What is Love? Essay -- Papers Definition Love Marriage Loving Essays

What is Love? Love: What is it? Love, what is it? To many people love means many things. To others, to love is to place their happiness in one another. Others love can be how they feel about that special someone. I'm not talking about the fatherly love or that motherly love. I'm talking about the love that you feel towards someone. That special someone that you could possibly spend the rest of your life with. Webster defines love as a strong feeling of attraction resulting from sexual desire; enthusiasm or fondness. But to me love is not just a feeling, but it is the way that you treat that special someone that you care for. Treating them so kindly so they'll know you care and love them. Love in my eyes, is making that sacrifice for someone, knowing that you might regret it sooner or later. Love is how you make another person feel when you are in their presence. Love is the laughter that you share, the time you spend, and the relationship that you build with that special someone. Many people show or express their love for someone in many and different ways. For instance, there was an ancient Egyptian Poem that captivated my attention. While I was reading the poem it made me realize how more people view love the same way as I do. The poem is named "Love, how I'd love to slip down to the pond." In the poem there were lines that helped me realize that love is not what you say, it is what you do. And in the poem there was a line that stood out far from the rest. It said, "Just for you I'd wear my new Memphis swimsuit, made of sheer linen, fit for a queen- Come see how it looks in the water". Not caring about how she looks to others or how foolish she might feel, she entices her mate with a swimsuit that when w... ...itten by Chung Tzu there is a pome numbered 22 in the text. Part of it reads: Of fair girls the prettiest Gave me a red flute. The flush of that red flute Is pleasure at the girl's beauty. She has Been in the pastures and brought for me rush-wool, Very beautiful and rare. It is not you that are beautiful; But you were given by a lovely girl. In my opinion the moral of the poem is not to cherish what is given to you, but cherish the thought and sincerity of the person. Material items can be lost, broken, or even stolen. But when you see it as an action of ones emotion, the thought of that item ant the person who gave it to you will live on forever. Patterson 5 Today, many people have different out looks and perspectives about love and that what it is or what it should be. But you can't truly love any one until you answer that funny little question? Love: What is it?

What is biopsychology

Multidisciplinary study of the nervous system and its role in behaviour. Understanding brain demands incredible level of effort, ingenuity, and technological innovation. US Congress declares 1990s as being â€Å"Decade of the Brain† Not only expand the horizon of human knowledge but also advances treatment of: neurological disease, emotional disorders, and addictions 300 years of scientific past The branch of psychology that studies the relationship between behaviour and the body, particularly the brain. Behaviour:Internal events such as: learning thinking emotion Overt (Done or shown openly; plainly or readily apparent, not secret or hidden) acts Biopsychology attempts to answer: What changes in the brain when a person learns? Why does one person develop depression, another becomes anxious, and another is normal? What is the physiological explanation for emotions? How do we recognise the face of a friend? How does the brain ‘s activity result in consciousness? Biologica l psychologists use a variety of research techniques to answer these uestions.Ex: Staining and Imaging neurons Light and electron microscopy Measuring and manipulating brain activity Brain imaging techniques Genetics Main focus is on the brain's role in behaviour Main tocus is on the brain s role in behaviour. Thinkers have struggled with the question of behaviour and experience for more than two millennia. Psychology as a separate discipline fairly recently (1879, Wilhelm Wundt). Biological approach could answer significant questions about behaviour.

The New Enhanced ACT Writing Test (2016) Complete Guide

The New Enhanced ACT Writing Test (2016) Complete Guide SAT / ACT Prep Online Guides and Tips Did you know that the ACT Writing Test changed dramatically in Fall 2015? You might not, because people haven't talked about it much, but it changed the ACT and possibly standardized testing in general. It's scored based on all of the old ACT's criteria, but also on a number of new concepts. We've written the most comprehensive guide available on the new ACT Writing section. Keep reading to find out how you can prepare for and ace this new test. Because there's a lot to cover, we've divided this article into 3 sections, each exploring a major change in the new ACT Writing assignment: Part 1: Expanded Prompts Part 2: More Open-Ended Assignment Part 3: Redesigned Scoring Criteria Before we dive into this, it's useful to understand why they're changing the ACT Essay section, because this will help you write a better essay. Why Is the Writing Section Changing? One of colleges' biggest complaints about high school graduates is that their writing isn't academic or complex enough. Because the ACT is trying to position itself not only as a college entrance exam but also as a state-mandated graduation benchmark, it's always trying to stay relevant to the modern education system, and the Enhanced ACT Writing Test is a big part of that. ACT, Inc. gives a number of reasons for the changes to the essay assignment. The simplest explanation they give is that it "will allow students to more fully demonstrate their analytical writing ability." Edward R. Colby, a spokesman for ACT, has also commented on the increased complexity of the Enhanced ACT Writing assignment: â€Å"It won’t be ‘this side or that side,’† Mr. Colby said. â€Å"The question will ask students for multiple perspectives and support. It will be a more-complex prompt than what we’re delivering now.† But the real motivations behind the redesigned ACT Writing test are related to broader changes in education. Until recently, each state decided what to teach its students, and many students were graduating from high school totally unprepared for college. So in 2010, the National Governors Association released the Common Core standards in English and math. Forty-four of the fifty U.S. states and the District of Columbia have adopted the Common Core State Standards Initiative. The Grades 11-12 Common Core Writing Standards include references to three very specific types of writing: "Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence." "Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content." "Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences." As you'll be able to see in the scoring criteria later in the article, these three modes of writing correlate directly to the newly-added columns of writing modes in the ACT's new Writing Competencies Model. Will the Enhanced ACT Writing Test Matter More to Colleges? We don't yet know whether these changes will make the writing test more relevant to colleges, most of which don't require applicants to submit writing scores. But some of those colleges are big, and over 50 percent of high-school seniors are still writing essays when they take the ACT. Ultimately, colleges won't change their policies until the 2015 new ACT Writing test has been administered a few times, to see what the scores end up reflecting. For example, the old ACT essay is generally considered to be a somewhat skewed measure of students' writing ability. It can't test, as the Enhanced ACT Essay claims to, "insight/deeper understanding through thoughtful consideration." The closest it comes to testing "insight" is whether the examples logically support the point being made. It appears, though, that the new version is trying to capture more of the depth and meaning of an essay than has been attempted by standardized tests so far. PART I: Expanded Prompts While ACT, Inc. has only released a few sample prompts for the Enhanced ACT Writing section, we can learn a lot from them. The prompts are longer, more complicated, and cover a broader range of topics than the old prompts did. The topic of the old prompts mostly covered high school and education. They gave a paragraph on the topic and asked only that you "take a position" and support it. Old Prompt Style and Topic Here's the old style of prompt (this is all of it): Rather than concentrating on doing one thing at a time, high school students often divide their attention among several activities, such as watching television and using the computer while doing homework. Some educators believe multitasking is a bad practice when doing homework because they think dividing attention between multiple tasks negatively affects the quality of students' work. Other educators do not believe multitasking is a bad practice when doing homework because they think students accomplish more during their limited free time as a result of multitasking. In your opinion, is it too distracting for high school students to divide their attention among several activities when they are doing homework? In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position. As we discuss in our blog post about current ACT Writing prompts, and as is reflected in the prompt above, the old ACT prompts were all about topics related to high schoolers and high school education. And as you'll read next, that is no longer true with the introduction of the Enhanced ACT Writing Test. New Prompt Style and Topics The redesigned ACT Writing prompts are much more complex. They start with a passage about the same length as the old one, shown below. Notice that the prompt does not ask a specific question about the information. The prompt topic below, about the mechanization of the workforce, is a broad and often controversial issue in modern society. As you can see, it has nothing to do with high school or education. Note: in the prompt below, released by the ACT, the emphasis (in italics) of certain key phrases has been added by the editor. Intelligent Machines Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Since this is one of five prompts the ACT has released, we don't know anything about the range of topics they'll be covering. But we can draw some basic conclusions about their scope and structure. The Anatomy of the New ACT Writing Prompt Let's break down the new prompt, sentence by sentence. Sentence 1: General statement about "intelligent, automated machines" providing "goods and services" Sentences 2-4: Three specific examples of robots replacing human workers Sentence 5: Core question, "what is lost when we replace humans with machines?" Sentence 6: Instruction, "[Examine] the implications and meaning of [intelligent machines'] presence in our lives." As you can see, the instruction in Sentence 6 is phrased somewhat abstractly- it just says the topic is "worth examining." But since this is an essay prompt, we know that that sentence is actually telling us what it wants us to do. But that's not all! Added Perspectives, a.k.a. Points of View In addition to the large text prompt above, the Enhanced ACT Writing test gives you three different perspectives on the issue in thepassage: Perspective One What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. Let's simplify the three perspectives: 1) Mechanization is related to and a symbol of perceived modern cultural disintegration (It's bad). 2) The efficiency of mechanization can only benefit humanity (It's good because it's efficient). 3) Mechanization is good because it tests our ideas about humanity (It's good because it challenges us). There's no way to know what the perspectives will be on future redesigned ACT Writing prompts, but it's safe to say that at least one will be positive and at least one will be negative. We'll explain what you're supposed to do with these perspectives below. PART II: More Open-Ended Assignment After the ACT presents you with this heap of information, it finally gives some specific instructions on what it wants you to do. Revised Expanded Instructions and Hints Here's the new 2015 ACT Writing Essay Task. It's safe to assume that this will be the same in every subsequent ACT Writing test. Essay Task Write a unified, coherent essay about the increasing presence of intelligent machines. In your essay, be sure to: clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective develop and support your ideas with reasoning and examples organize your ideas clearly and logically communicate your ideas effectively in standard written English Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. There are a few new important things to note here: you now must not only choose a perspective on the issue (which, to make your life easier, should be one of those given), but also must discuss the relationship between the perspective you choose and at least one of the others. This is significantly more challenging than the amount of analysis you were expected to do in the old ACT Writing test. We'll get more deeply into this in a moment. New: Focus on Planning But wait! There's more! On a second page, the Enhanced ACT Writing Test gives space for planning your essay, and reminders of some things to consider including: Planning Your Essay Your work on these prewriting pages will not be scored. Use the space below and on the back cover to generate ideas and plan your essay. You may wish to consider the following as you think critically about the task: Strengths and weaknesses of the three given perspectives What insights do they offer, and what do they fail to consider? Why might they be persuasive to others, or why might they fail to persuade? Your own knowledge experience and values What is your perspective on this issue, and what are its strengths and weaknesses? How will you support your perspective in your essay? You can see, given the instructions, that there are a lot of elements to consider. It's a lot more open-ended than the old ACT essay. How Has the Assignment Changed? In the old ACT essay, you had 2 jobs: take a position on the topic (and defend it), and address (and disqualify) the opposing perspective to your own. In the Enhanced ACT Writing, you have still have 2 analytical jobs, but the specifics of the jobs have changed. You still have to take a position on the topic (and defend it), but,and this is the most novel part, you also have to discuss the relationship between the perspectives. The ACT gives you space in the essay booklet that's specifically for planning (to emphasize that planning is CRUCIAL to the assignment) and contains ideas for brainstorming support. Unfortunately, the ideas they give are a bit obtuse. Let's translate them into simpler wording: "What insights do they offer, and what do they fail to consider?" = how is each perspective right and wrong? "Why might they be persuasive to others, and how might they fail to persuade?" = why would people agree or disagree with each perspective? "What is your perspective on the issue, and what are its strengths and weaknesses?" = think about the perspective you choose and make sure it's easy to support (which, hopefully, you'd do automatically) "How will you support your perspective?" = the same thing you had to do on the old ACT essay: think of reasons and examples that show the validity of your argument PART III: Redesigned Scoring Criteria The old ACT Writing score criteria were in paragraph form, by score, and not broken down into categories. Let's take a look. The Old ACT Essay Scoring Criteria Score = 6 Essays within this score range demonstrate effective skill in responding to the task. The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader. By contrast, the ACT's new "writing competencies model" looks really complicated, but much of it is the same as the old ACT essay requirements. The major categories are still the same- "generate ideas" is the same as "takes a position and supports it" and so on. Let's look at each section; the items in blue boxes are the newly-introduced elements. However, it's not 100% accurate to say that all of these are newly introduced. After the new criteria, we break down what's actually new and how it fits into the simpler, older scoring model. The Redesigned 2015 ACT Essay Scoring Criteria Generate Ideas Develop Ideas Sustain Ideas Organize Ideas Communicate Ideas There's a lot to digest here, so we've created a condensed version of the old ACT scoring criteria on the left and the new additions from the blue boxes above on the right. Old ACT Writing, Score of 6 New ACT Skill Name Enhanced ACT Writing adds... The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Generate ideas (Judgment, Analysis, Narration and Reflection) multiple perspectives articulate insight/depth of understanding situated perspectives (context) Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. Develop Ideas (Develop a Position, Support an Explanation, Give an Account) appeals to emotion/feeling identify and explore relevant underlying assumptions, ideas, or values arrive at insight/deeper understanding through thoughtful consideration A clear focus on the specific issue in the prompt is maintained. Sustain ideas (Focus) Nothing New The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. Organize ideas (Organization) Sequence narrative elements effectively The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader. Communicate Ideas (Language Use) Use appropriate voice and tone Use narrative techniques Use descriptive vocabulary Why Are There 3 Columns of Criteria? The old ACT was entirely focused, in its instructions and scoring, on the Persuasive/Argumentative mode of writing. You were supposed to analyze the topic thoughtfully, which is part of the Analytical Expository mode, and you were encouraged to use examples, which requires the Reflective Narrative mode. But only the goals of the Persuasive/Argumentative mode were meant to count toward your score. Like many recent education changes, redesigned ACT Writing scoring is purposely in line with the Common Core state standards, which are meant to improve the U.S.'s competency in relation to the education systems of other countries, and to make sure all students graduate college-ready. These standards are considered more difficult than previous public school standards, and the changes are somewhat controversial in some circles. In any case, the ACT is now including this more complex (and accurate) view of writing competency in their new essay format. Let's get more in depth with these two new modes of writing. Analytical Expository Mode You've probably written plenty of expository papers for high school, but the redesigned ACT Writingis focusing more on the Analytical part of the description. While the old ACT essay (and the SAT essay) scored only the persuasive elements of the essay- whether your arguments logically supported your point- the new scoring system is meant to reward INSIGHT. This is actually a huge revelation for standardized testing, and is not something that can be scored by a computer. Reflective Narrative Mode Really, this could just be called Storytelling. It's supposed to cover any specific examples or personal stories you choose to use to support your thesis. It's the least important of the three modes, both in the ACT essay and in academic writing. We don't need to worry much about these criteria- just give your examples clearly, and try to include all the relevant details. In scoring essays at PrepScholar, we don't find that this is a common problem for students. Which ACT Writing Test Should I Take? Most people will probably tell you that the old ACT Writing test was easier than the Enhanced ACT Writing test, and that you should definitely choose it over the new test if you have a choice. But it's a bit more complicated than that: it may be more accurate to say that the old test is more formulaic, scoring only for logical structure rather than actual insight or ability to analyze multiple viewpoints. If you're the kind of student who writes great essays for English class, or who loves writing well, the redesigned ACT Writing test may be for you. It will take into account analytical skills that aren't part of the old essay, so if you write a really insightful essay for the old test, you won't be rewarded for it. On the redesigned ACT Writing test, you will. Personally, I've always been the kind of person who hates writing to a formula and who wants all my writing to be interesting and insightful. For that reason, I'd choose the new test. How Can I Study for the New ACT Writing Test? Well, since we only have a few prompts, we don't know yet what specific topics you should read up on. But we do know you'll be asked to write about multiple perspectives on common cultural debates, such as nuclear power or government-subsidized health insurance. So you can google "debate topics," choose a few that are appropriate for high schoolers, and prepare your own prompts: just find three different perspectives on the issue, and then use them to perform the Essay Task above. The ACT may be releasing more information before the redesigned Writing test is administered, so stay tuned to the PrepScholar blog to keep yourself in the know! What's Next? If you're researching this topic, you're probably looking to score a pretty high score. Read our guide to how to get a perfect ACT score, written by our 36 ACT scorer. Also, read our guide on how to get a perfect 12 on the ACT Writing section. What's a good ACT score for you? Find out how to get your ACT target score, step by step. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Great Expectations..Jaggars Essays - English-language Films

Great Expectations..Jaggars Essays - English-language Films Great Expectations..Jaggars Great Expectations Commentary The well-known novel Great Expectations was the last great work by Charles Dickens. It is about an orphan, Pip, who is brought up in the early nineteenth century. Pip meets a girl named Estella who is of the upper class, this encounter leads him into the dream of becoming a gentleman. He is introduced to a lawyer, Mr. Jaggers, who becomes his guardian while staying in London. When he reaches London and enters Mr. Jaggers office, his thoughts are revealed and the room is put into detailed description. The use of diction, narrative voice, and setting help the readers learn more about Jaggers, contributes in creating an interesting atmosphere, as well as foreshadowing future incidents. The passage (in chapter 20) where Pip reveals to us the inner qualities and setting of Mr. Jaggers room, the diction used is extremely significant. Throughout the majority of the passage, Pip uses negative wording in order to express Mr. Jaggers character. The features described in the room link directly to Mr. Jaggers personality. The room was lighted by a skylight only and was a most dismal place. The darkness expressed through these words relate to Mr. Jaggers occupation as a criminal defense lawyer. The dullness and guilt involved in doing his job is also shown here. The mention of casts and coffins sets a mood of death within the setting and scene. These words create a creepy atmosphere in which foreshadows that Mr. Jaggers newfound involvement in Pips life will not necessarily be all good. This is contradictory to how Pip feels pursuing his dream into becoming a gentleman. The distorted adjoining houses looking as if they had twisted themselves to peep down at me. Being that Mr . Jaggers is a criminal defense lawyer and deals with many underworld clients, its as if he is also playing the bad guy. These adjoining buildings act as if they are watching his every move. The place seems so dirty, with the blacks and flies everywhere and everything layered with dust and grit that lay thick. Pip, the narrator, repeatedly uses words such as twisted, distorted, dreadful, and twitchy while describing the office. All these words create an eerie atmosphere as well as a spooky image of Mr. Jaggers. Mr. Jaggers is a powerful character that is harsh, and everything about him seems frightening and fierce. The diction used in this passage just gives him an overall bad image. Pip, the orphan, acts as the narrator throughout the whole novel. His tone of voice is very important in contributing to the effect of the present scene. In this passage, Pip stares in awe around the room, he talks of the accessories in Mr. Jaggers room as if they are real. I really could not bear the two casts on the shelf above Mr. Jaggers chair, and got up and went out. Pips own action of having to leave the room at such an expense proves to the reader how awful the room is. As the room links to Mr. Jaggers character, this makes the reader in turn, become fearful of Mr. Jaggers. Pips narrative voice is also very confused. I wondered whether the two swollen faces where of Mr. Jaggers family. His confusion is able to strike the reader as very observant with all the questions that he has to ask. Pips very detailed description of Mr. Jaggers room indicates to us the exact first impression that Pip must have of the lawyer: Mr. Jaggers is shown to be a frightening fellow. The narrative voice of Pip is useful in helping the reader understand Mr. Jaggers character more clearly in this passage. The setting of Mr. Jaggers room is essential in explaining to the reader, indirectly, what the mans personality is like. Mr. Jaggers own high- backed chair was of deadly black horsehair, with rows of brass nails round it, like a coffin. The high- backed chair acts as an instrument in expressing Mr. Jaggers powerful character. It is ironic how someone with so much power would use horsehair, killing an animal, to use as part of his furniture. And yet, this hair is nailed down onto the chair, as if the power would run away. An old

Yuan Dynasty Emperors List - Chinese Emperors

Yuan Dynasty Emperors List - Chinese Emperors The Yuan Dynasty in China was one of the five khanates of the Mongol Empire, founded by Genghis Khan. It ruled most of the modern day China from 1271 to 1368.  Genghis Khans grandson, Kublai Khan, was the founder and first emperor of the Yuan Dynasty. Each Yuan emperor also served as the Great Khan of the Mongols, meaning that the rulers of the Chagatai Khanate, the Golden Horde, and the Ilkhanate answered to him (at least in theory). Mandate of Heaven According to official Chinese histories, the Yuan Dynasty received the Mandate of Heaven even though it was not ethnically Han Chinese. This was true of several other major dynasties in Chinese history, including the Jin Dynasty (265 - 420 CE) and the Qing Dynasty (1644 - 1912). Although the Mongol rulers of China adopted some Chinese customs, such as the use of the Civil Service Exam system based on the writings of Confucius, the dynasty maintained its distinctly Mongol approach to life and lordship. Yuan emperors and empresses were famous for their love of hunting from horseback, and some of the early Yuan era Mongol lords evicted Chinese peasants from their farms and turned the land into horse pastures. The Yuan emperors, unlike other foreign rulers of China, married and took concubines only from within the Mongol aristocracy. Thus, to the end of the dynasty, the emperors were of pure Mongol heritage. Mongol Rule For almost a century, China flourished under Mongol rule. Trade along the Silk Road, which had been interrupted by warfare and banditry, grew strong once again under the Pax Mongolica. Foreign traders flowed into China, including a man from far-off Venice called Marco Polo, who spent more than two decades in Kublai Khans court. However, Kublai Khan over-extended his military power and the Chinese treasury with his military adventures overseas. Both of his invasions of Japan ended in disaster, and his attempted conquest of Java, now in Indonesia, was equally (although less dramatically) unsuccessful. The Red Turban Rebellion Kublais successors were able to rule in relative peace and prosperity until the end of the 1340s.  At that time, a series of droughts and floods produced famine in the Chinese countryside. People began to suspect that the Mongols had lost the Mandate of Heaven. The Red Turban Rebellion began in 1351, drawing its members from the hungry ranks of the peasantry, and would end up overthrowing the Yuan Dynasty in 1368. The emperors are listed here by their given names and khan names. Although Genghis Khan and several other relatives were posthumously named emperors of the Yuan Dynasty, this list begins with Kublai Khan, who actually defeated the Song Dynasty and established control over greater China. Borjigin Kublai, Kublai Khan, 1260-1294Borjigin Temur, Temur Oljeytu Khan, 1294-1307Borjigin Qayshan, Qayshan Guluk, 1308-1311Borjigin Ayurparibhadra, Ayurparibhadra, 1311-1320Borjigin Suddhipala, Suddhipala Gegeen, 1321-1323Borjigin Yesun-Temur, Yesun-Temur, 1323-1328Borjigin Arigaba, Arigaba, 1328Borjigin Toq-Temur, Jijaghatu Toq-Temur, 1328-1329 and 1329-1332Borjigin Qoshila, Qoshila Qutuqtu, 1329Borjigin Irinchibal, Irinchibal, 1332Borjigin Toghan-Temur, Toghan-Temur, 1333-1370

The current level of government regulation of business is detrimental Term Paper

The current level of government regulation of business is detrimental to our economy - Term Paper Example It was the Industrial Revolution in the 19th century that was the start of modern business organizations. The principles of business have been the same over the years - the availability of land, labor, capital and management. Among the factors of the production, capital has become the most important as the other factors are dependent on it. The capital and the management lead to the concept of Capitalism. Capitalism is the process of earning a living with the use of capital. The era of the capitalism is prominent in the growth of business over the years. It has been present since medieval times. In earlier stages of human history, people were nomadic in nature and they relied on agriculture. However, even at that time, the society consisted of businessmen of various classes and there were signs of business activity. Industrial Revolution, of the nineteenth century, aided the growth of the private business bodies and this helped in the development of economy. In some cases like that i n China and Russia, the capitalism was state controlled and the Government controlled the economic activities of the state. Throughout the stages of the economic development, the governing bodies of the society have maintained some sort of control over the growth of business. In early days, kings and the chiefs had the governing power. The economic activities and business needed their permission. Then came democracy, here the onus fell on governments of the respective countries to control the business activities. In some cases, governmental control has aided the development of the business, while on the other hand it has blocked the natural path of development. As the governmental system strengthened, judicial system developed to further defend the interest of businesses and their stake holders. This helped in the formation of rules and regulations, which were to be followed by the business organizations. The setting up of the rules and regulations paved the way for a more disciplined approach to the setting up of the business. However, there have been complaints that too many rules and regulations gover n business organizations, which is detrimental to the natural growth of the business organizations. Indirectly, this also affects the rate of growth at which the economies grow. Thus, it can be said that the current level of government regulation of business is detrimental to our economy. (Graf, 2003: 1-8) The concept of Regulation The regulation of the business activities has been a problem from the beginning of time. These were the times when the leaders of the tribe or the kings controlled the people and business activity of their dominion. The next stage was of colonialism, the kings of the countries regulated the activities of the business. In the case of USA, the regulation of the business activities started with the advent of colonialism. The Europeans descended the USA and set up colonies in the region. The Government of the respective countries controlled the colonies. The business activities followed the trajectory of that in Europe where guilds were formed to control the business activities. These were formed to protect the people from exploitation of the authority. There were two different types of guilds in the medieval age - merchant guild and the craft guild. The merchant guild was

Death in venice long Essay Example | Topics and Well Written Essays - 2000 words

Death in venice long - Essay Example How does Aschenbach’s homosexuality slot into the bigger image of Death in Venice and why, in spite of of Wagner’s view on Borgade’s manifestation, could this be hard? Through a study of Visconti’s movie, I wish to illustrate that similar gender attraction in Death in Venice functions to expound more on the states of art and living as associating to the homosexual perspective of the twentieth century era. To perform this, I will foremost investigate the past perspective of both the movie/ manuscript’s plot in the era of twentieth century and its association to the Visconti output of the 1970’s era. How is Viscontis movie and Aschenbach’s similar gender attraction function in the two, the plan’s and the movie’s relevant past sites in time and secondly, the notion of the (gay) performer in Visconti’s movie. How does the thought of the homosexual performer associate to both the fictional Aschenbach and to Visconti him self (Santas 156). Lastly, the examination of the association that the homosexual performer in the past, by Death in Venice, had to ability and living will has review. What importance does aschenbach’s lure to Tadzio have in view of his behavior like a (purposely) unsuccessful, dying performer and how does Visconti apply this to convey his communication. Initially, the past perspective of the manuscript’s plot including Visconti’s 1971 creation shall have consideration. Whereas Death in Venice can function precise like an eternal â€Å"tale concerning longing and fascination†, it is in addition extremely much a â€Å"mise-en-scene of the homosexual state in a particular past epoch†. This past era, if people are to agree Mann’s wife’s accounts concerning their real festival in Venice, which motivated the manuscript, could have been 1911, a decade prior to the manuscript had publication and yet extremely applicable when the manuscript c ould have remained initially read. Not so was the matter with Visconti’s job, which in the era of 1970’s would previously have classification like an era section (Santas 158). By then, Mann’s manuscript and as effect Visconti’s movie could have remained just a â€Å"last holiday of a left†¦ sexual administration†, â€Å"longing and obsolete inside the quickly reforming gay traditional perspective†. In quintessence, Mann’s manuscript’s significance at the start of the 20th century was of a rather varying state than Visconti’s movie was in the back 1970’s. Whereas Mann’s manuscript’s regarded gay matters as they had occurrence, Visconti’s movie reminded people of the manner they used to be and as a result illustrated to the people the way they have reformed. The existence of youthful Tadzio’s behavior, whereas not so jolting in the early 1900’s, created a specific problem in t he back 1970’s, mainly with â€Å"the stiffening bans on pedophilia inside socio-medical-juridical dialogue†¦.and reforming ideas of the economic task and sexual uniqueness of the teenager†. Moreover, Tadzio creates a challenge in Visconti’s movie because of the reality that he had to have visualization and therefore specialized instead of emerging more or less like a protrusion of Aschenbach’s brain (Santas 160). Because â€Å"Visconti lacks time to intimate Tadzio into Aschenbach’s awareness as cleverly and skillfully like the real