Battle of Hastings essays

Battle of Hastings essays Why did the Normans win the battle of Hastings? The battle of Hastings took place on October 14th 1066. It was between Harold Godwin and William the Duke of Normandy. William won for a number of reasons but here are just two of them. William had more men as well as having more time to prepare. King Harold did not have time to prepare properly for the battle because he had to fight Harold Hadraada and his brother Tostig at Stamford Bridge. After the battle of Stamford Bridge, Harold Godwin heard some bad news. This was that William had invaded. Harold had to march his men south very quickly. Many of his men were exhausted so he had to leave so he had to leave them behind. Some of Harolds best soldiers the housecarls had been injured or even killed in the battle so Harold had a weak army, which was mainly made up of farmers. On the other hand, William had more time for preparations. He had to wait a long time for Harold Godwin to arrive in the south, during this time William could prepare and make up tactics for the battle. After two whole weeks of waiting Harold Godwin eventually reached the south. As soon as William saw him the battle commenced. During the battle, the English fought hard and well but sadly not all was gained. William had more cavalry who wore chain mail armour and fought with spears and bow and arrows. This was an advantage to William because Harold had a few house carts and the rest were all farmers who he picked up on the way to the battle of Hastings, also Harolds men had to fight with spears and battle axes. The Normans eventually won by using an old trick of pretending to retreat. This old trick was pretending to Harold that they were giving up because they had been beating. The Anglo-Saxons were over the moon so when the Normans started to walk away Harolds men ran down Senlac Hill and started chasing them away but unfortunately William and his men...

Classroom Jobs for Elementary Students

Classroom Jobs for Elementary Students The primary purpose for classroom jobs is to teach children a little bit of responsibility. Children as young as five can learn how to clean out their desk, wash the chalkboard, feed the class pet, and so on. It also sets the tone for the new school year by keeping your classroom running smoothly, not to mention give you a break from doing all of the chores yourself. In addition, combined with an official Classroom Job Application, this list of possible jobs will help you design a classroom job program that teaches your young students how to be responsible for themselves.   40 Ideas for Classroom Jobs Pencil Sharpener - makes sure the class always has a supply of sharpened pencils.Paper Monitor - passes papers back to students.Chair Stacker - in charge of stacking the chairs at the end of the day.Door Monitor - opens and closes the door as the class comes and goes.Chalkboard/Overhead Eraser - erases at end of the day.Librarian - in charge of the class library.Energy Monitor - makes sure to turn off the light when class leaves the room.Line Monitor - leads the line and keeps it quiet in the halls.Table Captain - may be more than one student.Plant Technician- waters plants.Desk Inspector - catches dirty desks.Animal Trainer - takes care of any classroom pets.Teacher Assistant - helps the teacher at any time.Attendance Person - takes the attendance folder to the office.Homework Monitor - tells students who were absent what homework they missed.Bulletin Board Coordinator - more than one student who plans and decorates one bulletin board in the classroom.Calendar Helper - helps the tea cher do the morning calendar. Trash Monitor - picks up any trash they see on or around the classroom.Pledge/Flag Helper - is the leader for the Pledge of Allegiance in the morning.Lunch Count Helper - counts and keeps track of how many students are buying lunch.Center Monitor - helps students get to centers and makes sure all materials in place.Cubby/Closet Monitor - makes sure that all students belongings are in place.Book Bin Helper - keep track of the books that students read during class time.Errand Runner - runs any errands the teacher needs done.Recess Helper - carries any supplies or materials needed for recess.Media Helper - gets any classroom technology ready for use.Hall Monitor - goes into the hallway first or opens the door for guests.Weather Reporter  - helps the teacher with the weather in the morning.Sink Monitor - stands by the sink and makes sure students wash their hands properly.Homework Helper - collects students homework each morning from the basket.Duster - dusts the desk, walls, counterto ps, etc. Sweeper - sweeps up the floor at the end of the day.Supplies Manager - takes care of the classroom supplies.Backpack Patrol - makes sure everyone has everything in their backpack each day.Paper Manager - takes care of all of the classroom papers.Tree Hugger  - makes sure that all materials are in the recycle bin that need to be.Scrap Patrol - looks around the classroom each day for scraps.Telephone Operator - answers the classroom phone when it rings.Plant Monitor - water the classroom plants.Mail Monitor - picks up the teachers mail from the office each day. Edited By: Janelle Cox

The Chrysanthemums and A Jury of Her Peers Essay

The Chrysanthemums and A Jury of Her Peers - Essay Example This research will begin with the statement that in the world of literature, every author begins the creative process differently. Some start by creating a desired perception in their work by using unique and captivating settings to capture the attention of the audience. Through this choice of style, they can explore and show their audience the world in which they are going to place their characters. All of these approaches to writing are correct and accepted in writing, however; there are issues that must be observed to make any piece of literature to be considered a masterpiece in the field of writing. The setting of a story conveys characters and themes in a novel differently depending on the nature and type of the setting. These can be illustrated using these two novels chrysanthemums and A Jury of Her Peers. Close analysis of the chrysanthemums reveals that the story takes place in the Salinas Valley during the month of December at Henry Allen’s property located on the fo othill. Immediately we meet characters who depict a rural setting just in the preliminaries of the novel. The women are isolated in their own world and the men portray strength and are manlier than ordinary men are. Elisa’s husband rides on a range while Elisa herself is confined to her house and only works in her flower garden. The setting of the novel conditions her character and makes her behave rural like. Looking at the themes the rural setting of the story brings out the issue of oppression of women and freedom.

Internet Tools for Dirt Bikes Essay Example | Topics and Well Written Essays - 250 words

Internet Tools for Dirt Bikes - Essay Example Since Dirt Bikes already offers Internet access to every employee who uses a desktop computer, it would be prudent to develop private network by utilizing the present network connections. Intranet would thus be a viable alternative. Other internet tools I would recommend for the company are Virtual Private Network (VPN) and Voice over Internet Protocol (VoIP). The table below summarizes the benefits of the recommended internet tools (Bias 52): Internet tools Department Benefits Intranet Sales and Marketing †¢ Private †¢ Secure †¢ Protected by firewall †¢ Prevents unauthorized access of information †¢ Easy access of information †¢ Improved sales through convenient tracking †¢ Higher productivity †¢ Reduced costs Human Resource †¢ Extra security †¢ Easy-to-navigate environment †¢ Easy accessibility †¢ Access rights †¢ Interactive interface †¢ Less time spent on searching information †¢ Replaces cumbersome manu als †¢ Saves time and paper Manufacturing and Production †¢ Easy consolidation of data from many sources †¢ Increased speed of access †¢ Intranet offers centralized manufacturing and publishing of data †¢ Fosters collaboration between manufacturing and other functional groups †¢ Easy identification of product problems †¢ Improved inventory control †¢ Easy implementation of design changes †¢ Reduced cost †¢ Enhanced productivity

Plato - Understanding Essay Example for Free

Plato Understanding Essay Knowledge and opinion essentially form the entire dialogue of Plato’s Meno. Throughout the dialogue Socrates and Meno are on the search for whether virtue can be taught. From Socrates and Meno’s search for virtue, the importance of understanding knowledge and opinion becomes evident. Socrates and Meno’s search for virtue results in three themes. These themes are the relationship of knowledge, opinion and the helpful importance of teaching. Understanding knowledge, opinion and teaching’s importance help create the understanding of why knowledge is beneficial and pursued in life. Knowledge, according to Socrates, is recollection. Socrates shows this by saying, As the whole of nature is akin, and the soul has learned everything, nothing prevents a man, after recalling one thing only—a process men call learning—discovering everything else for himself, if he is brave and does not tire of the search, for searching and learning are, as a whole, recollection (81d). Teachers play a role in developing knowledge so it can become recallable. Today almost every person in this world in one way or another is schooled and taught things by a teacher. Years continue to go by with teachers playing an impact in almost everyone’s lives because they are benefiting people’s growth in knowledge. Teachers not only help us gain knowledge but even with things that cannot be taught, teachers can still play a role. In the Meno it is concluded that virtue is one of those things that cannot be taught. Teachers are also actually helpful in the pursuit of things that cannot be taught. Different ways teachers can help in the pursuit of knowledge of things that cannot be taught is by asking questions, or encouraging questions to be asked. What this allows is those to pursue knowledge faster and more successfully than they would in most cases alone. So regardless whether it is something that can be taught or not, teachers play a key role in gaining knowledge. Gaining knowledge is something that is desired by each one of us. All of us because of our human nature have a desire to know things. Sometimes that desire is so we can feel superior to another, sometimes it is to answer ones own questions about life itself, and sometimes it is to simply better ones everyday life. From these desires of wanting to know things it is obvious we as humans desire knowledge. But where exactly does this desire to know come from? This desire stems from opinion. Humans are opinionated and often feel very strongly about one’s opinions. Knowledge and opinion relate and there is a key difference essential to understanding knowledge. As Socrates pointed out knowledge is understood to be something that is true and can be recalled upon over and over knowing it is always true. However, the ability to be recallable is where opinion differs from knowledge. Opinions can in fact be true (true opinion) and be as useful as knowledge; however, there remains one distinct difference between the two. That difference is opinions can leave one’s mind. Opinions need to become tied down and become knowledge to avoid being forgotten. Socrates shows through an example of what happens if opinions are not tied down. Socrates refers to a beautiful work of Daedalus to show the importance of knowledge. Socrates explains that opinions if true are good only as long as they hang around in one’s mind. As soon as the true opinion escapes one’s mind it is no longer valuable. So if Socrates can tie the beautiful work of Daedalus it becomes more valuable just as knowledge becomes more valuable than true opinion because it is tied down forever with no potential of being forgotten (98a). Understanding this difference between knowledge and opinion is essential because it gives the reason as to why knowledge is pursued. Besides knowledge and opinion’s difference they also relate to one another in the pursuit of knowledge. Acquiring knowledge begins with opinions that are gained through different experiences. Before opinions become knowledge they can be stirred up through questions. In the Meno, Socrates does a demonstration that stirs up different opinions in a slave boy. Socrates asks the boy different questions and because of the questions asked the boy actually gets the questions correct without any knowledge of the answers. This example from the text shows two things regarding knowledge. First, this example shows that opinion precedes knowledge. The slave boy had true opinions about the questions Socrates was asking because he was answering correctly, but he did not have knowledge yet. Secondly, this example shows how teachers, in this case Socrates, help the pursuit of knowledge. By asking the proper questions opinions can be stirred up and start to become knowledge. When opinions are true they can become knowledge through an account of reason or proof that the opinion is indeed the truth. Once this happens the opinion turns into knowledge and that knowledge will now remain with no threat of being lost. Acquiring knowledge is essential in life and the pursuit of knowledge is in human nature. Throughout our entire lives knowledge is constantly pursued. Understanding knowledge and opinion’s relationship allows this to be reasoned. With knowledge being distinguished from true opinion by being recallable teachers play an important role. Teachers help by asking the right questions which then speeds up the knowledge gaining process. So with these three relationships it is more understood as why knowledge is beneficial and constantly pursued through life.

Analyse the relationship between the product life cycle and cash flow :: Economics

Analyse the relationship between the product life cycle and cash flow The 'product life cycle' is split into 5 stages: * Research and development * Introduction * Growth * Maturity/Saturation * Decline The product life cycle is the model that represents a sales pattern for a product over a period of time. It shows the revenue by a product from is introduction to its eventual decline. There are four stages to the product life cycle: Introduction, growth, maturity and decline. Research and development is the first stage of the product life cycle. This is where a firm has a research team look in to possible new ideas and products for a business. This can be very expensive for the firm. No income is made at this stage as there is no revenue coming in to the firm but capital being paid out on resources. The cash flow at this stage is very low. Introduction: This is the point when the product life cycle begins. This is when the actual product is launched and does not include testing or research and development. Manufacturers at this stage spend a lot of money in order to create awareness. The cash flow at this stage would not be very positive. A lot of money has been spent at the introduction to get the public to notice the product and to make them aware. The firm would not expect to make any profit at this stage as the product has just been launched. Growth: If the product succeeds, sales will grow. Prices could still be high but with increased competition prices will drop. The producer still advertises at a high level to fight off competition. Product starts to move into profitability. The cash flow starts to gain more revenue. Maturity: Sales growth begins to slow as market saturation is approached. Sales are kept going by those who are late to adopt new products. This stage will last longer than the earlier stages. This is where the most revenue is taken in for the longest period of time. This is where the cash flow reaches its peak but also at the point of saturation starts to decrease. To stop the revenue and the product going down at the point of saturation maybe the firm could give the product a new identity and maybe a new advertising campaign. Decline: Eventually the product will become less interesting for purchasers, and the decline of the product will commence.

Water Level Indicator

Water LeveL IndIcator WIth aLarm VIJay D. SaThE H ere is a simple, versatile circuit which indicates the level of water in a tank. This circuit produces alarm when water level is below the lowest level L1 and also when water just touches the highest level L12. The circuit is designed to display 12 different levels. However, these display levels can be increased or decreased depending upon the level resolution required. This can be done by increasing or decreasing the number of level detector metal strips (L1 through L12) and their associated components. In the circuit, diodes D1, D2 and D13 form half-wave rectifiers. The rectified output is filtered using capacitors C1 through C3 respectively. Initially, when water level is below strip L1, the mains supply frequency oscillations are not transferred to diode D1. Thus its output is low and LED1 does not glow. Also, since base voltage of transister T1 is low, it is in cut-off state and its collector voltage is high, which enables melody generating IC1 (UM66) and alarm is sounded. When water just touches level detector strip L1, the supply frequency oscillations are transferred to diode D1. It rectifies the supply voltage and a positive DC voltage develops across capacitor C1, which lights up LED1. At the same time base voltage for transistor T1 becomes high, which makes it forward biased and its collector voltage falls to near-ground potential. This disables IC1 (UM66) and alarm is inhibited. Depending upon quantity of water present in the tank, corresponding level indicating LEDs glow. It thus displays intermediate water levels in the tank in bar-graph style. When water in the tank just touches the highest level detector strip L12, the DC voltage is developed across capacitor C2. This enables melody generating IC1 (UM66) and alarm is again sounded. ELECTRONICS PROJECTS Vol. 20

Ode on the Death of a Favourite Cat Essay

The two poems I am comparing; â€Å"Ode on the Death of a Favourite Cat† by Thomas Gray and â€Å"To a Mouse† by Robert Burns were both written in the eighteenth century, which makes it interesting to make a comparison of their content, style and techniques, to see how poems of the eighteenth century differ from each other.  Both of the poems feature an animal as the main subject of the poem. In Gray’s poem he has a house cat as the main focus of the poem whilst Burns dedicates his poem to a field mouse. Both these animals come to an unfortunate end. The cat due to curiosity â€Å"tumbled headlong† into â€Å"a tub of gold fishes† This supports the well known phrase â€Å"curiosity killed the cat† In the poem it refers to the cat as actually loosing 9 lives: â€Å"Eight times emerging from the flood  She mew’d to ev’ry watry God†.  No one arrives to save her:  Ã¢â‚¬Å"No Dolphin came, no Nereid stirr’d :  Nor cruel Tom, nor Susan heared†.  The dolphin is included in the list of possible rescuers because it is a reference to the classical legend of the harpist, Arion, being saved by a dolphin which had been entranced by his music, much in the same way the cat wanted to be saved by someone who heard its meowing.  Ã‚  In Burns’s poem the mouse unlike the cat does not actually die, but it is made clear that the prospects for the mouse are bleak due to its home being destroyed by the plough and the fact winter is coming and the mouse has no time to build another home for itself: â€Å"Now thou’s turn’d out, for a’ thy trouble,  But house or hald,  To thole the Winter’s sleety dribble,  An’craneuch cauld!†Ã‚  The poems are both basically about a particular ill-fated animal but each has a deeper meaning and message through anthropomorphism.  The cat in Gray’s poem is given feminine characteristics: a â€Å"fair round face† illustrates the ideal image of an eighteenth century woman’s face. Gray also uses metaphors to describe the cat which also apply to a lady’s jewels and adornments: â€Å"The velvet of her paws,  Her coat, that with the tortoise vies,   Her ears of jet, and emerald eyes.†Ã‚  In verse four the comparison of the cat to a woman is made even clearer:  Ã¢â‚¬Å"She stretch’d in vain to reach the prize.  What female heart can gold despise?  What cat’s averse to fish?†Ã‚  It is clear here that Gray is illustrating how women are seduced by the desire for gold as cats are seduced by the desire for fish. The anthropomorphism continues in verses 5 and 7:  Ã¢â‚¬Å"Presumptious maid† and  Ã¢â‚¬Å"From hence you Beauties, undeceiv’d  Know one false step is ne’er retrieved†.  The last lines of the poem contain a moral:  Ã¢â‚¬Å"Not all that tempts your wand’ring eyes  And heedless hearts, is lawful prize;  Nor all that glisters gold†. Through the cat Gray created a cautionary tale specifically aimed at women. It’s a warning not to be tempted by what is not rightly theirs, and not to be seduced by glittering appearances because it may not be as good as it looks on the outside.  Gray is very direct with his message of warning to women but he writes in a light-hearted way throughout. However, Burn’s poem is much more serious and sombre. He uses anthropomorphism like Gray to get his message across through an animal, in this case the mouse is used to highlight the social and moral problems that he felt existed in both the public and in his own family – His father died after eighteen years of hard work as a farmer. After his father’s death they had little money, leaving them no choice but to sublease a farm in order to keep their home. These experiences were brought through in to his poem when the mouse had its home destroyed by the plough:

Free Essays on Virginia Woolfs Thoughts

that the men’s college is of high society, and the women’s college is shadowed with destitute necessities. Woolf has indeed attempted to stress the importance of women’s place in society in comparison to that of the man’s. A detailed meal description pertaining to the men’s college, such as, â€Å"The lunch on this occasion began with soles, sunk in a deep dish, over which the college cook had spread a counterpane of the whitest cream, save that it was branded here and there with brown spots like the spots on the flanks of a doe†¦Ã¢â‚¬  proves that Virginia Woolf even went in depth to exaggerate the favoritism shown towards t... Free Essays on Virginia Woolf's Thoughts Free Essays on Virginia Woolf's Thoughts Woolf’s Personal Thoughts Revealed In this passage, Virginia Woolf has taken her motivational views about women and fiction and has woven them into a story which is set in an imaginary place where her audience can feel comfortable and can open their minds to what she has to offer. Woolf’s personal views, opinions on women’s place, plus her examples of rhetorical devices such as diction, details, and syntax, add up to one incredible and creative piece of literature. Woolf expresses through diction, her own attitudes about the way women have been treated, and how their values are naturally different from those that men have. In describing the men’s college, Woolf’s particular word choice, such as â€Å"partridges†, and the phrase that â€Å"their sprouts foliated as rosebuds but more succulent†¦Ã¢â‚¬  show that she views this society as upper class and more complex. This observation is reversed when, in the second passage, Woolf describes the meals at the women’s college. By using such words as â€Å"doubtless†¦uncharitable†¦and stringy†, it is obvious that her opinion clearly states that women are inferior to men, therefore, their living arrangements are subjacent as well. It is not difficult to comprehend the apparent distinction in which Virginia Woolf is trying to make, showing through her words that the men’s college is of high society, and the women’s college is shadowed with destitute necessities. Woolf has indeed attempted to stress the importance of women’s place in society in comparison to that of the man’s. A detailed meal description pertaining to the men’s college, such as, â€Å"The lunch on this occasion began with soles, sunk in a deep dish, over which the college cook had spread a counterpane of the whitest cream, save that it was branded here and there with brown spots like the spots on the flanks of a doe†¦Ã¢â‚¬  proves that Virginia Woolf even went in depth to exaggerate the favoritism shown towards t...

Learn About Rational Choice Theory

Learn About Rational Choice Theory Economics plays a huge role in human behavior. That is, people are often motivated by money and the possibility of making a profit, calculating the likely costs and benefits of any action before deciding what to do. This way of thinking is called rational choice theory. Rational choice theory was pioneered by sociologist George Homans, who in 1961 laid the basic framework for exchange theory, which he grounded in hypotheses  drawn from behavioral psychology. During the 1960s and 1970s, other theorists (Blau, Coleman, and Cook) extended and enlarged his framework and helped to develop a more formal model of rational choice. Over the years, rational choice theorists have become increasingly mathematical. Even ​Marxists  have come to see rational choice theory as the basis of a Marxist theory of class and exploitation.​​​ Human Actions Are Calculated and Individualistic Economic theories look at the ways in which the production, distribution, and consumptions of goods and services are organized through money. Rational choice theorists have argued that the same general principles can be used to understand human interactions where time, information, approval, and prestige are the resources being exchanged. According to this theory, individuals are motivated by their personal wants and goals and are driven by personal desires. Since it is not possible for individuals to attain all of the various things that they want, they must make choices related to both their goals and the means for attaining those goals. Individuals must anticipate the outcomes of alternative courses of action and calculate which action will be best for them. In the end, rational individuals choose the course of action that is likely to give them the greatest satisfaction. One key element in rational choice theory is the belief that all action is fundamentally â€Å"rational† in character. This distinguishes it from other forms of theory because it denies the existence of any kinds of action other than the purely rational and calculative. It argues that all social action can be seen as rationally motivated, however much it may appear to be irrational. Also central to all forms of rational choice theory is the assumption that complex social phenomena can be explained in terms of the individual actions that lead to that phenomena. This is called methodological individualism, which holds that the elementary unit of social life is individual human action. Thus, if we want to explain social change and social institutions, we simply need to show how they arise as the result of individual action and interactions. Critiques of Rational Choice Theory Critics have argued that there are several problems with rational choice theory. The first problem with the theory has to do with explaining collective action. That is if individuals simply base their actions on calculations of personal profit, why would they ever choose to do something that will benefit others more than themselves? Rational choice theory does address behaviors that are selfless, altruistic, or philanthropic. Related to the first problem just discussed, the second problem with rational choice theory, according to its critics, has to do with social norms. This theory does not explain why some people seem to accept and follow social norms of behavior that lead them to act in selfless ways or to feel a sense of obligation that overrides their self-interest. The third argument against rational choice theory is that it is too individualistic. According to critics of individualistic theories, they fail to explain and take proper account of the existence of larger social structures. That is, there must be social structures that cannot be reduced to the actions of individuals and therefore have to be explained in different terms.

Triumph of the Will absolve Leni Riefenstahl from responsibility for Essay

Triumph of the Will absolve Leni Riefenstahl from responsibility for its Nazi Propagandist impact - Essay Example This paper aims at reviewing this movie in light of the historical and philosophical context as far as the propaganda in it is concerned. To begin with, the proposition that this film absolves Riefenstahl from the propagandist role that this movie plays can be historically challenged. Even though Riefenstahl is in denial of having well understood the heinous nature of Adolf Hitler, history has its own reservations on the same. As such, her excuse can be dismissed as a simple and odd escapist’s excuse since someone with the creativity and originality akin to Riefenstahl’s is expected to see better, especially on an obvious issues such as the activities of the Nazis and create a film which opposes rather than supports such a movement. As it would be expected in a natural societal setting, Riefenstahl defends herself that she is not a propagandist and blames it all on her naivety and lack of knowledge on the real identity of Adolf Hitler and Nazism when she was forging out this piece of entertainment. On the contrary, one may find it necessary to argue out that this is just a way of freeing herself from the imminent guilt that she compromised truth so much in order to making money and gain fame using this film rather. Praising someone who is not humane might not trace one to a direct injustice but is tantamount to praising Satan, which does not leave him or her innocent anyway. As such, much as the content and style of this book might be delineating Riefenstahl from any form of propaganda, the historical and philosophical reality of the Nazi movement are in contradiction to what she presents. The fact that one of the major characters in this movie is Hitler himself leaves no doubt that Riefenstahl deliberately understood what burden of blame there was to carry as she produced this movie. In fact, this movie is a