J.R.R. Tolkien Biography Essay examples - 1521 Words

J.R.R. Tolkien was born in South Africa, although he considered himself a British man throughout his adulthood. He experienced World War I firsthand in the trenches. He was a professor of Old English and other archaic languages and had a strong love for such languages. Tolkien also felt a strong tie for his homeland, England, and desired to create mythology for England. Tolkien was able to write the first modern fantasy novel through his life experiences and his love for archaic languages and British lore. Tolkiens mother, Mabel Suffield, left England in March of 1891 for South Africa to marry a man by the name of Arthur Tolkien. They had been engaged for years; however Mabels father had denied Mabel her marriage due to her†¦show more content†¦As an avid reader, Tolkien was influenced by some of the great writers of his day including G.K. Chesterton and H.G. Wells (Rayment). Mabel decided to join the Roman Catholic Church, splitting herself and the children from both sides of the family. In 1904, Mabel Tolkien was diagnosed as having diabetes. She passed away in November of that year leaving the two orphaned boys destitute. The familys priest, Father Francis took over, and took care of the children. Already, Tolkien displayed a remarkable skill for language. He proficiently learned Latin and Greek and was quickly became competent in a number of other languages, including Gothic and Finnish. He was already busy making up his own languages solely for entertainment (Doughan). At his boarding house, Tolkien fell in love with a young woman named Edith Bratt. Tolkien and Edith were caught in affectionate circumstances and so their relationship was frowned upon. Edith began to distract Tolkiens studies, and so Father Morgan split the young couple. At first try, Tolkien failed to enter college. Tolkien temporarily ended his affection and worked fruitfully and was awarded a scholarship to Oxford (Rayment). While attending Oxford, Tolkien found Edit h Bratt and proposed. Edith accepted the proposal and the couple married in 1906. World War I arrived in 1914. Tolkien saw many of his comrades pass away, and he himself would serve as an officerShow MoreRelatedEssay about J.R.R Tolkien and The Fellowship of the Ring997 Words   |  4 PagesJohn Ronald Reuel Tolkien, better known as J.R.R. Tolkien, was born on January third 1892 in Bloemfontein South Africa and was the son of Arthur and Mabel Suffield Tolkien. After his fathers death in 1896 Tolkiens mother moved herself and her two children, J.R.R (at the time called Ronald) and his younger brother Hilary to Sarehole near Birmingham. When Tolkien was twelve his mother died and he and his brother were sent to live with one of their relatives when a Catholic priest became their legalRead MoreThe Story of J.J.R Tolkien700 Words   |  3 PagesThe Story of J.J.R Tolkien Have you ever wondered about all of the great authors of the world? Many great authors lived long before our times due to the huge amount of writing done in earlier years. Many did not even get recognition of their work for many years after their death but there are always acceptions. Some received credit where it was due and some became more popular than deserved and some were caught in the middle. J.J.R Tolkien was born in Bloemfontein, South Africa on January 3, 1892Read MoreThe Myth about Tolkien Essay1529 Words   |  7 Pagesin the logic that race determines behavior.† (Ibata 2). Many people have tried to perpetuate the myth that J.R.R. Tolkien was racist. They cite various scenes in The Lord of the Rings, in both the books and in the movies. These people are lying or ignorant. J.R.R. Tolkien was not a racist, nor did he ever intend for his novels to be viewed as such. There is plenty of evidence to defend Tolkien from these claims such as: the themes of his novels, like The Lord of the Rings; the clear messages in hisRead MoreEssay about Timeline of Tolkiens Life1274 Words   |  6 Pageswas also known as ‘the war to end all wars.’ Tolkien met Edith Bratt as a teenager when they (both orphans) had lived at Mrs. Faulkner’s boarding house. At the time, Edith was 19 and Tolkien, or Ronald (as his friends called him), was 16. Edith and Ronald were inseparable, but she distracted him from his studies. When Father Francis, Ronald’s guardian, discovered their relationship, he forbade Ronald from seeing Edith until he was 21 and moved Tolkien and his younger brother to different lodgingRead More J.R.R. Tolkien Essay895 Words   |  4 PagesJ.R.R. Tolkien J.R.R. Tolkien (1892-1973) gained a reputation during the 1960’s and 1970’s as a cult figure among youths disillusioned with war and the technological age. His continuing popularity evidences his ability to evoke the oppressive realities of modern life while drawing audiences into a fantasy world. John Ronald Reuel was born on the third of January, 1892, at Bloemfontein, South Africa, where his father, Arthur, had taken a position with the Bank of Africa. In 1895 Tolkien’sRead MoreOn Tolkiens The Lord of the Rings1250 Words   |  5 Pagesï » ¿ Final Paper- Evaluation Argument A Paper on the Complete Awesomeness of The Lord of the Rings by J.R.R. Tolkien A good book according to Jim Menick, a writer for Reader Digest, must have believable and lovable characters, narrative drive, and stories that are entertaining rather than disturbing (Menick). A story’s characters must have depth, and feel real to the reader. If a character seems false, the whole book will. A book has to have a captivating storyline or readers will lose interestRead MoreAnalysis Of The Lord Of The Rings 1934 Words   |  8 PagesDanielle McDermott Dr. Oldakowski College Writing Research Paper 12/3/14 J.R.R Tolkien and WWI Influence in The Lord of the Rings War has affected the lives of people since the beginning of civilization. Even General Sherman, famous for his March to the Sea in America s Civil War, was known for his saying, War is Hell. That idea would only prove to be all too true for the soldiers of World War I. J.R.R Tolkien was among the young men that struggled for survival in the damp and deplorable trenchesRead MoreBilbo Baggins: A True Hero?1410 Words   |  6 Pagesand wealth? In the world of Middle Earth that J.R.R Tolkien has created, Bilbo Baggins shows us that a hero can be quite the opposite. He is offered (and partially set up by Gandalf the wizard) to partake in an adventure as a burglar to help reclaim the bearded Dwarves’ homeland from the dragon Smaug. The little hobbit is frightened by the mere thought of danger, but the adventure in him ignites and causes him to agree. Through a series of events, Tolkien uses Bilbo’s characterization and ethics toRead MoreThe Hobbit : An Unexpected Journey954 Words   |  4 PagesHobbit by J.R.R. Tolkien. Accroding to Dictionary.com fantasy can be defined as the faculty or an activity of imagining things, especially things that are impossible or improbable. In a fantasy book or movie, like the definition states things that are used in the movie or the book tend not to be real. But that s un-realness almost makes it seem real and makes you want to be a part of the movie of the book. The movie takes place in Middle Earth. Middle-Earth is a made up place created by J.R.R. TolkienRead More J.R.R. Tolkiens Lord of the Rings Essay2306 Words   |  10 PagesJ.R.R. Tolkiens Lord of the Rings â€Å"One Ring to rule them all, One Ring to find them, One Ring to bring them all and in the Darkness bind them† (Tolkien, The Two Towers 233)   Ã‚  Ã‚  Ã‚  Ã‚  One of the masters of British Literature, J.R.R. Tolkien was able to create a fantasy world with an endless supply of parallelisms to reality. The fantasy world was found in the â€Å"Lord of the Rings.† Tolkien is able to create wonderful symbolism and meaning out of what would otherwise be considered nonsense.

The Bombing of Hiroshima and Nagasaki - 700 Words

The Bombing of Hiroshima and Nagasaki The United States was completely unjustified in dropping the atomic bomb because it was used so we could have a sense of â€Å"power† over the rest of the world. President Harry Truman had paid no heed to his prior statements as to the intended use of the bomb; and not only had it violated the Hague Convention, but it also caused lifelong repercussions for Japan’s land and people. The United States, nearly 70 years later, has yet to apologize to the victims or their families or pay compensation for Japan’s tragic loss; and the United States has not acknowledged that the bombings of Hiroshima and Nagasaki were carried out in transgression of international law. Section 2, Chapter 1, Article 25 of the Hague†¦show more content†¦He and I are in accord. The target will be a purely military one and we will issue a warning statement asking the Japs to surrender and save lives. Im sure they will not do that, but we will hav e given them the chance. It is certainly a good thing for the world that Hitlers crowd or Stalins did not discover this atomic bomb. It seems to be the most terrible thing ever discovered†¦Ã¢â‚¬  (United States, National Archives and Records Administration) Although President Truman stated that the United States would issue a warning statement, they did no such thing. Only after the first bomb was dropped on Hiroshima on August 6, 1945, did the United States admit that they were going to drop another one only two days later. The Truman administration may have felt pressure due to the fact that the atomic bombs had cost $2 billion to develop (Jefferies) so if they did not utilize them within a certain amount of time, then the people may have felt like their money was wasted or that the United States had some ulterior motive for the usage of the bomb. However, even if the Truman administration was receiving public ridicule for spending billions of dollars, the deaths of thousands and thousands of innocent people in no way makes up for it. Not only had the bomb killed 100,000 in Hiroshima in the first ten seconds (Batten) and roughly 37,000 in Nagasaki, but it killed even moreShow MoreRelatedThe Bombing Of Hiroshima And Nagasaki1720 Words   |  7 PagesPart A: Plan of Investigation To what extent did the bomb that was dropped on Hiroshima and Nagasaki, Japan justified? The Manhattan project was the reason the bomb, ‘Little Boy’ and ‘Fat Man’ were dropped in Japan. The Manhattan project was created because America was frightened, that Germany was already creating nuclear bombs. (http://www.history.com/topics/world-war-ii/bombing-of-hiroshima-and-nagasaki) So, America started the project in 1949. The reason Japan became the target was because, JapanRead MoreHiroshima And Nagasaki Bombing Of Hiroshima1206 Words   |  5 PagesWar Two Hiroshima and Nagasaki Bombing The Bombing In 1945, the US dropped 2 atomic bombs on the cities Hiroshima and Nagasaki in Japan, causing hundreds of thousands civilian deaths. Some people say that this act helped to end the world war and save more lives, but others think that it was not needed and wasn t the cause of the Japanese surrender. Sequence of Events 5th August 1945 President gives approval to use bombs 6th August 1945 Bombing of Hiroshima 9th August 1945 Bombing of Nagasaki 15th AugustRead MoreThe Bombing Of Hiroshima And Nagasaki1902 Words   |  8 Pages Hiroshima and Nagasaki altered the course of world events by starting the Cold War, ushering advancements in technology, and by influencing cultures worldwide. Occurring on August 6 and August 9 in 1945, the bombing of the cities set of a series of events that would forever change history. The United States and the Soviet Union emerged from the war as superpowers with seemingly limitless power. Their ideologies, however, contrasted greatly, and the once allied nations would turn against each otherRead MoreThe Bombing Of Hiroshima And Nagasaki1474 Words   |  6 PagesNuclear Paper: The Bombing of Hiroshima and Nagasaki World War Two is arguably the most famous war in world history. It is remembered as a very tragic and influential historical event across the globe. Many countries joined the war at different times, but the general start date has been narrowed to the period of time between 1931 and 1939. The war was primarily between two main powers; the Axis nations, consisting of Nazi Germany, Italy, and Japan, and the Allied nations, led by Britain and CommonwealthRead MoreThe Bombing Of Hiroshima And Nagasaki1593 Words   |  7 Pages Bombing of Hiroshima On August 8th 1945 the first atomic weapon, a fission bomb, was dropped on the city of Hiroshima in an attempt to force the Japanese to surrender in World War II (Bombing of Hiroshima and Nagasaki, 2009). This event exposed the danger of nuclear energy. This massive explosion demolished 90 percent of the city and immediately killed 80,000 people. This was only the beginning though, tens of thousands of innocent people died due to the aftermath of radiation exposure for anotherRead MoreThe Bombing Of Hiroshima And Nagasaki1165 Words   |  5 Pagesnot entered the war at the time. It wasn’t until after the bombing of Pearl Harbor on December 7, 1941 that the U.S. had officially declared war on Germany and Japan. After Germany had agreed to an unconditional surrender, therefore ending the war in Europe, the U.S. was still at war with Japan and the U.S, hesitant to risk more American lives, made the difficult decision to drop the atomic bomb over Hiroshima and Nagasaki. Both bom bings resulted in the instant deaths of about 135,000 people andRead MoreThe Bombing of Hiroshima and Nagasaki888 Words   |  4 PagesThe Bombing of Hiroshima Nagasaki Would you kill a thousand to save millions? Well the drastic actions taken by the United States did save millions. There were two actions that had to occur to save the millions and end the war, the dropping of the two atomic bombs being the first of their kind were to be the most powerful bomb ever invented using atomic and nuclear forces so create it and packed over 20,000 tons of TNT and was about ten feet long. The bomber that transported and dropped themRead MoreThe Bombing Of Hiroshima And Nagasaki1051 Words   |  5 PagesThe bombing of Hiroshima and Nagasaki is one of the most talked about events in human history. It was the first and last time an atomic bomb was used in the history of the world. The bombing did not only mark the end of a battle with the Japanese but provided humanity a first-hand preview into the effects of the man-made device. Since the bombing there have been many discussions such as: who should possess such power, will mankind be the reason for its own d emise, and why did America decide to useRead MoreThe Bombing Of Hiroshima And Nagasaki1559 Words   |  7 Pagesalready been devastated by airstrikes. It was hoped that the bombing of Hiroshima with an atomic weapon would cause Japan to finally surrender unconditionally. That did not happen. Three days later on Aug 9, 1945 Nagasaki was bombed with the second atomic bomb. Japan surrendered unconditionally Aug 14, 1945. The United States had already been bombing Japan for years with a net effect worse than the outcome of Hiroshima and Nagasaki, but Japan did not show any signs of surrendering. Why did theRead MoreThe Bombing Of Hiroshima And Nagasaki1174 Words   |  5 PagesMorality of The Bombings in Hiroshima and Nagasaki There have been various arguments regarding the bombing of Hiroshima and Nagasaki that continually surface as to whether it was necessary or morally right to drop the atomic bomb on Japan. Depending upon whose side of the argument you have heard causes one to question whether this was a morally right or wrong decision that was made. Serious reconciliation is needed due to this event, and both sides of the argument need to be strongly considered

Colosseum Free Essays

The Colosseum is so important to society today, because not only is it a major accomplishment for architecture, with the styles and techniques that were used, It also had a major effect on our athletics that we have today. The Colosseum was such a huge achievement for not only Rome but also other countries like our very own United States of America, because it had an everlasting impact on our society today. The Colosseum was so important to Rome in terms of entertainment and athletics. We will write a custom essay sample on Colosseum or any similar topic only for you Order Now The sound waves of gladiatorial battles, naval clashes, and savage beast wars urrounded the Colosseum, amplifying the crowds’ intensity and excitement to a whole new level. It was such a dangerous area that a lower wall with a railing was surmounted around the arena (Colosseum 1). The Colosseum is located in Rome, Italy, originally called the Amphitheatrum Flavianum. The Colosseum is a symbol of Rome’s power and is one of the world’s greatest wonders. The structure is composed of travertine blocks, a broken down marble rock, forming an ellipse 1,719 feet in circumference and 159 feet in height, with an area 282 feet by 177 feet. Soaring four tories high, arcades with pillars of Doric form the first three stories, as well as Ionic and Corinthian orders, meaning that all three were combined to form a new design. The Doric order being typically used for temples and is the simplest of the three, Ionic was a stockier look that was used usually for small buildings, then Corinthian was the â€Å"leafy’ look that you would typically see at the top and bottoms of pillars. The interior of the building had three sections of marble seats for roughly 50,000 spectators. Beneath the sand were hidden passageways for the Gladiators preparing or battle and some were areas for the beast to remain until they were called upon (Titus Flavius Vespasianus 1). Fans adored Gladiators because they were strong and courageous, they were aware of the consequence, if they did not perform well, being death (Lendon 1). Though many gladiators did die in the arena clashing with another gladiator for respect and possibly even a little fame, most died from the nonfatal wounds that would get infected. For some time the gladiatorial combat was on the rise and then began to fade away, this was around the time the Visigoths invaded Rome in 410. This then set the Empire on a decline resulting in very little money for the gladiator games. There is no mention of the games in the surviving records after the 430’s. The Colosseum however was not deserted. Such massive buildings were far too valuable to be left alone. Builders hauled away the Colosseums stones to repair other structures or to build new buildings, such as churches and public spaces (Lendon 2). When looking at athletics today, there are similarities to the Colosseum. The Stadiums or arenas that are used today all reflect the basic principles of the Colosseum. Sports such as football, basketball, soccer, and track, all consist of an â€Å"arena† where dominate athletes will participate in showcasing their elite and overpowering athletic abilities, competiting either as a team or individually to be the best. Surrounding that â€Å"arena† can compare the Colosseum’s idea of an appropriate spectators view was given but at a price, exactly like our society today. It you nad t money you could afford the best seat in the stadium, and if you didn’t, you had to settle for a seat that didn’t have nearly as good of a view. It is apparent more space as provided for the spectators, because for the sake of being able to entertain a large crowd. Within a stadium are important areas to an athlete, in Rome these areas were passageways within the bottom layer of the Colosseum and the gladiators would be training and working on their combat skills and preparing for their battle (Lugli 1). A more common comparison would be a football stadium in which there are training rooms for the athletes and the locker room where all of the pre-game preparation is done. The athletes put all of their focus on the training, because the sport has major importance to them. The Colosseum impacted more than athletics, but also the Architecture that we see today is still being used and the ideas are being improved. When you look at the Colosseum you can see columns, arches, and other detailed designs within in the walls. Much like the Romans, Americans tend to salvage the good remains of buildings so that they can be used elsewhere. Today there are many buildings that have the same type of construction. Two examples being The White House and the Washington Capitol Building, two buildings represent power much like the Colosseum, both buildings consisting of the similar style columns and arches. You could sit here and try and convince yourself that there are differences between these buildings and the Colosseum, like it not being a similar shape but its not about that, the main importance would be how the structure is being held up and that would be with the strong, sturdy pillars that carry the image of power. This idea has been carried on through schools, Police departments, Courts, and even some banks have had similar structures. All of these buildings symbolize a lot of power over people for their own individual reasons. Though many will debate that perhaps the Colosseum is no longer important to ociety, It can be studied not only for its fascinating architecture but it can be used as a reminder of the sports that we have today and where our modern sports evolved from. The building itself is fascinating in the way it was put together with the lack of technology back then. Today something like that could be built faster and could be even more stable and perhaps more unique. The designs and the arches used could be even more developed and its look could be more eccentric, but acquiring the travertine block was difficult during this era, which adds to the significance of this marvelous building. How to cite Colosseum, Papers

Education And Egalitarianism In America (4737 words) Essay Example For Students

Education And Egalitarianism In America (4737 words) Essay Education And Egalitarianism In AmericaEducation and Egalitarianism in America The American educator Horace Mann once said: As an apple is not in any proper sense an apple until it is ripe, so a human being is not in any proper sense a human being until he is educated. Education is the process through which people endeavor to pass along to their children their hard-won wisdom and their aspirations for a better world. This process begins shortly after birth, as parents seek to train the infant to behave as their culture demands. They soon, for instance, teach the child how to turn babbling sounds into language and, through example and precept, they try to instill in the child the attitudes, values, skills, and knowledge that will govern their offsprings behavior throughout later life. Schooling, or formal education, consists of experiences that are deliberately planned and utilized to help young people learn what adults consider important for them to know and to help teach them how they should respond to choices. This education has been influenced by three important parts of modern American society: wisdom of the heart, egalitarianism, and practicality. .. the greatest of these, practicality. In the absence of written records, no one can be sure what education man first provided for his children. Most anthropologists believe, though, that the educational practices of prehistoric times were probably like those of primitive tribes in the 20th century, such as the Australian aborigines and the Aleuts. Formal instruction was probably given just before the childs initiation into adulthood the puberty rite and involved tribal customs and beliefs too complicated to be learned by direct experience. Children learned most of the skills, duties, customs, and beliefs of the tribe through an informal apprenticeship by taking part in such adult activities as hunting, fishing, farming, toolmaking, and cooking. In such simple tribal societies, school was not a special place. .. it was life itself. However, the educational process has changed over the decades, and it now vaguely represents what it was in ancient times, or even in early American society. While the schools that the colonists established in the 17th century in the New England, Southern, and Middle colonies differed from one another, each reflected a concept of schooling that had been left behind in Europe. Most poor children learned through apprenticeship and had no formal schooling at all. Those who did go to elementary school were taught reading, writing, arithmetic, and religion. Learning consisted of memorizing, which was stimulated by whipping. The first basic textbook, The New England Primer, was Americas own contribution to education. Used from 1690 until the beginning of the 19th century, its purpose was to teach both religion and reading. The child learning the letter a, for example, also learned that In Adams fall, We sinned all. As in Europe, then, the schools in the colonies were strongly influenced by religion. This was particularly true of the schools in the New England area, which had been settled by Puritans and other English religious dissenters. Like the Protestants of the Reformation, who established vernacular elementary schools in Germany in the 16th century, the Puritans sought to make education universal. They took the first steps toward government-supported universal education in the colonies. In 1642, Puritan Massachusetts passed a law requiring that every child be taught to read. And, in 1647, it passed the Old Deluder Satan Act, so named because its purpose was to defeat Satans attempts to keep men, through an inability to read, from the knowledge of the Scriptures. The law required every town of 50 or more families to establish an elementary school and every town of 100 or more families to maintain a grammar school as well. Puritan or not, virtually all of the colonial schools had clear-cut moral purposes. Skills and knowledge were considered important to the degree that they served religious ends and, of course, trained the mind. We call it wisdom of the heart. These matters, by definition, are anything that the heart is convinced of so thoroughly convinced that it over-powers the judgement of the mind. Early schools supplied the students with moral lessons, not just reading, writing and arithmetic. Obviously, the founders saw it necessary to apply these techniques, most likely feeling that it was necessary that the students learn these particular values. Wisdom of the heart had a profound effect of the curriculum of the early schools. As the spirit of science, commercialism, secularism, and individualism quickened in the Western world, education in the colonies was called upon to satisfy the practical needs of seamen, merchants, artisans, and frontiersmen. The effect of these new developments on the curriculum in American schools was more immediate and widespread than its effect in European schools. Practical content was soon in competition with religious concerns. The academy that Benjamin Franklin helped found in 1751 was the first of a growing number of secondary schools that sprang up in competition with the Latin schools. Franklins academy continued to offer the humanist-religious curriculum, but it also brought education closer to the needs of everyday life by teaching such courses as history, geography, merchant accounts, geometry, algebra, surveying, modern languages, navigation, and astronomy. These subjects were more practical, seeing as how industry and business were driving forces in the creation of the United States. Religion classes could not support a family or pay the debts. By the mid-19th century this new diversification in the curriculum characterized virtually all American secondary education. America came into its own, educationally, with the movement toward state-supported, secular free schools for all children, which began in the 1820s with the common (elementary) school. The movement gained incentive in 1837 when Massachusetts established a state board of education and appointed the lawyer and politician Horace Mann (1796-1859) as its secretary. One of Manns many reforms was the improvement of the quality of teaching by the establishment of the first public normal (teacher-training) schools in the United States. State after state followed Massachusetts example until, by the end of the 19th century, the common-school system was firmly established. It was the first rung of what was to develop into the American educational ladder. After the common school had been accepted, people began to urge that higher education, too, be tax supported. As early as 1821, the Boston School Committee established the English Classical School (later the English High School), which was the first public secondary school in the United States. By the end of the century, such secondary schools had begun to outnumber the private academies. The original purpose of the American high school was to allow all children to extend and enrich their common-school education. With the establishment of the land-grant colleges after 1862, the high school also became a preparation for college; the step by which students who had begun at the lowest rung of the educational ladder might reach the highest. In 1873, when the kindergarten became part of the St. Louis, Mo. school system, there was a hint that, in time, a lower rung might be added. Practicality allowed this change in the high school system. Schools now needed to ready the students for college an even higher form of education instead of preparing them to immediately enter the work force. Americas educational ladder was unique. Where public school systems existed in European countries such as France and Germany, they were dual systems. When a child of the lower and middle classes finished his elementary schooling, he could go on to a vocational or technical school. The upper-class child often did not attend the elementary school but was instead tutored until he was about 9 years old and could enter a secondary school, generally a Latin grammar school. The purpose of this school was to prepare him for the university, from which he might well emerge as one of the potential leaders of his country. Instead of two separate and distinct educational systems for separate and distinct classes, the United States provided one system open to everyone a distinctly egalitarian idea. As in mid-19th-century Europe, women were slowly gaining educational ground in the United States. Female academies established by such pioneers as Emma Willard (1787-1870) and Catharine Beecher (1800-78) prepared the way for secondary education for women. In 1861, Vassar, the first real college for women, was founded. Even earlier, in 1833, Oberlin College was founded as a coeducational college, and in 1837, four women began to study there. In the mid-19th century there was yet another change in education. The secondary-school curriculum, that had been slowly expanding since the founding of the academies in the mid-18th century, virtually exploded. But the voice of practicality cried out again. A new society, complicated by the latest discoveries in the physical and biological sciences and the rise of industrialism and capitalism, called for more and newer kinds of knowledge. By 1861 as many as 73 subjects were being offered by the Massachusetts secondary schools. People still believed that the mind could be trained, but they now thought that science could do a better job than the classics could. The result was a curriculum that was virtually saturated with scientific instruction. The mid-19th-century knowledge explosion also modestly affected some of the common schools, which expanded their curriculum to include such courses as science and nature study. Burial Practices Of The Ancient Egyptian And Greco Essay The purpose of the school, however, is not to re-create an environment of relatively random activity but to create an environment where activities are carefully chosen to promote the development of intelligence. Carefully selected and guided, they become nets for gathering and retaining knowledge. Instead of presenting children with an already packaged study of elementary science, Dewey might well have recommended that they study life in an aquarium. The childs natural curiosity should lead to such questions as, Why does the fish move his mouth like that? Is he always drinking? His search for the answer will lead his intelligence in the same direction as that taken by the scientist the direction of formulated conclusions based on observation of the phenomenon. He will be learning the method as well as the subject matter of science; learning to think as a scientist does. Moreover, the inquiry process need not be confined to one narrow area of knowledge but can be guided naturally by the teacher into investigations of fishing and then, conceivably (depending on the maturity of the young learner), of the role of the sea in the life of man. The barriers between subjects thus break down as the childs curiosity impels him to draw upon information from all areas of human knowledge. Books, films, recordings, and other such tools serve this end. Learning the skills reading, writing, spelling, and arithmetic can be made meaningful to the child more easily if he is not forced through purposeless mechanical exercises, which, he is told, are important as a preparation for activities in later life. He should be led to discover that in order to do something he recognizes to be important right now, he needs certain skills. If he wants to write a letter, he must know how to spell; if he wants to make a belt, he must know how to measure the leather correctly. Of course, Dewey was not suggesting that in order to learn an individual must restate the whole history of the human race through personal inquiry. While the need for a background of direct experiences is great in elementary school, as children get older they should become increasingly able to carry out intellectual investigations without having to depend upon direct experiences. The principle of experiencing does apply, however, to the elementary phase of all subjects even when the learner is a high-school or college student or an adult. The purpose is to encourage in the learner a habitual attitude of establishing connections between the everyday life of human beings and the materials of formal instruction in a way that has meaning and application. The measuring and comparative grading of a students assumed abilities, processes that reflect the educators desire to assess the results of schooling, are incompatible with Deweys thinking. The quantity of what is acquired does not in itself have anything to do with the development of mind. The quality of mental process, not the production of correct answers, he wrote, is the measure of educative growth. Because it is a process, learning is cumulative, and cannot be forced or rushed. For Dewey, the educative growth of the individual assures the healthy growth of a society. A society grows only by changes brought about by free individuals with independent intelligence and resourcefulness. The beginning of a better society, then, lies in the creation of better schools. At about the same time that a few pioneering schools of the 1920s were trying to put Deweys theories into practice, the testing movement, which started in about 1910, was working up steam. The child had first become the object of methodical scientific research in 1897, when experiments conducted by Joseph M. Rice suggested that drill in spelling did not produce effective results. By 1913 Edward L. Thorndike had concluded that learning was the establishment of connections between a stimulus and a response and that the theory of mental faculties was nonsense. Alfred Binet, in 1905, published the first scale for measuring intelligence. During the 1920s, children began to be given IQ (intelligence quotient) and achievement tests on a wide scale and sometimes were carefully grouped by ability and intelligence. Many of the spelling and reading books they used, foreshadowing the 1931 Dick and Jane readers, were based on controlled vocabularies. After the shock Americans felt when the Soviets launched the first space satellite (Sputnik) in 1957, criticism of the schools swelled into loud demands for renewed emphasis on content mastery. The insistence on cognitive performance and excellence accomplished four things. It increased competitive academic pressures on students at all levels. It stimulated serious and sustained interest in preschool education, which manifested itself in various ways from the revival of the Montessori method in the 1960s to the preschool television series Sesame Street in 1969. In addition, it created a new interest in testing, this time in such forms as national assessments of student performance, experiments with programmed materials, and attempts to gauge when children could begin to read. And it stimulated interest in the application of technology and instructional systems to education as a means of improving student instruction. It was practical to open up new avenues of education the United States was in competition with the Soviet Union. The Space Race was well on its way and America needed to change the way they learned. And practicality was the key. From the 18th century onward, as knowledge of the world increased, new subjects had been added and old ones split up into branches. Later, new combinations of courses resulted from the attempt to put the scattered pieces of knowledge back together again. The purpose was to make knowledge more rational and meaningful so that it could be understood instead of mechanically memorized. It also encouraged young learners to begin to think and inquire as scholars do. In other words, many of the new programs developed for use in the schools, particularly in the 1960s, stressed the inquiry approach as a means of mastering a body of knowledge and of creating a desire for more knowledge. Resistance to the 1954 United States Supreme Court decision terminating segregation placed the schools in the middle of a bitter and sometimes violent dispute over which children were going to attend what schools. By 1965, when a measure of genuine integration had become a reality in many school districts, the schools again found themselves in the eye of a stormy controversy. This time the question was not which children were going to what schools but what kind of education society should provide for the students. The goal of high academic performance, which had been revived by criticisms and reforms of the 1950s and early 1960s, began to be challenged by demands for more humane, relevant, and pressure-free schooling. Many university and some high-school students from all ethnic groups and classes had been growing more and more frustrated some of them desperately so over what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at home. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, international strife, deadly weaponry, and discrimination. Pressure for reform came not only from students but also from many educators. While students and educators alike spoke of the need for greater relevance in what was taught, opinions as to what was relevant varied greatly. The blacks wanted new textbooks in which their people were recognized and fairly represented, and some of them wanted courses in black studies. They, and many white educators, also objected to culturally biased intelligence and aptitude tests and to academic college entrance standards and examinations. Such tests, they said, did not take into account the diverse backgrounds of students who belonged to ethnic minorities and whose culture was therefore different from that of the white middle-class student. Whites and blacks alike also wanted a curriculum that touched more closely on contemporary social problems and teaching methods that recognized their existence as individual human beings rather than as faceless robots competing for grades. Alarmed by the helplessness and hopelessness of the urban ghetto schools, educators began to insist on curricula and teaching methods flexible enough to provide for differences in students social and ethnic backgrounds. In this way, egalitarianism entered into the education system. Rather than keeping whites and blacks segregated in the schools, egalitarianists provided a way for the two groups to co-exist equally. In this case, the standards were raised instead of lowered in order to promote this new equality. Previously, whites and blacks studied on very different levels. Unfortunately, blacks were not given the same opportunities as whites were and they did not receive the attention needed to improve the environment in which they studied. Things changed, however, when egalitarianists raised the standards to promote equality. Clearly, the American education system has changed drastically over the years. From one-room schoolhouses to acres of college campus.. . from Pestalozzi to Dewey from simple religious studies to graduate programs, education has been influenced by many different factors, such as egalitarianism, wisdom of the heart, and most importantly, practicality. Necessity is the mother of invention, they say Just as practicality is the mother of educational reform.Education Essays

Roller Coasters and Their Theory Essay Example

Roller Coasters and Their Theory Paper 2010 NAME: CAROLENA SEEREERAM DINESH TEELUCKSINGH DEVIANN SINGH VINCENT BAHADUR KERLON MOORE INSTRUCTOR: MR. RISHI RAMPERSAD COURSE: ENGINEERING SCIENCE COURSE: ENGINEERING SCIENCE CLASS: COMPUTER ENGINEERING (YEAR 1) INSTRUCTOR: RISHI RAMPERSAD GROUP MEMBERS: CAROLENA SEEREERAM DINESH TEELUCKSINGH DEVIANN SINGH VINCENT BAHADUR KERLON MOORE ABSTRACT A roller coaster is an amusement park ride where passengers sit in a series of wheeled cars that are linked together. The cars move along a pair of rails supported by a wood or steel structure. In operation, the cars are carried up a steep incline by a linked chain. When the cars reach the top of the incline, they roll free of the chain and are propelled downward due to gravity through a series of drops, rises, and turns. Finally the cars are braked to a stop at the starting point, where the passengers get out and new passengers get on. Roller coasters are considered by many to be the most exciting ride in any amusement park. TABLE OF CONTENTS Task Pages Abstract 3 Introduction 5 Objectives Methodology6 Background Information Design of a Roller Coaster 7-13 * Working of a Roller Coaster 14-15 * Energy Transformations 16 Methodology 17 Main Body 18 * Brief History of Roller a Coaster * Types of Roller Coasters Reference and Appendix 19 INTRODUCTION This project is based on the operations and the energy conversions of a roller coaster and it is designed to make an understanding of how a roller coaster works. A roller coaster ride is a thrilling experience which involves a we alth of physics. Part of the physics of a roller coaster is the physics of work and energy. We will write a custom essay sample on Roller Coasters and Their Theory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Roller Coasters and Their Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Roller Coasters and Their Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The ride often begins as a chain and motor, or other mechanical device which exerts a force on the train of cars to lift the train to the top of track. Once the cars are lifted to the top of the track, gravity takes over and the remainder of the ride is an experience in energy transformation. OBJECTIVES The objectives of this project include: 1) Describing the equipment design and operation of Roller Coasters. 2) Investigating the sources of energy and stating whether the energy is harnessed naturally or if it is renewable. 3) Energy conversion and the losses incurred during the conversion process. ) Identifying the environmental impacts of using such energy. Methodology Different data collection methods were used to collect information of the roller coaster. The most used was the use of the internet. A lot of the information was gathered from different sites and was restructured in one’s own words. Also watching videos from the internet (YouTube) was widely used in gathering of the information. Another method was through reading of text books and encyclopedia based on the roller coaster and once again the information was put together in one’s own words. The following steps were taken when researching the topic. First planning was done on how to do the research and who had to do what in the research. Different members had to do different types of research. Some did through the internet and some researched by reading of text books and encyclopedia. The data was then analyze, then the study of the design of the structure of the roller coaster. Implementation of the information and restructure of the information was then carried out by all members of the group. BACKGROUND INFORMATION Design of a Roller Coaster The design of a roller coaster ride is the first and most important part of the manufacturing process. Because each roller coaster is unique, every detail must be designed literally from the ground up. In order to design a roller coaster, designers must consider what kind of riders will use the coaster. If the coaster is designed for small children, the hills and curves will be gentle, and the cars speed will be relatively slow. Families usually want a somewhat faster ride with plenty of turns and moderate forces. Ultimate thrill seekers want extreme heights and speeds. Next, the designers must consider the space available for the coaster, because roller coasters not only take a lot of ground space, but also a lot of air space. Designers look at the general terrain, other surrounding rides, power lines, access roads, lakes, trees, and other obstacles. Some amusement parks have added so many rides that a new roller coaster has to be designed to thread its way through existing rides and walkways. The next objective for the designers is to achieve a unique feel for the coaster. Designers can draw on a number of techniques to provide a memorable ride. The initial incline can be made steeper or the speed of the lift chain can be made slower to heighten the apprehension of the passengers. Once up the incline, the first drop is usually designed to be the steepest, and therefore the fastest and scariest. Other drops can be designed with a brief flattened section in the middle, and are called double dips. Drops with very abrupt transitions to a flat or upturned section are called slammers because they slam the passengers down into their seats. Letting the cars run close to the ground, in what is called a gully coaster, gives the illusion of increased speed. The advent of steel construction for coasters has allowed a number of variations on the basic roller coaster ride. In some modern coasters, the passengers sit suspended below the tracks rather than riding on top of them. In others, the passengers ride standing up rather than sitting down. Most of the actual design and layout of a roller coaster is done on a computer. The height of the first incline must be calculated to give the cars enough energy to propel them all the way through the ride and back to the station. The horizontal and vertical forces that the loaded cars exert on the track must be calculated at every point to ensure that the support structure is adequate. Because each coaster usually incorporates one or more new and untried features, a working prototype of the new features may be built for testing and evaluation. The prototype is erected at the manufacturers facility, and weighted test cars outfitted with instrumentation are propelled through the test section at the desired speed. Based on these tests, the designers may alter their original design before building the final product. When the calculations, design, and testing are complete, a computer-aided drafting (CAD) program is used to prepare detailed drawings for each of the thousands of parts that will be used to build the new coaster. The Manufacturing Process of a Roller Coaster The actual physical construction of a roller coaster may take place in a factory or on the amusement park site depending on the type and size of the coaster. Most steel coasters are built in sections in a factory, then trucked to the site and erected. Most wooden coasters are built piece-by-piece on the site. Here is the typical sequence of operations for manufacturing both modern steel coasters and classic wooden coasters: Preparing the Site: 1) Before the roller coaster can be installed, the area where it is to be located needs to be cleared and prepared. 2)   If there are existing structures, vegetation, or utilities that need to be moved or demolished, this work is done first. If any of the surrounding terrain needs to be filled or excavated, that work is also done at this time. 3) Holes for the support structure foundations are surveyed and drilled or dug. Sturdy wooden forms are then constructed to hold the concrete for each foundation point. In some areas where the soil is very sandy, large wooden piles may be driven into the ground as foundations rather than using poured concrete. If concrete is used, it is brought to the site in mixer trucks and pumped into place by a concrete pump with a long, articulating arm that can reach each foundation form. Connector plates are imbedded into the concrete on top of each foundation to allow attachment of the supports. Erecting the Main Support Structure: 4) When the foundation is in place, work begins on the main support structure. All the parts for steel coasters are made in a factory and shipped to the job site in sections on trucks. In the factory, the pieces for each support are cut and welded into the required shape using fixtures to hold them in the proper orientation to each other. If a complex three-dimensional bend is required, this may be done in a hydraulic tube bender that is controlled by information from the computer. On wooden coasters, the material for the supports is usually shipped to the site as unfinished lumber and the individual pieces are cut and assembled on site. In either case, the lower portions of the main supports are lifted by a crane and are attached to the connector plates protruding from the foundation points. ) Once the lower supports are in place, they may be temporarily braced while the upper sections are lifted into place and connected. This work continues until the main support structure is complete. Installing the Track: 6) With the main support structure in place, the track is installed. On steel coasters, sections of track are fabricated in the factory with the stanchions an d tubular tracks welded to the track supports. After the sections are brought to the site, they are lifted into place, and the track ends are slid together. The sections are then bolted to the main support structure and to each other. On wooden coasters, wood tie beams are installed across the top of the main support structure along the entire length of the ride. Six to eight layers of flat wood boards are installed lengthways on top of the tie beams in two rows to form a laminated base for the rails. The rails themselves are formed from long, flat strips of steel screwed into the wood base. 7) On steel coasters, walkways and handrails are welded in place along the outside of the track to allow maintenance access and emergency evacuation of passengers. On wooden coasters, the portions of the tie beams outside of the track are used as walkways, and handrails are installed. ) The lift chain and anti-rollback mechanisms are installed on the lift hill, and the braking device is installed on the final approach to the station. Fabricating the Cars: 9) The individual cars for the coaster are fabricated in the factory. The sub frame pieces are cut and welded. The bodies are stamped from aluminum or molded in fiberglass, t hen fastened to the sub frame. Seat cushions may be cut from foam, mounted on a base, and covered with upholstery. Running wheels and guide wheels are bolted in place with locking fasteners. Brake fins, anti-rollback dogs, and other safety components are installed. Finishing the Ride: 0) When the main construction is completed, electrical wiring is installed for the lighting, and the entire ride may be painted. The boarding station is constructed, signs are installed, and the landscaping is put in place. Working of a Roller Coaster The roller coasters work on the principle of conversion of potential energy into kinetic energy. The cars attached to the roller coaster do not have self-powered motor. Instead they are pulled by one chained with the other to the first peak of the roller coaster track. On reaching the top of the first peak the kinetic energy with which the cars are pulled becomes the potential energy. With that the cars of the roller coaster system not only slide down but also move up the second peak. This process is repeated in the subsequent peaks and finally the cars are brought to a stop with the application of brake run. A well designed roller coaster will have enough energy to complete the entire course of the track and will come to an end on the application of brake run at the end. Modern roller coasters have launch mechanisms, which starts off the ride with a high amount of acceleration by means of one or series of Linear Induction Motors and Linear synchronous Motors, powered by hydraulic or pneumatic force. Roll back occurs when a launched train does not have enough potential energy to ascend the top of the first peak. Under the roll back the train comes back to the original launching place for re-launch. In the case of continuous circuit roller coasters, when the kinetic energy is not enough for the train to complete the travel after descending from its highest peak point , it moves forward and backward along the track until all the kinetic energy is released. After that it comes to a stop. Energy Transformations in a Roller Coaster A roller coaster ride also illustrates the work and energy relationship. The work done by external forces is capable of changing the total amount of mechanical energy from an initial value to some final value. The amount of work done by the external forces upon the object is equal to the amount of change in the total mechanical energy of the object. The relationship is often stated in the form of the following mathematical equation. KEinitial + PEinitial + Wexternal = KEfinal + PEfinal The left side of the equation includes the total mechanical energy (KEinitial + PEinitial) for the initial state of the object plus the work done on the object by external forces (Wexternal) while the right side of the equation includes the total mechanical energy (KEfinal + PEfinal) for the final state of the object. Once a roller coaster has reached its initial summit and begins its descent through loops, turns and smaller hills, the only forces acting upon the coaster cars are the force of gravity, the normal force and dissipative forces such as air resistance. The force of gravity is an internal force and thus any work done by it does not change the total mechanical energy of the train of cars. The normal force of the track pushing up on the cars is an external force. However, it is at all times directed perpendicular to the motion of the cars and thus is incapable of doing any work upon the train of cars. Finally, the air resistance force is capable of doing work upon the cars and thus draining a small amount of energy from the total mechanical energy which the cars possess. However, due to the complexity of this force and its small contribution to the large quantity of energy possessed by the cars, it is often neglected. By neglecting the influence of air resistance, it can be said that the total mechanical energy of the train of cars is conserved during the ride. That is to say, the total amount of mechanical energy (kinetic plus potential) possessed by the cars is the same throughout the ride. Energy is neither gained nor lost, only transformed from kinetic energy to potential energy and vice versa. Energy Transformations in a Roller Coaster Methodology Different data collection methods were used to collect information of the roller coaster. The most used was the use of the internet. A lot of the information was gathered from different sites and was restructured in one’s own words. Also watching videos from the internet (YouTube) was widely used in gathering of the information. Another method was through reading of text books and encyclopedia based on the roller coaster and once again the information was put together in one’s own words. The following steps were taken when researching the topic. First planning was done on how to do the research and who had to do what in the research. Different members had to do different types of research. Some did through the internet and some researched by reading of text books and encyclopedia. The data was then analyze, then the study of the design of the structure of the roller coaster. Implementation of the information and restructure of the information was then carried out by all members of the group. Main Body Brief History of a Roller Coaster: A roller coaster train going downhill represents merely a complex case as a body is descending an inclined plane. Newtons first two laws relate force and acceleration, which are key concepts in roller coaster physics. At amusement parks, Newtons laws can be applied to every ride. These rides range from The Swings to The Hammer. Newton was also one of the developers of calculus which is essential to analyzing falling bodies constrained on more complex paths than inclined planes. A roller coaster ride is in a gravitational field except with the Principle of Equivalence. An important thing to consider is that the carts on a conventional modern day roller coaster are not self-powered. The movement is generated exclusively by gravitational, inertial and centripetal forces. Although the tracks are getting more and more complex and the speed is ever increasing, the basic principles of physics at work are simple and can be easily understood. Still, the actual task of designing a roller coaster itself is by no means simple, which is reflected by the many obstacles that need to be overcome before a coaster becomes operational. Given this contrasting perspective, this paper is going to take a look at these underlying physics principles as well as some engineering methods that are involved. Energy is essentially applied to the carts only as they are pulled up the first hill. This hill is often called the lift hill. Once the coaster reaches the top, the forces applied to it for the remainder of the ride are mainly gravitational and inertial. Therefore, in essence, the fundamental principle behind the coaster’s operation is the ‘conservation of energy,’ which simply states that energy can neither be created nor destroyed. The total energy which is consisted of ‘potential’ and ‘kinetic’ parts, is therefore constant. As the coaster moves up the lift hill, the total energy exerted on the carts is stored in the system as potential energy. This happens since as the height increases, there is a greater chance for the gravity to act on the cart to pull it down. However, it is not desirable to have the carts fall vertically to the ground, and so a good way to think about what is happening here is that the tracks are designed to manipulate this fall. The second physical principle relevant here is Newton’s first law: This states that an object stays in motion (or conversely stays still) if no external forces are applied. The tendency of objects to do this is referred to as ‘inertia’. Based on this principle, as the cart reaches the second hill (after the lift hill), it continues to rise converting kinetic energy to potential energy. However, some of the energy will be lost due to friction which exists between the tracks and the cart wheels as well as that created by carts moving through the air. Therefore, a few extra hills (which are shorter than the lift hill) are put along the path to ‘recharge’ the cart giving it more potential energy to convert back to kinetic energy. The racks are designed in such a way that at the end of the ride, all potential energy is converted to kinetic energy so there is little need for brakes and the carts essentially stop on their own. Components The worlds tallest and fastest roller coaster, the Kingda Ka at Six Flags Great Adventure in New Jersey. At first glance, a roller coaster is something like a passenger train. It consists of a series of connected cars that move on tracks. But unlike a passenger train, a roller coaster has no engine  or power source of its own. For most of the ride, the train is moved by  gravity  and momentum. To build up this momentum, you need to get the train to the top of the first hill (the lift hill) or give it a powerful launch. Chain Lift The traditional lifting mechanism is a long length of chain (or chains) running up the hill under the track. The chain is fastened in a loop, which is wound around a gear at the top of the hill and another one at the bottom of the hill. The gear at the bottom of the hill is turned by a simple  motor. This turns the chain loop so that it continually moves up the hill like a long conveyer belt. The coaster cars grip onto the chain with several  chain dogs, sturdy hinged hooks. When the train rolls to the bottom of the hill, the dogs catches onto the chain links. Once the chain dog is hooked, the chain simply pulls the train to the top of the hill. At the summit, the chain dog is released and the train starts its descent down the hill. Catapult-launch In some newer coaster designs, a catapult launch sets the train in motion. There are several sorts of catapult launches, but they all basically do the same thing. Instead of dragging the train up a hill to build up potential energy, these systems start the train off by building up a good amount of kinetic energy in a short amount of time. One popular catapult system is the linear-induction motor. A linear-induction motor uses  electromagnets  to build two magnetic fields one on the track and one on the bottom of the train that are attracted to each other. The motor moves the magnetic field on the track, pulling the train along behind it at a high rate of speed. The main advantages of this system are its speed, efficiency, durability, precision and controllability. Another popular system uses dozens of rotating wheels to launch the train up the lift hill. The wheels are arranged in two adjacent rows along the track. The wheels grip the bottom (or top) of the train between them, pushing the train forward. The Breaks Like any train, a roller coaster needs a  brake  system so it can stop precisely at the end of the ride or in an emergency. In roller coasters, the brakes arent built into the train itself; theyre built into the track. This system is very simple. A series of clamps is positioned at the end of the track and at a few other braking points. A central computer operates a  hydraulic system  that closes these clamps when the train needs to stop. The clamps close in on vertical metal fins running under the train, and this friction gradually slows the train down. Types of Roller Coasters: There are many different designs for Roller Coasters but the following are the most popular: * Wooden Roller Coaster * Steel Roller Coaster Wooden Roller Coaster – Wooden coasters use massive wooden trestle-style structures to support the track above the ground. Steel plates are used to reinforce critical joints. Steel Roller Coaster – These may use thin, trestle-style structures to support the track, or they may use thick tubular supports. The track is usually formed in sections from a pair of welded round steel tubes held in position by steel stanchions attached to rectangular box girder or thick round tubular track supports. All exposed steel surfaces are painted. Reference and Appendix http://cec. chebucto. org/Co-Phys. html http://library. thinkquest. org/2745/data/ke. htm http://en. wikipedia. org/wiki/Centripetal_force http://www. teachersdomain. org/resource/hew06. sci. phys. maf. rollercoaster http://www. thehumorwriter. com/Kids_Corner_Original_Storie/Roller_Coasters/roller_coasters www. google. tt http://www. buzzle. com/articles/physics-of-roller-coasters. html

Why Should We Hire You - The Essay Sample?

Why Should We Hire You - The Essay Sample?When people ask me, 'Why should we hire you?' I often respond, 'If you have good writing skills and you enjoy writing, there are many interesting, challenging and profitable writing jobs available. If you're not sure what you can do with your writing, read the full bio below and then contact me for more information.'You'll enjoy my bio because I'm a professional writer who's had some interesting positions before. As a college student in Washington, DC, I wrote copy for the local district attorney's office, the Washington Post, U.S. News & World Report, and other places. In 1988, I received my master's degree in English from the University of California-Berkeley, and I continued to write fiction for several years. Then, in 1998, I decided to pursue something more rewarding, and I began my career as a freelance or an in-house copywriter.Now, I've written for magazines such as Conde Nast, Dial Press, Salon, Salon Online, Collegehumor, and ma ny others. My favorite topic is serious, intelligent writing about subjects such as politics, culture, health, business, and the media.As someone who understands exactly what makes a good story, I also understand the great lengths that talented, ambitious writers go to in order to be noticed. With that in mind, I'm always looking for creative people to contribute to my pages.One of the reasons why I believe that I'll benefit from knowing the kind of creative story that I can provide is because I have great confidence in my ability to deliver original material. I've written on numerous topics over the past few years and I've been publishing essays online for two years. So, if I say I'm a creative writer, it's absolutely true.Another reason why I consider this essay sample a quality addition to my portfolio is because it's true! That being said, I realize that many people aren't going to be impressed by the fact that I'm not an academic writing instructor; I just prefer not to spend m y time or energy producing content that can be easily replicated by anyone else.And, by not devoting myself to the written word, I don't risk being seen as boring or unprofessional at a job interview. So, if you truly want to get ahead in the writing world, you must dedicate yourself to producing your best work.If you're making a genuine effort to do so, I strongly encourage you to use this sample as a tool to help improve your writing, which will help your writing career. And, finally, I strongly encourage you to contact me for more information on how you can be part of the team that's helping me grow as a writer.

Green Surname Meaning and Origin

Green Surname Meaning and Origin GREEN Surname Meaning Origin: The Green surname can have one of many possible derivations. It was commonly used to describe someone who dwelled at, or near, the village green, or other grassy ground. Other possible origins include someone who favored the color green (from the Old English grene), or someone who was immature or inexperienced. Green may also have been used as the surname of somone who had played the part of the Green Man in May Day celebrations. Green is the 37th most popular surname in the United States and the 19th most common surname in England. Surname Origin: English Alternate Surname Spellings: GREENE Famous People with the Surname GREEN: Pat Green - American country music starEva Green - French actressNathanael Green - General in the Continental Army during the American Revolution Genealogy Resources for the Surname GREEN: 100 Most Common U.S. Surnames Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? GREEN / GREENE Surname DNA ProjectMales Greens from anywhere, including alternate spellings of Greene, MacGreen, MacGreene, McGrane, McGreen, McGreene, can join this Y-DNA project which is attempting to sort out various GREEN families. GREEN Family Genealogy ForumSearch this popular genealogy forum for the Green surname to find others who might be researching your ancestors, or post your own Green query. There is also a separate forum for the GREENE variation of the Green surname. FamilySearch - GREEN GenealogyFind records, queries, and lineage-linked family trees posted for the Green surname and its variations. GREEN Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Green surname. Cousin Connect - GREEN Genealogy QueriesRead or post genealogy queries for the surname Green, and sign up for free notification when new Green queries are added. DistantCousin.com - GREEN Genealogy Family HistoryFree databases and genealogy links for the last name Green. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997. Back to Glossary of Surname Meanings Origins