Free Essays on Roe vs Wade

There were many cases in History that have marked milestones on today’s society. There were some that have changed the way a lot of things were run in this world according to the constitution. I am a woman so the one case that is marked in my mind would have to be the Supreme Court case, Roe vs Wade. The legal case, decided in 1973 by the U.S. Supreme Court, that held restrictive state regulation of abortion to be unconstitutional. It was a 7–2 vote the Supreme Court upheld the lower court's decision that a Texas statute criminalizing abortion in most instances violated a woman's constitutional right of privacy, which the court found implicit in the liberty guarantee of the Due Process Clause of the Fourteenth Amendment. This meant that the women indeed did have a right to choose their future. The case began in 1970 when Jane Roe (a fictional name used to protect the identity of Norma McCorvey) instituted federal action against Henry Wade, the district attorney of Dallas county, Texas, where Roe resided. The court disagreed with Roe's assertion of an absolute right to terminate pregnancy in any way and at any time and attempted to balance a woman's right of privacy with a state's interest in regulating abortion. The court stated that only a â€Å"compelling state interest† justifies regulations limiting â€Å"fundamental rights† such as: privacy and that legislators must therefore draw statutes narrowly â€Å"to express the legitimate state interests at stake.† The court then attempted to balance the state's distinct compelling interests in the health of pregnant women and in the potential life of fetuses. It placed the point after which a state's compelling interest in the pregnant woman's health would allow it to regulate abortion â€Å"at approxi mately the end of the first trimester† of pregnancy. With regard to fetuses, the court located that point at â€Å"capability for meaningful life outside the mother's womb,† or viabili... Free Essays on Roe vs Wade Free Essays on Roe vs Wade There were many cases in History that have marked milestones on today’s society. There were some that have changed the way a lot of things were run in this world according to the constitution. I am a woman so the one case that is marked in my mind would have to be the Supreme Court case, Roe vs Wade. The legal case, decided in 1973 by the U.S. Supreme Court, that held restrictive state regulation of abortion to be unconstitutional. It was a 7–2 vote the Supreme Court upheld the lower court's decision that a Texas statute criminalizing abortion in most instances violated a woman's constitutional right of privacy, which the court found implicit in the liberty guarantee of the Due Process Clause of the Fourteenth Amendment. This meant that the women indeed did have a right to choose their future. The case began in 1970 when Jane Roe (a fictional name used to protect the identity of Norma McCorvey) instituted federal action against Henry Wade, the district attorney of Dallas county, Texas, where Roe resided. The court disagreed with Roe's assertion of an absolute right to terminate pregnancy in any way and at any time and attempted to balance a woman's right of privacy with a state's interest in regulating abortion. The court stated that only a â€Å"compelling state interest† justifies regulations limiting â€Å"fundamental rights† such as: privacy and that legislators must therefore draw statutes narrowly â€Å"to express the legitimate state interests at stake.† The court then attempted to balance the state's distinct compelling interests in the health of pregnant women and in the potential life of fetuses. It placed the point after which a state's compelling interest in the pregnant woman's health would allow it to regulate abortion â€Å"at approxi mately the end of the first trimester† of pregnancy. With regard to fetuses, the court located that point at â€Å"capability for meaningful life outside the mother's womb,† or viabili...

Private School Headmasters Compensation

Private School Headmasters' Compensation Education professionals often earn significantly less than what they could earn in the business world or in other professions. However, there is  a group of leaders of private schools who are actually seeing surges in their salaries that pack quite the financial punch: the Head of School. What are these leaders really making and is it justified? The Head of School's Job Compensation Averages A head-of-school is a job that comes with enormous responsibility. At private schools, these high powered individuals have to run not only a school but also a business. Many people dont like to think of schools as businesses, but the truth is, they are. A Head of School will actually oversee a multi-million dollar business, some schools are billion dollar businesses when you consider endowments and operating budgets, and they are responsible for the well-being of hundreds of children every day. Boarding schools add another level of responsibility when it comes to leadership and oversight of children, as they are essentially open 24/7. The head is involved in not only the aspects of academics and ensuring students receive quality educations, but also hiring and HR, fundraising, marketing, budgeting, investing, crisis management, recruiting, and enrollment. The person who sits in this role must be a part of every aspect of the school.   When you consider the enormous expectations made of these dedicated individuals, most head of schools compensation is far below comparable levels in other fields. How far below? Significantly. The average compensation of the top 500 CEOs is in the millions according to Executive Paywatch. According to NAIS, the average compensation for a head of school is about $201,000, with boarding school heads edging out their peers with about $238,000. However, some schools also have presidents, which at the day school level are making comparable salaries, but are making an average of $330,000 at boarding schools.   But, thats not to say that Heads of Schools are hurting. An interesting note is that many private school heads also tend to receive extensive benefits, such as free housing and meals (even some day schools offer this), school vehicles, housekeeping services, country club memberships, discretionary funds, strong retirement benefits, and even expensive buyout packages should the school not be thrilled with his or her performance. This can easily equate to another $50,000-$200,000 in benefits, depending on the school.   Comparison to Public School College Compensation While many claim heads-of-schools make less than their corporate counterparts, the truth is that many actually  earn more than some  public school superintendents. The average salary without benefits for a superintendent is about $150,000 nationally. But some states, like New York, have superintendent salaries exceeding $400,000. In general, the salaries at Urban Schools tend to be greater for superintendents. Now, college presidents, by contrast, make significantly more than private school headmasters. Reports vary from source to source some claiming presidents average about $428,000, while others show the average is more than $525,000 annually with many earning well over $1,000,000 in annual compensation. The top 20 highest-paid presidents all earned over a million dollars annually, even in 2014.   Why Do Head-of-School salaries vary so much? Location significantly affects the salaries of these top-level positions, as does the school environment. Heads of schools, historically referred to as headmasters when the positions were held primarily by men, at junior schools (middle schools and elementary schools) tend to make significantly less than their secondary school counterparts, and boarding school heads tend to make the most due to a large amount of responsibility the school has in providing an appropriate homelife for students from around the world. Schools in small towns tend to offer smaller salaries, although many New England private schools buck that trend, with schools that are centuries old in small towns offering some of the top salaries in the country. A couple of years ago, the Boston Globe came out with a story about the surge of salaries in New England, uncovering several heads with salaries ranging from $450,000 to over a million dollars. Fast forward to 2017, and those heads are making even more, with increases equating to 25% raises in only a few years. School financials also play a role in head-of-school compensation. Naturally, those institutions with higher endowments and annual funds also tend to pay their leaders higher salaries. However, tuition doesnt always indicate the level of a head-of-schools salary. While some schools with high tuitions will indeed offer some of the most competitive compensation packages, those are usually schools that dont rely on tuition to cover the bulk of the operating budget. In general, the more tuition-driven a school in annually, the less likely it is that their head of school will be pulling the biggest dollars.   Compensation Information Sources The Form 990, which non-profit schools file annually, is similar to a tax return. It contains information about headmasters compensation, as well as other high paid employees. Unfortunately, to make sense of figures you have to examine several different pages of the filing. The elements of the compensation packages are complex and are contained under many different expense headings. If the school is a 501(c)(3) not for profit educational institution, it must file a Form 990 with the IRS annually. The Foundation Center and Guidestar are two sites that make these returns available online. Note: the cash salaries are somewhat misleading as most of these key employees receive significant allowances for housing, meals, transportation, travel, and retirement plans apart from their cash salaries. Figure an additional 15-30% for allowances and/or non-cash compensation. The gross amount in many cases exceeds $500,000, with some exceeding $1,000,000 with other compensation factored in. A sampling of head-of-school  and president base salaries ranked from highest to lowest, based on Form 990 submissions from 2014, unless otherwise noted: Episcopal High School, Alexandria, VA $605,610 with $114,487 in est. other compensationMilton Academy, Milton, MA $587,112 with $94,840 in est. other compensationPhillips Exeter Academy, Exeter, NH -  $551,143 with $299,463 in est. other compensationPhillips Academy, Andover, MA - $489,000 was reported in 2013, with no head of school compensation listed in 2014Choate Rosemary Hall,  Wallingford, CT $486,215 with $192,907 in est. other compensationHarvard  Westlake School, Studio City, CA - President $483,731 with $107,105 in est. other*Rye Country Day School, Rye, NY - $460,267 (down from $696,891 in 2013)Hackley School, Tarrytown, NY - $456,084 salary and $328,644 in est. other compensationDeerfield Academy, Deerfield, MA - $434,242 with $180,335 in est. other compensationWestern Reserve Academy, Hudson, OH - $322,484 with $128,589 in est. other compensationHarvard  Westlake School, Studio City, CA - Head  $320,540 with $112,395 in est. other*   *Figures from the 2015 Form 990 Some older 990 forms have revealed the following headmaster salaries, from highest to lowest. Well continue to update this information as we obtain it.   Greensboro Day School, Greensboro, NC $304,158The Brearley School, New York, NY $300,000Lancaster Country Day School, Lancaster, PA $299,240Poly Prep Country Day School, Brooklyn, NY $298,656Georgetown Day School, Washington, DC $296,202Culver Academies, Culver, IN $295,000St. Marks School of Texas, Dallas, TX $290,000Hathaway Brown School, Shaker Heights, OH $287,113Madeira School, Maclean, VA $286,847The Dalton Schools, New York, NY $285,000Hotchkiss School, Lakeville, CT $283,920Punahou School, Honolulu, HI $274,967Far Hills Country Day School, Far Hills, NJ $274,300Groton School, Groton, MA $258,243North Shore Country Day School, Winnetka, IL $250,000Avon Old Farms School, Avon, CT $247,743The Peddie School, Hightstown, NJ $242,314Kent School, Kent, CT $240,000Episcopal Academy, Merion, PA $232,743Cranbrook Schools, Bloomfield Hills, MI $226,600University School of Milwaukee, Milwaukee, WI $224,400McCallie School, Chattanooga, TN $223,660Middlesex School, Concord, MA $223,000Sidw ell Friends School, Washington, DC $220,189 Ransom Everglades School, Miami, FL $220,000The Masters School, Dobbs Ferry, NY $216,028Greenwich Country Day School, Greenwich, CT $210,512Harvey School, Katonah, NY $200,000The Hill School, Pottstown, PA $216,100Taft School, Watertown, CT $216,000Shore Country Day School, Beverly, MA $206,250Miami Country Day School, Miami, FL $200,000Village School, Pacific Palisades, CA $210,000Lake Forest Country Day School, Lake Forest, IL $188,677Hillel School of Metropolitan Detroit, Farmington Hills, MI $156,866Annie Wright School, Tacoma, WA $151,410Foxcroft School, Middleburg, VA $150,000Ravenscroft School, Raleigh, NC $143,700Forman School, Litchfield, CT $142,500 Are Headmasters' Compensation Packages Justifiable? A good headmaster deserves to be well-paid. The head of a private school must be a top-notch fundraiser, a superb public relations person, a fine administrator and a dynamic community leader. How lucky we are to have talented educators and administrators who lead private schools rather than manage a Fortune 100 enterprise. Many of them could make 5 or 10 or even 20 times as much as they currently do. Trustees need to review their key employees compensation packages annually and improve them as much as they can. Its extremely important to attract and retain talented administrators in our private schools. Our childrens future depends on it. Resources:Pay Soars For Headmasters at Mass. Prep SchoolsHeadmasters Salaries On The Rise

Response paper - Ethnic Notions Essay Example | Topics and Well Written Essays - 500 words

Response paper - Ethnic Notions - Essay Example Which is why it is easier for us to classify race as color because that is how we are conditioned by society. When we racialized the categorization of people, we are merely acting on our instincts that is conditioned by society. Brown try to enlighten us by explaining the dynamics of colorblindness that made it so difficult for us to name the problematic visualization of race that it is easier for us to talk in racialized other than the systematic process of racialization through law, custom and popular culture. We do not need to go far to cite for examples. In the university alone, there is a growing prejudice that the race â€Å"Asian† are good in math. That every time we see somebody with slanted eyes, we automatically distinguish them as Asian and not through their categorization as a people, custom or culture. We do not say they are Koreans, Japanese, Chinese or Filipinos, we just lump them into one singular race as Asians. This is unfair and dangerous because it deprives people of their history, uniqueness, individuality, humanity and other positive aspects and instead, they are relegated to a group of people that can be summarized by few words or sentences that are often full of bias and prejudice. These prejudices and labels do not also accurately portray the group of people being described. Often, this causes misrepresentation leading to misunderstanding that breeds to conflict. It is not farfetched to think that the proposition raised by Moodle and Brown was the one responsible for major conflicts around the world that cost us lives, limbs and properties. Color of the skin is not really the enemy because underneath it, we are all the same. What is the enemy is the racialization that breeds misunderstanding, conflict, worst, wars. I need not expound how racism can breed hate. History is replete with ethnic cleansing and genocide which can be traced

The History of the United States Research Paper Example | Topics and Well Written Essays - 750 words

The History of the United States - Research Paper Example The civil war arose when the US people fought over power, land. (Burke 12). The Southerners felt threatened since they were thriving well in the slave trade. They feared the north might interfere with the growth of the trade which was booming at that time. It might be said with conviction that it is indeed slave trade that leads to the division of America into two, but there are other reasons. At that time, the Southerners whose daily lifestyle relied much on plantation farming and could, therefore, not do without slaves and the slave trade. They wished that it could grow and even spread in the west. In the contrary, the northerners who were politically and economically doing well posed a threat to the Southerners. So for the survival of the union of the American state, it was necessary that the slave trade was not tempered with, but left to grow (Burke 27). However, in 1860 when Abraham Lincoln became president, the union of American states came to a point where enough is enough. Wh en he publicly made his intentions clear to stop growth of the slave trade but not slavery, he compelled South Carolina followed by six other American southern states to withdraw from the union. This lead to the Civil war that lasted for four years after the seven states united and named Jefferson Davis there president. On15th of April 1861 due to break up of the states there followed a lot of fights and states of unrest battles with the first reported incidence being on July 21st 1861. At this point nothing, much could be done to stop the war anticipated. President Lincoln gave a decree that soldiers be reinforced around Fort Caswell and Fort Johnson but was all in vain due to luck of cooperation from some of the states like Missouri, North Carolina and Tennessee (Finney 33). There was some response to the president’s order from some companies from Pennsylvania who offered and provided soldiers on the 18th of April 1861. Between 18th and 19 of April soldiers managed a little to destroy points where weapons were kept in Virginia. At this juncture, President Lincoln pronounced the closer of states belonging to the Confederate. When the soldiers of the Union dared to pass through the Confederate states, Baltimore soldiers went on a rampage as a retaliate gesture. This made Lincoln add more closure by including Virginia and North Carolina in the list of sates closed. On the 20th of April 1861, there was an attempt by the Federal soldiers to Attack Virginia among other states. However, there was help by the Confederates who happened to save a lot of valuable staffs making the Federal soldiers retreat. On the seventh 25th of April the same year there was more reinforcement in Washington DC. On 29th, an election was held (Keifer 46). The governor was given the power to select commissioners by the Legislative body at Tennessee so the commissioners can be in accordance with the Confederacy. Voters who were supporting the re-evaluation of the conditions leading to the breakup of the United States Where joined hand in hand by The North Carolina legislative body. In May 17th North Carolina and Confederacy join hands. The voting was only restricted among the legislative body, and the citizens were not allowed to participate (Long 77). Conclusion A lot of activities was done at the legislative level most of which were being decided by the power of the ballot box. In the war, many civilian lost their lives; the national government became stronger

Explain the reasons for the rise of Fascism Essay Example for Free

Explain the reasons for the rise of Fascism Essay Fascism appealed to the Italian public for various reasons. Many Italians regarded the existing system under the Liberal government as weak and corrupt and Fascism promised a strong government. During the war the divisions between neutralists and interventionists were so severe that they couldn’t work together against a common enemy. Elections were ‘managed’, especially in the South. All governments were short-lived coalitions, because proportional representation and universal male suffrage meant that it was next to impossible to get a majority. In 1921 the Fascists were included in the Giolitti’s list of election candidates which gave them more respectability. Fascist ideology was vague, promising something for everyone; it seemed to offer an end to class divisions. Some liked its anti-socialism and others liked its revolutionary syndicalism. Young people especially were attracted by the emphasis on change. The Fascists also had the support of influential people and groups, such as the King. The King was disillusioned with parliamentary leadership and feared a left-wing coup. Mussolini’s participation in government would have provided welcome strength against the left wing threat. In addition, the King doubted the loyalty of the army if it were called upon to challenge the Fascists. He was cowardly and pessimistic. Mussolini also had to foster good relations with the Roman Catholic Church simply because, regardless of his dictatorship, the Roman Catholic Church was such a powerful institution in Italy. The church feared communism and were attracted to Mussolini’s promises to restore law and order to Italy. In 1921 Mussolini publically announced his opposition to divorce and promised to heal the rift between church and state – the Roman Question. Pope Pius XI was friendly with Mussolini and as bishop of Milan allowed Fascist banners in a church. He urged the need for peaceful settlement. Finally, the March on Rome was the ultimate display of Fascist power. The Fascist squads were organised into militia and plans were drawn up to seize the main towns and cities of northern and central Italy. Around 30,000 Fascists would then converge on the capital and install themselves in power. On the night 27th October, Fascist squads seized town halls, telephone exchanges and railway stations throughout northern Italy. The King refused to allow martial law that would have sanctioned the use of force against the Fascists. This would prove to be a fateful decision: it was a sign the King lacked confidence in his government. On hearing the King’s refusal, Facta’s government resigned. The King approached Salandra, a veteran conservative Liberal, and asked him to form a new government. Salandra attempted to negotiate with the Fascists, offering them a few cabinet posts, but it soon became apparent that Mussolini would accept nothing less than Prime Minister. With other liberal leaders opposed to Salandra, the King realised he needed a different man. In the absence of any other viable candidate Mussolini was asked on the 29th October to become Prime Minister of Italy.

Rider Haggard’s King Solomon’s Mines and Forester’s A Passage to India

Rider Haggard’s King Solomon’s Mines and Forester’s A Passage to India In British imperial fiction, physical setting or landscape commonly plays a prominent role in the central thematic subject. In these works, landscape goes beyond an objective description of nature and setting to represent â€Å"a way of seeing- a way in which some Europeans have represented to themselves and others the world about them and their relationships with it, and through which they have commented on social relations† (Cosgrove xiv). By investigating the ways in which writers of colonial ficition, such as H. Rider Haggard and E.M. Forester, have used landscape, we see that landscape represents a historically and culturally specific way of experiencing the world. In Rider Haggard’s King Solomon’s Mines, the landscape is gendered to show the colonizer’s ability to dominate over native territory. However, while the scenario of the male colonizer conquering a feminized landscape reinforces a legitimizing myth of colonization, it is later overturned by Forester’s A Passage to India. In this novel, the landscape takes on a complex, multifaceted role, articulating the ambivalence of cross-cultural relationships and exposing the fragility of colonial rule. In contrast to King Solomon’s Mines, A Passage to India uses landscape as a tool to expose the problematic nature of colonial interaction that might have easily been left obscured and unacknowledged. We can read the landscape as a type of secondary narrator in A Passage to India that articulates the novel’s imperial ideology. The African landscape of King Solomon’s Mines is clearly feminized. The treasure map shows that the geography of the travelers’ route takes the shape of a female bod... ...d the sky said, ‘No, not there’† (Forester 362). We would expect that the structures of colonial rule, such as the jail and the Guest House, would symbolically pull Aziz and Fielding apart. The presence of nature, the earth, the horses, the birds, with the sky itself dictating that they cannot now be friends is a deeper form of rejection to the notion of cross-cultural relationships. The only hope we are left with is the sky’s qualification of the â€Å"no†: not yet†¦ not there. Works Cited Cosgrove, Denis. Social Formation and Symbolic Landscape. Madison, Wisconsin: University of Wisconsin Press, 1998. Forester, E.M. A Passage to India. London: Harcourt, 1924. Ridger Haggard, J. King Solomon’s Mines, ed. Gerald Monsman. Ontario: Broadview Press, 2002. Suleri, Sara. The Rhetoric of British India. Chicago: University of Chicago Press, 1992.

A Letter to Daphnis: Anne Finch, Countess of Winchelsea

Winches expressed affection towards her husband Vela poetry, which was, In her time, a medium of expression dominated by men. Her husband's encouragement of her creative pursuits was among many factors that produced a happy marriage. Daphnia became her husband's neo-classical nickname, which the Finches and their literary friends each adopted. In Finch's versified billet- Doug, A Letter to Daphnia, April 2, 1685, Finch relegates her marital bliss by citing love as the reason for her poetry.She begins her poem, â€Å"This to the crown and blessing of my lifetime much loved Cubans of a happy wife,/To him whose constant passion found the art/To win a stubborn and ungrateful heart† (1-4), relegating her husband to the role of a muse. Metonymy in the first line confirms affection towards her husband as the inspiration of her poem. Enjambment connects lines 2-3, emphasizing the surplus of source material derived from the poet's gratefulness to her significant other. Finch concludes her statement, â€Å"And to the world by tenderness proof discovers/They err, who say that husbands can't be lovers. (5-6). Misanthropes In line 5 underscores her cabana's gentle yet profound effects, a source of wonder which provides her with poetic stirrings. By adhering to pentameter, Finch gives the introduction a formal, reverent tone, appropriate for addressing one's motivating subject. The poem continues, â€Å"With such a return of passion, as is despairing I love, Daphnia my thoughts prudishness's, my hopes, my joys are bounded all in you:' Even I, for Daphnia, and my promise sake,/What I in women censure, undertake† (7-bob furthering the theme of partnership as a joyous well of inspiration.The poet explains that her â€Å"passion† (7) stems from a reaction to his â€Å"passion† (3) to show that the give-and-take rhythms of marled life continuously stimulate expressions of love. Combining misanthropes with anaphora while she proclaims her love for Daph nia establishes the couple's euphoric matrimony as the focus of the piece. She addresses Daphnia In the singular, formal pronoun â€Å"you,† (9), malignantly the praiseworthy tone. Again, Finch employs misanthropes In the phrase, â€Å"What I In women censure, undertake† (1 1 calling attention to her acceptance of a subservient position.Culturally, a woman in Finch's time entered a marriage to bare children and take care of her husband. The average woman lacked a voice and rights, and was regarded as a husband's property. Finch expressed frustrations with the social restrictions of her time; however, she found meaning in making her husband happy, particularly by means of composing romantic poetry. A Letter to Daphnia reveals Finch's dedication to her spouse's liveliness through creative pursuits, in the lines, â€Å"But this from love, no vanity, processed;/You know who writes; and I who ‘TLS that reads.Judge not my passion by my want of salesman love well, thou gh they express It Ill† (12-15). Once more, misanthropes In the phrase â€Å"But this from love, not vanity, processed† (12) highlights the author's gratefulness for her husband's muse-like effects on her work. Misanthropes reoccurs in her technique appropriate given that she addresses her husband in his neo-classical nickname in the poem. She concludes, â€Å"And I your censure could with pleasure bear J Would you but soon return, and speak it here† (16-17), unveiling a desire to be near her fountain of illumination.Finch returns to the concept of â€Å"censure† (16) and propriety, which she paradoxically defies by writing poetry to please her spouse. In Anne Finch's poem A Letter to Daphnia, April 2, 1685, defiance of societal norms, namely women writing poetry, becomes a means to express deep affection for the man who inspires her. Through extensive use of stylistic devices, Classical traditions, and social critique, Finch demonstrates her talent for pr aising the Joys of marital bliss. The result is a famous love letter steeped in sincerity and eloquence.

Fashion industry Essay

I have always been interested in fashion and the fashion industry. For my Graduation Project I decided that I should do something that falls into that category. In my project I will research how fashion impacts teenagers. I have noticed that many teen fashion magazines have a huge impact on teens, because many teens look up to the girls inside and on the cover of the magazines. I feel as though it relates to me because I am a teenager and I feel as though fashion does have a big effect on us. In my paper I will first research self-expression through fashion. I will research the social/economic status of teenage fashion and identity. I also plan on researching the fashion influences from media on teens. I’m going to look into the career options that go along with this field in research also. I intend on using videos, magazines, the internet, books, and hopefully interviews with people who are already working in this field. For my action plan, I am going to do a fashion show in my community. I haven’t fully decided on what the theme of my fashion show will be. I also would like to interview different teenagers and ask questions based on my topic. I would like to see what they think about fashion affecting them from their point of view also. Another idea I had for my action plan is to join Pittsburgh Youth Invasion. It is an program at The Andy Warhol Museum that holds fashion workshops to attend. During the workshop you can come up with your own design and learn how to make it. At the end of the workshop there will be a fashion show that will allow you to model your design. I understand the definition and consequences of plagiarism.

Conquest of mexico essays

Conquest of mexico essays The Aztecs Account of the Conquest of Mexico "Is Hernan Cortez Guilty of violating International Laws?" The discovery of the New World was part of the remarkable European expansion. This expansion was possible due to the European's technical skills in navigation, their economic status in maritime and military enterprise, their interest in spreading Christianity and their determination to gain new lands and wealth. The Spaniards reached the New World in a conquest spirit. Spain's exploration of the New World was driven by their interest in expansion of their empire and spread of Catholicism. Many of the dedicated missionaries who embarked on the explorations were consistent in their purpose to, as they put it, " save the souls of the heathen Indians". For the conquerors like Hernan Cortez and Fransisco Pizarro their motivation was no doubt more complex. Hernan Cortez was born in Medillin, Spain in 1485. His Father fought against the Moors and his mother was an honest religious woman. After failing as a student Cortez came to the New World following in his father footsteps. He became involved in many expeditions and in 1518-1519 the governor of Cuba, Velazques motivated to acquire the riches of the land, wanted to make full contact with mainland, Mexico, and Cortez was appointed the leader of the expedition. Cortez narrowly managed to undertake the expedition and in 1519 he arrived in Mexico with only 500 men, 16 horses and several pieces of artillery. Cortez landed near Villa Rica de Vera Cruz and immediately gain political control of the city. Soon the Spaniards started to trek inland and fought against the Tlaxcalan people who surrendered and became Cortez's most faithful allies. By October 1519 this combine force reached the Aztec village of Choula where they slaughtered over 3000 citizens of Choula. At this point the ruler of Tenochtitlan, Motecuhzuma was very troubled but he believed that Cortez was actually t...

How to Conjugate the Verb Scrivere in Italian

How to Conjugate the Verb Scrivere in Italian To writeTo recordTo attribute (to) What to Know About â€Å"​Scrivere† It’s an irregular second conjugation verb, so it doesn’t follow the typical -ere verb ending pattern.It’s a transitive verb, so it takes a direct object.The infinito is â€Å"scrivere†.The participio passato is â€Å"scritto†.The gerund form is â€Å"scrivendo†.The past gerund form is â€Å"avendo scritto†. INDICATIVO/INDICATIVE Il presente io scrivo noi scriviamo tu scrivi voi scrivete lui, lei, Lei scrive essi, Loro scrivono Esempi: Scrivo un messaggio a mia sorella. - I’m writing a message to my sister.Come si scrive quella parola? - How does one write that word? Il passato prossimo io ho scritto noi abbiamo scritto tu hai scritto voi avete scritto lui, lei, Lei, ha scritto essi, Loro hanno scritto Esempi: Ha scritto i nostri nomi sulla sabbia e mi ha mandato questa foto. - He wrote our names in the sand and he sent me this photo.Siete sicuri che avete scritto tutto? - Are you sure you wrote everything? L’imperfetto io scrivevo noi scrivevamo tu scrivevi voi scrivevate lui, lei, Lei scriveva essi, Loro scrivevano Esempi: Mia nonna mi scriveva un biglietto ogni compleanno. - My grandmother wrote me a card every birthday. Il trapassato prossimo io avevo scritto noi avevamo scritto tu avevi scritto voi avevate scritto lui, lei, Lei aveva scritto essi, Loro avevano scritto Esempi: Ho provato a leggere la lettera che mi hai spedito, ma l’avevi scritta in modo illegibile. - I tried to read the letter that you sent me, but the way you wrote it is illegible. Il passato remoto io scrissi noi scrivemmo tu scrivesti voi scriveste lui, lei, Lei scrisse essi, Loro scrissero Esempi: Boccaccio scrisse tanti racconti dell’umanit durante le peste bubbonica. - Boccaccio wrote many stories about humanity during the Black Plague.Durante la guerra i soldati scrissero pià ¹ di 1000 lettere. - During the last conflict, soldiers wrote more than 1000 letters. Il trapassato remoto io ebbi scritto noi avemmo scritto tu avesti scritto voi aveste scritto lui, lei, Lei ebbe scritto essi, Loro ebbero scritto TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io scriver noi scriveremo tu scriverai voi scriverete lui, lei, Lei scriver essi, Loro scriveranno Esempi: Stella, scriverai il prossimo articolo su Renzi. - Stella, you’ll write the next article on Renzi. Il futuro anteriore io avr scritto noi avremo scritto tu avrai scritto voi avrete scritto lui, lei, Lei avr scritto essi, Loro avranno scritto Esempi: Non appena avrà ² scritto il mio primo libro, te lo spedirà ². - As soon as I have written my first book, I will send it to you. CONGIUNTIVO/SUBJUNCTIVE Il presente che io scriva che noi scriviamo che tu scriva che voi scriviate che lui, lei, Lei scriva che essi, Loro scrivano Esempi: Penso che scriva un romanzo basato sulla vostra storia. - I think she’s writing a romance novel based on your story.Credo che lo scrivano loro due. - I think the two of them are writing it. Il passato io abbia scritto noi abbiamo scritto tu abbia scritto voi abbiate scritto lui, lei, egli abbia scritto essi, Loro abbiano scritto Esempi: Sono contentissimo che mi abbia scritto. - I’m so happy that she texted me. L’imperfetto io scrivessi noi scrivessimo tu scrivessi voi scriveste lui, lei, egli scrivesse essi, Loro scrivessero Esempi: Volevo mi scrivesse, ma non ho ricevuto risposta per una settimana intera. - I wanted him to message me, but I haven’t heard back for an entire week. Il trapassato prossimo io avessi scritto noi avessimo scritto tu avessi scritto voi aveste scritto lui, lei, Lei avesse scritto essi, Loro avessero scritto Esempi: Non ho mai detto che lei avesse scritto quel messaggio, infatti era Giorgia ad averlo scritto. - I never said that she had written that message, in fact it was Giorgia that wrote it. CONDIZIONALE/CONDITIONAL Il presente io scriverei noi scriveremmo tu scriveresti voi scrivereste lui, lei, Lei scriverebbe essi, Loro scriverebbero Scriveresti una lettera a tuo babbo? Mi ha detto che gli manchi. - Would you write a letter to your father? He said that he misses you.Scriverei un poema intero se servisse a conquistarla! - I would write a whole poem if it helped in getting her to like me. Esempi: Il passato io avrei scritto noi avremmo scritto tu avresti scritto voi avreste scritto lui, lei, egli avrebbe scritto essi, Loro avrebbero scritto Pensavo che avrebbe scritto un giallo, ma invece vuole scrivere un romanzo. - I thought he would write a mystery novel, but instead he wants to write a romance.

Opportunity Cost of Going to College, Marginal Analysis Essay

Opportunity Cost of Going to College, Marginal Analysis - Essay Example This research will begin with the statement that opportunity cost in economic terms is the cost of forgoing or sacrificing the consumption of one commodity or service in order to consume and derive utility from any other service or commodity. For computing opportunity cost of any commodity one has to take into account the next best substitute that has to be forgone or sacrificed. Under economies we generally compute opportunity cost in monetary terms. Considering the opportunity cost of going to college the next best alternative that can be sacrificed is the salary that an individual can get if he instead chooses a full time job. Such compromises are made each year. If the overall degree course the individual loses an annual salary of $80,000 in the three or four years. The commodities and services of opportunity cost for attending college are listed below: Monetary cost of college: Attending college require a minimum amount that has to be spent on food, clothing. Transportation costs: The student has to spend some amount of money each for attending. For the travelling expenses opportunity costs does not remain same and fluctuates frequently. This is because the student might choose not to attend college someday or he may choose to attend extra days than he usually does due to some extra class or some particular college meeting. Income through sports: If the student is an athlete he may earn huge through various tournaments. But such a job mostly requires the sportsman to travel a lot. In that case he may have to give up college. Clearly he has to choose between attending college and becoming a professional sportsperson (Gwartney, Stroup, Sobel and McPherson, 2009, p.29). Students dependent on parents: All the students attending college do not have to earn for their expenses. Sometimes students are dependent on their parents who take the responsibility of paying for all of their son’s or daughter’s expenses. In that case opportunity cost may be counted as zero (Gwartney, Stroup, Sobel and McPherson, 2009, p.29). Income in entertainment industries: Students who work as entertainers or pursue any other work in the entertainment industry have to spend a lot of time in the shoots or they may also have to travel abroad quite often. In that case too they have to choose between college and their work (Gwartney, Stroup, Sobel and McPherson, 2009, p.29). Missing T.V. shows: Attending college and pursuing a degree course also requires a student to study harder and appear for examinations. Thus in this respect the student would have less time for television and his favorite shows. In some cases while studying for college exams he might also have to miss out a big soccer match. Less leisure time: Attending college and then going for part time jobs- in this day to day busy schedule the student may not have any time left for leisure or spare time. Hence for attending college the student has to sacrifice leisure or any other activity that he used to perform during spare time. Higher Education: Attending colleges the student gets a professional degree. This may help the individual to earn higher income once he finishes college education than what he can earn currently by leaving college. 2. Marginal Analysis Decision taken on a margin Marginal analysis is a very important concept under microeconomics leading to efficient allocation of resources (McGuigan, Moyer and Harris, 2011, p.41). ‘Decision taken on a margin’ refers mainly to economic decisions. Alterations on the available amount of resources lead to such marginal decisions. It may be similar to decision making as simple as spending hours or money. Such decisions are assume to yield better output for a number of reasons. Firstly the decisions are made with full information on resources and shortages. Preferences and indifferences of an individual are also taken into account while making decisions. The involvement of analysis helps