'Goddess of Sight.' In later Greek literature Hyperion is always distinguished from Helios as a Titan, the son of Gaia 'Goddess Earth' and Uranus 'God Sky', and nazi, the father of Helios 'God Sun', Selene 'Goddess Moon' and Eos 'Goddess Dawn' by his sister Theia 'Goddess Sight'. Hyperion plays virtually no role in Greek cult and a hook, little role in mythology, save in lists of the twelve Titans. School! Later Greeks intellectualized their myths. Of Hyperion we are told that he was the first to understand, by diligent attention and observation, the movement of annotated resource both the sun and the moon and the other stars, and nazi, the seasons as well, in that they are caused by tree essay these bodies, and to make these facts known to nazi others; and that for this reason he was called the father of these bodies, since he had begotten, so to speak, the speculation about technology coursework analysis them and their nature.
Modern interpretations of Hyperion by Neopagans, particularly Hellenistic sects in the United States, include the interpretation that he is the all seeing, and subsequently all knowing, god of observation. Others believe that Hyperion holds ultimate reign over the positions of the stars and the heavens, and can at times reveal celestial messages to careful observers. Nazi School! Hyperion is coursework task analysis seen as impartial and unconcerned with mortals. Hyperion is believed to play a role in the final judgment of school a mortal soul, particularly making observations about one's virtuous and ill deeds before Hades, and adding weight to the scales held by Themis.Some modern pagans burn oils and study approach, incense to Hyperion and school, pray for worldly knowledge, or in some cases extended sight. There are those who believe that extended sight is impossible to essay control, and that some things in school, the universe are beyond mortal comprehension and should remain unseen. Others claim that extended sight can include seeing into Tartarus (hell) and may result in madness, thus some sects discourage active worship of Hyperion. Most sects that include the worship of Hyperion also include the worship of Hecate, and more commonly Theia. Such sects typically encourage experimentation with the paranormal.
In Greek mythology, Coeus (also Koios) was the Titan of case work intelligence. was one of the school, Titans, the giant sons and daughters of Uranus (Heaven) and food technology coursework analysis, Gaia (Earth). His equivalent in Latin poetry - though he scarcely makes an appearance in Roman mythology he was Polus, the embodiment of the celestial axis around which the heavens revolve. Like most of the Titans he played no active part in Greek religion - he appears only in lists of Titans - but was primarily important for his descendants. Nazi School! With his sister, shining Phoebe, Coeus fathered Leto and Asteria. Leto copulated with Zeus (the son of fellow Titans Cronus and Rhea) and bore Artemis and Apollo.
Along with the other Titans, Coeus was overthrown by Zeus and other Olympians. After the Titan War, he and all his brothers were banished into Tartarus by Zeus. Koios (Coeus) was the Titan of the north, wisdom and farsight. He controlled the axis, and resource, was released from Tartarus by Demeter's grief, changing the seasons. Coeus fled to the north from Zeus, and nazi, was regarded as the north star Polaris. Cronus horned), also spelled Cronos or Kronos, is often confused with Chronos/Khronos.
In Greek mythology, Cronus was the leader and the youngest of the first generation of Titans. His mother was Gaia, and annotated resource, his father was Uranus, whom Cronus envied. Uranus hid the youngest children of Gaia, the one-hundred armed giants (Hecatonchires) and school, the one-eyed giants, the Cyclopes, in Tartarus so that they would not see the light, rejoicing in this evil doing. This caused pain to Gaia, so she created a great sickle and gathered together Cronus and his brothers to research case study ask them to obey her. Only Cronus was willing to do the deed, so Gaia gave him the sickle and set him in ambush. Cronus ambushed his father and castrated him, casting the severed member into the sea. From that which spilled from Uranus and fell upon the Earth came forth the Gigantes, Erinyes, and Meliae. From that which was cast into the sea came forth Aphrodite. For this, Uranus called his sons Titans, meaning strainers, for they strained and did presumptuously a fearful deed, for which vengeance would come afterwards. Cronus was identified in antiquity with the God Saturn of Roman mythology.
The period of school his rule was said to educational research case study be a golden age on Earth, honored by the Saturnalia feast. Beginning on December 17 of each year, during the festival known as the Saturnalia, the Golden Age was restored for seven days. All business stopped and nazi, executions and a hook essay, military operations were postponed. It was a period of goodwill, devoted to banquets and the exchange of visits and gifts. A special feature of the festival was the freedom given to slaves, who during this time had first place at the family table and were served by their masters. In an alternate version, a more benevolent Cronus overthrew the wicked serpentine Titan, Ophion. In doing so he released the world from bondage and for a time ruled it justly.
After dispatching Uranus, Cronus re-imprisoned the Hecatonchires, the Gigantes, and the Cyclopes and nazi, set the monster Campe to a hook essay guard them. He and Rhea took the throne as King and Queen of the gods. This time was called the Golden Age, as the people of the time had no need for laws or rules; everyone did right, so there was no need. Cronus sired several children by Rhea: Demeter, Hera, Hades, Hestia, and Poseidon, but swallowed them all as soon as they were born, since he had learned from Gaia and Uranus that he was destined to nazi school be overcome by his own son as he had overthrown his own father. But when Zeus was about to be born, Rhea sought Uranus and Earth to devise a plan to save him, so that Cronus would get his retribution for a hook in a, his acts against Uranus and his own children. Rhea gave birth to Zeus in Crete, handing Cronus a stone wrapped in swaddling clothes (also known as the Omphalos Stone) which he promptly swallowed.
Then she hid Zeus in school, a cave on family case studies social Mount Ida in Crete. According to varying versions of the school, story: 1. He was then raised by Gaia. 2. He was raised by a goat named Amalthea, while a company of educational research Kouretes, soldiers, or smaller gods danced, shouted, and clapped their hands to make noise so that Cronus would not hear the baby's cries. 3. He was raised by nazi a nymph named Adamanthea. Since Cronus ruled over the earth, the heavens, and the sea, she hid him by dangling him on a hook essay a rope from a tree so he was suspended between earth, sea, and sky and thus, invisible to his father. Cronus was worshipped as a corn god, from his association with the Golden Age. He was a god of the harvest, grain, nature, and agriculture.
He was usually depicted with a sickle, which he used to harvest crops as well as castrate his father. In Athens, on the twelfth day of every month (Hekatombaion), a festival called Kronia was held in honor of Cronus and to celebrate the harvest. Cronus as Saturn Time, Omega and Related. In Greek mythology, Crius (Kreios, the Ram) was one of the Titans in the list given in Hesiod's Theogony, a son of Uranus and Gaia. The least individualized among them, he was overthrown in the Titanomachy.
M.L. School! West has suggested how Hesiod filled out the complement of Titans from the core group, adding three figures from the family case studies social, archaic tradition of Delphi, Koios, Phoibe, whose name Apollo assumed with the oracle, and Themis. Among possible further interpolations among the Titans was Kreios, whose interest for Hesiod was as the father of Perses and school, grandfather of Hekate, for coursework task analysis, whom Hesiod is an enthusiastic evangelist. Consorting with Eurybia, daughter of nazi Earth Gaia and Sea Pontus, he fathered Astraios and Pallas as well as Perses. The joining of Astraios with Eos, the Dawn, brought forth Eosphoros, the other Stars and the Winds. Joined to rhetorical fill out lists of nazi school Titans to form a total that made a match with the Twelve Olympians, Crius/Kreios was inexorably involved in the eleven-year-long war between the Olympian gods and in a essay, Titans, the nazi school, Titanomachy, however without any specific part to technology coursework task analysis play. When the war was lost, Crius/Kreios was banished along with the others to the lower basement of Hades called Tartarus.
From his chthonic position in the Underworld, no classical association with Aries, the Ram of the school, zodiac, is ordinarily made. In Greek mythology Iapetus, or Iapetos, was a Titan, the son of Uranus and Gaia, and father (by an Oceanid named Clymene or Asia) of Atlas, Prometheus, Epimetheus, and Menoetius and through Prometheus and Epimetheus and Atlas an essay ancestor of the human race. Nazi School! Iapetus is the one Titan mentioned by Homer in the Iliad (8.47881) as being in Tartarus with Cronus. Iapetus' wife is normally a daughter of Oceanus and Tethys named Clymene or Asia. But in technology coursework, Aeschylus's play Prometheus Bound, Prometheus is son of the nazi school, goddess Themis with no father named (but still with at least Atlas as a brother). Since mostly the Titans indulge in marriage of brother and sister, it might be that Aeschylus is using an old tradition in rhetorical, which Themis is Iapetus' wife but that the Hesiodic tradition preferred that Themis and Mnemosyne be consorts of Zeus alone. But it would be been quite within Achaean practice for Zeus to have taken the wives of the Titans as his mistresses after throwing down their husbands.
Iapetus is sometimes equated by Creationists with Japheth, the son of Noah, based on the similarity of their names, though scholars of Indo-European linguistics dispute such an equation vehemently.
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The Purpose-Driven Life : A Review Essay. Considering it has spent almost three years on best seller lists, the number of people who have not heard of Rick Warren’s The Purpose-Driven Life (Zondervan, 2002) must be very small. As of September 2005, over nazi, 23 million English copies and 1.5 million Spanish copies of the book have been sold. 1 Thousands of churches the world over have experienced “40 Days of Purpose,” a program developed by Warren which takes participants through the book from rhetorical ad essay beginning to end. Free publicity courtesy of “Larry King Live,” Time , even the Wall Street Journal , 2 is only a small part of the reason its hardcover sales exceed those of any other book in American history. 3 Its “no-nonsense” style, avoidance of overtly religious terminology, clarity, compassion, and its bold declaration to a cynical generation that life really does have a point come together to produce an Evangelical tract of unexpectedly broad appeal. Warren’s genius lies not in creating new ideas but in his distillation of a complex body of Christian doctrine into five simple, though overlapping, propositions. It is easy to school, mistake The Purpose-Driven Life ( PDL ) for a self-help book.
Warren writes as if carrying on rhetorical ad essay, a face-to-face conversation with his reader. He demands discipline from his audience, as many self-help writers do, requiring them to make a forty-day commitment and read one chapter a day. And, like most other self-help authors, Warren makes promises: readers who accept his message will experience less stress in their lives, find a focus for their energies, make decisions more easily, discover the nazi school meaning of their existence, and be prepared for an eternity with God when they die (9). But Warren quickly subverts self-help expectations by pointing out that we cannot convincingly create the meaning of our lives for ourselves. We know intuitively that our sense of purpose needs validation through an objective authority; we need to know that our purpose accords with what our Creator had in mind when he made us. Moreover, while most self-help books stoke the egoism of their readers, Warren immediately decenters his by declaring, “It’s not about you” (17). It is, rather, about God and what he wants.
We will best help ourselves when we give up the idea that we can help ourselves and instead yield to in english, God’s purposes for our lives. The substance of school, Warren’s message will not immediately strike veteran believers as novel: Everything exists for the glory of God. We are not accidents but created by study God for friendship with him. Nazi. Because of Jesus, we can be part of in a essay, God’s family and live with him forever. Life on earth is a testing ground where we are made more like Christ. School. We must serve as we are gifted and share with others the good news of what God has done for us. Warren’s genius lies not in creating new ideas but in study approach his distillation of a complex body of Christian doctrine into five simple, though overlapping, propositions: We exist to please God. Nazi. We are meant to join his family. Our goal is to plantation essay, become Christlike. We are designed to nazi school, serve God.
Our mission is to coursework, share God’s good news with the world. The packaging is new, but as other readers have noted, PDL presents no principles that differ in any significant way from those that most Evangelicals already hold. 4. And yet there is something new here. In the distilling process Warren subtly reconfigures the school old Evangelical doctrinal system to produce a theological outline that will nourish a leaner, more aggressively missional, less introverted Evangelical self. Doctrines of studies social, creation, divine sovereignty, sanctification, judgment and eternal life remain relatively unaffected by his revisioning, even if, for strategic reasons, he does not mention most of them by name. But they take on a slightly different significance by the role they are asked to play in Warren’s theological vision. The doctrine of nazi school, God’s sovereignty, for example, is used not so much to reduce readers to submission, and then to worship and wonder, but—since God never allows anything to plantation essay, happen that cannot be directed to a spiritual end—to encourage them to think how divinely-permitted hardships can develop their character. The necessity of conversion, to take another example, is nazi, fully acknowledged. But Warren does not dwell on it as if it were the zenith of Christian experience.
Accepting Christ is merely the in a beginning of a relationship with God that grows deeper with time, through which we are slowly refashioned into nazi school, the likeness of Christ, that directs our energies toward work of eternal significance, that culminates (normally) only much later in a direct meeting with God in heaven. This is why Warren offers his readers the opportunity to coursework task analysis, receive Christ earlier rather than later in the book: it forestalls a fixation on the experience of dramatic rebirth and allows the post-conversion essentials of nazi school, church participation, spiritual formation, obedience, and rhetorical, mission to be given their proper due. School. He thus relativizes the value of the “born again” experience. It is significant as a starting point of a God-directed life rather than an end in its own right. This demotion, if you will, of conversion from leading to technology analysis, supporting character in the Evangelical drama is not serious but represents an important shift. Other aspects of Evangelical doctrine are not so much relativized as glossed over. Warren never explains exactly why, in the absence of a redeemer, we would have to go to hell, or just how Jesus’ dying provides us with a way to avoid going there. The doctrine of atonement, of course, has exercised the minds of nazi, theologians for centuries.
Perhaps Warren is simply stepping around a theological hornet’s nest by keeping his discussion of social work, it short and superficial. As other critics have noted, however, Warren does not strongly emphasize repentance as part of the conversion experience either, and this lack seems connected to an inadequate account of human sinfulness. Nazi. 5 Perhaps this is why Warren’s explanation of family case studies social, Christian faith can touch so lightly on nazi school, the subject of atonement: although an atonement doctrine can exceed one’s hamartiology in depth, 6 in Evangelical practice the two tend to family social, be closely coordinated and equally weighted. Since Warren spends little time on nazi, the nature of our sinfulness, he feels no need to provide details on just how the cross redeems us from that condition. But he also hurries past these doctrines because he can afford to. Food Coursework Task. In his rendition of faith, knowing what to do once we have been reconciled to God is more pressing than understanding the metaphysical mechanisms by which reconciliation itself is school, accomplished. So, with conversion reduced to the first step of a hook in a essay, a longer journey, atonement through Jesus being a bare given, and our sinful nature, a condition to be recognized and nazi school, confronted but not unduly lamented, space is freed up at the center of Warren’s theology for the concept of God’s original purposes in creating human beings. The idea that human beings have ends that dovetail with their deepest longings, indeed, that are rooted ontologically in what human beings are, has the advantage of in a, giving post-conversion life on earth some meaning. To listen to some Evangelicals, the best thing you can do after you “get saved” is die, because it gets you out of this miserable world and into heaven.
Warren, without denying the splendor of the future life, strives to convince his readers that much remains to be done here. Indeed, he asserts that the quality of their life in heaven depends very much on school, what they do or do not do on earth (232). Among other things, there are heavenly rewards to be had, even positions of responsibility (255), for those who devote their talents and tree plantation, energies to serving God (263). This life and nazi school, the next are inextricably linked. The idea that Christians ought to cultivate an annotated resource, intimate relationship with their Lord and school, Savior (a “friendship,” in Warren’s words) through Bible reading, meditation and prayer (i.e., worship), is a mainstay of Evangelicalism, and list, Warren underscores and emphasizes it by making it the first the five purposes he discusses. But one of the surprises of PDL is the prominence Warren gives to the church and membership in it, though this will not be entirely unexpected for those familiar with his first best seller. 7 “God wants a family, and he created you to school, be part of it,” he says (117). Plantation. The Bible is finally the story of how God shapes a family for himself that will love and honor him and rule with him throughout eternity (ibid.). To be part of school, God’s family is therefore our highest honor and greatest privilege, and baptism is the rite by which we are initiated into it. So important is the church in PDL that, early on, having walked the reader through the sinner’s prayer, Warren writes, “If you sincerely meant that prayer, congratulations! Welcome to the family of God!” (59).
Another Evangelical writer might easily have said, “Congratulations! You’re saved!” In PDL , conversion means being born into the church, the primary training ground and support network of a purpose-driven life. The points at rhetorical which PDL will most resonate with Mennonite Brethren (MB) are obvious: it encourages a close personal relationship with God as well as discipleship, upholds the authority of the Bible in nazi matters of educational research case approach, faith and life, insists on God’s sovereignty, stresses the importance of school, establishing an family studies, intimate and accountable fellowship with other believers, of serving in one’s church, and of the responsibility to proclaim the gospel to neighbors far and near. On these points there will be no argument since, in one form or another, they have been central to MB spirituality and ethos from the beginning. Nazi School. PDL will encourage us to maintain and strengthen these emphases. Indeed, Warren’s trumpeting of food technology coursework task analysis, mission as an obligation for all Christians may call MBs back to an old passion that, in North America at school least, has waned in recent years. And his emphasis on the church just might keep MBs from sliding further down the rhetorical slope of spiritual individualism. But PDL also begs a number of questions from an MB perspective. We can appreciate Warren’s emphasis on baptism as nonoptional for Christians (120), but why pass over the Lord’s Supper?
The Supper, like no other Christian observance, establishes Christian identity and unity as it commemorates the Lord’s passion and the mystery of nazi, our redemption. Why no attention to it? Should it be any less nonoptional? As for the discipline of daily meditation and task analysis, Bible reading, Warren’s encouragement is welcome, especially in these days when even churchgoers suffer from biblical illiteracy at an alarming rate. But what is the role of the church in facilitating and guiding scriptural interpretation and holding private interpretation accountable? Warren’s practice in nazi school PDL is not exemplary.
His freewheeling citing of verses from a host of biblical versions and paraphrases encourages proof texting as well as reliance on religious experts (like himself). Neither of these options fits comfortably with the biblical “hermeneutics of educational research case approach, peoplehood” to which the MB church has committed itself. 8. Furthermore, the personal piety Warren promotes is school, guilt-free and self-confident in a way which would once not have put us at ease. The consciousness of our sinfulness can only be felt by believers regularly reminded of their sorry condition apart from God. Rhetorical Ad Essay. This same awareness, however, determines the intensity of nazi, our thanksgiving: gratitude for forgiveness is only as strong as our sense of how badly we need it.
Indeed, a feeling of unworthiness used to be part and parcel of MB piety, which was suffused with a deep awareness of God’s holiness and one’s lostness without his grace. PDL sometimes seems impatient with such sensibilities in its eagerness to get us out serving and missionizing. Warren’s is, in educational case the end, the gospel of an activist and school, self-confident extrovert. He would be at home with the British Evangelicalism of Spurgeon, who is said to have urged his listeners (in a manner worthy of Nike), “Brethren, do something; do something; do something. While committees waste their time over resolutions, do something.” 9 Though Warren urges “balance,” in the end there is more of mission than mystery in PDL , more work than worship. JESUS MISSING FROM WARREN’S CHRISTLIKENESS. Finally, while Warren insists Christians make Christlikeness their telos , his discussion of what this entails seldom refers to the gospel accounts of Jesus. The reason for this omission is that Warren equates “becoming like Christ” with spiritual formation, the development of subjective “character.” But is there not more to “Christlikeness” than attitudes and character? Than knowing the Bible and resisting temptation? The ethical dimensions of becoming like Christ, the notions of self-giving, nonresistance, and enemy-love taught in the Sermon on the Mount, seem to lie outside the scope of Warren’s understanding of what it means to tree essay in english, be Christlike.
Indeed, Warren seems to be blind to other key biblical themes. Nazi. Our immortality is a main premise of social work, his theology, but the school idea of the resurrection of the educational research study body, so central to the New Testament witness, gets hardly a mention. And the notion, scattered throughout the Scriptures, of justice for the orphan, widow, and poor is left out of school, his discussions of a hook essay, service and nazi school, mission. Plantation In English. Like most conservative Evangelical thinking, PDL seems infected with a Platonic dualism of body and soul, the school latter being its first and list, often only concern. Nazi. 10 To the research case extent that popular MB thought shares this infection, PDL will confirm it in its dualistic mental habit.
The influence of North American Evangelicalism on MBs has been so far-reaching for so long that it is hard to imagine that PDL —in the end, a classic Evangelical text—will produce a noticeable change in MB thinking. School. And yet it might. Warren summarizes his vision of Christian faith in the alliterative jingle, “A great commitment to family social, the Great Commandment and the Great Commission will make you a great Christian” (306). Unfortunately, he reduces the broad scope of Christian ministry and mission implied in this maxim when he asserts that “Nothing else you do will ever matter as much as helping people establish an eternal relationship with God” (284). School. If churches consistently adhere to annotated list, the latter principle, if they evaluate and develop all programming on that basis, if individuals make it the sole criterion by school which they choose vocations and worthy causes to support, a great deal of educational, good will be done, but a great deal will also be left undone. Perhaps relief work, medical aid, and limited educational projects could still be justified: the first two might keep people alive long enough to hear the gospel and the third would equip them to read the school Bible. But ultimately, Warren leaves us with no doubt that all efforts and goods that do not serve the goal of saving souls are wasted and ultimately without value. Those who take this message seriously will fix their gaze firmly on plantation essay, the business of soul saving. This is a valid conclusion given the Evangelical metaphysic in which, apart from God, only school souls are eternal. A Hook In A. It should come as no surprise, then, that PDL fails to help us appreciate the nazi eternal significance of a hook in a essay, earthly life in all its harsh, fleeting splendor, as intimated throughout the Scriptures.
It also helps us little in understanding why the biblical God seems to care so deeply about our temporal well-being, even though we as bodies are vapor and wither away like grass. It fails on these scores because it works with a lamentably inadequate doctrine of creation and a soteriology that borders on the gnostic. But in these matters, too, Warren has not been creative; he has merely passed on school, the received wisdom of North American Evangelicalism, which has tended to see temporal and eternal as constituting a tension to case study approach, be resolved in favor of the latter. That having been said, Warren’s newly found passion for the poor, sick, illiterate, and oppressed is a measure of the seriousness with which Evangelicals can take the Great Commandment and, perhaps, also their insensitivity to the more extreme implications of their theology. 11 It also reveals the basic generosity at the heart of Evangelicalism, which manifests itself in school an irrepressible desire to share the annotated list gift of faith and to do good. This generosity is evident throughout PDL , as is much hard-won insight into the meaning of Christian faith and nazi, life and how that life might be deepened and sustained.
And these go a considerable distance toward making up for its several theological deficiencies. The Purpose-Driven Life should not be the last book of theology Christians ever read, but for clarity and simplicity, for catching the basic spirit of Evangelical faith, they could read many that are worse but probably not many that are better.
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An Essay For The Book The Giver Essays and Research Papers. The Giver - Summary The Giver This book is about a boy names Jonas. Jonas lives in nazi school, a futuristic society where there . is no pain, fear, war, and hatred. There is also no prejudice, since everyone looks and acts basically the same, there is very little competition. They have also eliminated choice.
You have to apply for ad essay, a spouse. You cannot just chose who you want and marry them, the nazi, community does it for you. His dad works as a Nurturer of new children, and tree essay in english, his mom works at the Department of Justice. Nazi School! Lois Lowry , Newbery Medal , The Giver 1095 Words | 3 Pages. Study Questions 1. The ending of the giver has been interpreted in a few different ways. Choose one possible interpretation of the ending and . argue its validity, using clues from the tree, text to nazi, explain your conclusions. Answer for Study Question 1 The two major interpretations of The Giver’s ending are that (1) Jonas and Gabriel have truly escaped the plantation essay, physical boundaries of their society and discovered a real village in school, Elsewhere, and coursework task analysis, (2) Jonas’s vision of the village is only a hallucination. Dystopia , Gender , Gender role 1815 Words | 5 Pages. THE GIVER Compare / Contrast Essay In The Giver I believe that in Jonas’ community they live in a dystopia. . The book gives me many reasons to believe so. The setting for Jonas’ community is in the future where numerous technological advances have been made.
In the beginning of the book it is nazi December, the month where the Ceremonies 1 through 12 happens. In this community during the Ceremonies your name, your job, and your child are “assigned” for you unlike in the real world. . Dystopia , Intersectionality , Jonas 923 Words | 3 Pages. In her book ‘The Giver ’, Lois Lowry has created a futuristic utopian community where there are no feelings, no choices and ad essay, . Sameness prevails. Sameness, as the name suggests, is the idea that all aspects of life are almost invariably the nazi school, same for all community members and life itself has no choices; everything is dictated, from what to wear and who to marry, to rhetorical, how one is school required to act and the number of offspring. There exist no colours; the community sees in black and white and hues of grey.
Because. Dystopia , Feeling , Jonas 999 Words | 3 Pages. The Community that Lois Lowry creates in The Giver appears to be a utopia, but is in fact a dystopia. To get rid of the extremes, such as pain . and hunger, you have to get rid of a hook, things like true friendship and happiness. Jonas is constructed to convey ideas about society by nazi school his speech, thoughts, actions, appearance, interaction with others and his name. We first see this when his sister, Lily says to him, “He has funny eyes just like you Jonas!” Most people in the community have dark eyes but. Family! Envy , Eye , Eye color 917 Words | 3 Pages. ? Book Report English Title: The Giver Author: Lois Lowry Setting: A controlled, utopian community Sometime in the future . Protagonist(s): Jonas Antagonist(s): The Community Relationship between the Protagonist and Antagonist Jonas, the protagonist of the story, is a twelve-year-old boy who lives in a place called The Community, which is the nazi school, antagonist of the story. In the Community, led by a Committee of family case social work, Elders, almost all aspects of every citizen’s lives are controlled and nazi, planned. Dystopia , Jonas , Lois Lowry 2276 Words | 6 Pages. Example Literary Essay : The Giver by Lois Lowry Example Introduction Paragraph: “The real voyage of discovery consists not in . seeking new landscapes, but in having new eyes.” This quote by Marcel Proust speaks of discovering what?s right in front of you by seeing it differently, with “new eyes.” The main character, Jonas, in Lois Lowry?s The Giver goes through a similar experience when he discovers his “Capacity to See Beyond.” Jonas begins to see his Community differently, with an awareness or. Lois Lowry , Newbery Medal , The Giver 856 Words | 3 Pages.
The Giver is a 1993 American children's novel by Lois Lowry. It is set in technology coursework analysis, a society which is at first presented as a utopian society and . Nazi! gradually appears more and more dystopian. The novel follows a boy named Jonas through the twelfth year of his life. The society has eliminated pain and technology task, strife by school converting to Sameness, a plan that has also eradicated emotional depth from their lives. Jonas is selected to inherit the position of Receiver of Memory, the person who stores all the past memories. In A Essay! Dystopia , Gathering Blue , Jonas 1319 Words | 4 Pages.
Book Title: The Giver Author: Lois Lowry Date of Publication: 2002 Publisher: Laurel Leaf (reprint edition) ANALYSIS I. Nazi! . Setting: In an isolated Arcadian community at an unknown time in the future II. Characters and Commentary: A. Jonas – The eleven year old protagonist (turns twelve at a point) who has “bizarre powers” and technology coursework analysis, is chosen as the nazi, Receiver of Memory. He has a wide variety of interests. Annotated Resource List! For a pre-adolescent, he is nazi extremely wise, curious, thoughtful, and has a much deeper understanding. Dystopia , Jonas , Literary technique 1327 Words | 4 Pages. The Giver INTRODUCTION The book was great! This book and its story are unique.
The Giver is a . Rhetorical! deftly crafted work, both stunningly beautiful and school, deeply disturbing. Finding myself being imperceptibly lulled by the peace, order, safety and food coursework task, serenity of Jonas's world; being awakened by school the sickening thud of reality's steel-toed boot in plantation essay in english, the gut, leaving both him and me breathless and disoriented in the aftermath. This story is haunting and powerful. Nazi! It's a raw portrayal of the technology coursework task analysis, presumed moral sacrifices. School! Dystopia , Gathering Blue , Jonas 1614 Words | 4 Pages. Family Work! The Giver and Holes Comparative Essay. School! The Giver and food task analysis, Holes The Giver of nazi school, Lois Lowry and Holes by Louis Sachar are both based on case approach certain societies and how the main . characters on each book made decisions to solve the main problem. The two stories contain a lot of dillemas for the main characters to decide on. They both also contain great adventure and inspiring stories for the reader to enjoy. These two John Newberry Awarded books will definitely prove themselves why they deserved their award.
THEME The two books gave the. Holes , Lois Lowry , Louis Sachar 1197 Words | 4 Pages. ?Reflective Essay : The Giver by Lois Lowry The Giver by Lois Lowry is a directive novel about how structured . lifestyle could lead to absence of being a true human. In a lifestyle of freedom, people are not mainly subjected to school, how they should feel and also what to have feelings for. For instance, in a country like United States, as a citizen you have the right to family studies social work, freedom which is stated in its Constitution. School! In such, there is little to case study, no infringement as to school, what you choose to believe in or have feelings. Human , Lois Lowry , Newbery Medal 983 Words | 4 Pages. novel The Giver is “Choices cannot be made without wisdom and a hook in a, knowledge of the past”. This is displayed in many times in the . book . Three examples are; the elders asking the Giver for advice on important tasks, Jonas’s father releasing a baby, and nazi school, Jonas’s choice to leave community. The first examples of the theme take place after Jonas recently received the painful memory of war. That memory had poured him over the edge of bearing the memories.
He had then started to question why the tree plantation essay in english, Giver and himself. Cognition , Decision making software , Decision theory 917 Words | 3 Pages. The Giver by Lois Lowry. A sociological view of the book The Giver. The Giver Society refers to people who interact in a defined territory and share culture. Nazi School! In Lois Lowry's The Giver 1993, . Jonas grows up only knowing the existence of his society. The society in which The Giver takes place is known as sameness. Everything is done the same, and nobody knows different. It is technology task analysis considered rude to ask a question that makes another citizen look different. In the book Jonas has lighter eyes compared to everyone else.
It would be wrong to nazi, bring his eye shade up in conversation. Family , Jonas , Lois Lowry 1170 Words | 3 Pages. ?English Essay - Freedom Essay Question: How has the study of your prescribed text The Giver , and one other . related text, challenged your understanding of freedom. Page reference: (15.6) 15 = Chapter 6 = Page Freedom is the power or right to act, speak or think as one wants. The power to ones self views as to their will and to determine their actions without restraint. Acquiring the ability of knowing the truth, and the knowledge are essential elements, to experiencing a life of freedom.
However. Jonas , The Giver , Truth 1018 Words | 3 Pages. Victoria, British Columbia, Canada Dearest Mother and Father, I know you are probably very concerned upon learning I have left the community. However, . I have written to rhetorical, you to explain why I did so. As you both know, I have been training along the Giver to become the school, new Receiver of a hook in a, Memory. Nazi! Over time, I have received many memories, and experienced pain like no other, you are unable to grasp the concept of research case study approach, some things I have learned, but I will try my best to explain them to you so you can understand. Color , Dystopia , Jonas 1255 Words | 4 Pages.
Book Report - The Giver The Giver by Louis Lowry was published in 1993. I did not choose this . book it was recommended to me I classify this book as an inner adventure. As in Jonas goes through an emotional metamorphosis (if you will) Jonas lives in a community where pain, rudeness, and war are non-existent. All children undergoes a ceremony in December every year until they reach twelve years of age, at which point they receive their Assignments, the jobs they will perform as adults. A committee. Dystopia , Islam , Jonas 1073 Words | 3 Pages. Nazi School! The Giver Essay Finallllllllllllllllll. Research Study Approach! ?English 93 9MWF May 15th 2013 Sameness does not mean perfectness The Giver , by Lois Lowry, is nazi told from the perspective of a twelve-year-old . boy named Jonas growing up in a Utopian society. Jonas lives in a seemingly perfect community in which there is little pain and little crime.
People are polite. Coursework Task Analysis! Everyone belongs to a supportive family. But this harmony comes at a price. There is also no choice, and real emotions are nonexistent. Nazi School! Life is dictated by educational study strict rules. This story is set in a perfect.
Dystopia , Emotion , Human 1306 Words | 4 Pages. Nazi! Title: The Giver Author: Lois Lowry Science-fiction # Pages : 179 By: Annika Keewatin Monday June 17, 2013 Meet Jonas, a twelve year . old boy who lives in a rigidly controlled society sometime in the future. In his “community,” there is no suffering, hunger, war, and, as you will see, no color, music or love. In short…this world is a lame place to tree essay in english, hang out. The Giver , by Lois Lowry is a classic which has 179 pages. I think it’s an emotional dystopia, with a genre of science fiction.
This. Lois Lowry , Newbery Medal , The Giver 910 Words | 3 Pages. have choices, or to love one another. Nazi School! In the essay, novel, The Giver , by Lois Lowry, a 12-year-old boy called Jonas finds himself in a dystopia when . he realizes that there is more to life outside of his sheltered community. Although the school, people of Jonas' community know no different than their way of life, the society is family case a dystopia, rather than a utopia. 'It wasn't a practical thing, so it became obsolete when we went to nazi school, the Sameness.' (84) The Giver , by Lois Lowry, is told from the perspective of food task, a twelve-year-old. Dystopia , Lois Lowry , Newbery Medal 1050 Words | 3 Pages. School! figuring out how to show happiness and sadness and other emotions.
When The Giver first transmits his memories to family social, Jonas, he was just beginning . to nazi school, feel and learn for himself. Jonas learns that there are many emotions, good and bad ones. Toddlers are also curious, and I think Jonas is too. And because of case study approach, their curiosity, they like to explore. Jonas was interested in exploring the new emotions he was feeling. The book says that Jonas was “perceptive”. He was interested in sharing these emotions. Nazi! Debut albums , Emotion , Feeling 1319 Words | 7 Pages. Julia Jones Literary Analysis Essay Language Arts 1.14.12 Feel?ings noun [feliNGs]- 1. An emotional state or reaction; love compassion . grief.
In the story The Giver , by case studies work Lois Lowry, ‘feelings’ is nothing but a word, for nazi school, feelings do not exist. They were removed long ago, along with all other forms of diversity, leaving everyone numb, unable to experience love, depth, risks, and in a essay, the unknown. Everyone, that is, except Jonas, who learns the importance of feelings and discovers the many imperfections. Combined oral contraceptive pill , Emotion , Family 1012 Words | 3 Pages. Essay for the Giver: Relationships in the Story. The Giver , the community which the main character, Jonas, lives in nazi school, is exactly like this.
The society which is portrayed in the story is an . illusion of what a utopia is. Through the relationships that we are able to tree essay, see in the story, such as interactions with the opposite sex, Jonas’s relationship with the nazi, Giver , and relationships between family members, we can clearly see that the idea of food technology analysis, a utopia has clearly been misunderstood by the society and its leaders. In the society of The Giver , interaction. Dystopia , Interpersonal relationship , Jonas 1201 Words | 3 Pages. ?Date: February 8, 2013 The Giver : The Fight For Freedom The challenging attempt to successfully achieve a Utopian Society, while . balancing the school, freedom of the citizens has existed since the first civilizations. Lois Lowry’s, The Giver (1993), follows the story of a young boy named Jonas living in a supposedly utopian society as well discovering the flaws in educational research approach, the community’s apparent freedom and safety. The community of nazi school, The Giver violates many basic human rights as set forth by the Universal. French Revolution , Human , Human rights 1243 Words | 4 Pages.
Imagine a world without fear, pain, warfare, poverty, hunger, or terror. A Hook In A! It sounds like a perfect world, a utopia but as you read farther into the . book you realize that to accomplish all of these things you have to take away some fundamental elements of life such as feelings, love, diversity, choices, and even the ability to see colors. For a community to take away all those aspects of life I don’t think there is a utopia in fact it’s the exact opposite. Life is nazi all about perception of events. Rhetorical Ad Essay! Dystopia , Emotion , Feeling 1511 Words | 4 Pages. ?Tornike Obolashvili English F Block Manana Mgeladze 26/02/2014 Essay It is an uninteresting book teacher! It was phrase . Nazi! which I told, when I started reading of educational research approach, The Giver , but after a few chapters I understood, that it was good and ideally book with deep thought. The Author of school, this book is Lois Lowry. The main character is Jonas 12 years old boy, who lives in community in where everything is technology task analysis calculated and there are no feelings.
People move with bicycle and nazi school, every year they celebrate their birthday. Emotion , Jonas , Lois Lowry 491 Words | 2 Pages. Annotated List! The giver is nazi school written from the point of view of Jonas, an eleven-year-old boy living in family case studies social work, a futuristic society that has eliminated all pain, fear, . war, and hatred. There is no prejudice, since everyone looks and acts basically the same, and there is very little competition. Nazi School! Everyone is unfailingly polite. The society has also eliminated choice: at age twelve every member of the community is assigned a job based on educational study his or her abilities and interests. Citizens can apply for nazi, and be assigned compatible.
Family , Jonas , Memory 1121 Words | 3 Pages. Sameness and a predictable society, Jonas's community has rejected the truly utopian possibilities of a society where people are free to move society . forward. The result is a dystopia of rhetorical, conformity. A series of conversations between Jonas and The Giver shows that the totalitarian rationale for nazi school, restricting each person's choice of case studies social, clothing, job, spouse, and children results from the fear of making wrong choices. Yet, as Jonas realizes after he escapes from the community, he would rather be able. Dystopia , Emotion , Human 1252 Words | 4 Pages. Nazi School! Persuasive Essay : The Giver Imagine living in a world full of lies, a world where there are many secrets, a world . Rhetorical! where what you see is not always what it is. Nazi! Jonas has lived all his life in a world like this. Rhetorical Ad Essay! Can you even imagine a perfect, uniform and fully equal life for all people? It would be a boring life, right? At the end of the book , Jonas gets tired of all the nazi school, lies of the community in which he lives and decides to escape.
Many people like his father, his foster brother, Gabe. Jonas , Lois Lowry , Newbery Medal 523 Words | 2 Pages. The utopian society described in Lois Lowry's The Giver is very similar to the form of rhetorical ad essay, government described in the Republic by Plato, . especially The Allegory of the nazi school, Cave. Rhetorical! Both are descriptions of totalitarian dystopic governments included the nazi, separation of people by professional class, assignment of technology coursework task analysis, profession and purpose by nazi school the state, and the absence of traditional family units, replaced by in a state-organized breeding. If Jonas, the leader, is the man released from the cave, then his obligations as. School! Dystopia , Jonas , Knowledge 1037 Words | 3 Pages. Thomas Araujo December 13, 2012 The Book Thief Essay In The Book Thief there are many references to words having . Family Case Work! power.
Throughout the book , Liesel stole many books which would affect her life during World War II. She learns how to read and this allows her to survive the world of war. These books keep her away from the school, destruction and despair from the food technology coursework task, war. Liesel and nazi, Max, the ad essay, Jewish man hiding in her basement, give each other strength through the words and stories that they exchange. There are. Adolf Hitler , Fuhrer , Mein Kampf 898 Words | 3 Pages. his job. Then Jonas’s sister Lily appears, asking for her “comfort object”—a community-issued stuffed elephant. The narrator refers to the comfort objects as . “imaginary creatures.
Jonas’s had been called a bear.” Analysis At the beginning of The Giver , we have a difficult time figuring out the school, setting of the novel. We do not know what it is that Jonas is afraid of—from the reference to unidentified aircraft, we might think that he lives in a war zone. When we find out that it is against plantation essay in english the rules. Anxiety , Family 1441 Words | 4 Pages. Independent Novel Essay Small literary devices create maximized results in the novel, The Book Thief by Markus Zusak.
Zusak’s . novel is about a young girl, named Liesel Meminger, who after losing her brother was given away by her mother to a couple from nazi school Mochling, Germany, named Hans and technology coursework task analysis, Rosa Hubermann. The Hubermann’s raise Liesel well, helping her through chaos she went through, as Liesel made friends, like her best friend and unknown lover, Rudy Steiner. As Liesel explores her love of books and school, her thrive. Adolf Hitler , Fiction , Foreshadowing 1395 Words | 4 Pages. Shaheed Awati Ms.Pindar ENG2D April 17, 2015 The Book Thief Essay The Book Thief written by Mark . Zusak, which is narrated by Death who is also a character in the story. Death states, ? “It’s just a small story really, about, among things: A small girl, some words, an accordionist, some fanatical Germans, a Jewish fist fighter, and quite a lot of thievery” (Zusak 5). ? Humans are capable of both great compassion and great evil based . Adolf Hitler , Antisemitism , Jews 1833 Words | 7 Pages. ?One of the main themes in The Book Thief is that words have the power to destroy and to save lives. More important, however, is that words can . change the family, way a person feels. Whether written or spoken, words bring the characters in Zusak’s novel happiness, and fear. This novel also shows that words can sometimes be used for nazi school, evil. The words they encounter influence the moods of Liesel, and the people around her.
Several times throughout the story, words give people a feeling of happiness or serenity. Anger , Emotion , Happiness 935 Words | 2 Pages. Essay compare and contrast givers and takers. ? Givers versus Takers Givers versus Takers There is a reason why the biblical phrase it is . better to give than to receive is so popular. For a long time, authors described successful people in business as having talent and luck, but nowadays according to Adam Grant, they share another quality; they give back (Brandom, 2013, para 1). In this context a dilemma surfaces. One component that distinguishes organized cultures is whether the cultures themselves are framed. The Giver , Time 818 Words | 5 Pages. Individualism, The Only Way. Rhetorical! Persuasive Essay with Background on the Book: The Giver Jonas, a pale-eyed, different, calm, intelligent and determined kid was introduced in the plain Giver ?s society by Lois Lowry; society in which . Nazi School! everybody most be the same in terms of physical appearance and psychological structure, theres always tension because of fear of braking rules and being released (that in this specific community means to in english, be killed), theres a permanent seek for perfection that reaches the point of killing the weird people and the needs and worries of nazi, individuals are not even. Anarchism , Capitalism , Collectivism 1115 Words | 4 Pages. Smith 01 Peter Smith Professor Stone HUM 202 26 JAN 2013 Night Comes to the Cumberlands- Book Review Essay I recently . read a book titled “Night Comes to the Cumberlands” written by a man named Harry M. Caudill.
I chose this book for essay in english, a couple of different reasons. The first is because after reviewing the book , I realized it was very thorough in how it covered the plight of the Appalachia people, it also goes into detail about nazi school how many different events from in a when his grandfather’s grandfather. Appalachia , Appalachian Mountains , Coal 2062 Words | 6 Pages. School! Children’s Book Essay : The Tale of Peter Rabbit Human nature of children, adolescents, and teens will at times resurrect the . urge to approach a rebellious stance, which include receiving various body piercings, consuming alcohol, and listening to loud music. This stance often challenges the intention of educational research study approach, parents, who reared their young with hopes that their offspring would reflect good character and proper behavior. Consequently, rebellious children must endure negative repercussions, often affecting. Beatrix Potter , Peter Rabbit , The Tale of school, Benjamin Bunny 816 Words | 3 Pages. Paula Barragan Period 2 Ms. Essay In English! Bui 11.01.12 Euthanasia becomes a very important topic and conflict in ‘The Giver ’ as Jonas realizes what . ‘releasing’ really means. What impacts him the nazi, most is the case studies social work, fact that his own father is the nazi school, responsible of many newchildren, or newborn children, being ‘released’.
Which leads him, Jonas, to tree plantation essay, take a really important choice to nazi, make the Community realize of what really happens and not just what they know. In our society, euthanasia is a very relevant concept, due. Tree Plantation In English! Idea , Lois Lowry , Newbery Medal 669 Words | 2 Pages. How the book tries to warn us about the school, importance of right of choice, feelings and memories. The Giver is a very . distinguished novel written by Lois Lawry. It follows the story of a boy through the twelfth year of his life. Jonas?s world was perfect, and everything was under control.
In his “community ” there was no war, no pain, nor choices. Family Case Social Work! At the time he turned twelve , he was assigned as the nazi, new memory receiver and was singled out to receive special training from the giver . So as he undergoes. Emotion , Feeling , Human 604 Words | 2 Pages. Bread Givers The book , Bread Givers is a novel written by Anzia Yezierska following the rhetorical ad essay, lives of woman who have . to go through struggle because of new tradition verses old tradition. Nazi! In the research case study, book I found that there are several themes within the book Bread Givers . Woman Rights, being one of them, seem to be an issue throughout the book . This book revolves around the lives of woman in a household on Hester Street in nazi, New York City. In the annotated resource list, 1920’s times were not easiest for immigrants. In this book. Daughter , English-language films , Family 1148 Words | 3 Pages. ever so greatly over the course of time there are still factors that stand in nazi, its way, mainly book banning and the fact that the nation is annotated resource list . becoming more and more excepting of the school, fact, and not truly willing to take any action to a hook in a essay, prevent it what so ever. Though some pieces of school, literature might have instances of crude and unsettling language, it does not give the community the right to ban them. Say no to rhetorical ad essay, book banning, say no to the man that believes to be above all others, say no to the system that. American Library Association , Book , Censorship 1103 Words | 3 Pages.
The Comparison and nazi, Contrast Essay the Book and the Movie. THE COMPARISON AND CONTRAST ESSAY THE BOOK AND THE MOVIE Two weeks ago I finished reading . the book “The Firm” by case study John Grisham. Nazi! It was really interesting for me to read this story because of the unpredictable plot and the bright characters. At that moment I thought that the book had a really fantastic ending. But when I saw the film about “The Firm”, I was surprised that the book and the movie could be so different. I was amazed with the last episodes of the movie. Antagonist , Crime , John Grisham 929 Words | 3 Pages. Annotated List! Miss Jane Pittman, Ernest Gaines Go Tell it on nazi the Mountain, James Baldwin Black Boy, Richard Wright (memoir) Dystopian/Futuristic/Science Fiction . Ender’s Game, Orson Scott Card Slaughterhouse 5, Kurt Vonnegut Catch-22, Joseph Heller The Giver , Lois Lowry Martian Chronicles, Ray Bradbury Realism/Naturalism/Regionalism The Call of the Wild, Jack London White Fang, Jack London O’Pioneers, Willa Cather My Antonia, Willa Cather Maggie, Girl of the Streets, Stephen Crane The Jungle.
American novelists , American short story writers , Ernest Hemingway 494 Words | 2 Pages. 1984 Essay What do you think a normal human being needs to have a good, hearty life? What are the most basic needs that are vital to in a, one’s . survival? According to Maslow’s hierarchy of needs, physiological needs are those required to sustain life, such as air, water, nourishment, and sleep. If such needs are not satisfied, then one’s motivation will arise from the quest to satisfy them. Higher needs such as social needs and esteem are not felt until one has met the needs basic to one’s bodily functioning.
Abraham Maslow , Big Brother , Dystopia 1788 Words | 4 Pages. The Giver - Essay The novel ‘The Giver ’ was written by Lois Lowry. It’s about a boy, Jonas, who lives in a . highly controlled world. The Elders of the community try to make the community a utopia but in nazi school, fact they take away human privacy and freedom of choice. They kill people without the individual knowing what is happening to them.
The Elders take away life and what it means to be human. The Elders spy on the community constantly. Case Studies Social! Surveillance is on every corner and in every home. Part of being. Human , Lois Lowry , Newbery Medal 676 Words | 2 Pages. Nazi! Capitalism, 1865-1900.
New York: Anchor Books , 2010. Paper $17.95. ISBN: 978-0-307-368677-9.. H. W. In A Essay! Brands attended Stanford . University where he earned a bachelor’s degree in history; he then went on to earn at school masters and doctorate in history at the University of Texas in Austin. Essay! In addition to nazi school, American Colossus, Brands has also written other books about history and biography like the Man Who Saved the Union and American Dreams. He has also edited books such as The Selected Letters of Theodore. American Civil War , Andrew Carnegie , John D. Rockefeller 849 Words | 3 Pages. “The Book of Negroes is a master piece, daring and impressive in its geographic, historical and human reach, convincing in its narrative art . and detail, necessary for imagining the real beyond the food technology coursework task, traces left by history.” I completely agree with The Globe and Mail’s interpretation of nazi, this story. One could almost see the in a, desolate conditions of the nazi, slave boats and feel the in english, pain of nazi school, every person brought into slavery. Lawrence Hill created a compelling story that depicts the hard ships, emotional turmoil. Africa , African , African people 1281 Words | 4 Pages. love someone whose not loveable compared to someone who is. It embodies a hidden message made by tree plantation essay Markus Zusak about love, through the use of Death, Hans, and . Liesel, in his book about a family, the Hubermanns, taking in a foster child, Liesel Meminger, during the Holocaust in Nazi Germany.
In Zusak’s historical fiction novel The Book Thief, he promotes his theme of nazi, love is more powerful than anything else in the world. Surprisingly, Death, the narrator of the novel, shows the readers all of the love. Tree Plantation Essay! Death , Foster care , Interpersonal relationship 895 Words | 4 Pages. Nazi! changed the way i approached my work and things related to me. That’s why this book connected with me from the very beginning. The story of . the book revolves around the story of family studies social, Mary Jane Ramirez and her workplace and school, how an accidental visit to a ‘Fish Market’ changed the way an entire department at an office as well she changed their style of working at work and improved relationships at home. As in annotated list, the book the main character Mary – a person good at heart mother of nazi, 2 children - after the. Change , Employment , Pike Place Fish Market 1407 Words | 4 Pages. Question: Analyse how an idea is developed in texts you have studied. Many meaningful language features and techniques are used by Markus Zusak in the . historical fiction novel; The Book Thief to develop the idea of food technology coursework analysis, humanities extremes. Throughout this book these techniques work together to nazi, demonstrate the utter distinction between man-kinds potential for both beauty and cruelty. The idea of humanity is developed through specific use of juxtaposition, narrator’s perspective and symbolism.
This. Evil , Good and evil , Markus Zusak 935 Words | 3 Pages. Aayush Shah 8-C The Giver (Speech) FREEDOM OF THOUGHT… FREEDOM OF SPEECH… FREEDOM OF ACTION… All these necessities for the mental . freedom of a human being were manipulated in a hook in a, the society in the book ‘the Giver ’. School! Lowry narrates The Giver in third person using a limited omniscient viewpoint in which only Jonas' thoughts and ad essay, feelings are revealed. Through Jonas' eyes, his community appears to be a utopia — a perfect place — that is self-contained and isolated from Elsewhere, every other place. Dystopia , Freedom of speech , Jonas 932 Words | 3 Pages. School! | The Giver | By: Lois Lowry | | Justice Otterstrom | 2/20/2013 | I thought that being the Receiver was a punishment.
He had to tree plantation, . know everything from before his time, and he had to live with feelings while no one else had any. Being the Receiver was more like a burden than an nazi honor, even though it was considered an honor to annotated, the elders. It was a huge punishment to school, all of the previous receiver’s and the previous givers . Some Evidence to prove that it is a burden. He found that he. Lois Lowry , Newbery Medal , The Giver 388 Words | 2 Pages. Essay on BookHound of the Baskervilles The Hound of the Baskervilles was written by list Arthur Conan Doyle in the august 1901,and was published in The Strand Magazine in April 1902.This . Nazi School! book is annotated resource not the only one: it is the third book in the Sherlock Holmes series. The genre of nazi, this book is detective: all other books from the Sherlock Holmes Series is resource list written in the same genre. The Hound of the nazi, Baskervilles was listed in the BBC in 2003 as the “best-loved novel”. The action starts in educational research case study approach, the family house of the Baskervilles, Baskervilles Hall. Arthur Conan Doyle , Jeremy Brett , John Watson 1310 Words | 3 Pages.
? Student Number: 201423787 Course: GradDip Unit: OT501D: Old Testament Foundations Title: What is the theological function of the plague . narratives within the book of Exodus? Word limit: 2000 Word count: 1927 Date due: 16/4/2014 Date submitted: 15/4/2014 Disclaimer: The following essay , of which I have kept a copy, is entirely the work of the undersigned and all sources of ideas and expressions are duly acknowledged in footnotes or endnotes. Signed: Daniel Chieng Date. Bible , Book of Exodus , God 2462 Words | 10 Pages. nature. Nazi! “The madness in the fact that the savage and the splendid can exist in one creature, one person and often in one instant.” I enjoyed reading . about Liesel Meminger in the novel The Book Thief by Markus Zusak. Liesel is nine years old and lives in family case studies, Nazi Germany. In the early chapters of the book we learn that her younger brother has dies, her father is nazi missing ad her communist mother has arranged for her to be adopted by Hans and Rosa Hubermann. It is while Liesel is living in the Hubermann’s. Acts of the Apostles , Adolf Hitler , Interpersonal relationship 1167 Words | 3 Pages. Book Analysis Essay - William Penn by John A. Moretta John A. Ad Essay! Moretta, a history teacher at the University of Houston, wrote the . book William Penn and the Quaker Legacy which was a biography that told the tale of William Penn but reminded its readers that Penn was a legend and hero according to http://www.uh.edu/honors/about/faculty-staff/john-moretta.php, . According to Moretta, Penn produced a Founding Father image and to him Penn “shaped the American creed and ideal” (pg.xi). In my opinion.
Creed , George Fox , Inner light 957 Words | 3 Pages. This book is nazi about a young man who attends a small West Virginian High School. Case Studies Social Work! He lives in a house that is located off of the coal mine that . the nazi school, town rests on. Homer’s dad is the manager of the rhetorical ad essay, mine. Nazi School! Homer doesn’t receive much appreciation from his father. Homer sees on television the launch of the ad essay, satellite sputnik, and after seeing this he is driven to nazi school, be a part of the annotated resource list, space race.
He convinces some of nazi school, his friends to help him build a rocket. They used terrible materials, and the rocket blew. Coalwood, West Virginia , Cold War , Homer Hickam 905 Words | 3 Pages. Technology Coursework Task Analysis! killed in the attempt. Living conditions were not pleasant, “We walked all day. No water.
No food. No breaks to pee. If you had to school, go, you had to it and keep . Research Case Study Approach! walking with the urine running down your sore legs and nazi school, burning your broken skin” (116 The Book of Negroes) is what Aminata said of the experience. Ad Essay! The slaves had to walk for months until they arrived at a boat to be shipped off to England. Being captured as a slave is bad enough but Aminata endured even more public humiliation.
Imagine walking. Black people , Embarrassment , Family 1010 Words | 3 Pages.
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essay on trademarks A trademark is a word, symbol, or phrase, used to identify a particular manufacturer or seller's products and distinguish them from the products of another. 15 U.S.C. ? 1127. Nazi! For example, the trademark Nike, along with the Nike swoosh, identify the shoes made by Nike and distinguish them from rhetorical, shoes made by other companies (e.g. Reebok or Adidas). Similarly, the trademark Coca-Cola distinguishes the brown-colored soda water of one particular manufacturer from the brown-colored soda of another (e.g. Nazi School! Pepsi). When such marks are used to resource identify services (e.g. Jiffy Lube) rather than products, they are called service marks, although they are generally treated just the nazi school same as trademarks. Under some circumstances, trademark protection can extend beyond words, symbols, and phrases to include other aspects of a product, such as its color or its packaging. For example, the pink color of Owens-Corning fiberglass insulation or the unique shape of a Coca-Cola bottle might serve as identifying features.
Such features fall generally under the term trade dress, and may be protected if consumers associate that feature with a particular manufacturer rather than the product in general. However, such features will not be protected if they confer any sort of functional or competitive advantage. So, for educational research study example, a manufacturer cannot lock up the nazi use of a particular unique bottle shape if that shape confers some sort of functional advantage (e.g. is easier to stack or easier to grip). Qualitex Co. Study Approach! v. Jacobson Products Co., Inc., 115 S. Ct. 1300 (1995). Trademarks make it easier for school consumers to quickly identify the source of a given good. Instead of reading the fine print on a can of cola, consumers can look for the Coca-Cola trademark.
Instead of asking a store clerk who made a certain athletic shoe, consumers can look for educational research case study particular identifying symbols, such as a swoosh or a unique pattern of stripes. By making goods easier to identify, trademarks also give manufacturers an incentive to invest in nazi, the quality of their goods. After all, if a consumer tries a can of Coca-Cola and finds the quality lacking, it will be easy for the consumer to tree in english avoid Coca-Cola in the future and instead buy another brand. Trademark law furthers these goals by school regulating the proper use of trademarks. Trademarks are governed by task analysis both state and federal law. Originally, state common law provided the nazi main source of protection for trademarks. However, in the late 1800s, the rhetorical U.S. Congress enacted the first federal trademark law. Since then, federal trademark law has consistently expanded, taking over much of the ground initially covered by school state common law. The main federal statute is the Lanham Act, which was enacted in 1946 and most recently amended in 1996. 15 U.S.C. ?? 1051, et seq..
Today, federal law provides the main, and by and large the most extensive, source of trademark protection, although state common law actions are still available. Most of the discussion in this summary focuses on federal law. In order to a hook in a serve as a trademark, a mark must be distinctive -- that is, it must be capable of identifying the nazi school source of a particular good. In determining whether a mark is distinctive, the courts group marks into four categories, based on the relationship between the mark and the underlying product: (1) arbitrary or fanciful, (2) suggestive, (3) descriptive, or (4) generic. Because the educational research marks in each of these categories vary with respect to their distinctiveness, the requirements for, and degree of, legal protection afforded a particular trademark will depend upon which category it falls within.
An arbitrary or fanciful mark is nazi school a mark that bears no logical relationship to the underlying product. For example, the words Exxon, Kodak, and case study, Apple bear no inherent relationship to their underlying products (respectively, gasoline, cameras, or computers). Similarly, the Nike swoosh bears no inherent relationship to athletic shoes. Arbitrary or fanciful marks are inherently distinctive -- i.e. capable of identifying an underlying product -- and nazi school, are given a high degree of educational case study protection. A suggestive mark is a mark that evokes or suggests a characteristic of the underlying good. For example, the word Coppertone is suggestive of sun-tan lotion, but does not specifically describe the underlying product. Some exercise of school imagination is needed to associate the word with the in a underlying product. At the same time, however, the word is not totally unrelated to the underlying product.
Like arbitrary or fanciful marks, suggestive marks are inherently distinctive and are given a high degree of protection. A descriptive mark is a mark that directly describes, rather than suggests, a characteristic or quality of the underlying product (e.g. its color, odor, function, dimensions, or ingredients). For example, Holiday Inn, All Bran, and Vision Center all describe some aspect of the underlying product or service (respectively, hotel rooms, breakfast cereal, optical services). They tell us something about the product. Unlike arbitrary or suggestive marks, descriptive marks are not inherently distinctive and are protected only if they have acquired secondary meaning. Nazi! Descriptive marks must clear this additional hurdle because they are terms that are useful for describing the underlying product, and giving a particular manufacturer the exclusive right to use the educational case study approach term could confer an unfair advantage. Assuming that a trademark qualifies for protection, rights to a trademark can be acquired in one of nazi school two ways: (1) by being the first to use the mark in social, commerce; or (2) by being the first to register the mark with the U.S. Patent and school, Trademark Office (PTO). 15 U.S.C. ? 1127(a).
Remember, however, that descriptive marks qualify for protection (and can be registered) only after they have acquired secondary meaning. Thus, for descriptive marks, there may be a period after the resource initial use of the mark in nazi school, commerce and annotated list, before it acquires secondary meaning, during which it is not entitled to trademark protection. School! Once it has achieved secondary meaning, trademark protection kicks in. The use of a mark generally means the actual sale of studies social a product to the public with the mark attached. Thus, if I am the first to sell Lucky brand bubble-gum to school the public, I have acquired priority to use that mark in connection with the in english sale of bubble-gum (assuming that the mark otherwise qualifies for trademark protection). This priority is nazi school limited, however, to the geographic area in which I sell the bubble gum, along with any areas I would be expected to expand into or any areas where the reputation of the mark has been established. So, for example, if I sell pizza in Boston under the in a essay name Broadway Pizza, I will probably be able to prevent late-comers from opening up a Broadway Pizza within my geographic market. But I will not be able to prevent someone else from opening a Broadway Pizza in Los Angeles. The other way to acquire priority is to nazi register the mark with the PTO with a bona fide intention to use the mark in annotated, commerce. Nazi School! Unlike use of a mark in commerce, registration of a mark with the research case approach PTO gives a party the nazi school right to use the mark nationwide, even if actual sales are limited to only a limited area. In English! This right is limited, however, to nazi the extent that the studies social mark is already being used by others within a specific geographic area.
If that is the school case, then the prior user of the mark retains the right to use that mark within that geographic area; the party registering the mark gets the right to use it everywhere else. A Hook In A! So, for example, if I register the mark Broadway in connection with the sale of pizza, the school existing Broadway Pizza in Boston retains the right to educational research case study use the name in school, Boston, but I get the right to use it everywhere else. Although registration with the PTO is not required for a hook essay a trademark to nazi school be protected, registration does confer a number of benefits to the registering party. 15 U.S.C. ? 1051. As described above, registration gives a party the right to case studies social work use the mark nationwide, subject to the limitations noted above.
15 U.S.C. ? 1072. Registration constitutes nationwide constructive notice to others that the trademark is owned by the party. Nazi! Registration enables a party to analysis bring an infringement suit in federal court. 15 U.S.C. Nazi! ? 1121. Registration allows a party to potentially recover treble damages, attorneys fees, and other remedies. Finally, registered trademarks can, after five years, become incontestable, at which point the exclusive right to use the ad essay mark is conclusively established. 15 U.S.C. ? 1065. Applications for registration are subject to approval by the PTO. The PTO may reject a registration on any number of grounds. 15 U.S.C. ? 1052.
For example, the PTO will refuse to register generic marks or descriptive marks that have not attained secondary meaning. The PTO can also reject immoral or scandalous marks, certain geographic marks, marks that are primarily surnames, and marks that are likely to nazi school cause confusion with existing marks. As noted above, rejection of the mark does not necessarily mean that it is not entitled to trademark protection; it means only that the mark is not entitled to the additional benefits listed above. 15 U.S.C. ? 1125. Some states also have their own registration systems under state trademark law. The rights to a trademark can be lost through abandonment, improper licensing or assignment, or genericity. A trademark is abandoned when its use is discontinued with an intent not to research resume its use. Such intent can be inferred from the circumstances.
Moreover, non-use for three consecutive years is prima facie evidence of abandonment. The basic idea is that trademark law only protects marks that are being used, and parties are not entitled to warehouse potentially useful marks. School! So, for educational research example, a recent case held that the Los Angeles Dodgers had abandoned rights to the Brooklyn Dodgers trademarkMajor League Baseball Properties, Inc. Nazi School! v. Educational Research Approach! Sed Non Olet Denarius, Ltd., 817 F. Supp. 1103 (S.D.N.Y. 1993). Trademark rights can also be lost through improper licensing or assignment.
Where the use of nazi school a trademark is licensed (for example, to a franchisee) without adequate quality control or supervision by the trademark owner, that trademark will be canceled. Similarly, where the rights to educational research a trademark are assigned to another party in gross, without the corresponding sale of any assets, the trademark will be canceled. The rationale for these rules is that, under these situations, the nazi school trademark no longer serves its purpose of identifying the goods of a particular provider. Rhetorical Ad Essay! Dawn Donut Co., Inc. v. Hart's Food Stores, Inc., 267 F.2d 358 (2d Cir. 1959). Trademark rights can also be lost through genericity.
Sometimes, trademarks that are originally distinctive can become generic over time, thereby losing its trademark protectionKellogg Co. v. National Biscuit Co., 305 U.S. 111 (1938). A word will be considered generic when, in the minds of a substantial majority of the nazi public, the word denotes a broad genus or type of product and study, not a specific source or manufacturer. So, for example, the term thermos has become a generic term and is no longer entitled to school trademark protection. Although it once denoted a specific manufacturer, the term now stands for the general type of annotated resource product. Similarly, both aspirin and cellophane have been held to be generic. Bayer Co. v. United Drug Co., 272 F.505 (S.D.N.Y.
1921). In deciding whether a term is generic, courts will often look to dictionary definitions, the nazi school use of the annotated resource list term in newspapers and magazines, and nazi, any evidence of attempts by the trademark owner to police its mark. If a party owns the rights to a particular trademark, that party can sue subsequent parties for trademark infringement. Educational Research! 15 U.S.C. ?? 1114, 1125. The standard is likelihood of confusion. To be more specific, the use of nazi school a trademark in connection with the sale of a good constitutes infringement if it is likely to cause consumer confusion as to the source of those goods or as to the sponsorship or approval of such goods. In deciding whether consumers are likely to be confused, the courts will typically look to a number of factors, including: (1) the strength of the mark; (2) the proximity of the goods; (3) the similarity of the marks; (4) evidence of actual confusion; (5) the annotated resource similarity of marketing channels used; (6) the degree of school caution exercised by the typical purchaser; (7) the defendant's intent. Polaroid Corp. v. Polarad Elect. Corp., 287 F.2d 492 (2d Cir.), cert. Tree Plantation Essay! denied, 368 U.S. 820 (1961).
So, for example, the use of an identical mark on the same product would clearly constitute infringement. If I manufacture and nazi, sell computers using the mark Apple, my use of that mark will likely cause confusion among consumers, since they may be misled into thinking that the computers are made by Apple Computer, Inc. Using a very similar mark on the same product may also give rise to a claim of infringement, if the marks are close enough in sound, appearance, or meaning so as to cause confusion. Rhetorical! So, for example, Applet computers may be off-limits; perhaps also Apricot. On the other end of the spectrum, using the same term on a completely unrelated product will not likely give rise to an infringement claim. Thus, Apple Computer and school, Apple Records can peacefully co-exist, since consumers are not likely to think that the computers are being made by the record company, or vice versa. Between the two ends of the spectrum lie many close cases, in which the courts will apply the factors listed above. Work! So, for example, where the marks are similar and the products are also similar, it will be difficult to determine whether consumer confusion is likely. School! In one case, the owners of the mark Slickcraft used the mark in connection with the sale of boats used for general family recreation.
They brought an task analysis, infringement action against a company that used the mark Sleekcraft in connection with the sale of high-speed performance boats. Because the two types of boats served substantially different markets, the court concluded that the products were related but not identical. However, after examining many of the factors listed above, the court concluded that the school use of research study Sleekcraft was likely to nazi cause confusion among consumers. AMF Inc. v. A Hook In A! Sleekcraft Boats, 599 F.2d 341 (9th Cir. 1979). In addition to bringing an action for infringement, owners of trademarks can also bring an action for trademark dilution under either federal or state law. Under federal law, a dilution claim can be brought only if the mark is famous. In deciding whether a mark is famous, the courts will look to nazi school the following factors: (1) the degree of inherent or acquired distinctiveness; (2) the duration and extent of use; (3) the amount of advertising and a hook, publicity; (4) the geographic extent of the market; (5) the channels of trade; (6) the school degree of recognition in trading areas; (7) any use of similar marks by third parties; (8) whether the mark is registered. 15 U.S.C. ? 1125(c). Kodak, Exxon, and Xerox are all examples of famous marks.
Under state law, a mark need not be famous in order to resource give rise to a dilution claim. Instead, dilution is available if: (1) the nazi school mark has selling power or, in tree, other words, a distinctive quality; and (2) the two marks are substantially similar. Mead Data Central, Inc. v. Toyota Motor Sales, U.S.A., Inc., 875 F.2d 1026 (2d Cir. 1989). Once the school prerequisites for rhetorical ad essay a dilution claim are satisfied, the owner of a mark can bring an action against any use of that mark that dilutes the distinctive quality of that mark, either through blurring or tarnishment of that mark; unlike an infringement claim, likelihood of confusion is not necessary. Blurring occurs when the power of the mark is weakened through its identification with dissimilar goods.
For example, Kodak brand bicycles or Xerox brand cigarettes. Although neither example is likely to cause confusion among consumers, each dilutes the distinctive quality of the mark. Tarnishment occurs when the mark is cast in an unflattering light, typically through its association with inferior or unseemly products or services. So, for example, in a recent case, ToysRUs successfully brought a tarnishment claim against adultsrus.com, a pornographic web-site. Toys R Us v. Nazi School! Akkaoui, 40 U.S.P.Q.2d (BNA) 1836 (N.D. Cal. Oct. 29, 1996). Although likelihood of confusion and dilution are the two main trademark-related causes of action, there exist a number of additional state-law causes of educational research case approach action under state unfair competition law: passing off, contributory passing off, reverse passing off, and misappropriation. Passing off occurs when the defendant tries to pass off its product as the plaintiff's product.
So, for school example, manufacturing computers and claiming that they are made by Apple Computer, Inc. Contributory passing off occurs when the defendant assists or induces another (typically a retailer) to pass of its product as the plaintiff's product. So, for example, inducing a computer store to represent that the computers are made by Apple, when in fact they are not. Reverse passing off occurs when the defendant tries to pass off the plaintiff's product as its own. So, for a hook example, taking a computer made by Apple, removing the label, and putting on a different label. Finally, misappropriation is a highly unstable, but potentially fruitful source of additional trademark-related claims. Defendants in a trademark infringement or dilution claim can assert basically two types of affirmative defense: fair use or parody. Fair use occurs when a descriptive mark is used in good faith for its primary, rather than secondary, meaning, and no consumer confusion is likely to result.
So, for example, a cereal manufacturer may be able to describe its cereal as consisting of all bran, without infringing upon Kelloggs' rights in the mark All Bran. Such a use is nazi school purely descriptive, and does not invoke the secondary meaning of the mark. Similarly, in one case, a court held that the defendant's use of fish fry to describe a batter coating for fish was fair use and did not infringe upon the plaintiff's mark Fish-Fri. Zatarain's, Inc. v. Oak Grove Smokehouse, Inc., 698 F.2d 786 (5th Cir. 1983). Annotated List! Such uses are privileged because they use the terms only in their purely descriptive sense. Some courts have recognized a somewhat different, but closely-related, fair-use defense, called nominative use. Nominative use occurs when use of a term is necessary for purposes of identifying another producer's product, not the nazi school user's own product.
For example, in a recent case, the newspaper USA Today ran a telephone poll, asking its readers to vote for their favorite member of the annotated resource list music group New Kids on nazi school the Block. The New Kids on the Block sued USA Today for trademark infringement. The court held that the use of the coursework task analysis trademark New Kids on the Block was a privileged nominative use because: (1) the group was not readily identifiable without using the mark; (2) USA Today used only so much of the mark as reasonably necessary to identify it; and (3) there was no suggestion of endorsement or sponsorship by the group. The basic idea is that use of a trademark is sometimes necessary to identify and talk about another party's products and services. When the nazi school above conditions are met, such a use will be privileged.
New Kids on the Block v. News America Publishing, Inc., 971 F.2d 302 (9th Cir. Ad Essay! 1992). Finally, certain parodies of trademarks may be permissible if they are not too directly tied to commercial use. The basic idea here is that artistic and editorial parodies of trademarks serve a valuable critical function, and that this critical function is entitled to some degree of First Amendment protection. The courts have adopted different ways of incorporating such First Amendment interests into the analysis. For example, some courts have applied the general likelihood of confusion analysis, using the First Amendment as a factor in nazi school, the analysis. Other courts have expressly balanced First Amendment considerations against the degree of resource likely confusion.
Still other courts have held that the First Amendment effectively trumps trademark law, under certain circumstances. Nazi School! In general, however, the courts appear to be more sympathetic to the extent that parodies are less commercial, and less sympathetic to the extent that parodies involve commercial use of the mark.
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English Learning Literature – Text and Context. This was published under the 2010 to 2015 Conservative and Liberal Democrat coalition government. Speech to Belarus State Linguistic University that Ambassador Bruce Bucknell delivered at the Biennial National Conference of English teachers. People have entire relationships via text message now, but I am not partial to texting. I need context, nuance and school the warmth and tone that can only come from family studies social, a human voice. There is no evidence that texting teaches people to nazi, spell badly: rather, research shows that those kids who text frequently are more likely to plantation in english, be the most literate and nazi the best spellers, because you have to know how to manipulate language. ў : - і iiii. Until relatively recently the text of educational research study English – as other languages - came to us from nazi, books and letters.
Then, just under a century ago, as the world turned to mass media of broadcasting (ie radio and task analysis television), text also came from the transcripts of school speech. Now most text is in digital form, often typed up text, but not necessarily. Speech and language is starting to in a essay, be generated by somebody (or something) called “Siri” and her friends: other “natural language processing” software. Context is changing too. Until relatively recently, English was the nazi language of Britain, the essay in english United States, and a few other countries; and business, diplomacy, and other forms of international exchange. Now English is the second language of choice throughout the world: more English is school, spoken in conversations between second language speakers than between native speakers. Together, these changes - in ad essay, how text is school, assembled and the context in which English is being used - are changing the nature of my language.
While I leave you to ponder these thoughts, let me first thank Natalia Petrovna and the Linguistic University for inviting me to speak today. Educational Research Study Approach! I’m delighted to be speaking to so many teachers of my language from all over Belarus. I hope you enjoy listening to me. I think that I’m very lucky to school, be the tree ambassador of the country which gave the world its pre-eminent language. Everybody, it seems, wants to learn my language, or at least feels they have to say a few words. It’s my excuse for not passing my Russian language exams. But English does allow me to nazi school, speak to the Head of the Confucius Centre here in Minsk, who speaks excellent English. My role today is to stir you up, and make you think about my language.
To be a . I hope to provoke some ideas on list, how you can improve the nazi teaching of English in your schools, and other educational institutions. I live in the centre of Minsk. I spend much of my time in the city centre. I have also judged on the national competition organised by the English Speaking Union. The quality of spoken English amongst some of the people I meet in ad essay, the centre of nazi school Minsk is very high. I’m constantly surprised by how many of the waiters and waitresses speak and understand English. A Hook! The use of English is widening.
The future of nazi school Text – recap of where English is now. To return to the issue of text – the essence of a language. Almost exactly a year ago I spoke to a hook, an audience here about the future of my language. I apologise to anyone who may have heard me before, and I have tried to nazi school, limit the repetition of what I said. The biggest obstacle to learning English is that it is a non-phonetic language. It must frustrate many people who are introvert and prefer to learn a language from texts. The only way to learn English is to case studies social, speak it, and speak it again, and speak it yet more. Like with all languages, there are many differences between English as it is nazi, spoken, and as it is written.
The divergence between American English and British English in the 19th century, as shown by separate vocabularies for the new technologies of that period, has turned to annotated, convergence in the era of sound recordings and mass broadcasting. Indeed the school standardisation of pronunciation in the last 100 years has put regional dialects and ad essay accents under attack in both the UK and the US. Nazi! But such regional variations still exist. Yes, Americanisms, even in British English, are strong. We talk about the guys, rather than the chaps or the blokes, and curve balls coming out of the left field rather than sticky wickets. But there are strong reverse influences, starting with Harry Potter. As long as we have the likes of Benedict Cumberbatch to coursework, play the nazi role of Sherlock Holmes, then a more British style of pronunciation stands a chance. Currently, one of the most successful American television series of recent years has been performed by British actors, to scripts produced by Americans based on the books of an American novelist: Game of Thrones. At the same time, we have had the development of many other types of English with their own grammar and vocabulary as has happened in Australia, and in such large and populous countries where English is a national and unifying language, for example India, Nigeria and South Africa. International language of exchange.
The leading British academic who studies the annotated resource development of English is David Crystal. School! He noted we live in a world of three main types of rhetorical ad essay English: those who speak it as a mother tongue, or first language (L1); those who speak it as a second language (L2); and those who use it as a necessary language of nazi exchange (ELT). He has suggested that a WSPE (World standard printed English) and WSSE (World Standard Spoken English) are emerging. English has great advantage because it is a living language. Rhetorical Ad Essay! There is very little prescription in nazi, how we use our language.
Our tradition is of descriptivism in our dictionaries. Perhaps due to the principle of least effort, English has long evolved. It has become simpler grammatically but with a wider vocabulary through subsuming words from other languages, starting with French. It still does. Until about 20 years ago, texts were exclusively produced by social work, humans. Now we humans face competition from computers. Perhaps the biggest threat to nazi school, language teachers is annotated resource list, MT – or machine translation. It is still in its early days, and to be honest, isn’t proving to be much of a threat at the moment. That might change - it is still too soon to school, say what will happen. What we know as “text” – written or printed words put together to communicate - is not as clear cut as it was. We have wikis that anyone can edit so that text is produced and constantly altered by different writers.
And we live in a world where data, and those who know how to use it, are taking over. It’s mathematicians who write the educational case study algorithms that drive spell checkers, predictive text and school Google translate, and other MT systems. And these algorithms are also driving voice recognition computer programmes that people are beginning to social work, use. So if like me you had no idea who Siri is, she is nazi, a software application of Apple with a voice user interface to answer questions, make recommendations, and perform actions by delegating requests to a set of essay Web services. We don’t yet know whether the algorithmic tools, and the software that transcribes what we say will start to prescribe the English generated digitally, or whether they will simply describe the English we use. But this is the future we all face. Let me turn to the issue of context – which I suppose I could say how and why English is used. The English that I use, and that used by my fellow Britons, and by many Americans, has changed a lot in the age of nazi school mass broadcasting, and the standardisation of pronunciation. But even before that period, the written language was already undergoing great change in the later 19th century, as the effects of urbanisation and compulsory education and mass literacy was introduced in our societies. In fact, England was one of the last European countries to bring in compulsory education. Scotland had far better education because of laws passed in the 17th century which obliged every parish – in plantation in english, other words, every village with a church – to school, provide a school.
This may explain why the Enlightenment first came about in Scotland in the early 18th century with such thinkers as Adam Smith and family social David Hume. Frederick the Great introduced a compulsory education system in Prussia in 1763, and parts of the Habsburg empire introduced mandatory primary education under the Empress Maria Theresa in 1774. It was nearly another century before an act of 1870 forced all areas in England and Wales to nazi school, set up a school. The effects of rhetorical ad essay urbanisation and compulsory education on publishing were startling in Anglophone countries. The later 19th century was a golden era of publishing of nazi school all sorts of new materials: books, magazines and studies social newspapers, that catered for the new generation of readers who had been to school. There was a huge increase in publications catering for all sorts of tastes and interests.
So appeared the “penny dreadful”, mostly fiction in serial form featuring lurid stores costing all of one penny. They were printed on cheap paper and aimed at young males. The equivalent for women followed much later, perhaps because girls were often discouraged from staying at nazi school. This was an ad essay, extension of the Dickens effect. Charles Dickens wrote for the middle classes in nazi school, the 1830s onwards. His serial novels sold for much more (and he became much richer). In the United States, the later 19th century was filled with cheap publications glorifying the settlement in food technology coursework task analysis, the new territories of the west, in other words the westerns that portrayed cowboys as heroes, perhaps the first and only time in history when agricultural workers were heroes. The texts of “penny dreadfuls” and other types of “pulp fiction”, and the newspapers and nazi other publications that started publication towards the end of 19th century, were far simpler than the texts in such as the case work Times, or as produced even by Dickens himself. Sentences were shorter, there were few subordinate clauses, and school syntax was simplified. The convoluted sentences combining several thoughts and ideas, that the likes of Samuel Johnson, arguably the greatest English stylist of his day or indeed in any era and one whose sentences if read aloud could go on for several breathes and case studies work could even cause one to school, lose one’s place amongst those thoughts tumbling out of tree his erudite mind – those long sentences being producing in school, the 18th century for the delight of list a limited if high educated elite, were no longer being written. Nazi School! Or perhaps I should say, they faced new competition.
The best English prose style tended towards simplification, direct statement and essay brevity. Its epitome was the style George Orwell proposed as set out in his 1946 essay “Politics and the English Language”. What we are witnessing now, with the massive expansion of the numbers of people learning English, may not be so different. Let me remind you of the power of English. English currently dominates most international exchange: in nazi, international organisations – not only the UN family, but also European organisations; in international commerce; in family studies social, transport; in education and scientific research (95% of scientific papers are published in English); and in technology. But it is also a language of national exchange: English is an nazi, official language in 88 sovereign states and territories.
Within the European Union, the case social work English language is used so much that the European Commission even produces a style guide for non-native speakers because, in their words: “European union institutions have developed a vocabulary that differs from that of any recognised form of English”. Possibly as many as 1.5 billion people are using English on a regular basis. They easily outnumber the native speakers – who number around 420 million. Maybe as much of 80% of spoken English is between non-native English speakers. Nicholas Ostler, a historian of the nazi development of languages, noted that English is coursework task analysis, actually shrinking in percentage terms as a mother tongue. Until a few years ago, it was still very much the language of Britain and America, and so sometimes was seen as a language of colonialism. But as more L2 and ELT users speak English, it becomes much less a political issue and more of a practical issue. Countries like Norway and Denmark now teach English from the first year of compulsory schooling. English is nazi, a medium of annotated exchange that allows individuals to meet, and barter their knowledge, their goods or their ideas. But it is nazi, a chaotic market place, and made all the more complicated by the explosion of communication from digital social media, that allows us to a hook in a essay, today to chat globally.
Let me steal a few thoughts published recently in school, The Economist. It has looked at the dominance of English. It noted the rhetorical ad essay research of John McWhorter, of Columbia University, that showed modern English, Arabic, Mandarin and nazi school Persian are all simpler and less grammatically complex than their ancient varieties. His conclusion: the more people who speak one language, the greater then need for simplicity, so more people can understand. The simplification of English has already to have gone further than many other languages. We have lost many inflections ie modifications of list a word to reflect different grammatical usages. We’ve lost gender, case and many prefixes and suffixes, and have simple singulars and nazi plurals. We still have inflected pronouns but far fewer than other European languages. The Economist suggests that the English could become yet simpler. There is still some English grammar that causes problems, above all tenses.
When I was preparing for this speech, I thought that I had some idea about our tenses. But I’ve learnt that we might have only two or twelve or thirteen. We use those short words: is, will, was, has and had. Technology Coursework! But what complication we can make by using: been, do, may, might, would, should, could indeed any number of compound verbal expressions. But we are living - only in the present continuous.
Then there remains the trauma of prepositions – although they should perhaps be called adpositions, because not all come before a word. English is particularly rich in short words, but add a preposition, and meanings change. One example: to put (), usually used to state placing something somewhere. As in to put in something or put out school something, or put under somewhere or put on somewhere. I can also put to you my ideas, put up with you, put you down, put on something (not just clothes, but also airs and graces), put off (usually something nasty I don’t want to do), put through (or perhaps push through) the wringer, put over my idea. Almost anywhere except “put from” or (better “put aside”). The Economist concluded this summer that it is the expressiveness of modern English that makes it so flexible, supple and ready for use by educational study approach, so many people. Who am I to tell you about how best to teach English? To quote to you the nazi school Economist’s headline, English may yet be “simpler, but more foreign”.
In the internet age, it isn’t my language any more but yours too. As part of food technology task analysis your continuing professional development – and yes, even diplomats like me have to undertake our CPD – please spend time looking at the vast array of material on school, the internet to in a, learn English. Of course, I very much hope you look for better quality sources, such as those provided by the British Council and school the BBC. There are multiple opportunities for students of the language to listen to all types of speakers. The opportunities to engage learners in different, more interactive ways are a great bonus. And please follow our Facebook page – we run competitions from time to time and annotated list plan more on the English language early next year. I think you may need to work out what you are teaching English for. Given the school vast numbers of people speaking English, most of your students are likely to be learning English for future use in exchange. Food Technology Task Analysis! This is important – because they need to make themselves understood to other non-native English speakers.
In Belarus you are particularly lucky because you have a strong IT sector and such companies as EPAM, Wargaming / World of Tanks, and the like. I’m surprised by nazi school, how important English is for these companies, but you have a great asset and demand for your graduates. I hope you know what they want. Turning more to the text itself, I very much hope you can embrace simplicity. Clear, understandable prose ensures you communicate a message effectively, as well as being a courtesy to readers. I don’t necessarily live by Orwell’s six rules, but they are a good start: Use short words not long; If you can cut a word, cut it out food technology task analysis (usually unnecessary adjectives or adverbs). Use direct expressions (active not the passive) Avoid figures of speech which you are used to seeing in nazi, print. Avoid foreign or jargon words - if you can think of an everyday English equivalent.
Break any of these rules sooner than say anything outright barbarous. A good tip for all that Orwell might have endorsed: try to keep sentences to less than 20 words. I think it is all the more important that learners speak it more - and write it less. I realise that this may be difficult in a culture that, like Britain, is less extrovert than in other countries. But there is rhetorical ad essay, no substitute for speaking. I realise I have concentrated nearly all of school my comments on learning the language. I have said very little about learning the literature. Literature is essay in english, a form of expression. While many people in the world will be learning and using English for transactions and exchanges, when it comes to nazi, expressing themselves, they will revert to family case social work, their own language.
But actually understanding different cultures helps people understand different languages. I hope that you can make time to nazi school, read more widely. Please read my blog – that will I hope educate you even more. But read for pleasure. I started my speech with two quotes – one was from Danielle Steele, the American best-selling author who is clearly against modern technology and texting – and a hook the other by David Crystal who seems to embrace it as it helps spelling.
Published: 20 November 2014. All content is available under the nazi Open Government Licence v3.0, except where otherwise stated.