Italy Essay Summary Example For Students

Italy Essay Summary IntroductionItaly is located northwest of France and south of Austria and Switzerland. The estimated population of Italy is 58,262,000 as of 1995. In addition to the mainland Italy also has two large islands in the Mediterranean Sea called Sicily and Sardinia as well as some smaller islands called Capri, Ischia, Elba, and Lipari Islands. The capital of Italy is Rome and this city is also the largest of all of the cities in Italy People and Birth RateThe great majority of the population in Italy naturally speaks Italian. Although there are many different dialects throughout the country but they are to be generalized as Italian. In addition to the Italian speaking community there are small German, French, and Slavic speaking minorities located in Italy. In Italy the main religion that is practiced is Roman Catholic. The birth rate of Italian women is 1.2 children. This is a statistic that has been falling for many years. This is about half of the birth rate of an American women. At thi s rate, Italys population will fall by nearly a third in 50 years, from about 57 million to about 41 million. Literacy RateDefinition: age 15 and over can read and write total population: 98% Business Economics and ExportsItaly began to industrialize late in comparison to other European nations, and until World War II was largely an agricultural country. However, after 1950 industry was developed rapidly so that by the 1990s industry contributed about 35% of the annual gross domestic product and agriculture less than 4%. The principal farm products are fruits, sugar beets, corn, tomatoes, potatoes, soybeans, grain, olives and olive oil, and livestock (especially cattle, pigs, sheep, and goats). In addition, much wine is produced from grapes grown throughout the country. There is a small fishing industry. Industry is centered in the north, particularly in the golden triangle of Milan-Turin-Genoa. Italys economy has been gradually diversifying, shifting from food and textiles to engineering, steel, and chemical products. The chief manufactures of the country include iron, steel, and other metal products; refined petroleum; chemicals; electrical and non electrical machinery; motor vehicles; textiles and clothing; printed materials; and plastics. Although many of Italys important industries are state-owned, the trend in recent years has been toward privatization. The service sector has growing importance in Italy; by the early 1990s it employed well over half of the labor force. Italy has only limited mineral resources and has consistently increased its mineral imports; the chief minerals produced are petroleum (especially in Sicily), lignite, iron ore, iron pyrites, bauxite, sulfur, mercury, and marble. There are also large deposits of natural gas (methane), and much hydroelectricity is generated. Italy, however, is still greatly dependent on oil to meet its energy requirements, and most of it must be imported. Italy has a large foreign trade, facilitated by its sizable commercial shipping fleet. The leading exports are textiles and wearing apparel, metals, machinery, motor vehicles, and chemicals; the main imports are machinery, transport equipment, chemicals, food and food products, and minerals (especially petroleum). Tourism is a major source of foreign exchange. The chief trade partners are Germany, France, the United States, and Great Britain. The nation has greatly improved its highway system in the postwar years, especially in the South. Italys economy has deceptive strength because it is supported by a substantial underground economy that functions outside government controls. Despite significant government progress in the 1990s in its war against organized crime, the Mafia continues to exert a strong influence in S Italy, often hindering governmental programs aimed at integrating the region more fully economically and politically into the national scene. The spread of drugs has become a major problem in Italy, which has the highest incidence of drug addiction in Europe. .u9f056e738d9e6900e90d359441feecee , .u9f056e738d9e6900e90d359441feecee .postImageUrl , .u9f056e738d9e6900e90d359441feecee .centered-text-area { min-height: 80px; position: relative; } .u9f056e738d9e6900e90d359441feecee , .u9f056e738d9e6900e90d359441feecee:hover , .u9f056e738d9e6900e90d359441feecee:visited , .u9f056e738d9e6900e90d359441feecee:active { border:0!important; } .u9f056e738d9e6900e90d359441feecee .clearfix:after { content: ""; display: table; clear: both; } .u9f056e738d9e6900e90d359441feecee { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9f056e738d9e6900e90d359441feecee:active , .u9f056e738d9e6900e90d359441feecee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9f056e738d9e6900e90d359441feecee .centered-text-area { width: 100%; position: relative ; } .u9f056e738d9e6900e90d359441feecee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9f056e738d9e6900e90d359441feecee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9f056e738d9e6900e90d359441feecee .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9f056e738d9e6900e90d359441feecee:hover .ctaButton { background-color: #34495E!important; } .u9f056e738d9e6900e90d359441feecee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9f056e738d9e6900e90d359441feecee .u9f056e738d9e6900e90d359441feecee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9f056e738d9e6900e90d359441feecee:after { content: ""; display: block; clear: both; } READ: Scholarship Essay Master of Arts in PsychologyCurrencyThe Italians currency is conducted in the form of Lira. Below is the current currency conversion chart for the Italian Lira. This chart was provided by wwww.x-rates.comTo Italian LiraIn Italian LiraAustralian Dollars0.000871145.15478Austrian Schillings0.00711140.71423Belgian Francs0.0208347.99888Brazilian Real0.000951054.94126British Pounds0.000333026.06737Canadian Dollars0.000731370.47173Chinese Renminbi0.00401249.51982Danish Kroner0.00386258.86020European Monetary Union0.000521936.27000Finnish Markka0.00307325.65724French Francs0.00339295.18246German Marks0.00101989.99913Hong Kong Dollars0.00378264.82749Indian Rupees0 .0224844.48794Irish Punt0.000412458.55575Japanese Yen0.0564617.71201Malaysian Ringgit0.00184543.57237Mexican New Pesos0.00474211.09606Netherlands Guilders0.00114878.64102New Zealand Dollars0.00108922.69235Norwegian Kroner0.00425235.22696Portuguese Escudo0.103549.65807Singapore Dollars0.000841188.95700South African Rand0.00381262.46188South Korean Won0.617311.61993Spanish Pesetas0.0859311.63722Sri Lanka Rupee0.0412524.24384Swedish Krona0.00461217.01776Swiss Francs0.000791261.80513Taiwan Dollars0.0157863.38064Thai Baht0.0208847.89184United States Dollar0.000482065.57499Venezuelan Bolivar0.338892.95082GovernmentUnder the 1948 constitution, legislative power is vested in a bicameral parliament consisting of the 630-member chamber of deputies, which is popularly elected, and the senate, made up of 315 members elected by region, plus 11 life members. The chamber is the more important body. The council of ministers, led by the premier, is the countrys executive; it must have the confidence of parliament. The head of state is the president, chosen in a joint session by parliament. The country is divided into 20 regions, which are subdivided into a total of 94 provinces. The countrys 20 regions also have parliaments and governments with limited powers. In 1989 the Italian judicial system was significantly changed, allowing for cross-examination of witnesses and the assumption of innocence on the part of the defendant. Market PotentialsAs you can see Italy seems to import many goods because they are not fit to the manufacturing and development needs of todays market. Italy shows potential, in fact Italys economy is on the rise and has been for a few years now. I would say if I had to market in a specific product area that it would be in the biotech arena. My sole decision lies on the great progress that the U.S. has had in recent years in this field. Biotechs offer incredible solutions for todays medical issues and they are constantly making breakthroughs. I think there is a market for these goods in the Country of Italy because there is economy is getting stronger every year and their need for technology is also growing. BibliographyVitualitaly.comFactmonster.comYournation.comX-Rates.comMicrosoft Encarta Copyright 1999

The Beatles Essay Example

The Beatles Essay The Beatles are rocks classic act, in the fullest sense of the term.Their music has spoken not only to its own time, but also every generation since.They remain more widely known than any other band of the rock era, and maybe of any era. The group consisted of four Englishmen: George Harrison, John Lennon, Paul McCartney, and Ringo Starr.Starr was the drummer and the others usually played electric guitar.All of the Beatles sang occasionally.They became knows as the Beatles in 1960. During the sixties, the Beatles recordings topped both the singles and album charts.With the Beatles, albums became rock milestones.Before, rock records were promoted mainly as singles.Record sales were only one dimension of their popularity.When their career really took off, Beatlemania consumed everyone, including the western world.At concerts, fans would cry and scream so loud the group could not be heard. The Beatles toured the United States in 1964 and created mayhem everywhere they preformed.Police and security persons were not prepared for the fans reaction to the Beatles.The group became the most popular group in rock and achieved not only national, but international fame. The Beatles starred in two popular movies A Hard Days Night and Help!A full length cartoon, Yellow Submarine featured the songs and characters of the Beatles.Beatlemania exploded when the group performed to some on Ed Sullivans popular television program.Over 73 million Americans tuned into the show.After the performance The Beatles would have five singles on the billboard Hot 100 Charts.Their hair and clothing styles influenced a generation of young people.Fifteen thousand Beatle wigs were sold daily.Still grown-ups took the Beatles more seriously as a psychological rather than as a musical phenomenon.

Biography of Isabella dEste, Patron of the Renaissance

Biography of Isabella d'Este, Patron of the Renaissance Isabella dEste (May 19, 1474–February 13, 1539) was a patron of Renaissance learning, arts, and literature. She was actively involved in political intrigues among the nobles of Europe. Isabella left behind a voluminous correspondence of more than 2,000 letters, which provide much insight into the world of the Italian Renaissance. Fast Facts: Isabella d'Este Known For: Patron of the Italian RenaissanceBorn: May 19, 1474 in Ferrara, ItalyParents: Ercole I dEste and Eleanor of NaplesDied: February 13, 1539 in Mantua, ItalySpouse: Francesco Gonzaga (m. 1490-1519)Children: 8 Early Life Isabella dEste was born into the noble Ferrara family of Ferra, Italy on May 19, 1474. She may have been named for her relative, Queen Isabella of Spain. She was the eldest in her large family, and, according to contemporary accounts, was her parents favorite. Their second child was also a girl, Beatrice. Brothers Alfonso- the family heir- and Ferrante followed, and then two more brothers, Ippolitto and Sigismondo. Education Isabellas parents educated their daughters and sons equally. Isabella and her sister Beatrice both studied Latin and Greek, Roman history, music, astrology, and dancing. Isabella was accomplished enough in politics to debate with ambassadors when she was only 16. When Isabella was six, she became betrothed to the future fourth Marquis of Mantua, Francesco Gonzaga, whom she met the following year. They were married on February 15, 1490. Gonzaga was a military hero, more interested in sports and horses than in arts and literature, though he was a generous patron of the arts. Isabella continued her studying after her marriage, even sending home for her Latin books. Her sister Beatrice married the Duke of Milan, and the sisters visited each other often. Isabella was described as a beauty, with dark eyes and golden hair. She was famous for her fashion sense- her style was copied by noble women throughout Europe. Her portrait was painted twice by Titian and also by Leonardo da Vinci, Mantegna, Rubens, and others. Patronage Isabella, and to a lesser degree her husband, supported many of the Renaissances painters, writers, poets, and musicians. Artists with whom Isabella was associated include Perugino, Battista Spagnoli, Raphael, Andrea Mantegna, Castiglione, and Bandello. Also part of the court circle were figures such as writers Ariosto and Baldassare Castiglione, architect Giulio Romano, and musicians Bartolomeo Tromboncino and Marchetto Cara.  Isabella also exchanged letters with Leonardo da Vinci over a six-year period after his visit to Mantua in 1499. Isabella collected many pieces of artwork over her lifetime, some for an art-filled private studio, essentially creating an art museum. She specified the content of some of these by commissioning particular works. Motherhood Isabellas first daughter Leonora Violante Maria was born in 1493 or 1494. She was named for Isabellas mother, who had died not long before the birth. Leonora later married Francesco Maria della Rovere, the Duke of Urbino. A second daughter, who lived for less than two months, was born in 1496. Having a male heir was important to Italian families in order to pass titles and lands within the family. Isabella had been given a gold cradle as a gift at her daughters birth. Contemporaries cited her strength in putting aside the cradle until she finally had a son, Federico, in 1500. A Ferrara heir, he later became the first duke of Mantua. A daughter Livia was born in 1501; she died in 1508. Ippolita, another daughter, arrived in 1503; she would live into her late 60s as a nun. Another son was born in 1505, Ercole, who became a cardinal and was nearly selected in 1559 to serve as Pope. Ferrante was born in 1507; he became a soldier and married into the di Capua family. Arrival of Lucrezia Borgia In 1502, Lucrezia Borgia, the sister of Cesare Borgia, arrived in Ferrara to marry Isabellas brother Alfonso, the Ferrara heir. Despite Lucrezias reputation- her first two marriages did not end well for those husbands- it appears that Isabella welcomed her warmly at first, and others followed her lead. But dealing with the Borgia family brought other challenges to Isabellas life. She found herself negotiating with Lucrezias brother Cesare Borgia, who had overthrown the Duke of Urbino, the husband of her sister-in-law and friend Elisabetta Gonzaga. As early as 1503, Isabellas new sister-in-law Lucrezia Borgia and Isabellas husband Francesco had begun an affair; passionate letters between the two survived. As might be expected, Isabellas initial welcome to Lucrezia turned to a coolness between them.​ Husbands Capture In 1509, Isabellas husband Francesco was captured by the forces of King Charles VIII of France and was held in Venice as a prisoner. In his absence, Isabella served as regent, defending the city as commander of the citys forces. She negotiated a peace treaty that provided for her husbands safe return in 1512. After this episode, the relationship between Francesco and Isabella deteriorated. He had already begun to be publicly unfaithful before his capture and returned quite ill. The affair with Lucrezia Borgia ended when he realized he had syphilis. Isabella moved to Rome, where she was quite popular among the cultural elite. Widowhood In 1519, after Francesco died, Isabellas eldest son Federico became the marquis. Isabella served as his regent until he came of age, and after that, her son took advantage of her popularity, keeping her in a prominent role in the governing of the city. In 1527, Isabella bought a cardinalate for her son Ercole, paying 40,000 ducats to Pope Clement VII who needed money to face attacks by Bourbon forces. When the enemy attacked Rome, Isabella led the defense of her fortified property and she and many who had taken refuge with her were spared. Isabellas son Ferrante was among the Imperial troops. Isabella soon returned to Mantua, where she led the citys recovery from illness and famine that killed almost one-third of the population. The following year, Isabella went to Ferrara to welcome the new bride of Duke Ercole of Ferrara (son of Isabellas brother Alfonso and Lucrezia Borgia). He married Renà ©e of France, daughter of Anne of Brittany and Louis XII. Ercole and Renà ©e had been married in Paris on June 28. Renà ©e was herself a well-educated woman, a first cousin of Marguerite of Navarre. Renà ©e and Isabella maintained a friendship, with Isabella taking a special interest in Renà ©es daughter Anna dEste. Isabella traveled quite a bit after her husbands death. She was in Bologna in 1530 when Emperor Charles V was crowned by the pope. She was able to convince the Emperor to raise her sons status to that of duke of Mantua. She negotiated a marriage for him to Margherita Paleologa, an heiress. They had a son in 1533. Death Isabella became ruler in her own right of a small city-state, Solarolo, in 1529. She actively governed that territory until she died in 1539. Legacy Isabella is best remembered for her support of numerous now-famous artists, including Michelangelo, da Vinci, and Raphael. Artist Judy Chicago- whose work explores the role of women in history- included Isabella dEste in her famous piece The Dinner Party. Sources Bonoldi, Lorenzo.  Isabella dEste: A Renaissance Woman. Guaraldi, 2016.Marek, George.  The Bed and the Throne: The Life of Isabella DEste. Harper Row, 1976.Julia Cartwright. Isabella DEste, Marchioness of Mantua. E.P. Dutton, 1903.

Social implication of medical issues; case scenario millers family Essay

Social implication of medical issues; case scenario millers family - Essay Example In our case, Lucy who is a collage student turned to drugs a way to cope with the family environment. In her family tree, most of the elders have suffered a chronic disease. The fear of knowing whether she is next or not has led her to turn to drugs as a means of escape. On top of that, she has been diagnosed with the bi polar disorder. This means that the condition that the family environment is in is pushing her emotions and mental capabilities to being a drug addict with a condition. Her parents and grand parents have been suffering from conditions that push her mentally. Many believe that these conditions are hereditary and might affect them in the near future. In the past, persons with the bipolar issue may have been called essentially irritable or even crazy on occasion. Later, the finding was called manic-despondency. While this term is still occasionally utilized, the, for the most part, acknowledged term is "bipolar dissection". The pair real periods of bipolar protest are l unacy and sadness. There are different features of the sickness, yet they are all parts of the two. About 1 percent of the masses might be seen to have bipolar conditionÃ'ŽCraziness could be further separated into two classifications: hypomania and out and out lunacy. Hypomania is basically a state of extraordinary vitality and frequently high gainfulness. The individuals who never surpass this point in bipolar protestation could be incredible sales representatives or high-controlled men good to go.

Housing segregation in the us Research Paper Example | Topics and Well Written Essays - 2250 words

Housing segregation in the us - Research Paper Example Gotham (2000, p. 13) found out that while housing subsidy housing programs created a situation for a great number of white families to buy â€Å"new† housing units in suburban areas, African American families were only able to buy â€Å"existing† homes in â€Å"racially transitional neighborhoods† in the inner city. Gotham (2000, p. 13) interpreted his data to mean that his research corroborated research that showed that the â€Å"market-centered† focus of federal housing policy has created obstacles to the â€Å"ability of African Americans to accumulate wealth through home ownership and reinforced racially segregate housing patterns.† For Gotham, the culprit is Section 235 of the 1968 Housing Act that â€Å"was designed to shift the focus of federal housing policy away from dispensing aid to local housing authorities for building public housing to providing direct supply-side subsidies to the private sector to stimulate home ownership for nonwhit es and the poor† (2000, p. 13). Taking off from the work of Oliver and Shapiro (1995), Gotham argued (2000, p. 14) that the operation and implementation of the United States 1968 housing program is an example of the â€Å"racialization of state policy.† Citing the study of Massey and Denton (1993), Gotham (2000, p. 15) specifically pointed out Kansas City as one of the United States’ prime examples of â€Å"hypersegregated metropolitan areas due to the high degree of segregation in housing patterns on a range of indices.† Gotham (2000, p. 16) blames the â€Å"segregative effects of federal housing policies and programs, and private real estate activity† for the hypersegregation. In addition, Gotham said (2000, p. 17) â€Å"the various economic and political dimension of housing-related activities have been conducted through an organized and interconnected system of racial discrimination.† At the same time, Gotham (2000, p. 17) also pointed out racial discrimination was

Fluency in a Foreign Language Essay Example for Free

Fluency in a Foreign Language Essay Thesis: Fluency in a foreign language should be required for all students before graduation from high school. Introduction: In a world of advancing technology and higher education, it is imperative that students take the time to develop unique talents and skills in order to gain a competitive edge over the average individual. I. Fluency in a foreign language builds character. A. The time and commitment required from students to learn an entire new alphabet and vocabulary builds diligence. B. The achievement realized by students as they begin to understand and converse in a second language produces confidence. II. Fluency in a foreign language builds life skills. A. The ability to converse fluently in another language with an entirely new realm of people builds communication skills. B. The readiness to alternate between languages with family and friends builds flexibility skills. III. Fluency in a foreign language creates unique opportunities. A. Fluency in a foreign language gives unique traveling opportunities. B. Fluency in a foreign language creates unique job opportunities Fluency in A Foreign Language Should Be Required For All Students Before Graduation From High School In a world of advancing technology and higher education, it is crucial that students take time to develop unique talents and skills which will give them a competitive edge over the average individual. Though many doubt the ability of fluency in a foreign language to advance students in society, businesses, educational systems, governmental offices, and health care departments are all eager to hire students with skills in foreign languages. As globalization becomes more prevalent, foreign language skills are quickly becoming a vital factor in preparation for the future. Fluency in a foreign language should be required for all students before graduation from high school. First of all, fluency in a foreign language builds character. The time and commitment required from students to learn an entire new alphabet and vocabulary builds diligence. According to Walter Pauk, a prominent professor of education at Cornell University, developing an open mind to new phrases and grammar structures along with finding the time required to practice them are two difficulties commonly encountered when studying a foreign language (Pauk 2). Young mindsets are impressionable, and habits are installed early on as students begin to discover and incorporate grammatical structures particular to their mother tongues. In order to break these habits, students in foreign language study must constantly open their minds to accept new rules that are introduced. While relearning and sounding out basic vowels, students must also adjust to sentence patterns that have been completely inverted. Students learn to work efficiently with limited time allowances available between their busy schedules of daily life, striving to move beyond formerly learned language habits. Distractions are pushed aside as students repeat new sentence patterns, rewrite new alphabets, and reread literature that seems to make no sense. The Department of Education from the University of Pennsylvania reports, â€Å"The nature of language immersion teaches students how to stick to difficult tasks. This diligence translates to better performance on exams, because students will be more likely to persist on challenging problems† (in White 2). Regardless of how difficult a task appears to be, students who have mastered another language view the situation simply as one giant project to be conquered bit by bit. Constant and sincere effort spent learning a foreign language produces a firm determination in students to persevere and achieve their set goals. While the important character trait of diligence is being formed through foreign language study, the achievement realized by students as they begin to understand and converse in a second language is also producing a separate character trait of confidence. Introductory lessons in a foreign language start out as seemingly impossible to master, yet in due time begin to make sense. Excitement escalates as the brain starts functioning in another language and continues beyond the first few lessons alone. Dincay, a professor at Istanbul Arel University, notes, â€Å"the feeling of accomplishment that comes with [students’] first steps toward a second language can spur them on to a deeper and broader passion for learning in general† (Dincay 1). Students who reach an expertise level in foreign language carry that same capability acquired first through language studies over into other realms of life, producing competent results beyond areas concerning language alone. In her article, â€Å"Benefits of Being Bilingual,† Marcos writes, â€Å"Studies suggest that persons with full proficiency in more than one language (bilinguals) outperform similar monolingual persons on both verbal and nonverbal tests of intelligence† (Marcos 1). Proficiency in a foreign language develops a needed sense of accomplishment in students, enabling them to move on and conquer other tasks and responsibilities with rare poise and fortitude. They realize that unlike monolinguals, their lives are not confined to one culture alone, but can easily extend to impact an incredible realm of people throughout their lives. Fluency in a foreign language builds character traits such as diligence and confidence, both needed in daily life yet hard to produce. Secondly, fluency in a foreign language builds life skills. The ability to converse fluently in another language with an entirely new realm of people builds communication skills. Students unfamiliar with another country’s language will find it more difficult to understand and accept the specific guidelines associated with the language; however, as Ting-Toomey, professor of Human Communication studies at California State University, writes in her book, â€Å"To the native speakers, the rules of their language make perfect sense and are naturally more logical than those of any other languages† (Ting-Toomey 86). Fluency in a foreign language carries students far past the simple phrases of â€Å"Hello,† â€Å"How are you,† and â€Å"I love you,† and allows them, like the natives, to converse comfortably through a completely foreign vocabulary and grammatical set-up. Once students comprehend and begin to intelligently utilize a foreign language, they are able to understand and relate to the society and culture in a way that many never will. Ted Ward, Dean of International Studies and Missions for a time at Trinity Evangelical Divinity School, writes in his book that â€Å"a highly competent level of [foreign] language skill allows [students] to conceive ideas and communicate them in a way that is synchronous with those of the people of the host culture† (Ward 154). Whereas monolinguals are often confined to the society of others who speak their language, students fluent in a foreign tongue are free to get involved in a second world. Benefits produced from the time and effort spent in mastering another language include filling out visa forms, reading public newspapers, and ordering from local restaurant menus with ease. Teaching, debating, and participating in discussions with words and phrases making the most sense to native speakers are yet other privileges opened up to students with foreign language skills. Along with better communication, the readiness to alternate between languages with family and friends builds flexibility skills. Bhattacharjee, author of the article â€Å"Why Bilinguals Are Smarter,† states, â€Å"In a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other† (Bhattacharjee 1). Students must constantly determine which language their listeners will understand and recall the correct words and grammatical format to use with that particular language. Though it might seem terribly overwhelming at first, Bhattacharjee concludes that â€Å"this interference . . . isn’t so much a handicap as a blessing in disguise [,] . . . [forcing] the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles† (Bhattacharjee 1-2). Students fluent in a foreign language respond immediately to one picture, sentence, or idea with two answers from two different languages. Sometimes one particular language carries a better explanation or definition than another, and for the student fluent in a second language, the opportunity is open to decide which language better suits certain situations. Definitions go beyond one explanation alone, and society life is extended to two worlds rather than one. Students can be taught, or teach others from two vastly different spheres of humanity and not be overwhelmed. Third and finally, fluency in a foreign language creates unique opportunities. Fluency in a foreign language gives unique traveling opportunities. While discussing various advantages given to foreign language students, Dincay shares that although thousands of people gain from their travels across the globe each and every year, it is the bilingual students, particularly, which receive the much broader traveling experience. While everyday tourists remain simply outsiders peering through a glass into another country’s unique culture, those familiar with and fluent in the native tongue are able to step beyond that glass barrier and enjoy their visits with full easy and liberty (Dincay 2). Whether visiting historical landmarks, using public transportation systems, or shopping in local markets, students fluent in the foreign language of the country are not restricted to taking pictures, relying on others’ directions, or following suggested prices. They may raise questions over history, follow posted transportation signs, and bargain for better values. Fluency in a foreign tongue gives traveling students an opportunity to stand out with something special that most tourists cannot claim. In his book Why Johnny Should Learn Foreign Languages, Huebener states, â€Å"The American businessman who can speak the foreign tongue fluently and who can make intelligent comments on the art and literature of the country will gain not only the business but also the respect of the person he is dealing with† (Huebener 46). Tremendous time and energy are required to reach fluency in a language, and communicate incredible care and consideration to the country’s citizens as the student is seeking to enter their world and communicate with them on a much more intimate level than sign language alone. Many societies take great pride in their native language and culture and when another individual has developed a firm knowledge and unders tanding of it, the natives, in turn, form a strong appreciation and respect for these students that many outsiders have not taken the time to earn. Fluency in a foreign language does not only create unique traveling opportunities, but also gives unique job opportunities. As the world advances in higher education and technology, men across the globe are seeking to make resources available to all. As one director in the Center for Applied Linguistics shares, â€Å"The need for individuals who can speak and understand languages other than English is acute . . . from business and social services to national security and diplomacy† (Malone et al. 1). A stronger focus on internationalism is emerging, making interaction with people from different linguistic backgrounds inevitable. Washington State University advertises a brochure that considers careers such as â€Å"government, business, law, medicine and health care, teaching, technology, the military, communications, industry, social service, and marketing† to be promising fields for students fluent in a second language, namely because â€Å"an employer [sees them] as a bridge to new clients or customers† (â€Å"Knowing Other Languages Brings Opportunities† 2). Students fluent in a foreign language can easily connect businesses with customers from a wide array of linguistic backgrounds and handle international business without hiring outsiders to translate. Proficiency in a second language is a skill envied and sought after by several employers as they seek to hire a staff to serve and elevate their organization to its maximal potential. Fluency in a foreign language should be required for all students before graduation from high school. The advantages produced from foreign language fluency are incredible and the opportunities limitless. Students are set up for successful futures in modern society as they leave high school and transition into the career world as young adults, able to communicate freely and work confidently in global communities around the world. The foundation laid is vital for young people going out to begin their adult lives in today’s world. Bibliography Bhattacharjee, Yudhijit. Why Bilinguals Are Smarter. The New York Times. The New York Times, 17 Mar. 2012. Web. 15 Oct. 2012. Budig, Gene A. Foreign Language Study Vital to U.S. Students. Lawrence Journal World (8 May 2010): SR12. LJWorld.com. Web. 9 Oct. 2012. Dincay, Turgay. Advantages of Learning a Foreign Language at an Early Age. Todays Zaman. Todays Zaman, 25 Nov. 2011. Web. 9 Oct. 2012. Hawkins, Eric W. â€Å"Foreign Language Study and Language Awareness.† 1999: 124-42. Web. 2 Nov. 2012. Huebener, Theodore. Why Johnny Should Learn Foreign Languages. Philadelphia: Chilton Company, 1961. Print. â€Å"Knowing Other Languages Brings Opportunities.† New York: Washington State University, n.d. Foreign Languages and Cultures. Washington States University. Web. 4 Nov. 2012. Malone, Margaret E., et al. Attaining High Levels of Proficiency: Challenges for Foreign Language Education in the United States. CAL.org. Center For Applied Linguistics, 2005. Web. 2 Oct. 2012. Marcos, Kathleen M. Benefits of Being Bilingual. CAL.org. Center For Applied Linguistics, n.d. Web. 09 Oct. 2012. Pauk, Walter. Studying Foreign Languages. UWEC.edu. University of Wisconsin-Eau Claire, 13 Jan. 2012. Web . 7 Oct. 2012. Ting-Toomey, Stella. Communicating Across Cultures. New York: Guilford, 1999. Questia. Questia. Web. 2 Nov. 2012. Ward, Ted W. Living Overseas: A Book of Preparations. New York: Free Press, 1984. Print. White, Mercedes. Language Immersion Classrooms: Programs Are Popular, Diligence Translates to Performance. Deseret News. Deseret News.com, 29 Jan. 2012. Web. 1 Nov. 2012.

Frankenstein essay :: English Literature

Frankenstein essay The monster is called such because of his appearance; Frankenstein could be judged a monster because of his actions. Who do you think is most monstrous and why? Support your opinion with references to Shelly’s book, Pullmans play and any other interpretations you have seen. To answer this question we must first define the term monster. There are many ways a person can be a monster. If someone does not look good they are defined as a monster, if someone kills people they are defined as a monster, and if their beliefs are different to ours we also call them a monster. Keeping all this in mind it is very hard to label someone or something a monster, but in this essay I will try to describe who is more monstrous- the creator Frankenstein or his creation the monster. Frankenstein could be called a monster because he is trying to play god. He created the monster from the bodies of the dead so this makes him a monster because he will be causing masses of emotional pain to the relatives of the dead. However this could also be a strong proof of his humanity because his experiments show the curious nature that is in every human; he has just taken it one step further and decided to act on his curiosity. Atheist’s who don’t believe in life after death could even call him good hearted because he is recycling! Another reason for Frankenstein being monstrous is that he decided to try and play god a second time when he wanted to create the monster a bride. However this was done at the monsters request so it could be argued that this shows the humane side of Frankenstein because it shows compassion for others. He realized the monster was lonely so decided to create him a companion. The monster could be called more monstrous than Frankenstein because of two reasons. One he looks like a monster and as he is made from the rotting flesh of dead he probably smells like one too. The second reason is because he kills innocent people; this is portrayed in all versions of the story that I have seen/read so far. Pullmans play explains the murder by saying it was a revenge act against Frankenstein who in abandoning him caused him lots of emotional pain. The monster wanted to see him hurt. Most versions of the story agree with this view but brook’s version explains the murder of the child as an experiment. The monster had seen flowers can float so wanted to see if humans could float as well.