Free Essays on Like Daughter

Childhood, affects an individual psychically and emotionally in the future. Everyone must find ways to cope with emotions brought on by painful experiences. In Tananarive Due’s â€Å"Like Daughter,† Denise attempts to mend her broken childhood by going to the extreme of recreating herself science of cloning. As a result she suffers from a nervous breakdown because of the pain she is causing Neecy. Individuals should focus on the present to work towards a brighter future instead of trying to relive the past. Through the elements of character and plot Due proves that to come to terms with childhood problems one should focus their energy on moving forward instead of erasing emotions felt in the past. In Due’s â€Å"Like Daughter†, Paige is portrayed as the protagonist with a sense of understanding and knowledge while Denise is the antagonist who makes an extreme decision. Although best friends and godmother to Neecy Paige insisted on keeping distance from Denise for fear on interfering with Denise’s plans to provide herself (Neecy) with a decent childhood. Paige states, â€Å"That was the other reason I’d kept some distance from Denise, I hadn’t wanted to be there to poke holes in what she was trying to do†¦her life could trot on happily ever after, just the way she’d planned, but that’s a lie, too†¦she sounded as if she’d died.† (92) Even without intruding on Denise’s life, Denise causes Neecy to endure pain (cry) proving Paige right that trying to recreate a childhood without flaws is impossible. Denise becomes emotional and can not stand to look at her young self hurt again. When Paige calls Denise Neecy she becomes excited and yells in a bitter tone, â€Å"I can’t stand to look at her.† (91) â€Å"Don’t call me Neecy, don’t you know better?† (95) Denise wants the name Neecy to represent the new childhood she created instead of the childhood she received. When Paige calls her Neecy she remembers her ... Free Essays on Like Daughter Free Essays on Like Daughter Childhood, affects an individual psychically and emotionally in the future. Everyone must find ways to cope with emotions brought on by painful experiences. In Tananarive Due’s â€Å"Like Daughter,† Denise attempts to mend her broken childhood by going to the extreme of recreating herself science of cloning. As a result she suffers from a nervous breakdown because of the pain she is causing Neecy. Individuals should focus on the present to work towards a brighter future instead of trying to relive the past. Through the elements of character and plot Due proves that to come to terms with childhood problems one should focus their energy on moving forward instead of erasing emotions felt in the past. In Due’s â€Å"Like Daughter†, Paige is portrayed as the protagonist with a sense of understanding and knowledge while Denise is the antagonist who makes an extreme decision. Although best friends and godmother to Neecy Paige insisted on keeping distance from Denise for fear on interfering with Denise’s plans to provide herself (Neecy) with a decent childhood. Paige states, â€Å"That was the other reason I’d kept some distance from Denise, I hadn’t wanted to be there to poke holes in what she was trying to do†¦her life could trot on happily ever after, just the way she’d planned, but that’s a lie, too†¦she sounded as if she’d died.† (92) Even without intruding on Denise’s life, Denise causes Neecy to endure pain (cry) proving Paige right that trying to recreate a childhood without flaws is impossible. Denise becomes emotional and can not stand to look at her young self hurt again. When Paige calls Denise Neecy she becomes excited and yells in a bitter tone, â€Å"I can’t stand to look at her.† (91) â€Å"Don’t call me Neecy, don’t you know better?† (95) Denise wants the name Neecy to represent the new childhood she created instead of the childhood she received. When Paige calls her Neecy she remembers her ...

The Experts Guide to the AP European History Exam

The Expert's Guide to the AP European History Exam SAT / ACT Prep Online Guides and Tips The AP European History course and exam cover the history of Europe from 1450 to the present. That means you'll be asked about everything from the Renaissance to the European Union - it's a lot!Not to mention,the exam was just revised in 2016, making everything a bit more complicated. If you need guidance for the AP exam, read on. In this article, I’ll give an overview of the exam, go in-depth on each of its sections, go over how the exam is scored, offer some preparation tips, and finally explain some key things to keep in mind on test day! AP European History Exam Format and Overview The AP Euro Exam for 2017 will be heldon Friday, May 12. The testis three hours and 15minutes long. It has two sections, each of which is further split into a part A and a part B. It is important to note that within each section, you will not be forced or signaledto move on from part A to part B at any point in time. You will need to manage the time within each section yourself, although you will be periodically informed of how much time is remaining. Here’s an overview chart of each part of the exam: Section and Part Question Type Number of Questions Time % of Score 1A Multiple Choice 55 55 recommended (105 total for section 1) 40% 1B Short Answer 4 50 recommended (105 total for section 1) 20% 2A Document-Based Question (DBQ) 1 55 recommended (90 total for section 2 including 15-minute reading period) 25% 2B Long Essay 1 (choose 1 of 2) 35 recommended (90 total for section 2 including 15-minute reading period) 15% As you can see, Section I consists of a 55-question multiple choice section, worth 40% of your exam grade, and a 4-question short answer section, worth 20% of your exam sky. Part I, in total, is 105 minutes, with a recommended 55 minutes on multiple choice and 50 minutes on the short answer. Section II, the essay section, consists of the document-based question, for which you have to synthesize historical documents into a coherent analysis of a historical moment, and the â€Å"long essay,† for which you will have to choose between two questions and then write an essay analyzing a historical moment with no outside sources at your disposal. The DBQ is worth 25% of your grade, and the long essay is worth 15%. You will receive 90 minutes for Section II, including a 15-minute reading period. The College Board recommends spending 55 minutes on the DBQ (including the reading period) and 35 minutes on the second essay. Section I is worth 60% of your exam score, and Section II is worth 40%. In terms of what individual parts are worth the most, the multiple choice section and the DBQ are the subsections worth the most on the exam, at 40% and 25%, respectively. It’s worth noting that the exam was revised for2016. Past administrations of the exam included more multiple-choice questions, no short answer, and had three essay questions instead of two.The recent revision means that there are not very many up-to-date practice resources available through the College Board for this exam, since old released exams have slightly different formats. That doesn’t mean you can’t use them, but you will need to be aware of the differences (see the section on practice resources below). In the next sections of this guide, I’ll break down each of the exam sections further. This is the old-old form of the exam. Section 1: Multiple Choice and Short Answer In this section, I’ll go over what you can expect to see on section 1 of the AP Euro exam. All question examples come from the AP Course and Exam Description. Part A: Multiple Choice On the multiple choice question, you’ll be presented with primary and secondary historical sources and then asked to answer two-five questions relevant to each source. In that sense, the 55 questions are almost divided up into a series of little mini-quizzes.The presentation of sources in the text ties into the revised exam’s focus on historical evidence and the actual work that historians do in evaluating and analyzing that evidence. There are two kinds of questions on the multiple-choice section of the exam: source analysis questions, and outside knowledge questions. Source Analysis Most of the questions in the multiple-choice section (probably about â…”) are source analysis questions. These are questions that ask you to analyze the source presented in some way. You may be asked to link the events described in the source to a broader historical movement, contrast the source with other sources, determine if the source supports or contradicts a particular historical trend, and so in. In general, you will need to have some degree of outside historical knowledge to complete these questions, but they are at their core questions about what the source says or means, often within the broader historical moment. Example: Outside Knowledge These are questions that have little, if anything, to do with the source itself, and instead ask you a historical question based on your own knowledge. It will most likely be about events connected to or immediately following the time period described in the source, but the source is not the focus of the question, and it will not provide much help in answering the question. Example: What could this mean? Part B: Short Answer The short-answer section is four questions long, with a recommended 50 minute response time (as part of Section I’s 105 minutes). This leaves about 12 minutes per question.On every short answer question, you will be asked to provide a total of three pieces of information. You might be asked to provide two pieces of information in favor of a historical thesis and one piece of information against, for example. For most of the short answer questions, you will be presented with a primary or secondary source and asked to answer a multi-part question analyzing the source and/or describing historical events relevant to the source. There is generally an element of choice to these questions- i.e., you will need to name one reason of many that something happened or two consequences of a particular event, but you will not be required to name particular events. Example: There are also short-answer questions without a source, for which you may be asked to analyze or examine a statement about history. Again, you will generally be asked to provide three total pieces of historical evidence, but you will have flexibility as to what events you could appropriately name to answer the question. Example: Keep your answers short like this guy. Section 2: Free-Response Section In this section, I’ll review what you’ll be asked to do on section 2 of the AP Euro exam. Part A: Document-Based Question On the DBQ, you’ll be given six-sevensources, made up of primary and secondary sources, and asked to write an essay analyzing a historical issue. This is meant to put you in the role of historian, interpreting historical material and then relaying your interpretation in an essay. You’ll need to combine material from the sources with your own outside knowledge. You’ll have 15minutes to plan the essay, and then 40 minutes to write it. The 15-minute planning period is specifically designated and timed at the beginning of section II, and you will be prompted to begin your essays at the close. However, no one will prompt you to move on from the DBQ to the long essay- you’ll need to manage that time yourself. Below see an example DBQ. Associated documents can be found in the Course and Exam Description. Example: Part B: Long Essay The Long Essay will ask you a broad thematic question about a period or periods in history. You will need to create an analytical essay with a thesis that you can defend with specific historical evidence that you learned in class. You’ll be given a choice between two questions for this essay. It’s recommended that you spend 35 minutes on this question, but again, you won’t be prompted to move from one essay to another so you’ll need to manage the time yourself. Example: A main theme of Europe: cheese. How the AP European History Exam Is Scored The multiple-choice section of the exam is worth 40% of your score, short answer is worth 20%, the DBQ is worth 25%, and the long essay is worth 15%. As on other AP exams, your raw score will be converted to a scaled score from 1-5. Last year, about 10% of all test-takers received a 5, and about 17% received a 4. The test is difficult, but it’s definitely possible to do well if you prepare.So how is your raw score obtained? I’ll go over how points are awarded on each part of each section. Multiple Choice Well, as on other AP exams, on the multiple choice section, you receive a point for each question you answer correctly. This means you could receive a total of 55 points on the multiple-choice section, weighted as 40% of your total score. Short Answer Every short-answer question will ask you to provide three pieces of information. You will receive one point for every correct, relevant piece of information you provide as directed by the question. For example, if a question asks for one cause of a particular conflict, one result of a particular conflict, and one similar situation in a different country, and you provided one cause and one result, you would receive two out of three points. As there are four short answer questions, you can get up to twelve points on the short answer section, weighted at 20% of your total exam score. The Document-Based Question The DBQ is worth 25% of your total score, and it is scored on a seven-point rubric. I’ll give a quick rubric breakdown here. Rubric Breakdown: Skill Name What The Rubric Says What It Means Thesis and Argument Development 1 point: Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either the introduction or the conclusion. Scoring note: Neither the introduction nor the conclusion is necessarily limited to a single paragraph. This point is for having a thesis that can be reasonably supported bythe documents and other historical facts. Your thesis must be located in your introduction or conclusion. Thesis and Argument Development 1 point: Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. You can get an additional point for having a super thesis. A super thesis is one that accounts for the complex relationships in history. Document Analysis 1 point: Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. One point is for making use of 6-7 of the documents in your argument. Document Analysis 1 point: Explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents. One point is for going more â€Å"in-depth† on at least four of the documents by analyzing the author’s point of view or purpose, the historical context, or the audience of the document. Using Evidence Beyond the Documents Contextualization - 1 point: Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. Scoring Note: Contextualization requires using knowledge not found in the documents to situate the argument within broader historical events, developments, or processes immediately relevant to the question. The contextualization point is not awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph. One point is for locating the issue within its broader historical context. So be sure to mention any â€Å"big-picture† movements happening that are shaping the events you are writing about in the DBQ! Using Evidence Beyond the Documents Evidence beyond the documents - 1 point: Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. Scoring Note 1: This example must be different from the evidence used to earn other points on this rubric. Scoring Note 2: This point is not awarded for merely a phrase or reference. Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument. One point is awarded for using a specific historical example not found in the documents as evidence for your argument. Synthesis 1 point: Extends the argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, era, or geographical area. A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology) Scoring Note: The synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference. For this final point, you need to connect your argument about the specific issue presented in the DBQ to another geographical area or historical development or movement. In previous years, the DBQ was out of 9 points, instead of this year’s 7. Last year, the average score was 3.98 - just shy of 4. Most students, then, got under half credit on the DBQ. She diligently studies for the DBQ. Long Essay The long essay is worth the least of all of the exam components at only 15% of your total score. It’s scored out of a 6-point rubric. I’ll go over how you can get those six points here. This rubric is a little whacky because 2 of the points for â€Å"Argument Development† are completely different depending on what the â€Å"Targeted Historical Skill† is. So pay attention to which points are for which skills! Rubric Breakdown: Skill Name What The Rubric Says What It Means Thesis 1 point: Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. Your thesis makes a reasonable claim and responds to the entire question. It is located in the introduction or the conclusion. Argument Development: Targeted Historical Thinking Skill 1 point: Comparison: Describes similarities AND differences among historical individuals, developments, or processes. OR Causation: Describes causes AND/OR effects of a historical event, development, or process. OR Continuity and Change Over Time: Describes historical continuity AND change over time. OR Periodization: Describes the ways in which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. Essentially, this point is for comprehensively addressing the historical skill referenced in the prompt. If you are supposed to compare, you compare. If you are supposed to describe causes and/or effects, you do. Note that you will lose points if the question specifically asks about causes AND effects (for causation) or events before AND after a given historical development (for periodization) and you only address one. Argument Development: Targeted Historical Thinking Skill 1 point: Comparison: Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes. OR Causation: Explains the reasons for the causes AND/OR effects of a historical event, development, or process. OR Continuity and Change Over Time: Explains the reasons for historical continuity AND change over time. OR Periodization: Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. You don’t just mention events connected to the historical skill (comparison, causation, continuity/change over time, or periodization)- you explain and elaborate on the reasons for those events taking place. Argument Development: Using Evidence 1 point: Addresses the topic of the question with specific examples of relevant evidence. Your historical evidence involves specific examples that are relevant to the specific topic at hand. Argument Development: Using Evidence 1 point: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument. Scoring note: To fully and effectively substantiate the stated thesis or relevant argument, responses must include a broad range of evidence that, through analysis and explanation, justifies the stated thesis or relevant argument. Your examples are deployed to in a way that effectively supports your thesis; you tie your historical evidence back to your argument. Synthesis 1 point: Extends the argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, era, or geographical area A course theme and/or approach the history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). Scoring note: The synthesis point requires an explanation of the connections to the different historical period, situation, era, or geographical area, and is not awarded merely for a phrase or reference. You make a connection to another historical period or discipline. You need to explain this connection in your paper, not just mention it offhand or in one quick sentence. As you can see, this rubric is really concerned with choosing appropriate, specific evidence to support your argument and adequately explaining those examples. To succeed, you’ll need to have a pretty strong knowledge base in specific historical content, more so than on any other section of the exam. You will have some element of choice in which of the two questions to select. That covers it for what’s on the exam. Next, we’ll address how you should prepare. You can't tell by looking, but this kitten is an AP Euro expert. How to Prepare for the AP Euro Exam There are five key ways to prepare: Start Reviewing Content Early One major thing you can do to help yourself on this exam is to start reviewing content early in the year. As soon as you know enough to start reviewing, you should be periodically looking back at old material to refresh your knowledge. If you make sure your knowledge is constantly renewed, you’ll have less work to do as you get closer to exam day because you’ll maintain a fairly high level of familiarity with an entire year’s worth of historical material. That means you’ll be able to focus primarily on building skills for the exam. Fill In Gaps As soon as you realize you don’t know or understand very much about a particular historical period or movement- maybe after doing less than awesome on a test, paper, or project- you should work to shore up that knowledge with extra studying and review. Consult with your teacher on what you are missing if you can. This will help keep you from serious weakness on the exam if the DBQ (or, heaven forbid, both the long essays) ends up being about an area you don’t really know anything about. Seek Breadth and Depth in Knowledge As you review historical content, you’ll want to balance acquiring breadth and depth. You definitely need to understand the major historical movements and moments of European History. But you should also know some specific facts and events about each era to maximize your chances of success on the short-answer and free-response sections. Of course, you aren’t going to be able to memorize every single date and person’s name ever mentioned in class for the purposes of the AP exam, but you should try to make sure you have at least a few facts that you could use as specific evidence in an essay about any of the major historical happenings covered in the course. Understand Historical Evidence One of the most important skills you can build for the AP Euro exam is understanding historical evidence. When you confront primary and secondary sources on the AP exam, you’ll need to think about who is writing, why they are writing, their audience, and the historical (or current) context they are writing in. What is the source evidence of? Is it relating facts, opinions, or interpretations? For more guidance on working with primary and secondary sources, see this online lesson from a college history professor. Practice the DBQ Because the DBQ somewhat unusual compared to the typical AP essay, you’ll need to make sure you understand how to plan and write one. You’ll need to really work not just on your skills understanding historical evidence, but also your ability to synthesize different pieces of historical evidence into a coherent interpretation or argument about a historical topic. On top of that, you’ll need to make a connection to another time period, movement, or discipline! Use the rubric as a guide to improving your DBQ skills, and check out my guide to writing a great DBQ essay. Filling in some very important gaps. Tips for Test Day Of course, all of the typical preparation tips apply: get a good night’s sleep, eat a good breakfast, manage your time closely, answer every question, and so on and so forth. But here are two specific AP Euro test tips to help you make the most of your exam time. Focus On the Multiple-Choice and DBQ Sections There are four components to the test, but they aren’t all equally important. The multiple-choice section is worth 40%, the DBQ is worth 25%, the short-answer is worth 20%, and the long essay is worth 15%. This means that the multiple-choice and DBQ sections together form up the majority of your score, so make sure you pay them adequate attention in time and effort. Obviously, you should do your best on every part of the test, and your score for the other two sections does matter. But if you find yourself pressed for time on either section 1 or 2, the multiple-choice and the DBQ are worth more than the other pieces of their respective sections. Mine Sources for Contextual Information The redesigned AP European History test has a renewed focus on primary and secondary sources. While most questions do still require some outside knowledge to answer, you can use the primary and secondary sources to orient yourself in history and pick up contextual details that will help you answer questions even if you are initially a little lost as to the particulars of the historical moment being described. Here’s an example multiple-choice question with a source: What can we figure out from this source? Well, we know that this is a song by French market women from the 18th century from the caption. But what is the source itself telling us? In the first line we see the word â€Å"Versailles.† If you know that’s where French royalty lived, you’ll start to think: does this source have something to do with royalty? (If you don’t know that Versailles is where French royalty used to live, you aren’t out of luck- the second stanza offers this information implicitly).Then we see in the second line that â€Å"We brought with us all our guns.† This implies that something violent occurred at Versailles. So, something violent at the place where royalty lives. The second stanza switches into present tense. So that means whatever happened at Versailles with the guns already took place. In the present, they say â€Å"we won’t have to go so far...to see our King...since he’s come to live in our Capital.† The King, then, lives in Paris now- so the ladies don’t have to go to Versailles to see him. If they went to show the king their guns at Versailles in the first stanza, and in the second stanza he’s been removed to Paris, this implies that the king was forcibly removed to Paris. In this light, the line â€Å"We love him with a love without equal† is ironic: they love him now that they have defeated him. The only one of the answers that is possibly compatible with the idea of defeating a king is choice (B), creating a republican government in France.So by using sources, you can navigate many questions even if you are initially at a total loss in terms of historical contextual information. France: beautiful architecture and bloody revolution. Key Takeaways The AP European History exam is three hours and 15 minutes long and consists of two sections.The first section has two parts, a 55-minute, 55-question multiple choice exam, and a 4-question, 50-minute short answer section. The second section also has two parts: a 55-minute document-based question, and a 35-minute long essay. Note that you will not be prompted to move from part A to part B on either section, but must manage the time yourself. The multiple-choice section is worth 40% of your exam score, and you receive one point for every correct answer. You can expect to see questions that ask you to analyze historical sources and evidence, and questions that force you to rely completely on your own knowledge of historical events. The short-answer question is worth 20% of your exam score. On each of the four questions you will be asked to provide three pieces of information about a historical movement or period, and you’ll get one point for each correct piece of information you provide. The DBQ is worth 25% of your grade. You’ll be given six-seven sources and need to write an essay synthesizing your interpretation of a historical movement or period using the sources. You’ll then receive a grade out of 7 points. Finally, the long essay is worth 15% of your grade. On the long essay, you’ll have a choice between two questions. Then, you’ll need to write an original essay supported with specific historical evidence. To prepare for the exam, here are my best tips: Start reviewing content early in the year, and keep it up throughout! As soon as you realize there’s an era or movement you aren’t fully comfortable with, fill in those gaps in your knowledge! Seek both breadth and some depth in your knowledge of the content. Learn to understand and analyze historical evidence and primary and secondary sources. Build exam-specific skills, particularly for the DBQ. Here’s my advice to make the most of test day: Focus most of your energy on the multiple-choice and DBQ sections, especially if you start to run out of time. Use sources to orient yourself in history when you need to! With all this knowledge at your fingertips, you’ll crush the AP European History exam like the Hapsburgs crushed in the 30 Years’ War! Too soon? What's Next? Need more AP test-taking tips? Or help finding AP practice tests? Looking for more of our expert guides? We have complete AP exam guides for AP Human Geography, AP Language and Composition, AP Literature and Composition, AP World History, AP US History, AP Chemistry, AP Biology, and AP Psychology. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Video Sharing on Social Media Dissertation Example | Topics and Well Written Essays - 11500 words

Video Sharing on Social Media - Dissertation Example Users have the option to restrict viewership but when the video owners seek mass audience they would not bother to protect their videos and music under copyright laws. Thus, with the aim to establish that public videos are posted aimed at cooperation and sharing, three objectives were set at the beginning of the study. Qualitative primary and secondary data was gathered after extensive literature review on the subject. Through qualitative analysis, all the study objectives have been achieved. The study highlights that the most popular video-sharing site is YouTube and its promotion can be enhanced by sending out tweets on the video. However, Facebook also appears to be a popular social networking site for sharing pictures and files. Users share files with different motivations which could be either the desire to individuate or the desire for self-enhancement. Users also derive satisfaction is letting others know who they are. However, sharing of videos require some amount of expertis e in the use of social media. This gives rise to issues of copyright and privacy. The study finds that users are aware of privacy issues but when the intention is to share, the issue of privacy does not arise. At the same time, with the intention is to share and attract a mass audience it is pointless getting the files copyrighted. Social networking sites offer the facility to maintain privacy if required. When information is shared, others merely ‘see’ the information but derive no shared experience, vision or meaning out of it. Therefore, even if they share videos, they can maintain privacy, they remain individuated. The study concludes that sharing of videos on social media does not compromise on issues of privacy, and it is up to the users to maintain their privacy and remain individuated.

Justification of the Chemistry lesson plan and concept map Essay

Justification of the Chemistry lesson plan and concept map - Essay Example But after going thru the comments I realised that the heading is indeed quite broad and indicative of encompassing a wide range of topics. Though quite relevant one, but for a 60-90 minute class we need to have a more focused topic. Therefore, I changed the topic to, ‘Describe the use of pH scale in comparing the concentrations of acids and alkalis’. In addition, the prepared lesson plan appeared quite comprehensive; therefore I changed the duration of the lesson plan also to 90 minutes from 60 minutes. I do realise the fact that it might become a tiring experience for students to be attentive for a full one and half hours, but the fact that there are some interesting and interactive experiments within the lesson, will help in sustaining the interest of students all this while. In this case also, initially my effort was to demarcate the outcomes in an objective manner. So I included a total of 5 points under the head ‘objectives’ and seven points under the head ‘Key concepts/ ideas’. But the feedback made me realise that, with more points the lesson might give a lengthier look, which may result in putting off the students in the initial stages itself. Therefore in the revised lesson plan I included only three objectives viz. It certainly helps to be objective in order to grab the attention of students and make them feel comfortable. Ridley (2004) came out with the assertion that in order to overcome the differences in expectations existing between them, the teacher and students must have a minimum level of sensitivity and understanding towards each other. This is stated to be of particular importance in the beginning of an academic programme or while teaching a new concept. Therefore, too many points might give them a feeling of an overdose for the day. But it must be taken into consideration while we try to explain the ideas to the students we will

Disaster in the alps Essay Example for Free

Disaster in the alps Essay My coursework is going to be based on a newspaper report called disaster in the alps. The report is taken from 2 different, British, newspapers The Times {a broadsheet} and The Mirror {a tabloid} I am going to be comparing the to news reports. The incident happened on the 3rd February 1998, at 3:25pm in Cavalese, northern Italy, where twenty people plunged to their deaths after an American warplane flew through and cut the wire of a cable car they were travelling in. The two British newspapers can be very different in style. The style of The Times is in the large broadsheet style and has a more formal register whereas The Mirror report is in a tabloid style and has a more informal register. The two reports both have some differences like the layout or arrangement of the two articles and the name and status of the people interviewed are different, but both reports use the same amount of pictures and contain some interesting factual information. Both reports contain factual information, but they both present their information in different ways to give off different but at the same time similar affects. Both reports have collected information that reads: The disaster happened at 3. 25pm, 20 people died, it happened in Cavalese, northern Italy, The incident happened on the 3rd February 1998, the plane in the incident was a Marine Corps EA-6B Prowler Jet and that the cable car fell 300 ft. The two reports both have their own individual factual information. The factual information stated in The Times is: The cable car was bright yellow, there was a steel wire supporting the cable car, the cable car could hold up to 40 people, there was no survivors, and that the plane was about 100 metres from the ground. All this information seems very formal and gives truth and realism of the incident, while the factual information in The Mirror states: The car was ripped apart, the second car was left dangling in the air, the bodies were lying beneath sheets of metal, the victims were 9 women, 10 men and 1 child, at least six were German, two Hungarian and two Polish, and that the people in the incident were killed instantly. This information too gives the truth of the incident and how gruesome it was. The two reports use different language to describe the incident. In both reports the language is very dramatic as both reporters are trying to give the readers a realistic feeling of the incident itself. The language used in the The Times to describe the incident and the plane is very formal as it goes deep into text and pulls out the striking information. In The Times the writer uses powerful words like roaring and Screaming which creates a feel of pain, agony and loud noises, but in The Times it also gives a personification saying screaming through the sky and like a thing in torment which again creates a deep sense of distress and suffering, this would make the reader see the scene at its worst point and become more expressive towards the incident, hence making them want to read on. There are other words the writer uses like Wreckage and Crumbled which also gives an image of how disastrous the incident was. The Mirror creates a similar image to that in The Times in the article it says Warplane Screamed this to makes people see the image of pain and agony also in the article it says It is a terrible scene of carnage which too will give the impression that the incident was very devastating. The Mirror has a pull quote in it that states it opened up like a cardboard box which will make the reader think of violence and devastation so along with the other intense and powerful words in the article it too sets an emotional effect on the reader. The language in The Times is a lot more formal than The Mirror and addresses the reader more directly than the writer in The Mirror does, The Mirror is a lot more gruesome and a lot more intense . The Times gives a much more realistic affect than The Mirror as to how terrible the scene of incident actually was, the writer of the report goes a lot deeper into detail, which gives a more pronounced picture. This report is also biased compared to The Times report, seeing that The Mirror gives a very clear sub-heading stating BRITS TELL OF HORROR IN SNOW subheadings are used in articles to break up the text and make it easier to read so by this sub-heading its giving the impression that the article is biased as the writer seems to emphasize on it, which would show the reader that there were British people at the scene of the incident. This would then catch a British readers attention in particular, as they would stop and think that could have been me so they then want to read on. So the idea of this effect is to catch a British readers attention so they attract more people to the newspaper. Both reports use a range of eye witnesses and interviews to create their own effect and impression on the report, the reporters do this by using different strategies and tactics. The first people to be interviewed in the The Mirror were Neil Harmar and Stacey ODonnell who were British they said Thank God we did referring to missing the cable car just by minutes, the use of this effect was to give a feeling of sympathy to the reader, he creates this influence by using sensitive and sympathetic words like Thank God. These British people were used to help to be bias towards the Americans, so when a British person reads the article they think that any one of their family could have been in that situation, Whereas The Times tends to use a different strategy the article does not try and draw their readers attention by sympathy or by telling the story with a twist and making it seem sad, this article gets straight to the point, they simply base the article on facts and refer to exactly what happen on the day of the incident, But like The Mirror they do try and turn people against the Americans as it says in the article Local residents had complained again and again about the low level of flying by American warplanes showing this was obviously a problem in this part of the country, one angry woman also says Weve had enough of these war games the phrase War games is giving the impression that the Americans are killing the people for fun, so it is also showing us how enraged the people of Cavalese were. The Mirror also makes the Americans seem like they are hiding something from the reporter as it states in the article Base refused to give any details of the incident showing they felt guilty about their actions, so they knew what they had done but REFUSED to give any information on it. The two articles have some major differences and similarities. The style of the two reports differ, for example The Times report has no subheading, for the title of the report it is presented in small font size and lower case letters the article also has a range of diagrams and drawings that show where the incident took place and the type of plane that was involved in the disaster {EA-6B Prowler jet plane}. In the article there is 1 large picture that shows the wreckage of the incident, The Times newspaper also has no pull quote throughout, whereas The Mirrors title consists of; large font size, uppercase letters and bold writing style, The use of captions in the article like Death car and Devastation make it seem a lot more interesting, the article also has a small subheading that is made up of small font size, lower case letters and Bold handwriting style. The Mirror just like the The Times article has a range of pictures and diagrams. There are diagrams showing the incident and how it happened and there are pictures showing blood stains on the snow and the cable car making the scene seem more realistic and directed to the readers, also helping the formality of the report. The Mirror is the most effective article of the two as it has a headline that is very eye catching and attractive, the large font size alone catches the readers attention, but the sub-heading also helps to make the article more informative, by giving the reader that little bit extra information, as it helps to break up the text and make it easier to read. The sub-heading in this article may even be used to attract the reader to the whole article. This sub heading that reads Brits tell of horror in snow which will come across as intriguing to the degree that the reader gives the whole article a chance, the sub-heading is also aimed to appeal directly too British people as it would act like a cliff hanger, so they would see the heading, want too analyse it in order to gain foundation knowledge leading them too read on, whereas in the The Times the headline is a lot more uninteresting and stands out less than The Mirror. The Times also lacks a sub heading which could have given the times a more detailed article, also helping to make it seem a bit more official. The use of no sub-heading in this article means that there is nothing to hook the readers attention to when they first see the article. Therefore the article may come across as informal (colloquial). Out of the two articles I think the one that explains what happened and gives the full effects of how devastating the incident was is The Mirror It achieves its full effectiveness as its a very detailed and progressed article, this article gets it point across, it is very descriptive and lot more attractive. The article also gives off its effectiveness by the presentation of the report, the use of pictures and the language is very realistic and dramatic giving a feel of the incident.

ee cummings :: essays research papers

E. E. Cummings   Ã‚  Ã‚  Ã‚  Ã‚   Edward Estlin Cummings was born in Cambridge, Massachusetts on October 14, 1894. There were three important events in his early life that had effects on him and how he got famous. Additionally there were three things during his later life. Lastly there were three major events in his life.   Ã‚  Ã‚  Ã‚  Ã‚  E. E. Cummings parents were extremely intelligent people that were very well educated. This had an influence on how he started poetry because he mom encouraged him to write all the time as a child and to express himself through it. He completed a B.A. degree at Harvard University in 1915, which is where he got his first poems printed in the Harvard Monthly.   Ã‚  Ã‚  Ã‚  Ã‚  E. E. Cummings later life was a little more complicated. Following his imprisonment during World War I. He had his first book of poems published on his accounts. In 1925 he wins the Dial Award and begins to write for Vanity Fair. This started his career in writing. He died in 1962 after enjoying 12 popular books published of his poetry.   Ã‚  Ã‚  Ã‚  Ã‚  Three major events in E. E. Cummings life are as follows. The most important in many peoples’ opinion was his mother’s influence, she had forced him to do many things that helped him have a vast knowledge of proper English. This also led him to attend Harvard University. Another was the unfortunate event that led to his capture in World War I. He was kept in isolation with one other person for three months. This led to the publishing of his first book based on these experiences. Finally there was his third marriage. After trouble and turmoil throughout his first two, this last one was his final and they stayed together until death. That led him to much happier poems and writing.

Lin Article Critique Essay

However, when splitting the forty patients into two treatment groups, the clients were split randomly. This places twenty participants in each subgroup. Pyrczak (2008) suggests that number of participants can be so small that generalizing would be inappropriate. At the conclusion of the study caution was given to the small sample size provided, but it was noted that â€Å"the sample size was more than sufficient to detect meaningful statistical differences, a major goal of all treatment studies† (Lin et al. , 2004). This indicates that a generalization was drawn from the target group of residential drug rehabilitation clients and was not drawn from a diverse source. Some participant dropped out of the study resulting in a 35% completion rate (Lin et al. , 2004). This low rate does effect generalizing the findings of the study. The participants were similar on relevant variables in that all of the patients were diagnosed with a mental disorder, had a history of a chronic addiction, a poor response to treatment and relapse, legal issue related to addiction and little motivation to change (Lin et al. 2004). Critique of Procedures The procedures followed in acquiring participants in this study initially were not chosen at random. The forty-three patients selected for the study were from a residential drug treatment center that had specific criteria preferred by the researchers. However, when the patients were separated into treatment groups, â€Å"they were randomly assigned to FT or ADC† (Linn et al. , 2004). The treatments described in this study are sufficiently explained in detail. The researchers describe ADC, alcohol and drug counseling as a common treatment plan for substance abuse. The article is written in more descriptive detail about forgiveness therapy for the reason that its effectiveness is being tested. The treatments were administered by a therapist trained in both FT and ADC therapy with more than twenty years of therapeutic counseling experience. The treatments that were administered were monitored by taping the therapy sessions with a member of the team arbitrarily selecting the tapings for review of â€Å"consistency between expected and delivered treatments† (Linn et al. 2004). The same therapist conducted all the therapy sessions so that the personal effect is eliminated as a factor from this study. The therapist used the same methodology in both types of treatment programs. The setting for the experiment was a natural setting in the sense that it was not conducted in a laboratory. The therapy sessions took place within the current living environment of the rehabilitation residential facility. The researcher considered attrition in this study stating that, â€Å"given the high levels of mobility and chaos that characterize the lives of this client population, this dropout rate is not unusual. However, the sample size was more than sufficient to detect meaningful statistical differences, a major goal of all treatment studies† (Linn et al. , 2004). Critique of Instrumentation The evaluating instruments for the research did not include actual items in the research, but did explain in great detail the description of each instrument. The researchers also included research that supported validity of each assessment. Specialized formatting and detail was used when the instruments were administered in random order and the response format was provided. Restrictions were placed upon the research when the patience were initially chosen with the three dispositions of a chronic addiction with relapse, psychiatric diagnoses, poor response to treatment with low motivation to change, and legal issues dealing with substance abuse (Linn et al. , 2004). Multiple methods are used to collect information on each variable within this research. The EFI, BDI-II, CSEI, STAI, SSTAEI and vulnerability to drug use scale were used to obtain data on each patient and use for statistical analysis (Linn et al. , 2004). The researchers provided sources and well researched information for each published instrument. The self-report assessments were not administered anonymously, therefore, there is some reason of doubt that information obtained from patients could have been influenced by â€Å"social desirability or response-style biases† (Linn et al. , 2004). This researcher believes steps were taken to keep the instrumentation from influencing any overt behaviors due to the fact that all patients were exposed to the same therapist as a constant, expected occurrence, causing little deviation from the expected schedule.

Dr Babasaheb Ambedkar Essay

Dr. Babasaheb Ambedkar is considered a hero by millions of India’s oppressed OBCs (Other Backward Castes or ‘lowered castes’) and Dalits. He was India’s 20th century crusader against the caste system. He was a statesman, national leader, and the chief architect of the Indian Constitution. Dr. Ambedkar’s thoughts and writings still have significant influence on the masses of Indians working to free themselves from Brahmanism (the caste system, as validated by the religion called Hinduism). Following are just a few quotes from literally thousands of pages of Ambedkar speeches and writings. Speaking about the coming Indian independence from Great Britain, Ambedkar stated, â€Å"†¦we are going to enter into a life of contradictions. In politics we will have equality, and in social and economic life we will have inequality. In politics we will be recognizing the principle of one-man one vote and one vote one value. In our social and economic life, we shall by reason of our social and economic structure continue to deny the principle of one-man one value. How long shall we continue to live this life of contradictions? How long shall we continue to deny equality in our social and economic life? If we continue to deny it for long, we will do so only by putting our political democracy in peril.† (p.295) â€Å"†¦whether conversion can solve the problem of untouchability. The answer to that question is emphatically in the affirmative.† (p.87) â€Å"Hinduism is a religion which is not founded on morality. Whatever morality Hinduism has, it is not an integral part of it.† (p.257) â€Å"I do not want to be misunderstood when I say that Brahmanism is an enemy which must be dealt with. By Brahmanism, I do not mean the power, privileges and interests of the Brahmins as a community. That is not the sense in which I am using the word. By Brahmanism, I mean the negation of the spirit of liberty, equality, and fraternity. In that sense, it is rampant in all classes and is not confined to the Brahmins alone, though they have been the originators of it.† (p.88) â€Å"Hinduism is not interested in the common man. Hinduism is not interested in society as a whole. The center of interest lies in a class, and its philosophy is concerned in sustaining and supporting the rights of that class. That is why in the philosophy of Hinduism, the interests of the common man as well as of society are denied, suppressed, and sacrificed to the interest of this class of Supermen (Brahmin).† (p. 258) â€Å"†¦there can be no doubt that caste is one and an essential and integral part of Hinduism†¦A Hindu is as much born into caste as he is born in Hinduism. Indeed a person cannot be born in Hinduism unless he is born in caste. Caste and Hinduism are inseparable.† (p.259) â€Å"The record of the Brahmins as law givers for the Shudras (OBC’s), for the Untouchables (Dalits) and for women is the blackest as compared with the record of the intellectual classes in other parts of the world. For no intellectual class has prostituted its intelligence to invent a philosophy to keep its uneducated countrymen in a perpetual state of ignorance and poverty as the Brahmins have done in India.† (p.259) Despite recent news telling us that India is surging forward in mordernization and in economic and social gains, the current growth trends are touching, at most, fifteen percent of the Indian population. The vast majority of India remains unaffected by the current growth trends. These masses will continue to remain unaffected until the Kingdom of God comes and brings opportunity to the Indian majority (OBCs and Dalits).

Greenhouse Effect and Global Warming Essay Example

Greenhouse Effect and Global Warming Essay Example Greenhouse Effect and Global Warming Paper Greenhouse Effect and Global Warming Paper Essay Topic: Renewable energy Today, we have plenty of scientific evidence to prove that our planet together with human ace is in great danger. The turning point was discovery Of ozone hole in the asss, so all the events that maybe have past unnoticed previously are now not just under the close eye of scientists but the public too. The reason is that scientists have proved their pessimistic predictions of the future and that politicians and world media are putting a great pressure on the topic that the Earth is threatened by people and that we can not just stand still but we have to do something about it. One of the biggest threats of our time is the Global Warming. The most important fact for the beginning of discussion of his problem is to separate the Global Warming from the Greenhouse Effect. They are often being mixed and Greenhouse Effect is usually being related to negative connotations. Term Greenhouse Effect was first used by atmospheric scientists in the early asses. It was used to describe the naturally occurring functions of trace gases in the atmosphere and did not have any negative connotations. Than in the mid-asses this term was related with concern over climate change. Pick] This effect occurs because greenhouse gases allow incoming solar radiation to pass through the Earths atmosphere, but prevent most of the outgoing infrared radiation from the surface and lower atmosphere from escaping into outer space. This process occurs naturally and has kept the Earth s temperature about 60 degrees Fahrenheit warmer than it would otherwise The greenhouse effect is very importa nt because current life on Earth would not be possible without the natural greenhouse effect. Planet Earth would not be warm enough for people to exist. : On the other hand if the greenhouse effect becomes stronger than it should be, Earth will become warmer than usual. Concerning fact is that even a little extra warming can cause natural disasters for humans, plants, and animals- the complete Earths life. The main reason for the Greenhouse Effect are gases like water vapor ([Pick] ), carbon dioxide ([Pick]), methane([Pick]), and nitrous oxide ([Pick]). They all act as effective global insulators. In order to classify Earth regarding the planet warmth we can use the Goldbricks Principle which says that -Venus is too hot, Mars is too cold, and Earth is just right. A Venus-type atmosphere would produce hellish, Venus-like conditions on our planet; a Mars atmosphere would leave us shivering in a Martian-type deep freeze. Because average surface temperature of Earth is between oiling point and freezing point of water, our planet is capable of preserving the living world. Moderate temperatures made by Greenhouse Effect on Earth are also the result of having just the right kind of atmosphere. [Pick] Global Warming on the other hand is a just an increase in the Earths average temperature. The alarming fact is that Earths average atmosphere temperature has increased in the last decades. Nobody can tell for sure why, maybe it is a natural process, but a lot of scientists suspect that it is a consequence of the human act, in other words increased percentage of roundhouse gases produced in industrial chemical reactions that started since the Industrial Revolution. Earth is warming up and scientists say that rapid change in temperatures Will lead to severe changes in weather and climate of the Earth. Scientists predict that temperature on our planet will keep increasing for the next 100 years. Average world temperature in 21 00 would be 1 C degree warmer than in 1990 but considering sensitivity of the climate it can rise to even 3. 5 C degree. The official I-JNI International Panel of Climate Change also backs up this claim by publishing statistics which state that true warming estimates are to go up from 2. 5 to 10. 4 F by 21 00 (Spencer). The global sea level has increased between 10 and 25 centimeters in the last decade. They could rise by 15-95 centimeters by 2100. This will be the greatest change in weather and climate conditions for the last 10,000 years. The consequences of the Global warming would lead to increase in the hot days. It would lead to the melting of polar ice caps, leading to the enormous flooding. On the other side it would lead to the spreading of desert, even across the continents like Europe. Animal and plant world would probably not survive such conditions. I also have to mention that these consequences are dual. There is a possibility that lobed, the term used to define the percentage of solar energy reflected back by Earth, will get bigger with the increase in greenhouse gases which will also lead to increased clouds surface. What this means is that more Suns energy will be reflected back, and the temperatures will actually drop down leading to the new Ice Age. (Spencer) There are some steps we can do to prevent this. If we reduce the energy consumption, like lessen the need for burning coal and oil, switching to hybrid cars, it would lead to the reduced missions of greenhouse gases like carbon dioxide and nitrous oxide. Using renewable and clean sources of energy like solar, wind and hydro electric power would certainly help to reduce the danger of global warming. The biggest Step in taking some serious action about this problem is the Kyoto Treaty or Kyoto Protocol. The Kyoto Protocol is an international agreement setting targets for industrialized countries to cut their greenhouse gas emissions. The protocol was agreed in 1 997, based on principles set out in a framework convention signed in 1992. Industrialized countries have omitted to cut their combined emissions to 5% below 1 990 levels by 2008 2012. Each country that signed the protocol agreed to its own specific target. EX. countries are expected to cut their present emissions by 8% and Japan by Some countries with low emissions were permitted to increase them. LISA did not sign the Kyoto Treaty. The Global Warming is very sensitive topic. It is a bias topic. There are lots of opinions and assumptions, but there are two opposite currents of scientists opinions. Briefly, one is saying that we are in danger if do not do something, and the other is saying that it is exaggeration of the actual facts. DRP. Roy W. Spencer, the recipient of Annas Medal for Exceptional Scientific Achievement and the American Meteorological Society Special Award for his satellite based temperature monitoring, is a rare example and has opposite opinion than the rest of scientific elite. (Spencer) He gave his opinion to the public in recent presentation while being a guest at Longwinded University. DRP. Roy W. Spencer started his presentation Global Warming: How Much Of a Threat? with the sentence Yes, Global Warming is REAL, BUT! DRP. Spencer was sousing on how much of the global warming was natural vs. man-made. The points made at this presentation are base proof facts for already mentioned small group of scientists that are saying that the hysteria over the global warming is false and over exaggerated. Opinions are that Global Warming is not much of a threat because 90% of Global Warming is due to water vapor, not CO. Statistics say that 75% of the potential warming from the natural greenhouse is never realized (Spencer). Beliefs in serious global warming are matters of faith! For example people always think pessimistic rather than optimistic, like beliefs that Earth is rather fragile than resistant! (Spencer). Even though we live today in the world of the modern technology the fact is that we still know very little about our atmosphere and climate. Poor climate prediction models are just some of the representations how little we know about the Mother Nature around us. There were considerable differences in temperature increase predictions between the surface data and satellite data. Because of the big gap, adjustments were made to the satellites data like MSIE instrument temperature change, observation time-of-day change, etc, ND it was found that even after adjusting the data, differences in temperatures predictions are still way off (Spencer). There is global hysteria about global warming, especially in the media. We know so little, so we should not worry about it that much, and the cost of doing something about it is just too big to justify the cost (Spencer). Planet Earth still stands after few billions years, and human race is still preserved after thousands of years even though Earth went through several periods Of Ice Ages and Global Warnings. Current Global Warming is just natural process in functioning of he Planet Earth. The scientific proof that backs up this theory is orbital shifts. This theory of orbital shifts that causes the waxing and waning of ice ages, was first pointed out by James Scroll in the 1 9th Century and later developed more fully by Militia Melancholic in 1938 (Spencer). Not signing a Kyoto Treaty was a right move by the United States Government and President George Bush. The results of Kyoto Treaty are immeasurable and it weakens the economies of the countries who have signed it. We know so little about this problem, people want to help solve this problem but they are unaware of he sacrifice. Cost is too big. We should not panic about the hazardous consequences of Global Warming, it is just mass hysteria pushed by media (Spencer). My personal opinion is that I agree with the majority of scientists and think that we are endangering our planet. Although the other side has some good points and excellent credentials like DRP. Spencer I still think they are wrong. It is true that we do not know a lot about our atmosphere and climate but that is not the reason to just stand still and wait for a disaster to happen. It is the better idea to prevent it rather than trying to ix it after it happens.

Magical Realism - Definition and Examples

Magical Realism s Magical realism, or magic realism, is an approach to literature that weaves fantasy and myth into everyday life. What’s real? What’s imaginary? In the world of magical realism, the ordinary becomes extraordinary and the magical becomes commonplace. Also known as â€Å"marvelous realism,† or â€Å"fantastic realism,†Ã‚  magical realism is not a style or a genre so much as a way of questioning the nature of reality. In books, stories, poetry, plays, and film, factual narrative and far-flung fantasies combine to reveal insights about society and human nature. The term magic realism is also associated with realistic and figurative artworks  -   paintings, drawings, and sculpture  -   that suggest hidden meanings. Lifelike images, such as the Frida Kahlo portrait shown above, take on an air of mystery and enchantment. Strangeness Infused Into Stories There’s nothing new about infusing strangeness into stories about otherwise ordinary people. Scholars have identified elements of magical realism in Emily Brontà «s passionate, haunted Heathcliff (Wuthering Heights) and Franz Kafka’s unfortunate Gregor, who turns into a giant insect (The Metamorphosis). However, the expression â€Å"magical realism† grew out of specific artistic and literary movements that emerged during the mid-20th century. Art From a Variety of Traditions In 1925, critic Franz Roh (1890-1965) coined the term Magischer Realismus (Magic Realism) to describe the work of German artists who depicted routine subjects with eerie detachment. By the 1940s and 1950s, critics and scholars were applying the label to art from a variety of traditions. The enormous floral paintings by Georgia OKeeffe (1887-1986), the psychological self-portraits of Frida Kahlo (1907-1954), and the brooding urban scenes by Edward Hopper (1882-1967) all fall within the realm of magic realism. A Separate Movement in Literature In literature, magical realism evolved as a separate movement, apart from the quietly mysterious magic realism of visual artists. Cuban writer Alejo Carpentier (1904-1980) introduced the concept of â€Å"lo real maravilloso (the marvelous real) when he published his 1949 essay â€Å"On the Marvelous Real in Spanish America.† Carpentier believed that Latin America, with its dramatic history and geography, took on an aura of the fantastic in the eyes of the world. In 1955, literary critic Angel Flores (1900-1992) adopted the term magical realism (as opposed to magic realism) to describe the writings of Latin American authors who transformed â€Å"the common and the every day into the awesome and the unreal.   Latin American Magic Realism According to Flores, magical realism began with a 1935 story by Argentine writer Jorge Luà ­s Borges (1899-1986). Other critics have credited different writers for launching the movement. However, Borges certainly helped lay the groundwork for Latin American magical realism, which was seen as unique and distinct from the work of European writers like Kafka. Other Hispanic authors from this tradition include Isabel Allende, Miguel ngel Asturias, Laura Esquivel, Elena Garro, Rà ³mulo Gallegos, Gabriel Garcà ­a Mrquez, and Juan Rulfo. Extraordinary Circumstances Were Expected Surrealism runs through the streets, Gabriel Garcà ­a Mrquez (1927-2014) said in an interview with The Atlantic. Garcà ­a Mrquez shunned the term â€Å"magical realism† because he believed that extraordinary circumstances were an expected part of South American life in his native Columbia. To sample his magical-but-real writing, begin with â€Å"A Very Old Man with Enormous Wings and â€Å"The Handsomest Drowned Man in the World.† An International Trend Today, magical realism is viewed as an international trend, finding expression in many countries and cultures. Book reviewers, booksellers, literary agents, publicists, and authors themselves have embraced the label as a way to describe works that infuse realistic scenes with fantasy and legend. Elements of magical realism can be found in writings by Kate Atkinson, Italo Calvino, Angela Carter, Neil Gaiman, Gà ¼nter Grass, Mark Helprin, Alice Hoffman, Abe Kobo, Haruki Murakami, Toni Morrison, Salman Rushdie, Derek Walcott, and countless other authors around the world. 6 Key Characteristics of Magical Realism It’s easy to confuse magical realism with similar forms of imaginative writing. However, fairy tales are not magical realism. Neither are horror stories, ghost stories, science fiction, dystopian fiction, paranormal fiction, absurdist literature, and sword and sorcery fantasy. To fall within the tradition of magical realism, the writing must have most, if not all, of these six characteristics: 1. Situations and Events That Defy Logic: In Laura Esquivel’s lighthearted novel Like Water for Chocolate, a woman forbidden to marry pours magic into food. In Beloved, American author Toni Morrison spins a darker tale: An escaped slave moves into a house haunted by the ghost of an infant who died long ago. These stories are very different, yet both are set in a world where truly anything can happen. 2. Myths and Legends: Much of the strangeness in magic realism derives from folklore, religious parables, allegories, and superstitions. An abiku  -   a West African spirit child  -   narrates The Famished Road by Ben Okri. Often, legends from divergent places and times are juxtaposed to create startling anachronisms and dense, complex stories. In A Man Was Going Down The Road, Georgian author Otar Chiladze merges an ancient Greek myth with the devastating events and tumultuous history of his Eurasian homeland near the Black Sea. 3. Historic Context and Societal Concerns: Real-world political events and social movements entwine with fantasy to explore issues such as racism, sexism, intolerance, and other human failings. Midnight’s Children by Salman Rushdie is the saga of a man born at the moment of India’s independence. Rushdie’s character is telepathically linked with a thousand magical children born at the same hour and his life mirrors key events of his country. 4. Distorted Time and Sequence: In magical realism, characters may move backward, leap forward, or zigzag between the past and the future. Notice how Gabriel Garcà ­a Mrquez treats time in his 1967 novel, Cien Aà ±os de Soledad (One Hundred Years of Solitude). Sudden shifts in narrative and the omnipresence of ghosts and premonitions leave the reader with the sense that events cycle through an endless loop. 5. Real-World Settings: Magic realism is not about space explorers or wizards; Star Wars and Harry Potter are not examples of the approach. Writing for The Telegraph, Salman Rushdie noted that â€Å"the magic in magic realism has deep roots in the real.† Despite the extraordinary events in their lives, the characters are ordinary people who live in recognizable places. 6. Matter-of-Fact Tone: The most characteristic feature of magical realism is the dispassionate narrative voice. Bizarre events are described in an offhand manner. Characters do not question the surreal situations they find themselves in. For example, in the short book Our Lives Became Unmanageable, a narrator plays down the drama of her husbands vanishing: â€Å"†¦the Gifford who stood before me, palms outstretched, was no more than a ripple in the atmosphere, a mirage in a gray suit and striped silk tie, and when I reached again, the suit evaporated, leaving only the purple sheen of his lungs and the pink, pulsing thing Id mistaken for a rose. It was, of course, only his heart.† Dont Put It in a Box Literature, like visual art, doesn’t always fit into a tidy box. When Nobel Laureate Kazuo Ishiguro published The Buried Giant, book reviewers scrambled to identify the genre. The story appears to be a fantasy because it unfolds in a world of dragons and ogres. However, the narration is dispassionate and the fairy tale elements are understated: â€Å"But such monsters were not cause for astonishment†¦there was so much else to worry about.† Is The Buried Giant pure fantasy, or has Ishiguro entered the realm of magical realism? Perhaps books like this belong in genres all their own. Sources Arana, Marie. Review: Kazuo Ishiguros The Buried Giant defies easy categorization. The Washington Post, February 24, 2015.   Craven, Jackie. Our Lives Became Unmanageable. The Omnidawn Fabulist Fiction Prize, Paperback, Omnidawn, October 4, 2016. Fetters. Ashley. The Origins of Gabriel Garcia Marquezs Magic Realism. The Atlantic, April 17, 2014. Flores, Angel. Magical Realism in Spanish American Fiction. Hispania, Vol. 38, No. 2, American Association of Teachers of Spanish and Portuguese, JSTOR, May 1955. Ishiguro, Kazuo. The Buried Giant. Vintage International, Paperback, Reprint edition, Vintage, January 5, 2016. Leal, Luis. Magical Realism in Spanish American Literature. Lois Parkinson Zamora (Editor), Wendy B. Faris, Duke University Press, January 1995. McKinlay, Amanda Ellen. Block magic : categorization, creation, and influence of Francesca Lia Block’s Enchanted America. UBC Theses and Dissertations, The University of British Columbia, 2004. Morrison, Rusty. Paraspheres: Extending Beyond the Spheres of Literary and Genre Fiction: Fabulist and New Wave Fabulist Stories. Paperback, Omnidawn Publishing, June 1, 1967. Rà ­os, Alberto. Magical Realism: Definitions. Arizona State University, May 23, 2002, Tempe, AZ. Rushdie, Salman. Salman Rushdie on Gabriel Garcà ­a Mrquez: His world was mine. The Telegraph, April 25, 2014. Wechsler, Jeffrey. Magic Realism: Defining the Indefinite. Art Journal. Vol. 45, No. 4, The Visionary Impulse: An American Tendency, CAA, JSTOR, 1985.

The Signalling theory Essay Example | Topics and Well Written Essays - 1750 words

The Signalling theory - Essay Example Similarly, human interactions rely on signals most of the time. The signals enable people to identify some hidden qualities of the other person. The theory focuses on providing comprehension of the varied signals as well as noting, which are dependable. For example, in making decisions, employers and managers rely on the information they obtain from the signals they receive. For instance, in making decisions about capital structures and payout policies, a manager would rely on the existing arrangement and try to evaluate its effectiveness before deciding on the next step (Chang & Hong 2000). Signals according to the theory can be categorized into assessment and conventional signals. The assessment signals denote the signals that are reliable; that is, they are signals that tend to restrict individuals who do not pose the quality required by the signal from using it. For example, if a manager perceives the organization to be overvalued, he or she should not signal the stakeholders tha t the organization holds a better opportunity in the future to increase profits by increasing their payouts. This is because implementing the signal will lead to embarrassment of the manager as well as create distrust. The conventional signals on the other hand denote unreliable indicators. In most cases, the signals are external and can result in heavy consequences. For example, if a manager makes a decision based on the consumer behaviour; for instance, seeing that the consumers are making high purchases of a product, the manager decides to produce these in high quantities perceiving that the profits for the organization will increase. This can be a false signal, especially when the consumer is presented with another alternative for the same product. The manager will lose face before the investors and can even be dismissed from office. Therefore, it is imperative to first identify the aspects affecting the capital structure and payout policies of the organization before signalling the respective parties or making any major decisions (Notes on Signalling 2005). Cost appears to be major factor in the signalling theory. This is because prior to making any decisions, managers need to consider the expense. At times, some signals may be deceiving and may later affect the decisions made adversely in a negative way. For example, the target earnings of the business may seem promising in the next quarter of the business thereby making the manager decide on a high pay out percentage. This signal could be truthful or deceiving and will eventually impact on the decision made for pay outs. On the other hand, deceptive signals can be used to benefit the creator of the signal. For instance, a manager can signal stakeholders and potential investors that the organization is well off to making more profits by increasing the payout ratio for their dividends. This would make them invest more in the organization and thus, enable the manager to expand the business and increase pro fits (Pacheco & Raposo 2007). Managers face the basic responsibility of deciding on the amount to debt to be employed on the capital structure as well as determine the dividend percentages to be paid out (Barclay et al. 1992). Different theories have been established to identify the aspects that are relevant in identifying capital structures and payout policies. Among these is the signalling theory. Aside from cost, taxes have also been noted to be a vital aspect that affects the capital struc

Website Project Essay Example | Topics and Well Written Essays - 1500 words

Website Project - Essay Example According to the people involved in the protest marches, a lot of these protests are trying to make it easier for illegal immigrants to become citizens so that they can share in the civil rights laws that were created the last time large groups of ethnic people gathered together. This peaceful, yet attention-getting response by such large numbers of people on the city streets made the civil rights movement of the 1950s and 1960s stand out in even greater detail as a significant period in US History. While searching, I found a student’s website that detailed a lot of information about African American history, including an entire chapter devoted exclusively to the Civil Rights Movement. Based upon what had already been learned, the African American History website seemed well-researched and informed for this project. Unlike many of the other websites that I went to, this one actually provided me with much of the information I think it would be important to know in terms of the Civil Rights Movement as well as the documentation to back it up. Not only did the author of the site provide her name, affiliations, and other information necessary for a complete bibliographical entry, but for each section of the site, she indicated when and why this section was written so that her readers would have a good idea of her experience and expertise level at that period in time. These are things that are not normally included as a part of the website features, which automatically excluded several websites I found during my search that might have contained the same information, but were not as well organized or documented. In addition, throughout each essay within the site, the author made sure to keep her own bibliographic references as part of the page, so that her information could be verified from the origi nal source or so that I, as a reader, could go find out more information about that