What Are the Best Narrative of Frederick Douglass Essay Topics?

What Are the Best Narrative of Frederick Douglass Essay Topics?A question I get asked a lot is what are the best narrative of Frederick Douglass essay topics. While the name of the topic may not be unique, the content does. The topics may be different than the ones you have chosen to read, but that does not make them any less worthy.You will want to be careful to find out who is doing the writing for Frederick Douglass essay topics. You can usually get a list of good candidates by looking in the back of books, newspapers or on websites. You might even be able to find the writer's contact information on the website. Most websites have an 'about us' page. Often these sites have information about the writer and the essays.If they have a blurb about the book that inspired them to write an essay, then you can bet that the writer has put much thought into the essay topic. Often the blurb will indicate a certain period of time or place in which the writer learned or developed their ideas.Af ter you have done your research, make sure that you do not assume that the people you encounter on the internet are going to give you a candid account of their academic research. Many of them are interested in marketing their books. They will not be totally forthcoming about their work. But if they come from reputable sources, such as publishers, then you can trust their judgment.One of the more interesting narrative of Frederick Douglass essay topics is a 'memoir'. These have usually been included in some type of guide to make sure that you get all the information you need. The problem with memoirs is that they may not tell the whole story. It is very hard to tell the story from start to finish without missing out a key point. These guides have editors who compile them so that they do tell the full story.Narrative of Frederick Douglass essay topics that include family stories may also be a good idea. This makes the essay much more interesting to read and gives the reader a clearer picture of the man who became the first African American civil rights leader.You should not forget to search the 'About' pages of the web for more information about the writer of the narrative of Frederick Douglass essay topics. They may be eager to discuss their past works and how their stories were adapted to make them into the essay topic.

Sample Essay For Critical Review

Sample Essay For Critical ReviewWhy is it so important to have a sample essay for critical review? As a student in this day and age, I know that it's absolutely vital. Without this it can be very hard to keep yourself afloat and catch up.There are a few different reasons why, but I will quickly go over some of the most common ones. Please bear with me as I go through them.When you get your final exam, it can be pretty demoralizing. I remember many students quitting before I even saw them because they didn't have anything that would hold their attention. On my first try I actually passed my final test without having to write one. I will tell you that a 'brilliant' essay can make the difference between a failing grade and a passing grade.Writing essays in an assignment can be a real challenge. If you don't have anything to write, then you might as well just quit. The following are a few things that will help you write your own original essay.Think about what you did during your previou s term. Was it something that you were really proud of? A lot of times students will type up a summary of their projects during their last term or project which are not very interesting. Instead of writing an essay about what you did in the last term, write a summary of the topics you have covered in the last few weeks.If you have ever had to write a grade calculator, I highly recommend you look it up. I have done it myself and it was a real pain. Instead of looking at a paper, and assuming that it is in the same format as all the others, look at the paper and think of a way that it can be changed. Writing a different assignment for your college can be very beneficial.Some of the hardest and most difficult parts of writing your essay are done before the deadline. If you have any questions, I recommend that you look into how to make your essay stand out.

the tunnel of samos Essay Example

the tunnel of samos Essay One of the greatest engineering achievements of ancient times is a water tunnel, 1,036 meters (4,000 feet) long, excavated through a mountain on the Greek island of Samos in the sixth century B. C. It was dug through solid limestone by two separate teams advancing in a straight line from both ends, using only picks, hammers, and chisels. This was a prodigious feat of manual labor. The intellectual feat of determining the direction of tunneling was equally impressive. How did they do this? No one knows for sure, because no written records exist. When the tunnel was dug, the Greeks had no magnetic compass, no surveying nstruments, no topographic maps, nor even much written mathematics at their disposal. Euclids Elements, the first major compendium of ancient mathematics, was written some 200 years later. There are, however, some convincing explana-tions, the oldest of which is based on a theoretical method devised by Hero of Alexandria five centuries after the tunnel was completed. It calls for a series of right-angled traverses around the mountain beginning at one entrance of the proposed tunnel and ending at the other, main-taining a constant elevation, as suggested by the diagram below left. By measuring the net istance traveled in each of two perpendicular directions, the lengths of two legs of a right triangle are determined, and the hypotenuse of the triangle is the proposed line of the tunnel. By laying out smaller similar right triangles at each entrance, markers can be used by each crew to determine the direction for tunneling. We will write a custom essay sample on the tunnel of samos specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on the tunnel of samos specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on the tunnel of samos specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Later in this article I will apply Heros method to the terrain on Samos. Heros plan was widely accepted for nearly 2,000 years as the method used on Samos until two British historians of science visited the site in 1958, saw that the terrain would have made this method unfeasible, and suggested an alternative f their own. In 1993, I visited Samos myself to investigate the pros and cons of these two methods for a Project MATHEMATICS! ideo program, and realized that the engineering problem actually to be determined at the same elevation above sea level; and second, the direction for tunneling between these points must be established. I will describe possible solutions for each part; but first, some historical background. Samos, Just off the coast of Turkey in the Aegean Sea, is the eighth largest Greek island, with an area of less than 200 square miles. Separated from Asia Minor by the narrow Strait f Mycale, it is a colorful island with lush vegeta-tion, beautiful bays and beaches, an d an abun-dance of good spring water. Samos flourished in the sixth century B. C. during the reign of the tyrant Polycrates (570-522 B. C. ), whose court attracted poets, artists, musicians, philosophers, and mathematicians from all over the Greek world. His capital city, also named Samos, was situated on the slopes of a mountain, later called Mount Castro, dominating a natural harbor and the narrow strip of sea between Samos and Asia Minor. The historian Herodotus, who lived in Samos in 457 B. C. , described it as the most famous city of its time.

Shakespeare Sonnet 4 - Analysis

Shakespeare Sonnet 4 - Analysis Shakespeare’s Sonnet 4: Sonnet 4: Unthrifty Loveliness, Why Dost Thou Spend is interesting because it is as concerned with the fair youth passing on his attributes to his children as the preceding three sonnets. However, to achieve this, the poet uses money lending and inheritance as a metaphor. The fair youth is accused of being frivolous; spending on himself, rather than thinking of the legacy he could be leaving his children. The fair youth’s beauty is used as currency in this poem and the speaker suggests that beauty should be passed onto his offspring as a kind of inheritance. The poet again depicts the fair youth as quite a selfish character in this poem, suggesting that nature has lent him this beauty which he should pass on – not hoard! He is warned in no uncertain terms that his beauty will die with him which has been a recurrent theme in the sonnets. The poet uses business language to clarify his purpose and his metaphorical position. For example, â€Å"Unthrifty†, â€Å"niggard†, â€Å"usurer†, â€Å"sum of sums†, â€Å"audit† and â€Å"executor†. Discover the sonnet first hand here: Sonnet 4. Sonnet 4: The Facts Sequence: Fourth in the Fair Youth Sonnets  sequenceKey Themes: Procreation, death prohibiting the continuation of beauty, money-lending and inheritance, not leaving a legacy to offspring, the fair youth’s selfish attitude in relation to his own attributes.Style:  Written in iambic pentameter  in sonnet form Sonnet 4: A Translation Wasteful, beautiful young man, why do you not pass on your beauty to the world? Nature has lent you good looks but she only lends to those who are generous, but you are a miser and abuse the amazing gift you have been given. A money lender cannot make money if he does not pass it on. If you only do business with yourself you will never reap the benefits of your riches. You are deceiving yourself. When nature takes your life what will you leave behind? Your beauty will go with you to your grave, not having been passed on to another. Sonnet 4: Analysis This obsession with the fair youth procreating is prevalent in the sonnets. The poet is also concerned with the fair youth’s legacy and is committed to convincing him that his beauty must be passed on. The metaphor of beauty as currency is also employed; perhaps the poet believes that the fair youth would relate to this analogy more easily as we are given the impression that he is quite selfish and greedy and is perhaps motivated by material gains? In many ways, this sonnet pulls together the argument set out in the previous three sonnets, and arrives at a conclusion: The Fair Youth may die childless and have no way of continuing on his line. This is at the heart of the tragedy for the poet. With his beauty, the Fair Youth could have anyone he wanted, and procreate. Through his children, he would live on, and so too would his beauty. But the poet suspects that he will not use his beauty properly and die childless. This thought leads the poet to write  Thy unused beauty must be tombed with thee. In the final line, the poet considers that perhaps it is natures intention for him to have a child. If the Fair Youth can procreate, then this leads the poet to consider his beauty enhanced because it fits into the overarching plan of nature.

The Battle of Dogger Bank - World War I

The Battle of Dogger Bank - World War I The Battle of Dogger Bank was fought January 24, 1915, during World War I (1914-1918). The opening months of World War I saw the Royal Navy quickly assert its dominance around the world. Taking to the offensive soon after the beginning of hostilities, British forces won the Battle of Heligoland Bight in late August. Elsewhere, a surprise defeat at  Coronel, off the coast of Chile, in early November was quickly avenged a month later at the  Battle of the Falklands.   Seeking to regain the initiative, Admiral Friedrich von Ingenohl, commander of the German High Sea Fleet, approved a raid on the British coast for December 16. Moving forward, this saw Rear Admiral Franz Hipper bombard Scarborough,  Hartlepool, and Whitby, killing 104 civilians and injuring 525. Though the Royal Navy attempted to intercept Hipper as he withdrew, it was unsuccessful. The raid caused widespread public outrage in Britain and led to fears of future attacks. Seeking to build on this success, Hipper began lobbying for another sortie with the goal of striking at the British fishing fleet near Dogger Bank. This was motivated by his belief that fishing vessels were reporting the movements of German warships to the Admiralty allowing the Royal Navy to anticipate the operations of the Kaiserliche Marine. Commencing planning, Hipper intended to move forward with the attack in January 1915. In London, the Admiralty was aware of the of the impending German raid, though this information was received through radio intercepts that were decoded by Naval Intelligences Room 40 rather than reports from fishing vessels. These decryption activities were made possible by using German code books which had been captured earlier by the Russians. Fleets Commanders: British Vice Admiral Sir David Beatty5 battlecruisers, 7 light cruisers, 35 destroyers German Rear Admiral Franz Hipper3 battlecruisers, 1 armored cruiser, 4 light cruisers, 18 destroyers The Fleet Sail Putting to sea, Hipper sailed with the 1st Scouting Group consisting of the battlecruisers SMS Seydlitz (flagship), SMS Moltke, SMS Derfflinger, and the armored cruiser SMS Blà ¼cher. These ships were supported by the four light cruisers of the 2nd Scouting Group and eighteen torpedo boats. Learning that Hipper was at sea on January 23, the Admiralty directed Vice Admiral Sir David Beatty to immediately sail from Rosyth with the 1st and 2nd Battlecruiser Squadrons which were comprised of HMS Lion (flagship), HMS Tiger, HMS Princess Royal, HMS New Zealand, and HMS Indomitable. These capital ships were joined by the four light cruisers of the 1st Light Cruiser Squadron as well as three light cruisers and thirty-five destroyers from the Harwich Force. Battle Joined Steaming south through good weather, Beatty encountered Hippers screening vessels shortly after 7:00 AM on January 24. Approximately half an hour later, the German admiral spotted the smoke from the approaching British ships. Realizing that it was a large enemy force, Hipper turned southeast and attempted to escape back to Wilhelmshaven. This was hampered by the older Blà ¼cher which was not as fast as his more modern battlecruisers. Pressing forward, Beatty was able to see the German battlecruisers at 8:00 AM and began moving into a position to attack. This saw the British ships approach from behind and to the starboard of the Hipper. Beatty chose this line of approach as it allowed the wind to blow funnel and gun smoke clear from his ships, while the German vessels would partially be blinded. Charging forward at speeds of over twenty-five knots, Beattys ships closed the gap with the Germans. At 8:52 AM, Lion opened fire at a range of around 20,000 yards and was soon followed by the other British battlecruisers. As the battle began, Beatty intended for his lead three ships to engage their German counterparts while New Zealand and Indomitable targeted Blà ¼cher. This failed to occur as Captain H.B. Pelly of Tiger instead focused his ships fire on Seydlitz. As a result, Moltke was left uncovered and was able to return fire with impunity. At 9:43 AM, Lion struck Seydlitz causing an ammunition fire in the ships aft turret barbette. This knocked both aft turrets out of action and only the prompt flooding of Seydlitzs magazines saved the ship. An Opportunity Missed Approximately half an hour later, Derfflinger began scoring hits on Lion. These caused flooding and engine damage which slowed the ship. Continuing to take hits, Beattys flagship began to list to port and was effectively put out of action after being struck by fourteen shells. As Lion was being pummeled, Princess Royal scored a critical hit on Blà ¼cher which damaged its boilers and started an ammunition fire. This led to the ship slowing and falling further behind Hippers squadron. Outnumbered and short on ammunition, Hipper elected to abandon Blà ¼cher and increased speed in an effort to escape. Though his battlecruisers were still gaining on the Germans, Beatty ordered a ninety-degree turn to port at 10:54 AM after reports of a submarine periscope. Realizing this turn would allow the enemy to escape, he revised his order to a forty-five-degree turn. As Lions electrical system was damaged, Beatty was forced to relay this revision via signal flags. Desiring his ships to continue after Hipper, he ordered Course NE (for the forty-five-degree turn) and Engage the Enemys Rear to be hoisted. Seeing the signal flags, Beattys second-in-command, Rear Admiral Gordon Moore, misinterpreted the message as Blà ¼cher lay to the northeast. Aboard New Zealand, Moore took Beattys signal to mean that the fleet should focus its efforts against the stricken cruiser. Relaying this incorrect message, Moore broke off the pursuit of Hipper and the British ships attacked Blà ¼cher in earnest. Seeing this, Beatty attempted to correct the situation by hoisting a variation of Vice Admiral Lord Horatio Nelsons famed Engage the Enemy More Closely signal, but Moore and the other British ships were too far away to see the flags. As a result, the assault on Blà ¼cher was pressed home while Hipper successfully slipped away. Though the damaged cruiser managed to disable the destroyer HMS Meteor, it finally succumbed to British fire and was finished off by two torpedoes from the light cruiser HMS Arethusa. Capsizing at 12:13 PM, Blà ¼cher began to sink as British ships closed to rescue survivors. These efforts were broken off when a German seaplane and the Zeppelin L-5 arrived on scene and began dropping small bombs at the British. The Aftermath Unable to catch Hipper, Beatty withdrew back to Britain. As Lion was disabled, it was towed to port by Indomitable. The fighting at Dogger Bank cost Hipper 954 killed, 80 wounded, and 189 captured. In addition, Blà ¼cher was sunk and Seydlitz severely damaged. For Beatty, the engagement saw Lion and Meteor crippled as well as 15 sailors killed and 32 wounded. Hailed as a victory in Britain, Dogger Bank had severe consequences in Germany. Concerned about the potential loss of capital ships, Kaiser Wilhelm II issued orders stating that all risks to surface vessels were to be avoided. Also, von Ingenohl was replaced as commander of the High Seas Fleet by Admiral Hugo von Pohl. Perhaps more importantly, in the wake of the fire on Seydlitz, the Kaiserliche Marine examined how magazines were protected and ammunition handled aboard its warships. Improving both, their ships were better prepared for future battles. Having won the battle, the British failed to address similar issues aboard their battlecruisers, an omission that would have disastrous consequences at the Battle of Jutland the following year.

Question is below Essay Example | Topics and Well Written Essays - 1000 words

Question is below - Essay Example Still, we wonder at the real enormity of freedom granted to the people that have been tempered by the government’s implementation of rules and regulations which effectively shrank the people’s rights. A closer look on lobbying for the public’s freedom has on the other hand, generated so much confusion. This is probably because the people do not really have a cohesive stand on issues concerning rights, privileges, limitations and violations. So now, after lapping in the comforts of the information age for years, we come at another crucial but definitely interesting point of contention. What limits should be set by law on the freedom of expression of communication and publication via the internet? We need to highlight on censorship not only of indecent materials via the internet but also of other forms of psychological abuse towards humanity. This is due to the fact that news reports have illustrated examples of alarming crimes directly or vicariously connected from having accessed materials published virtually. If it has spawned criminal behavior, of that we need empirical evidence but the truth remains that misbehaviors have been learned and continuously so, through the web. We draw the line at child and explicit adult pornography. We draw the line at extreme graphic violence and psychologically damaging elements. We draw the line at unlimited access particularly for children of sites that are too exploitative or too destructive to the over-all well-being and dignity of each person. Restrictions are primordially important since we have struggled to espouse special protection for women and children from the laws that have been enacted. Yet, from the sites available on the internet alone, we see horrendous and crippling images of the marginalized members of the society that we have sworn to protect. Furthermore, numerous libelous statements have genuinely defamed entities because of lack or inconsistent interpretation of statutes concerning

A commentary on the potentials of social media applications Essay

A commentary on the potentials of social media applications - Essay Example 11 Supporting of experimentation and take up 12 Creation of synergies: 13 Bibliography 19 Introduction The previous five years have resulted to a growing excitement within the community of education about web2.0 technologies. The technology is an umbrella term used to refer to numerous internet applications including wikis, social networking, virtual societies, folksonomies and blogging among others. Even though these applications differ in function and form, all of them share a characteristic that is common. That is, the supporting of interaction that is internet based within and between groups. Web 2.0 technology marks a different isolation from the 1900s internet applications and also the early 2000s internet applications, allowing forms of exchange that are â€Å"interactive† rather than broadcast† whereby information sharing is â€Å"many-to-many† as compared to one to many. Web 2.0 applications focus around sharing and appropriation of content between commun ity users whose outcome is multiple dimensions of user-driven communication, content recreation and creation and collaboration. Commentators are now talking of a write/read web where individuals can generate easily their own content and also utilize content generated by others. For instance, Wikipedia is unique from the online Encyclopaedia Britanica. This is because, Wikipedia is a document that is open thus being updated, created, refereed and edited by its readers. This has made it derive authority and accuracy from the ever ongoing consensus and discussions rather than depending on a single expert word. Given the significance of collaboration, creation and communication to using of the above named technologies, educationalist have been on the forefront pointing out the web 2.0 potential for enhancing and supporting learning. The education agendas have focused on social software emerging practices. Social software is categorized broadly as software that enables interaction betwee n groups. The most common among individuals are discussion forums that are internet based, dating sites and social networking. From the studies carried out by the Institute for Prospective Technological Studies (IPTS), it was concluded that, new opportunities for modernising and innovating training and education institutions and for purposes of preparing the 21st century learners, could only be achieved through the uptake of social media applications outside settings of formal education (Alan-Mutka 2009, 2010). The increased rates of internet use for mail sending and receiving are a good indicator of the conceived significance of the internet for knowledge and communication. In addition to that, the internet is crucial for information exchange. With the innovation and introduction of multiple applications in social media, interactive and active internet usage has been encouraged and the trend is further developing. The social media applications provide its users with communities and online networks for knowledge exchange and multi-directional communication (Fry 2004, p.305). Moreover, this application allows individuals to share and publish digital content like videos, photos and music. In the current world, the educational use of social software is not well incorporated. As such multiple actions are needed across practice, policy and developer communities prior to it becoming effective and widespread.