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Raid on Deerfield in Queen Annes War

Raid on Deerfield in Queen Anne's War The Raid on Deerfield took place February 29, 1704, during Queen Annes War (1702-1713). Located in western Massachusetts, Deerfield was targeted by Jean-Baptiste Hertel de Rouvilles French and Native American forces in early 1704. The attack was typical of the small-unit actions that frequently occurred along the colonial frontier and saw the inhabitants and local militia attempt to defend the settlement with mixed results. In the fighting, the attackers killed and captured a significant number of settlers. The raid gained lasting fame when one of the captives, Reverend John Williams, published an account of his experiences in 1707. Fast Facts: Raid on Deerfield Conflict: Queen Annes War (1702-1713)Dates: February 29, 1704Armies Commanders:EnglishCaptain Jonathan Wells90 militiaFrench and Native AmericansJean-Baptiste Hertel de RouvilleWattanummon288 menCasualties:English: 56 killed and 109 capturedFrench and Native Americans: 10-40 killed Background Situated near the junction of the Deerfield and Connecticut Rivers, Deerfield, MA was founded in 1673. Built on land taken from the Pocomtuc tribe, the English residents in the new village existed on the fringe of the New England settlements and were relatively isolated. As a result, Deerfield was targeted by Native American forces during the early days of King Philips War in 1675. Following a colonial defeat at the Battle of Bloody Brook on September 12, the village was evacuated. With successful conclusion of the conflict the next year, Deerfield was reoccupied. Despite additional English conflicts with the Native Americans and French, Deerfield passed the remainder of the 17th century in relative peace. This came to an end shortly after the turn of the century and the beginning of Queen Annes War. Pitting the French, Spanish, and allied Native Americans against the English and their Native American allies, the conflict was the North American extension of the War of the Spanish Succession. Unlike in Europe where the war saw leaders like the Duke of Marlborough fight large battles such as Blenheim and Ramillies, fighting on the New England frontier was characterized by raids and small unit actions. These began in earnest in mid-1703 as the French and their allies began attacking towns in present-day southern Maine. As the summer progressed, colonial authorities began to receive reports of possible French raids into the Connecticut Valley. In response to these and the earlier attacks, Deerfield worked to improve its defenses and enlarged the palisade around the village. Planning the Attack Having completed the raids against southern Maine, the French began turning their attention to the Connecticut Valley late in 1703. Assembling a force of Native Americans and French troops at Chambly, command was given to Jean-Baptiste Hertel de Rouville. Though a veteran of previous raids, the strike against Deerfield was de Rouvilles first major independent operation. Departing, the combined force numbered around 250 men. Moving south, de Rouville added another thirty to forty Pennacook warriors to his command. Word of de Rouvilles departure from Chambly soon spread through the region. Alerted to the French advance, New Yorks Indian agent, Pieter Schuyler, quickly notified the governors of Connecticut and Massachusetts, Fitz-John Winthrop and Joseph Dudley. Concerned about the safety of Deerfield, Dudley dispatched a force of twenty militia to the town. These men arrived on February 24, 1704. de Rouville Strikes Moving through the frozen wilderness, de Rouvilles command left bulk of their supplies approximately thirty miles north of Deerfield before establishing a camp closer to the village on February 28. As the French and Native Americans scouted the village, its inhabitants prepared for the night. Due to the pending threat of attack, all of the residents were residing within the protection of the palisade. This brought Deerfields total population, including the militia reinforcements, to 291 people. Assessing the towns defenses, de Rouvilles men noticed that the snow had drifted against the palisade allowing for the raiders to easily scale it. Pressing forward shortly before dawn, a group of raiders crossed over the palisade before moving to open the towns north gate. Swarming into Deerfield, the French and Native Americans began attacking houses and buildings. As the inhabitants had been taken by surprise, fighting degenerated into a series of individual battles as the residents struggled to defend their homes. With the enemy swarming through the streets, John Sheldon was able to climb over the palisade and rushed to Hadley, MA to raise the alarm. Blood in the Snow One of the first houses to fall was that of Reverend John Williams. Though members of his family were killed, he was taken prisoner. Making progress through the village, de Rouvilles men gathered prisoners outside the palisade before looting and burning many of the houses. While many houses were overrun, some, such as that of Benoni Stebbins, successfully held out against the onslaught. With fighting winding down, some of the French and Native Americans began withdrawing north. Those who remained retreated when a force of around thirty militia from Hadley and Hatfield arrived on the scene. These men were joined by around twenty survivors from Deerfield. Chasing the remaining raiders from the town, they began pursuing de Rouvilles column. This proved a poor decision as the French and Native Americans turned and set an ambush. Striking the advancing militia, they killed nine and wounded several more. Bloodied, the militia retreated to Deerfield. As word of the attack spread, additional colonial forces converged on the town and by the next day over 250 militia were present. Assessing the situation, it was determined that a pursuit of the enemy was not feasible. Leaving a garrison at Deerfield, the remainder of the militia departed. Aftermath In the raid on Deerfield, de Rouvilles forces suffered between 10 and 40 casualties while the towns residents incurred 56 killed, including 9 women and 25 children, and 109 captured. Of those taken prisoner, only 89 survived the march north to Canada. Over the next two years, many of the captives were freed after extensive negotiations. Others elected to remain in Canada or had become assimilated into the Native American cultures of their captors. In retaliation for the raid on Deerfield, Dudley organized strikes north into present-day New Brunswick and Nova Scotia. In sending forces north, he also hoped to capture prisoners who could be exchanged for Deerfields residents. Fighting continued until the wars end in 1713. As in the past, the peace proved brief and combat resumed three decades later with King Georges War/War of Jenkins Ear. The French threat to the frontier remained until the British conquest of Canada during the French Indian War.

Managing Diversity Journal Questionnaire Assignment

Managing Diversity Journal Questionnaire - Assignment Example Oprah Winfrey talks about the bridges in her life: Sojourner Truth, Harriet Tubman, Fannie Lou Hammer and others. Which people have been bridges for you? Why?† Page 37 My uncle; at my present part-time job work-place, my uncle used to be a favorite for my boss. I am also being favored effortlessly by the boss and other colleagues due to my uncle’s goodwill (Cardinal & Brown, 2007). They are parallel in my life; what I love to do is not related to my academic performance. My academics just help with knowledge but I love to undertake duties that give me pleasure and freedom instead of structured career systems. 13. â€Å"In today’s workplace, many individuals do not use all their potential, and particularly their insight, resourcefulness and talent. Does a lack of diversity consciousness shown by employees or their managers contribute to this situation? Explain.† Page 55 Yes. Most of the Asian managers do not promote employee participation in their workplaces. They perceive themselves to be intelligent and other minority groups to be inferior in regards to intelligence (Cardinal & Brown, 2007). 16. â€Å"Some government officials have argued that profiling is needed to track potential terrorists. They argue that it is negligent not to look at everything, including racial and religious factors. Others say that the United States should not use any kind of profiling in the war of terror. They argue that it is reckless and there is no proof it works. What is tour opinion? Is profiling justified in order to combat terror, and if so, under what circumstances.† Page 76 18. â€Å"Given the magnitude of the challenge, how do you summon the energy that is necessary to deal effectively with prejudicial beliefs, discriminatory behaviors and other social barriers that you may encounter? To flourish in the face of adversity, what can you do?† Page 84 I change my

Martial relationship having problems before and after getting married Essay

Martial relationship having problems before and after getting married in the United Arab Emirates, what are these problems and h - Essay Example Their traditional cultural and religious practices often clash with their contemporary thinking, as it still influences their personalities. This creates confusion and chaos in their marital relationships. Finding solutions to end marital problems in UAE requires counselling, educating and creating awareness about the responsibilities of marriage among the youth of Emirates. In the traditional patriarchal society of UAE, women are expected to be obedient, domesticated, and willing to attend to the needs of everyone in the family. In a marital relationship, she is particularly responsible to take care of: physical, sexual, emotional and domestic needs of her husband; children; and in-laws. Carrying out domestic or household chores is the sole responsibility of the womenfolk. Men are the traditional bread earners of the family, and therefore their decisions cannot be challenged by their wives. While this traditional patriarchal system has survived through ages, the 21st century woman i s breaking this concept. â€Å"Emirati women in 2010 were ranked number one in terms of gender equality among the whole Arab world and our ranking internationally was 103. This is a big leap,† said Shamsa Saleh, Chief Executive Officer of the DWE. (Chowdhury, 2011 April 02, Khaleej Times Online ) The society of UAE is mostly governed by Islamic laws, also called sharia and family laws pertaining to marriage and divorce are handled accordingly. Muslim men are allowed to have four wives at the same time and they can even marry non-Muslim women. However, they have to bear the financial expenditures of all their wives and children. They are the ‘providers’ of their wives and children and in return their wives are supposed to be absolutely chaste, obedient, and available to satisfy their sexual and domestic needs. United Arab Emirates is one of the advanced countries in the entire gulf region. Exposure to foreign lifestyle due to tourism, foreign media, multinational organizations with its multinational work force and education has gradually changed the social system of Emirates. The youth has responded well to the social changes and they find it implausible to fit the traditional practices in their modern and contemporary lifestyles. The most adverse affect of the clash of civilizations has been on marital relationships. An increase in the divorce rate has been recorded in UAE during the past few decades. â€Å"According to latest available statistics, the UAE leads GCC states in divorce rates, which hit 36 per cent, reported 'Emarat Al Youm'†. (Emirates 24/7, March 04, 2011) Many reasons have been cited for this, among which infidelity, patriarchal system, dowry, inability to understand each other’s personal, emotional, physical and financial needs are prominent. A divorce not only shatters a family but creates social instability as well. 2. Premarital problems: Marriages in the traditional UAE society are arranged by elders or p arents of the bride and groom. Family or cousin marriages are usually preferred as social status is considered as an important aspect of marriage. Financial aspects might become a cause of pre-marital problems as the girl’s family has to arrange for dowry and the overall wedding expenses can go really high. This puts undue strain on the budgets of both the families and might create discord between the married couple. According to Maitha Al Shamsi, Minister of State and Head of the State Marriage Fund,

Learning outcome Essay Example for Free

Learning outcome Essay 1.1 explain own role and responsibilities and boundaries of own role as a teacher . Write a essay explain the your role and responsibilities including the limits of your teaching role. Word limited (200) 1.2 Identify key aspects of relevant current legislative requirements and codes of practice within a specific context -The student will write a essay explaining the NEW STANDARDS FOR TEACHERS AND TRAINERS. Explaining the new standards expected, including details of Health and Safety. Make a list of location where you can research changes to your subject topic including details of location and the method of research. 1.3 identify other points of referral available to meet the potential needs of students -Draw a mind map for your preferred learning style and include it within your portfolio. 1.4 identify issues of equality and diversity and ways to promote inclusion -Define equality and diversity. -What does the term inclusive mean? (100 words) Place copies of equal opportunities policies from a number of companies if your company does not have any. -Write a short essay explaining the importance to address the issues of qualify , diversity and inclusion within your training area. (200 word) 1.5 Explain the need of record keeping. Write a reflective piece explaining how you feel about keeping paper work and record keeping. (200) 2.0 understand appropriate teaching and learning approaches in the specialist area. 2.1 Identify and demonstrate relevant approaches for a specialist teaching area. -Write a brief essay explaining the approaches for a specialist teaching area. (200) 2.2 Explain ways to embed elements of functional skills in the specialist area. -With reference to an experience teacher you have previously observed in your specialist area. Explain how your teacher can keep up to date with their teaching practice in their specialist teaching area? How can your teaching incorporate communication and numeracy? 2.3 Justify the selection of teaching and learning approaches for a specialist session. in reflective piece explain a teaching session that you have delivered and the reason you have used a teaching approached. If you are not teaching currently, explain a teaching approach that you have seen for a spe cific session. 3.0 Demonstrate session planning skills. 3.1 Plan a teaching and learning session which meets the needs of individual students. -complete a full teaching plan for the micro teaching session. (presentation) 3.2 Justify selection of resources for a specific session. -Write a brief essay of (100) explaining the reason for the use of specific resources within your teaching session. 4 Understand how to deliver inclusive sessions which motivate students. 4.1 Explain ways to establish ground rules with students which underpin appropriate behavior and respect for others. Write a brief statement explaining methods of establishing clear ground rules . Give a examples of a ground rules list. 4.2 use a range of appropriate and effective teaching and learning approaches to engage and motivate students. Feedback sheets for other students 4.3 Explain and demonstrate good practice in give feedback Complete a essay explaining good practice and examples of bad practice. 4.4 Communicate appropriately and effectively with students. copy of the feedback from lead instructions and internal Verifier. 4.5 Reflect on and evaluate the effectiveness of own teaching. Complete a reflection on the effective of the teaching method used and the ways you can improve your teaching practices. 5 understand the use of different assessment methods and the need of record keeping. 5.1 Identify different assessment methods -Write a reflection piece on the type of assessment you have experienced during your training time and school experience and the methods that have been effective and ineffective. (200 words) 5.2 Explain the use of assessment methods in different contexts, including reference to initial assessment. -Write a essay explaining the use of assessment methods and the different times you would use this method including details of initial assessment prior to starting a course. Including details of the types of assessment that are suitable for different areas. How can you use this assessment techniques be used to assessment learner progress. 5.3 Explain the need for record keeping in relation to assessment. -Briefly explain the need for record keeping due to the fact and relationship of the awarding bodies and the requirement of tractability of all document and processes.

THE HOLOCAUST Essay -- Essays Papers

THE HOLOCAUST The Holocaust was the mass annihilation of the European Jews by the National Socialist Party (Nazi) of Germany from 1933 to 1945. In The War of the Jews, Dawidowicz explains the conditions that made anti-Semitism politically acceptable. The Germans of the nineteenth century "inherited a Christian-inspired popular and intellectual anti-Semitism that depicted Jews as foreigners- a state within a state- killers of Christ, well poisoners, and a cause of every misfortune, whether natural, economic, or political. The forces of naturalism, Volkist theory, bogus racial science, and fear of modernity reinforced and built upon this foundation." 1 The impact of the Holocaust has greatly affected the society of the past and the present. These feelings were fortified by Nazi propaganda blaming the Jews for everything from Germany’s loss of World War I to the depression that followed. "A raving lunatic, a comic-strip character, a political absurdity. Yet his voice mesmerized millions, ‘a guttural thunder,’ according to Heiden, ‘the very epitome of power, firmness, command and will.’ "2 Adolph Hitler is remembered as the founder and leader of the Nazi party. Hitler was born in Austria on April 20, 1889 to an abusive half Jewish and a mother who breast-fed him until the age of five. As Head of State and Supreme Commander of the Armed Forces, Hitler was responsible for the deaths of millions of Jews.3 "Hitler’s ideas about the Jews were at the center of his mental world. They shaped his worldview and his political ambitions, forming the matrix of his ideology and the ineradicable core of National Socialist doctrine. They determined the anti-Jewish policies of the German dict atorship from 1933 to 1945, and they furni... ....203. 9. See Dawidowicz, p.206. 10. See Dawidowicz, p.207. 11. See Dawidowicz, p.209. 12. George Eisen, Children and Play in the Holocaust (Amherst: The University of Massachusetts Press, 1988) p. 13. 13. See Rosenburg, Myers, p.428 14. See Rosenburg, Myers, p.433 15. See Rosenburg, Myers, p.434 16. George M. Kren, Leon Rappoport, The Holocaust and the Crisis of Human Behavior (New York: Holmes and Meier Publishers, Inc., 1980) p.127 17. See Rosenburg, Myers, p.434 18. See Kren, Rappoport, p.127 19. See Kren, Rappoport, p.85 20. See Kren, Rappoport, p.128 21. See Kren, Rappoport, p.128 22. See Kren, Rappoport, p.125. 23. See Kren, Rappoport, pp.126-127. 24. See Eisen, p.12 25. See Eisen, p.13 26. See Eisen, p.13 27. See Rosenburg, Myers, p.433 28. See Rosenburg, p.434

Argumentative Outline Essay

With the advent of technology comes the increasing use of search engines for different purposes. Web search engines such as Yahoo! and Google are effective tools for internet research and finding web-based articles and information. Furthermore, hard-to-find and old written information may most probably be available over the internet through keying in on the search engine. This new trend can help create better opportunities and challenges in the field of academic research.b. Purpose: This paper seeks to present evidences that using web search engines for academic purposes are beneficial to students as online sources are readily available for reading and creating analysis. Additionally, definition of a web search engine, different types of academic search engines, and arguments on the benefits of using search engines for academic research are provided. c. Thesis statement: Academically, web search engines can help in doing research projects and create analysis on each research as searching for information over the internet can lessen the time and effort needed as compared to traditional research, thus, more time and effort will be spent on reading the online materials and in further analyzing the topic. II. Body a. Background Information i. Definition of a web search engine. A search engine is a tool composed of massive databases where an internet user can find information. It is composed of a computer program called spider, crawler, or bot, which searches through the internet to be able to collect the requested information (Jato and Oresiri 055-060). When specific keywords are searched, relevant information will be displayed on the results panel of the search engine. ii. Different types of academic search engines: These search engines are essentially useful for conducting researches related to academic studies and investigation. Academic search engines include Google Scholar (http://scholar. google. com) wherein all disciplines can be searched in several formats such as papers, articles, books, information retrievals (IRs), and open access materials. Advanced search options aid in limiting the searches for a specific author or publication. Another type of academic search engine is the Microsoft Academic Search (http://academic. research. microsoft.  com) wherein mostly sciences can be searched. Similar with Google Scholar, advanced search options can limit the searches by author, field of study, journal, and other related fields. This is for the purpose of finding the information in the quickest way as possible. The more filters are set, the more specific the search will be. There are still other academic search engines available online. b. Evidences to Support Claim i. Based on the results of the study conducted by Gary Small, a university lecturer at the Semel Institute for Neuroscience and Human Behavior at the University of California, Los Angeles (UCLA), Teena D. Moody, Ph. D. , a senior research associate at Semel Institiuite, and Susan Y. Bookheimer, Ph. D. , a psychiatry and bio-behavioral sciences university lecturer at the Semel Institute, the rising computerized technologies have the possibility that they have positive physiological effects and potential advantages for middle-aged men and women, as well as older adults. According to Small, brain activities are being stimulated through series of internet searching. The participants involved in the study showed similar brain actions when reading, but had also showed activities in areas which are related to complex reasoning (Claburn). c. Opposing View i. Nicholas Carr, questioned the implication of search engines in an individual’s mind through his article, â€Å"Is Google making us stupid? † From the article, he emphasized that Internet alters the mind. According to the researched performed by the University College London scholars, students who were accessing research sites to look for e-books, online journal articles, and other written information developed a â€Å"skimming activity† habit in which the researcher jumped from one source to another and did not actually read the article (Carr). III. Conclusion a. Using web search engines, it provides me more time for my analysis compared to using traditional research methods, because I can buy reading materials as fast as I have found them in the search engine. I don’t believe that technology will replace people in my career field, or that technology will replace the human element in any field. This is because human intelligence is still necessary in order to create such technology, and without it, the structure of the field will never be complete. The use of technology, for example in writing, is only used as a guide and as a way to save time to further work on writing rather than waste time looking for research materials that may or may not be useful for analysing the topic.

Beowulf Paper

This old Chinese Proverb has stood the test of time and is true today as it was in the 1 100's. Like the rest of us, Beowulf endured a Journey. Although filled with much more peril and hardships than the average adult, Beowulf ultimately reached his destination. This begs the question, which is more important†¦ the Journey, or the destination? Having a healthy focus on both the Journey and the destination allows one to reach the desired goal ith the same enthusiasm as you started.Lines 690-693 illustrates how Beowulf focused on the Journey of acquiring riches and essentially wasted his life when he, while grasping for his last breath, told Wiglaf â€Å"l sold my life for this treasure, and I sold it well. Take what I leave, Wiglaf, lead my people, help them; my time is gone† (47). During his heroic life, Beowulf was, by todays standards, ‘The Man. ‘ Every individual with a fear looked up to this great leader, as he traveled from kingdom to kingdom destroying e vil. As inspiring as this as, he lacked the one key factor to being truly successful-a goal.Having a goal, or destination, is as important as the Journey itself. Giving yourself closure to the whole purpose of your actions will leave you with a feeling of success and a reason for your hard work. Beowulf lacked this, and led a life of blind deeds. Although helpful to his followers, he died a truly unhappy man, as inferred from the previous quote. Beowulf needed to have a set goal; a life he envisioned living after he was done kicking butt. This gives purpose and a drive behind everything he did. Instead, he lived an awe- inspiring Journey, but never set a destination to make him truly happy.There is a plus side to his mistake, though. We can take what has been learned the hard way by our friend Beowulf and apply this to our own lives. Nothing can beat the feeling of success. It doesn't matter if the scale dropped a couple numbers, or that pesky center dot is finally demolished in the shooting range. The feeling of accomplishing the set goals cannot be overlooked. Now, that may seem easy, but the amount of effort and practice required to reach that success is as mportant as the feeling itself.This is the Journey versus destination taken out of context. In order for the scale to drop (the destination), one must put in lasting effort to get where they want to go (the Journey). More than often, one loses focus on either one of these aspects. This is the cause of failed goals. The importance of balancing focus is difficult, but required for true success. Beowulf stresses the importance of both in lines 365-368: â€Å"He leaped into the lake, would not wait for anyone's answer; the heaving water covered him over.For hours he sank through the waves; At last he saw the mud of the bottom† (38). Now, say Beowulf Jumped into the lake, and halfway through he became so focused on swimming at his best he gets to the destination, and forgets why he is there. Hrothgar a nd the Danes would not be pleased! Alternatively, what if he focused too much on destroying Grendel and his mother that he swims in the wrong direction? Again, it would not end well for the poor Danes. The importance of one's healthy focus is not to be taken lightly. urney, there are many dangers that wait; lurking, ready to destroy all hopes of success. If one was to focus completely on the Journey, they start to lose a sense of who they are. Losing sight of the goal and the purpose behind the goal becomes all too evident. Friends may be lost, because all attention is on the here and now. Likewise, focusing on the destination is Just as dangerous. One loses sight of what is necessary to accomplish the goal; too caught up in what awaits them in the future.Many fall unsuspected to these traps, and are forced to restart and replan. This is most clearly seen in lines 12-18 when Hrothgar thinks he has reached his destination. Then Hrothgar, taking the throne, led the Danes to such glory that comrades and kinsmen swore by his word, and young men swelled his armies, and he thought of greatness and resolved to build a hall that would hold his mighty band and reach higher toward heaven than anything that had ever been known to the sons of man. † (27) Hrothgar thinks he has finished his Journey and reached his destination.Little does he know, Grendel is about to demolish everything he has worked for and ause him to replan everything; including his destination. Finding a healthy balance between the destination and the Journey is crucial to being truly successful in any area of life. It takes great experience to find this, and many have failed. Once this balance is acquired, though, it is more rewarding than anything else, because unity and closure is provided to years of hard work and dedication. The next time New Year's comes around, think of what is needed to finally win against the seemingly unbeatable resolution. Beowulf Paper In the poem Beowulf, translated by Seamus Heaney, Beowulf is the ultimate hero who places himself at great risks to perform multiple acts of courage. Beowulf is the typical heroic story of good verse evil. He has great amounts of physical strength in which he uses to put his life on the line for the entire kingdom. Beowulf’s pursuit moves him from Geatland to Denmark on a quest to help Hrothgar’s kingdom that had been plagued of attacks by an evil monster named Grendel. He also goes on to defeat Grendel’s mother and battles a fire-breathing dragon. Eradicating Grendel and Grendel’s mother bring Justice and peace to the Scandinavian society, while Beowulf receives much fame. The story goes on to define his pursuit of fame through his three main battles, moving from a warrior perspective, to one of a king. Beowulf’s quest brings him to change his responsibilities. The ideals of a once young warrior develop into a more experienced man that comes to rule the community of Geatland. A warrior trying to establish himself in the world ultimately has a goal striving for fame. One seeks fame through bravery in the face of danger, having much strength, despising death, and boasting about their accomplishments (SparkNotes Editors). Beowulf searched for individual fame and glory for his entire life. His pursuit to become a hero was strong enough to take on the evils of the world. He was able to achieve individual fame upon hearing of Hrothgar’s troubles with Grendel. He set sail to gain personal fame and to help the community of Heorot. The people of Hrothgar’s land found Beowulf to be a hero for he was about to rid them of their enemy. But Unferth thinks differently and challenges Beowulf’s stating â€Å"no matter therefore, how you may have fared in every bout and battle until now, this time you’ll be worsted; no one has ever outlasted an entire night against Grendel† (37). Unferth challenges Beowulf’s heroic character. Unferth bitterly attacks Beowulf, which clearly reveals Unferth’s jealously towards him. Unferth feels below Beowulf. He cannot protect his own land because he is afraid of Grendel. Unferth will not be a warrior who obtains fame nor will he be a heroic warrior. No one will remember Unferth as a great legend; rather he falls into a category of one who is bitter (SparkNotes Editors). This goes to show that the quest for fame can lead to harm. In Unferth’s case, the quest for fame led to pride, which involved a desire to be great no matter what. Beowulf desired to be great but his desire for fame was associated with the desire to bring strength and power to one’s people. Beowulf connected fame with generosity and community while Unferth mixed pride up with greed and selfishness, for he wanted to succeed. Beowulf ultimately succeeds in killing Grendel and Grendel’s mother in two heroic battles in which he used his bare hand strength to defeat the two monsters. Beowulf is ultimately a great example of what a hero is. A hero will always fight to win a battle, but does so in a fair manner. Beowulf, for example does not use a sword in the midst of the battle between Grendel and he. â€Å"He began to remove his iron breast-mail, took off the helmet and handed his attendant the patterned sword, a smith’s masterpiece, ordering him to keep the equipment guarded. And before he bedded down, Beowulf, the prince of goodness, proudly asserted: ‘when it comes to fighting, I count myself as dangerous any day as Grendel. So it won’t be a cutting edge I’ll wield. He has no idea of the arts of war, of shield or sword-play, although he does possess a wild strength. No weapons, therefore for either night; unarmed he shall face me if face me he dares’† (47). Instead he uses his very own strength, courage, and ability to kill the enemy. Beowulf is so strong, courageous, faithful and loyal that it can be questioned whether he is truly man or myth. He posse’s hero like strength that is superior to the normal human man. He truly did do whatever he needed to save and protect the people (Beowulf Papers). Death was not a fear that crossed his mind for he was not afraid of it! A hero is one who is not seen very often and there are only a few great heroes that come about in time (Beowulf Papers). They are a step above the average. A hero brought peace to situations that were before seen as impossible and bring joy to many people. A task such as defeating Grendel’s mom’s grip in battle, is one that only a hero could perform for it was impossible for others (SparkNotes Editors). What others deem impossible, a hero makes possible (Beowulf Papers)! Beowulf can ultimately be defined as a hero. Can the reward of fame for being a brave warrior only be achieved through worldly success? It seems that this is true but Hrothgar tries to advice Beowulf of eternal rewards. â€Å"O flower of warriors, beware of the trap. Choose, dear Beowulf, the better part, eternal rewards. Do not give way to pride. For a brief while your strength is in bloom but I fades quickly; and soon there will follow illness or the sword to lay you low, or a sudden fire or surge of water or jabbing blade or javelin from the air or repellent age. Your piercing eye will dim and darken; and death will arrive, dear warrior, to sweep you away†(121). Hrothgar become a father figure to the young Beowulf. He does not want to see Beowulf give way to pride. This piece of advice is jarring with the culture of boasts and reputation that other parts of the poem emphasize (SparkNotes Editors). Life is also brief and he should look towards those rewards that may be eternal rather than the reward of fame. This passage portrays a fragile outlook on Beowulf’s delicate life that can be taken away at any time and the fact that his youth will indeed fade quickly (SparkNotes Editors). He may not only be stabbed which will wound, but he will also lose his youth as time goes on. Beowulf needs to focus on honor, nobility, and leadership, not just on his physical skill and strength (SparkNotes Editors). Beowulf had no fear, and desired personal praise, while Hrothgar had much to lose and valued protecting his people. Each of these two roles filled two different sets of shoes, and each character acted as society expected. With that said, over the course of the poem Beowulf does grow from a courageous warrior to a wise leader. Hrothgar’s speeches emphasized stability and security for his people and this was shown through him building the mead hall for the people to gather. He also demonstrates loyal service to his warriors by giving them lavish gifts and much praise. Beowulf transitions from a young warrior into the King of the Geats and he does exemplify much of the characteristics and values of Hrothgar. At the end of the story though, after fifty years of serving his people, Beowulf encounters a battle with a dragon and this battle conflicts with his warrior and king duties for he was a king and the state needed him. Beowulf, old and tired, defeats the dragon that was frightening all the people, but he does lose his life, leaving the Geats open for attack. Was this the wrong act? It is hard to decipher between the two roles for they were conflicting and the tension between the two was inevitable. Even near death, Beowulf did wish for a lighthouse that be built so people could find there way back from sea showing his never ending concern for the Geats. Beowulf was not afraid of death and before any battle he made a wish that his assets be given to the people. In life or death, Beowulf will be glorified. Epic battles, terrifying monsters, extraordinary strength, and great leadership; these characteristics and encounters are what make up the epic hero that is Beowulf (Definition Of Hero On The Web). The heroism exemplified by Beowulf is defined by many different qualities. A hero is again defined by his willing to put himself at great risk for the greater good. The monsters that invaded the Heorot land were all outsiders that existed beyond the boundaries of human realms. Beowulf was forced to kill the two beasts in order to restore order because Grendel and his mother had infringed upon human society. Fame was a theme touched based on throughout the poem. Fame was part of Beowulf’s quest, but Hrothgar left an impression on Beowulf’s values. He reminded him that his fame and strength are not always going to be available to him. His life is fragile and he could not only be killed, but his youth clock is ticking. Beowulf is painted as a perfect hero in the form of the protagonist in the poem. The poem consists of three central conflicts, which include Grendel’s rage of Heorot Hal, Grendel’s mother becoming vengeful because of her sons death, and the dragon’s rage over Geatland. The difference between a good warrior and a good king was also a theme in which was observed through the poem. What others deem impossible, Beowulf made possible! References Heaney, Seamus. Beowulf: a New Verse Translation. New York: Farrar, Straus, and Giroux, 2000. Print. SparkNotes Editors. â€Å"SparkNote on Beowulf. † SparkNotes. com. SparkNotes LLC. 2003. Web 22 Apr. 2010. Definition Of Hero On The Web. Google Search. Web. 20 Apr. 2010. Paradine, Gerald. â€Å"Hero Paper. † Beowulf Papers. Web. 19 Apr.

Facts About the Crystal Jelly

Facts About the Crystal Jelly The crystal jelly (Aequorea victoria) has been called the most influential bioluminescent marine organism. This cnidarian possesses green fluorescent protein (GFP) and a photoprotein (or a protein that gives off light) called aequorin, both of which are used in laboratory, clinical and molecular research. Proteins from this sea jelly are also being studied for use in early detection of cancer. Description The aptly named crystal jelly is clear but may glow greenish-blue. Its bell may grow up to 10 inches in diameter. Classification Kingdom: AnimaliaPhylum: CnidariaClass: HydrozoaOrder: LeptothecataFamily: AequoreidaeGenus: AequoreaSpecies: victoria Habitat and Distribution The crystal jelly lives in pelagic waters in the Pacific Ocean from Vancouver, British Columbia, to central California. Feeding The crystal jelly eats copepods, and other planktonic creatures, comb jellies, and other jellyfish.

Buscar Conjugation in Spanish, Translation, and Examples

Buscar Conjugation in Spanish, Translation, and Examples Buscar is a fairly common verb in Spanish that is usually translated as to look for or to search for. The conjugation of buscar is regular in pronunciation but irregular in spelling. This article includes buscar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Using the Verb Buscar One major difference between the English verbs to look or to search and buscar, is that the Spanish version doesnt need to be followed by a preposition, which is a common mistake made by students learning the language. To avoid this confusion, you can think of buscar as meaning to seek. The conjugation of buscar is irregular in its spelling. Specifically, whenever a conjugated form of buscar would have the c followed by an e if it were regular, the c changes to qu. For example, to say I sought, you would use the form busquà © instead of buscà ©. You will find this spelling change also in the present subjunctive and some imperative conjugations. Common Uses of Buscar These common expressions include the verb buscar: buscar algo: to look for something - Busco mi lpiz (I look for my pencil).buscar algo: to look something up - Busco la respuesta en Internet (I look up the answer on the internet).buscar a alguien: to look for someone - Buscamos a Pedro (We are looking for Peter). Note that you need to include the personal a when looking for a specific person.buscar a alguien: to pick someone up - Voy a buscar a los nià ±os a las dos de la tarde. (Ill pick up the children at 2 p.m.). Here, again, you need the personal a. buscar [infinitivo]: to look to [verb] - Buscà ³ nadar en aguas ms seguras (He looked to swim in safer waters).se busca [sustantivo]: [noun] wanted - Se busca cocinero (Cook wanted).buscrsela: to look for trouble - Ella se la buscà ³ en las calles (She looked for trouble on the streets). The busca root can also be combined with several nouns to form compound nouns: el buscapersonas (sometimes shortened to busca) - pagerel buscapià ©s - firecrackerel/la buscaplata - fortune hunterel/la buscapleitos - troublemakerel/la buscarruidos - troublemaker, rabble-rouserel/la buscatesoros - treasure hunter, treasure seekerel/la buscavidas - ambitious person, busybody Buscar Present Indicative The verb buscar is regular in the present indicative tense. It follows the pattern of other -ar regular verb conjugations. Yo busco I search for Yo busco mis llaves por toda la casa. Tà º buscas You search for Tà º buscas a Carlitos en la escuela. Usted/à ©l/ella busca You/he/she searches for Ella busca la respuesta en el libro. Nosotros buscamos We search for Nosotros buscamos informacià ³n en Internet. Vosotros buscis You search for Vosotros buscis trabajo. Ustedes/ellos/ellas buscan You/they search for Ellos buscan oportunidades para mejorar. Buscar Preterite Indicative The preterite tense conjugations of buscar are regular, except for the spelling change that happens with the vowel e in the first person singular (yo). Yo busquà © I searched for Yo busquà ©mis llaves por toda la casa. Tà º buscaste You searched for Tà º buscaste a Carlitos en la escuela. Usted/à ©l/ella buscà ³ You/he/she searched for Ella buscà ³ la respuesta en el libro. Nosotros buscamos We searched for Nosotros buscamos informacià ³n en Internet. Vosotros buscasteis You searched for Vosotros buscasteis trabajo. Ustedes/ellos/ellas buscaron You/they searched for Ellos buscaron oportunidades para mejorar. Buscar Imperfect Indicative In the imperfect tense, the verb buscar is conjugated regularly. You start with the stem busc- and add the imperfect ending for -ar verbs (aba, abas, aba, bamos, aban). The imperfect tense can be translated as was searching for or used to search for. Yo buscaba I used to search for Yo buscabamis llaves por toda la casa. Tà º buscabas You used tosearch for Tà º buscabasa Carlitos en la escuela. Usted/à ©l/ella buscaba You/he/she used to search for Ella buscabala respuesta en el libro. Nosotros buscbamos We used to search for Nosotros buscbamosinformacià ³n en Internet. Vosotros buscabais You used to search for Vosotros buscabais trabajo. Ustedes/ellos/ellas buscaban You/they used to search for Ellos buscaban oportunidades para mejorar. Buscar Future Indicative To conjugate the future tense, start with the infinitive (buscar) and add the future tense endings (à ©, s, , emos, à ©is, n). Yo buscarà © I will search for Yo buscarà ©mis llaves por toda la casa. Tà º buscars Youwillsearch for Tà º buscarsa Carlitos en la escuela. Usted/à ©l/ella buscar You/he/shewill search for Ella buscarla respuesta en el libro. Nosotros buscaremos Wewill search for Nosotros buscaremos informacià ³n en Internet. Vosotros buscarà ©is Youwill search for Vosotros buscarà ©istrabajo. Ustedes/ellos/ellas buscarn You/theywill search for Ellos buscarn oportunidades para mejorar. Buscar PeriphrasticFuture Indicative To conjugate the periphrastic future you need the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive buscar. Yo voy a buscar I am going to search for Yo voy a buscarmis llaves por toda la casa. Tà º vasa buscar You aregoing to search for Tà º vasa buscar a Carlitos en la escuela. Usted/à ©l/ella vaa buscar You/he/shegoing to search for Ella vaa buscarla respuesta en el libro. Nosotros vamosa buscar We aregoing to search for Nosotros vamos a buscar informacià ³n en Internet. Vosotros vaisa buscar You aregoing to search for Vosotros vaisa buscartrabajo. Ustedes/ellos/ellas vana buscar You/they aregoing to search for Ellos vana buscar oportunidades para mejorar. Buscar Present Progressive/Gerund Form In order to form the gerund or present participle, use the stem of the verb and add the ending -ando (for -ar verbs). The present participle can be used to form progressive tenses such as the present progressive, usually formed with the auxiliary verb estar. Present Progressive ofBuscar est buscando She is searching for Ella est buscando la respuesta en el libro. Buscar Past Participle To form the past participle, start with the stem of the verb busc- and add the ending -ado (for -ar verbs). One of the uses of the past participle is to form perfect tenses like the present perfect, which uses the auxiliary verb haber. Present Perfect of Buscar ha buscado She has searched for Ella ha buscado la respuesta en el libro. Buscar Conditional Indicative The conditional tense can be used to talk about possibilities, and is usually translated to English as would verb. The conditional is formed similarly to the future tense, starting with the infinitive form and adding the corresponding ending. Yo buscarà ­a I would search for Yo buscarà ­amis llaves por toda la casa, pero no tengo paciencia. Tà º buscarà ­as Youwould search for Tà º buscarà ­as a Carlitos en la escuela si saliera temprano. Usted/à ©l/ella buscarà ­a You/he/shewould search for Ella buscarà ­a la respuesta en el libro si fuera necesario. Nosotros buscarà ­amos Wewould search for Nosotros buscarà ­amos informacià ³n en Internet si tuvià ©ramos una computadora. Vosotros buscarà ­ais Youwould search for Vosotros buscarà ­aistrabajo, pero os da pereza. Ustedes/ellos/ellas buscarà ­an You/theywould search for Ellos buscarà ­an oportunidades para mejorar si estuvieran ms motivados. Buscar Present Subjunctive To form the present subjunctive, use the stem of the first person singular present indicative (yo busco) and add the subjunctive endings. For -ar verbs, the endings all contain the vowel e, so you must include the spelling change c to qu. Que yo busque That I search for Es necesario que yo busque mis llaves por toda la casa. Que tà º busques That you search for Mam necesita que tà º busques a Carlitos en la escuela. Que usted/à ©l/ella busque That you/he/she search for La profesora recomienda que ella busquela respuesta en el libro. Que nosotros busquemos That we search for El bibliotecario sugiere que nosotros busquemos informacià ³n en Internet. Que vosotros busquà ©is That you search for Pap pide que vosotros busquà ©is trabajo. Que ustedes/ellos/ellas busquen That you/they search for La jefa espera que ellos busquen oportunidades para mejorar. Buscar Imperfect Subjunctive There are two options for conjugating the imperfect subjunctive. Although they are both considered correct, usage depends on location, as some countries prefer one option over the other. Option 1 Que yo buscara That I searched for Era necesario que yobuscara mis llaves por toda la casa. Que tà º buscaras That you searched for Mam necesitaba que tà º buscaras a Carlitos en la escuela. Que usted/à ©l/ella buscara That you/he/she searched for La profesora recomendaba que ella buscara la respuesta en el libro. Que nosotros buscramos That we searched for El bibliotecario sugerà ­a que nosotros buscramosinformacià ³n en Internet. Que vosotros buscarais That you searched for Pap pedà ­a que vosotros buscarais trabajo. Que ustedes/ellos/ellas buscaran That you/they searched for La jefa esperaba que ellos buscaran oportunidades para mejorar. Option 2 Que yo buscase That I searched for Era necesario que yobuscase mis llaves por toda la casa. Que tà º buscases That you searched for Mam necesitaba que tà º buscases a Carlitos en la escuela. Que usted/à ©l/ella buscase That you/he/she searched for La profesora recomendaba que ella buscase la respuesta en el libro. Que nosotros buscsemos That we searched for El bibliotecario sugerà ­a que nosotros buscsemosinformacià ³n en Internet. Que vosotros buscaseis That you searched for Pap pedà ­a que vosotros buscaseis trabajo. Que ustedes/ellos/ellas buscasen That you/they searched for La jefa esperaba que ellos buscasen oportunidades para mejorar. Buscar Imperative In order to give orders or commands, you need the imperative mood. Notice that in the imperative sometimes you will need to make the spelling change c to qu. Positive Commands Tà º busca Search for!  ¡Busca a Carlitos en la escuela! Usted busque Search for!  ¡Busque la respuesta en el libro! Nosotros busquemos Let's search for!  ¡Busquemos informacià ³n en Internet! Vosotros buscad Search for!  ¡Buscad trabajo! Ustedes busquen Search for!  ¡Busquen oportunidades para mejorar! Negative Commands Tà º no busques Don't search for!  ¡No busques a Carlitos en la escuela! Usted no busque Don't search for!  ¡No busque la respuesta en el libro! Nosotros no busquemos Let's not search for!  ¡No busquemos informacià ³n en Internet! Vosotros no busquà ©is Don't search for!  ¡No busquà ©is trabajo! Ustedes no busquen Don't search for!  ¡No busquen oportunidades para mejorar!

Receivables Coursework Example | Topics and Well Written Essays - 250 words

Receivables - Coursework Example This is because the accountants after assessing his books of accounts are at a position to make a decision based on the profits or losses made in the year and the amounts of the accounts receivables due for the year. Blair’s recommendation could be biased and uninformed based on the bonuses of the medium sized companies as all managers’ aims are to maximize on profits. Internal controls are logical measure adopted by an organization used in ensuring that their business runs effectively to protect the organization from collapsing, such measures includes reviews and procedures. Detective internal controls which are measures taken after an irregularity has occurred, in this case the managers recommendation for accounting are useful for the future decision making. Some of the useful detective controls include the performance and quality assurance of the company reviews, reconciliations of the books of accounts to aid the manager in making sound decisions, conducting audits on the company’s’ books from different years and comparing inventory records with those of the different years. This way the manager is more knowledgeable and not just profit