Need WordPress Training Videos Here Are 8 of the Best Places to Get Them in 2019

High-quality WordPress tutorials are released into the world all the time. However, not all WordPress training videos are good.To help you find the ones that are, we decided to weed through the good, the bad, and the ugly to bring you our 8 favorite WordPress training videos (and courses) currently out there.These training videos will help you create an awesome WordPress blog  in a matter of minutes. Cost for Themeisle   Free!Best forBeginners looking for equally beginner-friendly tutorials.Find Themeisles YouTube Videos here.This is our own channel where we share tutorials, reviews, and roundups to help beginners get more from WordPress.2. WPCrafter.com WordPress For Non-TechiesCost for WPCrafter   Free!Best forPeople who want detailed tutorials on how to build complete WordPress sites, though Adam covers other topics, too.Find WPCrafter’s YouTube Videos here.WPCrafter is a YouTube channel and website from Adam Preiser. On his channel, Adam shares detailed tutorials on many aspects of WordPress, with a focus on how to build complete WordPress sites using page builders and other tools.The tutorials can get quite lengthy and in-depth. For example, one of Adams most popular videos is a  4.5-hour marathon on how to create an eCommerce store with WordPress.3. JavaScript for WordPress by Zac GordonCost for JavaScript for WordPress Some free content. Can purchase all premium courses for $397 per year.Best forWordPress developers who are looking to learn JavaScript deeply.Find Zac Gordon’s YouTube channel here. View courses here.JavaScript for WordPress  was created by Zac Gordon with one goal in mind: to help people learn JavaScript deeply.While anyone could take Zac’s courses (and watch his in-depth training videos), it was mainly built for website developers who don’t quite know JavaScript.Zac is trusted by developers at leading WordPress agencies and it’s safe to say that you’ll get your money’s worth lea rning from him!4. WebTegrity by Kori AshtonCost for WebTegrity Free YouTube videos, plus paid courses on their site.Best  forall types of WordPress users. WebTegrity covers a ton of different topics, so you can probably find something interesting.Find WebTegrity’s YouTube channel  here.WebTegrity releases WordPress-related videos like clockwork, every Wednesday. Their WordPress YouTube channel has over 11,000 subscribers, and they cover topics including SEO tips, WordPress how-tos, and plugin roundups.Some of their best training videos include:A roundup of the best free responsive themes  available in 2016A guide to making phone numbers clickable  in WordPressAnd a Revolution Slider review.5. WP101Cost for WP101 $49 per year after a 7-day free trialBest forWordPress beginners looking for help with specific plugins.Visit WP101 here.WP101 sells premium WordPress training videos on topics like:JetpackNinja FormsWooCommerceYoast SEOMore6. Ferdy Korpershoek YouTube Chann elCost for Ferdy Korpershoeks Channel Free!Best forall types of WordPress users, with a special focus on people who want to build a WordPress site from scratch.Find Ferdy Korpershoek’s YouTube channel  here.Ferdy typically creates and uploads multiple WordPress-related videos daily.Hes popular among his 46,000+ subscribers for his no-nonsense approach to problem-solving. Each of his videos is designed to help you solve a particular issue and boy, does he deliver!7. WPBeginner YouTube ChannelCost for WPBeginner   Free!Best forWordPress beginners!Find WPBeginner’s YouTube channel here.WPBeginner was made solely for beginners. The main goal of this site is to provide quality tips, tricks, hacks, and other WordPress resources that allow WordPress beginners to improve their site.Their YouTube channel has over 105,000 subscribers who indulge in weekly videos covering all kinds of topics such as:How to make a WordPress site privateSetting automatic backupsAnd even creati ng wedding websites.8. WPTuts by PsmegTVCost for WPTuts FreeBest foruser who need help with specific aspects of WordPress. WPTuts tutorials are usually a little more problem-focused than the general tutorials from someone like Adam @ WPCrafter.Find WPTut’s YouTube channel here.WPTuts is a slick WordPress YouTube channel, with an emphasis on guides for various plugins, most specifically page builders and WooCommerce.They currently have 31,000+ subscribers and offer multiple tutorial videos to peruse through, including:WordPress training videos for beginnersElementor Visual Page Editor tutorialsSlider Revolution tutorialsVisual Composer tutorials (updated for 2019!)And moreSide note: They’ve been creating WordPress tutorials for 10+ years. It’s safe to say you’re in good hands here!ConclusionWordPress training videos are essential to keep your website up to date (and of course, to stay on top of your competition).In this post, we presented you with 8 highl y popular WordPress training video outlets to check out. To recap, they were:ThemeisleWPCrafter by Adam PreiserJavaScript for WordPress by Zac GordonWebTegrity by Kori AshtonWP101WordPress King by Ferdy KorpershoekWP BeginnerWPTuts by PsmegTVDo you know of any other great WordPress training videos that you’d like to share with us? Let us know in the comments section below! 8 awesome spots to find #WordPress #training videos. Learn to WordPress better!

Free Essays on Lupus

Systemic lupus erythematosus, or simply lupus is a chronic autoimmune disease or immune system malfunction. A person's immune system normally protects the person from viruses, bacteria and other foreign materials. When a person has an autoimmune diseases like lupus, the immune system turns against itself and attacks itself. Lupus does not have a known cause, and because of that it has no known cure. The exact cause of lupus is unknown, but scientists suspect that it is likely to be a combination of factors, people who contract lupus are probably genetically predisposed to lupus, and know that environmental factors such as infections, antibodies, ultraviolet light, extreme stress and certain drugs play a critical role in triggering lupus. Managing lupus is different from person to person. Individuals with lupus can usually live a normal life span. Medications are usually prescribed to patients, although treatment is not required at all times, but most patients will undergo some treatment. Some medications that are often prescribed for people with lupus are nonsteroidal anti-inflammatory drugs (NSAIDs), acetaminophen, corticosteroids, antimalarials and immunomodulating drugs. The treatment goal for lupus is to stop the immune system from attacking & destroying vital organs. Another popular treatment for lupus is simply exercising and eating right. Since we have no known cause of lupus, you cannot prevent it. It is sometimes referred to as a chronic disease because there in no cure at the moment and if a person experiences lupus’ symptoms that person will have lupus forever. One complication about lupus, is the flares that individuals will experience. People with this disease must have blood tests to predict these flares. When a lupus flare occurs, people will usually notice a return of the symptoms they experienced previously, but sometimes they will notice new symptoms. Some may be fever, swollen joints, increase in fatigue, ra... Free Essays on Lupus Free Essays on Lupus Systemic lupus erythematosus, or simply lupus is a chronic autoimmune disease or immune system malfunction. A person's immune system normally protects the person from viruses, bacteria and other foreign materials. When a person has an autoimmune diseases like lupus, the immune system turns against itself and attacks itself. Lupus does not have a known cause, and because of that it has no known cure. The exact cause of lupus is unknown, but scientists suspect that it is likely to be a combination of factors, people who contract lupus are probably genetically predisposed to lupus, and know that environmental factors such as infections, antibodies, ultraviolet light, extreme stress and certain drugs play a critical role in triggering lupus. Managing lupus is different from person to person. Individuals with lupus can usually live a normal life span. Medications are usually prescribed to patients, although treatment is not required at all times, but most patients will undergo some treatment. Some medications that are often prescribed for people with lupus are nonsteroidal anti-inflammatory drugs (NSAIDs), acetaminophen, corticosteroids, antimalarials and immunomodulating drugs. The treatment goal for lupus is to stop the immune system from attacking & destroying vital organs. Another popular treatment for lupus is simply exercising and eating right. Since we have no known cause of lupus, you cannot prevent it. It is sometimes referred to as a chronic disease because there in no cure at the moment and if a person experiences lupus’ symptoms that person will have lupus forever. One complication about lupus, is the flares that individuals will experience. People with this disease must have blood tests to predict these flares. When a lupus flare occurs, people will usually notice a return of the symptoms they experienced previously, but sometimes they will notice new symptoms. Some may be fever, swollen joints, increase in fatigue, ra...

Cango Analysis Report Research Paper Example | Topics and Well Written Essays - 1750 words

Cango Analysis Report - Research Paper Example ment deals with the process of implementation of the project related activities with regards to the process of conformation to the deadlines set towards the progress and completion of the project. It is of utmost importance to highlight that the lack of proper project management process results to the fact of duplication of efforts which leads to the process of increasing the organizational costs and thereby hampering the performance of the company (PM4DEV, 2007, p. 13). It is quite evident that the process of implementation of new technology like the ASRS is in line with the display of the project management skills of the employees of the company. 2. Better Awareness for Capabilities of new technology: It has to be increasingly taken into account, that the company officials are quite aware of the functional abilities regarding the new technology that is going to be implemented in the new company. This can be increasingly counted as a significant strong point for the company as it ca n be commonly assumed that the better availability of knowledge within the company with regards to the implementation of the new technology will help in the better and optimum utilization of the new technology in the course of implementation of the technology in the business processes of the startup company, Cango. 3. Better Identification of Needs: A very significant point of strength which is often considered critical from the perspective of an organization is increasingly highlighted in this case. It can be said that the people in the IT department of the company has a better identification of the needs in terms of the business process and this has led to the proper identification and feasibility study of the demand regarding the need for multiple ASRS and the probable benefits that the... The recommendations will definitely provide considerable amount of improvements as well as related benefits to the handling of business processes in the company besides the establishment of a proper business format for certain processes in the startup company.1.  Documentation of Problems: The process of documentation of the problems will help the company to address the issues that are being raised by the clients. Also, the process of documentation will help the company to identify and prioritize the problems on the basis of their urgency. This will also enhance the company’s ability to develop further solutions in the future, that will enable them solving similar kinds of issues when raised by the clients and customers.2.  Maintaining E-Memo: The process of lack intercommunication between inter-departments as well as intra-departments can be handled by the process of maintaining an online memo. This will streamline the process of updating team members as well as other dep artments about the progress of shared projects or assignments. This will also significantly benefit the employees by helping them to understand the priority order of assignments, and thereby help them to manage their time in a better manner.3.  Evaluation of ROI: It has to be increasingly taken into account, that there should be a proper policy regarding the process of evaluation of the investment towards the implementation of new technologies (Grembergen, 2001, p. 194). Apart from judging the functional as well as demand fulfilling abilities.

Business Law (7) Assignment Example | Topics and Well Written Essays - 750 words

Business Law (7) - Assignment Example Likewise, it was also emphasized that â€Å"employees bring a range of career development issues (orientation, outplacement, work, and family) in the workplace† (Mallor, Barnes, Bowers, & Langvardt, 2013, p. 459); as such, career development models would assist in designing policies and programs that were indicated to be instrumental in addressing these issues and at the same time, provide ways and means for professional growth. 2. Why should companies be interested in helping employees plan their careers? What benefit can companies gain? What are the risks? Companies should be interested, be involved and be committed in helping employees plan their careers because the benefits that would be accorded to the employees would reverberate in terms of higher productive and performance that is likewise beneficial to the organization. From among the benefits that the companies gain when they are involved in career planning and development are: ensured continuous supply of talented an d competent employees as exemplified from the positive image that these companies exude; higher employee morale and commitment; maintaining a highly motivated personnel; and effectively using the resources which would be instrumental in achieving organizational goals and sustaining financial success. The risks in assisting employees plan their careers are very minimal, which could include shouldering additional costs for career planning, development and management. 3. What are the 3 components of career motivation? Which is most important and why? Which is least important and why? The three components of career motivation are: career resilience, career insight, and career identity. Accordingly, career resilience is the ability of the personnel to address organizational dilemmas that affect implementation of their responsibilities. Career insight was explained as the ability of the personnel to discern their strengths and weaknesses and to relate these to the goals which they have ea rmarked for their respective careers. Finally, career identity was defined as â€Å"the degree to which employees define their personal values according to their work† (Mallor, Barnes, Bowers, & Langvardt, 2013, p. 448). One firmly believes that the three components are equally important; but if one were to select the most significant, it would be career resilience, or the ability of the employee to cope with the problems and challenges that are being encountered in the work setting because it takes innate skills of introspection and problem-solving to be able to resolve problems and bounce back to the level of performance expected in the organization. On the other hand, from among these components, the least important could be career identity because if the two other components are eminent, ultimately, the employee would eventually perceive personal and professional values (either consciously or subconsciously), as long as the organizational goals are effectively achieved. 4 . What is a psychological contract? How does the psychological

Understanding the Education System Essay Example | Topics and Well Written Essays - 500 words

Understanding the Education System - Essay Example Additionally, the tuition for technical courses (such as nursing, medicine, and engineering) is extremely higher. Most university students are more likely to incur additional costs on activity fees, accommodation, supplies, and health insurance. As a result, the overall annual cost may increase to $12000. Additionally, the costs are constantly increasing when the university administration adjusts for inflation. The cost education has increased by more than 20 percent from 200 to 2012. The increase comes at a time where the median family income increases by less than 10 percent. Furthermore, the number of charities subsidizing the cost of tuition by providing scholarships to students has decreased. The competition for the limited opportunities is very stiff and results in few students attaining a college education. Moreover, a number of student loans are quite low and may fail to finance all costs. Upon graduation, the students have also to face additional challenges of attaining empl oyment and paying the student loans. The federal government has a responsibility of ensuring all high school students attain post secondary education. The government must implement policies that ensure that students obtain tuition subsidies. Furthermore, the university administrations must ensure that the cost of tuition charged to the students is fair and reasonable. The parents have a responsibility of ensuring that their children have education insurance policies to cover their education (Laura, 2013).

Designer Duties Arising from Health and Safety Legislation

Designer Duties Arising from Health and Safety Legislation Summary of designer duties determine any possible dangers that might arise when carrying out construction and maintenance in future find relevant solutions to deal with the hazards inform PSDP about significant control measures, design presumptions or remaining risks to ensure they are handled in the Safety and Health Plan collaborate with PSDP, PSCS and other designers responsible for existing safety and health plan or safety file follow the guidance from PSDP or PSCS remind client on the necessity of PSDP ensure project to be constructed is safe and will maintain safely besides fulfil the needs of health and safety legislation, according to the Safety Health and Welfare at Work Act 2005 Defining design and designers Under the Regulations, design work includes the formation of drawings, particulars, specifications, calculations, the preambles and preliminaries of bills of quantities, where we can find specifications or other expressions of purpose from them, in accordance with which a project, or any part or component of a project, is to be carried out. The design process is the process of developing and preparing a design of a project from initial ideas up to a more precise specification, which often include different teams and fields at various stages throughout the project. Designers involve organisations or individuals who responsible for the design work of a project, including the design of temporary works. It is possible for them to make decisions that significantly reduce the hazards to safety and health when construction is on-going and during subsequent use and maintenance. Potential designers from various professions are: architects, civil and structural engineers, building services consultants, building surveyors, landscape architects and other design practices and individuals who assist or responsible for analysing, calculating, preparatory design work, designing, detailing, specifying and preparing bills of quantities for construction work; Mechanical, Electrical, Chemical and other related engineers who involved in the project; person who determine or modify a design, or who specify the application of certain work methods or specific materials, including client, temporary work designers, interior designers, specialist subcontractors who contribute to design work and construction materials selection Examples of temporary works are trench shoring, scaffolding, propping, working platforms, gangways and access stairs or ladders. Employers or the head of design team are designers. Areas of responsibility between various designers on a project should be outlined precisely to prevent any overlap or gaps, which cause confusion or even possible danger. The duties relating to safety and health of each designer can be formed after outlining scope of responsibility for designers. Duties of Designers According to Regulation 15(1), a designer is required to consider the general principles of prevention, relevant safety and health plan and safety file when working on design of a project. General Principles of Prevention Under Regulation 15(1), designers must consider the General Principles of Prevention that are found in Schedule 3 to the Safety, Health and Welfare at Work Act 2005 as well as other related Safety and Health Plan or Safety File. The Principles of Prevention are a hierarchy for reducing and eliminating risks. If applicable, the first thing to tackle in handling safety and health on construction projects at design stage is to reduce and eliminate risks. Designers should consider existing risks in certain areas of the project and relate any possible new hazards created by design process for workers in construction areas, end users and the public. General Principles of Prevention is used as a guide in reducing risks experienced during the construction process and after the project is completed. The measures in descending order of effectiveness are: risks prevention assessment of inevitable hazards dealing with risks on site adaptation of work to the person: working environment, equipment used for work, working systems, in order to prevent repetitive jobs and health risks adaptation of working place to technical development replacing risky elements, substances or working systems with those that less dangerous establishment of prevention policy related to safety, health and welfare at work that consider about technology, social factors, working organisation, environment and conditions prioritizing collective protective measures over individual protective measures providing appropriate training and guidance to employees Besides, designers should: identify any hazards in the design eliminate risks when applicable without introducing other higher risks evaluate and reduce residual hazards by using risk assessment process of the design and prioritizing collective protection supply relevant information so that other designers, contractors and the PSDP are aware of identified residual hazards and able to take action Designers should be aware of hazards that likely cause injury. They must assess design proposals critically at beginning, followed by throughout the design process, to identify the main construction safety and health issues, and include them into overall design process. The nature of risks varies depends on the type of project constructed. Designers should review the hazards before informing the PSDP when developing the design, especially for design and build contracts, where there is a large overlap in time between designing main elements of a project and the construction stage. Designers are recommended to participate in some safety and health meetings between the PSDP, PSCS, and contractor. Designers may have direct influence, and should consider other design considerations such as: choosing position and design of structures to prevent or minimise risks from known site hazards, e.g. buried services, traffic movements, contaminated ground minimise health hazards, e.g. use less hazardous materials, prevent activities that emit dangerous substances, use materials can be handled easily, design block paved areas and access areas minimise safety hazards, e.g. work at height, fragile roof site, public areas or on motorways, flammable materials; apply prefabrication to minimise dangerous work or in a controlled manner prevent hazardous aspects that cause falling or injury if work at height is unavoidable, e.g. install permanent access in the beginning; apply edge protection work on attempts that simplify the construction process, e.g. provide lifting points, weight and centre of gravity for heavy items on the items and drawings; consider temporary works needed; end bearings to slabs or beams that end-propping temporarily; design connections to ensure accuracy of assembly design to simplify maintenance and cleaning jobs in future, e.g. concern on safe permanent access; create access areas for future maintenance; utilise windows that can be cleaned from indoor; design safe plant rooms; create safe access for roof Providing Information According to Regulation 15(b), a designer requires to supply all related information in written form to project supervisors in order for them to conduct their duties. The details provided should be up-to-date so that the PSDP able to coordinate activities of designers involved in the project besides ensure the effectiveness of communication between PSCS and other duty-holders. Moreover, designers should provide relevant information on the design features that might cause risks in future construction work or maintenance. It will then be included into the Safety File by the PSDP. Completing design certificates is a way of recording agreement with these duties and keeping record of different stages throughout the design process. This ensure the safety of works carried out at different stages, besides help in design examination and communication of design assumptions between various designers. Other method can also be used as an alternative for communication, record and verification of information related to the project. This will help the PSDP to fulfil his or her co-ordination role, and will also demonstrate the designers compliance with the legislation. It is recommended that a permanent works designer should complete a permanent works design certificate with respect to the adequacy, in the context of safety and health, of their design. A permanent works designer is recommended to complete a permanent works design certificate related to the adequacy, in line with safety and health, of their design. Temporary works designers and contractors should locate their temporary works design according to the assumptions made in loadings and construction sequence. The temporary works designer is recommended to complete a temporary works design certificate in order to supply sufficient information to all parties and ensure the structure can be built safely. Completed forms are handed over to the PSDP for verification in coordinating various designers. The forms are passed to the PSCS and other relevant person afterwards. Designer Co-operation Under the Regulation 15(2), designer is required to cooperate with the project supervisors for both design process and construction stage as well as other designers, to allow them to comply with these Regulations. This can be done in terms of supplying relevant information, attending meetings or reviewing designs in order to improve the features of safety and health on site. Besides, designers ought to supply information for the PSDP to compose a Safety File. The information provided include details about plants or materials specified in the building, design assumptions, and relative calculations for the functioning, maintenance, and possible extension of the building. Designers should also determine demolition risks to the PSDP for inclusion in the Safety and Health File, these include: substantial stored energy sources, including pre- or post-tensioned members stability demands; adjustments that altered the original structure Complying with Directions According to Regulation 15(c), designers should agree with all commands from the project supervisor for both design process and construction stage, which are expressed as stated in Regulation 14 or 20, when applicable. It is possible for the PSDP or PSCS to request any designer to achieve Designers duties, so that the Project Supervisor may accomplish own duties under Construction Regulations 2006. Designers have to fulfil any reasonable requests from the PSDP or PSCS, including issues related to General Principles of Prevention or coordinating design activities among different designers. However, it is not reasonable for designers to comply with directions that they not capable of doing, or not related and controlled by them, or legally constrained from doing. If a designer failed to carry out a direction from project supervisor, the project supervisor must issue the direction in written form. When PSDP considers the designer failed to complete a confirmed written direction, they need to inform the Health and Safety Authority, Client and the person who failed to comply with the direction, by including a copy of the written direction and relevant response from the person in accordance with the direction. Once the Health and Safety Authority carry out investigation, it usually determines whether the parties involved have complied with their legal duties, before any enforcement actions are taken. The Authority will not conduct any negotiation or judgement between the parties. When an investigation commences, a designer or Project Supervisor may express any additional responses to the instruction so that consideration is given to all relevant sides in the matter. Detailed Provision of information Under Regulation 15(3), a designer has to provide relevant information in written form to project supervisor immediately when working on design of a project. This information is: hazards to the safety, health and welfare of workers related to the project, including those stated in Schedule 1 to the Regulations The significant risks are: dangerous or flammable substances involved in the design (epoxy grouts, fungicidal paints, isocyanates materials) particular problems and solutions structures that affect accessibility huge, heavy or cumbersome prefabricated objects which are difficult and risky to handle works that cannot be achieved by normal methods of tying scaffolds aspects of design and sequences of constructing or disassembling that need to be noticeable at the design stage and significant to work safely unusual stability approaches includes the type and areas to be covered by the project to allow project supervisor complies with the Regulations relevant details for project supervisor to include in the safety file aware by the designer and the safe construction of design for the project Information given should be limited to project. In the context of structural stability, design is based on: particular erection or construction sequence setting up and removal of false work, interim propping or formwork as well as the arrangement loading restrictions during construction if contractor is not aware of the factors, designers (temporary or permanent works, specialist designers) should inform the PSCS, PSDP and contractors, to ensure construction proceeds safely according to the design intent If a structure became unstable due to certain reason, the temporary works to ensure stability during the construction, alteration, or demolition of any part of the structure will be the pertinent information. Other relevant designers should be informed as well in order for them to take appropriate measures in their design to accommodate safety, health and welfare. Making Clients Aware of their Duties Under Regulation 15(4), designers should provide information to a contractor if there is no appointed project supervisor for the project according to the Regulation 15(3). Regarding to the duties of Client, a Client has no legal obligation to assign Project Supervisors in some circumstances. In this context, a designer has to provide information required under Regulation 15(3) to the appropriate contractor. According to Regulation 15(5), designers should immediately inform the client of the clients duties under Regulation 6 when they are not aware of the appointment of project supervisor in design process. Does any other Legislation Apply? Any other duty-holders who responsible to oversee a work place have to ensure the preservation of the safety, health and welfare of workers at working site, as well as others who affected by the on-going work on site. Designers may have other responsibilities besides those stated in the Construction Regulations. Safety Health and Welfare at Work Act 2005 and other related legal provisions will also apply. Section 17 (2) of the Act also requires a designer of construction work to ensure that the project: is designed and qualified to be constructed safely without risking ones health can be maintained safely without risking ones health when in use obeys all respects, as appropriate, of the relevant statutory provisions.

Speech and Deception in John Miltons Paradise Lost -- Milton Paradise

Speech and Deception in Milton's Paradise Lost "Rhetoric and sophistry testify to the fact that the world in which we live is a world of speech, that the clever man can compose at will in order to trick others." 1 Speech was perhaps the most important medium for Milton.   As a blind poet, his lack of visual faculties was augmented by a renewed importance on auditory paths to enlightenment, especially the communicative.   Therefore, contemplation of dialogue in Paradise Lost becomes an essential tool for developing a correct understanding of the characters, as Milton would have intended.   Nowhere is this truer than with the character of Satan.   Throughout the text, his rhetoric exists as a window to the nature of his being, and thus evil itself.   Milton, through his depictions of Satan's communications with his comrades, the newly formed humans, and even himself (through soliloquy), shows us that evil, as incarnate in the character of Satan, cannot pursue truth, but rather must always focus on deception.   Ã‚  Ã‚  Ã‚  Ã‚   Our introduction to Satan comes in a dramatic setting, a 'moralized landscape' of grandiose scale, but attention is immediately removed from striking images of a "fiery Deluge, fed With ever-burning Sulphur" (Book I, Lines 68-9) and focused upon Satan's conversation with Beà «lzebub, showing that dialogue will be the center of attention.   The core of Satan's speech to his lieutenant is his confidence in the fact that their struggle with God is not over, and that they will eventually win. All is not lost; the unconquerable will, And study of revenge, immortal hate, And courage never to submit or yield: And what is else not to be overcome? That glory never shall his wrath or might Ext... ...ey any form of truth. Works Consulted Bloom, Harold. "Milton and His Precursors." Elledge 555-68. Elledge, Scott, ed. Paradise Lost. By John Milton. 1674. New York: Norton, 1993. Fish, Stanley. "Speech in Paradise Lost." Elledge 526-36. Johnson, Samuel. "[Paradise Lost]." Elledge 482-92. Lewis, C. S. A Preface to Paradise Lost. New York: Oxford UP, 1970. Milton, John. Paradise Lost. Elledge 3-304. Patrick, J. Max, and Roger H. Sundell, eds. Milton and the Art of Sacred Song. Madison: U of Wisconsin P, 1979. Shawcross, John T. " Deception in Paradise Lost." Patrick and Sundell 137-47. Steadman, John M. Milton's Biblical and Classical Imagery. Pittsburgh: Duquesne UP, 1984. Notes: 1 Georges Gusdorf, Speaking (La Parole) 20 (Evanston, Illinois: Northwestern University Press, 1965)(P. Brokelman translator.)

Alternate Ending †Animal Farm Essay

Years passed. The short animal lives fled by. The time where few remembered the days before the Rebellion, except Clover, Benjamin, Moses the raven and a number of pigs. Many of the old animals have died. Few remain. Napoleon started reintroducing the very instillations of terror, the whips, knives, et cetera. The animals were surprised, yet terrified to do anything to defend, hearing the tales of slaughter from their elders. However, it was the perfect time for a certain pig. Snowball’s only son, Frosty, had lived – by being disguised as one of Napoleon’s son. He was suspected at the start, having quite a few close calls, but he soon found his true friends and comrades, and decided to set out to acomplished what his father had begun – the Rebellion upon Manor Farm. He had chosen this day to begin his operation to remove the brainwashing Napoleon had implanted upon the animals. The very night, he held a meeting where only himself, a few pig, with half the convinced brood of dogs with the rest of the animals. No one could doubt him, seeing their present life would definitely go downhill, without any changes. In just a few meetings, the animals were convinced and decided, on a certain day, they would rebel against their newest masters – the pigs. Napoleon recently had nightmares, dreaming about a time where he would be banished, exiled to the nearby woods. His conscience had been pricking him urgently, yet he dismissed it as unimportant, irrelevant. Little did he know what was coming. The day came. The animals took on the dogs easily due to the element of surprise and large numbers and the pigs were very much defenceless by themselves. The traitors were not killed, but exiled, just as vividly as the dream Napoleon had. One thing is for sure, it would not end here, yet. There was much to be changed ; The commandments were restored, the animals’ lives became similar to what Snowball had depicted, and an easier life is to come. But there still was much to be done – Frosty would see to that.

If Malgr Que Talks Supposition, Use the Subjunctive

If 'Malgr Que' Talks Supposition, Use the Subjunctive Malgrà © que  (even though, despite the fact that) is a conjunctive phrase (locution conjonctive) that requires the subjunctive when theres uncertainty or supposition, as in:Il le fait malgrà © quil pleuve.Hes doing it even though its raining. Je suis venu malgrà © que je n’aie pas vraiment le temps.I came even though I really don’t have time. The Heart of the Subjunctive This goes to the heart of the subjunctive  mood, which  is used to express actions or ideas that are subjective or otherwise uncertain, such as will/wanting, emotion, doubt, possibility, necessity and judgment. The subjunctive can seem overwhelming, but the thing to remember is: the subjunctive subjectivity or  unreality. Use this mood enough and it will become second nature...and quite expressive. The French subjunctive  is nearly always found in dependent clauses introduced by  que  or  qui, and the subjects of the dependent and main clauses are usually different. For example:      Je veux que tu le fasses.   I want you to do it.  Ã‚  Ã‚  Ã‚  Il faut que nous partions.    It is necessary that we leave. Dependent Clauses Take the Subjunctive When They: Contain verbs and expressions that express someones will, an  order, a need, a piece of advice or a desireContain verbs and expressions of emotion or feeling, such as fear, happiness, anger, regret, surprise, or any other sentimentsContain verbs and expressions of doubt, possibility, supposition  and opinionContain verbs and expressions, such as  croire que  (to believe that),  dire que  (to say that),  espà ©rer que  (to hope that),  Ãƒ ªtre certain que (to be certain that),  il paraà ®t que  (it appears that),  penser que  (to think that),  savoir que  (to know that),  trouver que  (to find/think that) and  vouloir dire que (to mean that), which only require the subjunctive when the clause is  negative or interrogatory. They  do  not  take the subjunctive when they are used in the affirmative, because they express facts that are considered certain- at least in the speakers mind.Contain French  conjunctive phrases  (locutions conjonc tives), groups of two or more words that have the same function as a conjunction and imply supposition.   Contain the  negative pronouns  ne ... personne  or  ne ... rien, or the  indefinite pronouns  quelquun  or  quelque chose. Follow main clauses containing  superlatives. Note that in such cases,  the subjunctive is optional, depending on how concrete the speaker feels about what is being said.   Why Malgr Que Takes the Subjunctive Malgrà © que  is one of the conjunctive phrases (locutions conjonctives)  described in number 5, many of which are listed below. These require the subjunctive because they imply uncertainty and subjectivity; it is best to try to memorize them, although you can also decide according to the meaning of the tense. Malgrà © que  belongs to a subset of this category called opposition conjunctions, such as bien que, sauf que, sans que and others. These Conjunctive Phrases Take the Subjunctive condition que   provided that moins que  Ã‚  unless supposer que  Ã‚  assuming that afin que  Ã‚  so that avant que  Ã‚  before bien que  Ã‚  although de crainte que  Ã‚  for fear that de faà §on que  Ã‚  so that, in order that, in such a way that de manià ¨re que  Ã‚  so that de peur que  Ã‚  for fear that de sorte que  Ã‚  so that en admettant que  Ã‚  assuming that en attendant que  Ã‚  while, until encore que  Ã‚  even though jusqu ce que  Ã‚  until pour que  Ã‚  so that pourvu que  Ã‚  provided that quoique  Ã‚  even though quoi que  Ã‚  whatever, no matter what sans que  Ã‚  without Additional Resources The French SubjunctiveFrench ConjunctionsThe Subjunctivator!Quiz: Subjunctive or indicative?

Anova Hypothesis Testing Paper Essay Example

Anova Hypothesis Testing Paper Essay Example Anova Hypothesis Testing Paper Essay Anova Hypothesis Testing Paper Essay ANOVA Hypothesis Testing Paper RES/342 July 5, 2011 University of Phoenix ANOVA Hypothesis Testing Paper According to Payscale. com an individual with a high school education entering the work force will earn less than an individual with the same level of education who has worked longer in that particular field (Harrison, 2010). Team A has selected data from the Wages and Wage Earners data set and will be using the analysis of variance, also known as ANOVA, to compare the mean of age groups 18 63 which were broken down into four age groups to compare the average salary of each age group and will determine the accuracy of Payscale’s claim. In this paper we discuss our research question and the hypothesis and show how we concluded the selected hypothesis. Research Question and Hypothesis Statement Is there a difference in earned wages for workers with a 12th grade education based on the age of the worker? At a five percent level of significance (? ), the team’s null hypothesis (H0) is that the mean scores are the same for the four groups 18-25, 26-33, 36-44, and 46-53. The alternate hypothesis (H1) is that at least one mean is different. These hypotheses are simply illustrated as: H0: ? roup 1 = ? group 2 = ? group 3 = ? group 4, H1: At least one mean is different. Five Steps Hypothesis Testing and Results of F Test Team A conducted the following steps to test their hypothesis. Step 1 – The null and alternate hypotheses: H0: ? group 1 = ? group 2 = ? group 3 = ? group 4 H1: At least one mean is different Step 2 – Select the level of significance: ? = . 05 Step 3 –Identify test statistic: Use the â€Å"F† distribution because this is an ANOVA test Step 4 – Formulate the decision rule Reject the null hypothesis if F-calculated is greater than 2. 85 (F-critical) Step # 5 – Calculate the test statistic, arrive at a decision, and state a conclusion: Degrees of freedom in the numerator: df= c-1= 4-1= 3 Degrees of freedom in the denominator: df = n-c = 43-4 = 39 Decision is to retain the null hypothesis. Conclusion is that a difference cannot be proven between wages of workers with a 12th grade education based upon age. p-value = 0. 086 Excel Output: Anova: Single Factor | | | | | | |SUMMARY | | | | | | | |Groups |Count |Sum |Average |Variance | | | |Group 1 |9 |165739 |18415. 44 |75696297 | | | |Group 2 |15 |349791 |23319. |75244077 | | | |Group 3 |9 |249868 |27763. 11 |1. 03E+08 | | | |Group 4 |10 |306802 |30680. 2 |2. 28E+08 | | | |ANOVA | | | | | | | |Source of Variation |SS |df |MS |F |P-value |F critical | |Between Groups |8. 4E+08 |3 |2. 75E+08 |2. 358418 |0. 086439 |2. 845068 | |Within Groups |4. 54E+09 |39 |1. 16E+08 | | | | |Total |5. 36E+09 |42 |   |   |   |   | | | | | | | | | Raw Data and Charts Wages and Wage Earners 2005 Data Set Yearly |Group 1 |Group 2 |Group 3 |Group 4 | |Wages | | | | | | |$11,186. 00 |$11,451. 00 |$18,121. 00 |$9,879. 00 | | |$20,852. 00 |$29,191. 00 |$26,614. 00 |$49,898. 0 | | |$14,476. 00 |$41,780. 00 |$33,411. 00 |$20,852. 00 | | |$16,667. 00 |$13,312. 00 |$22,485. 00 |$32,235. 00 | | |$15,234. 00 |$15,957. 00 |$21,994. 00 |$50,171. 00 | | |$39,888. 00 |$25,166. 00 |$28,440. 0 |$31,702. 00 | | |$13,162. 00 |$30,308. 00 |$50,187. 00 |$36,178. 00 | | |$20,793. 00 |$21,716. 00 |$31,799. 00 |$12,285. 00 | | |$13,481. 00 |$28,219. 00 |$16,817. 00 |$45,976. 00 | | | |$31,691. 0 | |$17,626. 00 | | | |$17,690. 00 | | | | | |$16,796. 00 | | | | | |$32,094. 00 | | | | | |$15,193. 0 | | | | | |$19,227. 00 | | | References Harrison, H. (2010). The Average Salary of High School Graduates. Retrieved July 2, 2011, from ehow. com/facts_5232664_average-salary-high-school-graduates. html [pic] Reject H0 Do not reject H0  ± =. 05 F = 2. 85 H0 ? =. 05 F = 2. 85

An outline marketing plan for the next year for Atlantic Quench 304 Essay

An outline marketing plan for the next year for Atlantic Quench 304 - Essay Example market. Theoretical frameworks of Porter’s five forces, Ansoff Matrix and Marketing Communication mix has been used in this paper. The paper suggests that AQC must continue with its quest of new product development primarily focusing on healthy products for consumers. A slightly high price can be charged from the consumers if they assume that the products provide functional value. The global fruit juice industry is also facing a number of challenges from the health organizations in the developed countries regarding their fatty contents and the amount of sugar in these drinks. It has therefore become difficult for fruit juice companies to retain their market share in face of volatile demand conditions. In this light, this paper makes an attempt to create a marketing plan for Atlantic Quench Cranberries (AQC), a US based agricultural cooperative which have pioneered in the production of canned fruit juices. AQC had a slow but steady beginning in 1930’s. It started as a cooperative which was initially controlled by three farmers from New Jersey and Massachusetts. Presently the company is the top player in the U.S. fruit juice market. The success story of AQC had been strong even in the United Kingdom ever since its entry in the U.K. market. This report provides an elaborate marketing plan for AQC in the next one year so that the company can increase its market share in the U.K. The government of the U.K. is trying to introduce measures to reduce obesity and fruit juices are items which contains high volume of saturated sugar. However, Atlantic Quench produces drinks with very low sugar content and low calories that provide chances of growth in the U.K. markets. The market conditions in the U.K. fruit juice industry are quite dynamic. An estimated growth of 10% has been noted in the value of fruit juice markets including the smoothies. Despite the

White Dwarf Stars Essay Example | Topics and Well Written Essays - 1250 words

White Dwarf Stars - Essay Example Mainly, white dwarfs’ string stretches through K-dwarf temperature region to approximately 4,000K (Kaler 182). Studies so far conducted refer these kind of stars as end state of evolved main sequence bodies having M less than 9M (Aerts & Christensen-Dalsgaard 111). However, their exact number is not well document due to numerous inaccuracies similar to the study of coolest main sequence dwarfs as well as brown dwarfs (Aerts & Christensen-Dalsgaard 111). Hence, prompting them to be more intriguing to study despite their varied aspects document by certain astronomical scholars including exact location in HRD diagram, which this study intends to highlight. Figure 1: Hertzsprung-Russel-Diagramm (HRD): White Dwarf location. 2010. Web. 16Th March 2014. Studies so far conducted contend temperatures for these stars in most cases usually range between 4,000K and 85,000K (Koupelis 408). However, these temperatures may be even higher under certain circumstances based on the extent of evolution or exhaustion of individual bodies comprising a given stream of galaxy (Koupelis 408). This implies exact measurements of their respective hotness are quite hard to ascertain and declare stars at certain region their exact temperature. Therefore, scientists end up giving temperatures with certain in term of ranges. Another intriguing aspect encompasses their respective masses whereby based on research they normally range between 0.02 and 1.4 solar masses (Koupelis 408). This is because a typical white dwarf is almost close to the size of planet earth (Koupelis 408). Hence, densities of these stars are quite high whereby approximately 106 cm3 grams. This implies a teaspoonful whose measure is about 5 cm3 would