Saturday, November 30, 2019

Pros Of Green Revolution Essays - Agronomy, Humanitarian Aid

Pros of Green Revolution Sign up now for a free trial. Date Smarter! Pros of Green Revolution With the rapid growth of our global population pouring into the next millennium, we will witness an ever-growing hunger rate around the world. That is unless we call for a revolution on the global scale. The Green Revolution which already sprouted in the early part of the century only need to add a bit more momentum and we will see a bright future for the human race, a future without hunger and starvation V hopefully. It is becoming increasingly difficult for the planet to support its overwhelming population. And since the amount of arable land available is becoming scarce, we must seek ways to dramatically improve crop yields of existing cropland. By implementing new farming techniques provided with the new technological advances in machines we can see abundant harvest in even the poorest third world countries. For example, the Green Revolution has already showed admirable progress in the northern part of India ever since it took start in 1950. By 1997, northern India increased its grain production by 37 percent. This has proven that traditional farming methods are being rendered obsolete. And because by the year 2000, there will be half the land per person in developing countries as there was in 1970, we need to apply ultra-efficient methods to sustain the growing need. Not only does the Green Revolution enhances food output, it also preserves the environment. Traditional agriculture requires massive forest and grassland removal to obtain land necessary to farm on. Deforestation and overgrazing has caused erosion flooding, and enabled the expansion of deserts. But with drainage systems, leveling, and irrigation provided by the Green Rev, all this terra deforming will unlikely happen again. We can retain clean air and lessen the global warming effect caused by deforestation. Many people argue that a revamp in agriculture will be way too expensive and unrealistic especially for those poor farmers in third world countries. However many times, they exaggerate the price. In reality, farmers who take the first step in the revolution will most likely succeed and will have more money to invest in further development such as irrigation systems and wells and machineries. And since poverty is caused by low productivity of food which results in over expensive food prices, we can eliminate this problem by raising crop yields. We don't have much time and room to speculate on this issue. The turn of the century is approaching quickly and so is overpopulation. What we should be speculating on is how the development process proceeds not should it proceed. The Industrial Revolution altered the world one step ahead. The Green Revolution will take the next.

Tuesday, November 26, 2019

Women of the South American Yanomamo Society essays

Women of the South American Yanomamo Society essays Women of the South American Yanomamo Society The South American Yanomamo society is decidedly masculine. Yanomamo women are considered inferior to men. The superior/inferior male/female duality occurs in all contexts of the Yanomamos lives. It can be seen from the division of daily labor to the beatings that women are subject to. However, women have a role to play in Yanomamo society, albeit, not one many American women would find agreeable. The practice of infanticide plays a role in the lack of women in Yanomamo society. Yanomamo prefer to parent a male child rather than a female child. Many times a female child will be killed at birth because females are inferior to males. To the people of North American culture certain the Yanomamo procedures of murdering a newborn baby would be considered brutal, horrific and mutilation. Some Americans would also suggest that abortion is murder also. However, many Americans see a clear difference between abortion and infanticide. One argument for abortion is that a fetus is not considered a child until it is born. Infanticide kills a child that has already been born. The differences of men and women can be found in the early socialization of the children. Female children assume duties and responsibilities in the household long before their brothers are obliged to participate in comparable useful domestic tasks. Young girls tend to their younger siblings, and help their mothers with chores. By the time a girl is ten years old, she has become an economic asset to the mother and spends a great deal of time working. In contrast, little boys, spend hours playing and are able to prolong their childhood into their late teens. Most are promised in marriage by the time they reach puberty. Girls have almost no voice in the decision of whom they will marry. Their elder kin decide mate selection. The girls wishes are not considered. Boys, in...

Friday, November 22, 2019

Bridge Syllabus 2012-2013 Essay Example for Free (#2012)

Bridge Syllabus 2012-2013 Essay 4. Course Overview: Welcome! This course is designed for entering students who plan to major in biology at IUPUI. The overall goal is to facilitate your entry into IUPUI, and help you succeed in college. We will be building on academic skills you already have and introducing you to the many resources available at IUPUI. During the summer, you will be part of the Summer Bridge, and will participate in activities with other groups of students. During the fall, we will be a section of Windows on Science (Science learning community, section 10316) which is a one credit course. The last meeting of the Windows on Science will be October 25, when we register for Spring 2013 classes. As part of the IUPUI bridge program, we will concentrate on introducing you to the campus and preparing you for college-level coursework. This class will use Oncourse (oncourse. iu. edu) to post grades, make announcements, etc. During the summer and fall you will meet several people in the School of Science, including at least one of the professors teaching one of your fall classes. These meetings will be quite informal and allow you to learn more about science, and about the courses they teach and what it takes to succeed in them. It will also make it easier to go to them for help if you need it later. 5. Research Projects: Most of you know that science is based on lots of accumulated knowledge, but you may not realize it also requires the ability to imagine what comes next, and/or innovative ways to use and transmit that knowledge to others. During the summer and fall you will work independently on three projects designed to introduce you to the culture and creativity of science, and the value of both imagination and knowledge. Two of the projects will be done as individuals working on subjects of their own choosing, and the third will be the whole class working on a single topic. To assist you with these projects you will be introduced to the university’s library system, the writing center (college-level writing), and the communication department (college-level oral presentations). These will help you not only with the bridge projects but later with Eng-W 131 and Comm-R 110, the composition and communication courses required for almost every major at IUPUI. Both of the individual projects will end with an oral presentation that will also include power point slides – if you need help with power point just ask either the mentor or Dr. Ulbright for help. The first individual research project (Imagination) will focus on the role of imagination in scientific work. For this research project you will select a problem involving society or your community and come up with a novel idea of how you could use science to solve it. This problem can be economic, social, ecological, health or any other category – the choice is yours. The solution can be as real-world or as imaginative as you wish but it must be at least partly based on some real science. This will culminate on August 15 or 16 with a short (3 -5 minutes long) oral presentation and a short (250 word) paper. In both the presentation and the paper you should †¢ explain what the problem is †¢ explain why you chose it †¢ describe your solution with relevant details †¢ suggest what should be considered in designing the solution(s) †¢ note any new problem(s) that you think your solution might cause. The second individual research project (Knowledge) will let you become an expert in one area where science has a covert or overt community impact. You will briefly discuss how and what areas of science are involved, and probably will want to choose a topic you can relate to your proposed major and/or career. On August 23 or 30 you will give a five-minute talk about your topic, including at least 6 PowerPoint slides. On August 23 you will hand in a 250 word summary/essayg;ER. g’Erglo on it. As part of this project you will learn how to use the electronic library resources for college-level research and literature searches. During bridge you will be introduced to the IUPUI library resources and as part of this project you will find two (2) pertinent research articles and one non-peer-reviewed but credible source dealing with your subject. You may not use Wikipedia, or any dictionary or encyclopedia. The third, whole-class project (Service) will have two parts – both will use your media and technology skills, plus your knowledge of biology. The class will decide on the two projects they will do. For the first project, which will be done during Bridge, there is a choice of working with 2nd grade or  high school subjects. For both, the idea is to create an exercise covering a required science topic and making science interesting. Besides media skills, this will draw on your imagination, and your ideas of what students like. We have lists of topics for both grade levels. The second project, which we will do once the semester starts, is to create tutorial presentations to help high school students master some of the tougher concepts in biology – for example, the biochemistry of photosynthesis, meiosis, etc. This project will also help many of our bridge students because these subjects are covered in K101. We will try to finish both projects by September 29 (depends on when the selected topics are covered in K101). For extra credit, members of the Bridge class will visit the 2nd grade classroom. 6. Bridge Scrapbook – during the fall semester the class will select pictures from the Bridge and fall semester images, and create a power point â€Å"scrapbook†. Students will work in the teams they had for their scavenger hunt. This is due Oct 18. 7. Goals: The goals of this Bridge/Window course include: †¢ To help you develop the skills for success in college. Should you have any concerns about physical, academic or other challenges you may face as you start college, we will help you learn about solutions and assistance available to you at IUPUI and make every effort to assist you in making your Bridge and first year experience successful. †¢ To develop a group of friends who will be in some of your classes †¢ To share information on campus resources. †¢ To provide a context for assessing interests, values, and abilities so you can make the most of your time at the university. †¢ To provide a place for students to establish a support network at the University, including faculty, staff, librarians, and students. †¢ To introduce students to the IUPUI Principles of Undergraduate Learning. †¢ To enhance understanding and respect for values and practices of the academic community, including respect for diversity, the open exchange of ideas, collegiality, and academic and scientific integrity. 8. Course Requirements: †¢ Attend class regularly, be on time, and actively participate in class discussions and activities, including fieldtrips. If you must be absent, notify the instructor (Ulbright) before class. †¢ Complete the four projects. For the Imagination and Knowledge projects, present your work as an oral presentation that includes PowerPoint. For the knowledge project – submit a 250 essay summarizing what you learned. For the two Service â€Å"Teaching Science† projects, work with the class to complete and submit your part by the due dates. †¢ Learn how to use technologies such as Oncourse and information resources. †¢ Complete assignments and submit them by the due date. †¢ Submit daily journals and other assignments via Oncourse. †¢ Meet with the faculty member at least once before October 1. †¢ Meet the student mentor outside of class before October 1. †¢ Meet with the advisor and complete your preliminary academic plan by October 11, 2012. Submit your proposed schedule (OneStart shopping cart) by October 18. †¢ Register for spring 2013 on October 25, 2012. †¢ Attend two campus activities/events. †¢ Shadow or interview someone working in a job you are considering as your career or that is similar (we may do this during one of our class periods) †¢ There is NO FINAL EXAM in Windows – yay! 9. Grades: Assignments, attendance, journals and exercises during Bridge will be part of your Windows grade. Graded components will include: †¢ Imagination Project – 40 points †¢ Knowledge Project – 100 points †¢ Service Project – 100 points †¢ Meeting with advisor to plan spring schedule prior to Oct 11 – 25 points †¢ Meeting with student mentor during September – 20 points †¢ Meeting with faculty mentor before Oct. 1 – 20 points †¢ Journals – 10 points each †¢ Attendance – 10 points per class meeting (including Bridge) †¢ Registration – 20 points †¢ Career Shadowing – 20 points. †¢ Campus events/activities – 10 points each (you may do additional ones for extra credit) †¢ Career Assignment – 20 points †¢ Time Management – 10 points †¢ Scrapbook – 15 points †¢ Other assignments will be announced Grade Scale: A = 90% and above of possible points B = 80% C = 70% D = 60% F = less than 60% 10. Basic Policies Attendance: As you begin your college career at IUPUI, attending your courses regularly and on time will be vital to becoming a successful student. You have made a significant commitment to yourself, your college, your classmates, and your professors to be involved in the classes for which you have enrolled. Students who are present and participate are best able to learn; those who regularly attend class, come prepared and on time, and participate are also in the best position to demonstrate what they have learned. Since your college career begins with the Summer Bridge, we encourage you to make attendance and arrival times a priority. Admission in the Summer Academy is a privilege; therefore, we expect perfect attendance. We also expect you to arrive to your classes on time and stay for the full day. If you are not willing to commit to perfect attendance and arriving to class on time, then we would like to offer your seat in the program to someone who is committed. Only documented absences for genuine emergencies will be excusable, and there will be grade penalties for incomplete participation and tardiness. With traffic, parking, etc. you might have trouble getting to class on time, so being 15 minutes late once will be overlooked. After the first late arrival, each time you arrive late or leave early you will lose the points for that class meeting. For each unexcused absence during the fall semester your grade will be lowered by 1/3 (for example, from an A to an A-). In addition, if you miss more than two class meetings during the first four weeks of the fall semester without a valid excuse you will be administratively withdrawn from the fall part of the class (Windows on Science). Administrative withdrawal may have academic, financial aid, and financial implications. Since it occurs after the refund period has ended you will not be eligible for a refund, and it will be difficult to add a class to replace the credit hour. If you have questions about the administrative withdrawal or attendance policies at any point in the semester, please contact me (Dr. Ulbright). Please keep in close touch with me if you are unable to attend class or complete an assignment on time – together we can usually find a solution. Civility and Conduct: Both Bridge and Windows should provide students the opportunity to understand and practice behaviors which support their learning and that of others within an atmosphere of mutual respect. This should include expectations related to respect for the rights of others, acceptance of one’s responsibilities as a member of a community of learners, and the practice of academic integrity, such as the following from the IUPUI Code of Student Rights, Responsibilities,and Conduct [http://www. iupui. edu/code]: The University has certain expectations as to the civility of our campus community. Among those values is fostering a climate of civility and mutual respect regardless of race, gender, age, or status in the institution. IUPUI has achieved much of its promise as an urban university because we work together toward common ends. Because the university is so complex and diverse, however, we will not always agree with one another. When we disagree it must be done with civility. We encourage everyone to speak and act judiciously and with respect for one another. Also among our values are academic freedom and an open exchange of ideas and opinions. However, when there are messages displayed that promote divisiveness in our academic community we have an obligation to condemn those messages as being antithetical to our university ideals and sense of shared responsibility for each other’s welfare. If we are to be true to our commitment to diversity and be welcoming to all, everyone must do his or her part. We know the terrible legacy of unopposed statements of racial divisiveness and diatribe. If we don’t discourage such statements, they become insidiously acceptable and poison the climate of trust and respect we strive to maintain. When apathy leads us to permit discrimination or harassment because we ourselves are not objects of such behavior, we have failed our community. No set of rules or policies can wholly govern human conduct. Civility is a fragile construct that each of us must cherish and preserve. Academic Integrity and Plagiarism: IUPUI has high expectations of its students. Academic and personal misconduct by students is defined and will be dealt with according to the procedures specified in the IUPUI Code of Student Rights, Responsibilities, and Conduct [http://www. iupui. edu/code]. There are five fundamental values that this academic community expects: honesty, fairness, respect, responsibility and trust. It is important for students to be aware of the expectations of IUPUI regarding individual course work, including Oncourse assignments and examinations. Students should be aware of the rules which govern their behavior, both on and off campus, and aware of the consequences of making poor choices. Instructors have tools available through Oncourse which enable monitoring of their activity within the virtual classroom and programs such as Turnitin to detect plagiarism, and these tools can be used as evidence of academic misconduct. Please consider that holding yourself to high standards of academic integrity in your college work will likely be important to you in some way in your future. Academic dishonesty limits the amount of actual learning you can accomplish – not learning material well in a one class means you are poorly prepared for the next class and may later effect your job performance in the future – regardless of whether you are â€Å"caught† or not. We hope the person calculating the dosage of radiation you will receive really did earn that â€Å"A† in Physics. Class Etiquette: The first-year seminar course is structured to be a time for learning within a civil framework. Inappropriate talking, eating, texting or working on other coursework during the class session should be avoided. Inappropriate student behavior not conducive to the proper functioning of the class will be identified and dealt with immediately. Tentative Fall Schedule 2012 Windows (Bridge) Section 10316 Room BS 3012 Thursdays 3:00 – 4:50pm August 23 IUPUI resources (online and on-campus), time to work on Service project, First set of Knowledge Orals. August 30 Rest of Knowledge Orals September 6 Medical Museum September 13 Service Project and Advising September 20 TBA September 27 Role of Science in American Culture, Ethics and Science October 4 Principles of Undergraduate Education, Professional and Graduate Programs October 11 Eiteljorg Museum; Career Assignment due October 18 Study abroad, Next semester’s profs, Scrapbook and Schedules with sections due October 25 Registration, Pizza, Last Class. Bridge Syllabus 2012-2013. (2016, Sep 23).

Wednesday, November 20, 2019

Personal Ethics Development Paper Research Example | Topics and Well Written Essays - 1250 words

Personal Ethics Development - Research Paper Example Ethics of a person is developed from a tender age. Majority of people learn about ethical behavior from home, school, and church among other institutions. In addition, a person’s ethical conduct also developed through the people that exist in the life of a person. Ethical behavior is developed at childhood. Nonetheless, ethical behavior keeps on developing as a person’s matures (Trevino & Nelson, 2007). The behavior I came to adapt is the normative ethics. This kind of ethical behavior assisted in my decision making in addition, through ethical conduct I could differentiate between right and wrong. Throughout my life, normative, ethical conduct has been my foundation and it has assisted in my growth and development. Normative ethics is more practical and assist in enhancing moral standards and norms. In addition, through normative ethics one is able to differentiate between right and wrong. Good habits and appropriate moral behavior also enhanced by normative, ethical c onduct. In addition, normative, ethical behavior also teaches a person that every moral behavior followed by consequences of the action (Trevino & Nelson, 2007). Therefore, both the negatives and the positives moral conduct have their impacts in life. I am more of a practical person and this kind of ethics has been my foundation for years. My self-esteem and moral conduct throughout my life have been guided by normative, moral behavior. I have encountered people with different moral values and principles depending on where the person came from and the people involved in the person’s life. My parents and the spiritual leaders in the church are the people involved in building my ethical system. My parents were authoritative, and they advised me to lead by example. Further, they taught me not everyone is perfect in life; nonetheless, living in a manner that portrayed respectful behavior in front of people should be my priority. In addition, I was advised to behave in accordance to the wishes of Christ. In church, my spiritual leaders would advise the entire congregation, and I â€Å"to practice what we preach†. They recommend the phrase often because they believed ethical conduct could be enhanced through the phrase. Nonetheless, the behavior of the churchgoers surprised me. I did not comprehend their behavior, on Sunday, they would be polite and welcoming, but during the week, they would portray a very different behavior. My parents taught me otherwise and told me living by example should be my priority. Therefore, as I grew I ensured my words and actions were similar. My ethical conduct was significant in my life, behaving according to social norms and beliefs were my priority. Another motivator to my ethical conduct was the bible. I applied the word of God in my daily life incorporated by normative ethical system; therefore, improving my conduct around people and making a wise decision when need arises. Through the bible, I learnt a number of thi ngs that could shape my ethical conduct, in addition, my decision-making criteria also enhanced by the bible. In my development of ethical conduct, I also made mistakes that assisted in shaping me up. When I was a teenager, I made a mistake of going out with my friends without the permission of my parents. I was curious about what people did when they were out, and the only

Tuesday, November 19, 2019

English Paper on Sunday Morning and Swan and Shadow Essay

English Paper on Sunday Morning and Swan and Shadow - Essay Example The drifting of swam through water gives a pleasant feel to the readers as it takes a person to a place of peace where there is no complexity or fear. The way the writer of the poem has structured this poem reflects his creative skills and thoughts. The poem was written in the early 20th century and it shows that the poets of that time had a good sense of innovation and creativity. An interesting point in the poem is that the reflection of swam has not been shown as the reflection of the poem in the water. Had the writer done that, it would have produced a relatively ordinary feeling to the readers. The writer has continued the poem in the reflection instead of showing the reflection of text of the upper part of the poem. As far as the wording of the poem is concerned, there is not a smooth flow between them. At some points, the words do not seem to be joining with the next coming word but when a reader extracts the meaning of the whole sentence, the construction of words becomes logical. One cannot say that understanding the poem is easy because of the structure of sentences. A reader has to read the poem several times in order to get out of the Hollander’s frustrated and puzzled use of words and sentence construction. The structure of the poem makes it a bit difficult to read in a flow because the poem flows from the head of the swan to the neck and then shifts to the body part, which makes the reading somewhat difficult. A reader can question himself/herself whether he/she is reading the poem in a correct flow or there is some other way to read the poem correctly. Lack of periods and commas also make the reading of the poem more difficult than it actually appears to be. Continuously passing out memories and inadequacy of the memory to store the scenes form the theme of the poem. The writer might have tried to demonstrate that the world is not as simple as it appears to be. One has to go through various experiences of life to

Saturday, November 16, 2019

Education and Safe Educational Environment Essay Example for Free

Education and Safe Educational Environment Essay Rights talk seeps into spheres of American society where a sense of personal responsibility and of civic obligation traditionally have been nourished. An intemperate rhetoric of personal liberty in this way corrodes the social foundations on which individual freedom and security ultimately rest. Because I agree with this quote, I firmly resolve the resolution that establishing a safe educational environment for grades K-12 justifies the infringement of civil liberties. I would like to offer the following definitions: Establish: to make firm or secure Safe Educational Environment: an environment conducive to learning where students are free from hurt, injury or loss Justifies: to demonstrate to be right, just, or valid Infringement: an encroachment, as of a right or privilege Civil Liberties: fundamental individual rights, such as freedom of speech and religion, protected by law against unwarranted governmental or other interference The value that the affirmative upholds is education. The value criterion I will use to uphold my value is safety. Safety is extremely important on any educational institute because it allows the students and faculty to learn and operate without any threat hanging over them. To explain my position, I offer the following contentions: Contention 1: Without the establishment of a safe learning environment, the ability to learn and to teach is severely hampered. Without a safe educational environment, the attainment of knowledge is difficult to achieve. As Michael Ferraraccio said, If schools cannot operate in a violence-free atmosphere, then education will suffer, a result which ultimately threatens the well being of everyone. An infringement of a students civil liberties is required to be able to maintain a safe and enjoyable learning atmosphere for both the students and the faculty. When a student does not feel secure in their learning area, they are often distracted and unable to focus. For example, a student cannot possibly concentrate if another classmate is spewing insults and cuss words at the teacher. However, if we allowed students the freedom of speech, this could be common place. Contention 2: Moral obligation to provide safe schools Donald Beci stated Because a state requires compulsory school attendance, it has a moral duty to maintain student discipline and to protect children from violence that occurs while they are attending the very schools to which the state has bound them to attend. A school is required to protect the children that it harbors, and thus some civil liberties must not be granted. Examples of these are the right to bear arms and the right to privacy, which could be construed to mean very dangerous things by students not mature enough to understand them. Also, privacy rights must not be granted in school, as it might endanger the safety of others. In fact, Donald Beci also says that, In situations where the school administration and students share joint control of lockers, desks, or other school property, the students would not have a legitimate expectation of privacy in such property; thus, in the abscence of privacy, Fourth Amendment requirements would be inapplicable. Thus schools must disregard some civil rights to uphold the value of safety which most of them abide by. The affirmative has proven that schools must disregard students civil rights in order to ensure a good and safe learning environment.

Thursday, November 14, 2019

The Tatyana-caste :: English Literature Essays

The Tatyana-caste '...Just as the storm clouds often slay The scarcely breathing new born day.' 1 One of the most popular of Tennyson's poems, The Lady of Shalott relates the tragic story of an extremely lonely young lady longing for a soulmate. A poem of "technical virtuosity, inspired landscape-painting based on precise observation, and a dreamworld of artistic beauty denying the commonplace"2, "turning to beauty as a possibility of a more complete life"3, it is one of the highlights of the author's early years. This paper shall attempt to prove my opinion that the work is very much parallel to an even more famous Russian narrative poem finished about the same year as The Lady of Shalott. I will omit discussing the poem's popular critical interpretation concerning "the conflict between the artist's own sensual vision and his need to experience life directly"4 -- I'll rather concentrate on my individual, rather alienated thoughts and feelings arised during the reading, and I will not go into Arthurian considerations, either. Concerning both the subject of a yearning, introverted young lady and the bleak solution, Tennyson's poem may be readily compared to two other, albeit larger scale, masterpieces of the early 1830's -- Balzac's "Eugenie Grandet" and, even more notably, Pushkin's "Onegin" --, each dealing with the same kind of pastoral, embowered, dreamy, grave and generally misunderstood girls or young women. This 'caste' sticks out of its rustic environment like a sore thumb, often being regarded by their own relatives and acquaintances as hopeless misfits, spinsters or nuns to be; being highly sensitive, imaginative and deep-feeling, they find it exceptionally hard, even actually impossible, to become accepted and understood within their immediate environment made up of generally cruder and simpler sorts. Thus, these girls feel obliged to create a world of their own as a progressive act of counterbalance and self-condolence, rich with remnants of childhood fantasy, romantic works they've read and an air of bittersweet wistfulness. Pushkin's memorable portrayal of Tatyana as a child may well resemble the early years of the Shalott Lady: "She was no beauty, like her sister, And had no roses on her cheeks, Which would attract admiring looks. A wild thing, mournful and retiring, Like a doe seen in a forest clearing, In the midst of all her kith and kin She seemed like something alien. She could not manage a caress With ma or pa, or a soft touch. The Tatyana-caste :: English Literature Essays The Tatyana-caste '...Just as the storm clouds often slay The scarcely breathing new born day.' 1 One of the most popular of Tennyson's poems, The Lady of Shalott relates the tragic story of an extremely lonely young lady longing for a soulmate. A poem of "technical virtuosity, inspired landscape-painting based on precise observation, and a dreamworld of artistic beauty denying the commonplace"2, "turning to beauty as a possibility of a more complete life"3, it is one of the highlights of the author's early years. This paper shall attempt to prove my opinion that the work is very much parallel to an even more famous Russian narrative poem finished about the same year as The Lady of Shalott. I will omit discussing the poem's popular critical interpretation concerning "the conflict between the artist's own sensual vision and his need to experience life directly"4 -- I'll rather concentrate on my individual, rather alienated thoughts and feelings arised during the reading, and I will not go into Arthurian considerations, either. Concerning both the subject of a yearning, introverted young lady and the bleak solution, Tennyson's poem may be readily compared to two other, albeit larger scale, masterpieces of the early 1830's -- Balzac's "Eugenie Grandet" and, even more notably, Pushkin's "Onegin" --, each dealing with the same kind of pastoral, embowered, dreamy, grave and generally misunderstood girls or young women. This 'caste' sticks out of its rustic environment like a sore thumb, often being regarded by their own relatives and acquaintances as hopeless misfits, spinsters or nuns to be; being highly sensitive, imaginative and deep-feeling, they find it exceptionally hard, even actually impossible, to become accepted and understood within their immediate environment made up of generally cruder and simpler sorts. Thus, these girls feel obliged to create a world of their own as a progressive act of counterbalance and self-condolence, rich with remnants of childhood fantasy, romantic works they've read and an air of bittersweet wistfulness. Pushkin's memorable portrayal of Tatyana as a child may well resemble the early years of the Shalott Lady: "She was no beauty, like her sister, And had no roses on her cheeks, Which would attract admiring looks. A wild thing, mournful and retiring, Like a doe seen in a forest clearing, In the midst of all her kith and kin She seemed like something alien. She could not manage a caress With ma or pa, or a soft touch.

Monday, November 11, 2019

King of the Bingo Game: An analysis

â€Å"King of the Bingo game† by Ralph Ellison is about a man, in desperate need of money, cheating at a bingo game.   More importantly, the story revolves around a desperate man seeking sanity and solution in a world he cannot control.   This desperate and futile search for answers is what ultimately leads him to his demise.The backdrop of the story is during World War II.   This time was particularly chaotic as the war is pulling on the economic resources of everyone.   It is more chaotic for the Bingo King as his wife is sick and he needs money for her care.   He cannot work in the factories, as he has no birth certificate.   The last chance he has is a Bingo game being held in a movie theater.   This is the place where his life will end.   This is the place where the contradictions of freedom and slavery, wealth and poverty, Sanity and madness will all meet.A big factor of this story in the race of the main character.   He is a black man living from the s outh.   This is the 1940’s; hence slavery has been abolished for some time.   Yet, The Bingo King is still a slave to something else.   He has an inability to make money, yet is in desperate need of it.   He cannot work in the factories; hence he is â€Å"useless† to society.   There is a promise of money from a game; hence he places all his hopes into it.   The slavery in this story is slavery to capitalism.   There is this illusion that one can make it rich on one’s own merits.   Yet, as Bingo King himself say’s in reference to the Wheel, â€Å"This is God†.This is the contradiction to the standard idea of equal rights and freedom that America is commonly personified.   The idea that all men are created equal and are free to pursue life, liberty, and the pursuit of happiness.   This is all dashed apart by the wheel, which flippantly controls the ebb and flow of life and fortune.The Bingo King, upon realizing this, realizes tha t his only hope for sanity and fortune is through this wheel, which he now believes controls all things.   An idea like freedom or equality seems laughable in the face of this machine, which deals out fortune or loss on a whim.   Upon seeing this, the Bingo King realizes that only through the constant spinning of the wheel will his life have any meaning.   This is the failure of sanity, which leads him to his death.In a way, the journey that the Bingo king undertakes is parallel to that of the Faustus in Christopher Marlowe’s classic play.   Faustus is a noble and proud man of science.   One notable characteristic about Faust is that he has a deep thirst for knowledge and understanding.   This is a noble and proud endeavor, not one that would be considered wrong or sick by any standards.   The problem comes with the methods that he uses to gain that knowledge.   In his thirst, he signs his soul over to the demon Mephistopheles so that he may be granted powers not meant for mortal man.   Over the course of the story, Faustus takes a journey that leads him into arrogance and madness.   The story comes to an end with a vision of Faustus being dragged kicking and screaming into hellfire.There is a definite Faustian theme that prevails throughout â€Å"King of the Bingo Game†.   Like Faust, the Bingo King starts on this journey for a noble endeavor.   He wishes for the means to take care of his wife Laura.   His motives are pure and honorable, and he seeks no more than the money needed to take care of his sick wife.   As he reaches the bingo wheel, he sees the power that it holds over his own life.   He sees that life is simply a matter of fate, controlled by chance and whim of luck.   The Bingo King sees this â€Å"whim of luck† as God.   So by his reasoning, if he controls the wheel, he becomes God.   It is then that he becomes mad with a sense of false power.We see this from his thoughts he has concerning the crowd in the theater.   As they heckle and jeer him from his resistance to leave the stage, the Bingo King becomes more and more inwardly hostile towards them:They had been playing the bingo game day in and night out for years, trying to win rent money or hamburger change.   But not one of those wise guys had discovered this wonderful thing†¦.Now he faced the raging crowd with defiance†¦ He was running the show, by God!   They had to react to him, for he was their luck.   This is me, he thought.   Let the bastards yell.Ralph Ellison, King of the Bingo GameHe looks at the crowd and he sees them as fools.   He does this because he thinks that he has found the answer.   This is far from the truth, as he has simply gone mad.   Like Faust, he believes that he is in possession of all the answers.   This is far from the truth.   He sees the glamour of the Bingo wheel as the power over the universe.   Others see it as just an opportunity for fun and a lit tle money.These are the two separate worlds that the wheel inhabits.   There is the world of reality, where the wheel is just a game.   Then there is the world that the Bingo King sees from his point of view.   The world where he can become a god from winning this game and controlling this wheel.   This is a world he came to out of desperation and madness, struggling to get money and a job and not being able to find a place within the world of the story.This brings up the theme of Alienation.   The Bingo King is living in a world that has no place for him.   He has no birth certificate.   Hence, he does not exist.   And seeing the fact that he does not exist, the world has no use for him anywhere.   He cannot gain work in a factory for this reason or gain work anywhere else.   To the world, he is obsolete.   For that reason, other people tend to ignore him.Examples of this are the people in the theater who do not even acknowledge that he exists until the Bingo Game.   One woman is eating peanuts right in front of him.   He recalls his time in his hometown where he could simply ask someone for a few peanuts and they would gladly give it to him.   He realizes that the situation is different here.   This is the big city.   No one cares if he exists or not.   This is the big city.   If he asks the woman for peanuts in this theater, she’ll ignore him, or tell him to get his own bag.This Alienation is not due to the color of his skin.   It is not because his descendents were of an â€Å"inferior race† or because of any preconceived stereotypes about his people.   This alienation comes simply from the world he is living in now.   Everyone is separate from each other.   Everyone in the theater is separate.   No one knows each other or has any real concern for each other.   Their only concern is themselves and their own lives.   All that is needed is to sate their own hungers or wants or needs.   There i s never a concern for their fellow man or giving to others simply out of the joy of giving.   All is meant for one’s self.The joke of the Jackpot, however, is how small the jackpot really is.   The Jackpot of 36.90, even for the forties, is a small amount.   The Bingo king really has no hope of saving his wife through this game, nor does he have any hope of getting out of the poverty that he is currently suffering.   Yet the game is giving him this false hope that it is possible.   This is once again going to the theme of desperation that is cast over him through his alienation.   Bingo King has become so desperate, that he thinks he sees fortune where there is none.This is the overarching theme of the story.   That society alienates itself from others an as a result, the people of that society sees little hope.   In seeing little hope, they give their lives for a cause that may not seem entirely valiant.   Sadly, in the end, this is the fate of the Bingo Ki ng.BibliographyMarlowe, Christopher. The Tragic History of Doctor Faustus. Oxford, England:Oxford University Press, 1998.Ellison, Ralph. â€Å"King of the Bingo Game.† The Norton Anthology of Short Fiction.By Richard Bausch. New York: Norton, W. W. & Company, Inc., 2005.

Saturday, November 9, 2019

The Children’s Hour

PACE UNIVERSITY WS 296: Dealing with Difference Dr. Karla Jay Midterm Directions: Write an essay of approximately 600-800 words on two of the following questions. Lengths are suggested. Be sure to support your position with facts, details, and examples. Check your essay structure, grammar, and spelling against the checklist on Blackboard (Writing Tools). Remember to include a good opening paragraph and a conclusion! Please provide citations and a bibliography if you use outside sources.There are writing rubrics on Blackboard under the Writing Tools button. Your midterm is due March 7 at 11 p. m. (I have provided an extension. ) You will lose three points for each day your midterm is late. Your midterm will not be accepted more than a week late without a doctor’s note or other valid excuse. Follow directions for Turnitin. com. Remember that our course number is 5841197, and the password is â€Å"beebo. † (You all seem to be registered. ) Note: Please load the two essays as one file. Remember to label the file as follows: Yourname.WS269. midterm. 1. How do Willa Cather, Gertrude Stein, and Angelina Weld Grimke let lesbian readers know that they are reading a lesbian story or poem without ever using terms like â€Å"lesbian† or â€Å"third sex†? 2. Lillian Hellman said The Children’s Hour is not about lesbianism but about a â€Å"lie. † Do you agree with her? Why or why not? 3. In The Well of Loneliness, Radclyffe Hall took the position that members of the â€Å"third sex† are different from birth. Though today, some critics use different terminology and label characters like Stephen â€Å"butch,† mannish† (Esther Newton), or even â€Å"transgendered,† do you think that Hall was ahead of her time in suggesting that lesbians are biologically (essentially) different in some way? How is Stephen different from most of the other lesbians in the novel? Even Hall sees two types of lesbian. Though this e ssay allows for you to be speculative, try to ground your thoughts in some details from the novel, please. Do only one of the following questions that relate to Beebo Brinker: 4. Many lesbian novels have been banned or prosecuted for â€Å"obscenity. † Start with the trial and content of the Well of Loneliness.Then connect it to the Gathings Hearings and government concern about pulp novels like Beebo Brinker. You should consider some of the following questions: Why were they banned? Were similar non-lesbian books banned? What is the impact of banning books on lesbian readership? You MUST credit all research in the text. Please do not use Wikipedia, as it is not a reliable source. 5. What did you learn from Beebo Brinker about gay and lesbian life in Greenwich Village in the late 1950s? Don’t retell the story but use specific details of to characterize the life that people led.

Thursday, November 7, 2019

Complete SAT Instructions, With Tips and Strategies

Complete SAT Instructions, With Tips and Strategies SAT / ACT Prep Online Guides and Tips What are the instructions that you’ll see on the SAT? And are they important? In this article I’ll take a closer look at the directions you’re given on the test and tell you what parts of them are most critical for earning high scores! Instructions? What Instructions? On the SAT, you’ll see instructions on every section about how to answer questions as well as instructions on your answer sheet about how to select and fill in answers. What followsare the instructions that you should expect to see for different parts of the test laid out section by section.I’ll also go into more detail and show you the instructions for different types of questions within the three sections so you’ll be prepared for everything! Answer Sheet Instructions You will get a set of overall multiple choice instructions on the answer sheet that look like this: This is demonstrating how you should fill in answers to get credit for your responses.Make sure you bring a couple of #2 pencils to the test so that you have a backup in case one breaks!Don't use mechanical pencils.You should also follow the instructions for filling in circles darkly and completely. If you erase any answers, do it thoroughly, and bring an extra eraser just in case. Instructions for All Multiple Choice Sections The one direction you’ll see at the end of every section of the SAT is this: On the SAT, you can’t turn back to a previous section and answer questions you skipped or flip to the next section and start looking at questions early.If you do, it’s considered cheating!Everyone must have the same amount of time for each section. If you turn back, you’re giving yourself extra time, which is unfair to other students. SAT Reading Instructions On the new SAT Reading section, all questions are passage-based (no more sentence completion questions with crazy vocabulary!). Here are the overall instructions for the Reading section: You’ll see both single passages and paired passages, and some may be accompanied by relevant graphics. There are 52 questions in total that are asked over the course of five different passages or pairs of passages. These questions are based on information in individual passages, relationships between paired passages, or relationships between passages and graphics. When it says to choose the best answer to each question based on what’s â€Å"stated or implied†, this is an opportunity for slight confusion.Something being implied on the SAT is not exactly the same as something being implied in real life or in reading for an English class.The implication has to be very direct in order for you to take it as evidence for the answer to a question on the SAT.Since the SAT is standardized, there can be no room for subjectivity in answers.If you think something has been implied, make sure your thoughts are based on concrete evidence provided by the passage and not pure assumptions. SAT Writing Instructions The SAT Writing section has been simplified in a way on the new SAT. All questions are now passage-based (just like the Reading section). Here are the directions you'll see at the beginning of the section: Basically, the directions explain that questions will ask you to improve the quality of writing in each passage by correcting grammar errors, fixing sentence and paragraph structure, and revising word usage. Much like the Reading section, passages in the Writing section are sometimes accompanied by tables or graphs that you'll need to consider as you answer questions. In most cases, question numbers are inserted into the passages indicating which sentence or word you will potentially need to revise. SAT Math Instructions There are two math sections on the new SAT: the first section does not allow the use of a calculator, and the second section does. Both sections includemultiple choice and grid-in questions. The first section has 20 questions, 15 of which are multiple choice and five of which are grid-ins.The instructions that you’ll see at the beginning of the section look like this: Key points to keep in mind based on the instructions are: Use the space you’re given! Don’t hesitate to write things out if you’re unsure about them in your head. The diagrams are there to help you. They're drawn to scale, so use them for reference. The domain of a function on the SAT is always all real numbers unless otherwise indicated. I also included all the formulas that are provided for this section.Even though they’ll be there on the test, you might still decide to memorize these formulas.You'll waste valuable time if you keep needing to flip back to the first page of the section. For the last five grid-in math problems in this section, you’ll see the following instructions: Key points to remember from these instructions: Fill in the circles completely and correctly. DON’T just write the numbers in the boxes because that’s not the part that’s going to be scored by the machine. There are no negative answers for grid in questions. If you get a mixed number fraction for an answer, turn it into an improper fraction or a decimal before gridding it in. Leave any columns you don’t need blank. If you get a long decimal answer that won’t fit in the grid, round it, but make sure it fills the entire grid so it’s the most accurate possible response. The second math section has 38 questions that you will answer over the course of 55 minutes. It includes 30 multiple-choice questions and eight grid-in questions. The only difference in the instructions for the second section is that the use of a calculator is allowed. Remember that you can use your calculator as much or as little as you want. There will be cases in this section where it's actually faster NOT to use your calculator, so be mindful of which method makes the most sense for each question. Woo...oh man...excuse me while I wipe away tears of mirth. SAT Essay Instructions The instructions for the now optional SAT essaylook like this: To make sense of these instructions, it's important to understand the format of SAT essay prompts.The prompt will consist of a piece of persuasive writing. You're expected to analyze the techniques that the author uses to build his or her argument. You will need to â€Å"demonstrate that you have read the passage carefully, present a clear and logical analysis, and use language precisely."What do they really mean? "Demonstrate that you have read the passage carefully" This means you should frequently use direct quotes from the passage to back up your response. Make sure you fully understand the author's point and are able to explain it clearly with solid evidence. It's best to read the passage very thoroughly before you start writing and underline the most important points. This will help you to write an essay that is more mindful of the exact methods by which the author's argument is constructed. "Present a clear and logical analysis" Write a good introduction with a thesis that clearly states the aspects of the author's argument you plan to analyze.Use specific examples from the text to support your point in logical order.You should also write a well thought out conclusion that summarizes the main points you made in your essay about the techniques the author uses to build an argument. "Use language precisely" Try to use advanced vocabulary words, but only if you’re very confident with them. Using a word incorrectly could hurt you.Make an effort to avoid repetition and createsmooth transitions between your thoughts. The rest of the instructions tell you to be careful with your handwriting and to write only in the lines on your answer sheet.If you think you’re going to have a problem with writing legibly, you might want to look into testing with accommodations.You may be able to type your essay in extreme cases. The instructions also reiterate that you need to use a #2 pencil, write on the answer sheet and NOT in the test booklet, and stay on topic! Conclusion To save yourself time on test day, you should understand the instructions for each section before you sit down to take the SAT. The new SAT has four sections, each of which is accompanied by one or more unique sets of instructions. All questions on both the Reading and Writing sections are multiple-choice and passage-based, and the two Math sections contain both multiple-choice questions and grid-in questions. The essay now involves analyzing how a persuasive argument is constructed by the author of a given passage. Now that you're armed with this background information, the foundation is laid for you to takesome realpractice tests! What's Next? For more quick facts about the SAT, check out these 21 SAT tips and tricks you can use to raise your scores! Still not sure what score you should be aiming for on the SAT? Read this guide to learn how to calculate your target score. If you're looking to register for the test, learn whether the next date is best or if you should hold off until later. Want to improve your SAT score by 160points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Monday, November 4, 2019

Waterhouse Friderichsen Essay Example | Topics and Well Written Essays - 2250 words

Waterhouse Friderichsen - Essay Example To have a clear description of Waterhouse Friderichsen, a hypothetical client scenario will be used. Other than concentrating on the primary organ affected by Waterhouse Friderichsen, other organs affected by the same will also be discussed. The final section under this medical condition will focus on impacts of healthcare and nursing. The hypothetical case study will be of a 35 year old female patient who was found with signs and symptoms associated with Waterhouse Friderichsen. Majority of cases have been reported in children, but the increased rate of meningococcal infections have led to high incidences of Waterhouse Friderichsen in adults. In many cases, patients with Waterhouse Friderichsen die within 24hrs, but a few have managed to survive beyond 48hrs. Cases of full recovery have also been reported in some regions. This fact proves that the syndrome is not fatal when early diagnosis is made. Worldwide incidences of Waterhouse Friderichsen syndrome are not many, although cases of the condition go unnoticed in many instances (Manchanda et al, 2008). Case Analysis This is a hypothetical case of a 35 year old female patient who got admitted after showing signs of high grade fever accompanied by chills and vomiting over a period of 7days. The patient also had a skin rash on the abdomen and trunk, which appeared on the 5th day of infection. Following admission, the patient developed a hemorrhagic rash. On assessing the family history, there was no any significant information to associate the infection with family history. Medical examination revealed that the patient was unstable, and there was the presence of cyanosis. The patient was febrile with a pulse rate of 90/min and a systolic BP of 70mmHg. Neurological examination revealed positive signs of Kerning and Brudzinski. There were rashes all over the body but predominated on the abdomen and trunk. Collection of CSF was done under aseptic conditions and its processing done under standard bacteriological pr ocedures. Microscopy on CSF was done routinely, and a cell count of 9400/mm3 was reported. Of the total cell count, 86% were polymorphs while 14% were lymphocytes. An increase in CSF proteins to 309mg%, and a decrease in glucose to 20mg% were reported. A Gram stain preparation of the CSF revealed pus cells accompanied with gram-negative diplococcus. CSF cultures were done on MacConkey agar, chocolate agar, and blood agar and incubated overnight. After overnight incubation, there were tiny translucent colonies on blood agar and chocolate agar. Standard bacteriological procedures identified the tinny translucent colonies to be those of Neisseria meningitides. A CT scan conducted on the patient confirmed adrenal hemorrhage, which is present in Waterhouse Friderrichsen syndrome. Antibiotic sensitivity using 5 antibiotics showed no resistance to any of the antibiotics under examination. Antibiotics under examination were sulfamethoxazole, chloramphenicol, ceftriaxone, trimethoprim, and p enicillin. The patient was put on ceftriaxone and steroids but went into a shock. On the third day of admission, water Friderichsen syndrome was reported as the cause of death. Discussion Waterhouse Friderichsen syndrome was reported first in 1911 by Rubert Waterhouse. This syndrome is caused by failure of the adrenal gland due to massive bleeding into the gland. The cause of bleeding is a bacterial infection, most common bacteria being meningococcus Neisseria meningitides. This medical condition presentswith rash, fever, coagulopathy, rash, and shock. During the course of its development, multiple organs are affected, leading to multiple system failure. One significant sign in Waterhouse

Saturday, November 2, 2019

Individual Reflective Report Essay Example | Topics and Well Written Essays - 1500 words

Individual Reflective Report - Essay Example The evaluation aims to explore strategic patterns and outcomes, highlighting the approach to strategic decision-making adopted within the group in its handling of strategic issues and tensions like puzzle, dilemma, trade-off or paradox. The report also refers to the core module materials in our discussion. The core module materials refer to attachment and referencing requirements. The report has evidence of strategy, leadership, and significant learning related to strategy and career future. It also includes team behavior, coordination in the group. Good planning, monitoring, evaluating, and enhancing the contribution of the group by setting up comprehensible links between the past, present and future plans and development results. Monitoring and evaluation helps the group to extract information from the past and present, which are used as a basis of pragmatic, fine-tuning, reorientation and future planning (De Wit & Meyer 2010). Effective planning helps to establish whether the grou p work is progressing, moving in the right direction and whether success can be acclaimed in the future. 2.0 Team Role 2.1 Individuals role in the group (a) The group acting product manager The product manager takes the role of comprehending the market demands and trends and aligning those demands to the roadmaps of Vassal Mobile Company. ... (c) Technology officer The technology officer has the role of product innovation and development of its technology as Vassal Technology Officer. The technology officer concentrates on progressive technology products growth and ensuring they are successful to global new markets (Fleischer & Bensoussan 2004). 2.2 My role as the group coordinator As the group chairman, I coordinate the company’s business growth and guide the strategic direction (Fitzroy & Hulbert 2005). I lead and make prosperous technology of the company in the area of Distribution of product, Cable, Mobile and industries of Semiconductor. I lead venture, estimate funds of providers of hardware/software infrastructure concentrating on management of the rich media. I lead innovation and technology development of product as coordinator of Vassal Technology group. In this way, my focus is on creating progressive technology product and to successfully bring these mobile products to new markets. As the team coordinat or, I ensure there are markets of Cable, Internet and Enterprise, as they have grown in the rich media growth. It is through this process that I have comprehended the main technology and drivers of the market and have realized how multiple companies tackle the challenges. 3.0 Strategies 3.1. Strategy management of Vassal Mobile Company group Vassal company experience in sales and marketing, as an initial technology in old and present day media, has set the goal of acquiring 500 clients consisting of the present media, social TV and marketing through the internet. The leading company teams build infrastructure technology in platforms of retail and network while