The US-China Taiwan Crisis Essay Example | Topics and Well Written Essays - 2000 words

The US-China Taiwan Crisis - Essay Example History of the US – China Taiwan Crisis The crisis that emerged in China and Taiwan began as early as 1949 with the Kuomintang Party. This Party is the nationalist party of China and was defeated to Communist rule during this time. The tensions which arose caused the party to move across the Taiwan Straight from Beijing, causing the Communist Rule to stay in China and Taiwan to try to separate under the rule of the Kuomintang (Christensen, 1: 1999). The main approach that Kuomintang took was to try to separate from mainland China and to continue with the nationalist rule and regulations which were believed to be a part of the party, often referred to as the Taipei Regime. By 1979, there was a call from Beijing for the Kuomintang Party to stop trying to divide Taiwan and instead to reunify into one China. The approach was to both liberate Taiwan and to work toward national development within each region, despite the differences in party agreements. The proposal was based on ope ning santong, which included commercial, postal and travel exchanges. The exchanges included siliu, which was four areas of concern, including academic, cultural, economic and athletic interests. It was believed that this approach would stop the differences on both sides and would lead to equal and fair agreements among both (Zhao, 22: 1999). Relationships with China After the Korean War in 1950, the US became involved with the political imbalances and began to pressure China to accept this party as the true government. To further establish this, the Chinese government was able to retain the seats they held at the UN with five members still sitting at the Security Council. The approach was furthered in 1972 with Nixon visiting China and trying to create a peaceful agreement between China and Taiwan. This was the first involvement with the United States to the Taiwan and Chinese debate, even though there was acknowledgement of the divisions from 1950 with Taiwan as a rogue state (Ros s 48: 2002). The relationship approached developed the Taiwan Relations Act, which persuaded both sides to create mutual security treaties, as opposed to separating as a nation. The main approach was to persuade both sides to work in cooperation and to open foreign relations ties for more opportunities. The persuasion was followed with a sense of security that could be used for those in East Asia (Goldstein, Schriver, 147: 2001). The Relations Act became effective in 1979, the year in which China worked toward economic agreements with Taiwan to stop the tensions between both countries. This stated that the United States would be involved with supplying the needed defense items to Taiwan in the case of an outbreak, specifically because the division of 1949 left the different area with a threat to the security of the area. This was combined with the act stating that there was only one China, as opposed to being a Taiwan and China. Even though there was acknowledgement that both could remain separate, the legitimate source of government pointed to only one China existing. By 1982, this was followed by six assurances, which consisted of guidelines which could be used for bilateral relations (Dumbaugh, 11: 1998). While there was acknowledgement at this point that both wanted to remain separate countries, the foreign relations

Sentimental plot Essay Example for Free

Sentimental plot Essay During the 19th century many writers began to publish works with sentimental plots. Generally the sentimental plot is written to make the reader feel an excess of unnecessary emotions, by overemphasizing every work. In every sentimental plot there will always be the typical sentimental hereon that fits the stereotype of a young orphan, unmarried women with moral obstacles. In this plot there are only two types of women the ones that are considered good and the ones that are bad. In the sentimental plot the good will get rewarded by marrying a decent man and the bad will always die. Even though this plot was very popular among writers many women were not happy with how the women were being portrayed among men writers so they decided to go against this plot. With women writers some would tend to go against the sentimental romance plot and instead write about actual situations that were happening around them. One example of this would be in Kate Chopin’s story â€Å"The Storm† it featured a married women falling into the seductions of a old flame. Do you remember in Assumption, Calixta? He asked in a low voice broken by passion. Oh! She remembered; for in Assumption he had kissed her and kissed and kissed her; until his senses would well nigh fail, and to save her he would resort to a desperate flight. If she was not an immaculate dove in those days, she was still inviolate; a passionate creature whose very defenselessness had made her defense, against which his honor forbade him to prevail. † Pg. 59 Author Kate Chopin was unable to publish her works because of the featured adultery with no follow up punishment, in order for her to successfully publish she would have to follow the sentimental romance plot and kill Calixta in the end to prove that the decisions she made were wrong and had consequences. Mary E. Wilkins in â€Å"The Revolt of Mother† is another example that goes against the grain of the sentimental plot it deals with a mother that confronts her husband and goes against his say so which in the 19th century was something that was frowned upon. Now father, said she you needn’t be scared. I ain’t crazy. There ain’t nothing to be upset over. But we’ve come here to live, an’ we’re goin’ to live here. We’ve got jest as good as right here as new horses mind I wa’nt fit for us to live in any longer, an I made up my mind I wa’n’t going’ to stay there. I’ve done my duty by you for forty year, an’ I’m goin’ to do it now; but I’m going to live here. † Pg. 672 After this story was published many people thought that it was based on a true story but Mary E. Wilkins explained that no New  England women would ever dare confront her husband it was all just a fantasy. Another example of the reversed sentimental plot would be in Charlotte Perkins Gilman story â€Å"The Yellow Wall-paper† It is based on a women who is said to be having nervous breakdowns and is being taken care of by her husband a physician she later comes to relies that she will no longer be trapped or hide her emotions. â€Å"I’ve got out at last. Said I, in spite of you and Jane! And I’ve pulled off most off the paper, so you can’t put me back! † pg 803. What all of these story’s have in common is that they tried to convey across the situations that the women were in and all of them one way or another expressed how the women felt trapped by the men. When it came to men writers they would always include a sentimental hereon in their stories. Henry James published â€Å"Daisy Miller† in 1978 and it dealt with a young unmarried woman somewhat considered an orphan because her parents were never around, who was seen in society as an outcast cause of the way she would conduct herself around men. Miss Daisy Miller was a flirt – a pretty American flirt. He had never, as yet, had any relations with young ladies of this category. He had known, her in Europe† pg. 427 since Daisy Miller was portrayed as an uneducated flirt Henry James followed the sentimental plot by giving Daisy a terrible case of the fever and later died. Later after the story was published Henry James stated that he believed that Daisy was innocent and that he did not kill her to state a point, it just so happened that she caught fever. So in some sort of way this story can sometimes be said that it was not your typical sentimental plot. Another male writer that followed the sentimental hereon was William Dean Howells â€Å"Editha† this was about a young unmarried woman who practically forces her boyfriend to enter the war in order to show off in front of others. â€Å"I shall always love you, and therefore I shall never marry any one else. But the man I marry must love his country first of all, and be able to say to me, I could not love thee, dear, so much, loved I not honor more. In these two story’s It seems to me as if the men writers are trying to put women down by making them seem selfish and not following the norm of obeying the men’s commands or ways of lifestyle that they want them to follow. In all of these stories we can see that there is a big difference in how men and women respond to the sentimental romance plot. The women write about there own personal experiences and the things that they see happen around them and the men write about what they want the people to read for example the good will get a great husband and get married and the bad will get punished and die.

Effectiveness of Assertiveness Training

Effectiveness of Assertiveness Training CHAPTER – IV DATA ANALYSIS AND INTERPRETATION This chapter deals with analysis and interpretation of data to study the effectiveness of assertiveness training programme on the level of self esteem among adolescents at selected school. The result findings have been tabulated and interpreted according to plan for data analysis. The data collected from 60 samples were grouped and analyzed using descriptive and inferential statistics. The results are presented under the following. ORGANIZATION OF DATA Section A: Distribution of demographic variables of adolescents Section B: Distribution of subjects according to level of self esteem among adolescents  before and after training programme. Section C: Comparison of effectiveness of assertive training programme on the level of  Self esteem among adolescents in experimental group and wait listed control  group. Section D: Association between the level of self esteem among adolescents with selected  demographic variables. SECTION A Table No 1: Distribution of subjects according to their demographic variables (N=60) S.No Demographic variables Experimental group Wait listed Control group Frequency % Frequency % 1. Age a .11-13 yrs b. 13-15yrs c. 15-17yrs 12 17 1 40 56.7 3.3 10 19 1 33.3 63.3 3.3 2. Sex a. Male b. Female 10 20 33.3 66.7 14 16 46.7 53.3 3. Religion a. Hindu b. Christian c. Muslim 19 8 3 63.3 26.7 10 15 8 7 50 26.7 23.3 4. Residency a. Urban b. Rural 19 11 63.3 36.7 20 10 66.7 33.3 5. Type of family a. Nuclear b. Joint 23 7 76.7 23.3 20 10 66.7 33.3 6. Father’s education a. Illiterate b. Primary c. Higher secondary d. Graduate 3 8 9 10 10 26.7 30 33.3 4 10 8 8 13.3 33.3 26.7 26.7 7. Mother’s education a. Illiterate b. Primary c. Higher secondary d. Graduate 6 9 9 6 20 30 30 20 9 10 6 5 30 33.3 20 16.7 8. Father’s occupation a. Government sector b. Private sector c. Business d. coolie 5 7 15 3 16.7 23.3 50 10 3 10 14 3 10 33.3 46.7 10 9. Mother’s occupation a. Government sector b. Private sector c. Business d. Housewife 3 10 1 16 10 33.3 3.3 53.3 3 15 1 11 10 50 3.3 36.7 10. Annual Income a. 50000-100000 b. 100000-200000 c. 200000 above 6 13 11 20 43.3 36.7 8 15 7 26.7 50 23.3 Table 1 : Shows that frequency and percentage distribution of demographic variables of experimental and wait listed control group with respect to age, sex, religion, residency, type of family, father’s education, father’s occupation, mother’s education, mother’s occupation and annual income. Regarding Age, majority of the subjects in Experimental Group 17 (56.7 %) in Wait listed Control Group 19 (63.3%) were in the age group of 13-15 years. Regarding Sex, majority of the subjects in Experimental Group 20 (66.7 %) in Wait Listed Control Group 16 (53.3%) were females. Regarding Religion, majority of the subjects in Experimental Group 19 (63.3 %) in Wait Listed Control Group 15 (50%) were Hindus. Regarding Residency, majority of the subjects in Experimental Group 19 (63.3%) in Wait Listed Control Group 18 (60%) were from urban area. Regarding Type of Family, majority of the subjects in Experimental Group 23 (76.7 %) in Wait Listed Control Group 20 (66.7%) were from nuclear family. Regarding Father’s Education, majority of the subjects in Experimental Group 10 (33.3 %) were graduates in Wait Listed Control Group 10 (33.3%) were Primary  education level. Regarding Mother’s Education, majority of the subjects in Experimental Group 9 (30 %) were Higher Secondary level in Wait Listed Control Group 10 (33.3%) were Primary education level. Regarding Father’s Occupation, majority of the subjects in Experimental Group 15 (50 %) in Wait Listed Control Group 14(46.7%) were business men. Regarding Mother’s Occupation, majority of the subjects in Experimental Group 16 (53.3 %) were housewives in Wait Listed Control Group 15(50%) were working in private sector. Regarding Annual Income of the family, majority of the subjects in Experimental Group 13 (43.3 %) in Wait Listed Control Group 15 (50%) were ranged from Rs.100000-200000. FIG:3 –Distribution of subjects according to their age in both experimental  and wait listed control group FIG:4 – Distribution of subjects according to their Sex in both experimental and wait listed control group FIG:5 – Distribution of subjects according to their Religion among experimental and wait listed control group FIG:6 –Distribution of subjects in Residency among experimental and wait  listed control group FIG:7 –Distribution of subjects in type of family among experimental and  wait listed control group FIG:8 –Distribution of subjects in father’s education among experimental  and wait listed control group FIG:9 –Distribution of subjects in mother’s education among experimental  and wait listed control group FIG:10 –Distribution of subjects in father’s occupation among experimental and wait  listed control group FIG:11 –Distribution of subjects in mother’s occupation among experimental  and wait listed control group FIG:12 –Distribution of subjects in annual income of the family among experimental  and wait listed control group SECTION B Table 2: Distribution of subjects according to their level of self esteem before and after Assertiveness training among adolescents. (N=60) S.No Level of self esteem Group Range of score Mean SD High SE Low SE 60-80 80-100 20-40 40-60 1. Before assertiveness training Experimental group 52.06 7.6 Wait listed control group 53.96 3.9 2. After assertiveness training Experimental group (post1) 79.8 5.7 Experimental group (post 2) 74.83 9.03 Wait listed Control group 55.13 3.86 Table 2 shows that distribution of subjects according to the level of self esteem before and after assertiveness training among adolescents. In that, mean value of level of self esteem before assertiveness training in experimental group was 52.06 in control group it was 53.96 and also the mean value of level of self esteem after assertiveness training in experimental group post test 1 and post test 2 was 79.8 74.83 , and in control group it was 55.13 FIG 15: Distribution of subjects according to their level of self esteem before and after assertiveness training among adolescents. SECTION C Table 3 : Comparison of mean pre test value of level of self esteem among adolescents in Experimental Group and Wait Listed Control Group. (N=60) S.NO Level of self esteem Group Mean SD ‘t’ value 1. Pre test Experimental group 52.06 7.6 1.213 (NS) Wait listed Control group 53.96 3.9 NS –Not significant Table 3 describes that obtained independent ‘t’ value for the mean difference in pre test level of self esteem between experimental and control group is 1.213 and it is not statistically significant at 0.05 level, hence there is no significant difference exist between level of self esteem among experimental and control group and also shows that both the groups were homogenous before giving assertiveness training. FIG:16- Comparison of mean pre test value of level of self esteem among adolescents in Experimental Group and Wait Listed Control Group Table 4 : Comparison of mean post test value of level of self esteem among adolescents in Experimental Group and Control Group.(N=60) S.NO Level of self esteem Group Mean SD ‘t’ value 1. Post test 1 Experimental group 79.8 5.68 19.640** Wait listed Control group 55.13 3.86 2. Post test 2 Experimental group 74.83 9.03 10.982** Wait listed Control group 55.13 3.86 ** Significant at .001 level Table 4 describes that obtained independent ‘t’ value for the mean difference in post test 1 and post test 2 level of self esteem between experimental and control group is 19.640 10.982 and it is statistically significant at 0.05 level, hence there is significant difference exist between post test 1 and post test 2 level of self esteem among experimental and control group after receiving assertiveness training. FIG:17 Comparison of mean post test value of level of self esteem in both groups Table 5 : Comparison of mean Pre and Post test level of self esteem among adolescents in Experimental Group (N=30) S.NO Group Test Mean SD ‘t’ value 1. Experimental group Pre test Post test 1 52.06 79.8 7.6 5.68 16.181** Pre test Post test 2 52.06 74.83 7.6 9.03 10.694** ** Significant at 0.001 level Table 5 depicts that obtained paired ‘t’ value for the mean difference in Pre, Post test1 Post test 2 level of self esteem in Experimental group is 16.181 10.694 and it is statistically significant at 0.05 level, hence there is significant difference exist between pre and post test level of self esteem among Experimental group after receiving assertiveness training. FIG:18 Comparison of mean Pre and Post test level of self esteem among adolescents in Experimental Group Table 6 : Comparison of mean Pre and Post test level of self esteem among adolescents in Wait listed Control Group. (N=30) S.NO Group Test Mean SD ‘t’ value 1. Wait listed Control group Pre test Post test 53.96 55.13 3.9 3.86 1.125 (NS) Table 6 depicts that obtained paired ‘t’ value for the mean difference in Pre and Post test level of self esteem in Control group is 1.125 and it is not statistically significant at 0.05 level, hence there is no significant difference exist between pre and post test level of self esteem among adolescents in Wait Listed Control group. FIG:19- Comparison of mean Pre and Post test level of self esteem among adolescents in Wait Listed Control Group Table 7 : Comparison of mean post test value of level of self esteem in different period of time among adolescents in Experimental Group (N=30) S.NO Group Test MEAN SD T value P value 1. Experimental Group Post Test1 Post Test2 79.8 74.83 5.6 9.03 2.43 0.021* ** Significant at .01 level Table 7 revealed that obtained paired ‘t’ value for the mean difference in post test value of level of self esteem in different period of time (immediate, one month after) among adolescents in Experimental Group is 2.43 and it is statistically significant at 0.05 level, hence there is significant improvement in level of self esteem among adolescents in different period of time ( immediate, one month after) in experimental group. FIG: 20 Comparison of mean post test value of level of self esteem in different period of time among adolescents in Experimental Group SECTION D: Table no: 8- Association between post-test level of self esteem among adolescents with demographic variables in Experimental Group Wait listed control group (N=60) S.NO Demographic variables Experimental group Wait listed control group Frequency P value Frequency P value 1. Age a .11-13 yrs b. 13-15yrs c. 15-17yrs 12 17 1 0.263 (NS) 10 19 1 0.668 (NS) 2. Sex a. Male b. Female 10 20 0.595 (NS) 14 16 0.314 (NS) 3. Religion a. Hindu b. Muslim c. Christian 19 8 3 0.395 (NS) 15 8 7 0.064 (NS) 4. Residency a. Urban b. Rural 19 11 0.172 (NS) 20 10 0.514 (NS) 5. Type of family a. Nuclear b. Joint 23 7 0.260 (NS) 20 10 0.374 (NS) 6. Father’s education a. Illiterate b. Primary c. Higher secondary d. Graduate 3 8 9 10 0.388 (NS) 4 10 8 8 0.17 (NS) 7. Mother’s education a. Illiterate b. Primary c. Higher secondary d. Graduate 6 9 9 6 0.512 (NS) 9 10 6 5 0.632 (NS) 8. Father’s occupation a. Government sector b. Private sector c. Business d. coolie 5 7 15 3 0.406 (NS) 3 10 14 3 0.415 (NS) 9. Mother’s occupation a. Government sector b. Private sector c. Business d. Housewife 3 10 1 16 0.12 (NS) 3 15 1 11 0.334 (NS) 10. Annual Income a. 50000-100000 b. 100000-200000 c. 200000 above 6 13 11 0.075 (NS) 8 15 7 0.527 (NS) * Significant at 0.01 level NS – Not significant Table 8 reveals that the calculated chi square test value for level of self esteem with demographic variables such as age, sex, religion, residency, type of family, father’s education, father’s occupation and annual income in experimental group. It also shows that there is no significant association exist between the level of self esteem with demographic variables such as age, sex, religion, residency, type of family, father’s education, father’s occupation, annual income and academic performance in wait listed control group.

Pass the Potato Chips Essay -- Health Nutrition Food Papers

Pass the Potato Chips Has mankind discovered some fantastic substitute for fat to enable people to eat as many snacks as possible without gaining weight? Recently, Proctor & Gamble developed Olestra (sucrose polyester), a zero calorie fat-based substitute, at a cost of $200 million. This product has been approved by the Federal Drug Administration (FDA) with warning labels. What is olestra? The olestra molecule differs from a fat molecule in that it has six to eight fatty acids on a sucrose core, as opposed to three fatty acids on a glycerol core. The bulkier olestra molecule is not digested, absorbed , or metabolized, and thus provides no calories† (Stern & Hermann-Zaidins ,1992 ). It has the same taste and texture of fat, and even retains this texture in deep frying. One ounce of potato chips with olestra contains only 70 calories, as opposed to the usual 160 calories (http://plainfield.bypass.com/%7Etwilbur/olestra.html). What is the purpose of olestra? The purpose of olestra is two-fold. Consumers believe they can cut calories eating products containing olestra. Since this fat substitute decreases fat intake, the result is weight loss. More importantly, less fat in a person’s daily diet cuts down the risk of heart disease, cancer, and other illnesses. What products will contain olestra? Developed by Proctor & Gamble, olestra will be used in potato chips, in corn chips, in crackers, and in other snack foods under the name Olean. Consumers who are interested in purchasing olestra products should try Frito-Lay’s MAX line of snack foods (only sold in limited test markets in the United States). Frito-Lay MAX products will eventually be offered nationwide if test market consumers place these snacks in ... ...n. June 1996, Volume 63, No. 6, 891-895. Greenberg, E., Robert, M.D., et al. Mortality Associated with Low Plasma Concentration of Beta Carotene and the Effect of Oral Supplementation. Journal of American Medical Association. March 6, 1996, Volume 275, No. 9, 699-703. Seddon, Johanna M., M.D., et al. Dietary Carotenoids, Vitamins A, C, and E, and Advance Age-Related Macular Regeneration. Journal of American Medical Association. November 9, 1994, Volume 272, No. 18, 1413-1420. Stern, Judith S., Hermann-Zaidins, Mindy G. Fat Replacements: A New Strategy for Dietary Change. Journal of the American Dietetic Association. January 1992, Volume 92, No. 1, 91-94. Weststrate, Jan., Van hef Hof, Karin H. Sucrose Polyester and plasma carotenoid concentrations in healthy subjects. The American Journal of Clinical Nutrition. September 1995, Volume 62, No. 3, 591-597. Pass the Potato Chips Essay -- Health Nutrition Food Papers Pass the Potato Chips Has mankind discovered some fantastic substitute for fat to enable people to eat as many snacks as possible without gaining weight? Recently, Proctor & Gamble developed Olestra (sucrose polyester), a zero calorie fat-based substitute, at a cost of $200 million. This product has been approved by the Federal Drug Administration (FDA) with warning labels. What is olestra? The olestra molecule differs from a fat molecule in that it has six to eight fatty acids on a sucrose core, as opposed to three fatty acids on a glycerol core. The bulkier olestra molecule is not digested, absorbed , or metabolized, and thus provides no calories† (Stern & Hermann-Zaidins ,1992 ). It has the same taste and texture of fat, and even retains this texture in deep frying. One ounce of potato chips with olestra contains only 70 calories, as opposed to the usual 160 calories (http://plainfield.bypass.com/%7Etwilbur/olestra.html). What is the purpose of olestra? The purpose of olestra is two-fold. Consumers believe they can cut calories eating products containing olestra. Since this fat substitute decreases fat intake, the result is weight loss. More importantly, less fat in a person’s daily diet cuts down the risk of heart disease, cancer, and other illnesses. What products will contain olestra? Developed by Proctor & Gamble, olestra will be used in potato chips, in corn chips, in crackers, and in other snack foods under the name Olean. Consumers who are interested in purchasing olestra products should try Frito-Lay’s MAX line of snack foods (only sold in limited test markets in the United States). Frito-Lay MAX products will eventually be offered nationwide if test market consumers place these snacks in ... ...n. June 1996, Volume 63, No. 6, 891-895. Greenberg, E., Robert, M.D., et al. Mortality Associated with Low Plasma Concentration of Beta Carotene and the Effect of Oral Supplementation. Journal of American Medical Association. March 6, 1996, Volume 275, No. 9, 699-703. Seddon, Johanna M., M.D., et al. Dietary Carotenoids, Vitamins A, C, and E, and Advance Age-Related Macular Regeneration. Journal of American Medical Association. November 9, 1994, Volume 272, No. 18, 1413-1420. Stern, Judith S., Hermann-Zaidins, Mindy G. Fat Replacements: A New Strategy for Dietary Change. Journal of the American Dietetic Association. January 1992, Volume 92, No. 1, 91-94. Weststrate, Jan., Van hef Hof, Karin H. Sucrose Polyester and plasma carotenoid concentrations in healthy subjects. The American Journal of Clinical Nutrition. September 1995, Volume 62, No. 3, 591-597.

Lolita Response Paper

Carleigh Craparo 12. 3. 12 English Lolita can be described as a controversial book that can draw the readers in and cause them to feel sympathetic towards a man who is a murderer, pedophile, predator, and an egomaniac. The author, Vladimir Nabokov, seduced the readers’ minds’ with numerous elements about Humbert to distract them from his true evil tendencies. Humbert is the main character of Lolita and describes his life story from an American jail cell. He begins to describe his childhood and how he was struck by his first love named Annabel Leigh.They were deeply attracted to one another and attempted to make love for the first time, however, they are interrupted and never able to follow through because Annabel died shortly after. Throughout the novel, Humbert attempts to â€Å"recreate† his past and therefore a psychotic obsession follows. Humbert is a sympathetic pedophile that is trapped in his own self-delusion. He is able to manipulate the readers by captu ring them with his eloquent writing style, cunning looks, justification, and an array of attempts to get the reader to see through his eyes with his skewed perspective.Vladimir’s style of writing really stuck out to many readers at the time it was published. Humbert mainly writes in long sentences and uses elegant words to transpose the reader’s feelings towards his lustful desire. Humbert was raised by a multicultural father who gave Humbert the ability to become multilingual and have an impressive education. He feeds the readers’ minds’ with fancy words such as etiolated, sartorial, truculently, Lucerne, platitudinous, or even neuralgic. Humbert is able to distract the reader from the evil in his thoughts by using his literary illusions, ornate style, and multilingual puns.Also, Vladimir creatively uses anagrams throughout his writing such as a character’s name is Vivian Darkbloom, which correlates with the author’s name Vladimir Nabokov. The words and phrases he uses foreshadow the storyline. For example, the name Dolores, which is Lolita’s real name, means sorrow and grief in Latin. While, Lolita, (the name Humbert made up) sounds light, playful, and suggestive. Humbert changing Dolores’s name shows that he dehumanizes her and created a fantasy of her in his head. Mentally, he already separated her from the normal childhood she needed and fantasized of a fake realm.Also, the author creates many visual scenes like in the book when he was recalling a shopping trip, â€Å"Lifesize plastic figures of snug-nosed children with dun-colored, greenish, brown-dotted, faunish faces floated around me. I realized I was the only shopper in that rather eerie place where I moved about fishlike, in a glaucous aquarium. I sensed strange thoughts. † His style in writing connects the readers so intensely with Humbert so they can feel his emotions to end up having emotional empathy. Humbert was a man that was fasci nated not only with nymphettes, but also his â€Å"charming outward appearance†.Even though Humbert Humbert is a narcissist man, he has a long history of women lusting after him. It all began with his beloved Annabel, then to his first wife Valeria, then onto Charlotte, Lolita Jean Farlow, and lastly Rita. All of these women became entranced by Humbert’s â€Å"clean-cut jaw, muscular hand, deep sonorous voice, broad shoulder†. Not only were many women falling for Humbert’s looks, but also Humbert himself. He was very aware of his appearance and even says â€Å"I was, and still am, despite mes malheurs, an exceptionally handsome male; slow-moving, tall, with soft dark hair and a gloomy but all the more seductive cast of demeanor†.Humbert is a very egotistical man and compliments his outward appearances to balance his inner guilt. He is able to charm the readers by distracting them with his likable attractiveness. Not only does Humbert Humbert manipu late the audience with his writing style, proper English background, and physical features, but he also justifies his actions. He desperately attempts for the readers to understand his shameful past and makes excuses for the actions he made. He is an unreliable narrator and rarely reveals how the scenes truly play out.Humbert gives the story in a biased manner and is overwhelmed in his self-delusion. He is constantly looking for sympathy and wants the reader to be as perverse as he is. Many say that he battles between beauty and lust. He pretends that he is appreciating beauty and completely voids his ethics and morals. Sadly, lust ultimately wins and he overtakes Lolita’s innocence. Again, Humbert blames Quilty for taking Lolita’s innocence when it was truly Humbert himself. He somewhat understands his actions were wrong when he begins to express regret, â€Å"Reader!What I heard was but the melody of children at play, nothing but that, and so limpid was the air with in this vapor of blended voices, majestic and minute, remote and magically near, frank and divinely enigmatic—one could hear now and then, as if released, an almost articulate spurt of vivid laughter [†¦] I stood listening to that musical vibration from my lofty slope [†¦] and then I knew that the hopelessly poignant thing was not Lolita's absence from my side, but the absence of her voice from that concord† Humbert is an evil man that will not accept his pedophiliac nature.Lolita quickly had her mother, innocence, and rights taken from her when Humbert walked into her life. Humbert likes to paint Lolita as a young girl infatuated with him because his looks resembled that of a famous celebrity she had a crush on. However, he rarely goes into depth on Lolita’s thoughts and emotions and completely dismisses them. He immediately believes this â€Å"street smart† girl feels the exact same way he does.Not only does Humbert try to twist that Lolita fee ls the same way as Humbert feels, but he also manipulates the readers to think that Lolita has full control over the relationship. If it wasn’t for Humbert madly obsessing over Lolita, her mother Charlotte, would not run away frantically from finding out about Humbert’s true dark feelings for Lolita. Charlotte is instantly killed by a car and Humbert truly has no guilt whatsoever for her death but feels relieved instead. Humbert then is able to take full control of Lolita’s life and belongings.Humbert is constantly bribing Lolita for sexual favors and strips her away from having any freedom at school such as talking to boys. They travel across the country and Lolita ripped away from having anything close to a normal life. Humbert is proven to be a manipulator and controller because of his behavior in the past. Throughout his childhood, he had control over his life after his mother’s death. He is able to manipulate Lolita by being in full control of the mo ney and tells her that she has nowhere to go if she attempts to leave him.She had no other alternative but to fall to someone else to escape the trap that Humbert put on Lolita. Humbert is able to make the audience see that he is just a man that can’t control his lust and love for a girl when she is constantly throwing herself at him. However, that may not be the case and by him becoming more and more controlling of Lolita, he is losing less control of himself. Overall, Humbert is a sympathetic pedophile constantly lurking for others to understand his feelings or he may think that people just think and feel as he does.He uses numerous techniques to grab his victims and get them to be controlled or manipulated. When the book was first published, many did not see the art to Nabakov’s book and completely dismissed it as â€Å"pornographic† and â€Å"innapropriate†. However, Nabakov took a dark storyline and got the readers to â€Å"become one† with th e villain. Even Nabakov says Humbert is a â€Å"monster of incuriosity† and â€Å"a vain and cruel wretch†. Nabakov is able to get the audience to feel sympathetic for him and seduce the readers with his memoirs. He uses

Jail vs. Prison

Jail vs. Prison Jail vs. Prison Jail vs. Prison By Maeve Maddox A reader asks, Can the words  jail and prison be used interchangeably? In colloquial usage, the words jail and prison are often used interchangeably in reference to any place where people are locked up for a legal offense. Jail is the usual choice when speaking of imprisonment in the abstract. For example: A man like that belongs in jail. If you ask me, I’d put him in jail and throw away the key. The connotation of jail is less severe than that of prison. When the words are used in reference to actual places of legal confinement, there is a distinct difference between a jail and a prison. In most US states, jails are short-term facilities operated by local authorities, whereas prisons are long-term facilities operated by the state or federal government. When people are arrested for anything, from drunk driving to murder, they will be temporarily confined in a jail. For lack of more appropriate facilities, mentally ill people are often placed in jail. Note: So many mentally ill people are jailed or imprisoned in the United States that, according to clinical psychologist Dean Aufderheide, â€Å"[T]here is no doubt that our jails and prisons have become America’s major mental health facilities, a purpose for which they were never intended.† Typically, jail is for: 1. People who are being held pending a plea agreement, trial, or sentencing; 2. People who have been convicted of a misdemeanor criminal offense and are serving a sentence of less than a year; 3. People who have been sentenced to a term longer than a year and are waiting to be transferred to a long-term facility. Prisons are for convicted felons who have been sentenced to a term of one year or longer. Here are some quotations that fail to distinguish between jail (short-term) and prison (long-term): Al Capone was sentenced to 11 years in jail for failure to pay four years’ worth of taxes.- Political blogger. I hope his sentence is long enough so his jail cell will become his coffin.- Victim of convicted swindler Bernard Madoff, whose sentence is for a term of 150 years. Man remains in jail 6 years without conviction- Headline, Las Vegas Review-Journal. Man faces 11 years in jail for punching elderly man over free Nutella samples- Headline, The Independent. Venezuelas opposition denounced the sentencing of politician Leopoldo Lopez to nearly 14 years in jail.- News article, The Huffington Post. Most speakers will probably continue to use jail informally to mean â€Å"a place of incarceration.† Professional writers, on the other hand, may be expected to observe a distinction between jail and prison in formal contexts. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Definitely use "the" or "a"A While vs AwhileNominalized Verbs

cholesterol essays

cholesterol essays For years, cholesterol has been a major concern for millions of people around the world. This fear of cholesterol has led to many consultations with specialists like physicians and nutritionists. It seems that there is a great misconception about this molecule. A majority of the population is conscious of the harm that it can cause, but they are not aware that it has pertinent values to our body. There are two major forms that cholesterol comes in: 1) low density lipoprotein, which is generally considered "bad" cholesterol and 2) high density lipoprotein, which is known as "good" cholesterol. Although given these names, there is nothing inherently good or bad about them. This research will clarify a lot of the misconceptions that are associated with cholesterol and the overall effect that cholesterol has on the human body. Cholesterol is a soft, fat like substance made up of carbon, hydrogen, and oxygen, that is found in all the body's cells and is used to form cell membranes, manufacture hormones and other necessary substances. It is an organic compound belonging to the sterol family that also encompasses steroids. Cholesterol is produced two ways. The first is by the liver. "The liver produces about 50,000,000,000,000,000 cholesterol molecules a second" (Body Mechanics 1), or about 1,000 mg of cholesterol a day. The second is by the intake of the foods eaten like animal fats (saturated and polysaturated fats) such as cheese, lard, egg yolks, red or marbled meat, pork, processed meat, gravies, palm or coconut oil, deep fried foods, whole milk, butter, etc.. This second process is accountable for another 400 mg - 500 mg of cholesterol a day. Once eaten, the cholesterol in the food goes into the intestines to await digestion. "Chylomicrons (fatty particles containing mainly triglycerides, but also cholesterol, phospholipids and protein) are produced in the intestinal wall" (Arthersclerosis 3). Once the chylomicrons enter the b...

Code Switching and Code Mixing

Code Switching and Code Mixing Introduction Different people in different communities use variations or codes in their communication while doing a formal conversation. We can observe this kind of conversation in legal and religious ceremonies, people’s interaction in their communities, in shops and in schools but at the same time we can observe that the variety of their interaction differs from one code to another code which can vary from high to low or vice versa.Advertising We will write a custom research paper sample on Code Switching and Code Mixing specifically for you for only $16.05 $11/page Learn More It can happen in either cases whether multilingual or bilingual depending upon the participant and situation (Code-Switching OR Code-mixing, n.d.). A code could be a language or a style of language (Code Mixing and Code Switching, 2009). Now when we talk about Code-switching and code-mixing, they are well-known traits in the speech pattern of the average bilingual in any human society the world over (Ayeomoni, 2006). They occur when bilinguals substitute words or phrases (Geetha, 2010). Constituents of one language can be found with the constituents of another language in a number of linguistic phenomena, namely lexical borrowing, transferring, interference, calquing, diffusion, reflexification, code switching and code mixing, etc. The two linguistic phenomena that are claimed to be the most established and common modes of interaction among bilingual speakers are Code switching and code mixing (Redouane, 2005). Meaning of Code Switching and Code Mixing Sometimes people, having different reasons, need to use more than one language within different social settings like, school, home, office and shops etc. For example if they want to greet their friend or they want to explain something more particularly etc. they use different codes. â€Å"Code switching is dealing with different social dimension which are related to different social factors which are a pa rticipant, status and solidarity (social distance)† (Code-Switching OR Code-mixing, n.d.). In Code Switching it is not necessary that the participant knows all the vocabularies or pronunciation of that particular language which he uses to communicate. These kinds of switches are very short and are used in different social settings for different reasons. Suppose in a company, tow workers who are speaking in Arabic and switches to French or English after they start communicating with the third person, is called Code Switching (Code-Switching OR Code-mixing, n.d.).Advertising Looking for research paper on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"In different Arabic world with the different varieties as low or high in many places; the varieties of relationships as formal or friendly also expressed through different varieties or codes (switching through same language), for example the friendly relationshi ps expressed within low codes while formal one as relation at work or teachers to students in universities and schools are expressed within high varieties. In Jordan for instance while Jordanian Arabic accent, is varied between low and high. Anyone could use in street, in home or between friends (the low) where it could not be used with teachers or doctors or any one in high status. This is the same with different Arabian accent† (Code-Switching OR Code-mixing, n.d.). Gumperz (1982) defines code switching as â€Å"the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems† (p. 59). In case of bilinguals, the behavior of switching between different languages in discourse, oral or written is considered as code switching (Ruan, 2003). Bentahila refers to code switching as â€Å"the use of two languages within a single conversation, exchange or utterance†, (Bentahila et al. 1983:302). Most rese archers have recognized two types of code switching: â€Å"Intrasentential code switching used for switches within sentences, and interasentential code switching for switches between sentences† (Redouane, 2005). Researches have been conducted on the code switching behavior of the bilingual children. Bauer Montero, (20010; Fantini, (1985); McClure, (1977); Saunders,( 1982) have studied the behavior of such children and their findings reveal that the cognitive requirements of the task and the contextual demands like participants and topics influence the bilingual children to switch languages (Ruan, 2003). Sociolinguistic studies reveal that although code switching performs important communicative functions, most educators are unaware about its nature and functions in educational settings. Code switching has long been thought to be stigmatized in education (Crowl and MacGinitie, 1974; Lara, 1989; Ramirez Milk; 1986). Code switching has been identified as a deficiency of the bi linguals who are not well developed in either language that they use (Myers-Scotton:1993) Not much emphasis has been placed on the simultaneous development of the two languages in bilingual children by the educationists. The mainstream society considers the mixing of languages in the process of getting hold of it as objectionable. So, it is highly required that the code switching behavior of the bilingual children or the beginners should be examined in order to understand this phenomenon completely (Ruan, 2003).Advertising We will write a custom research paper sample on Code Switching and Code Mixing specifically for you for only $16.05 $11/page Learn More Code mixing can be related to mixing of two or more languages while doing conversation. Every bilingual experience this kind of occurrence at different stages. This linguistic device is used by bilinguals for many reasons in their communication (Mixing and Code Switching, 2010). Suwito in Sutana (1999: 17 ) says that â€Å"in the phenomenon of code mixing the dependent characteristics are indicated by the relationship between the function and role of language. The role means that who uses the language and function means what will be acquired by the speaker† (Rabu, 2011, Para 1). Wardhaugh (1986: 103) mentions that â€Å"Code mixing usually occurs in bilingual or multilingual community or society and the function (meaning) of the languages cannot be clearly separated. This code mixing is used when the conversant use both languages together to the extent that they change from one language to the other in the course of a single utterance† (Rabu, 2011, Para 3). Thelander (In Chaer, 1995: 152) explains â€Å"the definition of code mixing. He says that if in the single utterance the clauses and the phrases used are hybrid clause or hybrid phrases and each clause or phrase does not support the function of clause and phrase, it is called code mixing. The special character of c ode mixing is that, code mixing is used in informal situation. In the formal situation it may have no exact meaning in Indonesian language† Nababan (1984: 32) says that â€Å"in the written language code mixing is indicated by italic writing or underline form† (Rabu, 2011, Para 4). Code Switching and Code Mixing in Arab Students To explain the difference between code mixing and code switching following are some examples (Kiranmayi, 2010):Advertising Looking for research paper on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"Life in cities is comfortable bass I am sick and tired of traffic. Life in cities is comfortable but I am sick and tired of traffic† In the above example only one word is mixed which is in Arabic. This is called code mixing (Kiranmayi, 2010). . â€Å"If you work hard, rÇ ½h tingah. If you work hard, you will pass† (Kiranmayi, 2010). In above example the speaker started in English but later he switches to Arabic. This is called code switching. â€Å"In Oman most English language teachers are native speakers of Arabic, and they vary considerably in terms of their mastery of the English language. In particular, it is important to note that these foreign language teachers perhaps should not be regarded as true bilinguals who can choose freely between different codes or languages. Instead, they are, more accurately, monolingual individuals who have varied skills and knowledge in English and whose task is to teach this language to the monolingual learners† (Kir anmayi, 2010). There was survey done in an Omani school. Following is some conversation between teacher and student: â€Å"Teacher: century Student: Ustaad, century yaani qarn!! (Teacher! Century means qarn?) Teacher: Yes, century means qarn. Teacher: pronunciation Students: yaani ntoq? (meaning ntoq?) Teacher: Yes, pronunciation means ntoq† (Kiranmayi, 2010). The above mentioned example shows that for interaction code switching is very important. Here we will take up a few studies conducted by different researchers on people of different age groups to understand the phenomenon (Ruan, 2003). Moroccans from formal data are represented by (F) and from informal data by (I) (Redouane, 2005). Single word â€Å" (F): tlabt waÄ §di l’immigration† (I asked alone (for) the immigration) â€Å" (I): Ê adda Ê annamshi le mall† (Tomorrow I will go to the mall) (Redouane, 2005). Larger sequences of words â€Å"(F): ji:t fi la fin du mois de dà ©cembre ka:n ljaw bared kti:r wttalj† (I came the end of the month of December, the weather was very cold and snow) (Redouane, 2005). â€Å"(I): Ê adi ntsenna:k vers 2 heures cà ´tà © du kiosque de l’information† . (I will wait for you around 2 o’clock near the information booth) (Redouane, 2005). The findings of this study have demonstrated that the speech of these Arabic: â€Å"Lingling: I got lots of candy from Trick-or-Treat. Di: Me too. I have a lot of candy and my mom won’t let me have all. (Teacher coming into the classroom) Lingling: Lao shi, ni yao bu yao yi ke tang? (Teacher, do you want a piece of candy?) Teacher: Xie xie. Bu yong. (Thanks. No.)† (Ruan, 2003). â€Å"Lingling understood that she came to the Chinese school to learn Chinese, and the teacher might expect her to use Chinese. Her sense of the status of interlocutors led to her motivation to switch† (Ruan, 2003). â€Å"While referring to the subjects taught in the Chinese scho ol, Lingling was more likely to use Chinese than English† (Ruan, 2003). She switched from English to Chinese when she talked to her friend about her WU Shu class (Chinese Martial Art ) (Ruan, 2003). â€Å"Lingling: I need to go to wu shu ke. (I need to go to Wu Shu class). Di: Yeah, punching and kicking people.† (Ruan, 2003). To Lingling, Wu Shu was a Chinese topic, and it was unlikely and inconvenient for her to translate it into its corresponding English term (Ruan, 2003). â€Å"When she talked to her classmate Kai about the most popular toys her awareness of culture-related topics was also obvious. At the time of the study many conversations were about Pokemons. In the following conversation her awareness of culture-specific topics is evident† (Ruan, 2003). The conversation started out in Chinese, but Pokemon characters prompted the switch to English (Ruan, 2003). â€Å"Meilun: Lingling, ni hua shen me? (Lingling, what are you drawing?) Lingling: Zhe shi Pich achoo (This is Pichachoo). I will draw Charizard the Flame Thrower too.† (Ruan, 2003). Moreover, code switching was frequently used as a metalinguistic device by the Chinese teacher and the children to expand and monitor teaching and learning (Ruan, 2003). â€Å"The new and complex concepts were often explained in both the languages by the teacher to ensure that the students had understood the concepts† (Ruan, 2003). The children in turn followed the same behavior (Ruan, 2003). Lingling’s verbal exchange with her teacher during a lesson on garden facilitates this finding (Ruan, 2003). â€Å"Teacher: Lingling, shen me shi hua yuan? (Lingling, what is hua yuan?) Lingling: Hua yuan jiu shi you hen duo hua, shi garden. (Hua yuan has lots of flowers, is garden.)† (Ruan, 2003). â€Å"This study suggests that as with bilingual adults, code switching is employed as communicative devices by bilingual children. Young bilingual Chinese/English children applied code- switching during their speech in order to realize different functions, such as social function, pragmatic function, and meta-linguistic function† (Ruan, 2003). The findings suggest that code switching should not be considered a sign of bilingual children’s English language learning abilities. â€Å"They should not be discriminated if they engage in code switching behaviors† (Ruan, 2003). The children can improve their literacy through using their own linguistic â€Å"funds of knowledge† (Moll, 1992) (Ruan, 2003). There is a need for more studies on code switching. It will enable the educators to acquire a better understanding of how bilingual children use languages and learn through languages (Ruan, 2003). These kinds of studies can help teachers provide appropriate instructional support to maximize bilingual children’s learning (Ruan, 2003). Man is capable of making many changes and once he has made them it is up to him how to manifest them or how to leave them and this applies on the use of languages also (Duran, 1994). Ayeomoni, M.O. â€Å"Code-Switching and Code-Mixing: Style of Language Use in Childhood in Yoruba Speech Community.† 2006. Obafemi Awolowo University, Ile-Ife, Nigeria, Nordic Journal of African Studies 15(1): 90–99 (2006) â€Å"Code Mixing and Code Switching†. 2009. All About English. Web. â€Å"Code-Switching OR Code-mixing†.n.d. Web. Duran, L. â€Å"Toward a Better Understanding of Code Switching and Interlanguage in Bilinguality: Implications for Bilingual Instruction.† 1994. The Journal of Educational Issues of Language Minority Students, v14 p69-88, Winter 1994 Geetha. V. â€Å"Code Mixing and Code Switching in Tamil Proverbs Language in India.† . 2010. Volume 10 : 5 May 2010. ISSN 1930-2940 Kiranmayi,N.C. â€Å"Code Switching and Code Mixing in Arab Students – Some Implications Language in India.† 2010. Volume 10:8 August 2010. Web. â€Å"Mixing and Code Switching†. 2010. Bilingual Age. Web. Rabu. â€Å"Code Mixing and Code Switching.† 2011. My Courses. Web. Redouane,R. â€Å"Linguistic Constraints on Codeswitching and Codemixing of Bilingual Moroccan Arabic-French Speakers in Canada.† 2005. ISB4: Proceedings of the 4th International Symposium on Bilingualism, ed. James Cohen, Kara T. McAlister, Kellie Rolstad, and Jeff MacSwan, 1921-1933. Somerville, MA: Cascadilla Press Ruan, J. â€Å"A Study of Bilingual Chinese/English Childrens Code Switching Behavior. Spring†Ã‚   2003: Volume 7, Issue 1

Research paper of Favorite Organism Example | Topics and Well Written Essays - 1500 words

Of Favorite Organism - Research Paper Example Their physiological characteristics are different and interesting. In this essay various aspects of elephants will be discussed. Taxonomic classification The family to which elephant belongs is Elephantidae. It is the only family under the order Proboscidea. The domain is living, kingdom is Animalia, phylum is Chordata and class is Mammalia. Under the family Elephantidae, there are 2 genuses and they are Loxodonta or African Genus and Elephas or Asian genus. There are 2 species: africana or African species and maximus or Asian species. The subspecies in the former are africana and cyclotis and in the later are indicus, borneensis and sumatranus. Elephants are the only living members of the Proboscidea order (Fowler and Mikota, 2006). Description of the organism Elephants are mammals. The two main species are African elephant and Asian elephant. Extinct species of the order Proboscidea are mastodons and mammoths. Currently, elephants are the largest living terrestrial animals. A male elephant can reach a height of 4 m and can weight upto 7000 kg (Fowler and Mikota, 2006). African elephants have larger ears and backs that are concave. On the other hand, Asian elephants have smaller ears and backs that are convex. ... The Asian elephant is considered endangered and the African elephant is considered as vulnerable. These animals are poached for their tusks because of their ivory value. Elephants are also at threat because of habitat destruction and conflicts with people in the local region. In Asia, these animals are used for heavy work. They are also displayed in circuses and zoos. They are also featured in ceremonies and cultural events. Asian elephants have smoother skin, only one extension at the tip of the trunk and their abdomen is horizontal. The molars have narrower looped ridges in the Asian elephant when compared to African elephant which is diamond shaped (Shoshani, 2005). Other than these features, the Asian elephant has dorsal bumps on the head and also some depigmentation patches. Status of the organism The Asian elephant is on the crux of becoming endangered because of severe poaching on the animal for the purpose of tusk. Ivory can be derived from the tusk and it has a very good com mercial value. Ivory is used to make different ornaments and objects. The leather of the elephant is also used for several purposes. African elephant on the other hand is not endangered but is called vulnerable (Fowler and Mikota, 2006). Unique physiological characteristics The word elephant is derived from the Latin word "elephantus". Of all the terrestrial living animals, elephant is the largest. The height of an African elephant is about 3-4 meters and that of an Asian elephant is 2- 3.5 meters. The former weighs between 4000- 7000 kgs and the latter weighs between 3000- 5000 kgs. Males are larger than females. The skeleton of an elephant has 326- 351 bones (Fowler and Mikota, 2006). The flexibility of the backbone of an

Presidential Power Play or Dream Act Come True Essay

Presidential Power Play or Dream Act Come True - Essay Example This results in many immigrants who arrive continuing to live within America’s borders without being legally documented by the United States government. This creates major social, political, and ethical issues involving the children who are brought to this country by their parents who grow up with an American upbringing but remain technically illegal immigrants. Several different solutions have been offered to Congress, over the last few years, but none have been approved. So it was a surprising turn of events when president Obama announced that the United States government will no longer be deporting the children of undocumented immigrants, providing that they meet certain criteria. Obama passed this policy by bypassing Congress altogether and acting on his own using the power of an executive order. This act by the president has gained immense response, both for and against. Many question the president’s choice, as well as, his motivations and are strongly opposed to t he action either way. Still more, particularly, those who benefit from the new policy are rejoicing, yet some remain skeptical, concerned that the executive order will not last long enough to be practically implemented. There are many issues raised by the new immigration reform that the president has ordered that cannot be ignored. The executive order passed by Obama closely resembles the criteria of inclusion required by the Development, Relief, and Education for Alien Minors act, or DREAM act, which has failed several times to gain full Congressional support.("DreamAct2009.org") The policy would allow the children of current undocumented immigrants to evade deportation if they arrived in the country before the age of sixteen, are no older than the age of thirty presently, have been in the United States concurrently the last five years, have no criminal records, and will be or are attending college or will join the military for a no less than a two year term. In totality, it is est imated, that this policy will affect the immediate lives of approximately 800,000 young people residing in the United States today (Preston, and Cushman Jr. A1) The policy will, also, allow for a guaranteed reprieve from deportation, renewable on a two-year basis, and will grant the eligible the opportunity to receive educational financial aid, work permits, and drivers’ licenses. According to President Obama it is the right thing to do at this point in the country. He stated that it is a step towards making immigration concerns,†Ã¢â‚¬ ¦more fair, more efficient, and more just...† (qtd. in Cohen) He continued to explain that there is no logical reasons to deport talented and productive young people who, in all but title, are Americans. Obama’s act has raised many issues, beyond the main point of immigration that have given rise to many outspoken commentaries in opposition. Charles E. Grassley of Iowa, like many other Republicans, have accused the president of breaking the law by bypassing Congress and following through with his directive that he may not have the legal authority to enforce. (Preston, and Cushman Jr. A1) Others focus less on the president’s actions and more about the affect of his edict. They feel that the executive order will grant, to individuals who are already in violation of

Comparison of the UK Copyright Law and Patent Law Research Paper

Comparison of the UK Copyright Law and Patent Law - Research Paper Example The effect of a grant of a patent is to exclude others from reproducing, selling and making the patented object whilst the effect of copyright protection is to give its owner the exclusive right to do anything to his copyrighted work.1. In the United Kingdom jurisdiction, the applicable law for patenting is the Patent Law of 1977 (as amended) and for copyrighting the Copyright, Designs and Patents Acts of 1988 (as amended by the Copyright and Related Rights and Regulations).2 Albeit that the laws have different methods of extending legal protection to their subjects, these differences boil down to the same purpose – to minimise monopolies. The copyright law began with the practice of giving exclusive rights to printers to print and distribute books. However, in 1709, the Statute of Anne began giving these rights instead to the authors although limited to fourteen years and renewable once.3 In 1886, the Berne Convention for the Protection of Literary and Artistic Works established the fundamental structure that countries should follow in drafting their respective copyright laws.4 Eventually, the European Union was organised and one of its objectives was to harmonise the laws of member countries. Thus, the laws of the UK periodically undergo amendments to make them in accord with the EU laws. The Copyright, Designs and Patents Act of 1988 for example, has been constantly amended and in 2003 The Copyright and Related Rights Regulations 2003 was issued. 5 The patents law, on the other hand, was believed to have originated in Italy through the Statute of Monopolies in 1474. In England, the patents system was begun by the issuance of letters patent granted to inventors to grant them the monopoly of the production of certain goods.  

Lesson Plan Essay Example | Topics and Well Written Essays - 250 words - 1

Lesson Plan - Essay Example That student writes another pair of antonyms and passes the paper to the next person, and they keep it going around their group until the two minutes are up. The goal is for each group to list as many antonyms as they can. Encourage students to help one another if anyone in the group is having difficulty thinking of a pair of words. Have each group read their list aloud. Let the class decide whether the words in each pair have opposite meanings. 3. Give each student a blank Antonym Matching Game Board (attached). Have students think of any five antonym pairs and write one word in each box, making a matching game. Students can cut the words apart, lay the cards face down, and flip them over, two at a time, to try to find a match that are antonyms. Write some words on the blackboard and ask the students to identify them. The students are to say what antonyms they can act. Split the students into groups of three or four. Every member of each group to write a pair of antonyms on a piece of paper, and teamwork is encouraged. Students to be given a blank antonym matching game board and match the antonyms. Handout a worksheet to the students containing fill-in sentences on the left end of the paper, as well as a list of words on the far right side which will serve as antonyms for the fill-in sentences. After submission, the students will be coached on how to figure out the correct for every question on the

Environmental Impact of Balfour Beatty Company Term Paper

Environmental Impact of Balfour Beatty Company - Term Paper Example Considering the nature of activities carried out by this company such as infrastructure development and investment, and construction services, it contributes a lot towards environmental destruction. The three main negative environmental impacts contributed by this company include pollution, human and animal population displacement and destruction of natural habitat (COUNCIL OF EUROPE PARLIAMENTARY ASSEMBLY 2002). Pollution is the release of harmful substances to the environment which may be in different forms such as air, water, radioactive materials, soil, heat, and light. Emission of gaseous waste to the atmosphere has been caused by this company as a result of the fleet of cars owned by this company which emits carbon waste and sulfur compounds to the environment. These are as a result of the various new cars which are constantly on the roads to the construction sites. It is an estimated fact that most air pollution is caused by car emissions. Another way of increased carbon into the atmosphere by the company are the many construction plans which are distributed in the 80 countries, these industries release their waste to the atmosphere, increasing the amount of carbon dioxide. The lethal effects of carbon dioxide include the formation of smog which blocks sunlight from reaching the earth’s surface. This prevents the process of photosynthesis from taking place in plants, resulting in wilting. The destruction of the natural forest is a great worldwide concern as its effects lead to dire consequences (COUNCIL OF EUROPE PARLIAMENTARY ASSEMBLY 2002). Such emissions have contributed to global warming and formation of acid rain due to increased carbon levels in the atmosphere.  

Research Paper on what influence the Salem Witch Hunts had on

On what influence the Salem Witch Hunts had on Nathaniel Hawthorne's short story Young Goodman Brown (1835) - Research Paper Example One of the major inspirations that the Salem Witch Hunt had on Hawthorne’s â€Å"Young Goodman Brown† was the connection that Hawthorne himself had with some of the people involved in the witch hunt. One of Hawthorne’s distant relatives on his father’s side, John Hathorne, was the primary judge in the accusing and condemning of supposed witches throughout the hunt and in the trials that proceeded (Moore 37-38). Knowing that Hawthorne was related to some of the people involved in the hunting of these people, Hawthorne wanted to learn all that he could about the events. The research that ensued resulted in Hawthorne compiling ideas, all of which were drawn from historical sources, for what would eventually become â€Å"Young Goodman Brown†. Similarly, being related by blood to some of the witch hunt’s lead players, Hawthorne felt a connection, though rather detached, with the mass hysteria that the witch hunt brought. Hawthorne essentially want ed to have an involvement in the historical event, and this prompted him to write. Hawthorne’s blood ties to the Salem Witch Hunt allowed him to be more intimate with his short story and its characters. By looking at records that were kept during the time of the witch hunt, such as those that dealt with the judges and the lives of those accused of witchcraft and then condemned, Hawthorne was able to submerge himself into a unique story that played on fiction while remaining true to historical facts. In a sense, Hawthorne was able to live out the trials though the protagonist of his short story, Goodman Brown; this act was able to be undergone due to the records and the familial connections that Hawthorne possessed. Hawthorne, through his resources and then through his characters, was able to shed new light on what took place during the witch hunt. The fact that Hawthorne had access to such astounding resources is part of what influenced his writing of the short story. Without the resources, the story, if at all written, would have just been another piece of fiction. Hawthorne also used the names of many of the condemned witches for his short story, which further connects his fiction with the great historical event. The names that Hawthorne used were found in the records and other documents that contained the names of people that were being tried for practicing witchcraft. Again, given the fact that one of his own relatives played a vital role in the witch hunt, Hawthorne was influenced by this personal connection of having known someone, which prompted him to use the names of real suspects. This would make the fictional story seem more lifelike, giving it an element of reality. By doing this, despite the fact that the short story was indeed fictional, the use of suspects’ real names gives the story some truth to it. Though Hawthorne was unable to witness the events of the witch hunt, including the rituals performed by the witches that he elaborat ed on in â€Å"Young Goodman Brown†, he was able to add to history by combining his own creativity with the historical facts that he already had. Hawthorne had been inspired by the facts of history, more specifically the names of the suspects, and combined them with his own creative elements. The

Lesson Plan Essay Example | Topics and Well Written Essays - 250 words - 1

Lesson Plan - Essay Example That student writes another pair of antonyms and passes the paper to the next person, and they keep it going around their group until the two minutes are up. The goal is for each group to list as many antonyms as they can. Encourage students to help one another if anyone in the group is having difficulty thinking of a pair of words. Have each group read their list aloud. Let the class decide whether the words in each pair have opposite meanings. 3. Give each student a blank Antonym Matching Game Board (attached). Have students think of any five antonym pairs and write one word in each box, making a matching game. Students can cut the words apart, lay the cards face down, and flip them over, two at a time, to try to find a match that are antonyms. Write some words on the blackboard and ask the students to identify them. The students are to say what antonyms they can act. Split the students into groups of three or four. Every member of each group to write a pair of antonyms on a piece of paper, and teamwork is encouraged. Students to be given a blank antonym matching game board and match the antonyms. Handout a worksheet to the students containing fill-in sentences on the left end of the paper, as well as a list of words on the far right side which will serve as antonyms for the fill-in sentences. After submission, the students will be coached on how to figure out the correct for every question on the

Research Paper on what influence the Salem Witch Hunts had on

On what influence the Salem Witch Hunts had on Nathaniel Hawthorne's short story Young Goodman Brown (1835) - Research Paper Example One of the major inspirations that the Salem Witch Hunt had on Hawthorne’s â€Å"Young Goodman Brown† was the connection that Hawthorne himself had with some of the people involved in the witch hunt. One of Hawthorne’s distant relatives on his father’s side, John Hathorne, was the primary judge in the accusing and condemning of supposed witches throughout the hunt and in the trials that proceeded (Moore 37-38). Knowing that Hawthorne was related to some of the people involved in the hunting of these people, Hawthorne wanted to learn all that he could about the events. The research that ensued resulted in Hawthorne compiling ideas, all of which were drawn from historical sources, for what would eventually become â€Å"Young Goodman Brown†. Similarly, being related by blood to some of the witch hunt’s lead players, Hawthorne felt a connection, though rather detached, with the mass hysteria that the witch hunt brought. Hawthorne essentially want ed to have an involvement in the historical event, and this prompted him to write. Hawthorne’s blood ties to the Salem Witch Hunt allowed him to be more intimate with his short story and its characters. By looking at records that were kept during the time of the witch hunt, such as those that dealt with the judges and the lives of those accused of witchcraft and then condemned, Hawthorne was able to submerge himself into a unique story that played on fiction while remaining true to historical facts. In a sense, Hawthorne was able to live out the trials though the protagonist of his short story, Goodman Brown; this act was able to be undergone due to the records and the familial connections that Hawthorne possessed. Hawthorne, through his resources and then through his characters, was able to shed new light on what took place during the witch hunt. The fact that Hawthorne had access to such astounding resources is part of what influenced his writing of the short story. Without the resources, the story, if at all written, would have just been another piece of fiction. Hawthorne also used the names of many of the condemned witches for his short story, which further connects his fiction with the great historical event. The names that Hawthorne used were found in the records and other documents that contained the names of people that were being tried for practicing witchcraft. Again, given the fact that one of his own relatives played a vital role in the witch hunt, Hawthorne was influenced by this personal connection of having known someone, which prompted him to use the names of real suspects. This would make the fictional story seem more lifelike, giving it an element of reality. By doing this, despite the fact that the short story was indeed fictional, the use of suspects’ real names gives the story some truth to it. Though Hawthorne was unable to witness the events of the witch hunt, including the rituals performed by the witches that he elaborat ed on in â€Å"Young Goodman Brown†, he was able to add to history by combining his own creativity with the historical facts that he already had. Hawthorne had been inspired by the facts of history, more specifically the names of the suspects, and combined them with his own creative elements. The

Machine Elements in Mechanical Design Essay Example for Free

Machine Elements in Mechanical Design Essay Answers to Selectecj Problems Given here are the answers to problems for which there are unique solutions. Many of the problems for solution in this book are true design problems, and individual design decisions are required to arrive at the solutions. Others are ofthe review question form tor which the answers arc in the text ofthe associated chapter It should also be noted that some ofthe problems require the selection ot design factors and the use of data from charts and graphs. Because of the judgment and interpolation required, some ofthe answers may be slightly different from your solutions. AISI 1080. 28. AISI 5160 OQT 1000 is a chromium steel, having nominally 0. 80 percent chromium and 0. 60 percent carbon, a high carbon alloy steel. It has fairly high strength and good ductility. It was through-hardened, quenched in oil, and tempered at 1000Â °F. 29. Yes. with careful specitlcadon ofthe quenching medium. A hardness of HRC 40 is equivalent to HB 375. Appendix 3 indicates that oil quenching would not produce an adequate hardness. However, Appendix 4-1 shows that a hardness of HB 400 could be obtained by quenching in water and tempering in 700Â °F while still having 207f elongation for gciod ductility. 3. AISI 200 and 300 series 34. A hardness of 750 HB is extremely hard and characteristic of as-quenched high alloy steels, 15. The HRB scale is normally limited to HRB 100. 16. The HRC hardness is normally no lower than HRC 20. 17. The given relationship between hardness and tensile strength is only valid for steels. 18. Charpy and Izod 19. Iron and carbon. Manganese and other elements are often present. 20. Iron, carbon, manganese, nickel, chromium, molybdenum. 21. Approximately 0. 40 percent. 22. Low carbon: Less than 0. 30 percent

Found Metal Art Sculpture: A Guide

Found Metal Art Sculpture: A Guide Found Art (or best know as scrap metal art) is a beautiful and creative way to express yourself and the things that you like. I would like to share with you what types of things that you will need, why, different things, types of things, that you could use and why you should do scrap metal art. Here are some of the categories that I will be hinting on with you; what is it, safety equipment, what you need, the set up, how the different kinds of welding works, why do it, things that you could use, types of metals and the process of creating your art. This Art has been around for Millions of years, but the earliest that they can pin-point was from Marcel Duchamp. He was born in the 19th century but his art didnt really get noticed until the 20th century. Even though it took so long for Marcels work to get noticed it has thrived since then, Junk Art is more active than ever right now. First of all, what is Found Metal? Found art is an unusual type of art that includes creating pieces from found objects that are not usually considered to be artistic in anyway. Most of the objects used in Found Art usually have a completely different purpose and are modified in ways to make them into a piece of art. But to do this you need safety gear. This includes; Safety glasses, Welding helmet(the auto tinted ones are the best to use because when you put your helmet over your face you can actually see. It will darken when a bright light reflects. If you use a non-tinted helmet you will pretty much be doing things by feel.) Then you will need welding gloves(Preferably with no holes for your sake.) A long sleeve shirt and a long sleeved welding jacket, Welding boots(Leather), and boot cut pants. If you are really nervous you could also use a fire resistant apron and ear plugs. Now, you need these because its for you! If youre doing this at your house its up to you but the helmet if to prevent flash burn which can damage your eyes even if its just once if youre not careful. The safety glasses are to prevent the slag that you are chipping off from going in between your helmet and face so you dont burn your eyeballs or any soft tissue around your eyes. You need gloves because the metal gets really hot and so are the rods when they are taken out of the oven. The long sleeve and the jacket is so that when you chip slag it wont catch your clothes on fire and/or burn yourself. Now, this will not completely protect you from chipping it and angling it the right way which will be wrong for you but, it can still get between everything perfectly and burn you, just part of the art. The boot-cut jeans are to put over your boots and not tuck them in because a piece of slag can get in between your pants and boots and burn your feet. You need the leather welding boots, not fluffy boots or tennis shoes because a spark or slag will get on your shoes and burn through them but not it you have leather boots on. Then we move onto the equipment that you will need. To start off with, you need a welding machine (preferably an all welding machine.) This will come with the negative ground clamp that goes on to workstation to pull and guide the puddle where you want it to go, or the direction that you are trying to weld towards. It also comes with all the guns for the three different types of welding: Stick, MIG and TIG. Stick uses welding rods that get clamped into that specific welding device, MIG uses a spool of wire that burns like a stick but doesnt leave any slag to chip off, which is a much cleaner and easier process to go through, and TIG is a gun that produces a lot of heat but you need a filler rod with this one. So, you will use a gun in one hand and a rod in the other. This is kind of a mix between Stick and MIG welding. The set up is fairly simple. You just turn the machine on, pick whatever gun you are going to weld with, get the rod or wire setup. Then you need to pick a number set-up which most of the time is 1. Then you will need to pick the temperature number(how hot you want it to burn.) Be careful with how hot it burns though so that you dont burn through the project or go through the metal on the edges. Usually there is a chart telling you what to put the temperature at depending on the position that you are welding at, the material that you are welding on and how thick the material actually is. Lastly, you need to make sure that wherever you are doing this, the house or building, has enough power to operate the machine. So if you have a 220v machine which is the most common machine make sure that there is at least 230 Vs for that specific use. Do not start welding yet though. Whatever metal that you are using needs to be cleaned off first. Sand off the metal so that dont have scales that flake out from your weld. Make sure to stay close(pretty much right on the metal) or the spark will go out and there will be a burn mark on your project. After each pass make sure to chip off all the coating(slag) and then brush the junk and powder that is released off the metal. Depending on what youre doing and how thick you want it depends on the rod also. The thicker the rod, the thicker the weld will be. The faster you go the less weld that you be there. One last thing to look at when youre welding it the angle that youre holding your rod at. If youre holding the rod straight at the project and welding then that is where your weld will come out of, if youre holding the rod at an angle and welding then the weld and slag will burn off from that angle and it will not come directly from the tip of your rod(the angle will not hurt your pro ject at all.) Just make sure that you watch your puddle and go. How does stick welding work? The welding rod is the piece of wire coated in slag(flux coating) that gets clamped into the stick welding gun that is connected to the machine. A current is fed through this wire which helps to join two pieces of metal together firmly. There are different rods though like, 6013-610-7014 and ect. This just determines the different diameters and other things that make a difference when welding. As just stated thickness determines how much weld is being put down at a time, the smaller the rod, the less weld that goes onto your project. Theres also different types of heat resistance and how resistant the weld is to hydrogen. If you want some people can relate this to the numbers that nail polish has. Those numbers tell you what color it is, the shade of the color and some depending on if it has sparkles in it. This is the same with the welding rods just different meanings. Now, why should you even consider scrap metal art? Why does it even matter? First of all, its a very unique and original art that you create and do by yourself. It saves on scrap or waste that may be laying around which means you can recycle anything that you have. Welding is hard but it is a really good skill to have. When create your art you can literally use anything that you have laying around the house that you thought had no purpose. You can use anything from building demolition things to a simple hanger. You can make anything that you want out of anything that you have! Its really easy, you just need to get an idea of what you want to do first. Generally any type of metal can be put in two different categories; Ferrous and non-ferrous. The difference between Ferrous Non-ferrous metals are that Ferrous Metals mostly contain Iron. They have small amounts of other metals or elements added, to give the required properties. All Ferrous Metals are magnetic and give little resistance to corrosion. The types of Ferrous metals that are most common are any type of steel(regular, Carbon and stainless) Cast Iron and Wrought Iron. The common types of Non-Ferrous metals areÂÂ   aluminium, copper, lead, zinc, nickel, titanium, cobalt, chromium and precious metals. Why should you do scrap metal art? I personally do it because it is fun and it tests me sometimes but mostly because I like to know that Im recycling in a way. Why should you care about that though? In 2015, more than 67 million metric tons of Ferrous Metal was recycled by the U.S. scrap industry which had a value of 30.1 Billion Dollars. A steel mill that uses recycled steel reduces air and water pollution by around 70 percent. Everyday, approximately 100 million steel and tin cans are used by Americans. As for Non-Ferrous, 25,000 statues of Liberties can be built with coppe that the U.S.A. recycles per year. The scrap Aluminum that is thrown away every month in the U.S. is enough to rebuild the entire American airfleet. In 2014, the U.S. Scrap Industry processed .83 million metric tons of aluminum. Now all this means is that we are very wasteful and to make these numbers go down and quit wastings stuff more people can create art out of scrap and reduce these prices. This is why you should care because a lot of metals are going to waste when, now-a-days we can use these objects and make them into art now and not have so much junk around. Now you can finally start welding. Place the pieces where you want them and make sure that that is exactly how you want them. Hold them in place however you can with whatever you will need. Then, with whatever weld method that you choose, start welding! But one other thing that you have to take into consideration is using the welding rod all the way down to the number and letters or else you will just be wasting good rods. A lot of people think that just because youve already struck it its too hard to try and strike again, well, all you have to do is get a scrap piece of metal that you can strike it on again and then scrape the end on something and it will be as good as new. All you have to do now after you get done with you project is to pick up the bad rods that are burnt all the way down, sweep up the slag(flux coating) that you have chipped off, turn off your machine, wrap everything up and put it away and then put the access rods that are still good or havent fully been used back into the heating oven. After everything is done and cleaned up, youre left with a beautiful piece of art made from junk. Finally, to brief you back up on what we have talked about, we have talked a little bit about the history of Found Metal,the first person that they can pinpoint and when it actually started to get noticed, and where I personally learned it from which was the IAI. Ive talked about what Junk Art actually is, the definition of it and what it actually is. Then, I went on to all safety equipment and why you should/need to have them on(it is for your protection). I described how to set up and how everything works,the tools that you will need and what the different uses for them are. Then I explained why you should do this art and gave you some statistics about all the junk there actually is, the main point being that it recycles a lot of waste that, with this art, isnt waste. Ive talked about the different things/ranges of things that you could use that usually no one thinks to use(house demolitions to hangers). I talked about the two different categories that metals are most commonly out in and the most common metals in the two categories(Ferrous and Non-Ferrous Metals, Ferrous being magnet and having Iron in it). Then, I did a guided on how to create what you want to make such as; reshaping, piecing together, holding/supports, welding and then painting if you would like. Lastly, I just talked a little bit about how to clean up and what you will expect when it comes to cleaning up the mess,pick up all the pieces and sweep up.

VA Gulf Coast Veterans Health Care System :: essays research papers

VA Gulf Coast Veterans Health Care System Human Resources (05A) 400 Veterans Avenue Biloxi, MS 39531 Applicants must submit the following: 1a. On-station (VA Gulf Coast Veterans Health Care System) employees must submit an Application for Promotion or Reassignment, VA Form 5-4078, to Human Resources (05), Bldg 53, Room 2A-108. You must indicate the lowest grade you are willing to accept or we will only consider you at the Full Performance Level of the position. Application material can be delivered in person, sent via inter-office mail, or submitted electronically via VA intranet (VHABILHRM in outlook). Application material, to include VA Form 5-4078, must be received in Human Resources by the closing date of the announcement. Supplemental qualification form (i.e., VA Form 5-4676a) must be returned within 7 (seven) calendar days of the closing date of the announcement. No credit will be given for education unless substantiated by an official college transcript. OR 1b. Off-station applicants, to include on-station employees desiring consideration for a new appointment under non-competitive appointment authorities (e.g., VRA), must submit a written or electronic application for employment. You may use the OF-612 form (Optional Application for Federal Employment), a resume, or alternative format. You must indicate the lowest grade you are willing to accept or we will only consider you at the Full Performance Level of the position. You should also complete an OF-306 (Declaration for Federal Employment). You MUST include all of the information specified in the vacancy announcement and all information listed in the Office of Personnel Management’s brochure â€Å"Applying for a Federal Job (OF-510)†. Applications must be typed or printed clearly in dark ink. If application is submitted by mail, it must be postmarked by the closing date of the announcement and received within five (5) working days. If application is delivered in person ( VA Gulf Coast Veterans Health Care System, Human Resources (05A), Building 53, Room 2A-108, 400 Veterans Avenue, Biloxi, MS), it must be received by close of business (4:30pm) on the closing date of the announcement. If the application is submitted electronically, it must be received by the closing date of the announcement (i.e., by midnight Central Standard Time). Current permanent VA employees may electronically submit application material via the VA intranet (VHABILJOBS in outlook). NOTE: When submitting electronic application material, it MUST be in the body of the message. ATTACHMENTS TO EMAIL MESSAGES WILL NOT BE OPENED, NOR CONSIDERED. Submission of electronic application material WILL NOT BE a complete application package.

Everyday Use Essay: Sisters with Nothing in Common :: Everyday Use essays

Sisters with Nothing in Common in Everyday Use      Ã‚   When two children are brought up by the same parent in the same environment, one might logically conclude that these children will be very similar, or at least have comparable qualities. In Alice Walker's "Everyday Use," however, this is not the case. The only thing Maggie and Dee share in common is the fact that they were both raised by the same woman in the same home. They differ in appearance, personality, and ideas that concern the family artifacts.   Ã‚  Ã‚  Ã‚   Maggie is not as attractive as Dee. She is a thin and awkward girl. Her mother notes "good looks passed her by" (88). Furthermore, she carries herself like someone with low self-esteem, "chin on chest, eyes on ground" (87). On the other hand, Dee is an attractive woman. Her mother describes Dee as having, "nice hair and a full figure" (87). Dee takes pride in the her appearance. She dresses in fashionable clothes. When Dee arrives for her visit, her mother says, "Even her feet were always neat-looking" (88).   Ã‚  Ã‚  Ã‚   Besides their appearances, Maggie and Dee have unique personalities. When Maggie is first introduced in the story, she is nervous about her sister's visit. In fact, Dee's arrival makes Maggie so uncomfortable that she tries to flee to the safety of the house (88). Maggie is also intimidated by Dee, as shown when Maggie is unable to confront Dee about the quilts. Maggie gives in and says that Dee may have the quilts because she is not used to "winning" (91). Unlike Maggie, Dee is a bold young woman (88). As a young girl, Dee has never been afraid to express herself. Her mother remembers that "she would always look anyone in the eye. Hesitation was no part of her nature" (87). Dee also shows herself to be selfish when she sets her sights on the butter churn. Dee does not seem to care that her family is still using the churn. She states that she will "display part of it in her alcove, and do something artistic with the rest of it" (90).      Ã‚  Ã‚  Ã‚   The family artifacts are important to both Maggie and Dee, but for different reasons. Maggie values the family quilts for their sentiment and

How does George Orwell show this in the novel Essay

The pigs corrupt the animal’s minds and gain absolute power. How does George Orwell show this in the novel? In the novel ‘Animal Farm’ by George Orwell, the pigs corrupt the animal’s minds and gain absolute power by using their wisdom and knowledge to exploit the uneducated and naive animals. They petrified the animals by using the dogs as their secret police; they made the animals believe that snowball was a traitor and that he had destroyed all their hard work, no matter what the pigs had to do to gain power they did even if it meant killing the animals because it would obviously still be to their benefits. They did not lose any opportunity to gain power; it was as if they were thirsty and hungry for power. Squealer is the pig which spreads Napoleon’s propaganda among the other animals. Squealer justifies the pigs’ exploitation of resources and spreads false statistics pointing to the farm’s success. In Animal Farm, the smooth-talking pig Squealer abuses language to justify Napoleon’s actions and policies to the working class by whatever means seem essential. By radically simplifying language—as when he teaches the sheep to bleat â€Å"Four legs good, two legs bad! (George Orwell, Animal Farm, Chapter 2 page 24) he limits the terms of debate. By complicating language unnecessarily, he confuses and frightens the uneducated, as when he explains that â€Å"a bird’s wing †¦ is an organ of propulsion and not of manipulation† (George Orwell, Animal Farm, Chapter 2 page 24). In this latter strategy, he also practices nonsense (â€Å"tacti cs, tactics†) as well as the usage of false vocabulary and statistics, engendering in the other animals of both self-doubt and a sense of hopelessness about ever accessing the truth without the pigs’ mediation. Squealer’s lack of conscience and unwavering loyalty to his leader, alongside his rhetorical skills, making him the perfect propagandist for any tyranny. Squealer’s name also fits him well: squealing, of course, refers to a pig’s typical form of vocalization, and Squealer’s speech defines him. At the same time, to squeal also means to betray, keeping in remainder of Squealer’s behaviour with regard to his fellow animals. Squealer is the insincere and expressive propagandist. We are told that he can ‘’turn black to white’’ and that he has a ‘’shrill voice’’ and ‘’twinkling eyes’’, which are his assets that he manipulates for his propaganda. He and the general persuasiveness of his character are fundamental to Napoleon’s success. Napoleon petrifying the animals also makes them think otherwise. In the novel the pigs use dogs as their secret police and whoever approaches to a disagreement of the pigs decisions are slaughtered by the dogs, making the unprotected animals even more petrified. As the pigs took more control the animals could not even lift their crowns up and say a word because of the terror and detriment they could possibly get from the secret police. They had come to a time when no one dared speak his mind, when fierce, growling dogs roamed everywhere, and when you had to watch your comrades torn to pieces after confessing to shocking crimes† (George Orwell, Animal Farm, Chapter 7 page 64). The use of the dogs begins the evil use of force which helps Napoleon maintain power. Later, the dogs do even more dastardly things when they are instructed to kill the animals labeled â€Å"disloyal†. Since the pigs are the brains in the farm, they exploit the animal’s minds and gain absolute power by identifying an enemy to back them up. The usage of snowball for all the bad that happened â€Å"If a window was broken or a drain was blocked up, someone was certain to say that Snowball had come in the night and done it, and when the key of the store-shed was lost, the whole farm was convinced that Snowball had thrown it down the well. Curiously enough, they went on believing this even after the mislaid key was found under a sack of meal† (George Orwell, Animal Farm, Ch. 7 page 57). The pigs made the animals believe that snowball was the traitor and in this case they could turn to Napoleon and consider him the most suitable. The pig’s management of all sources of information also achieves power. Since the animals are presented naive they cannot prevent themselves from being manipulated. â€Å"It had become usual to give Napoleon the credit for every successful achievement and every stroke of good fortune. You would often hear one hen remark to another, ‘Under the guidance of our Leader, Comrade Napoleon, I have laid five eggs in six days’; or two cows, enjoying a drink at the pool, would exclaim, ‘Thanks to the leadership of Comrade Napoleon, how excellent this water tastes! (George Orwell, Animal Farm, Chapter 8 page 67-68). It is clear that whatever it took the pigs to gain power, without doubts they would consider, since it was clearly a benefit for them. The pigs used their wisdom and knowledge to take power over the uneducated and naive animals. Their thirst for power was so great that they killed the animals to demonstrate that they were right and it was for their benefit to consider whatever the pigs commanded them to do. At the end the animals listen and carry out what the pigs would tell them to do, even if it meant petrifying them or killing them.