One Summer’s Transformation :: World Cup Korea Sports Soccer Essays

One Summer’s Transformation Never in my life before have I been so proud to say that I am Korean. I call myself Korean-American, but before I used to consider myself to be more American than Korean. I live in this country, speak English, and am fully immersed in American culture. America is my home, and I am proud of that. However, the same could not be said of my Korean heritage. I was never ashamed, but neither did I feel any particular pride in it. That was the case until this summer’s World Cup 2002, co-hosted by Japan and Korea. Though not an extremely passionate soccer fan before, I started to watch the world cup with increasing interest. The first day when the USA beat "unstoppable" Portugal, whose team consisted of Luis Figo, one of the world's best soccer players, Rui Costa, Sergio Conà §eicao, and a pool of the best European talent, I was happy. However, then something remarkable happened to me. The next day, I woke up at seven o'clock in the morning to watch the South Korea vs. Poland match. I had never seen an Asian team play with so much class against a tough European team. I was really excited to see Korea win the match 2-0. During those final extra minutes of the match when I knew Korea was going to win, a seed of pride was planted in me. From then on, I was nothing but an avid "Dae Han Min Guk" (South Korea) fan. The ESPN sportscasters said that they had never heard so much cheering in their lives before, and I felt the same exactly the same as the fans in the stands. It was the first Korean win in five world cup appearance. The next match was played between Korea and the USA. I woke at two o’clock in the morning to watch with some of my friends. This time I wished for a tie because I loved both the USA and Korea. To my surprise, the game actually did end in a tie. Both my favorite teams were most likely on their way to the second round. During the final game of group play, Korea beat Portugal in dramatic fashion. The winning goal by Park Ji Sung, an upcoming star, was polled by the FIFA website, the official website of the tournament, to be one of best of the World Cup.

Literary Elements Movie Analysis

Literary Elements Book/Movie Analysis Activity Have you ever thought why most of us are interested in the stories we read or the movies we watch, the characters, the action, the suspense and the love stories? The writer has to think of how the story must be told, what effect it must it have on a reader or movie-goer, and what is the best way to present his/her ideas. To get the reader's attention,  literary elements, the techniques or kinds of writing, are used by authors/screenwriters. The proper use of those elements enables the author to keep us interested while reading a story or a writer to enjoy a movie.Literary elements, such as setting, characters, point of view, conflict and the included dialogue, are all relevant to stories, establishing their plot, mood, and theme. For your assignment you will choose a favorite book or movie that is appropriate for school. You will be identifying some of the literary elements that we have been learning in reading class. You will also ana lyze and explain the elements as I did for you in class for â€Å"The Color Purple† (TCP) You will identify the the following:  I will give you examples from the project I modeled in class: Title:Scene: Time and place the story takes place. Point of View: Through whose eyes is the story being told? Celie speaks in the first person through a series of private letters she writes to God and her sister Nettie. We see and hear the story through Celie's eyes. Characters: Protagonist and Antagonist Exposition or Beginning: Like you, all of the characters in a story have a history, details about their pasts that are important to understanding their personality and their present lives. It is important that readers know some of these details in order to understand a story. This is call the exposition.It is the backround information on the characters and setting explained at the beginning of the story. For example, when I modeled my presentation in class regarding â€Å"The Color Pur ple's† protagonist Celie. It was important to know that she was abused physically, mentally and verbally by all of the men in her life. It was important to know that her father gave her away to a vicious man named Albert to be married. We can then understand why Celie was so shy, introverted and had such a low self-esteem. Rising Actions:   These are the actions or events that build up to the tension or conflict in a story.As I modeled in class a rising action for The Color Purple was Celie's relationship with her friend Shug, a strong and independent beautiful woman. Shug teaches Celie about God, love and self-respect. This relationship teaches Celie to build confidence, a sense of self, love and a voice. This gives Celie the confidence to stand up to Mr. Albert and the conflict of the story. Conflict: Is the problem and exciting action in a story that is happening to or against the protagonist. There are seven conflicts that we have learned about in class.Please identify w hat conflict(s) that are happening to the protagonist in the story. As I modeled in TCP Celie's conflicts are Character vs. Character (her Father, Alfonso and Mr. Albert), Character vs. Society(Racism) Climax:  When the conflict of the plot is resolved. It is often the most exciting part of the story. The climax is sometimes referred to as the â€Å"turning point† of the story, when the plot changes for better or for worse for the protagonist. In TCP the climax is when Celie uses her newly gained self-confidence to stands-up to Mr. Albert and leaves him to move to Tennessee with Shug.Falling Action: The action and events that happen after the climax. The protagonist usually defeats the antagonist in some way. The reader/viewer will see a change in the characters affected by the climax. In TCP, Celie returns to Georgia as a successful entrepreneur and finds that Mr. Albert has undergone a personal transformation. Resolution:  After Alphonso's death Celie inherits his home. Mr. Albert has finally done good for Celie and she welcomes the return of her sister Nettie and her children Samuel, Olivia and Adam. Theme:   The idea, message or moral the author is trying to tell.Examples: love, friendship, war, racism, sexism, relationships. In TCP the theme is the power of voice, strong female relationships and the cyclical nature of racism and sexism. We have learned about all of these elements of literature in class. Now we must think about them as we are reading our books or watching our favorite film. We will identify these elements and analyze them. We will work on this for 20 minutes a day in class. You will take this time to do research, ask me questions and show me the work you have completed so far so I can guide you in the correct direction.If you need help choosing a book or movie please just ask. You may use any of our read aloud we are currently reading in class. Points: I want the organization of your project to look exactly as is does above, f rom Title-Theme. Each correctly identified element will be worth 5 points. Your  ANALYSIS  and  EXPLANATION  in YOUR OWN WORDS( if you need help with paraphrasing please visit Brainpop. com and search â€Å"Paraphrase†) will be worth 10 pts each. Please make sure you put your explanation in your own words. Points will be taken for messy work and misspelled words.You will be graded on creativity. Please provide visuals or audio from your book or movie. As I modeled in class please add any clips of your movies or books that are appropriate for class. I found my clips of the exposition, climax and resolution on IMDB. com and YouTube. These clips will add to the creativity and quality of your project. You may use power point, Microsoft word, a smart board document, or poster board to present your project. If you have other ideas on how you would like to present I am open to a discussion.If you need to use our resources at school you must COMMUNICATE that to me to set up t ime to do that. DO NOT WAIT until the last minute. This project will help us understand better the motivation and reasons why authors create the characters they do, why the characters say what they say and why they do what they do. It will also help us start to be able to understand how to complete a literary analysis of a story, short story or poem which we will eventually do in class. This is DUE on FEBRUARY18, 2013. Each day it is late you will lose 10 points. Any questions please see me.

Money Is the Root of Evil Essay

Money is the root of evil It could be said that money is one of the greatest inventions of mankind, which affects and changes wide and deep whole human society. It occurred when people had demand to exchange merchandise. Together with the process of development of society, money changed from too simple to complex and sophisticated forms to meet people’s needs in settlement. In its dawn, money was very simple things such as shells, fur and salt etc. When metal was discovered; iron, bronze, silver and gold were used in turn as the role of money. And now, we can use coins, note, card, and check and letter of credit etc. to buy goods in supermarket, pay water, electricity bills or even to settle imports. Money – even of its forms – this is a general parity object, does the role as means in settlement of merchandise and services. Doing the role of intermediary instrument in settlement, money contributes to the development of human society quickly in two aspects: economy and culture. As we know, money made exchange of goods more quickly and conveniently than any direct exchange way; since then trading industry came out into society and developed. In cultural aspect, the most typical features of an ethnic group or a nation will be chosen to make signs on money so by regarding money; we can see the basic features of an ethnic group or a nation. Specially, in our global time, money can be moved very easily between almost nations, it makes cultural exchange more advantageous. How do people think about money? There is a truth that many people value money too high, they think money is all and believe that â€Å"money is a passport to anything†. So they can do anything, even immoral and illegal things in order to have money. Robbers are ready to kill others cruelly for some tens of thousands of dong. Traders are ready to cheat in commerce to appropriate more money. Officials, who have large power and influence on society, themselves trample on their honor, others’ interests, their nation’s future etc. to take dirty money. With those evil acts, they make people believe that money is a cause of evil. Although there are many bad acts related to money; I always think that money couldn’t be the root of evil, money is just a victim of some people’s greed. Some people, with cruel and greedy character, did anything to have money; but is it true that their purpose is only about money? No, I don’t think so. I believe that their last aim is about things money can bring to them. So the deep reason of evil in society is cruelty and greed. It means people must bear full responsibility for their evil and they can’t blame anyone or anything. Until now, money is just a means in settlement.

Cost of War on Terror for Pakistan Economy Essay

The conclusion was that the War not only caused serious damage to the economy, but also to the social fabrics of Pakistan. Obviously, continuity of War will continue to bleed the economy and society of Pakistan. At the start of the War, the cost of it to Pakistan was estimated at $ 2.669 billion in fiscal year 2001-02. This calculation was based on the assumptions that: (i) The War in Afghanistan that begun on October 7, 2001 will end swiftly by December 2001: (ii) normalcy will resume from January 2002; (iii) the Taliban government will be ousted and some low intensity fight will continue but life in Pakistan will remain normal; and (iv) the additional increase in freight cargo and war risk premium will be removed. The abovementioned assumptions were not materialized and instead the war on terror continued to gain momentum and became more precarious for the entire region in general and Pakistan in particular as it shifted to its settled areas to disrupt all kind of investment and economic activity. Pakistan became more insecure in its efforts to make the world a safer place to live. Pakistan continued to pay a heavy price in terms of both the economic and security terms. A large portion of its resources, both men and material are being consumed by this war for the last several years. The economy was subjected to enormous direct and indirect costs which continued to rise from $ 2.669 billion in 2001-02 to $ 13.6 billion by 2009-10, projected to rise to $ 17.8 billion in the current financial year (2010-11) and moving forward, the direct and indirect costs to the economy is most likely to rise further. The comparison of cost for 2001-02 and 2010-11 is given in Table-1 and the year-wise cost of war on terror is documented in Table-2: Pakistan’s economy is under pressure of the War on Terror intensifying for last four years in Afghanistan. Since 2006, the War has spread like a contagion into settled areas of Pakistan that has so far, cost the country more than 35,000 citizens, 3500 security personnel, destruction of infrastructure, internal migration of millions of people from parts of northwestern Pakistan, erosions of investment climate, nose diving of production and growing unemployment and above all brought economic activity to a virtual standstill in many part of the country. Pakistan had never witnessed such devastating social and economic upheaval in its industry, even after dismemberment of the country by direct war. After 9/11 Pakistan had to assume the role of a frontline state in the War against Terror. The onset of the War disrupted Pakistan’s normal trading activities, as the cost of trading increased substantially because of higher insurance cover. Consequently, economic growth slowed demands for imports reduced with consequential decline in tax collection and inflows of foreign investment were naturally adversely affected, accentuated by the travel bans issued by western governments to its entrepreneurs. While the economic situation was worsening, a new elected government took power in 2008 and the Ministry of Foreign Affairs constituted an inter-ministerial committee to assess the direct and indirect cost of the War on Terror on Pakistan. The Ministries of Finance, Interior, Commerce and some other relevant government departments plus the representatives of two provinces bordering turbulent Afghanistan participated in these deliberations. After few sessions and valuable inputs from all sides, the committee estimated the cost of War on Terror and its impact on Pakistan’s economy and society. The events that transpired after 9/11 in Afghanistan worsened the security environment in the country. As a result, the western countries including the United States continued to impose travel ban for their citizen (investor, importers etc.) to visit Pakistan. This has affected Pakistan’s exports, prevented the inflows of foreign investment, affected the pace of privatization program, slowed the overall economic activity, reduced import demand, reduced tax collection, expenditure over-run on additional security spending, domestic tourism industry suffered badly, hundreds; and thousands of jobs could have been created had economic activity not slowed as well as thousands of jobs were lost because of the destruction of domestic/foreign tourism industry; destruction of physical infrastructure (military and civil) massive surge in security related spending; migration of thousands of people from war affected areas and the associated rise in expenditure to support internally displac ed persons. Pakistan’s investment-to-GDP ratio has nosedived from 22.5 percent in 2006-07 to 13.4 percent in 2010-11 with serious consequences for job creating ability of the economy. Going forward, Pakistan needs enormous resources to enhance productive capacity of the economy. The security situation will be the key determinant of the future flow of the investment. Pakistan economy needs an early end to this war.

Macroeconomices Term Paper Example | Topics and Well Written Essays - 1500 words

Macroeconomices - Term Paper Example These transactions enter as either debit items or credit items. The debit items include all payments to other countries: these include the countrys purchases of imports, the spending on investment it makes abroad and the interest and dividends paid to people abroad who have invested in the country. The credit items include all receipts from other countries: from the sales of exports, from inward investment expenditure and from interest and dividends earned from abroad. (John Solomon, Essentials of Economics, page 462-265) The sale of exports and any other receipts earn foreign currency. The purchase of imports or any other payments abroad use up foreign currency. If we start to spend more foreign currency than we earn, one of two things must happen. Both are likely to be a problem. The balance of payments will go into deficit. In other words, there will be shortfall of foreign currencies. The government will therefore have to borrow money from abroad, or draw on its foreign currency reserves to make up the shortfall. This is a problem because, if it goes on too long, overseas debts will mount, along with the interest that must be paid; and/or reserves will begin to run low. The exchange rate will fall. The exchange rate is the rate at which one currency exchanges for another. For example, the exchange rate of the pound into the dollar might be  £1= $1.60. When all the components such as current account, capital account, financial account of the balance of payments account are taken together, the balance of payments should exactly balance: credits should equal debits. If they are not equal, the rate of exchange would have to adjust until they were, or the government would have to intervene to make them equal. In order to achieve the goals of high and sustainable economic growth, low unemployment, low inflation, a satisfactory balance of payments and stable exchange rates,

Lau v. Nichols Essay Example | Topics and Well Written Essays - 1250 words

Lau v. Nichols - Essay Example The situation was then addressed in Lau v. Nichols, which was instituted in 1974 as a remedy, but the decision did not specify a teaching method, and the approach could be "bilingual instruction, English as a second language (ESL) classes or some other approach" (Crawford, para. 1). This broad interpretation has caused a great deal of controversy over the years. Lau was intended to give limited-English-proficient students (LEP) the opportunity to gain the proficiency they needed, but, unfortunately, according to Crawford, a symposium held twenty years after Lau indicates there has been little improvement in the effort to create equity for LEP students. Without one specific method of teaching LEP students, the effort becomes lost, with well-designed programs staffed by qualified teachers available to only a fraction of LEP students. The term "bilingual education" has come to mean a "range of instructional programs for children whose native language is not English," while the best way to accommodate such children has been and continues to be an area of debate. As noted in a research project by the Westchester Institute in New York, the debate centers on the "role of native language in instruction-whether it should be used and for how long" (Westchester, para. 3). Supporters of native language instruction recommend aggressive development of the primary language prior to introduction of English, while proponents of all-English instruction feel that the English curriculum should be introduced at the very beginning of the student's school experience with minimal use of the native language (Westchester). English Immersion in California Public Schools If the use of bilingual education actually meant learning two languages equally well, it might be a feasible program for all students, not just LEP students. Unfortunately, the concept has not been incorporated in public schools, and according to Ron Unz, advocate of English-only instruction, what is called bilingual education actually consists of mostly Spanish language instructions with little English incorporated into teaching. Since over half of America's LED students were born in the United States with most of the remainder coming here at a young age, the argument that older students have a more difficult time learning English covers only a small percentage of LED students (Sailer). Comparing the English immersion program with the bilingual program, English-only instruction would appear to be more successful, not because it is necessarily a better program but because the bilingual method is not being well utilized. Respected author Maxine Hong Kingston was born in California and in her biographical novel Woman Warrior: Memoirs of a Girlhood Among Ghosts, she recognizes the language and cultural barriers she faced during her childhood. She attended both public school and Chinese school, and her family mostly consisted of Chinese immigrants, who labeled anyone not Chinese as "ghosts." The idea of a bilingual education at that time did not exist, and Kingston had to learn English in order to communicate with English-speaking students, teachers, and business people. Even so, for her, the cultural barriers were far more difficult to overcome. Propositions 227 and 203 Proposition 227, passed in 1998,