Persuasive Essay

Persuasive Essay Persuasive Essay Peyton Duersel English III Mr. Wyss 21 September 2014 Audience: Administration Such a Strict School at Sporting Events Jesuit has many sports clubs and teams. Each one of these teams plays competitively against other schools. Most of these, such as football and basketball, have games every week; and Jesuit encourages its students to supports their fellow blue jays at those events. But why would a student want to attend one of these games if he has a chance of being disciplined for doing something wrong? Every one of Jesuits students already has to cope with at least 8 hours of intense supervision and strict discipline each day at school. Obviously, less discipline at sporting events would bring an increased crowd of students. Therefore, Jesuit disciplinary actions against students should be less strict at games, the band should be able to play a wider variety of songs, and the students should be given the opportunity to show their school pride. First, Jesuit disciplinary actions against students should be much less strict at games. The fact that those who attends extra-curricular activities have to b e overly worried about being disciplined is unnerving. Students should feel free and fully focused on supporting the team throughout the game. No fan at the LSU game, or even the Rummel game, is remotely worried about breaking any rules; and that is a huge factor to the on-field success. Our job in the stands is to support the players with everything we have, but Jesuit takes this away from us. Some restrictions, such as those concerning body paint and student section chants, are unnecessary. Having a few students paint â€Å"Jesuit† on their chests does not defame the tradition of Jesuit High School. Also, student section chants with actually meaning would bring fun to the games. No one wants to say â€Å"Blue Jay† continually for half the game. Although there should be a reduction of discipline, still having a control on behavior is very important. Students should not be given complete freedom, for complete chaos would erupt. But body paint and new student section ch ants would certainly help the students support their fellow classmates. There is no reason why these things are not already allowed, other than Jesuit’s anal retentiveness. Ridiculous strictness at sporting events only hurts Jesuit’s fans and team. Therefore, disciplinary actions against students should be much less strict at sports games. Second, the band should be able to play a wider variety of songs. Our band plays music from old bands like Journey, but that lame music does nothing for anyone on the field. Unless the chess team is playing, no one is hyped for the competition. These songs are classics, but I want to hear some modern rap and hip-hop songs. The band members and the band itself would be a lot cooler if they were able to play modernized music. Last year, St. Augustine’s band was playing an explicit song by Jay-Z, while Jesuit’s band was playing grandma music all night. I do understand that Jesuit will never have the same rules as St. Aug, but we don’t always have to look like a school full of nerds. However, Jesuit should never play and advocate explicit music. Just a few songs from this century would be nice to hear at the football and basketball games. Except for songs containing explicit or foul language, the Jesuit band should be able to play any and all modern music. Finally, Jesuit students should be allowed to completely show their school pride. Persuasive Essay Persuasive Essay For writing a persuasive essay, the most important thing is to write a good thesis statement. For writing a good thesis statement for a persuasive essay, you have to follow the following guidelines: a. The thesis must be a complete sentence. By definition, a thesis makes a claim about a subject. You have to stick your neck out and make a point. Therefore for a persuasive essay, description of the subject is not sufficient; it should have a valid thesis statement. b. A thesis must be an assertion, not a question. A question may be used effectively in your title or introduction as a way of creating interest, but a thesis is a statement that answers the question in your persuasive essay. c. The thesis must be a generalization or an opinion, not just a statement of fact. A fact is something that can be verified as true or false; an opinion is something that must be supported or proved. So, the thesis statement for a persuasive essay should be an opinion or generalization. d. Thesis on a controversial subject should not be wishy-washy. You may feel that there are good arguments on both sides, but you should make some assessment of the issue for a persuasive essay. e. A thesis should make a point, not just promise to do so. For every claim, you should give justifications for your claim for writing a good persuasive essay. f. Ideally, a thesis should be stated as a single statement that should also give the main idea. g. Learning to combine a group of ideas into a single sentence takes a bit of practice. Therefore, for writing a persuasive essay, you should write a clear and understandable thesis statement that will make your essay a persuasive one.

Lynette Woodard of the Harlem Globetrotters

Lynette Woodard of the Harlem Globetrotters Lynette Woodard learned to play basketball in her childhood, and one of her heroes was her cousin Hubie Ausbie, known as Geese, who played with the Harlem Globetrotters. Woodards family and background: Born in: Wichita, Kansas on August 12, 1959.Mother: Dorothy, homemaker.Father: Lugene, fireman.Siblings: Lynette Woodard was the youngest of four siblings.Cousin: Hubie Geese Ausbie, player with the Harlem Globetrotters 1960-1984. High School Phenom and Olympian Lynette Woodard played varsity womens basketball in high school, achieving many records and helping to win two consecutive state championships. She then played for Lady Jayhawks at the University of Kansas, where she broke the NCAA womens record, with 3,649 points in four years and a 26.3 point per game average. The University retired her jersey number when she graduated, the first student so honored. In 1978 and 1979, Lynette Woodard traveled in Asia and Russia as part of national womens basketball teams. She tried out for and won a spot on the 1980 Olympic womens basketball team, but that year, the United States protested the Soviet Unions invasion of Afghanistan by boycotting the Olympics. She tried out for and was selected for the 1984 team, and was co-captain of the team as it won the gold medal. Woodards National and International Medals : Gold Medal: U.S. national team, World University Games, 1979.Gold Medal: U.S. national team, Pan-American Games, 1983.Silver Medal: U.S. national team, World Championships, 1983.Gold Medal: Los Angeles Olympics womens basketball team (co-captain), 1984.Gold Medal: U.S. national team, World Championships, 1990.Bronze Medal: U.S. national team, Pan-American Games, 1991. College and Professional Life Between the two Olympics, Woodard graduated from college, then played basketball in an industrial league in Italy. She worked briefly in 1982 at the University of Kansas. After the 1984 Olympics, she took a job at the University of Kansas with the womens basketball program. Woodards Education: Wichita North High School, varsity womens basketball.University of Kansas.B.A., 1981, speech communications and human relations.Basketball coach Marian Washington.Twice named academic All-American and four times named athletic All-American.Ranked first or second in the nation in steals, scoring, or rebounding each year. Woodard saw no opportunity to play basketball professionally in the United States. After considering her next step after college, called her cousin Geese Ausbie, wondering if the famed Harlem Globetrotters might consider a woman player. Within weeks, she received word that the Harlem Globetrotters were looking for a woman, the first woman to play for the team - and their hope to improve attendance. She won the difficult competition for the spot, though she was the oldest woman competing for the honor, and joined the team in 1985, playing on an equal basis with the men on the team through 1987. She returned to Italy and played there 1987-1989, with her team winning the national championship in 1990. In 1990, she joined a Japanese league, playing for Daiwa Securities, and helping her team win a division championship in 1992. In 1993-1995 was an athletic director for the Kansas City School District. She also played for the U.S. national teams that won the 1990 World Championships gold medal and the 1991 Pan-American Games bronze. In 1995, she retired from basketball to become a stockbroker in New York. In 1996, Woodard served on the Olympic Committees board. Woodards Honors and Achievements: All-American High School Team, womens basketball.All-American high school athlete, 1977.Wade Trophy, 1981 (best woman basketball player in U.S.)Big Eight Tournament Most Valuable Player (MVP) (three years).NCAA Top V Award, 1982.Womens Sports Foundation Flo Hyman Award, 1993.Legends ring, Harlem Globetrotters, 1995.Sports Illustrated for Women, 100 Greatest Women Athletes, 1999.Basketball Hall of Fame, 2002 and 2004.Womens Basketball Hall of Fame, 2005. Woodard's Continued Career Woodards retirement from basketball didnt last long. In 1997, she joined the new Womens National Basketball Association (WNBA), playing with the Cleveland Rockers and then the Detroit Shock, while maintaining her stockbroker position on Wall Street. After her second season she retired again, returning to the University of Kansas where, among her responsibilities, she was an assistant coach with her old team, the Lady Jayhawks, serving as interim head coach in 2004. She was named one of Sports Illustrateds hundred greatest women athletes in 1999. In 2005, Lynette Woodard was inducted into the Womens Basketball Hall of Fame.

Catholic Charities Essay Example | Topics and Well Written Essays - 1750 words - 1

Catholic Charities - Essay Example The paper "Catholic Charities" describes Cafod organization. Being a Catholic charity, it has some characteristics, which make it distinctive. It follows Catholic social teaching, which members look upon as authoritative, whether depending upon global statements made by the papacy, or by synods or national conferences of bishops. These are considered to require a response from the wider Catholic community as they put their faith into positive action. Although based upon unchanging principles, the seeking of justice for all for example. Cafod also allows itself to be affected in its decisions and actions by new ideas about such things as human rights, as set out for instance in the Universal Declaration of Human Rights as produced by the United Nations. It also responds to the changing world - new as well as long standing social, economic and political actualities. This includes such simple things as encouraging parishes and individual parishioners to use and promote Fair Trade goods. People can become a member of parliament correspondent – basically keeping their member of parliament informed about Cafod activities, campaigns and injustices that the organization is aware of. Catholics are also encouraged to leave legacies to the organization. Cafod personnel contribute to important reports which are produced, and which may and should lead to action on the part of governments, and even international organizations, such as that on Aids in Africa from Unaids Facts and Figures.

Carry out a critical evaluation of online communities. It is important Essay

Carry out a critical evaluation of online communities. It is important that you carry this out from a business point of view, rather than from a technical. Disc - Essay Example The work of Rheingold has been instrumental in establishing ways in which others define an online community. He argues that virtual communities are social aggregations that emerge from the Internet when enough people carry on a discussion long enough to form personal relationships. This view remains recognizable in what Preece calls the e-commerce perspective of online communities. The early arguments for regarding virtual communities as a marketing tool took a Spartan view of what constitutes a community. Hagel and Armstrong contend that the community integrates content and communication in a computer mediated space. They put an emphasis on member-generated content; a perspective that may have influenced views that ‘any chat or bulletin board’ is regarded as a community by businesses. The development of an economic perspective to online communities may be frowned upon by some, but there has been a surge of interest from businesses eager to gain advantage from building r elationships with customers. The range of business communities now seen on the Web further complicates the definition of an online community. If it is more than a bulletin board, then the boundaries of the shared space and the nature of the interaction have to be identified. In an example of an embedded business community, Preece examines Rei.com. Rei.com has a link from its homepage to its community page. The Lonely Planet community is more embedded in that it has no separation between community’s space and sales space. Jones [14] argues that information exchange is not a sufficiency for a community. This paper takes the perspective that the virtual space of the website constitutes the shared space of Lonely Planet’s community. These accords with the view that the business community is more than the interchange of information between customers, that information interchange is in itself insufficient to form a community and that the company itself draws no borders but

Instructional adjustment Essay Example for Free

Instructional adjustment Essay Introduction: A survey polled some 770 students and asked how much effort they felt they were putting into their schoolwork. To everyone’s surprise, the students with low grades thought they worked as hard as anybody! Yet when their study habits were examined, it was discovered that they actually did far less homework than their high-achieving schoolmates (Awake, 7). It appears that their teachers were at least partially responsible for this delusion. Perhaps they felt that these low-achieving children were not capable of much to begin with. Or they may have felt that merely being warm and friendly toward them was enough to motivate them to excel. Whatever the case, it seems that the teachers highly praised the students’ most minimal efforts. Passing grades were routinely given out merely for attending class. The children were made to feel that they already worked as hard as they could. Thus they did little to improve. This is among the problems occurring in schools and other training institutes for children. According to surveys, there should be more creative and interesting strategical approaches that They polled some 770 students and asked how much effort they felt they were putting into their schoolwork. To everyone’s surprise, the students with low grades thought they worked as hard as anybody! Yet when their study habits were examined, it was discovered that they actually did far less homework than their high-achieving schoolmates. It appears that their teachers were at least partially responsible for this delusion. Perhaps they felt that these low-achieving children were not capable of much to begin with. Or they may have felt that merely being warm and friendly toward them was enough to motivate them to excel. Whatever the case, it seems that the teachers highly praised the students’ most minimal efforts. Passing grades were routinely given out merely for attending class. The children were made to feel that they already worked as hard as they could. Thus they did little to improve. teachers should use to be able to attain a better result from teaching students who are both considered slow and advance learners. In short, both groups of students should be able to be catered by the strategies to be applied. In this paper, a wide array of choices and steps shall be discussed to answer the said problem in teaching and training. The Teaching Strategies: Every study time must include reviews of the past learned lessons. This will help the students remember the lessons that were learned during the last meeting for the class and thus refresh in their memories the overall content of the subject. After the review, the presentation of the new concept must be performed by the teacher. The following are some examples of being able to do so in such an interesting way for both the slow and advance learners: †¢ Presentation using illustrative drawings-children and students of all ages often enjoy the drawings shown to introduce a certain topic. †¢ Usage of Mind games- as an introduction let the students think in a fun way. †¢ Introduction using a story- this will help the students think and analyze what is going to be discussed. Aside from this, the students’ attention will be caught by the story. †¢ Usage of Media- there available VCDs and DVDs provided for several subjects in school. This could help the students enjoy while they learn. †¢ Usage of technology- computer presentations and other presentations using technology inventions could help the learners find a way to understand the topic in their own pace. †¢ Relate the topic to reality-Usually the certain topics discussed in school are based in real life †¢ Use key words to introduce the topic-Usually one word keys that introduce a whole topic helps the students remember the lessons easier. †¢ Use open-ended questions- letting the students think will help them comprehend better on what is being discussed in class. †¢ Encouraging a role play activity- this will allow the students have a refreshing start for a new lesson †¢ Giving handouts about the new lesson After introducing the lesson for the day a guided procedure must follow through to help the students go along with the topic for the day. Here are some hints in guiding students effectively: †¢ Using a diagram- an illustrated and colorful diagram could help the students visualize the activities †¢ Use guided questions- give the students the chance to decide on how they are going to go about the lesson. †¢ Go beyond the book- do not just use the book as a source, instead let the students prepare their own sources and let them share it in class for classroom participation. †¢ Prepare handouts Aside from classroom discussions though, students who are assumed to be slow learners must be encouraged to do independent practices which may include the following: †¢ Remedial Classes †¢ Extra Homework Activities †¢ Extended class sessions for a group of students †¢ Students assist students program †¢ Extra project for make-up home works for classroom activities which they could not cope up with. †¢ Encourage home reading activities †¢ Making considerable time adjustments for a student’s completion of school requirements With all these guidelines, a student is supposed to comply with the teacher’s strategies and if that doesnn’t happen, some interventions might be necessary for the teacher to use like: †¢ Finding the root cause of the problem †¢ Identifying the student’s learning stage or learning pace †¢ Match students to appropeiate levels of learning †¢ Adopt evidence-based intervention strategies †¢ Require active response †¢ Review, review. Review. If all this things shall be considered in teaching a group of students comprising of both the advance and the slow learners, agreeable results are to be gained since all these are already proven effective by many teachers worldwide. Hence, the teacher must always see to it that every learning need of each student in a class is sufficiently provided. BIBLIOGRAPHY: Magazines and Journals: â€Å"Pay constant attention to your teaching†. (August 8, 1984). Awake! Watchtower Bible and Tract Society. Brooklyn, New York. 13-15. â€Å"How can I Improve my study habits†. (March 15,1999). Awake! Watchtower Bible and Tract Society. Brooklyn, New York. 7. â€Å"How important are grades? † (March 8, 1984). Watchtower Bible and Tract Society. Brooklyn, New York. 12-15. Internet Source: Steven R. Shaw, Ph. D. , NCSP. (2005). Academic Interventions for Slow Learners. http://www. nasponline. org/publications/cq285slowlearn. html. (17 June 2006). Books: Castillo, R. 1991. Teaching learners to learn. English Teaching Forum, 29, 3, pp. 28-30. Mercer, C. and A. Mercer. 1989. Teaching students with learning problems. Columbus, Ohio: Merril Publishing Co.

Today?s Youth, Tomorrow?s Frankenstein :: essays research papers

Today’s Youth, Tomorrow’s Frankenstein Views on School Shootings On a sunny spring day in April 1999, a suburban school named Columbine High in Littleton, Colorado found itself under attack by two of its own students. (http://www.knowgangs.com) In less than fifteen minutes of the first lunch period on that Tuesday, two armed students killed thirteen and wounded twenty-one fellow classmates before they turned the guns on themselves - the most devastating school shooting in U.S. history. Unfortunately, it wasn’t the only school shooting; about thirty-five students die every year from school shootings. This generation comes from violence, hatred, and ignorance- the three principal factors that cause school shootings. In the novel Frankenstein (Mary Shelly), Dr. Victor Frankenstein creates a creature that is horribly, brutally hideous. The creature has a heart of gold and a beautiful soul; it is eager to learn and be part of the society it witnesses. But the creature is rejected, insulted, beaten, and hated by everyone it meets. Soon enough the creature becomes a violent and hateful monster, killing people close to it and destroying its home. The question eventually arises: who is responsible for the damage created by the creature? High school is a place where bullying, teasing, threats, humiliation, sarcasm, physical abuse and social isolation are commonplace. Almost 30% of youth in the United States are estimated to be involved in bullying as either a bully, a target of bullying, or both. (safeyouth.org) The shooters are usually among those who are tormented daily by their peers. Killing, then, is their act of revenge. Although this does not suggest that torment justify murder, it does illustrate that the hostile atmosphere of most high schools is a major root cause of the recent shootings. Try to imagine staring at the clock on a Friday afternoon, feeling the bruises from the three beatings you took already that day and the fifteen you took over the past week, remembering the hundred beatings you'd absorbed that month, knowing that you'll probably have to endure at least one more before you can get the hell out of there and get home. And we wonder why some kids go for a gun. Schools are supposed to be second homes. It goes without saying that students should feel safe, comfortable, and happy at school. They're all there for the same reason. They're all stuck in the same boat of studying for the same diploma exams and going to the same assemblies.

Overfishing Effects More Than Just the Ocean

Salmon migrate yearly from the open Pacific Ocean to the coastal areas of the Pacific Northwest in order to spend about 5-6 weeks reproducing. During this time bears also migrate to these coastal areas to feed on the salmon which is a large part of their diet. This natural interaction has been an important factor of the ecosystem in the Pacific Northwest for many years and now that humans have imposed on this process by overfishing we are seeing changes in the ecosystem itself. While knowledge of this issue has been around for about 30 years, scientists only began researching it beginning in the early 90’s. According to this research the ongoing problem of overfishing is already beginning to show its effects on the ecosystem, what may happen to the forests and animals of the Pacific Northwest if this issue is not resolved? Through the research of Dr. Tom Reimchen and other scientists, an interaction between salmon and the forests of the Pacific Northwest has been discovered. Each year black and grizzly bears travel from far away to the streams and rivers in the Pacific Northwest to feed on the salmon that migrate there during their six week spawning period. This causes a local interaction, when the bears catch a fish they take it into the forest so they can eat it and not be disturbed. Usually the bears only eat about half of each fish they catch and leave the rest on the forest floor, which is then consumed by birds, other small animals and insects. Through the decomposition of the salmon as well as the bodily wastes of the bears and other animals, the soil in the forest absorbs nutrients as well as nitrogen from the salmon. â€Å"The use of stable nitrogen isotopes allows us to identify the relative contribution of salmon to the ecosystem† (Reimchen 2001: 14), this research showed that nitrogen 15, an isotope of nitrogen is present in a large number of the plants in the Pacific Northwest forests. Nitrogen 15 is mostly found in marine algae and salmon are highly enriched with it so it makes sense that the plants use the remnants of the salmon as a sort of fertilizer to make them grow causing large scale interaction. The presence of the nitrogen in the plants of the Pacific Northwest forests does not mean that the plants necessarily need it to grow. In another experiment performed by Reimchen he sought to answer this question, â€Å"I examined yearly growth rings of 13 trees of similar size from sites differing in (salmon) carcass density. Average growth rate over the last 50 years was 2. 5mm per year within 10m of the stream where carcasses were most abundant and less than 1mm per year where carcasses were not present† (Reimchen 2001: 14). These results are debatable because other factors such as the amount of rainfall and sunlight they get effect plant growth too, but another observation which backs the theory that nitrogen helps the plants grow is that the amount of salmon brought into the forest by the bears each year varies directly with the amount of salmon coming back to the stream each year. In the conclusion of his research thus far Reimchen believes that if it is not stopped, â€Å"†¦ the result of deforestation and overfishing will have ecosystem-level consequences for the remaining forests† (Reimchen 2001: 16). Due to the overfishing of salmon by humans, the migrating salmon population has reduced 80-90 percent in the last 100 years. In nature predators and prey coexist in equilibrium, but with human interference the salmon can not reproduce fast enough to keep up with the amount being caught resulting in a large decrease in their population. Although there are programs like the MSY or maximum sustainable yield in place which tells fisheries how many fish they are allowed to catch, they do not factor in the natural predators of the salmon and therefore they throw off the balance of the ecosystem. A direct result of over fishing is the harvesting of salmon in fish farms, the salmon are raised in net pens that usually float in areas off the coast. The biggest problem with fish farming is the fish escaping into the wild, for example in 1997, 360,000 salmon escaped from a single farm off the Washington coast. The salmon raised on fish farms are, â€Å"†¦ ed concentrated feed and medication to maximize the conversion of feed into growth while minimizing the loss of fish due to disease and escape† (Reimchen 2001: 139), the effects of the salmon raised on farms escaping into the wild may be genetic, ecological, and can cause problems with disease and parasites. The genetic problems the farm salmon can cause are they will interbreed with wild salmon and disrupt their genetic adaptations, replacing their genetic variability and their evolutionary potential. The competition for food, space, and habitat between the farmed and wild salmon could also be a problem. Farmed fish sometimes get sea lice or ISA a contagious lethal virus that they can pass to the wild salmon. All of these factors are depleting the amount of wild salmon as well as altering the way the salmon live. Another contributing factor to the decline of the salmon population is the political ecology involved. On one side there are the people willing to do anything in their power to protect and restore the status of the salmon in the pacific northwest, but on the other more powerful side are the people who see the salmon as a huge money maker and are doing everything they can to continue overfishing so they can profit from it. The fisheries not only catch salmon so they can sell it locally, but where they get the most money from is shipping it to large grocery store chains across the country. They must overfish in order to meet the demands of the stores they supply or else the stores will go to another source for salmon, so many fisheries ignore the problem and continue overfishing because they think that if they stop someone else is just going to come in profit off of what they are not catching. The problem with overfishing and fish farms are not only harming the salmon population, but if nothing is done about these issues it will effect the animals in the pacific northwest as well as the vegetation. Black and Grizzly bears get around 75% of their yearly dietary requirements from the salmon, with the amount of salmon available becoming less and less each year the bears are not going to have enough to eat and their population will decrease as a result. I also think that with the introduction of the farmed salmon and the diseases they can carry the bears may get sick and die from eating diseased fish. With less bears the vegetation in the pacific northwest will also suffer because less salmon will be transferred into the forests where the plants can absorb the nitrogen and the plants will not grow as much or as quickly, it may also make the plant population less diverse. I believe that the overfishing needs to be controlled by more extreme measures so that the salmon can be allowed to reproduce naturally and keep their population up. If companies sold salmon raised in a fish farm at lower prices and raised the price of wild salmon this may help as well because the more expensive it is, the less people will buy and the fishing companies will not have to catch as many. Its kind of like how you can go to the store and buy either regular fruit or pay extra for organic, and there is always people who are willing to pay more. I also think that fish farms should not be integrated in the coastal waters, they should be in a completely different location than the wild salmon so there is no chance of them escaping and contaminating the wild salmon. In addition to the repercussions of fish farming and overfishing on the ecosystems in the Pacific Northwest forests, deforestation is another action by humans that is threatening this area. With the growth rates of the trees already falling due to lack of nitrogen from salmon and humans cutting them down at an alarming rate, it is inevitable that unless serious steps are taken to protect both the salmon and the forest itself from humans the ecosystem in the Pacific Northwest will fail and the forests will be completely destroyed. References 1)Frissell, C. (1995). Topology of Extinction and Endangerment of Native Fishes in the Pacific Northwest. Conservation Biology, 7. http://www.jstor.org/pss/2386432 2)Reimchen, T. (Fall 2001). Salmon nutrients, nitrogen isotopes, and coastal forests. Ecoforestry. 3)Sachs, J. (15, Jan. 2010). Icon for an Endangered Ecosystem. http:// www.nwf.org/News-and-Magazines/National-Wildlife/Animals/Archives/2010/Icon-for-an-Endangered-Ecosystem.aspx

How satisfactory is this view of Wolsey’s position as Henry VIII’s Minister Essay

Thomas Wolsey rose from being the lowly son of a butcher, through various posts in the royal service, to become Lord Chancellor in December 1515, and remained at the pinnacle of the King’s service until his fall in October 1529. To stay in power for so long, it needs to be established whether he spent his time as a ‘servant’ to the King, or as a authority in his own right. Historian G.R.Elton stated that, ‘He had lasted so long because †¦ he knew how to promote himself, and for most of the time, he knew how to keep henry satisfied.’ Elton’s words indicate what I believe are the two main factors in studying Wolsey’s ministry – how he served the King, and how much he did for himself. It is my opinion that Wolsey, despite his plentiful policy in areas of little interest to the King like social and governmental reform, remained so prominent in the King’s service due to his ability to serve the King, allowing Henry to live life as a young ‘Renaissance Prince.’ The King also felt relatively safe giving such power to Wolsey, as he didn’t pose a threat to his throne in the way that some nobles or those of royal blood may have posed. However nature of the relationship between Henry and Wolsey was unusual, as it was not like the archetypal master-servant relationship. In some of his letters to Wolsey, Henry signed off as ‘your loving friend and master,’ or referred to hims as ‘father’ in the spiritual sense of the word. George Cavendish, a contemporary, and Wolsey’s butler said â€Å"The king displayed a most loving disposition towards him, especially as he was most earnest and readiest among all the council to advance the King’s mere will and pleasure.† The friendship seemed to work both ways, and although it has been suggested that Henry took Hampton Court by force, I am in agreement with most historians that Wolsey gave it to Henry as a gift. To judge the extent to which Wolsey did serve his ‘master,’ it is necessary to analyse Wolsey’s work, and discover the true aim behind each of his major areas of policy. In studying Wolsey’s domestic policy, one must establish Henry’s role in this area, and in particular, what he wanted done and how much of it he was willing to do himself. As Henry was not the first son of his father Henry VII, he had not received the same royal training that his older brother Arthur had done, thus he had never really developed an interest in royal domestic affairs. While Henry VII chose to rule the country himself, Henry VIII saw ruling his country as delegating jobs to other people so he could live a youthful life, spending time hunting and enjoying himself with other men of his age. His lack of interest in day-to-day administrative affairs left a void to be filled, so the arrival in the his service of someone who not only excelled in the field, but was willing to serve his every need seems to have been the main reason for the King to keep Wolsey. As Lord Chancellor, Wolsey was effectively head of the legal system. However, as I established previously, Henry’s interest in fields such as this was limited, so he gave Wolsey power to do what he pleased (but he did have to approve Wolsey’s reform before it was implemented). Wolsey became a contriver of many policies of reform in the legal system, notably with his personal service in the Court of Chancery, increasing the administering of law of equity as opposed to common law, and with his revision of the role of Star Chamber in 1516, so that it would dispense justice and oversee fairness in the legal system. The question we need to ask is how much of this was done for the King, and how much did Wolsey do of his own accord, as arguments can be established for either opinion. By sitting in on the Court of Chancery, Wolsey was taking on a lot of unnecessary extra work, and his enforcement of equity (which was seen as dangerously close to Roman Law) is evidence to suggest that Wolsey allegiance may not have only lain with Henry, but with the Pope as well. However, Wolsey himself had little or no legal training, and the work he carried out was rather early in his ministry, which suggests that is ultimate aim was to please the King by offering him exciting new plans of reform to keep him happy. Also, the work he carried out in Star Chamber was demanded of him by Henry. It is my personal opinion that Wolsey’s needed to maintain the King’s interest and appear as though he was working directly to serve the King, and this seems to have been his main priority, as this was the key to remaining in the King’s favour. Wolsey’s background lay in religion rather than in law, so it seemed that anything policy he would implement would be more likely to reflect his own personal desires, rather than as a service to the King. In 1514, he was made Archbishop of York, and in 1518, he was promoted to Papal Legate (a position which was conferred on him for life in 1524), effectively making him the most powerful man in the church. The important question is that when serving the Pope in England, would he be acting for himself (and the Pope) or his master, the King? Wolsey’s first major policy in the church was the defence of ‘Benefit of Clergy.’ In the 1515 Parliament. This itself was a bold move for Wolsey, as he had only recently been given power, and to defend something that both King and Parliament didn’t approve of meant losing popularity. Nevertheless, Wolsey knelt to Henry to assure him that his power was totally unthreatened by the church. This evidence suggests that Wolsey may not have necessarily wanted to do everything that the King wanted, and he seemed to have some power of refusal over the King himself. In the church, we also witness Wolsey’s collection of offices, wealth and power, which we can hardly regard as a service to the King. His offices included Bishop of Durham and Winchester, Abbot of St Albans (one of the richest abbeys in England), as well his previous offices as Archbishop of York, Papal Legate and Lord Chancellor, providing examples of pluralism. He even charged clergy to carry out duties which he could not fulfil, in a gross example of non-residence. He derived a huge income from all of the above while maintaining power, placing him in a unique position, and freeing him up to serve the King in other ways. One third of land in England belonged to the church, and this seemed to be the one of the few aspects of the church that Henry himself was displeased with, thus it can be said that the dissolution of 30 monasteries between 1524-9 would have theoretically been done for the King. In practice, Wolsey kept a great deal of the revenue from the monasteries, diverting it to his school in Ipswich and his college at Oxford. Social reform was one of the areas of domestic policy that least concerned the King, so it seems likely that most of Wolsey’s action in this field would not be in service to the King. His attempt to reduce the injustice of ‘enclosures’ and ‘engrossing’ via the Enclosure Commission of 1517-9 was clearly of little consequence to the King, and was more likely to be an area of policy where the King gave Wolsey freedom to implement his own policy. The fact that Wolsey carried out policies for which there is little evidence of any involvement on Henry’s part suggests that Wolsey may have been more than just a servant to Henry. Wolsey’s immense activity in financial policy corresponds with Henry’s desire for money to carry out foreign expeditions against the French. The Act of Resumption of 1515, the Subsidies of 1513-5 and 1523, the Forced Loan of 1523 all reduced his popularity, but managed to quench Henry’s desire for money. However, Wolsey was seen to go one step too far to please his master in 1525, in asking for the Amicable Grant, while the forced loan of 1523 was still being collected. The country reached a state of near-rebellion, and more serious disturbances occurred in London, East Anglia and Kent. It was at this stage when the relationship between Henry and Wolsey faced its first major attack, and Henry blamed the whole fiasco on Wolsey to save himself. Wolsey himself had largely been opposed to his attempts to raise extra revenue for the King, yet he had been acting as the King’s servant, doing his bidding. To Henry, Wolsey was to act as a scapegoat in situations wh ere things went wrong. The other area of domestic policy in which conflict arose between Henry and Wolsey was in the Eltham Ordinances of 1526. Wolsey had been struggling to eliminate those who may have influenced the King. In 1518, he had attempted to expel Henry’s ‘minions’ or ‘young favourites,’ but his ‘governmental reform’ as he called it, was reversed by Henry, indicating some tension, but more importantly indicating to Wolsey that he could not consider overpowering the King. It was in the Ordinances of 1526 that Wolsey again went too far. In another bout of governmental reform, he was able to reduce the number of ‘Gentlemen of the Privy Chamber’ from 12 to 6, and he removed enemies such as William Compton, the ‘groom of the stool.’ The resultant lack of advisors around Henry angered him, and he was well aware that Wolsey was the cause of his seclusion. Wolsey had emerged as a competent organiser during the 1512-3 French campaign, and also organised the peace with France in 1514, proving himself to Henry as effective in diplomacy as well. Clearly, Henry was a king who sought glory, and was full of dynastic ambition. He wanted England to be as influential in European affairs as it had been in the time of Henry V. His jealousy of his French rival, Francis I meant that he would be seeking alliances against his traditional opponent. Wolsey on the other hand was a man of humanist tendencies, sought glory in diplomacy through his desire to become the ‘peacemaker of Europe.’ The Venetian Ambassador at the time stated that â€Å"Nothing pleases him more than to be called the arbiter of the affairs of Christendom.† In 1516, Henry wanted to renew his campaign against the French alongside the new leader of Spain, Charles V, but Wolsey managed to convince him to join a coalition against French action in Italy instead. Henry clearly trusted Wolsey sufficiently to trust his advice in this are, indicating that he held more importance than that of just a servant. One aspect of Henry’s personal policy is also revealing at this stage as to his relationship with Wolsey. In 1518, Pope Leo X was expressing some concern as to the advance of the Ottoman Empire into Europe, and sent cardinals around Europe to organise a unification of Christendom against them. Henry used his desperation to his advantage, refusing entry to Cardinal Campeggio, the embassy, unless Wolsey was made ‘legate a latere’ (papal legate), to which the Pope agreed. In this action, Henry can be seen to have depended somewhat on Wolsey, as he was essential to Henry in maintaining some degree of control over the church in England. Wolsey, seeing an opportunity to fulfil his personal aims, took diplomatic control of the Pope’s mission, and turned it into an international peace conference of more than 20 countries in London. The resultant Treaty Of London was signed in October 1518, and served as a great achievement for Wolsey. It not only brought together the great powers of Europe in a ‘universal and perpetual peace,’ but also put England at the centre of European affairs. More importantly, Wolsey had not needed to compromise the wishes of his master to achieve his role of peacemaker, as the treaty also allowed England’s standing in Europe to improve, which was one of Henry’s major priorities. Wolsey carried out more diplomacy to serve the King two days later, in an Anglo-French treaty in which a marriage between the Dauphin and Henry’s daughter Princess Mary was proposed. Henry was getting his most important desires fulfilled, and foreign affairs seemed to be going exceptionally well for Henry and Wolsey, until the death of the Holy Roman Emperor Maximillian, which saw Charles V become the new emperor, and imminent conflict between the newly strengthened Charles and F rancis I, would see the destruction of the glorious Treaty of London. In 1520, Wolsey’s service to his King in foreign policy continued, and faced with both sides of the conflict courting the support of England, he organised the splendorous meeting between Francis and Henry at the Field of the Cloth of Gold, which would have seemed like the beginning of a grand peace between the two countries. However, Wolsey had to sacrifice his role as peacemaker to appease Henry’s desire to benefit from the inevitable war, and at the Treaty of Bruges in August 1521, Wolsey served the King’s cause further by providing the possibility that Charles may marry the 8 yr old Princess Mary who Henry desperately wanted to marry off. The war itself provided no real success for England, and only further marginalized England as a minor power in Europe. Against Wolsey’s desire, Henry wanted to fight on during 1523, and Wolsey was obliged to carry out his duty, in the way that any ‘servant’ would, and England only met further wartime embar rassment. Despite Henry’s hopes of campaigning in 1524, Wolsey managed to convince Henry otherwise, and in the following year, Wolsey took the bold step of instigating a peace with France, and the Treaty of the More was signed in August 1525, and now, a force to face the might of Charles had begun. Wolsey began to slip back into his comfortable role as peacemaker, orchestrating the League of Cognac between France and the Papal States (Wolsey made England abstain from joining, so that England remained peaceful). Another Wolsey-organised treaty was made in April 1527 between France and England in the Treaty of Westminster, which declared perpetual Anglo-French peace, promised Francis’ second son to Princess Mary and threatened Charles with war if he didn’t join the peace. England was back at the forefront of English politics, thanks to Wolsey’s redemption from Henry’s war failures. However, this grew inconsequential, and just as Wolsey done what Henry wanted in foreign affairs, Henry’s desire for divorce grew urgent. Wolsey could reasonably expect to stay in power as long as he kept carrying out the King’s wishes, and despite his unpopularity and court faction working against him, it is clear that his inability to get Henry his divorce led to his downfall. Henry’s new love Anne Boleyn managed to convince Henry that Wolsey had no use any more – he couldn’t get a divorce and he hadn’t secured the King’s succession. In general, his ‘service’ was no longer required, and historian John Guy concludes that â€Å"Wolsey was destroyed because he had become a liability in the eyes of the king and was expendable. This has fundamental implications for reassessing his relationship with Henry.† Guy is correct is saying that this sheds new light on the nature of the relationship between the two men, and suddenly, Henry’s regard for Wolsey as a ‘loving friend’ became trivial. This essay has been able to establish that the majority of Wolsey’s policy was executed in service to the King. Wolsey may have acted for his own interest in certain areas such as the church and social reform, but this was only because of Henry’s lack on interest in the fields, and the trust that he placed in Wolsey’s service. I am therefore able to conclude that theoretically, Wolsey was the ‘King’s Servant.’ However, I say theoretically, because although Wolsey was a servant to Henry in his actions, the image created by the word seems to extreme for Wolsey. I believe that the relationship between Henry and Wolsey was strong and full of friendship when Wolsey did what was required of him. In reality, everyone in the kingdom was a servant to the King, and many people wanted to serve him more to gain more influence. In light of this, although he was a servant, it appears to me that the word ‘servant’ underestimates the immense of power that he had, despite the fact that the power was given to him by the King, and many other more complimentary words can be used to describe the importance of Wolsey to the King. Nevertheless Wolsey, as a minister, remained a servant to Henry throughout his time in power, and devoted the majority of his policy to the King’s service.

Japanese Film Auteur Akira Kurosawa

Japanese Film Auteur Akira Kurosawa Free Online Research Papers Japanese film auteur Akira Kurosawa is widely considered one of the most influential directors in cinema history. With such infamous releases as Rashomon, The Seven Samurai, and Yojimbo, Kurosawa has consistently delivered films with a distinct artistic style and unique personal vision. The range of his influence has reached across the globe; his films have inspired such western directors as George Lucas, Sergio Leone, and Francis Ford Coppola. Across his career, Kurosawa’s visionary storytelling techniques, spectacular visual style, and thematic preoccupations have drawn upon a combination of foreign, domestic, and personal influences and have gone on to radically influence the world of cinema. While he draws upon influence from the west and east, many of Kurosawa’s methods of film storytelling have proven to be original, groundbreaking and highly influential. Rashomon, the film that put him and Japanese cinema on the map internationally, revolutionized the possibilities of narrative form in film. While it was classically taken for granted that film truth was visually evident, Rashomon’s unique form obscured that sense of truth by retelling the story of a man’s murder from four contradictory points of view. The characters tell their versions of the story to an unseen judge from a full frontal shot, implying that the viewer himself is the judge of truth. Each story is given equal weight, so as to imply that none are wholly true and none are wholly false. Radically different from anything seen before in cinema, the structure has been modeled in such films as Vantage Point and The Usual Suspects. It even inspired a western remake starring Paul Newman call ed The Outrage. The structure of Kurosawa’s The Seven Samurai was similarly groundbreaking. Not only was it an epic action film of unprecedented depth and scale, but it is thought to be the first film narrative in which a team of heroes is assembled to accomplish a specific task. This structure is seen later in films such as The Guns of Navarrone, The Dirty Dozen, Seven Samurai’s western remake The Magnificent Seven, Ocean’s Eleven, and numerous others (Ebert). This is also a common structure of role playing video games (Final Fantasy, etc.). We see the continued influence of the film in Sam Peckinpah’s use of slow motion violence and death scenes in such action films as The Wild Bunch which went on to inspire numerous other western directors. The comic action film Yojimbo is also highly influential to western filmmakers: Toshiro Mifune’s character Sanjuro served as the basis for Clint Eastwood’s man with no name character, and the spaghett i western classic A Fistful of Dollars is a remake of Yojimbo. The story was again retold in Last Man Standing, starring Bruce Willis (Loftus). We see the influence of Yojimbo felt in Starwars when Obi-Wan hacks off a convict’s arm in a bar fight, much like Minfune’s Sanjuro does in the opening of the Yojimbo (Vera). The Hidden Fortress is yet another Kurosawa film that has such an original and exciting plot that it has been readapted, in this case as George Lucas’s epic sci-fi western Star Wars (Ebert). However, the power of the influence between Kurosawa and the west is reciprocal: Kurosawa owes the inspiration for Yojimbo to the western novel Red Harvest. Western influences upon his storytelling are most notable in his two Shakespeare adaptations: King Lear as Ran and Macbeth as Throne of Blood. Also, Kurosawa’s film Heaven and Hell is based upon the American crime novel King’s Ransom. Kurosawa draws inspiration from Russian novelists as well, with The Idiot, The Lower Depths, Ikiru, Dersu Uzala, and Red Beard all being based upon Russian novels. While considered to be the most â€Å"western† of Japanese filmmakers, he also draws upon domestic influences such as the Noh and Kabuki theatres, for which his older brother was a Benshi. A large portion of his films fall into the genre of Jidaigeki, or Japanese period-piece films. While simultaneously drawing upon domestic and foreign influences, Kurosawa has been able to innovate and in turn influence the world of cinema in a profound way. His visual style similarly draws upon classic influences in addition to the new technologies of color film and special effects. Many aesthetic elements of Kurosawa’s work have drawn upon older influences in addition to new innovations. Rashomon’s cinematic style owes much to the unchained camera concept of silent-era films. Kurosawa relates: â€Å"Since the advent of the talkies in the 1930s, I felt, we had misplaced and forgotten what was so wonderful about the old silent movies. I was aware of the aesthetic loss as a constant irritation. I sensed a need to go back to the origins of the motion picture to find this peculiar beauty again; I had to go back into the past† (Kurosawa). Another influence is Kurosawa’s early training as a painter, which seems to have provided him with an instinct for beautiful composition. In The Seven Samurai, his use of deep focus achieved through the use of the telephoto lens puts each detail of the frame in sharp focus and also renders the dimensionality of the frame flat like a canvas. This adds a pictorial quality to the picture, which, combined with an exceptional set design, serves to paint vividly the world of the narrative. In Ran, we see similar qualities in his use of color: the vivid colors of the costume and banner designs are diverse, distinct, and neatly organized. This not only adds stunning visual beauty to the films design, but enhances the storytelling. In the beginning of the film, the neatly organized patterns of color represent the stability of Hidetora’s kingdom. In the later battle scenes of the film the sharply contrasting blue on Saburo’s army and the red of Jiro’s convey clearly drawn battle lines. The colors take on symbolic effect as well, with the blue of Saburo representing his benevolent intentions to reunite with his father and Jiro’s fierce red representing the bloodshed he has committed by killing his brother Taro and tends to carry out further by the defeat of his younger brother. Dreams has an equally po werful visual design, but in this case it was achieved using the state of the art techniques of LucasArt’s Industrial Light and Magic team. Visual design is the primary tool of storytelling in Dreams, as the dialogue is sparse and the plots simplistic. The dazzling spectacle of color seen in â€Å"The Peach Orchard† and â€Å"Sunshine through the Rain† convey an impression of fantastic exuberance, evoking feelings of childlike delight in the viewer. The dark monochromaticism of â€Å"The Tunnel† and â€Å"The Weeping Demon† invoke morbid impressions of dread, fear, and terror. The use of color along with the powerful imagery of neatly dressed life-size porcelain dolls, dead soldiers whose faces have been painted a deathly blue-black, and weeping, savage, yet regretful demons marks the culmination of an aesthetic tendency for Kurosawa to achieve a visual poem of sorts rather than the mere telling of a narrative. We see this tendency in Rashomon in the preference for artistically appealing shots of symbolic plays of light, shadow, and woods over excessive dialogue. His beautiful landscape shots also achieve the effect of re-creating a tangible experience for the viewer, as they deeply impress upon the audience the sweeping grandeur and massive scale of the Japanese landscapes. Kurosawa’s use of landscape may be partially attributed to his early training as a painter, as the Japanese landscape painting is a cherished tradition that seeks to capture the very spiritual essence of the land. We can also attribute his preoccupation with landscape to the influence he felt from such American western filmmakers as John Ford (Crogan). In westerns, the landscape is so prominently featured as a vital aspect of the narrative that is becomes a character itself. We see a similar depiction of the landscape in Ran, such as when the wind-swept fields in which the mad Hidetora mindlessly picks flowers are suffused with a storm of violent wind, symbolic of the fate that has thrown Hidetora’s world into chaos. In the beginning of the film, the immense barrenness of the hills menacingly dwarfs the small group of riders traveling across the plains, and conveys the lonely place of man alone, without morals, and disconnected from God. Many of Kurosawa’s recurring thematic preoccupations stem from a combination of his personal life and broader social contexts. The recurring samurai themes of his films are a result of his samurai ancestry and the samurai warrior identity as a significant part of the Japanese tradition. The themes of chaos, regret, and hopelessness seen in Ran and Dreams must come from the personal dejection he faced when, after Dodes Kaden failed at the box office, he attempted suicide. In â€Å"The Tunnel† we see a platoon of dead soldiers attempting to come back to life, and haunting the commander who sent them to die in the process. This sequence constitutes a vivid visual impression of hopelessness and regret. These themes are closely related to themes concerning the senselessness and devastation of war and the dread of the nuclear menace. These feelings could be attributed to the general mood of post-war Japan, and are reflected also in Ran and Dreams. In Ran, we witness a powerf ul final image of a blind young man dropping a scroll with the image of the Buddha on it off a battlement onto the rocks below, symbolic of the hopelessness for salvation, the abandonment of morality, the impossibility of peace, and the chaotic nature of war. In â€Å"Mount Fuji in Red†, the terror of a mountain exploding with nuclear waste and the horrors of radioactive clouds colored in toxic yellows and reds depict ultimate devastation, and the hopelessness for survival drives the people of Japan to the bottom of the ocean to die. In â€Å"The Weeping Demon†, men have been transformed into demons damned to eternal suffering for their destruction of the earth with nuclear weapons. The monstrous, overgrown flowers, the horrible demons screaming out in pain as they cannibalize each other, and the starkness of the barren brown landscape paint quite a bleak picture for the destiny of mankind. We are relieved, however, to see a more hopeful portrait of man in â€Å"Villa ge of the Watermills†, in which it is implied that the salvation of man lies in his reconnection with nature. The idea Kurosawa depicts in Rashomon has gone on to be quite influential itself: as a testament to the power of the film’s thematic insights, the concept of the subjectivity of perception has gone on to be christened â€Å"The Rashomon Effect†. In the course of his highly accomplished career as a film auteur, Akira Kurosawa has revolutionized the conventions of cinema while drawing upon a variety of influences, eastern, western, personal, and social, to portray powerful dramas that are at once widely accessible and deeply personal. His unique approach to narrative form, his dazzling visual style, and deep thematic relevance mark the fulfillment of his personal vision to make universally relevant films and stay true to the humanist nature of the drama: â€Å"Human beings share the same common problems,† he says. â€Å"A film can only be understood if it depicts these properly.† Loftus, David. Review summary and commentary about Yojimbo. Retrieved December 4, 2008 from www.allwatchers.com Vera, Noel. (November 16, 2007). Yojimbo. Retrieved December 4, 2008 from http://criticafterdark.blogspot.com/2007/11/yojimbo-akira-kurosawa-1961-ikiru-akira.html Kurosawa, Akira. Something Like an Autobiography. Retrieved December 4, 2008 from criterionco.com/asp/release.asp?id=138eid=213section=essay Ebert, Roger. August 9, 2001. The Seven Samurai. Retrieved 10/14/2008. Crogan, Patrick. (2000). Translating Kurosawa. Retrieved December 4,2008 from http://archive.sensesofcinema.com/contents/cteq/00/9/kurosawa.html Research Papers on Japanese Film Auteur Akira KurosawaWhere Wild and West MeetTrailblazing by Eric AndersonBringing Democracy to AfricaThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionRelationship between Media Coverage and Social andMind TravelCanaanite Influence on the Early Israelite ReligionHarry Potter and the Deathly Hallows EssayHip-Hop is Art

The More You Tell, The More You Sell

The More You Tell, The More You Sell The More You Tell, The More You Sell The More You Tell, The More You Sell By Michael Most writers dont need encouragement to write more words. After all, thats how some of them get paid: by the word! Using the words you need and no more writing concisely is a skill that every writer spends a lifetime learning. Mark Twain once said, â€Å"I didnt have time to write a short letter, so I wrote a long one instead.† But the main problem of many writers, especially reluctant writers and business owners, is not that they say more than they need, but rather, that they say less than they need. Writers can be too lazy to edit and trim their work, but they can also be too lazy to think enough about their subject to cover it adequately. The direct mail copywriters of old had a saying, The more you tell, the more you sell. It was a bold statement. Other copywriters argued that people dont want to read long copy, would stop reading before they got to the end of the sales letter, the advertiser would lose sales. Thats a valid objection, to which the proper response is, Then ask for the sale before they get to the end! Theres nothing wrong with giving the customer more than one chance to buy. Besides, none of us reads more than we want to, except for students and acquisitions editors. We all read until we lose interest, or we skip ahead, go back, or jump to the end. We keep reading as long as we feel theres something in it for us. And thats where, as a copywriter, you win more when you tell more. The more reasons you give the customers to buy, the more likely they will buy. Once theyre convinced, they will stop reading anyway and start ordering. Or they might go back later and read the rest to reassure themselves they made the right choice. Reassurance is an important purpose of marketing communications too. Start your writing process by listing all the reasons someone should buy your product or service. Get a friend or a customer to tell you if you dont know. Dont be lazy. If a reason is compelling, dont leave it out if you have space. On your website, you have unlimited space to tell your story. List your most attractive benefits and let your readers decide which ones are most attractive to them. True, you dont want your marketing piece to appear too long to read. You have to format your writing so people can read only what they want. In sales literature, you might use bold text and headings so your readers know where to skip to. When writing for the Web, its especially easy add links to other pages. Your benefits dont all need to be on the same page, as long as customers can find them when they need them. Your potential customers will follow the links that interest them, and will ignore the ones that dont. Certainly, start off short and sweet for those who dont want to read much. But dont stop until youve told the whole story to those who insist on hearing it all. Comparison shoppers, such as myself, actually look for longer text. We tend to believe that the product that mentions the most benefits probably has the most benefits. If the copywriter neglected to mention that it has a five-year warranty, how are we supposed to know that it does? Customers buy for many reasons. Some are convinced by one point, others are convinced by another. But if you leave out their favorite point, thats one point that wont help make the sale. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business EmailsWhat is the Difference Between Metaphor and Simile?How Long Should a Synopsis Be?

Argument- comprehensive sex education should be taught in the united Research Paper

Argument- comprehensive sex education should be taught in the united states - Research Paper Example ification of such an attempt requires considerable rationale because, deliverance of sex education in schools and colleges would decide the children’s orientation towards sex. The way sex education is delivered, the age at which students are delivered particular concepts and the sensibility students show towards gaining such knowledge are critical factors that can both make and ruin a nation. Looking at the matter from such a broad perspective raises several issues. What becomes particularly challenging is the selection and designing of the most rational form of curriculum and coursework that would effectively deliver all concepts without being offensive on moral and ethical grounds. Despite all these problems, it is imperative that sex education is delivered in order to have the nation educated on various aspects of sex. This will pave way to maturing the attitude people generally adopt towards sex. Lack of sex education makes people susceptible to acquiring various sexually transmitted diseases. Many issues the American society confronts today pertain to sex. With the advent of technology, juveniles have developed a greater tendency towards visualizing sex without having matured enough to understand the underlying factors that encourage such a wide scale projection of sex and vulgarity on media. Juveniles fall prey to sexual content displayed on uncensored channels and pornographic internet sites. Moved by the unexplored secrets of the â€Å"wonderland†, it is little wonder that they indulge in such practices that make them repent at a later stage in life. Most of the issues that surface over the course of time pertain to a deteriorating sexual health. Apropos the inappropriate sexual practices, studies have shown that juveniles in America are frequently falling prey to sexual diseases. According to the 1997 report issued by the Institute of Medicine, every year, as many as 3 million cases of diseases transmitted sexually have been noticed among teenagers

Is famine a natural phenomenon Essay Example | Topics and Well Written Essays - 1500 words

Is famine a natural phenomenon - Essay Example tion as to whether or not famine is man-made or a natural disaster, the following aims to explore the different causes of famine in a holistic perspective. It is reported that in Asia Africa and Latin America, the regions of the world which are underdeveloped, more than 500 million people live in absolute poverty. Accordingly more than 9 million people die each and every year due to hunger and malnutrition and starvation. Accordingly famine persists despite the fact that we have obtained a certain level of and development in the Western developed world and the result of income disparity is the increased incidence of famine throughout the world. What are the causes of famine? For many parts of the world famine is caused by a series of social, political, and environmental factors which have led to widespread poverty and hunger. In some places such as in Ethiopia, Somalia, and other countries of the Horn of Africa harsh envrionmental conditions and political instability have paved the way for famines and droughts. Droughts occur due to environmental factors and can be caused by a lack of rain one year, soil degradation, or the forces of g lobal warming. Environmental catastrophes have been prevalent throughout world history and famine can be traced back to biblical stories as well as to the early annals of modern civilization. In this respect then, famine can be seen as inevitable and as a feature of our existence on earth. Despite the fact that famine has existed since the dawn of time, there are also human made factors which can account for the rise of famines and poverty throughout the world. We now turn to the causes of human made famines and turned to exploration of our case study, Somalia. The African continent, although seen by many as the cradle of humanity and endowed with many natural resources, is home to some of the poorest countries on the planet. Many of these countries are beset by famine, arguably the greatest indicator of poverty known to