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English Language and Literature homework help

English Language and Literature homework help. Coldplay’s “Viva la Vida”ÿtakes its name from a painting by 20th century Mexican artist Frida Kahlo, and translates as “Long live the life” in Spanish. The album’s artwork features the painting Liberty Leading the People (La Libert‚ guidant le peuple) by French painter EugŠne Delacroix, commemorating the July Revolution of 1830. Please view the painting online:Liberty Leading the Peoplewatch the YouTube video ofÿ”Viva La Vida!” by ColdplayHere are the song’s lyrics – please read carefully:I used to rule the worldSeas would rise when I gave the wordNow in the morning I sleep aloneSweep the streets I used to ownI used to roll the diceFeel the fear in my enemies eyesListen as the crowd would sing:”Now the old king is dead! Long live the king!”One minute I held the keyNext the walls were closed on meAnd I discovered that my castles standUpon pillars of salt, and pillars of sandI hear Jerusalem bells are ringingRoman Cavalry choirs are singingBe my mirror my sword and shieldMy missionaries in a foreign fieldFor some reason I can not explainOnce you know there was never, never an honest wordThat was when I ruled the world(Ohhh)It was the wicked and wild windBlew down the doors to let me in.Shattered windows and the sound of drumsPeople could not believe what I’d becomeRevolutionaries WaitFor my head on a silver plateJust a puppet on a lonely stringOh who would ever want to be king?ÿI hear Jerusalem bells are ringingRoman Cavalry choirs are singingBe my mirror my sword and shieldMy missionaries in a foreign fieldFor some reason I can not explainI know Saint Peter won’t call my nameNever an honest wordAnd that was when I ruled the world(Ohhhhh Ohhh Ohhh)Hear Jerusalem bells are ringingsRoman Cavalry choirs are singingBe my mirror my sword and shieldMy missionaries in a foreign fieldFor some reason I can not explainI know Saint Peter will call my nameNever an honest wordBut that was when I ruled the worldOooooh Oooooh OoooohIn your response to this song, I would like you to consider the following poetic elements and the Basic Questions for Rhetorical Analysis :ÿ1. Who is the speaker in this song? What is the rhetorical situation (the situation/problem/conflict for the song’s speaker)?ÿ2. What occasion or event (historical or personal) may have compelled the song writer to write this song? Is this song about the life of one person or are the song’s themes of religion and power universal to humankind?3. What is the speaker’s intention? Coldplay’s album cover displays a famous painting regarding Napoleon’s French Revolution. Is this song about Napoleon? Is it about revolution? Personal or national liberty? Are there parallels to today’s leaders?4. Who is the intended audience? What values does the audience hold that the author or speaker appeals to? Their are several references to Christianity in this song. What do the references symbolize? What do the references mean to the speaker of the poem? What is your personal reaction to “hearing” this song and “reading” the lyrics?Answer each question seperatly and number it PLEASEPlease post an initial response of 500 words.English Language and Literature homework help

DPU Strategic Management Case Analysis for Reading Polaris & Victory Case Study

DPU Strategic Management Case Analysis for Reading Polaris & Victory Case Study.

The application of key Strategic Management concepts will be explored and students will be required to analyze case studies. The answers are usually not in the cases or the textbook. You must use the facts in the case and the concepts in the book to draw conclusions and make recommendations. The case studies are a great learning tool since they will help improve your understanding of the concepts and strengthen your critical reasoning skills. An effective case analysis process has 6 primary step3 pages minimum
DPU Strategic Management Case Analysis for Reading Polaris & Victory Case Study

Queens University of Charlotte International Students at USC Aiken Essay

assignment writer Queens University of Charlotte International Students at USC Aiken Essay.

i wrote the paper and i have some mistakes that need corrections. COPY 1 is the paper that needs to be fixed and whats been writing in red color is the teacher notesEXAMPLE file is the example of the paper how it should be written as a Beat Who is the head person on your beat? Write a news story about that individual describing his/her background and what that individual sees as the role of the organization within the school. Interview the leader and at least two others who can tell you about that leader from personal experience.
Queens University of Charlotte International Students at USC Aiken Essay

“World Civilization” a Book by Kevin Reilly Essay

Table of Contents Introduction Analysis Conclusion Reference Introduction Kevin Reilly is the author of the text “The Sadler Report of the House of Commons” in the book “World Civilization”. The end of the 18th century is a period known as an Industrial Revolution which began in England with the use of coal, steam, and iron as areas of change, the enlightenment ideas, improvements on food production, a rapid rise in population, and increasing demand for cotton textile and iron. The industrial revolution in the second tier came with the advancement in technologies hence improved lifestyle and leisure activities. The accompanying factors of consumption and utilization of resources had an impact on the change of people’s activities and utilization of human labor. Imperialism spread western culture around the globe, but most significantly for the Europeans. The extraction of raw materials and new work markets allowed reliance not only on necessities but on luxuries as well. It had a direct impact on the utilization of global resources hence large-scale resource depletion. The cohesive nature of both industrialization and imperialism served to develop a consumer culture for westerners during this period. Imperialism and industrialization made goods less expensive because of mass production, cheap labor, and easily obtained raw materials. Analysis Children worked at blanket factories at a young age (8 years) and for long hours, from six in the morning till eight at night with an only one-hour break at noon. This meant that there was no time to set aside for breakfast and refreshment or rest. When the business was at risk, the children worked from five in the morning till nine at night (16 hours). During those long hours of labor, one could not be able to be punctual at work. It was difficult to wake up early unless literally woke up or lifted out of bed, sometimes asleep, my parents. At work, there were consequences for being late. The beating was a common thing, and most of the workers thought that it was severe indeed. The long working hours had a significant effect on the health of the workers. The workers literally slept while walking home from work, and it led to the loss of appetite and even if one could eat the food, it could not stay, but eventually, he could vomit it out. Children got employment as pinecones, which is very laborious employment, especially for children. This was mainly because piecing involved a lot of running to and from, and being on the toe the whole day. The speed of the machines was calculated so as to demand the utmost exertions of a child. This made it difficult for them to keep up with their work. In the latter part of the day, children, as they got fatigued, could not keep up with the machinery. The consequences could be that they got eaten up hence offering success motivation. The children admitted that they believed that if it was not for the beating during the circumstances, they could not get through the job. The beating also happened sometimes in the morning when the children were exceedingly drowsy and had not got rid of the fatigue of the day before. The beating was so severe as to break ahead or knock them down. It even became a general thing. This was better compared to other mills where it was a real chasteness that one could hardly be in a mill without hearing constant crying. This was inhuman and abusive to their physical and emotional wellbeing. Get your 100% original paper on any topic done in as little as 3 hours Learn More After work the children never got time to receive instructions from their parents, instead, they went to bed immediately with little supper they were offered. This had a direct impact on the health, growth, and development of the individuals. Their wage was three shillings per week and half a penny a day when they worked long hours past the normal periods. The compensation was never enough for any development. The children sometimes carried their food to the mill, but most times it got covered by flues from the wool thus spoiling the food. At the same time the over-labor lost their appetite and could not eat well when they got home. The piecing made their hands bleed, and the skin completely rubbed off making them bleed. This happened every day. The prominent part of the hand was affected but, unfortunately, the work could not be done by the back of the hand otherwise they could have made use of it (Reilly, 1992). Conclusion This text indirectly shows a correlation between industrialization and imperialism. Imperialism means that raw materials could be obtained for reduced prices, as well as cheap labor. This provides the reason for the industrialization to look at the achievements of imperialism. Imperialism meant more trade with other countries- more trade meant more money- more money meant that there was more money to invest in industrialization. Industrialization also meant that new markets had to be found where their commodities could be sold, hence imperialism. Child labor was preferred in the mills and textile industries because it was cheap (Reilly, 1992). Reference Reilly, K. (1992). “The Sadler Report of the House of Commons”, World Civilizations.New York: St.Martins Press.

Political Science 21A

Political Science 21A.

This assignment allows you to do research rather than just learn about it. For four presidential press conferences, each student will “code” a few details about that press conference and the following day’s New York Times front-page news coverage. In a few weeks, I will use these data to show us new insights about the modern presidency!Don’t start this research until after class so we can do an example, answer questions, and avoid mistakes.___________________________To get full credit, here is your specific “To Do” List…
Identify YOUR 4 days in this Google Spreadsheet via your student id number
For your first press conference, open the link.
Copy and Paste Press Conference Into Word Document
Look at # of Words and enter # into class spreadsheet.
(go to to get a free subscription)
Go to…
Click on Relevant Data Base Pre-1981 or Post-1981 for your first date
For the search part, put President Press Conference
For “Date Range,” Pick “Specific Date,” and then enter day after your press conf.
For “Section,” just ignore
For “Type,” Pick “Article”

Open first article listed that was on Page A1 (or A00001)

Count total # of Paragraphs and enter # into spreadsheet (If no article, put “0”)
Column (Article 1 # paragraphs TOTAL)
Count # of Paragraphs with Presidential Quotation and enter # into spreadsheet
Column (Article 1 # paragraphs with POTUS QUOTES)
Repeat steps 7-9 for the second article listed that was on Page A1 (or A00001)

Repeat steps 7-9 for the third article listed that was on Page A1 (or A00001)

Repeat steps 2-11 for your 2nd, 3rd, and 4th press conferences.

Take picture of your data all entered into the Google spreadsheet. (Save That Picture)

Bravo, you are done!
Political Science 21A