How to Write a Great CCOT Essay on Advertising in Cultural History

How to Write a Great CCOT Essay on Advertising in Cultural History Writing a continuity and change-over-time (CCOT) essay is one of the more difficult writing tasks a student will face throughout his or her time in school. This difficulty is due to the technical nature as well as the amount of research needed to be done to accurately write a CCOT paper. A CCOT essay is one that intends to answer a question by comparing two time periods relating to subject with the aim of analyzing what has changed and what has not over a selected period of time. Here are some tips on how to write a great CCOT essay when challenged with such a task. Truly Understand What You Are Asked to Do The biggest hurdle most students face when writing a CCOT essay, is understanding the mission they have been given. Therefore, most students end up writing either an expository or argumentative essay which results in failure. So the tip here is to read the questions carefully asked and understand the requirements before putting pen to paper. When reading the question, here are some things to consider that will help you put things in the right perspective: What am I been asked to do? What are the keywords in this question? What area of the world am I analyzing? And What time periods should I analyze? Answering these questions set the right ambience needed to proceed to mapping out your writing strategy. Create a Strategy for your Essay Now that you have understood the task ahead of you, the next step is to create a strategy on how you intend to answer the important questions raised in the questionnaire. The first step to being organized is choosing a topic name. When writing about advertising in cultural history, a topic such as ‘Advertising Historical Context and its Growth over Time’ puts you in the right part to planning the body of your essay. Here are some tips to creating a good strategy: Choose your time periods to base your research on Research its role in history or research the historical role of advertising in relation to the chosen time period Research the technologies that had an impact on it Understand what changes had occurred to its role in the world as a result of evolving technology Research what concepts or practices remained similar even after these changes. Write your CCOT Essay Once you have defined a strategy, the next step is doing the actual writing work on the chosen topic. In this stage, it is important to focus on the structure you have aligned to serve you throughout your project. A CCOT essay still follows the traditional arrangement of using an introduction, an essay body and a concluding paragraph to discuss your findings. Proof Read your Essay The last step is proofreading what you have written not just for grammatical or syntax errors but to ascertain that you have followed the prescribed CCOT essay structure. Therefore, it is important to note if you have chosen a time period, discussed how things were during that time, identify and analyze factors that changed the status quo and also analyze what didn’t change even after change factors were integrated into certain approaches. Here we come to the end of these salient tips you can use to write a CCOT essay on advertising in cultural history. If in need of topic ideas, do not hesitate to check this helpful article covering 20 CCOT essay topics on advertising in cultural history. You can also find facts that will help you compare advertising time periods in this article 10 CCOT essay facts on advertising in cultural history.

A Review of Think Through Math

A Review of Think Through Math Think Through Math (TTM) is an interactive online mathematics program designed for students in grades 3-Algebra I. It was created in its current form in 2012 and was a spin-off of the popular Apangea Math program. The program provides users with both direct instruction and remediation. Think Through Math was developed to prepare students for the Common Core State Standards and the rigorous assessments associated with the standards.   Students are enrolled in a unique pathway based on their grade level. Students are also given an adaptive assessment that prescribes precursor activities designed to build skills needed to achieve grade-level proficiency. These activities are added to the pathway. Each lesson in a pathway is divided into six unique skill-building components including a pre-quiz, warm up, focus, guided learning, practice, and a post-quiz. Students who demonstrate proficiency on the pre-quiz for a particular subtopic are able to move ahead. Think Through Math is a revolutionary program for student learning. It combines a unique blend of adaptive assessment, skill building, student motivation, and individualized live instruction. The entire program is geared to enhance classroom learning by filling gaps that a particular student may have and prepares them to meet the rigor of the Common Core State Standards. Key Components Think Through Math makes it simple to add a single student or a whole class by uploading a data template. It has terrific reporting that makes it easy to monitor individual student or whole class progress. It also has a terrific and easy to use interface making it easy for teachers and students to monitor usage, check performance, compare accomplishments, and check goals. Think Through Math allows and encourages students to access the program at home after school and on weekends to maximize the impact of the program. Think Through Math allows teachers to send messages to directly to individual students through the messaging system. Students are only able to receive these messages. They cannot send or respond. Instructional With Diagnostic Components Think Through Math provides both direct instruction and intensive remediation within the same program. It places each student in a â€Å"pathway† containing skills needed to be successful at a particular grade level. It also provides students with an initial adaptive assessment which assigns precursor activities designed to remediate the skills needed to do the required grade level work. Think Through Math continuously monitors and adapts to the individual, adding new material, based on performance throughout the program. Think Through Math Is Motivational Think Through Math allows users to create and personalize their own unique avatar. It provides continuous contests across multiple categories for terrific prizes such as an iPod touch, gift cards, etc. It also allows teachers to set classroom goals for a pizza party or ice cream party. Students can then donate their points towards that goal, and when the class reaches the goal, the teacher will receive a gift card to help purchase the goodies for the party. Think Through Math allows students to donate their points to charity. $10,000 points $1.00. Charities that they can donate to include St. Jude’s Children Hospital, World Wildlife Fund, Make-A-Wish Foundation, The Boys and Girls Club of America, The Wounded Warrior Project, Big Brothers Big Sisters of America, PACER’s National Bullying Prevention Center, and American Red Cross. The program provides users with incentives and rewards. Each time they complete an activity, they earn points. They can use their points to purchase new features for their avatar, donate points to a charity, or they can give points towards a goal their class is trying to achieve as discussed previously. Think Through Math provides users with badges for achieving goals or reaching for milestones within the program. There are four levels of badges including bronze (easiest), silver, gold, and diamond (hardest). Students can see both the badges they have earned and those they have not earned. They can then work towards earning badges they do not have. Think Through Math provides students will printable certificates each time they pass an individual topic. Think Through Math Is Comprehensive Think Through Math is Common Core aligned in content, process, and assessment that encourages critical thinking and problem-solving development. It provides students with access to a calculator, critical math formulas, and key mathematics vocabulary terms at any time within the program. Think Through Math has an audio tool available in both English and Spanish that allows questions and answer choices to be read to struggling readers or English Language Learners. Think Through Math gives students the opportunity to demonstrate mastery by taking a pre-quiz over a particular topic. A pre-quiz consists of eight questions. A student who demonstrates mastery on the pre-quiz will immediately move on to the next lesson. It provides students with a three question â€Å"Warm Up† activity designed to activate prior knowledge by reviewing the math skills you have already mastered, but that is essential to the new skill you will be learning. The program provides you with step by step illustrations and explanations for solving each problem no matter whether you get them correct or incorrect. Think Through Math provides students with a three question â€Å"Guided Learning† activity allowing you to work through the new math. It also provides students with multiple help features within the â€Å"Guided Learning† activity. This occurs through a learning coach. To receive help simply click on the learning coach at any time. If you have not answered the question, an explanation of the concept with visuals will pop up to help you. If you answer the questions incorrectly, an explanation of the concept will pop up. If you still do not understand, you may again click on your learning coach. A box will pop up asking you if you want to work with a teacher. Click â€Å"teacher† and you are able to connect to a live certified math teacher that will walk you through the process and answer any questions you have. If you have audio and a microphone, you can have a direct conversation with them. If you do not, then you can communicate with each other in a text chat. Think Through Math provides students with a ten question â€Å"Independent Practice† activity allowing them to practice what they learned and to use the feedback to understand the concept further. Think Through Math provides the student with an eight-question â€Å"Post-Quiz† activity allowing them to demonstrate their understanding of the new concept. Students are only given one attempt per question. If they fail, they will have to retake or remediate the concept. Key Reports An overview report allows you to monitor how many lessons each student has attempted and passed and gives you pass rate percentages for both target and precursor lessons, while a student detail report provides you with a detailed progress report for each individual student. An individual pathway report provides you with a detailed overview of the progress that an individual student is making on their individual pathway, while the standards report allows you to monitor student progress based on individual state standards or the Common Core State Standards. Cost Think Through Math does not publish their overall cost for the program. However, each subscription is sold as an annual subscription cost per seat. There are several other factors that will determine the final cost of the programming including the length of the subscription and how many seats you will be purchasing.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research Think Through Math is a research-based program. Its development spans over two decades. It is grounded on the foundation of helping students analyze and solve word problems effectively. This is done through the principles of active problem solving, explicit instruction, gradual release, elaboration theory, categorization of a prototype, mastery learning, a zone of proximal development, assessment and differentiation, and worked examples. In addition, Think Through Math has been the focus of several critical field studies involving more than 30,000 students across seven different states.

Black and Dull Essay Example | Topics and Well Written Essays - 750 words

Black and Dull - Essay Example Rather, Diouna, the black girl, was mistreated, abused. She had no family, relatives or friends to help her in her helpless situation. There was no one to comfort her but herself. Nevertheless, it is said that â€Å"no man is an island† and when isolation was the only thing there was to comfort her, Diouna showed that death is sweeter than life. The story is set in the 1960s when racial discrimination was still so strong. Although the number of characters is limited, they exemplified the majority of cases among the Black employees and White employers. Between Madame Pouchet and Diouna there was nothing that would tie them together but the relationship of employer-employee. Pouchet was not obligated to be good to her maid but she went the extra mile of being generous to her while they were still in Africa. However, the future eventually revealed her motives. She was not actually as generous and good as she showed in Africa. She discriminated her maid. Diouana never went out of the house but continually worked for the family and a visitor. There was no freedom, no day of rest but a pile of work to do and a bunch of demanding family members in exchange for a mere three thousand Francs a month. Madame Pouchet knows how difficult Diouana’s situation is because during their earlier vacations, she often had to do the household chores herself and take care of her own two children. Her former maids were not only paid higher salaries but they also demanded a day off and she often had to fire them. Yet she was not considerate about the Black girl’s needs. She knows that there is nothing Diouna could do once she is with them in another country. She proved to be harsh. Probably, Pouchet’s true colors can be said to have been revealed when they were in France as it is shown with her words to Diouna before she took her life saying, â€Å"But to find you telling lies, like a native, that I don’t like† (776). In reaction, the Black girl ’s lips trembled, probably showing extreme anger that led her to just end her life. For the other harassments she experienced in the Pouchet family, Diouana was simply described to have been exasperated but not angry. Yet the discriminatory comments of Madame Pouchet brought her to the peak of her impatience. In addition, the children became a burden not only because of the demand for her to work harder but because of the psychological abuse they have devised against Diouna. The oldest child called friends and led them into taunting her with a chant of â€Å"Black girl, Black girl. She’s as black as midnight† (773). She was, to the very sense of it, a slave. She was mocked but still did everything to their liking and was left with nothing but three thousand Francs. She was not just a cook, nursemaid, and chambermaid for the family but to the friends and extended family of the Pouchets as well as she was taken from villa to villa to serve family and friends. She was, in her own words, â€Å"Bought, bought. Sold, sold† (775). To make things worse, when they went to the commodore’s residence, â€Å"some silly people, who followed her about, hanging on her heels in the kitchen, had been there for dinner. Their presence was an oppressive shadow on her slightest movement. She had the feeling of not knowing how to do anything† (774). Since she was Black, a girl from an uncivilized nation, the people judged her as ignorant. Maybe she was, but not in manners they

Sports fitness centre in Mayfair London Essay Example | Topics and Well Written Essays - 2000 words

Sports fitness centre in Mayfair London - Essay Example 2. Situation Analysis Overall wellbeing and health fitness has become a major concern in every society. There has been an increase in the number of people becoming obese and overweight. More than half of London adults do not engage in any form of sport or fitness program. To achieve a healthy weight the Mayor of London proposes to work closely with and encourage a wide range of people to become physically active and eat healthy (Johnson, 2011). Other measures include making sport and active recreation opportunities affordable, in addition to supporting workplace health programmes. London faces a significant shortage of sporting facilities in respect to the demand. 3. Target Market Analysis Britain is in the grip of obesity epidemic (This is London, 2011). According to experts by 2050 at least 60 percent of the population will be obese (London Assembly, 2010). The target market is the young adults and the adults of both sexes. According to a study by the London-based International Obesity Taskforce that 28 per cent of boys and 36 per cent of girls in the UK are now overweight or obese (Dobson, 2006). A UK government report estimated that by 2010 12 million adults and 1 million children in England will be obese (Medical News Today, 2006). Less physically active and eating more junk food is adding to the problems. Thus, the target market for the fitness centre would be the age group 16-40 of both sexes. 4. Problems and Opportunities The people of Mayfair would not be aware of the Fitness Centre yet to open. People could be apprehensive of the quality of service, equipments and coaches. However, since the demand exceeds supply, the opportunity could be used to penetrate the market with the right strategy. The government is also supporting fitness initiatives and obesity is at an all time high. 5. Marketing strategy Customers seek value for money and hence the fitness centre should understand the services it can extend in exchange for money while knowing the target audience to whom the services are directed. The objective is market penetration in the initial stages. Knowing the target audience will enable to include the essential features at the fitness centre. The core strengths of the fitness centre need to be communicated effectively. The marketing strategy for ABC Sports fitness centre would take into account various factors in devising the marketing strategy. 5.1 Product Positioning The leisure industry is a high-growth area which includes health, fitness, sports and recreation facilities. This sector contributes 13.5% towards the total employment in the United Kingdom. There are two reasons for the growth of the sector. There has been the increase in the consciousness to keep fi t as health concerns have risen, which has hiked the demand for better facilities and spaces for exercise (20th Century London, 2010). In addition, sedentary lifestyle has urged people to look for convenient places to exercise. Thus, Sports Fitness Centre, Mayfair London, should position itself as a Fitness and Health Club. 5.2 Marketing mix To develop the marketing strategy the essential of the marketing mix have to be evaluated. Product mix The product should satisfy a need or a want. The need at this moment is healthy living. Healthy living can be achieved through different activities

The Chesapeake and New England regions Essay Example for Free

The Chesapeake and New England regions Essay By the 1700s the English came to the New World and settled in The Chesapeake and New England regions. The lives of the people settled in these regions were centered on two dissimilar lifestyles. Distinctive differences between these regions were in expectations, beliefs, and social cultures. The differences created a clear cut between North and South. The wide gap between the development of The Chesapeake and New England regions was mainly because of the way their lives were centered. The Chesapeakes were geared around monetary profits and striking it rich, while New Englands focal point was about family and religious freedom. The Chesapeake region was settled in part to get rich quick, like what Captain John Smith said there was no talkbut dig gold, wash gold, refine gold, load gold (Doc F). Life expectancy was low because people only cared about gold. They barely took time to eat and take care of themselves. Diseases took its toll on the people of this region; few people lived to the age of 50. Because of that many people grew up never knowing their grandparents, which led to no family values being taught. Women were scarce; men outnumbered women six to one. In the Ships List of Emigrants Bound for Virginia there was about fifty single men and sixteen single women aboard. (Doc C) Governor Berkeley and His Council reported on their inability to defend Virginia against a Dutch attack because one third of the freemen available for defense are single freemen whose labor will hardly maintain them. (Doc G) Many woman wound up pregnant before marriage and many ended up widows having to raise a family as a singl e mother. The Chesapeake regions soil and weather was perfect for tobacco cultivation. They profited quickly with tobacco, but tobacco ruined the soil so they constantly had to expand for more land to grow more tobacco. With the scarcity of people, the need for laborers was high. In the beginning indentured servants were given passage and sometimes a small plot of land to come to the colony to work. Once they were freemen most of them never received their land, which led to the Bacons Rebellion. To justify the rebellion, in Bacons Manifesto, he stated that the government and land owners were at fault for the rebellion for withholding the land and money they fully deserved and were promised. (Doc H) Then black slaves became the  labor source of the Chesapeakes. They were less rebellious and easily controlled according to the landowners. Racial discrimination developed with the thinking that the blacks were made to serve. The social gap began to appear and widen causing much controversy in the area. On the other hand there was the New England region, where the people had a completely different view on life. The priority of this region was a family focus. In New England it was much cleaner, nicer, and cooler so there was little disease and death. This increased the life expectancy by ten to twenty years, which helped create a better stable family life. People grew up knowing their grandparents, and widowhood was less common. In the Ships List of Emigrants Bound for New England nearly all of the emigrants were families of more then four. (Doc B) New Englanders tended to stay together as a family. Women married in their twenties and gave birth every two or so years. New England men had much power over the women because widowhood was less likely many women didnt have the same rights as they did in the south. Towns were centered on the community so they intended that the towns be composed of at least forty familiesrich and poor, and that everyone should have a share of meadow and a house lot. (Doc D) In every town there was a meetinghouse surrounded by house and a village green. A meetinghouse was used for community gatherings and a place of worship. Puritanism was very strong in the New England region. The town recommended that all tradesmen consider the religious end of their callings and how they can and will be serving God. (Doc E) Education was of high importance; towns of fifty families had to provide primary education and towns of one hundred had to proved secondary education. They established their first college, Harvard College, only eight years after settlement unlike Virginias college, William and Mary, which took eighty years. New Englanders became great traders because they had a lack of soil and planting area. Which made it less ethnically mixed because there was no need for black slave labor. Fishing and ship building were other main occupations of New England. Weather was extreme and rivers were fast-moving which contributed to their isolation from England. Because of this New England colonist were very stern, stubborn, self-reliant, resourceful, and energetic. The English settling in America led to the development of The Chesapeake and New England regions. The final result from these settlers was two distinct societies. Although they came to the New World on the same voyage, they were more different than you could imagine. The Chesapeake region achieved their pursuit of wealth and maintained an upper class society. They kept slaves on their plantations, and built bigger and better homes for themselves. The New England region prospered within their families, freedom to practice their religion, and kept and enjoyed a simple life. They maintained the value of a proper education, and continued to teach their children scripture. As far as dreams go, both regions succeeded in fulfilling them. A North and South of the New World were born. Bibliography Halcon, Ronald. AP US History Lecture. 2006

William Blake :: English Literature

William Blake William Blake was born in 1757 in London. This city influences most of his work. For example, the depressing poem ‘London’. As Blake grew up it became harder and more painful for him to act like normal people, he hung around with a selection of rebels and reformers and he considered every form of oppression as an act of evil. He got into trouble with the law for saying, â€Å"Damn the King and damn all his subjects!† (From a biography of Blake). Blake was also influenced by the religion Buddhism in the verse: ‘He who bends to himself a Joy Doth the winged life destroy; But he who kisses the Joy as it flies Lives in Eternity’s sunrise.’ One of Blake’s favoured poems is ‘The Tiger’ of the ‘Songs of Experience’. The well-remembered lines are, ‘Tyger! Tyger! Burning bright; in the forests of the night’. Blake is comparing the creature, the tiger, to the Devil; he mentions fire a lot and also a furnace and anvil, hammer and chain, like in a blacksmith’s it is as hot as Hell. He also questions whether the Lord, who made something so tame and sweet as the Lamb, could ever have created the Tiger, or was it Satan? ‘Did he who made the lamb make thee?’. The final verse is the same as the first verse except for one word. He replaces ‘could’ with ‘dare’. It’s no longer ‘Who could frame thy fearful symmetry?’ but now you would have to ‘dare’ rather than be able to. ‘The Lamb’ is a song of innocence. In theory it is completely opposite to ‘The Tiger’. It is really sweet and innocent. In the first verse he is asking the lamb if he knew who made it and in the second verse he is telling it that it was God, ‘For He calls himself a Lamb’. The entire poem is informing the lamb where he came from in the eyes of an innocent little boy. As I mentioned before, ‘The Tiger’ is completely opposite to ‘the Lamb’. One is a ‘Song of Innocence’ and one is a ‘Song of Experience’. In ‘The Lamb’, Blake talks about how God and the lamb have so much in common, ‘we are called by His name’, and in ‘The Tiger’, he talks about how God and the tiger have so little in common, ‘Did he smile his work to see? Did he who make the Lamb make thee?’. He talks about how God and the heavens are ashamed of the creation of the tiger: ‘When the stars threw down their spears; and watered heaven with their William Blake :: English Literature William Blake William Blake was born in 1757 in London. This city influences most of his work. For example, the depressing poem ‘London’. As Blake grew up it became harder and more painful for him to act like normal people, he hung around with a selection of rebels and reformers and he considered every form of oppression as an act of evil. He got into trouble with the law for saying, â€Å"Damn the King and damn all his subjects!† (From a biography of Blake). Blake was also influenced by the religion Buddhism in the verse: ‘He who bends to himself a Joy Doth the winged life destroy; But he who kisses the Joy as it flies Lives in Eternity’s sunrise.’ One of Blake’s favoured poems is ‘The Tiger’ of the ‘Songs of Experience’. The well-remembered lines are, ‘Tyger! Tyger! Burning bright; in the forests of the night’. Blake is comparing the creature, the tiger, to the Devil; he mentions fire a lot and also a furnace and anvil, hammer and chain, like in a blacksmith’s it is as hot as Hell. He also questions whether the Lord, who made something so tame and sweet as the Lamb, could ever have created the Tiger, or was it Satan? ‘Did he who made the lamb make thee?’. The final verse is the same as the first verse except for one word. He replaces ‘could’ with ‘dare’. It’s no longer ‘Who could frame thy fearful symmetry?’ but now you would have to ‘dare’ rather than be able to. ‘The Lamb’ is a song of innocence. In theory it is completely opposite to ‘The Tiger’. It is really sweet and innocent. In the first verse he is asking the lamb if he knew who made it and in the second verse he is telling it that it was God, ‘For He calls himself a Lamb’. The entire poem is informing the lamb where he came from in the eyes of an innocent little boy. As I mentioned before, ‘The Tiger’ is completely opposite to ‘the Lamb’. One is a ‘Song of Innocence’ and one is a ‘Song of Experience’. In ‘The Lamb’, Blake talks about how God and the lamb have so much in common, ‘we are called by His name’, and in ‘The Tiger’, he talks about how God and the tiger have so little in common, ‘Did he smile his work to see? Did he who make the Lamb make thee?’. He talks about how God and the heavens are ashamed of the creation of the tiger: ‘When the stars threw down their spears; and watered heaven with their

Psychological Portraiture Essay

Another distingished legacy that Halsman left behind was essentially a product of a probing psychologist in him who could treat his subjects with a deep insight and empathy and could make them reveal their characters in profound and extraordinary shades, which he eventually employed superbly in his works of photography. Also, with courteous manners, sauve witticism and stylish European accents, Halsman could establish an immediate connect with his American subjects (who, incidentally, dealt with psychology with an amused cynicism, of sorts) which greatly facilitated him to extricate the very best out of his subjects with rare aplomb and liveliness. In fact, he employed an extremely innovative technique, when he worked on a photography session with Marilyn Monroe, on an important assignment from Life. He made her stand in a corner and took around 40 –50 snapshots, as encircled by few admiring men, Monroe could put her spontaneous and effortless best as she ‘smiled, flirted, giggled and wriggled with delight† and enjoyed herself superbly, there-by, almost unknowingly, giving a large number of photo-opportunities to Halsman, who utilised the same to rare perfection. (Jones, 2001) While Halsman could craftily avoid any livid or lurid references of any â€Å"physical assests† of his character (an off-shoot of his somewhat traditional disposition? ), he was a modernist enough in his approach to employ all his subtle finery and sophistication to provoke his subjects into actually emoting the best reactions which, in effect, constituted the very staple of his subject of portraiture photography, bringing him world-wide recognition and acclaim.

Critical Review

Frances Hill’s book is not in a horror genre as what the first impression could be with regards to the title itself.   It is merely a collection of facts and stories untold, and an extension of a historical argument that is more terrifying than fictional horror stories.   Is the book A Delusion of Satan: The Full Story of the Salem Witch Trial still timely to discuss or not?Witchcraft, sorcery and witch hunting; judicial perspective, extreme religious practices of good versus evil and social responsibility reflects on Frances Hill’s search for truth and justice by means of writing.   Being a professor in the school of law, she astutely provides the fascination to take charge the unending trials by publicity of the people generation to generation with the same subject Salem Witch Trial which created a deep impact on the history.The said mass hysteria in 1692 is one of the darkest parts in the history of America.   Although there are some who still patronizes such act of witchcraft, the tendency to repeat the mass hysteria is now impossible to happen.   We are now more scientific and democratic in all our moves while we are unfolding the history.Thus, as long as we believe in scientific bases and act intelligently, the delusion of Satan in the witchcraft trial like what the Salem people in 1692 has experienced will never happen again.It was clearly described in the book how the people during those days are immoral in their own ways, has poor understanding and explicitly drastic.   They tend to believe in superstitions and voodoo activities irregardless of their social status.   It was as if these people are all uncivilized, uneducated and not God-fearing people in the author’s study which stated as follows.The Salem witch trial began and found suspects guilty as the judges allowed the supposed victims   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   to testify about being attacked by the suspects in their spectral or ghostly formsâ€⠀Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   that is, forms    that no one other than the victims could see.[1]   The trial resulted to sufferings of more than a hundred residents of Salem.They are tortured, beaten and starved in prisons.   Nineteen people   Ã‚  Ã‚   were hung and executed, and one pressed with heavy stones to death because of denying to the said accusations of witchcraft.   Others were made to stand without rest during interminable   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   sessions of questioning.[2]Before the book ended, the author Frances Hill gave significant propositions why the girls of Salem Village behaved that way and why the judges and the people involved did not see their actions as fake, feigned and delirium.ConclusionTo conclude this critical review of the book, I would like to stress out my own statements and conclusions being an educated and knowledgeable individual.   Firstly, I certainly do not agree to the evil and grotesque way of the Salem Witch Trial.   I believe in due process, fair trial and fair justice which modern people like us practice in our day to day living.   Secondly, I agree with the author’s battle against these evil activities by pinpointing facts from the history.However, I believe that this topic of trial for suspected witches are no longer timely and helpful in accordance to our more mature and technologically advanced culture.   Authorities, judges and justices themselves do not rely now on supernatural things.They evaluate the case based on scientific evidence, and sentence the accused in a more humanitarian way.   Hence, the author’s topic and the book itself are just merely opinions and story-telling combined with a touch of intelligently driven research.R E F E R E N C E SHill, Frances. â€Å"Chapter One Sowing the Dragon’s Teeth†. A Delusion of Satan: The Full Story of the Salem Witch Trial. p.1. Copyright 1997 Published by Da Capo Press Cambridge, MA Uniqueness of the Salem Witchcraft Tria ls.   Mar. 29, 2007. http://encarta.msn.com/encyclopedia_701701818_2/Salem_Witch_Trials.html#s8.[1] Uniqueness of the Salem Witchcraft Trials.   http://encarta.msn.com/encyclopedia_701701818_2/Salem_Witch_Trials.html#s8 2 Hill, Frances. Chapter One Sowing the Dragon’s Teeth. A Delusion of Satan: The Full Story of the Salem Witch Trial. p.1 Copyright 1997 Published by Da Capo Press Cambridge, MA

Walter Elias Disney

Movie animator, producer, showman; born in Chicago. He spent most of his boyhood on a farm in Missouri, and at age 16 went to Chicago to study art. His first seriesAlice in Cartoonland (192426) and Oswald the Rabbit (192628)were not especially successful but in 1928 he introduced Mickey Mouse in the first sound cartoon, Steamboat Willie. Always quick to adopt the latest technology, his Flowers and Trees (1932) was the first film of any kind made in complete Technicolor. From 192939, he produced a series of full-color animated cartoons, Silly Symphonies, that featured his soon-to-become famous characters, Donald Duck, Goofy, and Pluto. In 1937 he released the first full-length cartoon feature, Snow White and the Seven Dwarfs, to enormous financial and critical success; it would be followed by others such as Pinocchio (1940), Fantasia (1940), Dumbo (1941), and Bambi (1942). During World War II his studio made educational films for the U.S. government. After the war, he began to produce True-Life Adventures, a series of short films showing hitherto unseen close-ups of animals in natural settings; his first full-length nature film was The Living Desert (1953). He also began to produce movies with live actors; his first was Treasure Island (1950), followed by others including Davy Crockett (1955) and Mary Poppins (1964). In 1955 he opened Disneyland, in Anaheim, Calif., an amusement park heavily drawing on his studio's productions; Disney World, in Orlando, Fla., did not open until 1971. Greatly honored in his lifetime, with numerous Oscarsincluding a special award for Mickey Mouse in 1932and an honorary degree from Harvard, he remains acknowledged as a true genius of popular entertainment. Walter Elias Disney was born on December 5, 1901 in Chicago Illinois, to his father, Elias Disney, an Irish-Canadian, and his mother, Flora Call Disney, who was of German-American descent. Walt was one of five children, four boy...

It as a Dummy Subject in Grammar

It as a Dummy Subject in Grammar The word it can be a  subject (or dummy subject) in sentences about times, dates, and the weather (such as, Its raining) and in certain idioms (Its OK). Also known as ambient it or empty it. Unlike the ordinary pronoun it, dummy it refers to nothing at all; it simply serves a grammatical function. In other words, dummy it has a grammatical meaning but no lexical meaning. Examples and Observations Here are some examples: It is hot, it is late, and it is time to go.It will be morning soon.Juan WilliamsBut it is a new day. The need for honest conversations across racial as well as ethnic and religious lines has never been greater.William FauknerHe did not know it was midnight and he did not know how far he had come.Its Always Sunny In PhiladelphiaWaitress: Wow, why are you so sweaty?Charlie Kelly: Its really hot in here.Waitress: Its not hot, its freezing.Charlie Kelly: Its freezing, isnt it. They are blazing that AC.Penelope FitzgeraldIts a pity that Kattie couldnt be here tonight.Sean Astin, Lord of the Rings: The Fellowship of the RingIts a shame, really. Lady Galadriel gave me that. Real elvish rope.Bob DylanAnd it aint no use to sit and wonder why, babe,If you dont know by now.Wallace StevensIt was evening all afternoon.It was snowingAnd it was going to snow.The blackbird satIn the cedar-limbs.Christopher J. Halle[S]nowing is just snowing: not even God can snow, and although we can be snowed on, i n, or under, the meaning of the verb snow just doesnt require anything to be snowed (except snow itself, I suppose, but that would be a little redundant). So semantics doesnt explain why we need to express a subject, even a dummy one like it in It is snowing. Verbs That Accompany Ambient It James D. McCawleyAmbient it occurs only in combination with a limited set of verbs and predicate adjectives that express environmental conditions (especially, but not exclusively, the weather):- (8a) It was raining/snowing/thundering/pouring.- (8b) It was hot/cold/pleasant/delightful/unbearable/disgusting/uncomfortable in the attic.- (8c) I like/enjoy/hate it here.- (8d) Its third down and twelve to go.- (8e) Its intermission now.- (8e) Its 4:00.In most instances ambient it is the subject of its clause either in surface structure or in what is arguably the deep structure (as in the case of The lake makes it pleasant here, which allows an analysis in which the deep structure direct object of make is a sentence It is pleasant here whose subject is ambient it). Subject Extraposition Rodney D. HuddlestonClauses with a subordinate clause subject generally have variants with the subordinate clause at the end and dummy it as the subject:- a. That he was acquitted disturbs her.- b. It disturbs her that he was acquitted. Using Dummy It in African-American Vernacular English Fern L. JohnsonThe use of dummy it (Labov, 1972a) corresponds to particular meanings in AAVE. Roughly equivalent to SAE there, it can be found in contexts such as the following: It wasnt nothing to do and Its a new car, which compare to SAE There wasnt nothing to do and Theres a new car. This dummy it exists in Gullah as well and is likely a direct retention from plantation creole. Also Known As: ambient it, introductory it, prop it, empty it, nonreferential it

Historical site visiting Essay Example | Topics and Well Written Essays - 500 words

Historical site visiting - Essay Example Another identifiable element at the site is a mausoleum located on a hill. The mausoleum was named after its constructor, Austell. A lamp with marks from Atlanta’s bombing of the nineteenth century is also a feature of the site. The lamp is located near one of the site’s major graves. The cemetery is also identified with burials of prominent historic people in the locality. It is a resting place for a number of former local mayors (Oakland, p. 1). Diversity and stratification is another observable feature of the site. It is divided into sections, each with distinct characteristics. The most notable is the ‘Confederate’ area that is identified for burial of civil war soldiers. A monument, called ‘confederate obelisk’ that was established to mark the end of civil war, rest in the section. There is also an identifiable area with Jewish culture embedded in the graves’ designs. ‘Potter’s section’ and ‘black section’ are also identified sites of the cemetery that illustrate segregation on economic and racial basis. It is explained that the poor, who could not afford graveyards were buried at the potter’s section while the designated ‘black section’ is associated with the period of racial discrimination and was majorly for burial of blacks. A mass grave, associated with victims of yellow fever in the nineteenth century is also characteristic of the cemetery. The site is however not as active as in earlier period as many of the dated graves were used before the twenty first century (Oakland, p. 1). One of the strengths of the site is its preservation of history. Division of the cemetery into sections, each with distinct features communicates historical social stratification that was extended to the cemetery. Similarly, monuments that were established in the site preserves history of the events upon which they were developed (Oakland, p. 1). The cemetery’s sight also communicates weaknesses. Lack or repair and