Monthly Archives: March 2017

There Are Many Reasons Why The South Was Not Able To Defeat



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There are many reasons why the South was not able to defeat the North in the American Civil War. Let us look at three of the most important reasons.
First, the South simply had much less in the way of resources than the North did. The Southern population was much smaller than the Northern population. This was particularly true if we only count free people who would be able to fight for the South. The South had much less in the way of manufacturing capability. It relied heavily on things that it imported from Europe or from the North. Imports from the North would obviously be cut off by the war and imports from Europe were severely curtailed by the Northern naval blockade of the South. The Norths greater economic power gave it a major advantage.
Second, the South lacked allies. If one or more important European countries had recognized the Souths independence, things might have been different. The North would have come under great pressure to end the war if Britain or France had taken the Souths side, even if only diplomatically. But no European power did recognize the South, thus taking pressure off the North.
Finally, the Souths psychology hurt it. The South could have fought a defensive war that would have frustrated the Union. The South had the much easier strategic task in this war as it only had to prevent the North from defeating it. It did not have to go out and destroy the North. It could just defend until the North got tired of the war and gave up. However, Southerners were not generally willing to adopt this strategy. They felt they were a martial people who should be attacking. This forced the government to adopt a more aggressive strategy, one which was not well-suited to the Souths relative lack of economic power.
These three reasons are the principal factors that caused the South to lose the war.



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Jude’s Dreams Of Christminster Are Dreams Of Discovering His



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Jude’s dreams of Christminster are dreams of discovering his place in the world. At home in Marygreen, Jude is a common boy, without parents and without much hope for attaining any position in the world. In a society where class plays a significant role in determining one’s future, Jude suffers from the knowledge that he has little chance of advancing.
This fact of his character is present from the opening pages of the novel when Jude says goodbye to his teacher, Philotson.
Here we learn:
In Jude’s dreams of finding his place in Christminster, he becomes a person of value. This dream and vision is in stark contrast to his situation and treatment in Marygreen.
As a child, Jude is raised by an aunt and this aunt has never been happy about Jude’s presence. In his aunt’s house, Jude is tolerated and not honored or prized. At work, Jude is found lacking and treated poorly.
In a graphic moment of symbolism, Christminster is shown as the place where Jude believes he can find deliverence from his obscurity. First he sees the lights of Christminster and is drawn by them. Soon he puts the lights together with the reputation of the town as being a place of learning and Jude’s dreams of attaining an education become fixed.
These dreams can be understood as a counterpoint to Jude’s view of himself as he expresses later in the novel,”WellI’m an outsider to the end of my days.” His dreams of becoming educated in Christminster are dreams of finding a place of his own, where he will be a valuable person having achieved a worthwhile goal.
Beyond these rather practical emotional ends, Jude also imbues the notion of education with a spiritual quality.
This is not in contradiction to his yearning to find a place where he belongs, but an extension of that yearning and a translation of the deep need that Jude possesses to find a connection.



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I Think That One Can Make A Case For American Nationalism



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I think that one can make a case for American nationalism guiding some aspects of national economy in the 20th Century. American nationalism and the belief of its intrinsic greatness helped to guide the national economy’s interest abroad at the start of the 20th Century.
As much of the world had accelerated the race for empire, American nationalism guided economic interests in the foreign sector. Dollar diplomacy, the belief that American foreign interests are secured when national economic interests move into the international domain, became the simultaneous enactment of foreign policy and national economic pursuits in the Taft administration.
The idea of dollar diplomacy was rooted in the notion the economic interests can help to smooth over potential disputes abroad. One of the byproducts of this philosophy was to use American nationalism and its sincere belief in its own authenticity to generate foreign policy with other nations and sustain its own national economy. Dollar diplomacy in the early part of the 20th Century demonstrates how American Nationalism shapes national economy because both Taft and Secretary of State Knox understood that foreign investment and expansion of boundaries was critical to sustain domestic economic interests.
Dollar diplomacy does not work if there is not some level of American nationalism guiding it. American economic interests cannot be broached with a country unless there is, on some level, an embrace of intrinsic American greatness. It was in this where one can see American nationalism playing a distinct role in shaping the contours of national economy both domestically and internationally.



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Ralph’s Speech In Chapter Five Is His Assertion Of His Leader



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Ralph’s speech in chapter five is his assertion of his leadership and role of chief; he feels his responsibility as leader keenly. Moreover, Ralph sees it as his duty to the other boys to facilitate their rescue and general well-being in any way possible. This moment comes shortly after Jack has led the other boys away from their post at keeping the fire lit and a potential rescue ship passed by the island.
Ralph reminds himself that this meeting must be all about business– he reinforces the rules and does his best to remind the other boys that rescue must be their primary objective. Golding uses this scene in the novel to reveal Ralph’s ties to civilization and his earnest belief in rescue, but also to affirm the morality of Ralph’s character. Above all, he is a boy who wants to do the right thing and innocently expects the other children to share in his values.



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The Specific Features Of De Saussure’s Sign Theory Of Langua



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The specific features of de Saussure’s sign theory of language seeks to rest on two elements that prompt a great deal of thought and inquiry. For de Saussure, the sign theory of how language operates in terms of the dynamics of signifier and signified becomes incredibly important. It is this element of combining both the verbal development of language and what language signifies to the social group that helps to form the basis of de Saussure’s sign theory of language.
de Saussure’s point was that in foreign languages, one of his speciality, different words signify the same experience even through they are not near one another. The German word for “Dog” is vastly different from the Spanish word for “Dog.” (“Hund” and “Perro.”) Yet, they both end up meaning the same construction for what we consider to be the animal. de Saussure suggests that language has a signified function in that the specific use of language refers to a specific signified meaning that is shared. The sign theory of language rests upon the understanding of both signifier and signified. This is a distinctive feature of the de Saussure’s sign theory of language.



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Deconstruction Theories Like Postmodernism And Poststructura



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Deconstruction theories like Postmodernism and Poststructuralism represent the “logics of disintegration” because they believe that the structural understandings of truth are fundamentally flawed. For the Poststructuralist thinker, the “structure” against which they argue is a language based one in which binary oppositions are used to determine structure and meaning. Poststructuralist thinkers seek to critique the supposed establishment of truth and order. It is this deconstruction that feeds the Postmodern thinker, in general. The basic “logic of disintegration” is the idea of this critique. There can be no extenuating order seen as “truth” or “transcendent” for the Postmodern thinker. The Derrida idea of “Reading is transformational” fits into this context. This transformational element indicates something that is in flux, in constant definition and redefinition. It makes order impossible, contributing to the belief in the logics of disintegration.



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This Is An Interesting Combination. I Would Use The Zoo Topi



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This is an interesting combination. I would use the zoo topic as an analogy for imprisoning the innocent for the spectacle and viewing of thers and depriving animals (people in our analogy) of living their lives to the fullest. Examples might be strip clubs where predatory men watch women dance topless or nude or the rings of prostitution or even child pornography. The death penalty can be tied in by mentioning the publicity that follows the death penalty through the media and by allowing executions to be viewed by private individuals and in some cases shown on television. An example here would be the execution of the Oklahoma City bomber which was televised. Teens going to college suggest that education produces an enlightenment that will not only guide them in pursuing their own interests in life but enlighten them to the dehumanizing effects of the death penalty and of trapping people into lives that serve other people’s predatory and immoral needs.
As a guiding question, I would ask why people enjoy watching and participating in the misfortunes of others and how higher education can pull humanity out of this grasp. My thesis would be that focusing on educating oneself will reduce the need to participate in these behaviors and create a higher moral ground. I would reiterate this in the conclusion and draw a picture of a society without this level of immoral behavior.



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Noble Gases Are Chemically Inert Meaning They Can Exist In N



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Noble gases are chemically inert meaning they can exist in nature alone or chemically stable. Apparently, if you force then to react, certain amount of energy is required to attain that status. Chemically, they are inert because their outer shell is full with valence electrons.Among the noble gases, only helium and neon are actually inert. Other noble gases tend to react with other compounds under very specific conditions. But they do not react with among each other hence with the other gases such as fluorine and oxygen.
As the molecular weight of the noble gas increase, the first ionization energy is decreased. This also means that the capacity of the gas to donate electron/s for chemical reaction is enhanced. Therefore, larger noble gases tend to be reactive, again in certain conditions.
He -> no specific reactions
Ne -> not yet approved for possible reactions
Ar -> reacts with Fluorine
Kr -> reacts with Fluorine
Xe -> Reacts with Fluorine and Oxygen; Reactions with Chlorine is found to be unstable and under further experimentations.
Rn -> Reacts with Fluorine



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A Poll Drafted In July 2012 Shows That The Death Penalty I



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A poll drafted in July 2012 shows that the death penalty is again a contentious issue for Canadians and one that might be good to discuss in a letter to your MP. The death penalty was outlawed in Canada in 1975 and has had changing results in polls since then. The highest percentage supporting it was 79 percent in 1987. The lowest percentage was 49 percent in 2004. The upticked drafted in the 2012 poll was 65 percent in favor of the death penalty. The change seems to be precipitated by dramatic murders involving children. According to pollster and
Ipsos
senior vice-president John Wright, t
he questions Canadians seem to be asking are whether rehabilitation is always possible for all criminals and whether some criminals are inherently evil.



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Multiplication Of Numbers Is One Of The Four Basic Mathemati



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Multiplication of numbers is one of the four basic mathematical operations (arithmetic) that can be simply defined as the repetition of addition. To further explain the process, let me show you some related examples.
Three multiplied by two (sometimes said as 3 times 2) can be visually explained as:
3 x 2 =?
Imagine there are two bags and each bag has three apples. How many apples are there? Counting the apples can solve the answer which is 6.
So 3 x 2 = 6
If we do it using the “repeated addition method” it would be:
3 + 3 = 6 (or there are “two threes”)
Another example:
5 x 6 =?
5 x 6
= 5 + 5 + 5 + 5 + 5 + 5 =
30
To help you memorize the product of the multiplicand and the multiplier, tables are often provided for the ease of learning. (Attached as link)
Hope this helps 🙂



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