Team America Essay Example for Free

Team America Essay World Police America is a nation notorious for certain attributes. Unilateralist policies have existed throughout much of American history and exist today, reflected in America’s war in Iraq, though the extent to which the agenda has disregarded other parties has seemingly increased. The word jingoism, defined as â€Å"extreme patriotism in the form of aggressive foreign policy,† is often used to describe American foreign policy, and is rampantly displayed in American films, i. e. Rambo. America has been labeled imperialistic, hubristic, hegemonic, xenophobic, and/or shortsighted by many. Team America: World Police blatantly satirizes these American attributes and the modern day actions reflecting them. From liberal and conservative viewpoints on foreign affairs to national pride, Team America attacks all sides of the issue. The film’s satire of American themes begins in the title. The film’s main subject is the American government’s hubristic assumption that because America is the last remaining world superpower, it is America’s responsibility to maintain order and guard freedom in the world. The United States’ emerging unilateralism since the Cold War is highlighted and mocked. Team America’s military actions, such as destroying the Eiffel Tower and half of Cairo in reckless and bullish assaults on terrorists, exemplify the U. S. A. ’s pervasively destructive foreign policies. Americans and American government have an international reputation for a cocky, yee-haw attitude. This is on full display in Team America. The known penchant for xenophobia in the US is mocked in the film by portraying other cultures as simple stereotypes. America’s hegemony has not always been so selfishly nationalistic; during previous administrations, foreign policy was more based on instituted policies and relatively benign. However, The United States is seen as a nation whose very reason for existence is to maximize freedom. This widespread notion, one that has come into more intense scrutiny under the current American administration, is a core them satirized in Team America. The Bush Doctrine has led America’s unilateralism and imperialism to its extremes. Team America, while not directly naming or portraying George W. Bush, identifies and mocks the jingoistic regime. The blind and unquestioning self-justification with which Team America operates is intentionally reminiscent of the Bush administration’s Iraq-WMD fiasco. Also satirized is the left wing approach to the war in Iraq. Sean Penn, actor/activist, is portrayed as one of the radical left wingers, and says in reference to Iraq, â€Å"Before Team America showed up, it was a happy place. They had flowery meadows and rainbow skies, and rivers made of chocolate, where the children danced and laughed and played with gumdrop smiles. This satirizes the liberals’ reaction, and the hollowness of their peace movement. The film, however, is not merely a direct skewering of modern day political events; its satire is more broad and sweeping. The prevailing American attitude of having moral high ground due to its stated values and form of government, and the belief that America’s position of power and ethical superiority designates i t the world leader and justifies any and all political and/or military action, is attacked in the film. This attitude dates back to colonial times, and has puritanical roots. John Winthrop’s vision of America as a â€Å"city on a hill,† a shining beacon of light serving as a model of Christian society above all others, is a theme that has lingered in American national identity to present day, and has extended to hubris on some levels. Team America: World Police’s portrayal of Americans seeing their way as the only way and having an over-the-top sense of pride is based off of these original American themes. Team America certainly ridicules all sides of American politics, and America itself, without remorse or regard. The recurring themes of unilateralism and jingoism in particular are satirized through Team America’s incompetence, disregard, and general bullheadishness. American foreign policy has long been controversial with its imperialist parallels and sense of righteousness, especially under the Bush administration, and stems from its puritanical roots. America as â€Å"World Police† has connotations rife with controversy, something Trey Parker clearly embraces.

Monopoly :: essays papers

Monopoly The Monopoly a) Using Australian examples describe the characteristics of the two of the following forms: Monopoly Oligopoly The main characteristics of an oligopoly are: Â · The market is dominated by only a few companies, which are relatively large. Â · The production of identical products which are similar. Â · There are significant barriers to entry. Â · The interdependence of production decisions within the market. An Oligopoly market exists in which a small number of firms dominate the supply to an entire market. Each firm producers a very similar product. In Australia the oligopoly is the major market form. It is because Australia is so small market located far from overseas markets and this thus requires producers to be larger, so they are more competitive. There are hundreds of examples of oligopolistic industries, e.g. cars (Holden), breakfast cereals (Kellogs) This market form does not only depend on the larger producers, but the recognition of their interdependence, the action of one producer will affect the actions of others and each oligopoly firm watches their rivals closely. Oligopolies compete fiercely for market share, therefore the competition for existing or new consumes is intense, as each producers products are very similar. As a result oligopolists have little influence over price. For example Shells petrol is very similar to Mobil petrol, therefore these two companies watch each other closely. Oligopoly firms attempt to make their products different in the eyes of consumers. This can be achieved in many different ways. Firstly by providing quality improvements in goods or services such as electrical sound equipment, secondly by different packaging or wrapping, thirdly by bonus offers or prizes on purchase, for example Just Jeans offering free sunglasses. The more product differentiation among oligopoly firms, there is a more chance of each firm has being independent from its rivals when setting price or output. It is hard for new firms with a small market share to enter the oligopoly market and produce enough to make the product cheap for consumers to buy. The small amount of large firms can often produce large amounts of quantity to provide for all consumers to purchase. It is difficult for new firms to win market shares form existing producers, particularly if those firms have large advertising budgets, licenses, design patents or restrict access to raw materials on one way or another.

Learning Disabilities and the Classroom Essay

Learning Disabilities and the Classroom With every classroom you are able to see a dynamic between students and their teacher. It takes a strong teacher to really make everything accessible to all students including student with learning disabilities. The class that I watched was Christina Hilliker’s second grade. The disabilities that were part of this great dynamic were Downs, Autism, ADHD, auditory processing and behavior issues that cause learning difficulties. Within the classroom I was able to see many ways that Ms. Hilliker was maintaining her classroom. For general classroom behavior she used a stop light method (red, green yellow). Each student had a Popsicle stick with their name for individual reprimands. For the students that have ADHD or behavior issues there is a behavior chart with daily goals, these goals last the week but are checked daily for each subject. The student with Downs has a paraprofessional that keeps track of her daily behavior goals to connect with her IEP. The student with Autism also has a paraprofessional that maintains the guidelines for behaviors for this student. He is also on a behavior intervention plan that allows for him to maintain control of his by allowing him to pick three activities to complete before his break. During my visit I noticed that table grouping was strategically placed to help lower level students engage with peers that are at a higher learning level. This works with shoulder partners, face to face and there were no more than four in a ground so it is not overwhelming for students with the learning disability. I also noticed that she placed the more encouraging and higher level students with O.D. the student with Downs and C.S. the student with Autism. M.M and B.S. both were split between the tables that did not have Para’s so Ms. Hilliker was able to monitor their needs as she taught. They were both placed facing the board and away from the door and window to reduce distraction. Ms .Hilliker planned her lesson around the student with the disabilities, during reading the teacher made it a point to meet with the red group (below readers) and explain to them what was expected during this time. This meeting allowed for the students and the  paraprofessionals to hear exspectations and allow for the Para have to review the directions for the red group students. C.S. and O.D. both had Ipads that allowed them to work independently on Prologo allowing the Para’s to work with the other students. Math time was planned around the special education teacher, this was to allow for the students who were in need of flex grouping to work on the activity to have this and she was then able to monitor the correct use of the math titles. In science there was little planning needed because C.S. and B.S. (B.S. has ADHD as well as behavior problems) were always read a social story to prepare them for the openness of science class and the expectations that they were to follow. For purpose of inclusion I did not like the stop light discipline, I felt that it held the students who were already on plans for behavior to too many behavior expectations. This seemed overwhelming for me as a visitor to comprehend so I am sure it was for the students with learning difficulties. I think that the behavior plans that were for the individual students worked well to meet their academic abilities and behavior goals. I would use the stop light for the students that were not on BIP’s. During reading I thought that meeting with the red group was great idea because it allows the students to get that one on one time with the teacher in flex group setting and allows for the other students to show independence in the classroom. While meeting I thought that the Para’s should have been introduced to the directions earlier so they could have in the IPad’s and written down for a check list for B.S and M.M. It was nice to see that Ms. Hilliker and Mrs. Mester worked together during math because it seemed that the students really struggled in math and reading and the flex grouping seemed to help. I found it very strange to find out that the student with Downs was not labeled as a learning disability but was put into this category to access what she needed academically. I did not like the fact that due to funding most of the students like this were not on an alternative curriculum in all cases. I would however use Ms. Hilliker’s seating ideas because it seemed to help B.S. maintain his behavior and compete is work with minimal distractions and M.M. was close to the teacher at all times to ask for clarification. I did notice that M.M. was labeled as auditory processing disorder and there were few accommodations to help this student as an individual. While watching B.S. it was clear that there was the need to have  some type of social skills expectations that should be worked with, this student was very immature and inappropri ate at times. M.M. on the other hand had no social interaction with his classmates unless the teacher essential made him do it. I also saw that students that were higher sometimes made B.S. and C.S. get off task when they thought it would be funny for them to get negative attention from the teacher, this was normally right after the Para or teacher paid one on one attention to these two particular students. It was clear that Ms. Hilliker was familiar with this behavior as well because she was able to stop most of this behavior before it got out of hand and was actually able to address the students that where essentially picking on B.S. and C.S. and explain the bully type behavior that they were displaying towards their classmates. In this one classroom there were many things that jumped out at me maybe because they looked overwhelming or maybe because they really worked but one thing is for sure and that is it takes everything a teacher has to keep students learning and without the support from her students and Para’s Ms. Hillikers class would not run like it does. They are a class community working to gether to create lifelong learners.

Stoichiometry Questions and Answers

Concordant titer values would allow for precise results. Repeat the experiment with fresh/new equipment so identify whether there are any inherent faults in the equipment. D) Water, to ensure all of the Noah is sitting at the bottom of the conical flask. Water itself does not affect the number of moles of acetic acid in the flask, which is what reacts with the acetic acid in the vinegar. 4. A) Burette b) – rinsed with distilled water first to remove any impurities. Passed water through the tap as well. – then rinsed with solution to be transferred I. E. Acetic acid solution.Again, rinsed through the tap as well. – filled up the burette (with a funnel at the top) to the appropriate volume. Measured the volume at which the bottom of the meniscus was and recorded this as the initial value. C) Concordant titer values are 22. 30 and 22. 40 ml Average titer d) Mann_ + 0. 0750 M = 22. 35 ml UH+ fee+ Mrs.+ +UH 25. 0 ml = 0. 0250 L V = 22. 35 ml = 0. 02235 L Inman- = C. V = 0. 0750 x 0. 0250 = 0. 00188 mol Neff+,t-lemon- = 5/1 5 x nerving- = 5 x 0. 00188 mol = 0. 00938 mol 0. 00938/0. 02235 = 0. 419 M (3 SF) 5. NO + UH -+ NH (a) ann. M = 1. 0 / 28. 02 = 0. 036 mol (2 s. ) CUFF+ NH M = 1. 0 / 2. 016 = 0. 50 mol ann. : NH mixed = 1 : 14 = 0. 036 : 0. 50 Given reacting ann. : NH NO is the limiting reagent H2O is the excess reactant (b) Using ann. = 0. 036 mol ann. / ann.=2/1 ann. = 2/1 x ann. = 2 x 0. 036 = 0. 071 mol Therefore, ranch = 0. 071 x 17. 034 = 1. 2 gees. F. ) 6. 4 AAA + 302 (a) anal = m/ M = 20. 0 / 26. 98 = 0. 741 mol (3 s. F. ) 2 AWAY non = 20. 0 / 32. 00 = 0. 625 mol = 0. 741 : 0. 625 = 1. 2 : 1 = 3. 6 : 3 Given reacting anal : non =4:3 AAA is the limiting reagent 02 is the excess reactant (b) Using anal = 0. 741 mol Manama / anal = 2/4 Manama = 2/Exxon 0. X 0. 741 = 0. 371 mol Manama = n x M = 0. 071 x . 96 = 37. 8 g (3 s. F. ) 7. 2 AAA + CUSCUS = 8. 09 / 26. 98 = 0. 300 mol (3 s. F. ) incurs = c. V = 2. 00 x 0. 0750 = 0. 150 mol anal : incurs mixed = 0. 300 : 0. 150 Given reacting anal : incurs Cuscus is the limiting reagent AAA is the excess reactant = 0. 300-0. 100 3 cue Determine the number of moles of AAA reacted by using mole ratios I. E. anal anal = 2/xx incurs = 2/3 x 0. 150 = 0. 100 mol Therefore anal (excess) : incurs = 0. 200 mol (b) using incurs UNC / incurs = 3/3 UNC = incurs Mac = n x M = 0. 150X63. 55 = 9. 53 g (2 s. F. )

5 Alternatives to Hyphenating Phrasal Adjectives

5 Alternatives to Hyphenating Phrasal Adjectives 5 Alternatives to Hyphenating Phrasal Adjectives 5 Alternatives to Hyphenating Phrasal Adjectives By Mark Nichol The default method for communicating to the reader that a phrase preceding a noun is a single entity modifying that noun is to hyphenate the word string together: â€Å"They agreed that a plug-and-play functionality was most desirable.† Depending on the exact wording, the relationship of words preceding a noun to that noun is more or less transparent, but in this sentence, for example, omission of hyphens (â€Å"They agreed that a plug and play functionality was most desirable†) might lead a reader to comprehend that the sentence means â€Å"They agreed that a plug was desirable, and play functionality was desirable, too.† (But why, then, the reader asks, is there a singular verb? Confusion ensues.) Regardless of the variable clarity from one sentence to another, the hyphenated phrasal adjective is the default setting. Hyphenation, however, is only one of several strategies for linking an extended phrasal adjective; several special cases exist. Here are some other approaches depending on those variables: 1. Quotations The key phrase in â€Å"Her ‘Do you think I’m stupid?’ glare stopped him in his tracks,† for example, could be expressed as a hyphenated string of words (â€Å"Her do-you-think-I’m-stupid? glare stopped him in his tracks†), but this strategy fails to exploit the narrative power of prompting the reader to imagine the woman voicing her indignant comment. On a more mechanical note, because the question mark applies to the entire phrase, not just to stupid, the question mark tacked on to the last word of the hyphenated string is awkward. But don’t hyphenate between stupid and the question mark, either; omit hyphens and use quotation marks to link the phrase. Use your judgment with this approach, though: The simple phrasal adjective in â€Å"She shot him a come-hither look,† for instance, should not be enhanced by quotation marks, because a person is unlikely to actually use those words. 2. Composition Titles An italicized composition title used to modify a noun needs no other treatment to indicate that it is all of a piece: â€Å"I bought the How the Grinch Stole Christmas gift pack.† (If the phrasal adjective refers to a component of a composition, such as an episode or a chapter, which requires quotation marks, these marks similarly serve to group the elements of the component title: â€Å"The ‘Ocean Deep’ episode of Planet Earth is my favorite part.†) If, however, the title is further modified, as in â€Å"The Wuthering Heights-like plot is too transparently derivative,† the additional element should be attached to the title with an en dash or with a simple hyphen, if the site (like this one) or the print publication employs hyphens for this usage instead. 3. Signage Enclose signage wording or text on similar displays in quotation marks, using title case, when employing it as a phrasal adjective: â€Å"The protestor caught breaking a window at the Nike store was wearing a ‘Just Do It’ T-shirt.† 4. Foreign Phrases When using a foreign phrase not adopted into English (and therefore not appearing in the dictionary) as a phrasal adjective, just as with italicized composition titles, no further treatment is necessary: â€Å"Their grand monde pretensions amused him.† If the phrase has been naturalized, it still needs no hyphenation or other treatment, because it’s a standing phrase: â€Å"She knew the mea culpa moment was coming.† 5. Proper Names Proper names used as adjectives require no hyphenation or quotation marks; capitalization in common signals their unity: â€Å"The Occupy Wall Street protest has gone nationwide.† But if an additional modifying word is associated with such a construction, connect it to the proper name: â€Å"Analysis of other Occupy Wall Street-type movements is instructive.† (See section 2 above about hyphenating such constructions.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsWhenever vs. When EverJanuary 1 Doesn't Need an "st"

Peak Your Interest in Conjugating Intéresser

Peak Your Interest in Conjugating Intà ©resser To interest in French is the verb  intà ©resser. Its relatively easy to remember, now you just need to know how to conjugate it. This will allow you to say interested or have interest, as well as other common forms of the verb.   Conjugating the French Verb  Intà ©resser Intà ©resser  is a  regular -ER verb, which makes the conjugations easier to learn. Thats because this is a very common verb pattern. If youve learned to conjugate words like  cuisiner  (to cook) or  donner  (to give), youll recognize the endings for  intà ©resser. The key to any conjugation is to recognize the verb stem. In the case of  intà ©resser, that is  intà ©ress-. To this, we add a variety of infinitive endings to match both the subject pronoun and the tense of the sentence. For instance, I have interest is jintà ©resse and we will be interested is nous intà ©resserons. Subject Present Future Imperfect j intresse intresserai intressais tu intresses intresseras intressais il intresse intressera intressait nous intressons intresserons intressions vous intressez intresserez intressiez ils intressent intresseront intressaient The Present Participle of  Intà ©resser Useful as an adjective, gerund, or noun as well as a verb, the  present participle  of intà ©resser  is  intà ©ressant.  This is formed by adding -ant  to the verb stem and is the standard way to form the participle. The Past Participle and Passà © Composà © The  past participle  intà ©ressà ©Ã‚  is required to form the past tense  passà © composà ©. To complete it, you must also conjugate the  auxiliary verb  avoir  and use the subject pronoun. For example, I was interested is jai intà ©ressà © and we were interested becomes nous avons intà ©ressà ©. More Simple  Intà ©resser  Conjugations to Know Beyond those simple conjugations, there are a few more forms of  intà ©resser  that you may need at times. The subjunctive verb mood, for instance, implies that the verbs action is questionable and not guaranteed. Similarly, when the action is dependent on something,  the conditional verb mood is useful. If you read some French, its likely that you will encounter the passà © simple. Both it and the imperfect subjunctive are literary tenses and are good to know or, at least, be able to recognize. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j intresse intresserais intressai intressasse tu intresses intresserais intressas intressasses il intresse intresserait intressa intresst nous intressions intresserions intressmes intressassions vous intressiez intresseriez intresstes intressassiez ils intressent intresseraient intressrent intressassent For short and often assertive commands and requests, use the imperative verb form. When doing so, skip the subject pronoun. Rather than sayin tu intà ©resse, you can simplify it to intà ©resse. Imperative (tu) intresse (nous) intressons (vous) intressez

Literature Research Paper Essay Example | Topics and Well Written Essays - 1500 words

Literature Research Paper - Essay Example As the stories begin, both the protagonists, Calixta of â€Å"The Storm† and Edna of â€Å"The Awakening† are trapped in the confines of domesticity, however awareness of its confines slowly begins to dawn in both of them. In â€Å"The Storm† Calixta is busy with her domestic chores, â€Å"sewing furiously on a sewing machine†, until the storm starts brewing. â€Å"Suddenly realizing the situation† she goes about shutting doors (www.ablongman.com). The storm symbolizes the spur that jogs her into a new awareness. In a similar manner, Mademoiselle Reisz serves as the spur that jogs Edna into awareness, especially as contrasted with Madame Ratignole who is repressed and conservative and is described as the â€Å"bygone heroine of romance† (Chopin 888). As opposed to this, Madame Ratignole is â€Å"the embodiment of womanly grace and charm† but her race is also known for â€Å"their entire absence of prudery† (Chopin 889). In inter acting with Madame Ratignole, Edna becomes conscious of a vague dissatisfaction with her life and the narrowness of her upbringing, desiring to be as sensual as Madame Ratignole instead. This initial awareness leads both the protagonists into a sexual encounter. As Calixta gathers up the sheet she has been sewing, she appears to be unconsciously dispensing with the outward signs of her domesticity and submitting herself to the wildness of the storm raging outside. When Alcee gathers her into his arms, she looks up at him and the â€Å"fear in her liquid blue eyes had given place to a drowsy gleam that unconsciously betrayed a sensuous desire.†( www.ablongman.com). Edna’s awareness also leads her into a sexual encounter, and this is described as a light which begins to â€Å"dawn dimly within her – the light which, showing the way, forbids it.† (Chopin 893). This reveals the inner conflict which the sexual encounter generates in Edna, the path to independence lies revealed to her, yet it is not one encouraged by