Essay Outline Sample MLA

Essay Outline Sample MLAWhether you are a new writer or a professional writer, an online resource will provide you with the resources that you need to write an effective essay outline sample MLA (Master's Thesis). This is an essential piece of literature for every undergraduate, graduate, and post-graduate student as well as for academic researchers, writers, and editors.One of the greatest benefits of writing an essay is that you can update your knowledge on the subject on a regular basis. For example, during the time that you are reading this, a new invention could be developed. While you were at it, there was an academic conference about the topic of your assignment. All of these events make updating the information about the subject of your writing very important.If you have not started writing your outline in a while, it is very important that you understand what needs to be included in the outline. Not only does this help you keep track of your information, but it also helps yo u organize your ideas.The importance of an outline can be seen in many ways. The first way that an outline can help to create an impressive essay is in the fact that it creates a road map for you. This means that by being familiar with this road map, you will be able to quickly get from one topic to another. This will also help you to reach a final destination.An essay outline sample MLA has several sections. In addition to the central theme, the section in the outline is where you will include a brief description of the topic, who the audience is, and how the topic relates to your thesis.The best thing about an outline is that it gives you a solid foundation from which to start writing your essay. You can then start developing your own ideas for each section and you will also be able to consider the things that other readers have said about the topic. With an outline, you can also get ideas from others in the article because you will have to read their article. Thus, by having an o utline for your writing, you will be sure to get a solid understanding of the topic and know what is expected of you.Overall, an outline for writing an essay is an important step that you should consider before going on to write your paper. If you are a novice writer or a writer looking to take your writing to the next level, this resource will help you to get up to speed on your writing skills and provide you with valuable tips on how to complete this task.

Throughout The Entire Play, Julius Caesar, William Shakespeare Repeate

Throughout the entire play, Julius Caesar, William Shakespeare repeatedly shows a theme of friendship. Living in Rome during 44 B.C., Brutus, an honorable man who starts out friends with both Cassius and Caesar, ends up joining along with Cassius to betray Caesar with assassination. After the assassination, a civil war develops between the traitors and the triumvirate of Antony, Lepidus, and Octavius. Because of some confusion, Cassius ends up committing suicide and again Brutus follows his lead. In the end, the conspirators lose the war. The friendships of Brutus with Caesar and Cassius contrast sharply in that Caesar loves with truth while Cassius betrays with lies. In the beginning, Brutus and Caesar have a good friendship full of trust and deep respect for one another. On more than one occasion, Caesar openly shows his love for Brutus. As they are celebrating in the streets, a soothsayer shouts a warning to Caesar, but he is ignored with Caesar's comment He is a dreamer. Let us leave him-pass (Act 1 Sc 2 L 24). In this Caesar displays his trust for those he loves; those who in turn betray him. Cassius states that Caesar doth bear me hard, but he loves Brutus (Act 1 Sc 2 L 293), but Brutus' stoic beliefs overtake his love for Caesar and cause him to murder his friend for the benefit of Rome. As a result of Brutus' betrayal to Caesar, Brutus proves to be loyal to Rome even at the cost of his friend's death. The friendship between Brutus and Cassius appears to be a true friendship outwardly while in reality, Cassius uses his manipulation powers to persuade Brutus to kill Caesar. Their personalities differ greatly and each makes up for what the other lacks. Cassius uses faulty persuasive techniques such as pointing out Caesar's physical ailments. He fell down in the market place and foamed at mouth and was speechless ( Act 1 Sc 2 L 243). By showing these physical ailments, Cassius convinces Brutus to join him. Also, Cassius uses lies to persuade by planting fake letters on Brutus' doorstep. Although Cassius is not perfect, he still loves Brutus and their friendship withstands through it all. Forever, and forever farewell, Brutus! If we do meet again, we'll smile indeed; If not, tis true this parting was well made (Act 5 Sc2 L 120-123). They never see eachother again, but this shows that they really do have a true friendship. In conclusion, Julius Caesar by William Shakespeare, portrays how sharply friendships contrast. Because of Brutus' lack of faith in Caesar, their friendship ends the moment Brutus gives him the most unkindest cut of all ( Act 3 Sc 2 L 171). Caesar knows only love for Brutus while Cassius manipulates him into murdering Caesar because of the envied position he holds. Unfortunately for Brutus, the lack of faith in Caesar begins to develop and Brutus so easily falls into step behind Cassius. Twentieth century friendships suffer from the same problems of envy and lack of faith. The Bible states that -the greatest love is shown when a person lays down his life for his friends. Brutus took his friend's life instead of laying down his own for him. Bibliography none

Just Jackie essays

Just Jackie essays Like many other Americans, my fascination with Camelot and with the Kennedy family has been apparent since I first heard of the legacy. One of the most breathtaking and admiral women to grace the earth in the last century has been Jacqueline Lee Bouvier whom married the most famous of all the Kennedys, Jack. When Jack was inaugurated president in 1961 the White House and nation was brought a beautiful young wife and the first young children of the President in over half a century. As the First Lady, Jackie brought beauty, intelligence, and cultivated taste. Jackie born in 1929, was the daughter of John Vernon Bouvier and his wife, Janet Lee. Her early years were divided between New York City and East Hampton, Long Island, where she learned to ride almost as soon as she could walk. She was educated at the very best of private school. She learned to write poems and stories, draw illustrations for them, and studied classical ballet. Her mother obtained a divorce from Jackies father and remarried Hugh D. Auchincloss in 1942. The change brought Jackie and her younger sister Lee to a home near Washington, D.C. called, Merrywood. Jacqueline was named the Debutante of the year for the 1947-1948 season, but still after all her success socially she continued her education. As a young girl, Jackies father taught her that the way women gained power would be by associating themselves with powerful men. In many ways it seemed as Jackie and her father were more like confidants rather then father and daughter. Being the child of a verbal alcoholi c father, Jackie had learned to block things out at a young age. She spent her adult life striving to do this and trying to please her mother. She spent her junior year in college in France as a Vassar University student and traveled extensively. These travels left her with a great acceptance and understanding for foreign countries, and their pe...

Creation vs Evolution Research Paper Example | Topics and Well Written Essays - 1500 words

Creation vs Evolution - Research Paper Example Ultimately, even those in State of Kansas which has decided to teach both, all of society will accept that there is no debate but it will likely be a long time in coming because society itself evolves very slowly. The teaching of creation in public schools simply fulfills the purpose of protecting specific underling religious beliefs. If creation is to be taught, it is solely the responsibility of parents and the church because teaching the religious theories of creation in schools not only violates constitutional precepts. This issue invokes intense passions from those driven by their religious faith and those who would stand up for the Constitution and those that gave the lives of their loved ones to protect it. The First Amendment begins with â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof†¦Ã¢â‚¬  (â€Å"The Constitution†) The idea of creation is undeniably religious doctrine. The government, therefore, cannot promote it in classrooms as science without infringing on the First Amendment. The Supreme Court has held that instructors may not teach that humans were created by God and must present only scientific e xplanations for the history of life. Creationism can not be presented as scientific fact. In addition, it is also unconstitutional to compel teachers to teach creationism and schools may not refuse to teach evolution in an effort to avoid offending religious individuals. The idea of disclaimers placed in school books such as ‘the teaching of evolution is not intended to influence or dissuade the Biblical version of Creation or any other concept’ has been lawfully established to be unconstitutional (â€Å"Freiler†, 2000). An instructor also has the constructional right to teach evolution (â€Å"Epperson v. Arkansas†, 1968). Religious theories of creation may be incorporated into school

Air Canada Essay Example | Topics and Well Written Essays - 250 words

Air Canada - Essay Example Union did not accept management ideas as they found workers on the receiving end and humiliated in spite of their sacrifices in 2004 for saving the company. Management and Union did not able to arrive at the settlement in 2011. New contract negotiations become intractable in such a situation in which union had a conflicting interest and intent from management. Although union negotiators arrived at two deals, but union members did not find it mutually beneficial as they felt deceived because of no concern for personal life and losses occurred in the past (NewsLook, 2011). Labor minister’s disapproval of the strike demoralized flight attendants, and they staged protests. Power abuse by labor minister aggravated the contention that converted possibility of constructive conflict into relationship difference between union and management. Structural sources of conflict in this case are incompatible goals, resource scarcity, and tightly coupled tasks. Air Canada management has committed negotiation errors of distributive bargaining style to apply the approach of win-lose to resolve the current crisis. They should have applied win-win method of accommodating past concerns of flight attendants in alignment with future goals of revenue generation. Union did not communicate effectively to raise concerns of members. They have ignored management concerns and lost confidence of both union members and management. If Union could have applied integrative bargaining methodology to align interest of flight attendants with superordinate objective to solve problem constructively, relationship between management and union could have been better (CBCtelevision, 2012). Involvement of third party mediation could have avoided conflict turning into toxic

Causal Judgement and Blocking Experiment

Causal Judgement and Blocking Experiment Michael Arruzza Abstract Recent results of studies which aim to gain a greater understanding of how blocking works and the mechanisms involved have led to some conflicting results. Some research suggest that blocking may be the result of assumptions about the additive nature of outcomes. Others think that it may have more to do with associative learning. This experiment investigates blocking in causal learning with human participants with the aim to addresses two main questions. Is blocking affected by encouraging or discouraging assumptions about the additive nature of the outcome? How do the results differ if we separately measure the memory for specific cue-outcome pairings? Results of the study show that there is evidence for both ideas and they may both contribute to the phenomenon of blocking. Introduction A model of the blocking effect was first developed by Kamin in his work with conditioning animals (Kamin, 1969). Kamin identified that training with one cue considerably reduced performance to another cue that was added to the first cue, in a second phase of training. A typical example of blocking would go something like this. Cue A is paired with an effect (A+). In a second phase a compound of two cues, the former cue A and new cue B is paired with the effect (AB+). Decisions on the strength of cue B are effected or â€Å"blocked† by information about the causal relationship of cue A. This has been described as the blocking effect. He theorised that learning may be driven by surprise, if a cue did not provide new information about the contingency between events and the environment it was ignored. Others researchers more recently such as Lovibond (Lovibond P, 2003) have tried to explain blocking in terms of inferential reasoning based upon a relatively simple set of propositions where the observer can deduce though logic that the blocked cue is not a cause of the outcome. Using an allergic reaction to foods as an example this would occur if someone assumed that the patients allergies are additive. When two foods are eaten which cause an allergic reaction they should cause a greater reaction then if only one of the two foods caused a reaction. If one does not observe an increase in the severity of the outcome when B is eaten at the same time as the allergenic food A, then one can deduce that B does not contribute to the allergic reaction. For example if eating a banana causes an allergic reaction rated as 5 and eating a banana and an apple causes a reaction of 5, then the apple has not made the reaction worse and is not the cause of the reaction itself. Lovibond (Lovibond P, 2003) and his colleges also observed that pre-training with explicit instructions that encourage outcome additivity assumption enhance the blocking effect. It is possible that the blocking effect is product of deductive reasoning and it sometimes unreliable response might be due to some participants assuming outcome aditivity while others do not. However a statistically robust blocking effect has still been observed even after explicit non-additive pre-training (Mitchell Chris, 2006). But his blocking effect is significantly smaller than after additive pre-training. In this study done by Mitchell et all multiple blocked use and control cues were implemented. The study only used a non-additive pre-training group and did not include an additive group. This would have been beneficial as it would have been great to contrast the two groups. After non additive pre-training participants were worse off at recalling the outcome associated with the blocked cue. Mitchell goes on to suggest from the data that the blocking effect that has previously been observed after non-additive pre-training may be the result of a non-rational process such as a failure to retrieve the outcome associated with the blocked cue. The ‘blocking affect’ may results from a failure to encode the B–outcome relationship during training. This concept tried to explain blocking as an associative learning theory. This research aims to better understand the blocking phenomenon. In particular to reconcile the two somewhat contradicting explanations outlined above that either blocking is the result of deductive reasoning or it is a part of a failure to encode cue-outcome associations. Is it the product of one of these two ways of thinking about blocking, can they co-exist or are they mutually exclusive? Based on previous research: It is hypothesised that both additive and non-additive groups would show reliable blocking in memory for both groups It is also hypothesised that there will be a weaker causal attribution for blocked cues with additive pre-training Method Participants This trial was done by 120 undergraduate university student who were separated into two groups numbering 60 students in each. Of the sample 78 were female and 42 were male. The mean age of students who participated in the study was 21.7 years of age. Procedure All 120 participants sat a computer trial to determine which foods were causing a hypothetical ‘Mr X’s’ allergic reactions. This initially began with a training phase. On a number of trial participant had to predict whether an allergic reaction would occur by click on of two or three options on the screen. Next participants were then told whether an allergic reaction had occurred and how severe the reaction was on a scale ranging from 0 to 10. This was Stage 1 was done by participants 8 times. In stage 2 compounds were also presented 8 times each. Participants could choose from no reaction, or one of two alternative reactions. In stage 2 a reaction occurred could have a severity of either 5 or 10. Next the 20 cues were presented individually and participants were to make two ratings for each cue. First to pair the cue with the allergic reaction that had occurred. The cues A-H were blocked cues, S-Z overshadowed control cues, and K-N no outcome cues. Next they rated their confidence on a scale of 0-100, 0 being not confident at all and 100 very confident. On the same scale they then rated the extent to which that same cue actually caused the reaction on another rating scale. Assumptions on additive logical reasoning were manipulated on two two levels: One group (Additive pre-training) were given training trials before blocking training, which showed the effects of combining to other allergenic food cues. They also received 3 explicit instructions stating that the addition of two causal cues resulted in a more severe outcome. The other Non-additive pre-training group received the same pre-training except that two options that cause and reaction gave the same medium allergic reaction of 5 as each of these options individually. This group also received explicit instructions stating that the addition of two causal cues resulted in an outcome of the same severity. The purpose of this design is to evaluate if scores show a lower causal rating for the blocked cues than the overshadowing cues. Also whether participants were less accurate in recalling the outcome for the blocked cues than for the overshadowed cues. It’s also to understand the effect of pre-training on blocked and control cues. Results The results of the study indicate that some areas of the study produced statistically significant results while when comparing other groups no statically significant data was found. When comparisons across groups were assessed it would appear that cue type had a significant effect on blocking (F (1,118) = 99.596 p Figure 1: mean memory accuracy across groups which show no significant difference of blocking between different groups. Figure 2: mean causal reasoning which show a significant difference between groups in terms of blocking. Discussion Prior to the conduction of these experiments due to the results of previous studies it is hypothesised that both additive and non-additive groups would show reliable blocking in memory for both groups. It is also hypothesised that there will be a weaker causal attribution for blocked cues with additive pre-training. Just like in the research done by lovibond (Lovibond P, 2003) pre-training influenced causal reasoning as blocked cues in the experiment were judged as less causal in the additive group. A significant difference in the strength of the blocking effect between groups. This adds evidence to the idea that deductive reasoning about the additive nature of causal events may contribute to the blocking effect as previously thought by other researchers. However the data does still show that even though significant difference in the strength of the blocking effect between groups Blocking still evident after non-additive pre-training, product of associative learning. Another significant result of the experiment was the data showed a strong blocking effect on memory for correct outcome. The outcomes associated with blocked cues were recalled less well than the outcomes associated with the control cues. Pervious idea about the blocking effect (Mitchell Chris, 2006) had proposed that the effect may be due to a failure to encode the B-outcome during training. The fact that data showed a blocking effect for the correct outcome shows that this may be the case. It also helps to explain why it a blocking effect has still been found even though non-additive pre-training had been part of the experiment. Previous research has shown that there are two separate ways of thinking about the blocking, the process as a result of outcome aditivty or a failure to encode the B-outcome. Our research has shown that blocking might be the result of several quite different mental processes. The fact that blocking was still evident after non-additive pre-training suggests that it may be the product of associative learning. Even when measures are taken to discount outcome aditivity a blocking effect it was still present. This means that it is likely that they both contribute to the blocking effect. This experiment needs to be replicate by other studies to ensure this conclusion is valid. It should be extended to different groups of people not just the limited selection of university students in a more scientific setting then a classroom test. It may be that a group of university student with a mean age of 21.7 may not be the best representative same of the population. It may be the lack of scientific setting effected the degree of seriousness when participant undertook the test. It might also be interesting to evaluate something other than blocking to hypothetical allergic reactions as this may in tale different assumptions about food that may have not been controlled for in this study. However students were randomly allocated to different classes for university at the start of semester so that does help with the reliability of the results. Student were also unaware what condition they were in and what was being tested by the experiment which would help prevent a selection bias . Further studies of blocking would be encouraged to eliminate some of the experimental flaws included in this study. This study does show the room needed for further research into the area of blocking as theories of blocking do not appear to be mutually exclusive but underly an associative process that has not yet been discovered. References Dickinson, Anthony. (1984). Judgement of Act-Outcome Contingency: . Quarterly Journal of Experimental Psychology, 36A 29-50. Evan, L. (2006). The relationship between blocking and inference in causal learning. School of Psychology, University of Sydney. Kamin, L. (1969). Predictability, surprise, attention, and conditioning. Punishment and aversive behavior. Lovibond, P. (2003). Forward and backward blocking of causal judgment is enhanced by additivity. Memory and cognition, 133-142. Mitchell, Chris. (2006). Forward blocking in human learning sometimes reflects the failure to encode a cue–outcome relationship. The Quarterly Journal of Experimental Psychology, 830-844.

Dickens A Christmas Carol and the Industrial Revolution Essay

Dickens' A Christmas Carol and the Industrial Revolution Besides being the secular story of Christmas time in an urban setting, A Christmas Carol, tells the sacred story of Christmas as well. With A Christmas Carol, Dickens initiated an ongoing creative process in the Anglo-American imagination. As a result of the Industrial Revolution and the growth and development of cities people's lives changed drastically as they moved from the life and traditions of the country into those of the city. As industrialization continued, for many people in the city living and working conditions worsened. As reports of horrible working conditions increased so did the literature of social concern for reform.. Prior to the publication of A Christmas Carol the ideas and concerns of various reform bills sparked increased debate over political and social issues. Whether or not Dickens had A Christmas Carol specifically in mind, it is clear that the Industrial Revolution was an important factor in making his Christmas story a tale for the times. Dickens was concerned about the working and living conditions during the Industrial Revolution, when the book was written. These are reflected in Ebenezer Scrooge. He is the shown as the mean and hateful owner, who could care less if his workers are well because he could always get more people. He knew this because during the Industrial Revolution there were more people than there were jobs, so people had to settle for worse conditions because that was all there was. When two men some into his shop wan... ...ooge indeed changes his ways he can in a sense "spoonge away the writing on the stone" and begin a new life. It is significant that Scrooge promises that "the Spirits of all Three shall strive within me. I will not shut out the lessons that they teach". This statement is indicative of several Christian statements of faith promising to live and follow the teachings of the "Three" God, Jesus Christ, and Holy Spirit. When we first met Scrooge, we are informed, and also observe that he is cold, miserly, and bitter. However, after the visit of the Ghost of Christmas future, Scrooge changes into a generous and cheerful man. It is clear that something must have caused a man who is really nice, turn into a mean and nasty person, in this case it was the Industrial Revolution.