Bryan free essay sample

The Locos were an extreme group of the Democratic Party that existed from 1835 until the mid-asses. ;The group was initially named the Equal Rights Party, and was made in New York City as a dissent against that city standard Democratic association Tammany Hall. When all is said in done, Locos bolstered Andrew Jackson and Van Burden, and Were with the expectation of complimentary exchange, more prominent dissemination of specie, legitimate insurances for trade guilds and against paper cash, monetary hypothesis, and state banks. Specie Circular ; The Specie Circular, or Coinage Act, was an official request gave by U. S. President Andrew Jackson in 1836 and completed by succeeding President Martin Van Burden. ; The Act was a response to the developing worries about inordinate hypotheses of land after the Indian expulsion, which was for the most part finished with delicate money. Long Cabin crusade, Tippecanoe and Tyler as well, ND the appointment of 1840 Tippecanoe and Tyler too was an exceptionally mainstream and persuasive battle tune of the Whig Partys bright Log Cabin crusade in the 1840 United States presidential [->l]election. We will compose a custom exposition test on Bryan or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Its verses sang the gestures of recognition of Whig applicants William Henry Harrison (the saint of Tippecanoe) and John Tyler, while criticizing occupant Democrat Martin Van Burden. ; The United States presidential appointment of 1 840 saw President Martin Van Burden battle for re-appointment against a financial downturn and a Whig Party bound together just because behind war saint William Henry [->garrison and his log receptacle crusade. Second Great Awakening ; The Second Great Awakening was a Protestant recovery development during the mid 1 ninth century in the United States.

Ch 3 Kidwell Free Essays

Part 3 THE RESERVE BANK OF AUSTRALIA AND INTEREST RATES How is an expansion in the money rate prone to influence contract loan costs? Increments will be reported very quickly in factor rates. How is an expansion in the money rate liable to influence imports An expansion in the money rate may draw in an extra stream in of remote venture finances which will expand the AUD conversion standard. Outside products evaluated in a money against which the AUD has acknowledged will be less expensive in AUD terms and in this way the amount of the merchandise sold may will increment. We will compose a custom exposition test on Ch 3 Kidwell or then again any comparable point just for you Request Now How is an expansion in the money rate liable to influence the conversion scale? An expansion in the money rate may pull in an extra inflow of outside venture supports which will expand the AUD conversion scale (welcome the cash). 20. Will a drop in the money rate influence swelling? Clarify. Hypothetically it will. A drop in the money rate will animate acquiring, speculation and monetary movement. The expanded interest for assets will squeeze the costs of assets and may prompt expansion. Answers to in-part addresses 3. What is probably going to happen to the financial base when (a) Centrelink credits age benefits to pensioners’ ledgers? †increment in cash gracefully, (b) the RBA purchases government protections from Australian speculators and (c) banks raise assets by an abroad note issue? A †increment in cash gracefully B †increment in cash flexibly C †no change as though the installments are gotten in forex, at that point they trade the cash for AUD as of now in the cash gracefully. In the event that the installments are gotten in AUD, at that point different operators have just traded the forex for AUD. 3. For what reason do the budgetary markets give such a great amount of consideration to the money rate? The money rate mirrors the financial approach position and the impact the RBA is attempting to apply fair and square of monetary movement. It additionally significantly affects purchaser and business certainty, eagerness to contribute and spend and capacity to support their obligation. 3. 4 Describe the probable ramifications for GDP development when the RBA offers CGS to raise assets for the Commonwealth Government An offer of CGS will decrease the gracefully of cash in the economy every single other thing being equivalent. This will prompt expanded in loan fees as cash gracefully diminishes. Higher loan costs lessen the spending intensity of buyers and business. This outcomes in less spending, speculation and a general decrease in resource esteems as burning through fixes. Buyers and business are likewise liable to turn out to be progressively preservationist as rates increment. This would then restrain GDP development. It likewise should be consider for what reason the assets will be utilized and this may relieve the prohibitive financial arrangement position. The most effective method to refer to Ch 3 Kidwell, Papers

Trip Report IOI 2015 in Kazakhstan

Trip Report IOI 2015 in Kazakhstan Late last month, on July 25th, I boarded a Lufthansa flight from Boston to Frankfurt, and then Frankfurt to Almaty, the cultural and educational (but not political) capital of Kazakhstan, en route to the  27th International Olympiad in Informatics. The International Olympiad in Informatics (IOI) is the worlds preeminent programming competition for high school students. Like its counterparts in math (IMO), physics (IPhO), chemistry (IChO), biology (IBO), linguistics (IOL), and other domains of science (ISOs), the IOI convenes delegations of students from all over the world to compete in a kind of academic olympics. At IOI 2015, 322 students from 83 countries competed to solve six hard problems; the top performers were awarded medals,  and all contestants were generally fêted with great ceremony and circumstance. (Note: before I came to MIT, I did not know the ISOs existed. I had never known anyone to compete in any of them, or even participate in any of their qualifying competitions, like the AMC, which was not (to my knowledge) even offered at my high school, at least while I was there. Ive since learned, however, that many talented, smart students not only distinguish themselves through these programs, but also love them, and find communities of intellectual and social peers through them. Participation in the ISOs is neither a requirement nor expectation of applicants to MIT; most of our admitted students were not a part of the ISOs at all. However, they can be great experiences for the right sort of student, particularly one interested in individual math/science competitions. So if, like me ~10 years ago, this is the first youve heard of the ISOs, and you want to do smart nerdy things with smart nerdy people, you might want to check them out). While I was at IOI, I spoke to computer science educators, policymakers, and coaches from across the world; I also gave an information session about how and why students at IOI might consider applying to American colleges in general and MIT specifically, if they so choose. While I was there independently, for Anglophonic reasons I tagged along with the American delegation, including Andrew H. 19, who placed third in the world at IOI and will be arriving at MIT to start freshman orientation in a few weeks. After the competition was over, Andrew and I met up with other members of the Class of 2019 who were representing their country at IOI, including Rares B. 19 (Romania), Nur S. 19 (Bangladesh), Kliment S. 19 (Macedonia), and Mateus B. 19 (Brazil). I also got to visit Kazakhstan, which is a strange, beautiful country: an ancient crossroads of civilizations, waypoint along the silk road, ruled by Khans, then by the USSR, and today an independent, comparatively-wealthy, and rapidly-developing nation. Between matches, contestants and guests of the IOI attend excursions meant to introduce them to the culture and history of the host country: in this case including the Medeo stadium, Kok-Tobe Mountain, the Sunkar Falcon Station, and the Kazakh State Circus, where I was pulled into the center ring by an enthusiastic clown and made to perform humiliating acts before ~300 computer science prodigies and their whooping retinues. Fortunately, I have long practice and much experience at embarrassing myself in public, so this event played entirely to my strengths. I ate horse meat and strange sweets, heard the history of the Kazakh people in story and song, and went for long dawn runs along the Big Almaty River that cuts a canal through the center of the city. It was one of the most unforgettable trips I suspect Ill ever take. sunrise over Almaty a Jaume Plensa sculpture outside my hotel that resembles the its counterpart the Alchemist at MIT a pepsi ad along the street the steps of the medeo monuments of the medeo view from the tien-shan mountains (atop medeo) of Almaty and the steppes stretching beyond While in Almaty I also made some time to visit the local EducationUSA (EdUSA) office in American Corner. EdUSA is a U.S. Department of State network of over 400 international student advising centers in more than 170 countries that offers accurate, comprehensive, and current information about opportunities for international students to study at accredited postsecondary institutions in America. I spoke to ~30 local Kazakh students (and some parents/teachers), interested in freshman, transfer, and graduate education and admissions at MIT, as well as American universities education and admissions more broadly. While we contain pretty comprehensive information for international students here on our website, if youre an international student interested in applying to American colleges generally I advise you to find your local EdUSA office and look through the resources they have there. One of the best things about my job is I get to travel to really cool places, at home and (now) abroad, to try to meet some of the best students in the world and help them make sense, not only of the MIT Admissions process, but also of themselves, and how they can best develop as scholars, but more importantly as people. Sometimes that means MIT, sometimes it means another university, and sometimes it means something else entirely. Everyone has to find their path me included. Last month, mine took me Almaty; I am grateful for the opportunity, and for the hospitality I was shown. I dont know where I will go next. All I can do all anyone can do is try to put themselves in new, occasionally uncomfortable, situations, and try to take what you can from them. Thats probably one of the lasting lessons Ive learned at MIT, and one Ive come to be the most thankful for.

Essay about William Blakes The Tyger - 850 Words

William Blakes The Tyger In â€Å"The Tyger,† William Blake uses meter and rhyme to enhance both the meaning and the rhythm of his piece. The chanting nature is reinforced by frequent end-stop and catalectic endings for the lines. By melding these devices, Blake has managed to create a powerful poem – hidden in the casual style of a nursery rhyme. The meter of â€Å"The Tyger† is mostly trochaic tetrameter (four feet per line; stressed-unstressed). Or trochaic three-and-a-half meter, really – Blake uses a catalectic ending (the dropping of the last unstressed syllable) on every trochaic line. This, along with the insertion of several iambic tetrameter lines, allows every end syllable to be stressed – thus forming a forceful beat to†¦show more content†¦(God, as it’s implied.) Each time the iambic tetrameter is used, Blake seems to ask a pointed question to the tiger about God – in nearly every stanza. (Thus giving more weight to different lines and breaking up the rhythm a little.) In fact, out of six stanzas, only two completely adhere to trochaic tetrameter throughout: the second and the fourth. These stanzas bring forward the idea of a divine blacksmith, using words and phrases such as â€Å"burnt the fire,† â€Å"anvil,† and â€Å"furnace,† among othe rs. The steady background meter mimics the blacksmith’s clanging hammer, while the iambic variations draw attention to the direct questions about God. As for Blake’s use of enjambment, end-stop, and caesuras – mostly, they simply reinforce what the meter has created. Most of the lines are end-stopped, forcing the reader to pause briefly, and putting more emphasis on the end of the line. This, again, forms a semi-chanting style, and makes his questions seem all the more pointed. The enjambments don’t seem to have a pattern, save that they almost always (the first line of the beginning and last stanzas being the exception) occur in the middle of a question. The caesuras, on the other hand, do an excellent job of drawing the reader in on the first line, and breaking up the rhythm throughout the poem – particularly in the fourth stanza, where the meter is straight trochee. But enough said about the mechanics – what about the words? Blake’s imageryShow MoreRelatedWilliam Blakes The Tyger1115 Words   |  5 PagesJacob Lopez Period: 2 English 4 The Tyger Analysis It was said once that â€Å"Who wants flowers when you’re dead? Nobody.† Many times our own misconception can lead us to different perspectives and different point of views that cause a disunity between our ways of thinking. However nothing can be further than the truth and staying true to yourself. As for William Blake this is the exact concept efforted in his poem â€Å"The Tyger† as he introduces the concept of life’s creation and questioning the creatorRead MoreOpposition in William Blakes The Lamb and the Tyger689 Words   |  3 Pagesï » ¿Opposition in William Blakes The Lamb and The Tyger William Blakes Songs of Innocence and Experience contain some of his most known poems including The Lamb from Songs of Innocence and The Tyger from Songs of Experience. These two poems are intended to reflect contrasting views of religion, innocence, and creation, with The Tyger examining the intrinsic relationship between good and evil. Blake utilizes contrasting images and symbols to examine opposing perspectives of good and evilRead MoreNature And Symbolism In William Blakes The Tyger1371 Words   |  6 PagesWilliam Blake’s The Tyger has been broken down and put under a microscope by countless authors that all think they know precisely what Blake meant in his work. Only Blake knows what he is trying to create and in The Tyger he makes it clear that Nature always contains a reflection of its creator. This still leaves the question, who created the tiger? It is unclear if Blake was a spiritually driven man but the word â€Å"immortal† stands out as a key word giving the readers a hint towards God being theRead More Comparing William Blakes The Tyger and The Lamb Essay1246 Words   |  5 PagesComparing William Blakes â€Å"The Tyger† and â€Å"The Lamb† William Blake is referred to as many things, including poet, engraver, painter and mystic, but he is probably most famous for his poetry. Blake began writing the poems below in about 1790 whilst living in Lambeth, London. His poetry has a wide range of styles but his most famous poems are those from â€Å"Songs of Innocence† and Song of Experience†. The two sets of poems are designed to show different states or ways of seeing. They are BlakesRead MoreEssay Imagery And Symbolism in William Blake’s The Tyger693 Words   |  3 PagesImagery And Symbolism in William Blake’s The Tyger â€Å"Can you give to the horse mightyness? Can you clothe its neck with a rustling mane? Can you cause it to leap like a locust?†(Job 39:19-20) William Blake’s The Tyger is reminiscent of when God questioned Job rhetorically about his creations, many of them being fearsome beasts such as the leviathan or the behemoth. Much like this speech from the old testament, The Tyger also uses a significant amount of imagery and symbolism which contributesRead MoreThe Contrasting World Views in William Blake’s â€Å"the Lamb† and â€Å"the Tyger†941 Words   |  4 PagesThe Contrasting World Views in William Blake’s â€Å"The Lamb† and â€Å"The Tyger† A person’s view of the world is very situational, depending on their life experiences and their religious beliefs. William Blake examines two different world views in the poems â€Å"The Lamb,† and â€Å"The Tyger.† These poems were written as a pairing which were shown in Blake’s Songs of Innocence and Songs of Experience respectively. While the first poem deals with a view of the world as innocent and beautiful, the other suggestsRead MoreContemplating Gods Creation in William Blakes The Lamb and The Tyger1205 Words   |  5 PagesWilliam Blake was born and raised in London from 1757 to 1827. Throughout his early years, Blake experienced many strange and unusual visions, claiming to have seen â€Å"angels and ghostly monks† (Moore). For those reasons, William Blake decided to write about mystical beings and Gods. Two examples of the poet expressing his point of view are seen in â€Å"The Tyger† and â€Å"The Lamb.† Both poems demon strate how the world is and to sharpen one’s perception. People perceive the world in their own outlook, oftenRead MorePoem Analysis of William Blakes The Tyger682 Words   |  3 PagesPoem: The Tiger, William Blake (1757-1827) TIGER, tiger, burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare seize the fire? And what shoulder and what art Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand and what dread feet? What the hammer? what the chain? In what furnace was thy brain? What theRead MoreWilliam Blake s The Tyger1132 Words   |  5 PagesWilliam Blake’s â€Å"The Tyger† and Tragedies William Blake wrote a set of poems in his collection Songs of Innocence and Songs of Experience. Some of the poems in each collection were meant to be read together to show the difference between innocence and experience. Many people question why Blake wrote a two part series to his poems and what they could actually mean. Two specific poems, â€Å"The Lamb† and â€Å"The Tyger,† were meant to be read together. â€Å"The Lamb† is a part of Blake’s Songs of Innocence andRead MoreWilliam Blake s The Lamb And The Tyger873 Words   |  4 Pagesbiblical times. William Blake describes the young sheep in similar characteristics in the poem â€Å"The Lamb† and â€Å"The Tyger†. A tiger as we know its characteristics to be is fierce and mysterious. Always lurking around, waiting for the perfect opportunity to strike. In William Blake’s two separate poems he ties each of the poems together with in-depth understanding and symbolism. Both ani mals play an important part in both of Blake’s poems. The use of the lamb in William Blake’s poem is significant

Othello, By William Shakespeare - 980 Words

Othello is the perfect example that you can’t believe everything you see or hear in life, also that constant self-doubt can push one to the brink of insanity. It is always important to consider your source of information, can the information source be trusted? In the case of Othello, Iago has poured information into his ear that holds no truth or worth. Iago states that, â€Å"I’ll pour this pestilence into his ear† (II.III.330). â€Å"The Moor already changes with my poison† (III.III.329–336). Despite the obvious fact that Iago is not being truthful to Othello, he believes Iago and his word. Iago ensures him of that, â€Å"My Lord, you know I’m your friend† (III.III.6). Othello responds with, â€Å"I think you are. And I know you’re full of love and honesty, and you think carefully before you speak† (III.III.6). Othello believes the false accusations that Iago has poured into him. Iago is so sore at Othello that he chose him over Cassio to be his lieutenant. Iago felt he should have been the one chosen to fulfill the duties of the position. Iago has a plan to cast revenge on Othello and will see to it that he carries it out no matter the cost or lives lost. Iago is portrayed as the evil character in the play, or the villain so to speak. Iago uses many people to his advantage to fulfill his plan of revenge on Othello without them even knowing what he is doing. Iago is so disappointed with Othello for not choosing him to be his lieutenant that he is consumed with envy and rage to ruin everyShow MoreRelatedOthello, By William Shakespeare957 Words   |  4 Pagesinnocent person kills himself while not knowing the truth. The best example of that would be the play Othello by the great William Shakespeare. As little as a handkerchief could make a difference if it is a symbol for something. In the play Othello by Shakespeare, handkerchief is first introduced by Othello to his beautiful mistress, Desdemona, as a sign of their love. At the end of the play what gets Othello to take extreme measures by the location of the handkerchief. As the symbol of the handkerchiefRead MoreOthello, By William Shakespeare1599 Words   |  7 Pages William Shakespeare’s 16th century play Othello is a duplicitous and fraudulent tale set alternatingly between Venice in act 1, and the island of Cyprus thereafter. The play follows the scandalous marriage between protagonist Othello, a Christian moore and the general of the army of Venice, and Desdemona, a respected and intelligent woman who also happens to be the daughter of the Venetian Senator Brabantio. Shakespeare undoubtedly positions the marriage to be viewed as heroic and noble, despiteRead MoreOthello, By William Shakespeare1218 Words   |  5 PagesIn a historical time period where emphasis was shifting from religion to race and ethnicity, key indicators of differences that perpetuated into racial prejudice and racial ideologies are evident in Othello by William Shakespeare. Although racism was not fully formed at this moment in history, Othello can be interpreted as a representation and an exploration of this shift in ideology. In the past, before this change to ward racial differences, religion was the major segretory factor in signifyingRead MoreOthello, By William Shakespeare894 Words   |  4 Pagesthose that which occurred in Othello written by William Shakespeare. Throughout the play Othello, we see the struggles of a marriage that is not accepted by their society. Othello is a extremely cherished black general living in a primarily white community. The play begins with Othello secretly becoming married to a white woman named Desdemona. This reasons others who are white to become angry and excuse to dislike this black man further more than they already do. Othello is a downward spiral from loveRead MoreOthello by William Shakespeare790 Words   |  3 PagesThroughout Othello by William Shakespeare, Othello makes numerous poor decisions due to his jealousy. Hitting Desdemona, trusting Iago, and killing Desdemona are among a few of the poor decisions that he makes. The word jealous can be defined as feeling or showing suspicion of som eones unfaithfulness in a relationship. Othello feels suspicious of Desdemona’s and Cassio’s relationship because of the lies that Iago tells him. Many people try to tell Othello the truth but he only believes the wordsRead MoreOthello, By William Shakespeare1923 Words   |  8 Pagesdissatisfaction or complication is shown. Firstly in Othello love is presented as ephemeral and transient while atonement love is presented as unrequited and finally in cat on a hot tin roof love is presented as painful and troublesome due to unreciprocated feelings. The tragic plot of Othello hinges on the potential of the villain, Iago, to deceive other characters, above all Roderigo and Othello, through encouraging them to misinterpret what they see. Othello is prone to Iago s ploys seeing that he himselfRead MoreOthello, By William Shakespeare941 Words   |  4 Pageswas Williams Shakespeare’s play Othello which depicts the tragedy of Othello, a Morris Captain. What is different about Shakespeare play is that the tragic hero is the black Othello and the villain a white Iago. Therefore, Shakespeare depiction of Othello as a tragic character and Iago as a villain, challenges Elizabethan’s stereotypes regarding individuals of African descent. Shakespeare challenges the stereotypical â€Å"type –casting of the black man† in Elizabethan society by depicting Othello asRead MoreOthello, By William Shakespeare1152 Words   |  5 Pages‘Othello’ was a tragedy of incomprehension at the deepest level of human dealings as no one in the play came to an understanding of himself or any of the surrounding characters. The play ‘Othello’ by William Shakespeare focused on tragedy through the anguish of the main character ‘Othello’ which lead to the suffering and death of numerous characters including himself. Appearance Vs. Reality challenged human dealings within the play ‘Othello’ as no-one came to see anyone’s true self and no-one seesRead MoreOthello, By William Shakespeare1178 Words   |  5 Pagesprofitable in condition of good and immorality. Othello is presented as good and Iago as evil, but Iago and Othello’s relationship also shares a distrust of their wives. The overall logical argument is based on love, jealousy and betrayal between two lovers that ultimately leads to their separation because of Iago’s evil plan. I am using this article to agree with Berry s view on how Iago separates two lovers just so he can take retaliation on Othello by manipulating everyone to unmasking their trueRead MoreOthello, By William Shakespeare1825 Words   |  8 PagesWilliam Shakespeare’s plays transcends time and is renowned for their captivating plots and complex characters. Othello by William Shakespeare is a tragedy play that portrays major themes such as racism, manipulation, and jealousy just to name a few. Throughout the whole play, these themes are represented through the conniving character from the play, Iago. Out of all the plays Shakespeare has written, Iago is believed to be the most complex villain of all times. During the play, Othello, a black

Motivationed and Social Adjustment Free Essays

41 B. Ed. ELECTIVE COURSE IV GUIDANCE AND COUNSELLING OBJECTIVES: At the end of the course, the student- teachers will be able to To recall the principles underlying guidance To recognize the need of guidance and counselling in schools To describe the different services in the school guidance programme To acquire the skills necessary to administer and interpret standardized tools To know the qualities required for a good counsellor UNIT-I Guidance Guidance- Meaning, Definitions, Aims, Nature, Principles and Needs. We will write a custom essay sample on Motivationed and Social Adjustment or any similar topic only for you Order Now TypesEducational, Vocational, Personal, Social- Relationship between guidance and Counselling – Benefits- Limitations UNIT-II Counselling Counselling– Meaning, Definitions, Elements-Characteristics – Objectives – Need – Types: Directive Counselling, Non-Directive Counselling, Eclectic Counselling – Meaning, Characteristics, Steps, Advantages, Limitations – Difference between Counselling and Guidance. UNIT-III Guidance Movement in India History of guidance movement in India – Problems of guidance movement in India – Ways to improve guidance movement in India. UNIT-IV Qualities of a Counsellor Counsellor – Qualities – Functions- Professional Ethics- Difference between Counsellor and Teacher. UNIT-V Group Guidance and Group Counselling Group guidance – Meaning, Definition, Objectives, Problems, Significance – Techniques, Uses. Group counselling – Meaning, Requirements – Uses. 42 UNIT – VI Theories of Vocational Choice Theories of Vocational Choice – Ginzberg, Super, Holland, Havighurst, Structural theory UNIT –VII Non –Testing Devices in Guidance Non-testing devices in guidance: Observation – Cumulative record, Anecdotal record, Case study, Autobiography, Rating Scale, Sociometry etc. UNIT-VIII Testing Devices in Guidance Testing devices in guidance-Meaning, Definition, Measurement, Uses of psychological tests: Intelligence tests – Aptitude tests- Personality InventoriesAttitude scales – Achievement tests – Creativity tests -Mental health – frustrationconflict. UNIT- IX Guidance Services in Schools Guidance services at different school levels–Meaning, Significance, Types – Organisation of Guidance services in schools – Role of guidance personnel – Career and Occupational Information – sources, gathering, filing, dissemination- Career Corner- Career Conference. UNIT X Guidance for Exceptional Children Guidance for Exceptional Children- Meaning and Types. Guidance for gifted, backward, mentally retarded, orthopaedically handicapped, visually impaired, deaf and dumb, juvenile delinquents. SUGGESTED REFERENCE BOOKS: Chauhan, S. S. (2008). Principles and techniques of guidance. UP: Vikas Publishing House Pvt Ltd. Sharma, R. N. (2008). Vocational guidance counseling. Delhi: Surjeet Publications. Jones, A. J. (2008). Principles of guidance. (5 ed). Delhi: Surjeet Publications. Crow, L. D. , Crow, A. (2008). An introduction to guidance. Delhi: Surjeet Publications. 43 : ! † # : Sharma, R. A. (2008). Career information in career guidance. Meerut: R. Lall Books Depot. Meenakshisundaram, A. (2006). Experimental psychology. Dindigul: Kavyamala Publishers. Meenakshisundaram, A. (2005). Guidance and counseling. Dindigul: Kavyamala Publishers. Qureshi, H. (2004). Educational guidance. New Delhi: Anmol Publications Pvt. Ltd. Bhatnagar, R. P. , Seema, R. (2003). Guidance and counselling in education and psychology. Meerut: R. Lal Book Depot. Vashist S. R. (Ed. ). (2002). Principles of guidance. New Delhi: Anmol Publications Pvt. Ltd. Sharma, R. N. (1999). Guidance and counseling. Delhi: Surjeet Publishers. Sodhi, T. S. , Suri, S. P. (1997). Publication. Aggarwal, J. C. (1991). Educational, vocational guidance and counseling. New Delhi: Doabai House. Sharma, N. R. (1989). Educational and vocational guidance. Agra: Vinod Pustak Mandir. Kochhar, S. K. (1984). Guidance and counseling in colleges and universities. New Delhi: Sterling Publishing Pvt. Ltd. Indu, D. (1983). The basic essentials of counseling. New Delhi: Sterling Publishers Private Ltd. Madhusudan, M. (1983). Educational and vocational guidance. Sambalpur: Saha Publishers Distributors. Anne, A. (1982). Psychological testing. New York: McMillan Company. Chauhan, S. S. (1982). Principles and techniques of guidance. New Delhi: Vikas Publishing House Pvt. Ltd. Rao, N. S. (1981). Counseling psychology. New Delhi: Tata Mc Graw Hill Publishing Co. Kochhar, S. K. (1979). Guidance in indian education. New Delhi: Sterling Publishers Private Ltd. Guidance and counseling. Patiala: Bawa 44 Gaur, J. S. , Saraswat, R. K. (1978). Occupational literature: An annotated bibliography. New Delhi: NCERT. James, C. H. (1978). Counselling process and procedures. New York: McMillan Co. Pasricha, P. (1976). Guidance and counselling in indian education. New Delhi: NCERT. Cirtes. (1974). Handbook on vocational guidance. New Delhi: Ministry of Labour and Rehabilitation,Govt. of India. Tolbert, E. L. (1974). Counselling for career development. Boston: Houghton Mifflin. Patterson, C. H. (1973). Theories of counselling and psycho-therapy. New York: Harper and Row. Sinha, S. N. (1973). Dynamics of vocational behaviour. Jaipur: Asia Publishing House. Nanda, S. K. , Sagar, S. (1972). Fundamentals of guidance. Chandigarh: N. B. S. Educational Publishers. Barclay, J. R. (1971). Foundations of counselling strategies. London: John Wiley and Sons Inc. Brewer, J. M. (1971). Education as guidance. New York: McGraw Hill. How to cite Motivationed and Social Adjustment, Essay examples

The Island By Gary Paulsen Essays - WIL, , Term Papers

The Island by Gary Paulsen The book I read was The Island by Gary Paulsen. It is about a 15 year old boy named Wil Neuton who moves with his family to northern Wisconsin. There he finds an island on Sucker Lake where he stays to learn about himself. Wil likes riding his bike early in the morning. He also likes watching nature. He is very tall for his age-6 feet 2-but well-built and strong. He is honest,cares about others and prefers to talk things through than resort to violence. The title is good because the book is very much about the island and about Wil finding himself on this island. The island also becomes a very prominent point in Wil's life. By comparison and observation, he learns that all things are connected. An interesting minor character is Emil Aucht. On the morning of his first day in Pinewood Wil wakes up to find Emil staring at him through the window. Emil is an old man with one tooth, no hair and ears that stick out. He chews tobacco and spits brown gunk all over the place. He first appears in the story to request that Wil help him get his car out of the mud. Then Emil reappears to fix the plumbing,wrecking Wil's parents' nerves in the process. The atmosphere in the story is that of a small hick town in northern Wisconsin:open,friendly,relaxed and very laid-back. It strikes me as being very much like "cottage country" in northern Ontario:lakes,forest,fishing,small town life. The time is the late 1980's. The novel ends with Wil seeing that his father is watching him from shore. Wil rows over and finds that his father is tired and sad,his eyes rimmed with red from crying. Wil invites his father over to the island and realizes that this saga will only end when Wil finds an island big enough for his whole family so they can learn what he has learned. I feel that the most interesting part of the book is the beginning of each chapter where there is a paragraph by Wil himself about life and other important pieces of trivia. It offers insight into Wil's personality and gives his views on many subjects. In conclusion,I think this is a good book for people my age. It stresses the importance of knowing who you are and of saving the environment. I enjoyed it and it really made me think.