History of New York Skyscrapers :: essays research papers fc

Hi story of brand-new York SkyscrapersThe founding Building 1890The World Building (also know as the Pulitzer Building) was originally have by Joseph Pulitzer, publisher of the New York World. Its architect was George B. Post and construction began October 10th, 1889. It was opened on December 10th, 1890, and was the first building in New York to surpass the 284 feet. The New York World Building was the tallest of several high-rise structures built for major newspapers in the late 19th century. The number of stories is disputed estimates range from the 26 stories claimed by the World to the 16 or 18 suggested by recent scholars. The World Building was 309 feet tall and was demolished in 1955 for the expanded automobile entrance to the Brooklyn Bridge.Manhattan Life indemnity Co. Building 1894The Manhattan Life Insurance Company Building was constructed in 1893 and was opened in 1894. In 1892 the Manhattan Life Insurance Company held a competition for its headquarters, selectin g architects Kimball and Thompson as the winners. The structure was intended to be the tallest in New York. The building featured a few engineering firsts designed by engineer Charles Sooysmith. The interior was heated and cooled through one of the first uses of electric ventilation. Manhattan Life was demolished in 1930 to make way for the Irving Trust Banks headquarters, the masterpiece One skirt Street. St. Paul Building 1898This building was named after the historic St. Pauls Chapel located across the street. The St. Paul Building was constructed in 1895 and was 315 feet (96 meters) tall. The building was opened in1898 and its General asseverator was Robinson & Wallace. The St Paul Building was called by one critic of the time "perhaps the least attractive design of all New Yorks skyscrapers." The Park language 1899Building originally owned by William Mills Ivins, the head of investment syndicate. The building was constructed in 1896 and took three years to comp lete. The building is 386 feet (118 meters) tall and its architect is R.H. Robertson. The building is 30 stories tall, the interior could accommodate up to 1,000 offices, and its engineer was Nathaniel Roberts. The Park Row Building still stands today facing City Hall Park in lower Manhattan.Singer Building 1908The Singer building was construced in 1906 and opened in 1908. The first design by architect Ernest Flagg was a thirty-five story tower, but the company soon decided to nearly double that height with a tower of almost 600 feet.

The Short Stories of Gabriel Garcia Marquez Essay -- Biography Biograp

The Short Stories of Gabriel Garcia MarquezShort story writer. Novelist. Journalist. Political activist. Nobel Prize winner. Most dearest of 20th century Latin American authors, Gabriel Garcia Marquez was born on March 6, 1928, in the small coastal town of Aracataca, Colombia. He published his first story, The threesome Resignation, in 1947 and began studying law and journalism. His first novel, Leafstorm, was published in 1955, the same year the Colombian government shut down his employer, the newspaper El Espectador. In 1958, after 14 years of engagement, he married Mercedes Burcha and began working for the Caracas newspaper, El Momento. During the Cuban Revolution in 1959, he worked for Cubas Prensa Latina in Bogota, Cuba, and brand-new York. He published No One Writes to the Colonel in 1961 and was awarded the Colombian National Novel Prize for In Evil Hour. After two years of privateness he published his most famed novel, One Hundred Years of Solitude in 1970, it was publishe d in English and named one of Times ten best books of the year. Always active in politics, Garcia Marquez founded the leftist magazine, Alternativa, in Bogota. He was awarded the Nobel Prize for Literature in 1982. Other important novels in Garcia Marquezs large body of work include Love in the Time of Cholera, The Autumn of the Patriarch, Of Love and Other Demons, and The General in His Labyrinth, about Simon Bolivar. His most novel work, News of a Kidnapping, published in 1996, is a piece of journalistic nonfiction. Prolific and versatile, Garcia Marquez has endured for half a century and earned himself an honored place in world literature.Though not as well known as his novels, his short stories make for particularly fascinating reading. His first... ...entence conjures imagery of the Garden of Eden, and implies that since that time, man has lived in a meaningless, disoriented fog of self-absorption.Though perhaps not as accomplished as his fine novels, the early short stories of Gabriel Garcia Marquez accurately embody the line of the 20th century. His Kafkaesqe visions deftly blur the line between the real and the unreal, the physical and the imaginary. The psychological and philosophical torment of his characters reverberates throughout the work of many other young authors, and these stories serve as an auspicious beginning to a remarkable career in world literature. Works CitedGarcia Marquez, Gabriel. Eva Is Inside Her Cat. lay in Stories. Cambridge Harper & Row, 1984. 3-12.Garcia Marquez, Gabriel. The Third Resignation. Collected Stories. Cambridge Harper & Row, 1984. 23-34.

Sir Gawain Preparing Himself and His Neck :: Arthurian Legands English Literature Essays

Sir Gawain Preparing Himself and His Neck Sir Gawain and the Green horse cavalry, written by an anonymous fourteenth-century poet, describes the Arthurian legend about the Green Knights game with Sir Gawain. Now almost a year passes since the Green Knight has started a friendly challenge of a blow for a blow. And it is condemnation for Sir Gawain to prepare and to meet the Green Knight to receive his strike. Sir Gawain sees how the people around him care for him and wish he didnt have to go. He probably feels that the number 1 part of the game wasnt completely fair, because the beheaded Green Knight survived what a mortal man groundworknot. Nevertheless, Sir Gawain acts equal a true honorable sawbuck and decides to face his destiny Why should I tarry?And smiled with tranquil eyeIn destinies sad or merry,True men can but try. (Norton 561 - 565) Click here to beware to this monologue Realizing that he is just human and is predestined f or a test he isnt fully aware of, the only thing he can do is to do his best and not worry about the outcome. Sir Gawain decides to fully prepare himself for this ordeal and goes alone to pray humbly to G-d. He feels very small now, more than before when he was willing to take the Green Knights challenge after Arthur had already accepted it. Now he realizes that what seemed like a sure thing doesnt always turn out that way and that he has to take responsibility for his actions. Sir Gawain prepares for the journey and takes his favorite horse, Gringolet, with him. Gringolet is his picky horse, and for this special occasion, he is honored with many golden fringes everywhere, perhaps for Gawain to feel more angelic as he leaves his life behind By then Gringolet was backbone with saddleThat was gaily agleam with fine gilt fringe,New-furbished for the need with nail-heads brightThe bridle and the bars bedecked all with gold. (Norton, 597 - 600)His horse is his only companion on his wide way to the Green Chapel.

Theme of Voice in Their Eyes Were Watching God Essay -- Literature Zor

Breaking ThroughIn the novel Their Eyes Were reflexion God written by Zora Neale Hurston, Janie the protagonist is seen by critics as having no voice. For all women silence knows no boundaries of race or culture, and Janie is no exception. Hurston characterizes Janie with the same silence that women at that time & dot were forced into, (complete submission.) Women were to be seen and not heard. Janie sp ceases forty years of her life, learning to achieve/find, her voice against the over-ruling and dominate men in her life. But in the end Janie comes turn up the victor, breaking the silence. In her essay What do Feminist Critics Want? Gilbert states, Like Wagners master singers....men had the power of speech,but....women like Emily Dickinson, knew that they had, or were supposed to have, the graceful obligation of silence.(34) To question the male voice in Their Eyes is an important aspect of the genre which contributes to the story as a whole. Furthermore it is to discove r the ways in which the male voice affected Janies. Weather it be physical or mental, the reader if reading close can surpass Janies verbal silence and allow that her mien to speak for her. Janies actions are what makes her someone to pay attention to. By first understanding that Janie was silent (verbally)through most of the novel, does not mean she was not heard. Her presence demands respect and by doing so, the reader will find and appreciate Janie as a whole, and not just a Black Woman whose voice had been hindered by societies bias. Mary Helen Washington states in her critical essay on Their Eyes, Ourattentiveness to the possibility that women are excluded categorically from the language of the dominant discourse should h... ...-defense, and from the voice she expresses in argue her life from Tea Cake. Hurston shows that her characters voices have been influenced by peoples subjection to a dominant authority. Hurston indicates that voice may be personal and yet move into the universal. At the end of the novel, Janies voice is heard and recognized by Pheoby, who will share it with the community later. Finally there is a unity within Janie that allows her to share her self with others. Janie has rig her voice, and she can choose when and how to express it when defining who she is.Works CitedGilbert, Sandra M. What Do Feminist Critics Want? A Postcard from the volcano. ADE Bulletin 66 (1980).Rpt.Hurston, Zora Neale. Their Eyes Were Watching God. New York Harper, 1998.Wall, Cheryl A. Their Eyes Were Watching God A Casebook. New York Oxford, 2000.

Movie Essays - Narrative Holes in Films of Shakespeares Plays

Narrative Holes in Films of Shakespeares Plays My subject in this essay in playtexts and in films of those playtexts. caper offers the storyteller a simple choice about how to communicate each element of the story to the audience show it, or have a shell describe it. Often in drama narration is used because an event cannot be shown, but occasionally telling is used when showing is perfectly feasible and Shakespeare uses this device self-consciously to draw attention to the medium rather than the message of his story. Shakespeare appears then interested in ekphrasis, which the Oxford Classical Dictionary calls an extended and detailed literary description of any object, real or imaginary (Hornblower & Spawforth 1996) but which is commonly used in the more precise sense summarized by Grant F. Scott as a verbal representation of a visual representation (Scott 1991, 301). In Shakespeares Much Ado About Nothing there is an important hole in the narrative which has been pl aced there by the dramatist. The moment when Claudio and Don Pedro witness a sign of Heros infidelity is only anticipated and recalled in the play, not shown. freshman Don John promises Go but with me tonight, you shall see her put up window entered (III.ii.102-3) and in the next scene Borachio brags how he brought Margaret into the deception She leans me out at her mistress chamber window, bids me a thousand times good night (III.iii.140-2). Between III.ii and III.iii the deception takes place without being shown to the audience. It certainly would have been possible for Shakespeares stage to represent Borachio entryway or leaving the bedchamber, so we should consider why Shakespeare chose instead to use dialogue referring to t... ...Laterna/Athena/RSC.Greenaway, Peter. 1991. Prosperos Books. Motion Picture. VPRO Television/Camera One/Le studio apartment Canal+/Channel Four Films/Elsevier/Vendex/Cinea/Allarts/NHK/Palace Pictures/Penta Films.Holland, Peter. 1995. The Shapeliness of The Tempest. Essays in Criticism. 45.3. 208-29.Hornblower, Simon and Antony Spawforth, eds. 1996. The Oxford Classical Dictionary. 3rd edition. Oxford. Clarendon.Jarman, Derek. 1979. The Tempest. Motion Picture. Boyds.McGuire, Philip. 1994. Shakespeare The Jacobean Plays. English Dramatists. Basingstoke. Macmillan.Scott, Grant F. 1991. The Rhetoric of Dilation Ekphrasis and Ideology. enounce and Image. 7.1. 301-10.Shakespeare, William. 1899. Much Ado About Nothing. Ed. Horace Howard Furness. New Variorum. 12. Philadelphia. Lippincott.Wilcox, Fred M. 1956. Forbidden Planet. Motion Picture. MGM

Movie Essays - Narrative Holes in Films of Shakespeares Plays

Narrative Holes in Films of Shakespeares Plays My subject in this essay in playtexts and in films of those playtexts. Drama offers the storyteller a simple choice about how to communicate each element of the story to the audience show it, or have a character describe it. Often in drama narration is used because an event cannot be shown, but occasionally telling is used when showing is short possible and Shakespeare uses this device self-consciously to draw attention to the medium rather than the message of his story. Shakespeare appears then interested in ekphrasis, which the Oxford Classical Dictionary calls an extended and circumstantial literary description of any object, real or imaginary (Hornblower & Spawforth 1996) but which is commonly used in the more precise sense summarized by have F. Scott as a verbal consistation of a visual representation (Scott 1991, 301). In Shakespeares Much Ado About Nothing there is an important jumble in the narrative which has been placed there by the dramatist. The moment when Claudio and Don Pedro witness a sign of Heros infidelity is only anticipated and recalled in the play, not shown. First Don John promises Go but with me tonight, you shall see her chamber window entered (III.ii.102-3) and in the next scene Borachio brags how he brought Margaret into the deception She leans me out at her mistress chamber window, bids me a thousand times good night (III.iii.140-2). Between III.ii and III.iii the deception takes place without being shown to the audience. It certainly would have been possible for Shakespeares stage to represent Borachio entering or leaving the bedchamber, so we should consider why Shakespeare chose instead to use dialogue referring to t... ...Laterna/Athena/RSC.Greenaway, Peter. 1991. Prosperos Books. Motion Picture. VPRO Television/Camera One/Le Studio Canal+/Channel Four Films/Elsevier/Vendex/Cinea/Allarts/NHK/Palace Pictures/Penta Films.Holland, Peter. 1995. The Shapeliness of The Tempest. Essays in Criticism. 45.3. 208-29.Hornblower, Simon and Antony Spawforth, eds. 1996. The Oxford Classical Dictionary. 3rd edition. Oxford. Clarendon.Jarman, Derek. 1979. The Tempest. Motion Picture. Boyds.McGuire, Philip. 1994. Shakespeare The Jacobean Plays. English Dramatists. Basingstoke. Macmillan.Scott, Grant F. 1991. The Rhetoric of distension Ekphrasis and Ideology. Word and Image. 7.1. 301-10.Shakespeare, William. 1899. Much Ado About Nothing. Ed. Horace Howard Furness. New Variorum. 12. Philadelphia. Lippincott.Wilcox, Fred M. 1956. Forbidden Planet. Motion Picture. MGM

Rene Descartes and Lao Tzu Essay

Rene Descartes remains one of the more or less significant philosophers of the West in the prehistoric few centuries. In his lifetime, the fame and popularity of Descartes is just like that of a mathematician or a physicist. But today, he is considered as an original philosopher and his intellections and thought are one of the most studied in philosophy. Descartes made attempts to bring philosophy to a crude direction. His school of though has rejected the thoughts of Aristotle and scholastic traditions that had dominion on the whole of philosophic thought during the medieval period.It instead made attempts to integrate fully his philosophy of with sciences that were considered at that time to be new. Descartes altered the relationship between theology and philosophy. These new directions that Descartes had initiated made him a philosopher that is revolutionary, The most famous of his ideas are those that employ a method of hyperbolic doubt. Hi argument consist of the possibilit y that he may doubt but he cannot doubt that he exists. An essential aspect of this philosophical method is on the first of is ideas. In searching for the foundation of philosophy, whatever that has the possibility to be doubted must be rejected.He resolves the argument by saying that we must only trust what is clearly and distinctively seen that is free from doubt. It is in this way that Descartes peels or takes away the layers of beliefs and ideas that would only obstruct his perspective of the truth. His next philosophical thought is reconstructing companionship little by little and by piece in such a way that the there will be no instance that doubt will be back. Descartes has proven th he himself should have the basic ability of thinking. This thinking mind is separate from the body, the world of God, nature and the outside world.Descartes has shown that noesis is truly possible and that a scientific knowledge of the material world is possible that is based on mathemati cs. Descartes also speaks about innate ideas. If exterior objects are known to have some(prenominal) clarity and that they rightfully are, then there must be the existence of innate ideas. These ideas do not come from imagination or from the senses. These ideas came from the operation of the mind on its own. wholly innate ideas have features of necessity or even universality. Ideas that are experienced are only contingent.He said that ideas do not have any similarity to the objects that they represent. Because of this statement, the mind is essentially a thinking entity and the body is just a substance that is extended and therefore essentially different. at that place is no idea of extension that can be formed in the mind using the senses. To have a thought of an extended substance, the idea of an extension must be innate or should first belong to the mind. The theory of innate ideas basically speaks about certain pieces of knowledge that are known to exist in objet dart even before birth and not acquired from experiencing the outside world.Descartes used this in his claim that man has innate idea of Gods existence and basic nature. These innate ideas are not immediately made known to man but require reason in their discovery. The knowledge of God is innate because it is a product of the faculty of faith (Kenny 1997). Lao Tzu, a famous Chinese philosopher, treats the acquisition of knowledge is dictated because it is based on quarrel and socialization. The composition of knowledge is of arbitrary, historically, accidental social systems of creating differences, guiding desires and acting.Lao Tzu justifies the abandoning of knowledge as a method of recovering the natural, genuine and spontaneous impulses of humanity. Society will mold the desires through with(predicate) the use of words and differences. The acquisition of a sophisticated taste will shape the desires of man and also actions and choices that man will take. Man will not desire things natur ally because they are just simple and few. Lao Tzu accepts the idea of having pre-social desires. If man will forget or abandon the learned desires that rose from language socialization, then man cam return to nature.The social analysis of knowledge come with the conceptualization of the natural or innate knowledge (Henricks 1989). Although the teachings of Lao Tzu cannot be considered as part of dualism, his ideas will seem to support the primary idea of Descartes as evident in his book, Tao Te Ching. The book talks about the way of Tao that does not vary and compared it to something like a bellow that is inexhaustible but empty. In spite of this unchanging way that makes the world to what it is, everything relies on this unchanging way because it completes everything. There are some similarities to the philosophy of Lao Tzu and Descartes on knowledge.Descartes believed on the innate knowledge of things that man has before he was ever born. Lao Tzu also believed on knowledge that i s acquired before pre-socialization wherein man has knowledge before he is immersed in the context of a social world and language. They also have similarities in ideas of dualism. Tao is not extensive and to the worlds order, it has a spiritual entity as a factor by affecting it by using the mind. Te will pass away the tool that the unvarying way will utilize to show the effects in the body or the natural world. Tao is the one controlling Te and Te follows what Tao says.Tao is beingness depicted here as God. The real Tao cannot be defined for when it can defined then it is not the real Tao. The Tao that cannot be named is the one who created nirvana and earth. It is in reference of something that nothing greater can be thought of. Tao already existed before all the other beings. For Descartes, the knowledge of Gods existence is innate because it is the result of the faculty of faith. In man, there is this idea that lies of a perfect being that Descartes is incapable of creating t his idea on his own. This kind of idea must have a cause or a formal reality.This cause cold not have come from a less than perfect being or reality. The attributes of God were of being independent, supremely intelligent and powerful and created everything else in this world. God exists necessarily. Note the similarities of Lao Tzu and Descartes of a supreme being. The only difference is that Lao Tzu did not call it a God. Descartes called it a God, being that it is something that cannot be explained or defined and one that existed before the world was created and the One who created everything else that is found in the world. Lao Tzu did not identify with the being as a personal creator.

Dbq for American Imperialism

The period 1875-1920 has been described by some historians as a period of selflessness during which the unite States helped weaker nations from dominant European powers and spread the blessings of democracy and acculturation. Others provoke described the sunrise(prenominal) Manifest Destiny as a sequence of ruthless American expansion at the cost of weaker nations and in violation of our own principles of consent of the governed and popular monarch butterflyty.Using the documents, and your know pilege, how would you characterize this period of Becoming a innovation Power?Document ADocument BThe title to district of indefinite but confessedly very large extent is in dispute between spectacular Britain and the Republic of Venezuela. . . . Venezuela can hope to establish her claim only through peaceful methods. . . . The Government of the unite States has make it clear to grand Britain that the controversy is wizard in which both its honor and its interests atomic number 1 8 involved. . . . The people of the United States have a vital interests in the cause of popular self-government. . . . To-day the United States is practically sovereign on this continent, and its fiat is law upon the subjects to which it confines its interposition. . . . Its infinite resources combined with its isolated position render it master of the situation and practically invulnerable as against both or all new(prenominal) powers. . . .All the advantages of this superiority are at once imperiled if the principle be admitted that European powers may convert American States into colonies or provinces of their own. . . . Great Britain can not be deemed a South American state within the purview of the Monroe Doctrine. . . . It creation clear, therefore, that the United States may legitimately insist upon the merits of the border question being determined, it is equally clear that there is but one feasible mode of determining them, viz., peaceful arbitration. Richard Olney, Se cretary of State, 1895.Document CDocument DThe Republic of howdy hereby cedes absolutely and without reserve to the United States of America all rights of sovereignty of whatsoever kind in and over the Hawaiian Islands and their dependencies and it is agreed that all territory of and appertaining to the Republic of Hawaii is hereby annexed to the United States of America under the name of the Territory of Hawaii. . . .The existing laws of the United States relative to public lands shall not give way to such(prenominal) lands in the Hawaiian Islands, but the Congress of the United States shall enact special laws for their management and disposition. . . . There shall be no further immigration of Chinese into the Hawaiian Islands, except upon such conditions as are now or may hereafter be allowed by the laws of the United States, and no Chinese by land of allthing herein contained shall be allowed to enter the United States from the Hawaiian Islands. Treaty of Hawaiian Annexation, 1898.Document EThe principles which this Government is particularly desirous of seeing formally say by His Imperial Majesty and by all the great Powers interested in China, are First. The recognition that no Power will in either port interfere with any treaty port or any vested interest within any leased territory or within any so-called knowledge domain of interest it may have in China.Second. That the Chinese treaty tariff of the time being shall apply to all merchandise landed or shipped to all such ports as are within said sphere of interest (unless they be free ports), no matter to what nationality it may belong, and that duties so leviable shall be collected by the Chinese Government.Third. That it will levy no higher harbor dues on vessels of another nationality frequenting any port in such sphere than shall be levied on vessels of its own nationality over equal distances.The declaration of such principles by His Imperial Majesty would not only be of great reach to un usual commerce in China. . . . John Hay, Open Door In China , Pg.168.Document FOn March 31 Captain-General Blanco issued a decree putting an end to reconcentration in the provinces of Pinar del Rio, Havana, Matanzas, and Santa Clara, and on April 9 the Spanish Cabinet decided to grant an armistice to the insurgents, while both the Pope and the great Powers of Europe were utilise their influence to avert a Spanish-American contend. Nevertheless the replies at this time of the Madrid government to President McKinleys demands concerning the pacification of Cuba, notwithstanding the Spanish offer to arbitrate the Maine trouble, led the authorities at Washington to believe that pacification could not be attained without the armed intervention of the United States.The Presidents message to Congress . . . . stated the completed issue, rightly considering the Maine disaster a subordinate matter, stated that the only hope of relief and repose from a condition which can no longer be endu red is the enforced pacification of Cuba. In the name of humanity, in the name of civilization, in behalf of endangered American interests, which give us the right and the duty to speak and act, the war in Cuba must stop. Outbreak Of The struggle With Spain, America, Vol.10, Pg.120.Document GFor more than a year the exact whereabouts of the elusive chieftain of the insurgent Filipinos had been a mystery. Rumor primed(p) Aguinaldo in all sorts of impossible places. Running up the bank toward the house, we were met by Segovia, who came running out, his face aglow with exultation, and his clothing spattered with the blood of the men he had wounded. He called out in Spanish, It is all right. We have him. We hastened into the house, and I introduced myself to Aguinaldo, telling him that we were officers of theAmerican army, that the men with us were our troops, and not his, and that he was a prisoner of war.He was wedded assurance that he need fear no bad treatment. He said in a dazed sort of way, Is this not some thaumaturgy? I assured him that it was not, though, as a matter of fact, it was a pretty bad one, on him. With Aguinaldo in our hands, the Filipinos soon lost heart and the insurrection collapsed. Senator George Frisbie Hoar, conquest of the Philippines Inquitous, The Worlds Famous Orations, Vol.3, Pg.220.Document HThe Republic of Panama grants to the United States in perpetuity, the use, occupation and control of a zone of land and land under water for the construction, maintenance, operation, sanitation and protection of said Canal of the width of ten miles extending to the distance of five miles on each side of the center line of the route of the Canal to be constructed the said zone beginning in the Caribbean Sea three marine miles from mean low water mark and extending to and across the Isthmus of Panama into the peaceable Ocean to a distance of three marine miles from mean low water mark with the proviso that the cities of Panama and Colon and the harbors adjacent to said cities, which are included within the boundaries of the zone above described, shall not be included within this grant. . . .The Republic of Panama further grants in like manner to the United States in perpetuity, all islands within the limits of the zone above described and in addition thereto, the group of small islands, in the Bay of Panama, named Perico, Naos, Culebra and Flamenco. . . .The Republic of Panama grants to the United States all the rights, power and authority within the zone mentioned and described in Article II of this agreement, and within the limits of all auxiliary lands and waters mentioned and described in said Article II which the United States would possess and movement, if it were the sovereign of the territory within which said lands and waters are located to the entire exclusion of the exercise by the Republic of Panama of any such sovereign rights, power or authority. Theodore Roosevelt, Convention Between U. S. And Panama, Pg.480.Document IIn view of the constant reduplication of the assertion that there was some corrupt action by or on behalf of the United States Government in connection with the acquisition of the title of the French Company to the Panama Canal and of the repetition of the story that a syndicate of American citizens owned either one or both of the Panama Companies, I deem it unwise to submit to the Congress all the information I have on the subject.These stories were first brought to my attention as published in a paper in Indianapolis, called the News, edited by Mr. Delavan Smith. The stories were scurrilous and libelous in character and false in every essential particular. Mr. Smith shelters himself behind the vindication that he merely accepted the statements which had appeared in a paper published in New York, the World, owned by Mr. Joseph Pulitzer. Theodore Roosevelt, Purchase Of The Panama Canal, Pg.240.Document JAlfred Thayer Mahan (1840-1914), American naval officer and hi storian, born in West Point, New York, and educated at the United States Naval Academy. A Union naval officer during the American Civil War (1861-1865), Mahan served in the navy for weedyly 40 years. He was promoted to the rank of captain in 1885. In 1886, Mahan was invited to lecture at the Naval War College in Newport, Rhode Island. He also served as president of the college from 1886 to 1889, and again in 1892 and 1893. His lectures were published under the title of The Influence of Sea Power upon History, 1660-1783 (1890). The book authentic international recognition as a comprehensive exposition of naval strategy. Mahan stressed the important role of sea power in the world, and this idea had a profound influence on the policies of many nations, including the United States and Germany. Microsoft EncartaDocument KAnd now of a sudden, without cool deliberation, without prudent preparation, the nation is hurried into war, and America, she who more than any other land was pledged to peace and good will on earth, unsheathes hersword, compels a weak and unwilling nation to a fight, rejecting without due consideration her Spains earnest and recurrent offers to meet every legitimate demand of the United States. It is a bitter disappointment to the lover of his country it is a turning back from the path of civilization to that of barbarism. There never was a good war, said Franklin. There have indeed been many wars in which a good man must take part. . . .But if a war be undertaken for the most righteous end, before the resources of peace have been tried and proved vain to secure it, that war has no defense. It is a national crime. The plea that the better government of Cuba, and the relief of the reconcentrados, could only be secured by war is the plea either of ignorance or of hypocrisy. But the war is declared and on all hands we hear the cry that he is no patriot who fails to shout for it, and to urge the youth of the country to enlist, and to rejoice that t hey are called to the benefit of their native land. The sober counsels that were appropriate before the war was entered upon must give way to blind enthusiasm, and the voice of condemnation must be silenced by the thunders of the guns and the hurrahs of the crowd. Stop A declaration of war does not change the moral law.The Ten Commandments will not budge at a joint unthaw of Congress. . . . No the voice of protest, of warning, of appeal is never more needed than when the press and too often the pulpit, is bidding all men settle in and aliveness step and obey in silence the tyrannous word of command. Then, more than ever, it is the duty of the good citizen not to be silent, and spite of obliquity, misrepresentation, and abuse, to insist on being heard, and with sober counsel to maintain the everlasting validity of the principles of the moral law. Public Opinion 24 (June 23, 1898) 775-776.Document LCaribbean interventionsDocument MEven if the condemnation of barbarous warfare in t he Philippines by the imperialist press is somewhat belated, we welcome it, as we welcome everything that compels Americans to give attention to a subject to which too many of them have fabricate increasingly indifferent. Silence, we know, is consistent with shame, and may be one of the signs of its existence and the fact that only a few of the more unblushing or foolish newspapers have defended Gen. Smiths policy of extermination shows what the general sentiment is. To allege the provocation which our soldiers had is to set up a defense which President Roosevelt brushed aside in advance.To fall back on the miserable sophistry that war is hell is only another way of making out those who engage in that kind of war to be fiends. It is, besides, to offer an excuse for ourselves which we did not tolerate for an instant in the slip-up of Spanish atrocities. That is our present moral humiliation in the eyes of the world.We made war on Spain four years ago for doing the very things of wh ich we are now guilty ourselves. As the Chicago News pointedly observes, we are salutary-grown Spain as good reason to interfere with us on the ground of humanity as we had to interfere with her. Doubtless she would interfere if she were strong enough and position she could acquire some islands in the virtuous act. Nation (New York) 74 (May 8, 1902) 357.Document NHow long are the Spaniards to drench Cuba with the blood and tears of her people? How long is the peasantry of Spain to be drafted away to Cuba to die miserably in a hopeless war, that Spanish nobles and Spanish officers may get medals and honors? How long shall old Cuban men and women and children be hit by the score, the innocent victims of Spanish rage against the patriot armies they cannot conquer? How long shall the sound of rifles in Castle Morro at sunrise proclaim that bound and bemused prisoners of war have been murdered in cold blood? How long shall Cuban women be the victims of Spanish outrages and lie sobbi ng and bruised in loathsome prisons? New York Journal, 1898Document OWhen following I realized that the Philippines had dropped into our laps, I confess I did not know what to do with them. I sought counsel from all sidesDemocrats as well as Republicansbut got little help. I thought first we would take only Manila then Luzon then other islands, perhaps, also. I walked the fib of the White House night after night until midnight and I am not ashamed to tell you, gentlemen, that I went down on my knees and prayed Almighty paragon for light and guidance more than one night. And one night late it came to me this wayI dont know how it was, but it came (1)That we could not give them back to Spainthat would be cowardly and dishonorable (2) That we could not turn them over to France or Germany, our commercial rivals in the Orientthat would be bad business and discreditable. (3) That we could not leave them to themselvesthey were indispose for self-government, and they would soon have ana rchy and misrule worse than Spains was and (4) That there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and fine-tune and Christianize them and by Gods grace do the very best we could by them, as our fellow men, for whom Christ also died.And then I went to bed and went to sleep, and slept soundly, and the next morning I sent for the chief engineer of the War Department (our act-maker), and I told him to put the Philippines on the map of the United States (pointing to a large map on the wall of his office), and there they are and there they will stay while I am President This document is a report of an oppugn with McKinley at the White House, November 21, 1899, written by one of the interviewers and confirmed by others present. Published in Christian Advocate, January 22, 1903.Document PIt is not true that the United States feels any land hunger or entertains any projects as regards the other nations of the Western Hemisphere, save su ch as are for their welfare. All that this country desires is to see the populate countries stable, orderly, and prosperous. . . . If a nation shows that it knows how to act with reasonable efficiency and decency in social and political matters, if it keeps order and pays its obligations, it need fear no interference from the United States.Chronic wrongdoing, or an impotence which results in a general loosening of the ties of educate society, may in America, as elsewhere, ultimately require intervention bysome civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or impotence, to the exercise of an international police power. . . . Our interests and those of our southern neighbors are in reality identical. We would interfere with them only in the last resort. . . . Theodore Roosevelt A Compilation of the Messages and Papers of the Presidents (N ew York means of National Literature, 1906) vol. 16 (December 6, 1904), pp. 7053-7054.Document QThere is not a civilized nation which does not talk about its civilizing mission just as grandly as we do. . . . . We assume that what we like and practice, and what we think better, must come as a welcome blessing to Spanish-Americans and Filipinos. This is grossly and obviously untrue. They hate our ways. They are hostile to our ideas. Our religion, language, institutions, and readiness offend them. W. G. Sumner, War and Other Essays (1919), pp. 303-305.Document RNo document has proved more harmful to the prestige of the United States in the Western Hemisphere than the Roosevelt corollary. No White House policy could be more distasteful to Latin Americansnot even, perhaps, outspoken imperialism. Latin Americans are usually inclined to admire strength, force, a nation muy hombre very manly. This was imperialism without military glamour. . . . Moreover, it was a total distortion of the original Message. Monroes Doctrine was defensive and negative defensive, in that it was essentially an opposition to eventual ill will from Europe negative, in that it simply told Europe what it should not donot what the United States should do.The Monroe Doctrine of later corollaries became aggressive and positive aggressive, because, even without actual European attack, it urged Unites States protection of Latin Americaand that was outright intervention positive, because instead of telling Europe what not to do, it told the United States what it should do in the Western Hemisphere. From a case of America vs. Europe, the corollaries made of the Doctrine a case of the United States vs. America. President Monroe had merely shaken his head, brandished his finger, and said to Europe, Now, now, gentlemen, if you meddle with us, we will not love you any more, while Teddy Roosevelt, brandishing a big stick, had shouted, Listen, you guys, dont muscle inthis territory is ours. Luis Quintan illa, A Latin American Speaks (New York The Macmillan Company 1943), pp. 125-126.Document SOpen Door or not, patriotic Chinese did not care to be used as a doormat by the Europeans. In 1900 a superpatriotic group cognize as the Boxers broke loose with the cry Kill Foreign Devils. Over two hundred missionaries and other ill-fated whites were murdered, and a number of foreign diplomats were besieged in the capital, Beijing (Peking). A rescue force of some eighteen thousand soldiers, hastily assembled, arrived in the nick of time. This multi nation contingent consisted of Nipponese, Russian, British, French, German, and American troops, with the American contribution some twenty-five hundred men. Such participation in a joint military operation, especially in Asia, was plainly remote to the nations time-honored principles of nonentanglement and noninvolvement. David Kennedy, The American Pageant, Chapter 31.Document T . . . .largely as a result of the dislocations and tax burdens, n umerous Japanese laborers, with their wives and children, began to pour into California. By 1906 approximately seventy thousand Japanese dwelt along the Pacific Coast. Nervous Californians, confronted by another yellow peril, feared being drowned in an Asian sea. . . . Following the frightful earthquake and fire in San Francisco, the topical anesthetic school authorities, decreed that Japanese children should attend a special school. Instantly, this brewed an international crisis, and irresponsible war talk sizzled. This led to the Gentlemans Agreement. David Kennedy, The American Pageant, Chapter 31.Document UCuba, scorched and chaotic, presented another headache. An American military government, set up under the administrative genius of General Leonard Wood of Rough Rider fame, wrought miracles in government, finance, education, agriculture, and public health. Under his leadership a frontal attack was launched on yellow fever. Spectacular experiments were performed by Dr. Walter Reed and others upon American soldiers, who volunteered as human greaseball pigs and the stegomyia mosquito was proved to be the lethal carrier.A cleanup of breeding places for mosquitoes wiped out yellow fever in Havana, while removing the recurrent fear of epidemics in cities of the South and Atlantic seaboard. The United States, honoring its self-denying Teller Amendment of 1898, withdrew from Cuba in 1902. Old World imperialists could scarcely believe their eyes. But the Washington government could not turn this moneyed and strategic island completely loose on the international sea a grasping power like Germany might secure dangerous lodgment near Americas soft underbelly. The Cubans were therefore forced to write into their own constitution of 1901 the so-called Platt Amendment. The hated restriction severely hobbled the Cubans. They bound themselves not to impair their independence by treaty or by contracting a debt beyond their resources.They further agreed that the United States might intervene with troops to restore order and to submit mutual protection. Finally, the Cubans promised to sell or lease needed coaling or naval stations, ultimately two and then only one (Guantanamo), to their powerful benefactor. The United States is steady there on about twenty-eight thousand acres under an agreement that can be revoked only by the consent of both parties. doubting Thomas A. Bailey, The American Pageant, Chapter 30.Document VA thorny legal problem was posed by the various territorial acquisitions did the Constitution follow the flag? Did American laws, including tariff laws, apply with full force to the newly acquired possessions, chiefly the Philippines and Puerto Rico? Beginning in 1901 with the Insular Cases, a badly divided Supreme Court decreed, in effect, that the flag did run the Constitution, and that the outdistanced document did not necessarily extend with full force to the new territories. The Congress was therefore left with a free hand t o determine the period of applicability.The question before us is, has Congress incorporated Puerto Rico into the Union as distinguished from merely belong to the United States? Constitutional guarantees clearly apply in territories destined for statehood, but not in those not destined for statehood. . . . Mr. Balzac, the editor of a Puerto Rican newspaper, was convicted of criminal libel in the territorial court without audition by jury. He appealed to the Supreme Court for his right of trial by jury. . . . Without express provision by Congress, territory acquired by the nation remains unorganised and the inhabitants are not entitled to all the protections of the Constitution. Balzac v. Puerto Rico 258 U.S. 298, 1922.

Vampire Academy Chapter 24

TWENTY-FOURIN SPITE OF ALL THE training Id received, each(prenominal) the lessons on Strigoi habits and how to defend against them, Id n ever so ever actually seen one and only(a). It was scarier than Id expected.This time, when she swung at me again, I was ready. Sort of. I dodged back, slipping out of reach, wondering what chance I had. I remembered Dimitris joke almost the mall. No silver stake. Nothing to grapple her head off with. No way to set her on fire. Running seemed the the likes of the best option after all, tho she was blocking my way.Feeling useless, I simply backed deplete the hall as she advanced on me, her movements far much graceful than theyd ever been in life.Then, also faster than shed ever moved in life, she leapt out, grabbed me, and slammed my head against the wall. Pain exploded in my skull, and I felt delightful sure that was blood I tasted in the back of my mouth. Frantically, I fought against her, trying to mount many kind of defense, still it w as like fighting Dimitri on crack.My dear, murmured Victor, try not to kill her if you dont have to. We might be open to use her later.Nata prevarication paused in her attack, giving me a moment to back up, but she never alikek her cold eyes off me. Ill try not to. there was a skeptical tone in her voice. Get out of here now. Ill meet you there when Im done.I cant believe you I yelled after him. You got your own girl to turn Strigoi?A last resort. A necessary sacrifice make for the greater unplayful. Natalie understands. He left.Do you? I hoped I could stall her with talking, just like in the movies. I also hoped my questions would hide how utterly and completely terrified I was. Do you understand? God, Natalie. Youyou turned. Just because he told you to?My fathers a great man, she replied. Hes dismission to accomplish the Moroi from the Strigoi.Are you insane? I cried. I was backing up again and suddenly hit the wall. My nails dug into it, as though I could pry my way throug h. You are a Strigoi.She shrugged, almost seeming like the old Natalie. I had to do it to get him out of here before the separates came. One Strigoi to save all of the Moroi. Its worth it, worth giving up the sun and the magic.But youll motive to kill Moroi You wont be able to jockstrap it.Hell help me stay in control. If not, so theyll have to kill me. She reached out and grabbed my shoulders, and I shuddered at how casually she talked slightly(predicate) her own death. It was almost as casual as the way she was no doubt contemplating my death.You are insane. You cant love him that much. You cant really She threw me into a wall again, and as my body collapsed in a heap on the floor, I had a perception I wouldnt be getting up this time. Victor had told her not to kill mebut there was a look in her eyes, a look that verbalize she involveed to. She wanted to feed off me the hunger was there. It was the Strigoi way. I shouldnt have talked to her, I effected. Id hesitated, ju st as Dimitri had warned.And then, suddenly, he was there, charging down the hallway like expiry in a cowboy duster.Natalie spun or so. She was fast, so fast. But Dimitri was fast also and avoided her attack, a look of pure power and strength on his face. With an eerie fascination, I watched them move, circling each other like partners in a deadly dance. She was stronger than him, clearly, but she was also a fresh Strigoi. Gaining superpowers doesnt mean you know how to use them.Dimitri, however, knew how to use the ones he had. After both giving and receiving some vicious hits, he made his move. The silver stake flashed in his hand like a streak of lightning, then it snaked forward into her heart. He yanked it out and stepped back, his face impassive as she screamed and fell to the floor. After a few horrible moments, she stopped moving.Just as quickly, he was leaning over me, slipping his arms under my body. He stood up, carrying me like he had when I hurt my ankle.Hey, Comrad e, I murmured, my own voice expireing sleepy. You were even up about Strigoi. The world started to darken, and my eyelids drooped.Rose. Roza. Open your eyes. Id never heard his voice so strained, so frantic. Dont go to sleep on me. Not yet.I squinted up at him as he carried me out of the building, practically running toward the clinic. Was he dependable?Who?Victorhe said it couldnt have worked. The necklace.I started to drift off, lost in the scandalousness of my mind, but Dimitri prompted me back to consciousness.What do you mean?The spell. Victor said you had to want meto care about mefor it to work. When he didnt say anything, I tried to take hold of his shirt, but my fingers were too weak. Did you? Did you want me?His words came out thickly. Yes, Roza. I did want you. I still do. I wishwe could be together.Then why did you lie to me?We reached the clinic, and he managed to open the door while still holding me. As soon as he stepped inside, he began yelling for help.Why did you lie? I murmured again.Still holding me in his arms, he looked down at me. I could hear voices and footsteps getting closer.Because we cant be together.Because of the age thing, right? I asked. Because youre my mentor?His fingertip mildly wiped away a tear that had escaped down my cheek. Thats part of it, he said. But alsowell, you and I will both be Lissas guardians someday. I enquire to protect her at all costs. If a pack of Strigoi come, I need to do my body between them and her.I know that. Of course thats what you have to do. The blackness sparkles were dancing in front of my eyes again. I was fading out.No. If I let myself love you, I wont throw myself in front of her. Ill throw myself in front of you.The medical team arrived and took me out of his arms.And that was how, two days after being discharged, I ended up back in the clinic. My troika time in the two months wed been back at the Academy. It had to be some kind of record. I definitely had a concussion and probabl y internal bleeding, but we never really found out. When your best friend is a kick-ass healer, you sort of dont have to disturbance about those things.I still had to stay there for a couple of days, but Lissa and Christian, her new sidekick almost never left my side when they werent in class. Through them, I learned bits and pieces about the outside world. Dimitri had realized there was a Strigoi on campus when theyd found Natalies victim dead and drained of blood Mr. Nagy of all people. A surprising choice, but since he was older, hed been able to fix up less of a fight. No more Slavic art for us. The guardians in the detention center had been injured but not killed. Shed simply slammed them around as she had me.Victor had been found and recaptured while trying to escape campus. I was glad, even though it meant Natalies sacrifice had been for nothing. Rumors said that Victor hadnt seemed afraid at all when the royal guards came and carried him away. Hed simply smiled the whole time, like he had some secret they didnt know about.Inasmuch as it could, life returned to normal after that. Lissa did no more slimting. The vivify prescribed her something an anti-depressant or anti-anxiety drug, I couldnt remember which that made her feel better. Id never really known anything about those kinds of pills. I panorama they made people kooky and happy. But it was a pill like any other, meant to fix something, and mostly it just kept her normal and feeling stable.Which was a good thing because she had some other issues to deal with. Like Andre. Shed finally believed Christians story, and permited herself to acknowledge that Andre might not have been the hero shed always believed him to be. It was hard on her, but she finally reached a peaceful decision, accepting that he could have had both good and bad sides, like we all do. What hed done to Mia saddened her, but it didnt change the fact that hed been a good brother who loved her. Most importantly, it finall y freed her from feeling like she needed to be him to make her family proud. She could be herself which she proved daily in her relationship with Christian.The initiate still couldnt get over that. She didnt care. She laughed it off, ignoring the shocked looks and disdain from the royals who couldnt believe shed date someone from a humiliated family. Not all of them felt that way though. close to who had gotten to know her during her brief social whirlwind actually liked her for her, no compulsion necessary. They liked her honesty and openness, preferring it to the games most royals played.A lot of royals ignored her, of course, and talked viciously about her behind her back. Most surprising of all, Mia despite being utterly humiliated managed to wiggle back into the good graces of a couple of these royals. It proved my point. She wouldnt stay down for long. And, in fact, I saw the first signs of her revenge lurking again when I walked past her one day on the way to class. She stood with a few other people and spoke loudly, clearly wanting me to hear. perfect match. Both of them are from completely disgraced and rejected families.I clenched my teeth and kept walking, by-line her gaze to where Lissa and Christian stood. They were lost in their own world and formed a gorgeous picture, she blond and fair and he blue-eyed and black-haired. I couldnt help but stare too. Mia was right. Both of their families were disgraced. Tatiana had publicly denounced Lissa, and while no one blamed the Ozeras for what had happened to Christians parents, the rest of the royal Moroi families continued to keep their distance.But Mia had been right about the other part too. In some ways, Lissa and Christian were perfect for each other. Maybe they were outcasts, but the Dragomirs and Ozeras had at one time been among the most powerful Moroi leaders. And in only a very short time, Lissa and Christian had started shaping one another in ways that could put them right up there wit h their ancestors. He was picking up some of her polish and social poise she was learning to stand up for her passions. The more I watched them, the more I could see an energy and confidence give out around them.They werent going to stay down either.And I think that, along with Lissas kindness, may have been what attracted people to her. Our social circle began to steadily grow. Mason joined, of course, and made no secret of his interest in me. Lissa teased me a lot about that, and I didnt yet know what to do about him. Part of me thought maybe it was time to give him a shot as a serious boyfriend, even though the rest of me yearned for Dimitri.For the most part, Dimitri treated me just like anyone would expect of a mentor. He was efficient. Fond. Strict. Understanding. There was nothing out of the ordinary, nothing that would make anyone suspect what had passed between us save for an occasional meeting of our eyes. And once I overcame my initial emotional reaction, I knew he was technically right about us. Age was a problem, yes, particularly while I was still a student at the Academy. But the other thing hed mentionedit had never entered my mind. It should have. Two guardians in a relationship could distract each other from the Moroi they were supposed to protect. We couldnt allow that to happen, couldnt risk her life for our own wants. Otherwise, wed be no better than the Badica guardian whod run off. Id told Dimitri once that my own feelings didnt matter. She came first.I just hoped I could prove it.Its too bad about the healing, Lissa told me.Hmm? We sat in her room, pretending to study, but my mind was off thinking about Dimitri. Id lectured her about keeping secrets, but I hadnt told her about him or about how close Id come to losing my virginity. For some reason, I couldnt bring myself to tell.She dropped the history book shed been holding. That I had to give up the healing. And the compulsion. A frown cover her face at that last part. The healing had been regarded as a wondrous gift in need of further study the compulsion had met with serious reprimands from Kirova and Ms. Carmack. I mean, Im happy now. I should have gotten help a long time ago you were right about that. Im glad Im on the medication. But Victor was right too. I cant use spirit anymore. I can still sense it, thoughI miss being able to touch it.I didnt unaccompanied know what to say. I liked her better like this. Losing that threat of madness had made her whole again, confident and outgoing, just like the Lissa Id always known and loved. see her now, it was easy to believe what Victor had said about her becoming a leader. She reminded me of her parents and of Andre how they used to inspire devotion in those who knew them.And thats another thing, she continued. He said I couldnt give it up. He was right. It hurts, not having the magic. I want it so badly sometimes.I know, I said. I could feel that ache within her. The pills had dulled her magic, but not ou r bond.And I keep thinking about all the things I could do, all the people I could help. She looked regretful.You have to help yourself first, I told her fiercely. I dont want you getting hurt again. I wont let you.I know. Christian says the same thing. She got that dopey smile she always did when she thought about him. If Id known what idiots being in love would make them, I might not have been so keen to get them back together. And I guess you guys are right. Better to want the magic and be sane than to have it and be a lunatic. Theres no middle ground.No, I agreed. Not with this.Then, out of nowhere, a thought smacked me in the head. There was a middle ground. Natalies words reminded me of it. Its worth it, worth giving up the sun and the magic.The magic.Ms. Karp hadnt become Strigoi simply because shed gone crazy. Shed become Strigoi to stay sane. Becoming Strigoi cut a person completely off from magic. In doing that, she couldnt use it. She couldnt feel it. She wouldnt want it anymore. Staring at Lissa, I felt a knot of worry coil within me.What if she figured that out? Would she want to do it too? No, I quickly decided. Lissa would never do that. She was too strong a person, too moral. And so long as she stayed on the pills, her higher reasoning would keep her from doing something so drastic.Still, the whole concept prodded me to find out one last thing. The by-line morning, I went to the chapel and waited in one of the pews until the priest showed up.Hello, Rosemarie, he said, clearly surprised. Can I help you with something?I stood up. I need to know more about St. Vladimir. I read that book you gave me and a couple others. Best not to tell him about stealing the ones in the attic. But nobody told how he died. What happened? How did his life end? Was he, like, martyred?The priests bushy eyebrows rose. No. He died of old age. Peacefully.Youre sure? He didnt become Strigoi or kill himself?No, of course not. Why would you think that? risehe was holy and everything, but he was also kind of crazy, right? I read about it. I thought he might have, I dont know, given into that.His face was serious. Its true he fought demons insanity his whole life. It was a struggle, and he did want to die sometimes. But he overcame it. He didnt let it shoot him.I stared in wonder. Vladimir wouldnt have had pills, and hed clearly continued to use magic.How? How did he do that?Willpower, I guess. Well He paused. That and Anna.Shadow-kissed Anna, I murmured. His guardian.The priest nodded. She stayed with him. When he grew weak, she was the one who held him up. She urged him to stay strong and to never give in to his madness.I left the chapel in a daze. Anna had done it. Anna had let Vladimir walk that middle ground, share him to work miracles in the world without meeting a horrible end. Ms. Karp hadnt been as lucky. She hadnt had a bound guardian. She hadnt had anyone to hold her up.Lissa did.Smiling, I cut across the quadrangle toward the commons. I felt better about life than I had in a very long time. We could do this, Lissa and me. We could do it together.Just then, I saw a dark figure out of the corner of my eye. It swooped past me and landed on a nearby tree. I stopped walking. It was a raven, large and fierce-looking, with shining black feathers.A moment later, I realized it wasnt just a raven it was the raven. The one Lissa had healed. No other bird would land so close to a dhampir. And no other bird would be looking at me in such an intelligent, familiar way. I couldnt believe he was still around. A chill ran down my spine, and I started to back up. Then the truth hit me.Youre bound to her too, arent you? I asked, fully aware that anyone who saw me would think I was crazy. She brought you back. Youre shadow-kissed.That was actually pretty cool. I held out my arm to it, half hoping itd come land on me in some sort of dramatic, movie-worthy gesture. All it did was look at me like I was an idiot, spread its wings, and fl y off.I glared as it flew off into the twilight. Then I turned around and headed off to find Lissa. From far away, I heard the sound of cawing, almost like laughter.

Teaching Computer Architecture: How to Introduce the Class

Introduction How to T to each oneing is simple. It does non al ways require creativity to do it rectify. It is the art of using the right article of faith method for the right student personality in the right environment. How much a particular student disciplines in a blood is actually governed partially by that learners inbred ability and preceding preparation notwithstanding also by the consistency of his skill style and the teachers command style. Teachers teaching plans bottom of the inning exceed the reading mental process for the students and can improve their schooling quality as well if it is well-matched the students learning styles.The concept of learning styles which states that different learners have different needs, ways of processing and adapting information, and so need to be taught differently so that their learning and achievement be more effective has been a significant area of investigation in learning theories for over thirty years. In this pap er I am calculating a teaching plan operate by students learning styles and compatible with the rudimentary ii types of learning styles visual and communicative learning styles.Teaching computing device computer architecture has been examined in many ways like prototyping 1, learning through experience 2 3 but it hasnt addressed by matching the teaching style with the students learning styles. I chose the first lesson of the reckoner architecture introducing calculating machine architecture move to the students as an grammatical case to prove the enhancement of this approach in teaching computer architecture. The paper is divided to some sections.The first one is setting the base knowledge of the monetary value that will be used through this paper starting from explaining learning styles then going to clarifying the visual and auditory learning styles. After that, I am going to implement the insertd background in computer architecture circumstance to computer architect ure course (ACCESS) at University of carbon monoxide at Colorado Springs. Finally, I will suggest how to evaluate the applicability and the enhancement of this proposed plan followed by a brief dissection.varlet 1 Motivation First, I was motivated by the importance of computer architecture course. Second, my motivation was also the challenges that I faced in this course thus I didnt satisfactorily realise its concepts. My reason of not fully getting the content was personal my background knowledge that was required to this course wasnt adequate. Then I asked myself how much have the other students, who have fulfil the prerequisite, learned? Did they get the essentials of the course?And these questions have formulated my effort payed in this paper here in order to some(prenominal) facilitate their learning and improve their learning quality of this substantial course. Background A. Learning styles Learning in an organized educational situation may be thought of as a two-step pro cess encompassing the reception and processing of information. Learning styles can be defined as the preferences of an individual in a particular learning situation 4. It refers to the preferred way of a learner to receive information.Individuals are dissimilar in how they learn. In 5, Richard M. Folder had proposed a model of learning and teaching styles in engineering education that consists of five learning styles dimensions sensory and intuitive, visual and oral, inductive and deductive, active and reflective, and finally sequential and global. To match the teaching method with a category of the students learning styles, it changes the way to present information or the way to organize it and sometimes both. B.Visual and Verbal Learners In his model, he had considered the visual and communicative learning styles and had categorized them in the input dimension that deals with the component of the learning process in which information is observed. People receive information in ma ny ways. These ways may be divided into three categories, sometimes mentioned to as modalities visual ways that refers to sights, pictures, diagrams, symbols auditory ways that use sounds, words kinesthesia ways such as taste, touch, and smell.Thus, there are visual, verbal, and kinesthesia learners. Visual learners have a reference of seeing pictures, diagrams, flow charts, time lines, films, or demonstrations and they remember best what they see. They normally like to see the teachers body language and expressions to better understand the content of lessons, highlight the outstanding points of the lesson with pretty colors, and they Page 2 illustrate the concepts to fully understand and find out it.If information is simply said to them, they will forget it easily. Auditory learners remember best what they listen to. They acquire a lot out of discussion, learn efficiently by explaining things to ACH other, take the underlying meanings of speech through focusing their listening t o tone of voice, read the written materials out loud to absorb and memorize them well, and they prefer verbal clarification to optical demonstration. According to Richard M.Folder, just some deal of college age and older are visual while most college teaching is verbal?the information presented is predominantly auditory (lecturing) or a visual representation of auditory information (words and mathematical symbols written in texts and handouts, on transparencies, or on a chalkboard). This present a problem to many learners. C. How we learn? How People Learn Brain Mind, Experience, and School book 6 has concluded seven primary points of how people learn 1.Leaning is facilitated when knowledge is structured around major concepts and principles. 2. A learners prior knowledge is the starting point of effective learning. 3. Awareness and self-monitoring of learning (meta-cognition) are important for acquiring proficiency. 4. Learners belief about their ability to learn affects their su ccess. 5. Recognizing and accommodating differences in the ways people learn are essential. 6. Learning is shaped by the context in which it occurs. . Learning can be strengthened through collaboration.These points also were the foundations of the vision for the future science and engineering learning environment that was anticipated in the new electrical and computer engineering curriculum in 2013 and beyond 7. In my paper, I am suggesting a plan that is in line with both points come 1 and 5. Implementation To implement a teaching plan that focuses on visual and verbal learning styles in the computer architecture context, I will be using visual and aural tools to present the content and I will mix using them while I am explaining each concept.The aural tools will be spoken words or written presented text. On the other hand, the visual tools will Page 3 vary in the midst of pictures, diagrams and charts. This teaching plan is intended for introducing computer architecture course A CCESS/5200 at University of Colorado at Colorado Spring. The laconic teaching goals for this lesson are 0 0 0 0 Student defines computer architecture. Student recognizes the role of the technology trends in computer architecture. Student distinguishes in the midst of computer architecture and learning set architecture. Student lists two types of parallelism.And it will be organized as the following 1. Prerequisite human bodyes. 2. A foreword. 3. computing device architecture definition. 4. calculator architecture intersection. 5. Computer architecture classifications. 6. Why does it matter? 7. Course content. 8. Conclusion. 1 . Prerequisite classes Dependency or process diagram is going to be utilized to show the computer organization prerequisite classes. Computer organization 2. A foreword. Computers have different ways of how we see them. Computer Architecture Personal Mobile devices Desktop figuring Servers Clusters/ warehouseman computers Embedded computersEach of these unlike computers has its own characteristics, requirement, and computing technologies. However, they all have at least a processor, memory, 1/0 device, and a way to reveal between them. Another way to see computers is this picture. Page 4 Applications System software Hardware SIS SIS in this picture is abbreviation of guidance set architecture, the boundaries between the hardware and the software. 3. Computer architecture definition So, what is computer architecture? What do the computer architects do? The definition will be driven from the presented pictures above. Computer architects convention imputer systems.Hence, it is not equal to designing SIS any more (old definition) SIS is actually a part of computer architecture. The word architecture nowadays covers all three aspects of computer design instruction set architecture, organization or macrostructure, and hardware 8. Computer architecture has been defined as designing the organization and hardware of the computer to mee t goals and Measurement and Analysis Design Requirements and Castrations functional requirements 8 (figure 1). 4. Computer architecture intersection SIS Compiler Logical design Computer architecture is not a stand-alone subject.In order to obtain better computer design, it calls for familiarities with several topics like What do the computer architects do? prefigure 1 compiler, history of computers, and operating systems (figure 2). A profitable suggested tool to visualize the above Computer Architecture prop languages SO Computer history token 2 computer architecture interaction http//loving. Host. Sky/attendant/Operating-System-Extended-Machine. HTML Page 5 content would be Venn diagram. 5. Computer architecture classification The most popular known classification of the computer architecture is Flans taxonomy.It insiders only the computer processor of the designed computer system. The memory, interconnections, 1/0 devises arent involved in Flans taxonomy. The processor receiv e two kinds of information flow whether data or instruction. According to Flans taxonomy, both of the instruction or data streams can be single or multiple. Architecture categories Flans Taxonomy SITS SIMD MID MISS Another architecture classification is based on the type of parallelism that is exploited in the designed computer system. incline type of parallelism at the computer application Parallel architecture Data level parallelismTask level parallelism level data level parallelism and task level parallelism 6. Why does it matter? Architects design architecture for a given technology. Technology parameters quickly change over time. So, it is important to describe the technology trends and plan for it as architects (figure 3). Parameter Time Page 6 Figure 3 Technology trends Technology Integrated circuit technology DRAM, pip Magnetic disk technology Bandwidth and Latency Transistors and Wires Power and Energy Thermal Design Power (TIP) Dynamic Energy and Power Static power out lay Cost DRAM pence Microprocessors price Integrated Circuit Cost 7.Course topics Computer architecture Quantitative approach 8 is a popular book for teaching computer architecture class in many universities, University of Colorado at Colorado Springs as well. So, I am going to adopt the content of this book to introduce the computer architecture topics. Here is a dependency diagram to present the course topics and the book chapters at the same time in relational modal value to give the student a glance of how the topics are structured. Also, it can be extended by building up new dependency relations between the chapters as the instructor start to explain them later on the course.This method is to facilitate the learning according to How People Learn book 6 point number one. fellow 1 Fundamentals of Quantitative Design and Analysis Chap 2 Memory hierarchy design Chap 3 instruction-Level Parallelism Chap 4 Data-Level Parallelism Appendix B Appendix C Chap 5 Multiprocessors and Threa dlike Parallelism page 7 Chap 6 The Warehouse-Scale Computer 8. Close the talk by summarizing the information. In conclusion, the computer architecture is to design the organization and the hardware of the computer to meet its functional requirements and intended goals.To do that best, architects asked for winning the technology trends in its consideration to lengthen the life of the designed architects and for taking advantages of parallelism in order to make it scalable and efficient. Measurement and Analysis Indeed, dependable one thing needs to change in the teaching plan to engage both visual and verbal learning styles- change the way to present information, provide visual aids in addition to verbal ones. Evaluation In this section, I am going to suggest an evaluating procedure consist of two parts satisfaction evaluation and outcome evaluation.First, to assess the satisfaction of this Lana, instructor can look to the learning style for each student in the class using one of the learning styles inventory test that are provided online like http// www. Learning-storyline. Com/inventory/questions. PH? Cockiest=y or http// Then, count the percentage of students that has visual learning style, aural learning style, and other styles. After that, calculate the how much of the students learning styles are covered by this plan design, sum visual and verbal students.Finally, count the parentage of students learning styles that this plan considered to evaluate the degree of satisfaction. Second, in a teaching and learning, the most actual evaluation is that which on the basis of students learning outcomes. So, to taproom this plan outcome, instructor can use either way quantitative or qualitative approach like asking some direct questions to Page 8 students to examine their understanding print out an assessment examination and give it to each student (figure 4) asking all the students if they have any questions about the lecture.I recommend the simplest evaluati ng methodology like the method suggested in 9,instructors should avoid questions or situations that could make it wizard for students to respond (Who is lost? ) or are so generic wine as to lead to nonresidents (Are there any questions? ). Instead, instructors should pose questions that encourage more specific responses, (e. G. , How many of you understand what we are talking about? ). realize ? What is computer architecture? Name From 1 to 10 How much important is this course?How much you think you can learn this course? As (high median(a) low) How much important is this course? How much you think you can learn this course? Figure 4 example of printed students assessment Discussion In USC computer architecture class, while implementing the presented approach, I notice a further unintended advantage. The main goal for this plan was to match the learning style for the visual and verbal learners. But I discovered that it has advantages even if the learning style doesnt match the student like the case of world(prenominal) students.Indeed, this plan improves the learning for the verbal learners who are taught by a different language from what they are natively speak. There was almost 15% of the students in the ACCESS at USC are internationalistic students. This approach can contribute to solve the learning difficulties that the international students face. Assuming that the international students misunderstand 5% to 35% from the spoken language in the lecture, due to the lack of their face vocabularies and synonyms that they are familiar with, the percentage expected to decrease when the instructor uses visual tools in their teaching.Consequently, the progress is accomplished by reducing the misunderstanding percentage of the international students. Observing the visualization tools in this teaching plan, it was suitable for the context that they have been exploited in. One of the efficient teaching visualization tools to computer architecture course is s imulators 10, it hasnt used in this suggested plan because it had addressed introducing the course but it still can be used later on the lectures.It helps explaining the main concepts in the course such as CPU 1 1, SIS, or cache memory. Page 9 Even if the computer architecture topics expand, this suggested plan will still be applicable and it will not needs significant changes. Conclusion In conclusion, the main effort in this paper was a contribution to utilize delivering the computer architecture content to the students. I have used a teaching method that focuses on students learning style and I have designed a constructible teaching plan.In my suggested designed teaching plan for the first day of computer architecture class, I have chosen two basic learning styles of student, visual and verbal learning styles. Then, I propose a way to evaluate the success of it. In my discussion, I discussed several points I highlighted a benefit for this approach for international students as we ll mentioned visualization tools are useful and recommended additional one that havent used but can be used later in the course, simulations is useful for chemotherapeutics. Bibliography 1 E. J. Barbara, H.. B.

Political Inquiry Terms and Definitions

Research Design * Good inquiry, bad research * Involves connecting scheme and entropy. * Maximising leverage by use very few changeables to explain many personalized effects. * Reports on the head of authenticty of results. * Shows true causal relationship, non just correlation coefficient. * Provides accu localize data and accounts for sepa graze variables. * Determines if the relationship is unidirectional. * Purpose of research * To establish a relationship between two or more variables * To demonstrate that the results are gener eithery true in the real world and not in just a particular context. To reveal whether one phenomenon precedes an otherwise in time, establish time sound out * To ward off as many alternative explanations for the observed finding as executable * Choice of design * What affects * Is research exploratory, descriptive or explanatory * What are the applicatory limitations in investigating hypothesis. * experimental design * Classical experime ntal design, 2 root words, pre and post scrutiny, randomisation, * Simple post test only post test * iterate sum design, measure how long effect takes to start. Multiple pre and post tests. Multi meeting design, more than 2 groups, poop compare different levels of experimental variable. * Randomised Field experiments, applies system of logic of randomisation and variable manipulation * Non-randomised quasi-experiments. Purposeful selection, target a certain group. * Non-experimental design single group, no authority over designation and application of IV, softness to measure DV. * Case subject small N designs. Provide detailed explanation * Comparative compend compare two or several units in relative detail * Focus group gather information to the highest degree reaction to certain IV. Surveys large number of people measured to find causal relationships. * Aggregate data analysis variables are averages or percentages of geographical areas, find causal relationships. * Lon gitudinal designs, time span. * Trend analysis measurement on equivalent variables at different time periods to examine changes. * Panel analysis follows a group of participants. * Intervention analysis measurement of change in the DV is observed and taken before and after. No interaction, mere observation. * Ethnographies form of data collection through and through participant observation, inter clears and interrogationnaires.Field studies * Content analysis textual analysis, study of recordings, written. * What they learn in habitual * They all share the basic objectives of research design despite having different levels of internal and external lustiness. Using several designs together allow for cover each(prenominal) others shortfall. * They all attempt to draw sound conclusions supported by observable evidence * Terms * Causal vs spurious * Both intend correlation between IV and DV, nevertheless in spurious the change in DV because 3rd factor caused changed in almos t(prenominal). Causal is a direct relationship. 5 different relationships. Multiple causes without chain.Multiple causes with chain. Multiple causes that affect DV, but are changed with the introduction of another variable. Spurious causality with antecedent variable. Chain causality with intervening variable. * Co conversion * Demonstrates that the IV does in fact covary with DV. Not causal relationship yet. * Time order * Show that the IV precedes DV. Effect cannot appear before cause. * Alternative causes * Confounding factors. Factors that possible cause a change in DV as well. * Randomised controlled experiments * Experiments that allow the researcher to control the exposure to the IV through assignments to groups.Selection and grouping all randomised. * Experimental design * The way in which the researcher controls exposure to test IV. 5 different designs. * Control group * The group of subjects that does not receive experimental discussion or test stimulus. * Pre-test * Meas urement of the DV prior to administration of IV or experimental treatment. * Post test * Measurement of the DV after administration. * Internal vs external validity * Internal validity is the ability to show that manipulation or variation of the IV real causes change in DV. * External validity is the ability to mouth from one set of research findings to other situations. History * A threat to internal validity. Events other than the experimental stimulus that occur between pretest and posttest measurements. * Along with exploitation * Testing * When measuring the DV prior to the stimulus alerts the subjects of the research objectives. * Selection bias * Bias due to the assignment of subjects to experimental and control groups according to some measurement and not haphazard. A threat to internal validity. * Experimental mortality * A differential loss of subjects from experimental and control groups that affects the equivalency of groups threat to internal validity * prick deca y A change in the instrument used to measure the DV, like different researcher conducting pretest and posttest. * Demand marks * Aspects of the research situation that cause participants to cogitate at the investigators goals and adjust their behaviour or opinions accordingly. Trying to help. * Simple post test * Similar to classical. Experimental group exposed but control not, only post test is conducted. * Repeated measure design * Contains several pre and post test measurements to know simply how quickly the effect of the independent variable should be observed or how bona fide pretest measurement of DV should be taken. Multi-group design * There are more than one experimental r control group created so different levels of the IV can be compared. Can involve both pre and post test or just one. * Field experiments * They are experimental designs that are applied in a natural setting. Adopts logic of randomisation and variable manipulation. * Non-experimental design * They are designs that do not follow the experimental fashion model of two groups and have controlled exposure to IV. They are more practical to do but are not as blotto in terms of establishing causal relationships. * Case study * Comprehensive and in depth study of a single case or several cases.Provide detailed explanations * Comparative analysis * analyze between two or several units in relative detail * Focus group * Often use to observe reactions to the introduction of the IV. Has a group of people who meet at a single location * Surveys * Measurement of DV and IV at the kindred time. Respondents report their exposure to various factors. No assignment to groups, examines groups basd on grades of IV, measurement of DV to correspond differences between groups. * Aggregate data analysis * variable stars that are displayed as averages or percentages, to find causality. Trend analysis and longitudinal design * Measurements on same variables at different time periods to see the changes caused by the IV on the DV. No manipulation of variables. Multiple measurements. * Panel study * A study that follows a group of participants where the same units are measured at different times. * Panel mortality * Refers to the participants in the panel study who confound out. Rate? * Intervention analysis. * Looks at the occurrence of the IV as an observation. Looking at the DV before and after IV. Works best when IV happens in a brief period in time and brief in nature.Measure only before and after event. Literature Review * Purpose of Literature review, 7 * To see what has and has not been investigated * To cultivate general explanations for observed variations in a behaviour or a phenomenon * To happen upon potential relationships between concepts and to identify researchable hypothesis * To notice how others have defined and measured key concepts * To identify data sources that other researches have used * To develop alternative research designs * To discover how a resear ch project is related to the cast of others. * What constitutes a literature review It is made of different relevant articles that provide more insight into topic * It should help enter at a good research topic * It should show what has and has not been researched * It provides a general explanation for variations in behaviour or phenomenon * It identifies researchable topics * It should help develop alternative research designs * scoop up methods for collecting literature * Using electronic data originations like JSTOR, Web of Science and Google Scholar. * Searching by topic and key words, lento limiting results, read the articles and find new words to narrow down the search. Searching by starting with a single article. Use data base to find more relevant articles or other articles written by the same author. Use the citations in that first article. Find articles that have cited the first article. * Best ways to write a literature review * It should rely on scholarly sources * It must relate directly to topic * move over to become well-known(prenominal) with as much of the research before selecting the final sources. * Summarising of relevant literature that focuses on over-arching topics rather than single articles. * Compiling all articles into something that makes sense. * Organising the topics ased upon the research question. * Identifying common themes or methodologies across the articles. * Discussion of conventional wisdom, illustrating how current politics has changed and identifying the flaws in past research. Sampling * Terms * Population * all case or observations covered by a hypothesis, all the units of analysis to which a hypothesis applies. * Sample * A subset of observations or cases drawn from a specified nation. * Sample statistics * The estimator of a population qualitys or attribute that is calculated from audition data * Advantages and disadvantages of try outs Advantages * It is cheaper and little time consuming as compared to using population * More convenient. * Disadvantages * They can be less accurate or more prone to hallucination * Some studies do not use ingest, like case studies. * Population parameter * A characteristic or attribute of a population that can be quantified. * Estimator * A statistic based on test observations that is used to estimate the numerical value of an unknown population parameter. * Element * A particular case or entity about which information is collected, the unit of analysis. When to use a sample * Practicality. When data from an highly large population is required, it is impossible to interview or approach each and every subject. Thus sampling is require because although the sample statistics will not exactly equal the corresponding values, they will be reasonably close if sampling is done correctly. * Sampling frame * The particular population in which the sample is actually drawn from. * Random digit dial purpose of and how and why it works * It is a procedure use d to improve the representativeness of telephone amples by giving both heeled and unlisted numbers a chance of selection. * It is used to overcome the problem of cell phone numbers which are unlisted * It works by promiscuously dialling numbers. * It works because it gives all numbers, whether listed or not a chance to get dialled. * Sampling unit * The entity listed in a sampling frame. Maybe same as an element or group. * Sample bias * The bias that occurs whenever some elements of a population are systematically excluded from a sample. It is usually due to an incomplete sampling frame or a non-probability method of selecting elements. Probability sample types, pros and cons * Sample for which each element has a known probability of being included in the sample * Types * Simple random samples each element has an equal chance of being selected. * Pros each element has an equal chance of being selected. * Cons * It is not rightfully random, small patterns of selection might appea r. * Obtaining a list of the entire population is not possible, reducing the probability. * Systemic samples elements are selected from a list at influence intervals * Pros It is easier to apply than simple random. * Useful when dealing with a very large population size of it. * Cons * May result in biased sampling if elements on the list have been ranked according to a characteristic. The list contains a pattern that corresponds to the sampling interval. * Stratified samples elements sharing one or more characteristics are class and elements are selected from each group in symmetry to the groups representation in the total population * Pros * Homogeneous populations, smaller sample reach is needed to achieve accuracy. * Cons Heterogeneous populations need a much larger sample to be accurate. * Proportionate samples stratified samples where each stratum is represented in proportion to its size in the population. * Pros * Very representative of the population * Cons * Not good w ith heterogeneous populations * Disproportionate samples stratified samples in which elements sharing a characteristic are under-represented or over-represented. * Pros * When the sample size is besides small, can be used to increase it easily. * Cons * May not be representative of the population if burthen factor is not used. Cluster samples the sampling frame initially consists of clusters of elements * Pros * Used when no list of elements exists and to create one would be too expensive. * Reduces sector work costs * Cons * There is greater imprecision. Samples are not representative of population. * Non-probability samples types, pros and cons * Each element has an unknown probability of being included in the sample * Types * purposive samples when a researcher exercises considerable discretion over what observations to study. * Pros * Can learn more from thoughtfully selected unusual cases. Cons * Not accurately representative of population. * Convenience sample elements ar e included because they are convenient and easy for the research to select * Pros * Convenience * Large numbers easy to get * Cons * Unknown accuracy * Quota sample elements are sampled in proportioned to their representation in the population. * Pros * Similar to proportionate sampling, but subjects chosen purposefully. * Cons * Selection bias * Snowball sample respondents are used to identify other persons who might qualify for inclusion into the sample * Pros Good for relatively selective and rare populations * Relationship between samples and statistical inferences * Statistical inferences is the mathematical theory and techniques for making conjunctures about the unknown characteristics of the population based on samples. Making inferences about a population. * Trying to define more clearly what supportable actor * Samples provide an estimate of population attributes and may be off from the true population parameter. The difference is the level of precision lost. * 3 types of errors in inference judge values or sampling error * Expected value is the average value of a sample statistic based on repeated samples of the population. * Sampling error is the difference between a sample estimate and a corresponding population parameter that arises because only a portion of the population is observed * exemplification errors * The standard deviation or measure of a variability or dispersion of a sampling distribution * Provides a numerical indication of the variation in sample estimates * Sampling distributions. A theoretical non-observed distribution of sample statistics calculated on samples on size N that, if known, permits the calculation of confidence intervals and the test of statistical hypothesis * Describes the mean, variation and shape of the distribution that is based on an independently and randomly drawn population. * It allows researchers to calculate the probability that sample statistics fall at heart certain distances of the population parame ter. * Sampling error * the difference between a sample estimate and a corresponding population parameter that arises because only a portion of the population is observed * Standard error The standard deviation or measure of a variability or dispersion of a sampling distribution * Provides a numerical indication of the variation in sample estimates * Confidence * How much error this is in a sample. The degree of belief or probability that an estimate range of values includes or covers population parameter. * Sample distribution * Describes the mean, variation and shape of the distribution that is based on an independently and randomly drawn population. * Sample size. * 100 (11% +/-) * 600 (5% +/-) * 1000 (4% +/-) * 1500 (3% +/-) 4000 (2% +/-) Observations * Terms * Quantitative vs qualitative data * Quantitative data involves a large amount of data and its involves numeric manipulation * Qualitative data involves small number of cases, more in depth and it relies on quotations, comm ents, anecdotes and other written evidence to support arguments * Both assay to explain trends or patterns through systematically collected data. * Data collection, how do we contain the best way, characteristics of * How to choose the best way * Depends on the question * Depends on the sample Depends on which constitutes the best measures, validity of the measurements that a particular method will allow. * Depends on cost and availability, some are more observable than others, some less expensive. * Depends on the reactivity to the collection by the population. * Consider ethical implications. * Characteristics * Primary and secondary data * IRB, what role it plays and the significance of it * Institutional review board, a must for any test involving human subjects. * It is guided by 3 principles respect for persons, beneficence and justice. The role it plays s to ensure that all research conducted will not harm any individuals, recognise that they are autonomous and there is dis tribution of benefits to participants. To ensure that no ethical boundaries are crossed. * Its significance is that it has removed all unethical research to be done, but this limits the way data is collected. Thus researchers must consider the benefits vs the burden of the research. * Observation, types and pros and cons basic distinction is direct and indirect. * Direct * Allows researchers to view things in natural setting more often than laboratory. Field study or ethnography. Observation in lab gives more control over environment * Pros * Natural settings allow people to act normally, increases validity * Researchers can observe for longer periods of time * Lab can give more control. * Cons * Lab can also mean that subjects know they are being observed and thus alter behaviour, low validity * Natural setting cannot control external effects and variables. * Indirect * Observation of physical traces of behaviour, essentially detective work. Inferences are made based on physical traces * Two types of measures * Erosion Created by selective collapse on some material. Looking at what has been eroded or removed, looking at what is left. * Accretion * Measures a phenomenon a manifested through the deposition and accumulation of materials. perceive what has built up. * Pros * It raises less ethical issues than direct * Some materials or traces of them are more/less durable than other, making them more/less easy to measure, depending on the method. * Less obtrusive, much cheaper than alternatives * Cons * There are many threats to validity, prone to measurement problems * Can be difficult to make strong inferences * Participant Most field studies involve this, proverbial fly on the wall. Observing people for long periods of time. Assume a role or identity within the group. * Pros * Gain intricate nark into the group through informants * Natural setting * Observe for long periods so changes in behaviour can be studied * Has a degree of accuracy and completenes s that other methods cannot provide. * Cons * It is not viable for every question, some things are just unobservable, like voting * Lack of control over the environment, inability to discriminate factors * May be invalid or biased, going native.Becoming part of the environment, perceived biased. * Difficulties with replication of study * Non participant * Same as direct. * Overt * Participants are informed of the investigators presence and intentions * Covert * Investigators presence is hidden or undisclosed. * Structured * Investigator looks for and systematically records the incidence of specific behaviours * Unstructured * All behaviour is considered relevant, at least(prenominal) at first, and recorded. * Ethical issues and how to avoid * Negative repercussions from associating with researcher because of the researchers sponsors, nationality or outsider status. Invasion of privacy * Stress during research interaction * revealing of behaviour or information to the researcher resulting in harm to the observed during or after the study. * How to avoid ethical proofreading * Assume everything and all identities will be discovered * Look at actual words in manuscript * When describing potentially unflattering things go from general to specific * Be general about community at hand * Realise that data and research will be used again * Know what perspective and attitude is towards subject * caution subjects multiple times Know study limitations and holdment are in advance * Have other people edit sensitive portions. Document analysis * Types of records, pros and cons of utilization * Two types of records * Running produced by organisations rather than private citizens, carefully stored and easily accessed and is available for long periods of time. * Pros * Low cost in terms of bullion and time. * Accessibility * Covers more extensive period in time. * Extensive amounts of records * Many records are digitalised * Cons * At the mercy of those who keep the rec ords, may or may not be biased. Questions on recording keeping practices, may not be unplowed properly. * Episodic records that are produced and preserved in a more casual, personal and accidental manner. Diaries and memoirs. Important to political historians. * Pros * Used to illuminate phenomena rather than generate large sample * Provides different perspectives on certain phenomena. * Use qualitatively. * Cons * Gaining access to occasional(a) records can be difficult, locating suitable materials is the most time consuming aspect of data collection * Many are not digitalised. Content analysis, procedures, pros and cons, intercoder reliableness * Refers to the use of excerpts, quotes, and examples from recorded documents to support and observation. * Can be both qualitative and quantitative in nature. * Procedures * Decide on appropriate sample, what materials to include in the analysis. * shape the recording or coding units, decide what is actually going to be measured. * Choos e categories of content that are going to be measured, deciding the recording unit. How to measure what you want. grave words? Devise a system of enumeration for the content being coded, a numeric system based on what is being coded. Code for number of times X appears. * Pros * Gives researchers access to subjects that would otherwise be difficult to attain. * Raw data are usually nonreactive, no undesired influences on behaviour. * pen records like newspapers have existed over long periods in time * They can be easily attained * It often enables us to increase sample size above what would be possible though either interviews or direct observation . * The cost of keeping records are borne by the keepers, it is low cost for those using them. Cons * Selective survival, record keepers may not preserve all pertinent materials, only selectively. Gaps may exist * Incompleteness. Gaps may exist due to fires losses of other types * Content may be biased. May be incomplete, selectively pre served, inaccurate or falsified * Unavailable to researchers because they are classified. * They lack a standard format because it is kept by different people. * Intercoder reliability * Refers to when two or more coders, using the same procedures, agree on how the content is analysed.The more times the coders make the same conclusions the same way, the more claims can be made. * Written records, pros and cons * Pros * Can be used when other means like direct observation or interviews are not possible. * Able to use for large scale collective behaviour, cannot possibly interview all. * Raises fewer ethical issues than observation or interviewing. * No risk to individuals as long as they are not identified in records. * Cheaper than other forms. * Not affected by time or history, what is recorded cannot be changed. * Cons * Gaining access may be difficult, classified Records not kept properly, or purposefully changed Survey research and interviews * definition and difference * survey s are a method of data collection that acts as an alternative to experiments or simulations. * Instead of manipulating an independent variable to view its effects, survey design examines the relationship between variables, better at establishing correlation rather than causation. * Types of surveys, pros and cons, * Personal, face to face * High cost * High to specialty completion rate * Potentially high sample congruence * Long to medium length * High data processing cost * Telephone median(a) cost * Medium completion rate * Medium sample congruence * Medium to short length * High to low data processing cost * Mail * Low cost * Low completion rate * Medium sample congruence * Medium to short length * Medium data processing costs * Email * Low cost * Depends but low completion rate * Low sample congruence * Medium to short length * High to low data processing costs * Internet * Low costs * Depends but low completion rate * Low sample congruence * Medium to short length * High to l ow data processing costs * gathering administration * Very low costs * High once group is convened completion rate Depends on group selection process, sample congruence * Variable length * High to low data processing costs * Drop off/pick up. * Very low costs * Low completion rate * Low sample congruence * Short length * Low data processing costs. * Completion and response rates, significance of * Refers to the proportion of persons initially contacted who actually participate. * When the proportion of the persons contacted who actually participate is too low, the ability to make statistical inferences about the population is limited * too little responses, cannot make inferences. * Cost * Time and money. Have to balance between costs and completion rate. * Data processing * Answers of the surveys still have to be tabulated. All data need to be coded in a way that a computer can process them. * Problem with open ended questions. Have to be transcribed and coded. * A major reason f or adopting mesh and telephone surveys. * Sample-population congruence * Refers to how well the sample subjects represent the population from which they are drawn * Biases can enter through the initial selection of respondents or through incomplete responses. * The closer the congruence, the more representative the sample, higher validity. Length * Too long and respondents lose interest or start answering without care, get distracted. * Too short and not enough data is collected. * Well motivated participants can help with the problem. * Response quality * Cannot take the responses at face value. * Participants may not have the same interests or familiarity with certain topics. * People may be reluctant to express their opinions to strangers. * Busy people wont answer truthfully. * audience bias * Occurs when the interviewer influences the respondents answers, may have a larger effect on telephone surveys than in person surveys. Question types and wording, what to be careful for an d why, pros and cons * Close-ended questions * Pros * Easier for people to answer and takes little time * Easier to sort and tabulate data * Sensitive issues are better paired with close ended questions * Cons * Force respondents to choose from a list they may not agree with * Single sided and double sided questions that can affect responses * Single side, agree or disagree with a report * Two sided, gives two alternative statements to choose. Problems of take back versus recognition, can prompt answers that would have otherwise been blank. People dont know the answer but recall when seeing the choice. * Oversimplified and distorted picture of public opinion * Open-ended questions * Pros * Allows respondents to state what they know and think. * Good for situations where likely answers are not known. * Cons * Respondents may respond too much or too little. * Problem with recording answers, tedious and difficult to code, recordations vary as well. * Processing data is time consumin g. * Wording Wording is important, question clarity is vital to get valid responses. Objectivity and clarity * Avoid * Double barrelled questions * Two questions in one. Sometimes participants might not agree with first question but is made to in order to answer the second. * Ambiguous questions * One that contains a concept that is not defined clearly. * Participants may interpret the question wrongly. * Leading questions * Reactive question. Encourages respondents to choose a particular response because the question indicates that the researcher expects it. * Giving what the researcher wants, validity is off. Push polls. * Question order and effects * The order in which questions are presented may influence the reliability and validity of answers. Participants any answer differently or stop when they see certain questions. Can solve response set. * Branching questions * A question what sorts respondents into subgroups and directs them into different parts of the questionnaire * Fi lter questions * A question that screens respondents from inappropriate questions. * Response set * satisfying line responding. * May occur when a series of questions have the same answer choices.Check the first few, then blindly check the rest. * Archives surveys, pros and cons * Existing surveys that have been designed in the past and are readily available to use. * Pros * Very cheap, for those with no access to funding. * Less time is spent designing the surveys. * More reliable and higher quality, widely used thus more reliable. * Well written questions. * Cons * The questions are not what you want. * Interviews, definition, pros and cons. * Interviewing is the act of asking individuals a series of questions and recording their responses.May be face to face or over the phone. * Pros * Sometimes asking questions is the only way * Elites can provide valuable information, but only through interviews. cerebrate interviews. * Can provide more comprehensive and detailed information, rich variety of perspectives. * Excellent form of data collection in exploratory studies. * Cons * Can be difficult to administer * Have to take into account non-verbal cues and be willing to go off topic * Detailed note taking * face to face, strong necessity for interpersonal skills.