Point of View Essay Example

Point of View Essay The talker of the narrative. who speaks as a first-person storyteller. is non named. We may reason that he has had a good trade of experience with little boats. and with the linguistic communication of crewmans. His concentration displacements in the class of the narrative. At first. he seems to be cognizant of all four work forces on the boat. jointly. and he makes observations that permit us to understand the thoughts and responses of the work forces. who are linked in a practical brotherhood because of their holding been stranded on a bantam boat amid the high moving ridges that are endangering their being ( paragraph 9 ) . At approximately paragraph 49. nevertheless. the talker shifts his concentration chiefly to the letter writer. while he describes the other work forces more dramatically. Might we assume that at this point. Crane is unifying the talker of the narrative with his ain voice. every bit about as we can find it? Throughout. the talker introduces some of his ain thoughts. and besides. at times. speaks ironically. This accounts for some of the more humourous looks in the narrative. Therefore. the talker remarks wryly that the work forces. while hotfooting from the droping ship to salvage themselves. had forgotten to eat heartily and therefore were now being weakened with hungriness ( paragraph 49 ) . The talker is in control of the tone of his descriptions. as when he points out that the human back. to a oarsman. is capable to countless and painful cricks and knots ( paragraph 82 ) . The talker is besides observant and philosophical. as when he remarks that the four work forces at sea need to turn their caputs to contemplate the lonely and apathetic shore ( paragraph 206 ) . We will write a custom essay sample on Point of View specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Point of View specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Point of View specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The story’s concluding sentence. about the fact that the three lasting work forces can be interpreters. is implicative of a good trade of idea and observation that could take beyond the content of the narrative. Though the point of position is third-person limited-omniscient. Crane’s meeting of his ideas with the narrator’s would non be as effectual. non as dramatic. or nonsubjective. for it is this third-person distance that Crane feels would be most suited for his thought that work forces are undistinguished compared to the forces of nature. or nature itself. The point is driven place well with his peculiar point of position: another or different point of position would overcast his message and befog his cardinal subject: a different point of position would be excessively emotional. excessively fraught with survivability. The white Hero is told from a third-person all-knowing point-of-view. one that is cognizant of both Sylvia’s hopes and aspirations. and the adversities that she will meet as she strives to accomplish them. The stability of the tree is noted from the really get downing with Sylvia’s acknowledgment that [ in the ] dark boughs [ of the tree ] †¦ he wind ever. stirred. no affair how hot and still the air might be below†¦ It is from this hush that Sylvia begins her journey with prickling eager blood and apprehensiveness of the point at which she must do the unsafe base on balls from one tree to the other. [ when ] the great endeavor would truly get down. This image of doing the passage from a smalle r tree to a larger more unsafe one is a symbol of Sylvia go forthing the kingdom of her early childhood to get down confronting the challenges of going an grownup. At first. Sylvia felt her manner anxiously. but as she crosses trees and feels the support of the old pine. she becomes his new dependant. The pine is likened to a great chief mast to sailing Earth. a simile which is followed by the author’s personification of the manner in which it h [ olds ] away the winds to protect the solitary gray-eyed child merely as a male parent would make. The narrative gait of the transition varies from being restrained and held back as Sylvia prepares for her escapade. to increasing in velocity somewhat once she changes trees. to eventually making a flood tide once she reaches the top. It is this fast patterned advance from her mounting and feelings of support from the tree to this climactic waking up that aids in pass oning the true extent of Sylvia’s growing. The spark of human spirit that the tree’s ponderous frame helps to raise to the top rapidly easy becomes a pale star. trembling and tired. but entirely exultant. Bierce Tells An Occurrence at Owl Creek Bridge in three parts. Part I is in nonsubjective third-person point of position except for the last three paragraphs. In nonsubjective third-person narrative. the narrator observes events but can non come in the head of any character and unwrap his or her ideas. In the last three paragraphs of the Part I. the narrative displacements to omniscient ( all-knowing ) third-person point of position in relation to Peyton Farquhar. This displacement enables Bierce to take the reader inside Farquhar’s head to show how emotional turbulence alters non merely the manner the head interprets world but besides the manner it perceives the transition of clip. First. Farquhar mistakes the ticking of his ticker for the tolling of a bell or the ring of an anvil struck by a cock. Then. after Farquhar beads from the span at the minute of executing. he perceives a individual second as permanent hours.

buy custom World Literature (The Art of love) essay

buy custom World Literature (The Art of love) essay It is very essential that individuals learn how to relate with each other particularly in matters regarding love. If at all persons are to live with innermost peace of mind and satisfaction, they have to accept that love does not come as easy as it may seem since hard work has to given priority. Men for instance have to put determination in their attempt to win the love of a woman since it is evident that few will obviously turn them down. Love is a feeling from within while sex is the stolen passion that ladies as well men desire to have since even the most reluctant of all individuals still tends to have a desire for it. This paper aims at analyzing the meaning of love, sex and marriage. It attempts to show the relationship between the three terms with regard to the association between individuals. In a brief overview, the work scrutinizes the end results of love, sex and marriage. The relationship between the three terms is clearly shown by the work in a detailed form. In relation to sex, mens libido is visualized as being milder, as compared to that of the heifer that lows to the bull, or the mare that whinnies at stallions. There are set bounds in a mans sex according to the work since incest for instance is viewed as an abomination that should not even be thought of. This paper gives two main instances of luring a woman and they include making her oyful before attempting anything on her and when she has been miffed by her rivals. Individuals are discouraged from seeing themselves as superior from others since they, like other human beings have their own shortcomings. Love is a well that quenches our lives wholly. It is a necessity to all without which no one reaches the utmost goal of our lives. Our entire lives revolve around satisfying the urge for love. Love is irresistible and it fails not in its pursuits. Men and women who go in search of love in determination in the opposite sex always find it. Sex is a crucial ingredient of love, which becomes a fruit of a satisfying affection, that is built upon true foundations of trust. Its therefore an affair of love that involves sharing of the intimate feelings for one another between a male and a female who are bound together through affection. This aspect is viewed differently among males and females. A full grown love affair brings forth a desire of togetherness that calls for a lasting union of the two lovers. This union is known as marriage. The three aspects inter-relate in such a manner that, when a male and a female get bound together in love , their relationship calls for intimate union based on trust. Love for instance is expressed as a species of warfare; it is very sensitive and apparently requires to be fed thus relaying the message that lovers should at all costs avoid nagging each other. If one aims at making love to endure they should not rely on looks since they turn out to be deceptive. The key to receive love from a woman is to avoid being plain on words and telling the woman what she wants to hear. Courage is an essential trait for those aspiring to love since trials and tribulations are many in love affairs. Sex relates to love in such a way that it steams up passion between two individuals and in the process they end up satisfying their innermost desires. Persons should strive to ensure that they fulfill the desires and passions they have for the other party. A higher sexual drive is experienced in women when compared to men and thus women take the pleasure of being approached by men. Partners should not engage in sex when they are in marriage and neither should they base it as a law. The sole purpose of sex is procreation and the continuity of the human race. True rest for those in a love affair basically comes through marriage. Conditional love should be mindfully avoided by those in marriage so as to give unselfish love. It is indeed evident that a close relationship exists between the terms love, sex an marriage. Love and sex comes at an earlier stage and once courtship sets in between a man and a woman, the eventual action is marriage. Buy custom World Literature (The Art of love) essay

Battle of Megiddo - World War I - Palestine

Battle of Megiddo - World War I - Palestine The Battle of Megiddo was fought September 19 to October 1, 1918, during World War I (1914-1918) and was a decisive Allied victory in Palestine. After holding at Romani in August 1916, British Egyptian Expeditionary Force troops began advancing across the Sinai Peninsula. Winning minor victories at Magdhaba and Rafa, their campaign was finally halted in front of Gaza by Ottoman forces in March 1917 when General Sir Archibald Murray was unable to breakthrough the Ottoman lines. After a second attempt against the city failed, Murray was relieved and command of the EEF passed to General Sir Edmund Allenby. A veteran of the fighting on the Western Front, including Ypres and the Somme, Allenby renewed the Allied offensive in late October and shattered the enemy defenses at the Third Battle of Gaza. Rapidly advancing, he entered Jerusalem in December. Though Allenby intended to crush the Ottomans in the spring of 1918, he was quickly forced on the defensive when the bulk of his troops were reassigned to aid in defeating the German Spring Offensives on the Western Front. Holding along a line running from the Mediterranean east to the Jordan River, Allenby kept pressure on the enemy by mounting large-scale raids across the river and supporting the Arab Northern Armys operations. Guided by Emir Faisal and Major T.E. Lawrence, Arab forces ranged to east where they blockaded Maan and attacked the Hejaz Railway. Armies Commanders Allies General Sir Edmund Allenby57,000 infantry, 12,000 cavalry, 540 guns Ottomans General Otto Liman von Sanders32,000 infantry, 3,000 cavalry, 402 guns Allenby Plan As the situation on in Europe stabilized that summer, he began to receive reinforcements. Refilling his ranks with largely Indian divisions, Allenby began preparations for a new offensive. Placing Lieutenant General Edward Bulfins XXI Corps on the left along the coast, he intended for these troops to attack on an 8-mile front and break through the Ottoman lines. This done, Lieutenant General Harry Chauvels Desert Mounted Corps would press through the gap. Surging forward, the corps was to secure passes near Mount Carmel before entering the Jezreel Valley and capturing the communication centers at Al-Afuleh and Beisan. With this done, the Ottoman Seventh and Eighth Armies would be forced to retreat east across the Jordan Valley. To prevent such a withdrawal, Allenby intended for Lieutenant General Philip Chetwodes XX Corps to advance on XXI Corps right to block the passes in the valley. Commencing their attack a day earlier, it was hoped that XX Corps efforts would draw Ottoman troops east and away from XXI Corps line of advance. Striking through the Judean Hills, Chetwode was to establish a line from Nablus to the crossing at Jis ed Damieh. As a final objective, XX Corps was also tasked with securing the Ottoman Seventh Army headquarters in Nablus.   Deception In an effort to increase the chances of success, Allenby began employing a wide variety of deception tactics designed to convince the enemy that the main blow would fall in the Jordan Valley. These included the Anzac Mounted Division simulating the movements of an entire corps as well as limiting all westbound troop movements to after sunset. Deception efforts were aided by the fact that the Royal Air Force and Australian Flying Corps enjoyed air superiority and could prevent aerial observation of Allied troop movements. Additionally,   Lawrence and the Arabs supplemented these initiatives by cutting railways to the east as well as mounting attacks around Deraa. The Ottomans The Ottoman defense of Palestine fell to the Yildirim Army Group. Supported by a cadre of German officers and troops, this force was led by General Erich von Falkenhayn until March 1918. In the wake of several defeats and due his willingness to exchange territory for enemy casualties, he was replaced with General Otto Liman von Sanders. Having had success in earlier campaigns, such as Gallipoli, von Sanders believed that further retreats would fatally damage the Ottoman Armys morale and would encourage revolts among the populace. Assuming command, von Sanders placed Jevad Pashas Eighth Army along the coast with its line running inland to the Judean Hills. Mustafa Kemal Pashas Seventh Army held a position from the Judean Hills east to the Jordan River. While these two held the line, Mersinli Djemal Pashas Fourth Army was assigned to the east around Amman. Short on men and unsure of where the Allied attack would come, von Sanders was forced to defend the entire front (Map). As a result, his entire reserve consisted of two German regiments and a pair of under-strength cavalry divisions. Allenby Strikes Commencing preliminary operations, the RAF bombed Deraa on September 16 and Arab forces attacked the around town the next day. These actions led von Sanders to send Al-Afulehs garrison to Deraas aid. To the west, the 53rd Division of Chetwodes corps also made some minor attacks in the hills above the Jordan. These were intended to gain positions that could command the road network behind the Ottoman lines. Shortly after midnight on September 19, Allenby began his main effort. Around 1:00 AM, the RAFs Palestine Brigades single Handley Page O/400 bomber struck the Ottoman headquarters at Al-Afuleh, knocking out its telephone exchange and badly disrupting communications with the front for the next two days. At 4:30 AM, British artillery commenced a brief preparatory bombardment which lasted around fifteen to twenty minutes. When the guns fell silent, XXI Corps infantry surged forward against the Ottoman lines. Breakthrough Quickly overwhelming the stretched Ottomans, the British made swift gains. Along the coast, the 60th Division advanced over four miles in two and a half hours. Having opened a hole in von Sanders front, Allenby pushed the Desert Mounted Corps through the gap while XXI Corps continued to advance and widen the breach. As the Ottomans lacked reserves, the Desert Mounted Corps rapidly advanced against light resistance and reached all of its objectives. The attacks of September 19 effectively broke the Eighth Army and Jevad Pasha fled. By the night of September 19/20, the Desert Mounted Corps had secured the passes around Mount Carmel and were advancing onto the plain beyond. Pushing forward, British forces secured Al-Afuleh and Beisan later in the day and came close to capturing von Sanders at his Nazareth headquarters. Allied Victory With Eighth Army destroyed as a fighting force, Mustafa Kemal Pasha found his Seventh Army in a dangerous position. Though his troops had slowed Chetwodes advance, his flank had been turned and he lacked sufficient men to fight the British on two fronts. As British forces had captured the railway line north to Tul Keram, Kemal was compelled to retreat east from Nablus through the Wadi Fara and into the Jordan Valley. Pulling out on the night of September 20/21, his rearguard was able to delay Chetwodes forces. During the day, the RAF spotted Kemals column as it passed through a gorge to the east of Nablus. Relentlessly attacking, the British aircraft struck with bombs and machine guns. This aerial assault disabled many of the Ottoman vehicles and blocked the gorge to traffic. With aircraft attacking every three minutes, the survivors of the Seventh Army abandoned their equipment and began to flee across the hills. Pressing his advantage, Allenby drove his forces forward and began to capture large numbers of enemy troops in the Jezreel Valley. Amman To the east, the Ottoman Fourth Army, now isolated, began an increasingly disorganized retreat north from Amman. Moving out on September 22, it was attacked by RAF aircraft and Arab forces. In an effort to halt the rout, von Sanders attempted to form a defensive line along the Jordan and Yarmuk Rivers but was dispersed by British cavalry on September 26. That same day, the Anzac Mounted Division captured Amman. Two days later, the Ottoman garrison from Maan, having been cut off, surrendered intact to the Anzac Mounted Division. Aftermath Working in conjunction with Arab forces, Allenbys troops won several minor actions as they closed on Damascus. The city fell to the Arabs on October 1. Along the coast, British forces captured Beirut seven days later. Meeting light to no resistance, Allenby directed his units north and Aleppo fell to the 5th Mounted Division and the Arabs on October 25. With their forces in complete disarray, the Ottomans made peace on October 30 when they signed the Armistice of Mudros. In the fighting during the Battle of Megiddo, Allenby lost 782 killed, 4,179 wounded, and 382 missing. Ottoman losses are not known with certainty, however over 25,000 were captured and less than 10,000 escaped during the retreat north. One of the best planned and implemented battles of World War I, Megiddo was one of the few decisive engagements fought during the war. Ennobled after the war, Allenby took the name of the battle for his title and became First Viscount Allenby of Megiddo.

Deep Origins of World War II Research Paper Example | Topics and Well Written Essays - 750 words

Deep Origins of World War II - Research Paper Example in on September 16 1939.1 Some of the factors in his favor included high tides, an enormous fleet of barges, powerful air force, availability of vessels, and a harvest full moon. The previous day the Nazi air force attempted to raid the colossal scale. The author claims that many German troops had assembled at the invasion port and their plan botched after Royal Air Force discovered their intentions quickly and they adopted a sustained offensive attack. Some of the Germans were using waterways while others used the railway. Royal Air Force damaged the railway a tactic that delayed the Germans coming for war while they dislocated the waterways as they sunk German ships at the harbor. Hitler had planned an attack on Britain since it was the only power in Europe that stood in his European conquest. Britain has earlier on declined to become an ally of the Germans. Robertson says that Hitler planned to eliminate Britain after France yielded to the Nazi invasion. Hitler assumed that Britai n would surrender and when the country did not he was surprised and he issues Directive Number 16.2 The operation was code named Operation Sea lion that had the objective of destroying English motherland and occupy it entirely. The German military agreed to defeat the Royal Air Force then to invade the country. German air force depended on the success of air battle before invading in the country. The head of military operations formulated a plan to destroy the Royal Air Force in four days. Other military strategy to invade Britain included locating the river craft so that they could train the troops in amphibious landing. They also planned to arrest the political elite that could present resistance such as Churchill. Viktor Survov was a former Russian Military Intelligence that published the Icebreaker.3 His thesis in the book argues that the soviet forces had well organization and they mobilized a Europe invasion as they prepared for defensive operations in their country. According to

Synopsis Assignment Example | Topics and Well Written Essays - 1000 words - 1

Synopsis - Assignment Example Under the new role women were to be confined into homes as guardians of family and hearth. All major decisions were to be done by men only, women should take care about home, bare children and take care of them and keep the institution of family working properly. This, de facto and de iure, was a huge step back for women of Germany who were among the first in the world to be granted voting rights under the Weimar Republic. Yet, somehow large numbers of German women supported Hitler. They were, as Koonz describes, devoted to the cause and, almost religiously committed to it. That way a paradox arose in Nazi Germany, a paradox in which women supported something that will give them a second class citizen status at best. Koonz asserts that women in Germany were same as men distrustful of democracy, liberal and modern ideas, and at the same time, intensely nationalistic. To best illustrate her point Koonz included in the book an interview she did with Gertrud Scholtz Klink in the early 1980’s. Scholtz was a former Head of Frauenschaft, Women’s Department under the Nazis. She, as interview done four decades after the fact shows, embodied exactly what Koonz was claiming. Even then she stated numerous times how proud she was of her so called new power given to her and women in general by Hitler. The whole conversation proved, beyond any doubt, that â€Å"female supporters of the Nazis accepted the Nazi division of the sexes into a public sphere for men and a private sphere for women.† Professor Koonz, also, explores the process in which German women politically influenced the country at that time. By sheer logic, women making one half of German population and having voting rights at the time, were very instrumental in aiding Hitler’s rise to power, which in turn, allowed him and the Nazis to implement their policies and commit atrocities in the coming years. In those years of the Third Reich, German women, like

Operation of Assemblers Essay Example for Free

Operation of Assemblers Essay A program written in assembly language is much more readable and understandable than its equivalent in machine code; an assembler is a program which translates assembly language into machine code. The assembler accepts an assembly language program as data, converts mnemonic operation codes (op-codes) to their numeric equivalents, assigns symbolic addresses to memory locations and produces as output the required machine code program. Assembly language is the source program and when translated into machine code it is know as object program. The following programs are written for the BEP/16 programming environment to achieve the following arithmetic operations: a) a + b SWI getInt ; Operating ; system call to ; get a 16 bit ; integer from ; the keyboard. ; Value returned ; in R0 MOV R1, R0 ; Store the first ; value in R1 SWI getInt ; Get second value MOV R2, R0 ; Store in register ; R2 MOV R3, R1 ; R3 = a ADD R3, R2 ; R3 = a+b MOV R4, R1 ; R4 = a MOV R0, R3 ; Copy amswer to R0 SWI putInt ; Operating system ; call to display the ; 16-bit integer in ; R0 HLT ; Terminate program. b) a b SWI getInt ; Operating ; system call to ; get a 16 bit ; integer from ; the keyboard. ; Value returned ; in R0 MOV R1, R0 ; Store the first ; value in R1 SWI getInt ; Get second value MOV R2, R0 ; Store in register ; R2 MOV R3, R1 ; R3 = a SUB R3, R2 ; R3 = a-b MOV R4, R1 ; R4 = a MOV R0, R3 ; Copy amswer to R0 SWI putInt ; Operating system ; call to display the ; 16-bit integer in ; R0 HLT ; Terminate program. c) a x b SWI getInt ; Operating ; system call to ; get a 16 bit ; integer from ; the keyboard. ; Value returned ; in R0 MOV R1, R0 ; Store the first ; value in R1 SWI getInt ; Get second value MOV R2, R0 ; Store in register ; R2 MOV R3, R1 ; R3 = a MUL R3, R2 ; R3 = a x b MOV R4, R1 ; R4 = a MOV R0, R3 ; Copy amswer to R0 SWI putInt ; Operating system ; call to display the ; 16-bit integer in ; R0 HLT ; Terminate program. d) a + b SWI getInt ; Operating ; system call to ; get a 16 bit ; integer from ; the keyboard. ; Value returned ; in R0 MOV R1, R0 ; Store the first ; value in R1 SWI getInt ; Get second value MOV R2, R0 ; Store in register ; R2 MOV R3, R1 ; R3 = a SUB R3, R2 ; R3 = a b MOV R4, R1 ; R4 = a ADD R4, R2 ; R4 = a + b MOV R0, R3 ; Copy amswer to R0 SWI putInt ; Operating system ; call to display the ; 16-bit integer in ; R0 HLT ; Terminate program. e) a + b SWI getInt ; Operating ; system call to ; get a 16 bit ; integer from ; the keyboard. ; Value returned ; in R0 MOV R1, R0 ; Store the first ; value in R1 SWI getInt ; Get second value MOV R2, R0 ; Store in register ; R2 MOV R3, R1 ; R3 = a ADD R3, R2 ; R3 = a + b MOV R4, R1 ; R4 = a SUB R4, R2 ; R4 = a b MOV R0, R3 ; Copy amswer to R0 SWI putInt ; Operating system ; call to display the ; 16-bit integer in ; R0 HLT ; Terminate program.

A Painful Childhood Experience Essay example -- essays research papers

Painful Childhood Experiences In a child’s world, there is always a lot of imagination. Children create worlds of their own out of their familiar surroundings, despite what adults tell them. The only way to let them realize the truth is to make them experience it, as Rosaura from â€Å"The Stolen Party† and An-mei from â€Å"Scar† do in their lives. Liliana Heker’s â€Å"The Stolen Party† and Amy Tan’s â€Å"Scar† share a similar theme. Both stories follow the perceptions of young girls. Although Tan’s â€Å"Scar† and Heker’s â€Å"The Stolen Party† share a distinct resemblance, they also differ. Rosaura suffers the pain that others give to her, but An-mei suffers it from her loved ones, such as her grandmother. The main similarity is that both Rosaura and An-mei suffered from the painful circumstances of their lives. Rosaura convinces herself that Luciana is her friend and that she has been invited to Luciana’s birthday party as any other guests. For Rosaura, there is the proof that every afternoon she goes to Luciana’s house and they do their homework together. That is all the evidence Rosaura needs to consider herself a friend to Luciana. She even helps out with some chores during the party thinking she has some sort of â€Å"special† status in the house because of her familiarity with Luciana’s home, as Heker states, â€Å"Rosaura was the only one allowed into the kitchen. Senora Ines, Luciana’s mother also says, â€Å"You yes, but not the others, they’re much too boisterous, they might break something.† Rosaura ha...

Beowulf Assessment

In the epic, Beowulf, the main character faces many antagonists who have the exact opposite of the virtues of Anglo-Saxon culture. Beowulf, the protagonist, obviously possesses all the virtues important to Anglo-Saxons. The first antagonist that Beowulf faces is named Unferth. Unferth is not loyal in that killed his brother slyly and that he offers Beowulf a sword to fight Grendel that shows that he is too cowardly to fight the monster himself. Loyalty and bravery are two of the most important virtues present in Anglo-Saxon literature. Unferth is also demeaning and cruel to his guest Beowulf. In most Anglo-Saxon literature, hospitality towards guests is very important and expected. The next antagonist is Grendel. He is very ambiguous and very monstrous in appearance although exhibiting many human emotion and impulses. Grendel exhibits aggression, loneliness, and jealously. He is somewhat cowardly in that he attacks at night when men are asleep and he runs back to his lair after his encounter with Beowulf. Grendel’s mother has the same virtues as her son except she fights out of anger. She really has no cause for fighting. The dragon is very grotesque and preys on the town. He is very selfish which is not part of an Anglo-Saxon protagonist like Beowulf in that he attacks the town after having one piece of treasure stolen. All three monsters are portrayed as evil, aggressive villains especially since they battle against the hero, Beowulf. Unferth is a human example of a protagonist lacking loyalty and bravery.

Due Dates and Instructions for Course Assignments Essay

JAN 12 AUTOBIOGRAPHY- You are required to post this assignment in the Autobiography section giving us some background about yourself, where you grew up, the family you grew up in, where you live, interests and hobbies, and anything else you would like us to know about you, your chosen major, your goals, etc. If you have any digital photo(s) of yourself you may feel free to attach it as well. Please include a few thoughts about why you are taking this course, what you hope to learn, and how you think you can apply it to your life. This assignment is graded on your ability to accurately present yourself to the rest of the class and how well you convey your initial thoughts about the study of sociology and this course. Please keep in mind that this assignment is worth an entire letter grade. It is worth the same amount of points as your mid-term paper! So, please put the appropriate time and thought into it. It should be a bare minimum of 350 words. It needs to be typed directly into th e Discussions section (or copied and pasted) but links to documents are not allowed. Other students and I should be able to read your post without opening an attachment. JAN 19-APR 20 WEEKLY CHAPTER QUIZZES- There will be one exam for each chapter for a total of 24 exams. Each exam will have 20 questions or less with an assigned point value for each question totaling 20 points. Due dates for each chapter quiz can be found in course syllabus and on the course calendar. There will usually be 2 chapter quizzes per week. WEEKLY CHAPTER DISCUSSION POSTINGS- There will be a discussion posting for each chapter, 24 total. Some weeks will cover only one chapter but most will cover two chapters. Due dates for each chapter discussion posting can be found in the course syllabus and in the course calendar. Each chapter discussion posting will be worth a maximum of 5 points (3 for original post  and 2 for response post). Full credit of 120 points will be awarded based on the student’s responses to instructor questions (3 or more) and responses to classmates’ postings (1 or more) for each chapter’s discussion. Your answers must reflect that you have read the corresponding chapters. In order for other students to have adequate opportunity to respond to your posts, your original posting must be posted prior to 9:00 pm on the due date. Your response posts can be posted until the close of the discussion at 11:59 pm. Original postings posted after 9:00 pm will be docked 1 pt. You will have one week to complete the discussion postings. Late postings will not be accepted. MAR 2 CONTEMPORARY SOCIAL PROBLEM REPORT The purpose of this assignment is to help you define and understand what constitutes a social problem. You will research a social problem that you consider important so that you can develop a sociological perspective of the issues facing the world that we live in. You can choose a problem in your local community, in the nation, or a more global issue that affects everyone. As you perform your research for this assignment please make sure that you allow enough time and sources to fully understand what you are writing about before you start. You will write critically about the problem that you select which requires a careful evaluation of the questions to be answered as they relate to the problem. Using more than one research source will enhance your sociological perspective of the problem. This will also make you better able to look at how the problem originated and examine what can be done about it. The final question requires that you attempt to come up with solutions to the problem based on what you have learned through your research. Resources such as daily newspapers, weekly news magazines, or regularly published journals will help you to research your social problem. Be sure that you do not simply summarize an article without a critical evaluation of what was written. In your paper you will address the following questions: 1.Why is this problem considered a social problem? 2.When, how, and where did the problem begin? 3.What other social problems are related to this problem? 4.What groups are affected by the problem? 5.Who is hurt by it? 6.Who benefits (or stands to gain) from the problem? 7.How does it affect you personally? 8.What can be done and by whom, to alleviate the problem? Your report should be clear, brief, and concise, with a minimum of 2 pages and a maximum of 3 pages. Use 12 point font and double space this assignment. You can list the questions and answer them individually or you may write the report in a narrative form. You are required to find and use a minimum of 2 scholarly references (a scholarly reference does NOT include newspapers, magazines, etc. A scholarly reference is bona fide research from a credible source, ie., Pub Med., published research from an accredited University, etc.) for this assignment and paper should be written in APA format. A grading rubric for this assignment is included in the assignment dropbox. The assignment should be submitted in the course assignment dropbox prior to the final due date. APR 28 FINAL ASSIGNMENT- This assignment is designed to effectively assess what the student has learned in the course. Students will demonstrate their comprehension of course material by applying sociological concepts, terminologies, and perspectives to any type of contemporary topic or cultural dimension. The topic for this sociological perspective may come from a book, a periodical article, a television program, movie, news program, cultural event, or observation. The paper should be well thought out and the application of sociological concepts, terminologies and perspectives to the chosen topic should be accurate and well defined. Choose a topic that allows you to apply as many sociological terms and concepts as possible. This assignment is expected to be a minimum of 3 pages with a maximum of 4 pages. Use 12 point font and double spacing for this assignment. At least one scholarly reference should be cited in order to give depth and substance to this assignment. Paper should be written in APA style. Grading will be based on your ability to clearly display in writing your understanding of the basic concepts of sociology and your ability to formulate and exhibit a societal perspective that utilizes the sociological imagination. A grading rubric for this assignment is available in the  assignment dropbox. The assignment should be submitted in the course assignment dropbox prior to the final due date.

Blindness in Invisible Man essays

Blindness in Invisible Man essays Blinded by blindfolds, lights, fog, and nature. From beginning to end, blindness shines through as a prominent theme. Throughout Invisible Man, the black community refuses to see the way the white man treats them. Rather, they view the way whites treat them as a positive thing. The souths following of Booker T. Washingtons way of advancing does not allow African Americans to see that by being a yes man they are continually fulfilling the stereotypes given to them. Even in the North, the narrator faces problems with not being able to see the prejudices put on him by the white man. For one man, it takes a lot of growth and experience to realize what is going on. Invisible Man teaches that not everything you see is real; much of it is covered in a gray mist that hinders you from understanding the realities of the world. At the Battle Royal, the black boys wear blindfolds, which are placed on them by white men. They wear them just for the fun of the white men watching. By doing this, they become powerless and they are demoralized. The Battle Royal deals with the black mans inability to see how the white men treat them. The white men tease the boys with a white female dancer, they blindfold them to fight each other, they trick them with the copper coins on the electric rug, but in the end everyone does not see how they were used as entertainment for the evening. The whites give the boys money for coming to the Battle Royal, and they allow the narrator to give his speech and reward him with a scholarship to college. By doing this, the white men keep their power over the blacks. While it seems that the scholarship should allow the narrator to advance to the level of the whites, it cannot. Whites and black men, who follow all of their requests, control the college he attends. The whites retai n their power because they are keeping him in the South in one of th...

How to Know If Youve Got Fire Ants

How to Know If You've Got Fire Ants Red imported fire ants defend their nests aggressively and can sting repeatedly. Their venom causes a severe burning and itching sensation, and in rare cases, may trigger a life-threatening allergic reaction. Red imported fire ants can put people and pets at risk for stings, and impact wildlife populations. If youve got fire ants, you may need to treat your property to eliminate them. Before you rush out for some fire ant killer, though, you should be sure youve got fire ants. Ants play an important role in the ecosystem, and you dont want to kill the wrong kind. To identify red imported fire ants, look at three things: their physical features, the ant nest, and the way the ants behave. Differentiating Fire Ants from Other Ant Species Look for the following traits to identify red imported fire ants: Nodes: Fire ants, whether native or imported, have two nodes at the constricted waist between the thorax and abdomen.Antennal clubs: The antennae of fire ants (genus Solenopsis) consist of 10 segments, with a two-segment club.Small size: Red imported fire ant workers measure just 1.5 mm to 4 mm.Size variation: Red imported fire ant workers vary in size according to caste.Color: Red imported fire ants are reddish brown, and the abdomen is darker than the rest of the body.Standard proportion: The heads of red imported fire ants will never be wider than their abdomens in any worker caste. It can be difficult to differentiate red imported fire ants from native fire ant species. We recommend collecting several ants from a suspected fire ant colony and taking them to your local extension office for confirmation. Identifying Red Imported Fire Ant Nests Fire ants live underground, in tunnels and chambers which they construct. When conditions are right for breeding, they expand their nests above ground. Looking at the construction of these mounds can help you identify red imported fire ant nests. Imported fire ant mounds tend to be constructed of loose, crumbly soil. They resemble the piles left behind by digging gophers.Mounds usually appear in spring or fall, or after cool, wet weather when breeding conditions are best.Unlike those of native ants, red imported fire ant mounds do not have an opening in the center. The ants enter the mound from tunnels below ground level.Red imported fire ant mounds usually measure up to 18 in diameter, but will often be considerably smaller.Fire ants build mounds in open, sunny locations.When the mound is disturbed, the white brood will be visible. The larvae and pupae may look like grains of white rice in the soil. Fire Ant Behavior Fire ants are the hotheads of the ant world. You may be able to identify fire ants by observing their behavior. Fire ants defend their nests aggressively. Any disturbance of the nest will elicit a quick response, with dozens of fire ant workers storming from the nest to do battle.Fire ants will typically climb vertical surfaces when disturbed. Look for fire ant workers on tall grasses or other surfaces around the mound. Of course, one sure fire way to find out if theyre fire ants or not is to get stung (not recommended)! Fire ant venom causes an intense burning sensation. Within 24-28 days, the sting sites will form white pustules. If youve been stung by fire ants, youll know it.

Final report Essay Example | Topics and Well Written Essays - 2500 words

Final report - Essay Example ?Southern Asia’ and ‘Confucian Asia’ concluded that an integral component of leadership which is known as participative leadership varies in its presence across the three clusters, where the Western or Anglo culture observably places greater value upon participation to assist leadership in comparison with both of the remaining groups comprising of Asian countries. Swierczek (1991) however, negates this notion as per his research findings based on a sample of exclusively Asian managers who appreciate and favor participation over direction as leadership behaviors. Adler (1991) suggested that leadership models developed in the West and particularly in the United States have failed to address cross-cultural leadership dilemmas which has greatly diminished their applicability on a universal scale, this brings us to the perspective presented by Bass (1990) who claimed that commentators and researches must learn to identify the distinction between leadership models that are specific to the dimensions of a culture compared to those that can be applied on a global scale. This suggests that the specificity of Western models of leadership is not an indicator of their effectiveness or ineffectiveness but a measure of their applicability. Dorfman et al. (1997 pp.233-234) concluded that despite of the common belief that the universality of leadership models and behaviors is very weak or in some cases non-existent, three distinct leadership behaviors; contingent reward, supportive and charismatic displayed their subsistence on a global scale, while, participative, contingent punishment and directive approaches to leadership were found to exist only in particular cultures. Similarly, the cultural specificity of participative leadership behavior was also found by Ashkanasay (2002) while, the findings of Bass & Avolio, 1993) also reported that the application of leadership models on a cross-cultural basis is a possibility. Mills (2005) adopts a neutral stance in his analysis of Asian and Western leadership models, acknowledging that while both approaches are fairly distinctive from each other they also carry a certain extent of resemblance. In understanding why certain aspects of Asian leadership models are so dramatically different from their Western counterparts, Mills (2005) asserts that in an Asian business setting family and political associations are more prevalent than in Western organizations, Chu (2011) notes that a majority of large corporations in Asia are in fact family business. Moreover, it is also speculated whether culture actually is the principle factor in assessing the difference between Asian and Western leadership models or is it the varying economic, corporate and social development stages of the organizations existing in the two regions (Mills, 2005). Mills (2005) argues that from a Western point of view, CEOs of organizations operating in countries