Thinking About Pursuing a Graduate Degree in History

Thinking About Pursuing a Graduate Degree in History Are you considering a masters or doctoral degree in History? The decision to pursue graduate study in History, like other fields, is a complex one that is part emotional and part rational. The emotional side of the equation is powerful. The pride of becoming the first in your family to earn a graduate degree, being called Doctor, and living a life of the mind are all tempting rewards. However, the decision of whether to apply to graduate programs in History also entails pragmatic considerations. In a difficult economic climate, the question becomes even more perplexing. Below are a few considerations. Remember that this is your choice - a very personal choice - that only you can make. Competition for entry to graduate study in History is stiff. The first thing to recognize when it comes to graduate study is that it is competitive. Admissions standards for many graduate programs, especially doctoral programs, in History are tough. Peruse applications for the top Ph.D. programs in the field and you may encounter warnings not to apply if you do not have a particular score on the Graduate Record Exam (GRE) Verbal Test and a high undergraduate GPA (for example, at least a 3.7). Earning a Ph.D. in History takes time. Once you enter graduate school you may remain a student longer than you intend. History and other humanities students often take longer to complete their dissertations than science students do. Graduate students in History can expect to remain in school for at least 5 years and as many as 10 years. Each year in graduate school is another year without full-time income. Graduate students in History have fewer funding sources than science students do. Graduate study is expensive. Annual tuition typically ranges from $20,000-40,000. The amount of funding a student receives is important to his or her economic well-being long after graduate school. Some History students work as teaching assistants and receive some tuition remission benefits or a stipend. Most students pay for all of their education. In contrast, science students are often funded by grants that their professors write to support their research. Science students often receive full tuition remission and a stipend during graduate school. Academic jobs in History are hard to come by. Many faculty members advise their students not to go into debt to earn a graduate degree in History because of the job market for college professors, especially in the humanities, is bad. Many humanities PhDs work as adjunct instructors (earning about $2,000-$3,000 per course) for years. Those who decide to seek full-time employment rather than reapply for academic jobs work in college administration, publishing, the government, and non-profit agencies. Historians' skills in reading, writing and argumentation skills are valued outside of academia. Many of the negative considerations in deciding whether to apply to graduate school in History emphasize the difficulty of obtaining employment in academic settings and the financial challenges that come with graduate study. These considerations are less relevant for students who plan on careers outside of academia. On the positive side, a graduate degree offers many opportunities outside of the ivory tower. The skills that you will hone as you pursue your graduate degree are valued in virtually all employment settings. For example, graduate degree holders in History are skilled in reading, writing, and argumentation. Each paper you write in graduate school requires that you compile and integrate information, and construct logical arguments. These information management, argumentation, and presentation skills are useful in a variety of settings such as business, nonprofits, and government. This quick overview of pragmatic considerations in determining whether graduate study in History is for you highlights some of the challenges, but your academic and professional career is yours to make. Students who plan, take advantage of an opportunity and remain open to considering a range of career options increase the odds of a graduate degree in History paying off in the long run. Ultimately graduate school decisions are complex and highly personal. Only you are aware of your own circumstances, strengths, weaknesses, and goals - and whether a History degree fits into your life story.

Susan B. Anthony, Womens Suffrage Activist

Susan B. Anthony, Women's Suffrage Activist Susan B. Anthony (February 15, 1820–March 13, 1906) was an activist, reformer, teacher, lecturer, and key spokesperson for the woman suffrage and womens rights movements of the 19th century. Together with Elizabeth Cady Stanton, her lifelong partner in political organizing, Anthony played a pivotal role in the activism that led to American women gaining the right to vote. Fast Facts: Susan B. Anthony Known For:  Key spokesperson for the 19th-century womens suffrage movement, probably the best-known of the suffragistsAlso Known As:  Susan Brownell AnthonyBorn:  February 15, 1820 in Adams, MassachusettsParents: Daniel Anthony and Lucy ReadDied:  March 13, 1906 in Rochester, New YorkEducation: A district school, a local school set up by her father, a Quaker boarding school in PhiladelphiaPublished Works:  History of Woman Suffrage, The Trial of Susan B. AnthonyAwards and Honors: The Susan B. Anthony dollarNotable Quote: It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. Early Life Susan B. Anthony was born in Massachusetts on February 15, 1820. Her family moved to Battenville,  New York when Susan was 6 years old. She was raised as a Quaker. Her father Daniel was a farmer and then a cotton mill owner, while her mothers family had served in the American Revolution and worked in the Massachusetts government. Her family was politically engaged and her parents and several siblings were active in both the abolitionist and temperance movements. In her home, she met such towering figures of the abolitionist movement as Frederick Douglass and William Lloyd Garrison, who were friends with her father. Education Susan attended a district school, then a local school set up by her father, and then a Quaker boarding school near Philadelphia.  She had to leave school to work to assist her family after they suffered a steep financial loss. Anthony taught for a few years at a Quaker seminary. At the age of 26, she became a headmistress at the womens division of the Canajoharie Academy. She then worked briefly for the family farm before devoting herself full-time to activism, making her living off of speakers fees. Early Activism When she was 16 and 17 years old, Susan B. Anthony began circulating anti-slavery petitions.  She worked for a while as the New York state agent for the American Anti-Slavery Society. Like many other women abolitionists, she began to see that in the â€Å"aristocracy of sex†¦woman finds a political master in her father, husband, brother, son.† In 1848, the first Women’s Rights Convention in the U.S. was held at  Seneca Falls, New York, launching the womens suffrage movement. Susan B. Anthony was teaching and did not attend. A few years later in 1851, Susan B. Anthony met Elizabeth Cady Stanton, one of the Conventions organizers, when they both were attending an anti-slavery meeting also at Seneca Falls. Anthony was involved in the temperance movement at the time. Because Anthony was not permitted to speak at a general temperance meeting, she and Stanton formed the Womens New York State Temperance Society in 1852. Working With Elizabeth Cady Stanton Stanton and Anthony formed a 50-year lifelong working partnership. Stanton, married and a mother to a number of children, served as the writer and theorist of the two. Anthony, never married, was more often the organizer and the one who traveled, spoke widely, and bore the brunt of antagonistic public opinion. Anthony was good at strategy. Her discipline, energy, and ability to organize made her a strong and successful leader.  During some periods of her activism, Anthony gave as many as 75 to 100 speeches a year. Post War After the Civil War, Anthony was greatly discouraged that those working for suffrage for black Americans were willing to continue to exclude women from voting rights. She and Stanton thus became more focused on woman suffrage. She helped to found the American Equal Rights Association in 1866. In 1868, with Stanton as editor, Anthony became the publisher of The Revolution. Stanton and Anthony founded the National Woman Suffrage Association, larger than its rival American Woman Suffrage Association, associated with Lucy Stone. The two groups would eventually merge in 1890. Over her long career, Anthony appeared before every Congress between 1869 and 1906 on behalf of women’s suffrage. Working for Womens Rights Other Than Suffrage Susan B. Anthony advocated for womens rights on other fronts besides suffrage. These new rights included the right of a woman to divorce an abusive husband, the right to have guardianship of her children, and the right for women to be paid equal to men. Her advocacy contributed to the 1860 passage of the Married Womens Property Act, which gave married women the right to own separate property, enter into contracts, and be joint guardians of their children. Much of this bill was unfortunately rolled back after the Civil War. Test Vote In 1872, in an attempt to claim that the constitution already permitted women to vote, Susan B. Anthony cast a test vote in Rochester, New York, in the presidential election. With a group of 14 other women in Rochester, New York, she registered to vote at a local barbershop, part of the New Departure strategy of the woman suffrage movement. On November 28, the 15 women and the registrars were arrested. Anthony contended that women already had the constitutional right to vote. The court disagreed in  United States v. Susan B. Anthony. She was found guilty, though she refused to pay the resulting fine (and no attempt was made to force her to do so). Abortion Stance In her writings, Susan B. Anthony occasionally mentioned abortion. She opposed abortion, which at the time was an unsafe medical procedure for women, endangering their health and life. She blamed men, laws, and the double standard for driving women to abortion because they had no other options. When a woman destroys the life of her unborn child, it is a sign that, by education or circumstances, she has been greatly wronged, she wrote in 1869. Anthony believed, as did many of the feminists of her era, that only the achievement of womens equality and freedom would end the need for abortion. Anthony used her anti-abortion writings as yet another argument for womens rights. Controversial Views Some of Susan B. Anthonys writings could be considered racist by todays standards, particularly her writings from the period when she was angry that the 15th Amendment had written the word male into the constitution for the first time in permitting suffrage for freedmen. She sometimes argued that educated white women would be better voters than ignorant black men or immigrant men. In the late 1860s, she even portrayed the vote of freedmen as threatening the safety of white women. George Francis Train, whose capital helped launch Anthony and Stantons The Revolution newspaper, was a noted racist. Later Years In her later years, Susan B. Anthony worked closely with Carrie Chapman Catt. Anthony retired from active leadership of the suffrage movement in 1900 and turned over the presidency of the NAWSA to Catt. She worked with Stanton and Mathilda Gage on what would eventually be the six-volume History of Woman Suffrage. By the time she was 80 years old, even though woman suffrage was far from won, Anthony was acknowledged as an important public figure. Out of respect, President William McKinley  invited her to celebrate her birthday at the White House. She also met with President Theodore Roosevelt to argue that a suffrage amendment be submitted to Congress. Death A few months before her death in 1906, Susan B. Anthony delivered her Failure Is Impossible speech at her 86th birthday celebration in Washington, D.C. She died of heart failure and pneumonia at home in Rochester, New York. Legacy Susan B. Anthony died 14 years before all U.S. women won the right to vote with the 1920 passage of the 19th  Amendment. Although she did not live to see womens suffrage achieved across the entire United States, Susan B. Anthony was a key worker in laying the groundwork for this change. And she did live to witness the sea change in attitudes that was requisite for universal suffrage. In 1979, Susan B. Anthonys image was chosen for the new dollar coin, making her the first woman to be depicted on U.S. currency. The size of the dollar was, however, close to that of the quarter, and the Anthony dollar never became very popular. In 1999 the U.S. government announced the replacement of the Susan B. Anthony dollar with one featuring the image of Sacagawea. Sources Anthony, Susan B.  The Trial of Susan B. Anthony.  Humanity Books, 2003.Hayward, Nancy. â€Å"Susan B. Anthony.† National Women’s History Museum, 2017.Stanton, Elizabeth Cady, Ann De Gordon, and Susan B. Anthony.  Selected Papers of Elizabeth Cady Stanton and Susan B. Anthony: In the School of Anti-Slavery, 1840-1866. Rutgers University Press, 1997.Ward, Geoffery C. and Ken Burns.  Not For Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan B. Anthony. Knopf, 2001.

Consumer Behavior Analysis Essay Example | Topics and Well Written Essays - 1500 words - 1

Consumer Behavior Analysis - Essay Example The first and foremost thing, of course, is to do market fragmentation; it is a necessary early step while making a marketing plan. To know who the product is for is probably the most important factor to determine before any anything. Another vital factor is to develop the need recognition of the product in the customers’ eye. It is the psychology of humans to recognize something as ‘need’ or ‘want’ before a purchase. Even if it is a ‘want’, the desire to experience it in order to feel better is often subconsciously camouflaged as a ‘need’ as well. This is also referred to as customer’s value perception of the product. (Kotler, P., & Armstrong, G., 1991). Hence, the products should be marketed in a way that the consumers can recognize and acknowledge the need of those items for themselves. It is important to identify what benefit and value are the customers deriving from the products vis-Ã  -vis what the products are offering. For the advertising campaign of the product line, the main proposition can be protection against the harshness of outdoor lifestyle. This proposition creates much value for males considering a common man’s outdoor routine and sun and dust exposure to the skin. Since the product line is only chosen for men, the marketing strategy needs to revolve around the lifestyle of men. This means that the outdoor roughness and rugged routines for men need to be utilized as key factors during marketing. Moreover, the target market of the personal care product line is bracketed for young males who are aged from 18-35. Considering these factors as framework, it is important to distribute focus on each product according to their specific offerings. For instance, the hair-styling gel needs to address its firm nature, wet look, allowing young males to use the gel for any hairstyle - from causal to formal. The face wash and shampoo will address their own offerings, while staying in the same age group of 18-35, along with a

Should college athletes get paid Research Paper

Should college athletes get paid - Research Paper Example We must mention that not every learner gets a scholarship and more so, it does not cover everything. Firstly, we must mention that the scholarships granted to student athletes cover tuition, fees, room, board and textbooks as put across by the National Collegiate Athletic association (NCAA ). Nature of the scholarship varies with the learners as some receive cover for only some of these expenses while many still receive exceedingly more aid than the average student. The scholarship is extended to outstanding students who are exemplary talented and work very hard to earn money extended to them. Additionally, colleges provide a lot to these athletes giving them a distinctive advantage over others. For that, we can argue for and against paying them as we demonstrate below. Most importantly, we must agree that colleges are making a lot of money off these students, who commit their energy and will power to engage in sports. Apparently, social media are so popular and making money out of sports is a ridiculous pursuit. The broadcasted college sports are generating a lot of profits for schools especially from basketball and football. The activity is out rightly tiresome and subject the students to negative effects to their physicality. With all these money, we can agree that the schools can afford it and should share with the athletes. Secondly, the money granted to these individuals is not enough to meet all the expenses. It’s tailored towards the basics that are a must for everyone. They don’t obtain more than the scholarship grant. It’s not enough to cover all expenses like tuition, board, travel, books and many others. They never find time to recompense these needs as sports exercises and practices take all time after academic responsibilities. They don’t have time to commit to odd jobs to support themselves. Paying them would help them meet these needs and appreciate their talents at the

How to Talk about the World Essay Example for Free

How to Talk about the World Essay How does the opening paragraph establish the mood and values of the story? With the opening paragraph of the story, reader can feel that the story will be conveying something that is related to discrimination over niggers or black people in the location. It impliedly said that there should be no boundaries to be set using the color of the skin or the race that a certain person belongs to. Also, there should be no ‘special treatment’ to people who are considered to be powerful especially when that person is a relative to anyone who owns the establishment. To associate with the society, special accord should be given to everyone and not to selected few especially if they are well-known to politicians or they are influential because of their wealth. 2) State the nature of the conflict in John? John is having a conflict to himself. He does not know whether or not he will approach Dorris in whatever manner that is politely for her to receive and gentlemanly for him to give. He is having trouble on how to treat Dorris and on how to react on the things that Dorris is showing him. At first, he tried to ignore her but in the later part of the story he can not contain himself by just merely looking at Dorris from a distance. Even though there is a mixed feeling bothering him, may be it can be synonymous to having butterflies in the stomach, John still tried his best to treat Dorris the way she should be treated. However, when their flesh touched each other, both moods shifted gradually and there was a little bit of intimacy that envelopes them. Without them knowing, there is already a contact between them however, they still tend to ignore it because they know nothing will happen. 3) How does the author achieve dramatic conflict between John and Dorris even though they do not speak to each other? The author achieved the dramatic conflict between the two characters when they were dancing graciously in an empty room that only John knows of. It was then that John and Dorris realized that there is something in each other that makes them shiver. After they have had a soulful act outside the stage, they both wanted each other yet the other one is nowhere to be found. In John’s dreams, it was Dorris whom he is dancing with. Imagining Dorris is something that made the drama in the story is interesting. The highlight of the story was when they both entered a room that is only filled with darkness and they both took advantage of the time that they are alone. They were able to satisfy each other’s yearning because of the intensity of the affection that they both showered each other. However, not all things end with a happy note. John disappeared without Dorris knowing. She searched for him yet, nothing happened. Dorris may feel a little bit of regret for having ignored John all the while.

War of 1812 :: American America History

War of 1812 War of 1812, conflict between the United States and Great Britain from 1812 to 1815. Fought over the maritime rights of neutrals, it ended inconclusively. Background Over the course of the French revolutionary and the Napoleonic wars between France and Great Britain (1793-1815), both belligerents violated the maritime rights of neutral powers. The United States, endeavoring to market its own produce, was especially affected. To preserve Britain's naval strength, Royal Navy officers impressed thousands of seamen from U.S. vessels, including naturalized Americans of British origin, claiming that they were either deserters or British subjects. The United States defended its right to naturalize foreigners and challenged the British practice of impressment on the high seas. Relations between the two nations reached a breaking point in 1807 when the British frigate Leopard fired on the USS Chesapeake in American territorial waters and removed, and later executed, four crewmen. In addition, Britain issued executive orders in council to blockade the coastlines of the Napoleonic empire and then seized vessels bound for Europe that did not first call at a British port. Napoleon retaliated with a similar system of blockades under the Berlin and Milan decrees, confiscating vessels and cargoes in European ports if they had first stopped in Britain. Collectively, the belligerents seized nearly 1500 American vessels between 1803 and 1812, thus posing the problem of whether the United States should go to war to defend its neutral rights. Americans at first prepared to respond with economic coercion rather than war. At the urging of President Thomas Jefferson, Congress passed the Embargo Act of 1807, prohibiting virtually all U.S. ships from putting to sea. Subsequent enforcement measures in 1808-1809 also banned overland trade with British and Spanish possessions in Canada and Florida. Because the legislation seriously harmed the U.S. economy and failed to alter belligerent policies, it was replaced in 1809 by the Non-Intercourse Act, which forbade trade with France and Britain. In 1810 Macon's Bill No. 2 reopened American trade with all nations, but stipulated that if one belligerent repealed its antineutral measures, the United States would then impose an embargo against the other. In August Napoleon announced the repeal of the Berlin and Milan decrees on the understanding that the United States would also force Britain to respect its neutral rights. Although Napoleon continued to seize American vessels in French ports, President James Madison accepted his statements as proof that French antineutral decrees had been lifted.

Tom Sawyer Character Analysis

The novel The Adventures of Tom Sawyer by Mark Twain addresses how it was to be a kid when the author was a child. In this novel, Tom Sawyer the protagonist, and his friend Huckleberry Finn witness a murder. Both of the children swear to keep it a secret but eventually, Tom confesses because he cannot stand to see an innocent man put to death when he could stop it. Sawyer was a lively, adventurous, and tricky child who was given the opportunity to mature, and grow up because he had a touch with maturity after he witnessed a murder. Yes, but that’s different. A robber is more high-toned than what a pirate is – as a general thing. In most countries they’re after high up in the nobility- dukes and such† (280). This quote from the novel, by Sawyer is a wonderful example, which shows the boy’s adventurous side. The reader, just from reading the quote can get the feeling, this boy feels confident in his words. Meaning, this boy acts just like any other pla yful young boys, as if they know everything.Assuming that the children that act like they know everything, like to show it, this quote supports the thesis about Sawyer, that he is lively and adventurous. Not only does the quote show how Sawyer would act, and present himself, but it also acts as an example to show the boys imagination and things he would get himself into. At one point in the novel, Sawyer and a few of his friends felt as if no one loved them, and decided to live an isolated, criminal life and be pirates.They were gone for a while which caused their whole village to believe they were dead. Sawyer’s poor aunt Polly was completely torn apart trying to figure out what she had done to cause her lively, curious young boy to run away to die. But at the boy’s planned funerals, the three of them came strutting in as if they had not been gone at all. This shows that Sawyer would get into all kinds of adventures and schemes. They boy was not only lively and advent urous but very tricky and clever too. Related essay: â€Å"Stand and Deliver Character Analysis†Sawyer was forced to white-wash his fence on a Saturday and he really do not want to do it. As other young boys would walk by, Sawyer would act like he was having a lot of fun doing his job. This would intrigue the other boys and they started offering him things in order for them to have a try at the fun white-washing. When it was done, Sawyer did not have to work anymore, the white-washing finished itself and he gained a multitude of new things. This shows how smart and tricky sawyer could be.Tom Sawyer was a young boy who wanted nothing but fun. He would have fun and wild adventures with his friends, act as if he knew everything about the world and use his tricky cleverness to get that he wanted. Even though Sawyer witnessed a murder, and could have used this opportunity to mature and grow up, he stuck to his innocent boy self. He was a lively, adventurous and tricky young boy who was almost forced to, but did not gro w up even after his brush with the harshness of the real world.

Dystopia or Utopia

First, in the book 1 984 by George Orwell, dyspepsia is shown right off by the futuristic setting. Orwell shows the theme dyspepsia with the futuristic setting in 1 984 by using the Thought Police and vaporization. The Thought Police are constantly monitoring the thoughts of Oceania citizens, to make sure they do not disobey ‘ ‘The Party' or â€Å"Big Brother'. In the book it says several times â€Å"BIG BROTHER IS WATCHING YOU! † (Orwell 3), this saying creates fear in the citizens, and reminds them they are always being watched by their government. They do this to make sure the current government will stay in control.If any citizen ever even thinks about going against or betraying â€Å"The Party', they get vaporized immediately. Being vaporized means that they basically make the citizen completely disappear and they also make it seem like they never existed. The author causes the reader to be afraid by using these forms of technology that are impossible in our world currently; this enhances the theme of dyspepsia. The main character Winston Smith, is always fighting his urge to go against and betray â€Å"The Party' because he knows what he consequence will be if he ever does betray them.This also greatly enhances the theme of dyspepsia in 1984. Second, the book Fahrenheit 451 by Ray Bradbury has an underlying theme of dyspepsia as well. When reading just the first few pages of this book, the reader can get a feeling of dyspepsia very quickly. One of the first things that makes the reader think this is, is the fact that the firemen in Fahrenheit 451 burn books, instead of putting out fires, like they do in our modern day society. This seems very strange to use because it is not what we are used to, UT this is a way the author enhances the theme of dyspepsia.We see this dyspepsia world through the eyes of the main character Guy Montage. He is one Of the firemen that burn books, and he Starts to question why he does this throughout the bo ok, especially when he meets his new neighbor, Claries. She is a young girl that makes him think about the world in new ways and makes him wonder about his life, his ideals, and his own happiness. This is a quote from the book, ‘†Do you ever read any of the books you burn? † He laughed. â€Å"That's against the law! † â€Å"Oh of course† (Bradbury 8). Montage is liking to Beauty, his boss about reading books.After this he takes an interest in reading and soon steals a book to read, instead of burning it. In this fictional world created by Bradbury, the reading of books is abandoned. If someone is caught with a book, they are sent to a mental hospital and their books are burned, or they are sentenced to death. This also enhances the theme of dyspepsia because the government does not want the people to know anything and only do what they want them too. Thirdly, the book Brave New World written by Aloud Huxley also has an underlying theme of dyspepsia.Mo st of the time there is a big difference between a utopia and dyspepsia, for some readers, this book can be seen as either. It is dyspepsia because the people are built in factories, rather than by human interaction, also in a child's upbringing they go through conditioning. This is a quote from the book talking about conditioning ‘that is the secret of happiness and virtue- liking what you've got to do. All conditioning aims at that: making people like their inescapable social destiny' (Huxley 16). Conditioning means that they are trained to dislike and like certain things.All of the people in the society think that things are perfect, until Bernard Marx comes along. As a baby Bernard received extra alcohol in his ‘baby bag†, and he is different than the rest of the people. He has only engaged with 3 women in a year, whereas most â€Å"normal† alphas engage 2-3 women per week. Another example of dyspepsia is the system of control in Brave New World is pleas ure, and indulgence. Sex and drugs causes the people to be happy all the time, and this keeps them from ever going against the government.In other words, the government keeps all the citizens under the influence, and happy to intro them and get the citizens to do whatever they want them too. Others might say that these three books, 1984, Fahrenheit 451 , and Brave New World aren't dyspepsia, but they are utopias. They might say that these worlds are perfect because everybody has a job, or that nobody is in poverty. They also might say this because you don't hear of anyone getting killed, or anyone getting robbed. This might be true, but the cons of these societies outweigh the pros, therefore they should be considered Dyspepsia.The governments in all three of these books have way too much control, and have he people oppressed to get them to do anything they want, and to keep them from going against them. In conclusion, Dyspepsia is the word that comes to mind with the stories and po litical horrors with government control, politicians, and community leaders being those who are most opposed by the audience and the main characters in the stories throughout Brave New World, 1 984, and Fahrenheit 451. Dyspepsia is the opposite of utopia, which means a perfect society. Dyspepsia means an imperfect society. All three of these books have an underlying theme of dyspepsia.

Cont. Article Review Example

Cont. Article Review Example Cont. Article Review – Coursework Example Article Review Article Review The statistical discussion in the hypertension article uses inferential statistics to sample its data obtained through random variation as observed. In its analysis and selection of statistical tests, the article often uses aspects of comparison to determine the validity of both independent and dependent variables especially when trying to influencing the outcome. On the other hand, in regards to distribution tests, there is analysis of variances as seen in the understanding of hypertension as disease that results to cardiovascular failure. However, the use of the 1,239 respondents is an indicator of the prevalence of the illness because of the statistical rationale of using observational study. Selection for the tests is equally based on the rationale of relating the sample data sets that are fundamental in the methods of determining the effect of hypertension within the cross-sectional community. Alternatively, the decision to interview 7,164 families amongst the population totalling 45,587 reveal the connection between dependent and independent variables in influencing results (Creswell & Clark, 2011). These results, for instance, demonstrate that 35 percent or 434 males are directly affected by the disease because of socioeconomic status experienced in the rural areas. On the other hand, according to Creswell’s table, association between groups and group comparison is a reflection of the study subjects because it identifies the risk levels of the high blood pressure among the population. Comparing of significant correlates of the disease in terms of the variables of age group, gender, and literacy level also portray the difficulty of using cluster sampling to determine the correct results. ReferenceCreswell, J. & Clark, V. (2011). Designing and Conducting Mixed Methods Research. New York, NY: SAGE.

Japanese Translation - Translating from Japanese

Japanese Translation - Translating from Japanese Choosing the right words for a translation can be difficult. Some sentences are translated literally, word by word. However, most sentences can be translated in many different ways. Since Japanese verbs have a formal and informal form and there is also male and female speech, the same sentence can sound quite different depending on how it is translated. Therefore it is important to know the context when translating. Being able to translate can be fun and rewarding when learning a language. After you learn the basics of Japanese, I recommend you to try to translate a sentence yourself first before asking for help. The more you practice, the better you get. Dictionaries You might want have a good English-Japanese/Japanese-English dictionary. Electric dictionaries and online dictionaries are also widely available nowadays. Although standard dictionaries can’t compete for content with an online dictionary, I still like to look up words the old fashion way. Learning about Particles You also need to have a little knowledge about particles. They are an important part of Japanese sentences. Sentence-ending particles are often used to distinguish male and female speech as well. Online Translations Online translation services like Google Translate and Bing Translator are not always reliable, but you can get rough idea of the meaning in a pinch. Translation Services If your translation is something bigger or beyond your knowledge, you could seek professional help form a translation service.

My summer place(after I read once more to the lake) Essay

My summer place(after I read once more to the lake) - Essay Example My two brothers and I would visit Crystal Lake twice a year, usually during our summer break. The years had passed, and the inevitable had happened, we had all grown apart. One of my brothers moved to the east, the other to the west, and we hadn’t spoken in quite some time. It was the morning of my birthday. I was staring out the window at the rain pouring from the ceilings of the heavens, covering the streets turning them into a swarm of distant rivers. I lay on my bed dreaming about the calmness of the lake and the never ending beauty that I for so long had seemed to have forgotten. For it was now only a dream inside my empty soulless mind. Too many years had passed and too many things had been forgotten. The memories were now merely a torn out page of an old book I had lost. And I too, just like that book, had been lost as well. The thoughts circling around in my head, like a dusty wind storm, started to give impressions of eagerness. I knew deep down inside me, that I couldn’t just sit here, on my birthday, again. I collected all of my unorganised thoughts and compiled them into one, sensible plan. I decided that I would venture off back to Crystal Lake. If I didn’t go, I knew I would eventually be driven to insanity. I also determined that I would give my brother’s a call. I hadn’t spoken to them in years, but I knew that Crystal Lake wouldn’t be the same as it was back when we were young without them. Unfortunately, neither brother was home when I called, so I left a message on their answering machines. I informed them that I would be returning to our spot, although I doubt they cared. But that wouldn’t stop me. I would still go on my quest back to Crystal Lake. I packed all of the relevant camping equipment, my large tent which I had kept all these years, together with an assortment of blankets. I had never been much of a fisherman, so I decided to prepare some food to take with

Gender Discrimination Essay Example | Topics and Well Written Essays - 2500 words

Gender Discrimination - Essay Example It is understood that the human rights activist cry for equality, a collective recognition is deemed acceptable for all and not merely censored on a few and singular groups. The potential for random discrimination in relation to gender is not dismissed. The so-called moral activists in adherence to old conservative theories still utter a different lament. The social change will take its toll and be delegated to the far recesses of one's imagination unless laws that protect the identity of women and transsexuals are recognized and properly implemented particularly in the workplace environment where common complaints of gender inequality are often heard. With the passing of certain laws that govern sexual discrimination, how are this implemented in the workplace This seemingly simple question carries a multi-faceted approach that require knowledge of the laws that govern our rights. Since the advent of sex discrimination legislation, the United Kingdom and the European region in general saw significant cultural changes across the workplace. When the European Convention on Human Rights recognized individuals other than the traditional gender classification of male and female a ground breaking law was established. In the field of sexual orientation the protection of transsexual rights of gay and lesbian under Article 8 of the European Convention has been interpreted "to extend to an adult's right to participate in private, consensual homosexual activity". In Cossey v U.K.1, when the applicants challenge the government to change their birth certificates to reflect their new gender the basis of denial dwell on the substantial administrative burdens imposed on the birth certificates. This might have to do with the explanation of trying to see to it that the historical records of accuracy are maintained and discrimination is not cited. At the onset of the recognition of transsexual rights, anti-discrimination laws were reviewed immensely. The current framework of Anti-Discrimination Law is made up of three main statutes in the equal protection sense which deals with sex, race and disability issues. The Sex Discrimination Act 1975(SDA 1975)2 prohibits discrimination on the grounds of sex; marital status and now includes gender re-assignment in the field of employment, education and provision of goods and services. The applicability of such laws is considered in England, Scotland and Wales. This Act is currently considered the most valuable tool to combat today's discrimination of employees in the work environment. It is undeniable that for some reasons, employers still practice such measures of exclusions despite claiming substantial media attention on the prosecuted violators. The habit of an imperialistic attitude bordering on the offensive refuses to die immediately which brought relevant complaints from women and transsexuals and will probably continue if proper dissemination of this particular law is not made available to the parties concerned. On the basis of gender discrimination a person's right to exercise his/her skills and training are impeded in the workplace. In SDA 1975, sexual classification as the weaker sex is tantamount as an insult to a person's identity as pointed out in Snook 19993. It is a woman's civil right to a career of her own choice and to earn for herself and her family like any man. With the advent of this law, we can now see a