Bernard Marx and His Social Rise Essays

Bernard Marx and His Social Rise Essays Bernard Marx and His Social Rise Paper Bernard Marx and His Social Rise Paper Bernard Marx and His Social Rise and Fall in Brave New World In this essay I will describe the social rise and fall of Bernard Marx, a character out of Aloud Huxley novel Brave New World. Particularly I will deal with the change that takes place in Bernard and how the attitude of the others towards Bernard changes. The moment he gets to know John the Savage, the son of the Director, he sees a possibility to get the attention and the respect of the others so Bernard takes John and his mother Linda to London. As soon as they arrive there suddenly everybody wants to meet and spend time with him and John. While Bernard thinks that everybody likes him now because of his discovery of John the others start talking things behind his back Like He wont find another Savage to help him out a second time. (p. 1 35 11. 27, 28). Bernard uses his new popularity to sleep with every woman he wants to and he also starts taking a lot of soma, a drug which he refused to take earlier. Consequently it seems that Bernard starts to live his life like the others use to do. He does things he used to refuse in the time he was not accepted in society. Taking everything into consideration it can be said that Barnyards acceptance in society did not hold on for a long time because he was only treated as a person of outstanding importance (p. 134 1. 15) due to the fact that the others could not meet John without spending time with Bernard.

How to Create a Warm and Friendly Classroom Environment

How to Create a Warm and Friendly Classroom Environment To create a friendly, non-threatening classroom environment, here are some  strategies gathered from seasoned educators who create a warm and welcoming environment for their students every day.   You can start on creating an environment that is conducive to learning and maximizing student social and academic growth in 10 easy steps: Greet your students each day with enthusiasm. Find something positive to say as much as possible or as much as time will allow for.Provide students with time to share happenings, events, or items with you.  Even if you set a certain time frame aside each day for 3-5 students to share, it will help to create a friendly, warm, and welcome environment. It shows them you care and it provides you with opportunities to learn about what is important about each of your students.Take the time on occasion to share something that is important to you. This could be the fact that your own child took their first steps or that you saw a wonderful play that you would like to share with your students. Your students will see you as a real and caring person. This type of sharing shouldnt be done every day but rather from time to time.Take time to talk about differences within the classroom. Diversity is everywhere and children can benefit from learning about diversity at a very early age. Talk about varying cultural backgrounds, body image, body types, talents, strengths, and weaknesses. Provide opportunities for your learners to share their strengths and weaknesses. The child who may not be able to run fast may be able to draw very well. These conversations always need to be held in a positive light. Understanding diversity is a lifelong skill children will always benefit from. It builds trust and acceptance in the classroom. Say no to all forms of bullying. There is no such thing as a welcoming, nurturing environment when there is tolerance for bullying. Stop it early and make sure all students know that they should report bullying. Remind them that telling on a bully is not tattling, it is reporting. Have a set of routines and rules that prevent bullying.Build activities into your day that support students working together and building rapport with one another. Small group work and team work with well-established routines and rules will help in developing a very cohesive environment.Focus on the strengths when calling upon a student. Never put down a child for not being able to do something, take some one-to-one time to support the child. When asking a child to demonstrate or respond to something, be sure that the child is in their comfort zone and always capitalize on the strengths. Showing sensitivity to each of your students is extremely important in protecting their confidence and self-esteem.Promot e two-way respect. I cant say enough about two-way respect. Adhere to the golden rule, always show respect and you will get it back in return. Take time to educate the class about specific disorders and disabilities. Role play helps to develop empathy and support among classmates and peers.Make a conscientious effort to promote confidence and self-esteem among every student in the classroom.  Give praise and positive reinforcement that is real and deserved often. The more that students feel good about themselves, the better they will be toward themselves and others.

Analyze of the Vibe Magazine Essay Example | Topics and Well Written Essays - 2250 words

Analyze of the Vibe Magazine - Essay Example Analyze of the Vibe Magazine Vibe magazine has been seen to be very creative in the way it designs its cover and has used creativity of its cover to increase popularity of the magazine. The magazine has used celebrities such as Rap and R&B musician Mary J. Blige for its cover especially during its first few days when it was launched. The cover of the magazine is a graphical one and unlike in many magazines, the cover of Vibe magazine is usually more creative and graphical. The cover of Vibe magazine always has a celebrity and sometimes a single celebrity may be in the cover for many issues of the magazines, either continually or not. The back cover serves as a feature in the magazines, offering readers a sneak peak of the development in the music industry and also looking at the Caribbean market. Vibe has a clear format which makes it easy for readers to be able to be able to read the magazine and easy for them to find their interest in the magazine as well. It has specific structure such as a 20-question featur e at the back of the magazine that addresses reggae music and Caribbean music in general. Vibe has also entered in to the internet domain since the development of the internet and it has an online version of the magazine that is a mirror for the printed version. The online version is even more dynamic and the contents can change much more dynamically unlike the printed version that is a bimonthly magazine and once printed and circulated cannot be changed. Location in the marketplace (competitors etc) The magazine is headquartered in New York and but is in circulation in most of North American country. This huge circulation is probably caused by the fact that rap and R&B music is an American affair that covers the all states of America. The man competitors of the Vibe magazine are other entertainment magazines such as Playboy. However, due to its creative and different from streamline format, the magazine is able to access a different market niche that has not been tapped by other en tertainment magazines. Description of general content The magazine offers news about the celebrities in the entertainments industry. The magazine maintains a graphical approach to its content and most of its content is colorful pictures rather than many les of articles. The magazines features in each of its issue a huge volume of rap and R$B artists who are on the pages of the magazine. Apart from celebrity and entertain news, Vibe also features information

Letters Essay Example | Topics and Well Written Essays - 250 words

Letters - Essay Example This draws reference to the way they have mistreated the Negro population at the time they pray. Freedom has been denied and this is what disappoints King. Ethical argument: By informing his audience that he is not unmindful of the fact that a number of them have taken steps in handling the issue amicably, he implies that he is sensitive. This wins the clergymen’s love after he has admonished their poor leadership. He finds it important to appreciate the efforts sop far involved so that they can keep on improving. King decides to speak this way after realizing that most black people were being discriminated in church matters and therefore it is imperative that this kind of attitude is discouraged among the clergymen. The church essentially should unit people. Their grievances were not being put forward. He realized that demonstrations had increased among the African American populace following the bad treatment they received from other white people in the United States of

How to Redesign a Classroom to Optimize Learning Experience Essay Example for Free

How to Redesign a Classroom to Optimize Learning Experience Essay The overall learning goal for us students is to grasp what the instructor teaches in class and gain extra knowledge and abilities through class discussion and interaction. To that end, it’s best to study in an optimal learning environment, so as to keep focused in class and avoid distraction from externals. We pay for the service – our learning experience, hoping to maximize the efficiency and effectiveness of this kind of service. An optimal learning environment is beneficial to building a cohesive team in which members could communicate with each other, and to encouraging interactions among all the students and the professor. Through observation of major students behaviors, I find that the current physical environment in our classroom was somewhat defective. The following key points are summarized as major gaps or pitfalls in the current environment. Late Arrivals: I find that most of the students arrive in the classroom ahead of or on time. However, some may be late and walk in across the stage, thus distracting other’s attention in class. Uncomfortable Chairs: The pad on each seat can make annoying noise when we unfold it. This will distract other students’ attention, especially those who sit near the moving pads. Various Seating Preferences: students are seated randomly, most of students like to seat in the front row, and the outer of rows, leaving some seats in the middle empty, so the best capacity in the room isn’t fully utilized. Randomly seating also results in inconvenience for some group members to sit together. Inconvenient Seating Arrangement: the space between rows is narrow, so it’s not convenient for students to walk through and it’s always noisy to move the small pads connected to the seats. Moreover, it’s such a long row that it would be inconvenient and a waste of time to walk through one side to the middle or the other end. Less Efficient Equipment Blackboard and Projector: For those seating in the side areas and in the rear, the visibility of the projector isn’t so good. Similarly, when the professor writes on one side of the blackboard, those who seat in the other side have difficulty in reading the handwriting. Dim Lighting: the lighting in the classroom is a little dark that it’s easy for us to fall asleep. The arrangement of lights in the roof isn’t so rational that sometimes we can’t see the blackboards because of light reflecting. Insufficient Ventilation: The windows in the back are closed all the time and the air conditioning always creates an environment that is too cold or hot and dry. Students usually don’t feel very comfortable when there’re too many students in the classroom. Difficult Access to the Classroom: More often, only one door is open to the classroom, thus restricting students’ access to the classroom to only one way. Those who can’t find a seat near the door can only go the other side, and this would distract other’s attention. Besides, once the door is locked, the students can’t open it from outside, requiring help from those in the classroom. The above-mentioned points about the seating and facilities in the classroom would present unfavorable impacts on our learning experience. So a new layout of the classroom is required to help enhance our learning environment. Here I categorize the objectives into four points as the conceptual design principles. * To make full use of the 75 minutes in class, which means there’s no or little disruption during class. * Perfect seating arrangement to facilitate easy access and smooth movement. * Minimum discipline required relating to seating arrangement so that everyone will feel comfortable when in class. * Make facilities, such as blackboard and projector, lighting, acoustics, and walls, conducive to learning experience. (b) What specific improvement would your proposed redesign help accomplish? Generally speaking, students will learn best in a clean, comfortable, and quiet environment where there are no external disruptions and noises. So we need a positive classroom climate to allow us to meet the basic needs of physical and mental health. The following session is about the recommendations I make to help alleviate the gaps and thus enhance the learning experience. Physically Comfortable Chairs: We could improve the quality of the chairs by signing contracts with those chair-makers who could provide user-friendly chairs. That is to say, the activity space for writing and putting stuffs would be larger, and it’s best for the chairs to be soundless when we unfold the pads with them. Easy Access Seating Arrangements: I will redesign the current layout of the seats by dividing all these seats into four columns and four rows. There could be four seats per column for the middle two columns, and the other two sides columns could have five or six seats each. The distance between each row could be larger so as to allow sufficient space for individuals to learn. This kind of design could enable students to access to the seats easily without disturbing others much. The professor could also make minimum requirements that those who come early seat in the middle, thus those who are late for class could seat in the sided columns without distracting others. More importantly, since a team is usually composed of four persons, it’s also convenient for groups to sit together. Additionally, in this way, students will seat together more compactly, facilitating discussion among teachers and students. Larger Projector Screen and High-tech Handwriting: It would be best to widen the projector screen in this rectangular room. As I mentioned above, for those seat in the sides and rear, it’s hard to recognize some important contents in the slides projected on the screen (e. g. numbers, charts). Enlarging the projector screen would surely enhance the visibility of projector and hence improve our learning experience. Meanwhile, I noticed that sometimes the handwriting of the professor is hard to read. And those sitting aside couldn’t see the notes in the blackboard clearly. So I recommend that the professor use high-tech product such as the pad or IBM’s tablet-based pen, by which the professor could write on the screen of the laptop and it could then be projected in the blackboard screen. With enlarged screen, the visibility of handwriting could also be enhanced. Bright Lighting and â€Å"Audiovisual Scenario†: We need to add more electrical lights in our classroom and rearrange the light distribution. However, the lights couldn’t be too bright to harm the eyes and result in reflecting. More importantly, we need to consider the illuminance levels according to daylight, glaring and uniformity. Another thing we need to take into account is the lighting requirements for video images. So it’s best for us to have two distinctly lighting setups: a â€Å"bright† classroom with appropriate illuminance throughout the classroom, and an †audiovisual† scenario that limits light on the screen to a suitable level when we see vedios in class. Warm Color of walls: Choosing the right color for classroom walls is conducive to learning experience. The right pain color of the wall can transform a distracted environment into a focused space. White is a traditional color, but it could undermine the learning environment of the classroom. It reflects most of the lights that hits it, and could be harsh and exhaust our eyes. While taupe and cream colors of wall would be warmer, and could help students more focused. Evidence also shows that warm colors such as taupe and cream can stimulate creativity. Using different colors on the wall where there’re some facilities so as to remind the professor and students of the purpose of them. For example, the background color of the walls on which there are hangers could be light blue or purple, colors which can also help you relaxed and calmed. Optimized Ventilation: The method of distributing outdoor air in classroom has a positive impact on indoor air quality and thermal comfort of students. So it would be better if students could open the windows in the back wall when the class is finished. And students who come for the next class could close the windows before class, letting fresh air come in for 15-20 minutes. Moreover, It’s best to leave the two doors to the classroom open. On the one hand, it could expedite the flow rate of air and enhance the ventilation and exchange effectiveness. On the other hand, leaving two doors open would facilitate those late arrivals to find seats in the sides, so that they don’t need to go straightly in front of the teacher, thus diminishing distraction. External Diminished Noise and Distraction: Since the walls in the classroom are already sound proof, we don’t need to worry about the noise from outside. The major noise created by late arrivals to move through seats could be addressed through the new layout of seats and improved seat quality. Hence, students would be more focused in class. Clean Environment and Safety Facilities: Basically, a clean environment in the classroom is a must for students to gain the best learning experience. Students should be required to take with them the trashes after class, and the cleaners also need to tide the classrooms more frequently. Furthermore, It’s best to check the safety facilities in the classroom such as the fire alarm on a regular basis, say, twice a month. Because students will be relieved when they know they are learning in a safe place. In sum, the above-mentioned rearrangements are all considered to be physically, emotionally and academically favorable to the learning experience in this classroom. Once students are physically comfortable with the environment they are in, they will be emotionally focused on what they are learning and talking. Moreover, the academically improved learning equipment could maximize the learning experience the students would go through.

Male Masochism in the Religious Lyrics of Donne and Crashaw Essay

Male Masochism in the Religious Lyrics of Donne and Crashaw The impetus of my psychoanalytic exploration of male masochism in Donne and Crashaw occurs in Richard Rambuss's "Pleasure and Devotion: The Body of Jesus and Seventeenth-Century Religious Lyric," in which he opens up possibilities for reading eroticism (especially homoeroticism) in early modern representations of Christ's body. In this analysis, Rambuss opposes Caroline Walker Bynum who, in response to Leo Steinberg's The Sexuality of Christ in Renaissance Art, claims that depictions of Christ's genitalia (the focus of Steinberg's work) can only be regarded as erotic from a modern standpoint, for such representations in historical context, before the advent of modern sexuality, could not have rendered "sexual" meanings for their audiences but only those signifying reproduction. As Rambuss points out, Bynum's analysis denies the possibility of reading the erotic--especially the homoerotic--in medieval/Renaissance representation (268), for it works on the underlying assumption that such meanings are structured according to the false binary of "sexual/generative." Conversely, In Rambuss's view, "the body [is] at least potentially sexualized, as a truly polysemous surface where various significances and expressions--including a variety of erotic ones--compete and collude with each other in making the body meaningful" (268). This is where my exploration begins. Rather than "delimit the erotic," I wish to investigate what is potentially sexual in seventeenth-century religious poetry (here that of Donne and Crashaw), tracing not only "same-sex" desire "spun out from and around Christ's body," as Rambuss has done but also examining libidinal economie... ...ery of a different strain of masochism than that which Freud labeled "moral"--"Christian masochism" (197). [3] In "The Economic Problem of Masochism," Freud identifies three types of masochism: 1) Primary or erotogenic--the bodily association of pain and sexual excitement; 2) feminine--the desire to be beaten; and 3) moral--the self-inflicted torture of one's ego by the superego (161). My term, erotic masochism, would include the "erotogenic" and "feminine" in a Freudian framework. [4] Jean Laplanche, in Life and Death in Psychoanalysis, has shown the role of such transition in the human subject's "sexualization," or movement from non-sexual to "sexualized" drives. In erotic forms of sadism and masochism, the subject transforms [via a "prop"] non-sexual aggression into a desire for sexual aggression, directed at others or against the self (85-102).

Four Factors of Organizational Success Essay

There are numerous ways to achieve organization success. Ask any two business guru their opinions and you will undoubtedly get two unique lists. Successful entrepreneurs covet their secrets of success and business school faculty lecture what the latest texts have written. Defining a check list of do’s and don’ts may seem like a rather easy task, but the implementation of those ideas is what will truly lead to organizational success. But what is organization success? That question can have many answers depending on the business. A University might define it as job placement of graduating students, but a middle school may be successful if its American history program is nationally recognized. A publicly traded company (and its stock holders) could define it as profits over the last quarter, whereas a small technology start-up could consider the issue of a patent on their newest widget a success. It’s my assessment that of all the factors pertaining to organizational success, those that revolve around the people within the organization and adaptation within the organization are the largest factors of success. I believe when a commitment to improvement, a continuous workforce development plan, and an implementation of a shared vision are harmoniously integrated by a resilient leader, it will place a company on a path to organizational success. Commitment to Continuous Quality (Process Improvement) There are no perfect scenarios where a company continues to profit and does nothing to improve. Updating a process is a continuous method that involves employees at all levels while focusing on the needs of the customer (John, 1992). Successful organizations are able to identify potential areas for increasing the value of processes or products. Not all products need to undergo substantial change in order to qualify as a process improvement. A change in the perceived value of the product is all that is needed. For example, a recent advertisement from McDonald’s is touting their Egg McMuffin sandwich as a luxury and higher class item. Taking from old consumer adage â€Å"It’s the Cadillac of †¦Ã¢â‚¬ , McDonalds has substituted â€Å"McMuffin† for Cadillac. There have been no changes to the recipe of the sandwich, but they have changed the perception of the item by comparing it to a separate premium item and in turn increasing a perceived value (Biasi, 2012). Whether a company modifies a current product, updates a process or simply re-brands, constant improvement is a key factor in the success of an organization. Shared vision In order for a company to achieve a goal, its employees must be on board with the missions of the organization. That is, employees must be aligned with the mission, values and goals of the organization in order to foster growth and achieve long term success (The secrets of organizational success, 1995). In order for an organization to implement any changes, those within (at all levels) must share in the vision of the organization (Kanter, 1988). Every company should have a vision. Without a vision there are no goals to achieve and the company has no definition of success in the future. A successful vision provides a company with a few goals to which they can devote their resources to while inspiring its workforce to achieve those goals (Clancy, n.d.). The importance (as stated by Clancy) lies with inspiring employees. A vision alone needs support. Simply wanting something done, without dedicating recourses to it, is futile. Creating a shared vision, one in which employees have a stake, is significant in the organizations long term success. Providing a personal connection to the product (or process) drastically changes the way employees approach their work and makes a substantial impact on their work quality (Hill & Tande, 2003). People have to want to work, not because they are told to (Senge, 1990). The creation of a shared vision adds value to the work of an employee. A paycheck cannot be the only motivation. The employee must want to take stake in the operation of the company and understand their work is critical to the mission of the company. Continuous Learning / Workforce Development Former CEO of Intel Andrew Grove once said, â€Å"Success breeds complacency. Complacency breeds failure† (1996). It is important for a company to provide its staff with the opportunities to develop and provide new insights into company processes. While in his tenure at Intel, Grove urged executive to allow staff to experiment with new techniques and processes while concurrently performing the production of existing products (Grove, 1996). Acknowledging the importance of creative freedom and invention allows for an improved process to be implemented without a significant reduction in production levels (Sheridan, 2004). Learning enhances people’s abilities; it drives creation, workplace competencies and motivates others to do the same (Loon, Lim, Teck, & Lai, 2012). A company can develop their staff internally while creating new ideas, updating procedures and processes. Constant improvements do not come automatically. Instituting a program that promotes continuous learning and workforce development can eliminate down time between successes and will create a substantial competitive advantage. Strategic decision maker As an organization undergoes change, its leaders also need to have the willingness to do so. Strategic decision makers are flexible yet concise; they must make crucial decisions regarding growth, divestment, new products and cost cutting (Grant, 2008). As a company attempts to succeed in the marketplace, its leader must effectively navigate a myriad of executive decisions that affect the livelihood of the company. While any company can claim they want to improve, the implementation of that vision is the key. R.M. Kanter (1988) discusses that the best of those leaders are called â€Å"Change Masters†; leaders who are able to create a shared vision, encourage innovation, and support internal education. She continues that change isn’t always necessary, but a strategic decision maker will identify times where change is eminent and make adjustment rapidly. Take for example Lee Iacocca and Chrysler. Before his hire, the company was on the edge of complete failure. Something desperately needed to change. With the hire of Lee Iacocca came a decision to layoff those employees not willing to accept changes he believed would right the company. Those who stayed for a maximum $14 per hour salary, redesigned the brand and help the company earn over $2.5 billion within three years of his hire. (Roberts, n.d.). I am not suggesting a change in company culture is necessary, but a leader must be able to identify the need for change, have the ability to implement such change, and the gumption to do so. Finding a leader with the before mentioned qualifications will aid in corporate success. Four factors working together There are many other factors which could lead to (or prevent) organizational success. It’s my belief that the four points briefly discussed are deeply intertwined and provide an ever changing path towards success. The proper mix of these four items creates an environment that fosters company development. Just a few examples of the cohesion of these four factors have been noted in other publications: * Great leaders must be passionate about their visions and responsible for advancing workforce development (Gibson, Ivancevich, Donnelly & Konopaske, 2006; Loon, et al., 2012). * Continuous learning among all levels leads to future process improvements (Zairi, & Whymark. 2000). * Leaders must also have the mindset required for visionary leadership; otherwise they are managers and not leaders (Transforming leadership for success and sustainability, 2011). * Continuous process improvements that are derived from a shared vision are more readily adapted by employees (Guti, Llorà ©ns-M ontes, & Óscar. 2009). The items above are not meant to be all inclusive. There are numerous other factors that one could argue have equal impact on success. While I do not discredit those other factors, it’s my determination that the four mentioned are factors that are able to be controlled within the organization. Other factors such as environmental conditions, consumer behaviors, and external costs, remain out of the control of the business leader. Focusing on supplying staff with the necessary leadership to achieve the company vision will lead to success. As the newest management fads pass and business trends change, one thing will remain constant: the success of organization will rely on heavily people who are a part of the organization. References Biasi, A. (2012) Increasing Perceived Value (of your product or service). Smart Marketing Solutions. http://www.smartmarketingllc.com/2012/01/14/increasing-perceived-value-of-your-product-or-service/ Clancey, K.J. (n.d.). Shocking truth of the month. Most companies are operating without a vision. Retrieved from http://www.thekevinclancy.com/truths_102009_g.html Gibson, J.L., Ivancevich, J.M., Donnelly, J.H. Jr., Konopaske, R. (2008). Organizations. Behavior, structure, processes. McGraw-Hill Irwin. New York, NY. Grove, A. (1996). Only the paranoid survive. Double Day Publishing. New York, NY. Guti, L. J., F.J. Llorà ©ns-Montes, & Óscar, F. B. S. (2009). Six sigma: From a goal-theoretic perspective to shared-vision development. International Journal of Operations & Production Management, 29(2), 151-169. doi: http://dx.doi.org/10.1108/01443570910932039 Hill, B., & Tande, C. (2003). Personal impact maps: Chart the course to a shared vision. Workspan, 46(10), 38-42. Retrieved from ABI/Inform database. John, S. W. F.,Jr. (1992). Managing process improvement at the cherry point naval aviation depot. National Productivity Review (1986-1998), 11(4), 533-533. Retrieved from ABI/Inform database Kanter, R. M. (1988). Change masters vs. change stiflers. Executive Excellence, 5(3), 12-13. Retrieved from ABI/ Inform database Loon, M., Yet, M. L., Teck, H. L., & Cai, L. T. (2012). Transformational leadership and job-related learning. Management Research Review, 35(3), 192-205. doi: http://dx.doi.org/10.1108/01409171211210118 Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday/Currency. Sheridan, J.H. (2004). 1997 Technology Leader of the Year, Andy Grove: Building An Information Age Legacy. Industry Week. Retrieved from http://www.industryweek.com/companies-amp-executives/1997-technology-leader-yearandy-grove-building-information-age-legacy Sudhir, K. C., Pullig, C., & F, D. A. (1997). Critical success factors from an organizational life cycle perspective: Perceptions of small business owners from different business environments. Journal of Business and Entrepreneurship, 9(1), 47-0_7. Retrieved from ABI/Inform database. The secrets of organizational success: Aligning employees behind new corporate goals and objectives. (1995) Training & Development, 49(8), 28-28. Retrieved from ABI/Inform Database. Transforming leadership for success and sustainability. (2011). Strategic Direction, 27(3), 19-21. doi: http://dx.doi.org/10.1108/02580541111109598 Zairi, M., & Whymark, J. (2000). The transfer of best practices: How to build a culture of benchmarking and continuous learning – part 2. Benchmarking, 7(2), 146-167. Retrieved from ABI/Inform database.

Zoe’s Tale PART II Chapter Twelve

There was a rattle and then a thump and then a whine as the shuttle's lifters and engines died down. That was it; we had landed on Roanoke. We were home, for the very first time. â€Å"What's that smell?† Gretchen said, and wrinkled her nose. I took a sniff and did some nose wrinkling of my own. â€Å"I think the pilot landed in a pile of rancid socks,† I said. I calmed Babar, who was with us and who seemed excited about something; maybe he liked the smell. â€Å"That's the planet,† said Anna Faulks. She was one of the Magellan crew, and had been down to the planet several times, unloading cargo. The colony's base camp was almost ready for the colonists; Gretchen and I, as children of colony leaders, were being allowed to come down on one of the last cargo shuttles rather than having to take a cattle car shuttle with everyone else. Our parents had already been on planet for days, supervising the unloading. â€Å"And I've got news for you,† Faulks said. â€Å"This is about as pretty as the smells get around here. When you get a breeze coming in from the forest, then it gets really bad.† â€Å"Why?† I asked. â€Å"What does it smell like then?† â€Å"Like everyone you know just threw up on your shoes,† Faulks said. â€Å"Wonderful,† Gretchen said. There was a grinding clang as the massive doors of the cargo shuttle opened. There was a slight breeze as the air in the cargo bay puffed out into the Roanoke sky. And then the smell really hit us. Faulks smiled at us. â€Å"Enjoy it, ladies. You're going to be smelling it every day for the rest of your lives.† â€Å"So are you,† Gretchen said to Faulks. Faulks stopped smiling at us. â€Å"We're going to start moving these cargo containers in a couple of minutes,† she said. â€Å"You two need to clear out and get out of our way. It would be a shame if your precious selves got squashed underneath them.† She turned away from us and started toward the rest of the shuttle cargo crew. â€Å"Nice,† I said, to Gretchen. â€Å"I don't think now was a smart time to remind her that she's stuck here.† Gretchen shrugged. â€Å"She deserved it,† she said, and started toward the cargo doors. I bit the inside of my cheek and decided not to comment. The last several days had made everyone edgy. This is what happens when you know you're lost. On the day we skipped to Roanoke, this is how Dad broke the news that we were lost. â€Å"Because I know there are rumors already, let me say this first: We are safe,† Dad said to the colonists. He stood on the platform where just a couple of hours earlier we had counted down the skip to Roanoke. â€Å"The Magellan is safe. We are not in any danger at the moment.† Around us the crowd visibly relaxed. I wondered how many of them caught the â€Å"at the moment† part. I suspected John put it in there for a reason. He did. â€Å"But we are not where we were told we would be,† he said. â€Å"The Colonial Union has sent us to a different planet than we had expected to go to. It did this because it learned that a coalition of alien races called the Conclave were planning to keep us from colonizing, by force if necessary. There is no doubt they would have been waiting for us when we skipped. So we were sent somewhere else: to another planet entirely. We are now above the real Roanoke. â€Å"We are not in danger at the moment,† John said. â€Å"But the Conclave is looking for us. If it finds us it will try to take us from here, again likely by force. If it cannot remove us, it will destroy the colony. We are safe now, but I won't lie to you. We are being hunted.† â€Å"Take us back!† someone shouted. There were murmurings of agreement. â€Å"We can't go back,† John said. â€Å"Captain Zane has been remotely locked out of the Magellan's control systems by the Colonial Defense Forces. He and his crew will be joining our colony. The Magellan will be destroyed once we have landed ourselves and all our supplies on Roanoke. We can't go back. None of us can.† The room erupted in angry shouts and discussions. Dad eventually calmed them down. â€Å"None of us knew about this. I didn't. Jane didn't. Your colony representatives didn't. And certainly Captain Zane didn't. This was kept from all of us equally. The Colonial Union and the Colonial Defense Forces have decided for reasons of their own that it is safer to keep us here than to bring us back to Phoenix. Whether we agree with this or not, this is what we have to work with.† â€Å"What are we going to do?† Another voice from the crowd. Dad looked out in the direction the voice came from. â€Å"We're going to do what we came here to do in the first place,† he said. â€Å"We're going to colonize. Understand this: When we all chose to colonize, we knew there were risks. You all know that seed colonies are dangerous places. Even without this Conclave searching for us, our colony would still have been at risk for attack, still a target for other races. None of this has changed. What has changed is that the Colonial Union knew ahead of time who was looking for us and why. That allowed them to keep us safe in the short run. It gives an advantage in the long run. Because now we know how to keep ourselves from being found. We know how to keep ourselves safe.† More murmurings from the crowd. Just to the right of me a woman asked, â€Å"And just how are we going to keep ourselves safe?† â€Å"Your colonial representatives are going to explain that,† John said. â€Å"Check your PDAs; each of you has a location on the Magellan where you and your former worldmates will meet with your representative. They'll explain to you what we'll need to do, and answer the questions you have from there. But there is one thing I want to be clear about. This is going to require cooperation from everyone. It's going to require sacrifice from everyone. Our job of colonizing this world was never going to be easy. It's just become a lot harder. â€Å"But we can do it,† Dad said, and the forcefulness with which he said it seemed to surprise some people in the crowd. â€Å"What's being asked of us is hard, but it's not impossible. We can do it if we work together. We can do it if we know we can rely on each other. Wherever we've come from, we all have to be Roanokers now. This isn't how I would have chosen for this to happen. But this is how we are going to have to make it work. We can do this. We have to do this. We have to do it together.† I stepped out of the shuttle, and put my feet on the ground of the new world. The ground's mud oozed over the top of my boot. â€Å"Lovely,† I said. I started walking. The mud sucked at my feet. I tried not to think of the sucking as a larger metaphor. Babar bounded off the shuttle and commenced sniffing his surroundings. He was happy, at least. Around me, the Magellan crew was on the job. Other shuttles that had landed before were disgorging their cargo; another shuttle was coming in for a landing some distance away. The cargo containers, standard-sized, littered the ground. Normally, once the contents of the containers were taken out, the containers would be sent back up in the shuttles to be reused; waste not, want not. This time, there was no reason to take them back up to the Magellan. It wasn't going back; these containers wouldn't ever be refilled. And as it happened, some of these containers wouldn't even be unpacked; our new situation here on Roanoke didn't make it worth the effort. But it didn't mean that the containers didn't have a purpose; they did. That purpose was in front of me, a couple hundred meters away, where a barrier was forming, a barrier made from the containers. Inside the barrier would be our new temporary home; a tiny village, already named Croatoan, in which all twenty-five hundred of us – and the newly-resentful Magellan crew – would be stuck while Dad, Mom and the other colony leaders did a survey of this new planet to see what we needed to do in order to live on it. As I watched, some of the Magellan crew were moving one of the containers into place into the barrier, using top lifters to set the container in place and then turning off their power and letting the container fall a couple of millimeters to the ground with a thump. Even from this distance I felt the vibration in the ground. Whatever was in that container, it was heavy. Probably farming equipment that we weren't allowed to use anymore. Gretchen had already gotten far ahead of me. I thought about racing to catch up with her but then noticed Jane coming out from behind the newly placed container and talking to one of the Magellan crew. I walked toward her instead. When Dad talked about sacrifice, in the immediate term he was talking about two things. First: no contact between Roanoke and the rest of the Colonial Union. Anything we sent back in the direction of the Colonial Union was something that could give us away, even a simple skip drone full of data. Anything sent to us could give us away, too. This meant we were truly isolated: no help, no supplies, not even any mail from friends and loved ones left behind. We were alone. At first this didn't seem like much of a big deal. After all, we left our old lives behind when we became colonists. We said good-bye to the people who we weren't taking with us, and most of us knew it would be a very long time if ever until we saw those people again. But even for all that, the lines weren't completely severed. A skip drone was supposed to leave the colony on a daily basis, carrying letters and news and information back to the Colonial Union. A skip drone was supposed to arrive on a daily basis, too, with mail, and news and new shows and songs and stories and other ways that we could still feel that we were part of humanity, despite being stuck on a colony, planting corn. And now, none of that. It was all gone. The no new stories and music and shows were what hit you first – a bad thing if you were hooked on a show or band before you left and were hoping to keep up with it – but then you realized that what it really meant was from now on you wouldn't know anything about the lives of the people you left behind. You wouldn't see a beloved baby nephew's first steps. You wouldn't know if your grandmother had passed away. You wouldn't see the recordings your best friend took of her wedding, or read the stories that another friend was writing and desperately trying to sell, or see pictures of the places you used to love, with the people you still love standing in the foreground. All of it was gone, maybe forever. When that realization hit, it hit people hard – and an even harder hit was the realization that everyone else that any of us ever cared about knew nothing about what happened to us. If the Colonial Union wasn't going to tell us where we were going in order to fool this Conclave thing, they certainly weren't going to tell everyone else that they had pulled a fast one with our whereabouts. Everyone we ever knew thought we were lost. Some of them probably thought we had been killed. John and Jane and I didn't have much to worry about on this score – we were each other's family, and all the family we had – but everyone else had someone who was even now mourning them. Savitri's mother and grandmother were still alive; the expression on her face when she realized that they probably thought she was dead made me rush over to give her a hug. I didn't even want to think about how the Obin were handling our disappearance. I just hoped the Colonial Union ambassador to the Obin had on clean underwear when the Obin came to call. The second sacrifice was harder. â€Å"You're here,† Jane said, as I walked up to her. She reached down to pet Babar, who had come bounding up to her. â€Å"Apparently,† I said. â€Å"Is it always like this?† â€Å"Like what?† Jane said. â€Å"Muddy,† I said. â€Å"Rainy. Cold. Sucky.† â€Å"We're arriving at the beginning of spring here,† Jane said. â€Å"It's going to be like this for a little while. I think things will get better.† â€Å"You think so?† I asked. â€Å"I hope so,† Jane said. â€Å"But we don't know. The information we have on the planet is slim. The Colonial Union doesn't seem to have done a normal survey here. And we won't be able to put up a satellite to track weather and climate. So we have to hope it gets better. It would be better if we could know. But hoping is what we have. Where's Gretchen?† I nodded in the direction I saw her go. â€Å"I think she's looking for her dad,† I said. â€Å"Everything all right between you two?† Jane said. â€Å"You're rarely without each other.† â€Å"It's fine,† I said. â€Å"Everyone's twitchy these last few days, Mom. So are we, I guess.† â€Å"How about your other friends?† Jane asked. I shrugged. â€Å"I haven't seen too much of Enzo in the last couple of days,† I said. â€Å"I think he's taking the idea of being stranded out here pretty badly. Even Magdy hasn't been able to cheer him up. I went to go visit him a couple of times, but he doesn't want to say much, and it's not like I've been that cheerful myself. He's sending me poems, still, though. On paper. He has Magdy deliver them. Magdy hates that, by the way.† Jane smiled. â€Å"Enzo's a nice boy,† she said. â€Å"I know,† I said. â€Å"I think I didn't pick a great time to decide to make him my boyfriend, though.† â€Å"Well, you said it, everyone's twitchy the last few days,† Jane said. â€Å"It'll get better.† â€Å"I hope so,† I said, and I did. I did moody and depressed with the best of them, but even I have my limits, and I was getting near them. â€Å"Where's Dad? And where's Hickory and Dickory?† The two of them had gone down in one of the first shuttles with Mom and Dad; between them making themselves scarce on the Magellan and being away for the last few days, I was starting to miss them. â€Å"Hickory and Dickory we have out doing a survey of the surrounding area,† Jane said. â€Å"They're helping us get a lay of the land. It keeps them busy and useful, and keeps them out of the way of most of the colonists at the moment. I don't think any of them are feeling very friendly toward nonhumans at the moment, and we'd just as soon avoid someone trying to pick a fight with them.† I nodded at this. Anyone who tried to pick a fight with Hickory or Dickory was going to end up with something broken, at least. Which would not make the two of them popular, even (or maybe especially) if they were in the right. Mom and Dad were smart to get them out of the way for now. â€Å"Your dad is with Manfred Trujillo,† Jane said, mentioning Gretchen's dad. â€Å"They're laying out the temporary village. They're laying it out like a Roman Legion encampment.† â€Å"We're expecting an attack from the Visigoths,† I said. â€Å"We don't know what to expect an attack from,† Jane said. The matter-of-fact way she said it did absolutely nothing to cheer me up. â€Å"I expect you'll find Gretchen with them. Just head into the encampment and you'll find them.† â€Å"It'd be easier if I could just ping Gretchen's PDA and find her that way,† I said. â€Å"It would be,† Jane agreed. â€Å"But we don't get to do that anymore. Try using your eyes instead.† She gave me a quick peck on the temple and then walked off to talk to the Magellan crew. I sighed and then headed into the encampment to find Dad. The second sacrifice: Every single thing we had with a computer in it, we could no longer use. Which meant we couldn't use most things we had. The reason was radio waves. Every piece of electronic equipment communicated with every other piece of electronic equipment through radio waves. Even the tiny radio transmissions they sent could be discovered if someone was looking hard enough, as we were assured that they were. But just turning off the connecting capability was not enough, since we were told that not only did our equipment use radio waves to communicate with each other, they used them internally to have one part of the equipment talk to other parts. Our electronics couldn't help transmitting evidence that we were here, and if someone knew what frequencies they used to work, they could be detected simply by sending the radio signal that turned them on. Or so we were told. I'm not an engineer. All I knew was that a huge amount of our equipment was no longer usable – and not just unusable, but a danger to us. We had to risk using this equipment to land on Roanoke and set up the colony. We couldn't very well land shuttles without using electronics; it wasn't the trip down that would be a problem, but the landings would be pretty tricky (and messy). But once everything was on the ground, it was over. We went dark, and everything we had in cargo containers that contained electronics would stay in those containers. Possibly forever. This included data servers, entertainment monitors, modern farm equipment, scientific tools, medical tools, kitchen appliances, vehicles and toys. And PDAs. This was not a popular announcement. Everyone had PDAs, and everyone had their lives in them. PDAs were where you kept your messages, your mail, your favorite shows and music and reading. It's how you connected with your friends, and played games with them. It's how you made recordings and video. It's how you shared the stuff you loved, to the people you liked. It was everyone's outboard brain. And suddenly they were gone; every single PDA among the colonists – slightly more than one per person – was collected and accounted for. Some folks tried to hide them; at least one colonist tried to sock the Magellan crew member who'd been assigned to collect them. That colonist spent the night in the Magellan brig, courtesy of Captain Zane; rumor had it the captain cranked down the temperature in the brig and the colonist spent the night shivering himself awake. I sympathized with the colonist. I'd been without my PDA for three days now and I still kept catching myself reaching for it when I wanted to talk to Gretchen, or listen to some music, or to check to see if Enzo had sent me something, or any one of a hundred different things I used my PDA for on a daily basis. I suspected that part of the reason people were so cranky was because they'd had their outboard brains amputated; you don't realize how much you use your PDA until the stupid thing is gone. We were all outraged that we didn't have our PDAs anymore, but I had this itchy feeling in the back of my brain that one of the reasons people were so worked up about their PDAs was that it kept them from having to think about the fact that so much of the equipment we needed to use to survive, we couldn't use at all. You can't just disconnect the computers from our farm equipment; it can't run without it, it's too much a part of the machine. It'd be like taking out your brain and expecting your body to get along without it. I don't think anyone really wanted to face the fact of just how deep the trouble was. In fact, only one thing was going to keep all of us alive: the two hundred and fifty Colonial Mennonites who were part of our colony. Their religion had kept them using outdated and antique technology; none of their equipment had computers, and only Hiram Yoder, their colony representative, had used a PDA at all (and only then, Dad explained to me, to stay in contact with other members of the Roanoke colonial council). Working without electronics wasn't a state of deprivation for them; it's how they lived. It made them the odd folks out on the Magellan, especially among us teens. But now it was going to save us. This didn't reassure everyone. Magdy and a few of his less appealing friends pointed to the Colonial Mennonites as evidence that the Colonial Union had been planning to strand us all along and seemed to resent them for it, as if they had known it all along rather than being just as surprised as the rest of us. Thus we confirmed that Magdy's way of dealing with stress was to get angry and pick nonexistent fights; his near-brawl at the beginning of the trip was no fluke. Magdy got angry when stressed. Enzo got withdrawn. Gretchen got snappish. I wasn't entirely sure how I got. â€Å"You're mopey,† Dad said to me. We were standing outside the tent that was our new temporary home. â€Å"So that's how I get,† I said. I watched Babar wander around the area, looking for places to mark his territory. What can I say. He's a dog. â€Å"I'm not following you,† Dad said. I explained how my friends were acting since we'd gotten lost. â€Å"Oh, okay,† Dad said. â€Å"That makes sense. Well, if it's any comfort, if I have the time to do anything else but work, I think I would be mopey, too.† â€Å"I'm thrilled it runs in the family,† I said. â€Å"We can't even blame it on genetics,† Dad said. He looked around. All around us were cargo containers, stacks of tents under tarps and surveyor's twine, blocking off where the streets of our new little town will be. Then he looked back to me. â€Å"What do you think of it?† â€Å"I think this is what it looks like when God takes a dump,† I said. â€Å"Well, yes, now it does,† Dad said. â€Å"But with a lot of work and a little love, we can work our way up to being a festering pit. And what a day that will be.† I laughed. â€Å"Don't make me laugh,† I said. â€Å"I'm trying to work on this mopey thing.† â€Å"Sorry,† Dad said. He wasn't actually sorry in the slightest. He pointed at the tent next to ours. â€Å"At the very least, you'll be close to your friend. This is Trujillo's tent. He and Gretchen will be living here.† â€Å"Good,† I said. I had caught up with Dad with Gretchen and her dad; the two of them had gone off to look at the little river that ran near the edge of our soon-to-be settlement to find out the best place to put the waste collector and purifier. No indoor plumbing for the first few weeks at least, we were told; we'd be doing our business in buckets. I can't begin to tell you how excited I was to hear that. Gretchen had rolled her eyes a little bit at her dad as he dragged her off to look at likely locations; I think she was regretting taking the early trip. â€Å"How long until we start bringing down the other colonists?† I asked. Dad pointed. â€Å"We want to get the perimeter set up first,† he said. â€Å"We've been here a couple of days and nothing dangerous has popped out of those woods over there, but I think we want to be safer rather than sorrier. We're getting the last containers out of the cargo hold tonight. By tomorrow we should have the perimeter completely walled and the interior blocked out. So two days, I think. In three days everyone will be down. Why? Bored already?† â€Å"Maybe,† I said. Babar had come around to me and was grinning up at me, tongue lolling and paws caked with mud. I could tell he was trying to decide whether or not to leap up on two legs and get mud all over my shirt. I sent him my best don't even think about it telepathy and hoped for the best. â€Å"Not that it's any less boring on the Magellan right now. Everyone's in a foul mood. I don't know, I didn't expect colonizing to be like this.† â€Å"It's not,† Dad said. â€Å"We're sort of an exceptional case here.† â€Å"Oh, to be like everyone else, then,† I said. â€Å"Too late for that,† Dad said, and then motioned at the tent. â€Å"Jane and I have the tent pretty well set up. It's small and crowded, but it's also cramped. And I know how much you like that.† This got another smile from me. â€Å"I've got to join Manfred and then talk to Jane, but after that we can all have lunch and try to see if we can't actually enjoy ourselves a little. Why don't you go in and relax until we get back. At least that way you don't have to be mopey and windblown.† â€Å"All right,† I said. I gave Dad a peck on the cheek, and then he headed off toward the creek. I went inside the tent, Babar right behind. â€Å"Nice,† I said to Babar, as I looked around. â€Å"Furnished in tasteful Modern Refugee style. And I love what they've done with those cots.† Babar looked up at me with that stupid doggy grin of his and then leaped up on one of the cots and laid himself down. â€Å"You idiot,† I said. â€Å"You could have at least wiped off your paws.† Babar, notably unconcerned with criticism, yawned and then closed his eyes. I got on the cot with him, brushed off the chunkier bits of mud, and then used him as a pillow. He didn't seem to mind. And a good thing, too, since he was taking up half my cot. â€Å"Well, here we are,† I said. â€Å"Hope you like it here.† Babar made some sort of snuffling noise. Well said, I thought. Even after everything was explained to us, there were still some folks who had a hard time getting it through their heads that we were cut off and on our own. In the group sessions headed by each of the colonial representatives, there was always someone (or someones) who said things couldn't be as bad as Dad was making them out to be, that there had to be some way for us to stay in contact with the rest of humanity or at least use our PDAs. That's when the colony representatives sent each colonist the last file their PDAs would receive. It was a video file, shot by the Conclave and sent to every other race in our slice of space. In it, the Conclave leader, named General Gau, stood on a rise over-looking a small settlement. When I first saw the video I thought it was a human settlement, but was told that it was a settlement of Whaid colonists, the Whaid being a race I knew nothing about. What I did know was that their homes and buildings looked like ours, or close enough to ours not to matter. This General Gau stood on the rise just long enough for you to wonder what it was he was looking at down there in the settlement, and the settlement disappeared, turned into ash and fire by what seemed like a thousand beams of light stabbing down from what we were told were hundreds of spaceships floating high above the colony. In just a few seconds there was nothing left of the colony, or the people who lived in it, other than a rising column of smoke. No one questioned the wisdom of hiding after that. I don't know how many times I watched the video of the Conclave attack; it must have been a few dozen times before Dad came up to me and made me hand over my PDA – no special privileges just because I was the colony leader's kid. But I wasn't watching because of the attack. Or, well, I should say that wasn't really what I was looking at when I watched it. What I was looking at was the figure, standing on the rise. The creature who ordered the attack. The one who had the blood of an entire colony on his hands. I was looking at this General Gau. I was wondering what he was thinking when he gave the order. Did he feel regret? Satisfaction? Pleasure? Pain? I tried to imagine what it would take to order the deaths of thousands of innocent people. I felt happy that I couldn't wrap my brain around it. I was terrified that this general could. And that he was out there. Hunting us.

Free Essays on America In D-Day

Many Europeans say that the Allied Powers could have won the battle of D-Day without the help of the United States of America, but the simple facts is without its help there was almost no possible way that they could have defeated the German forces (Pankratz, 1). The British along with some Canadians could have never fought off an army of that size and the surely would not be able to advance very far. Anyways the attack most likely would not have happened without future United States President Dwight D. Eisenhower, who at the time was commander of the ground invasion forces. It was he who really proposed the idea of an amphibious invasion of Normandy, France. It was he that made most of the plans and really ran the discussion with the other Allied leaders. At the time the president of the United States was Franklin D. Roosevelt whose original chief of staff originally placed Eisenhower as his second-hand man to show him the ropes so that Eisenhower could become the next chief of staff (Ambrose, 59-60). Without the United State’s involvement in the fighting of D-Day the mission could have never been successful. Europeans have taken up a very nationalistic bias against the Americans because they believe that Americans contributed very little help during D-Day, but their bias is only because they want to believe that Great Britain was the leader of all of the Allied Power because of the Nationalism and the jealousy. At the time when the Allied leaders began planning D-Day their military was just finishing its fighting on the Italian Peninsula and they were also doing very well in their efforts of fighting in the Pacific Ocean. Also they needed a way to stand up to Adolph Hitler’s Third Reich, so they were proposing plans of Operations â€Å"Roundup†, â€Å"Sledgehammer†, and â€Å"Torch†. It took place in a time of the second World War where fighting and deaths were at their peaks and nations were in total wa... Free Essays on America In D-Day Free Essays on America In D-Day Many Europeans say that the Allied Powers could have won the battle of D-Day without the help of the United States of America, but the simple facts is without its help there was almost no possible way that they could have defeated the German forces (Pankratz, 1). The British along with some Canadians could have never fought off an army of that size and the surely would not be able to advance very far. Anyways the attack most likely would not have happened without future United States President Dwight D. Eisenhower, who at the time was commander of the ground invasion forces. It was he who really proposed the idea of an amphibious invasion of Normandy, France. It was he that made most of the plans and really ran the discussion with the other Allied leaders. At the time the president of the United States was Franklin D. Roosevelt whose original chief of staff originally placed Eisenhower as his second-hand man to show him the ropes so that Eisenhower could become the next chief of staff (Ambrose, 59-60). Without the United State’s involvement in the fighting of D-Day the mission could have never been successful. Europeans have taken up a very nationalistic bias against the Americans because they believe that Americans contributed very little help during D-Day, but their bias is only because they want to believe that Great Britain was the leader of all of the Allied Power because of the Nationalism and the jealousy. At the time when the Allied leaders began planning D-Day their military was just finishing its fighting on the Italian Peninsula and they were also doing very well in their efforts of fighting in the Pacific Ocean. Also they needed a way to stand up to Adolph Hitler’s Third Reich, so they were proposing plans of Operations â€Å"Roundup†, â€Å"Sledgehammer†, and â€Å"Torch†. It took place in a time of the second World War where fighting and deaths were at their peaks and nations were in total wa...

How to Format Subheads

How to Format Subheads How to Format Subheads How to Format Subheads By Mark Nichol An effective way to break up long sequences of paragraphs and provide an organizational scheme for your writing is to insert subheads. Here are some considerations: Subheads should be succinct just a short phrase with a keyword or two. They should be formatted in a larger point size than the running text, or at least styled in boldface. Consider formatting them in a different type style than the running text; if one is serif (with appendages such as the tail here in the letter t), the other should be sans serif (â€Å"without serif†). Many publications and sites match subhead style and font (and color, if applicable) to those of the headline. The purposes of inserting subheads are to provide an organizational scheme for parts of an article, book, or other piece of content and to offer the reader a break from reading line after line of unbroken prose. Subheads should be roughly the same distance apart. If two sections are of inordinately different lengths, perhaps one section needs to be expanded or the other should be shorter. Otherwise, look for other points at which to break up the paragraphs instead so that the sections are about the same length. If you have more than one level of subheads (for sections, subsections, and perhaps even sub-subsections), distinguish them clearly to aid readers in following your organizational scheme. Books and periodicals employ a hierarchical protocol for subheads, such as using all uppercase letters for the top level, headings with headline-style capitalization for the next level, and run-in headings (inserted immediately before the first word of the next paragraph, in boldface or italic type and perhaps with punctuation as well). If you have a recurring print publication or multiple posts on your website, select a style for each heading level and use it consistently. 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 Style category, check our popular posts, or choose a related post below:Using "a" and "an" Before Words55 Boxing IdiomsA "Diploma" is not a "Degree"

English 102 Literature Essay Example | Topics and Well Written Essays - 1250 words

English 102 Literature - Essay Example The chapter opens with Mill's rhetorical question of where should the line of control be drawn between "the authority of society" and individual "sovereignty". Mill provides the answer to this question in the very next sentence saying that what concerns the individuals should "belong" to them and society has a control on that part "which chiefly interests" it. Here, Mill does not, however, elaborate on what could be those areas of society's interest. After ruling out the possibility of the society being based on a 'contract', the author still thinks that the individuals owe the other members of the society "a return for the benefit" of the protection that the society provides. The individuals cannot be allowed to harm other people's interests. Rather they should play their part in protecting them against injury. If individuals act in a way that mars other people's welfare, even if they are not illegal, they may be "punished by opinion." Here, public opinion is suggested to be a subst itute for law when necessary. Mill writes, "These conditions society is justified in enforcing at all costs to those who endeavor to withhold fulfillment". When a person's conduct affects only his interests, however, Mill says, that person should be allowed "to do the action and stand the consequences". There is no justification for society's meddling. After setting After setting the boundary line for the society, Mill goes on to clear his standpoint by saying, "It would be a great misunderstanding of this doctrine to suppose that it is one of selfish indifference, which pretends that human beings have no business with each other's conduct in life, and that they should not concern themselves about the well-doing or well-being of one another" he declares that "It is equally the business of education to cultivate" in the students the feelings of compassion for the fellow human beings and the sense of responsibility to the society. Individuals are indebted to each other. They should help and encourage each other in bringing about the best of themselves. But no individual should dictate terms to another simply because "He is the person most interested in his own well-being" and also because he better understands his circumstances that make him behave in a certain way than anyone else or the society in general. Others can offer their a dvice and suggestions but cannot take any decision on behalf of the person. If the individual allows others to take his decisions, then that might cause greater harm than if he takes a decision against the popular belief. Next, Mill talks about the freedom of opinion. Suppression of public opinion by the government can only lead to concealment of truth. By this Mill does not mean that public opinion is never wrong or biased, but at least the opinions that are wrong can be challenged to arrive at the truth. Here, Mill uses an interesting adjective that is, "self-regarding" which means concerning solely the individual, and advocates that in these self-regarding matters the government or the society has no right to interfere. However, sensing attack against this viewpoint, Mill immediately clarifies saying that this should not stop a well wisher of an individual from warning him against the harm he might cause himself by behaving in certain way even if it is about the self-regarding affairs. Similarly, every individual has the right to and duty of cautioning any individual against the possible