Essay Sample on Color Naming My Own Research

Exposition Sample on Color Naming My Own Research So as to investigate the manners by which American’s judge likeness and distinction of hues, I talked with two of my male associates, and two female companions. The guys that partook in my undertaking were more than 40 years old. They were the two graduated class of the University of Connecticut, and had both come to work for UConn a few years after the fact. The two females were current understudies at UConn. One was a drug store major, the other an English major. I happened upon my first issue immediately. What precisely comprises a shading name? The conspicuous answers are â€Å"red, blue, green†¦ etc† yet shouldn't something be said about â€Å"grass green†? Does putting a thing before the name of an essential shading establish its own shading? In the event that this were the situation, there would be no limit to the shading names we use. â€Å"Coca-Cola Red†, â€Å"Laser-Jet Printer Gray†, â€Å"The Carpet in the Office I Work At Blue† would all be shading names under this framework. In any case, the members seemed to have a point. â€Å"Sky blue† is surely viewed as a shading by the vast majority. Who chooses what is or isn't a shading? The website specialists at Netscape and Internet Explorer have proclaimed there are 140 potential hues to look over when you see a site. The have names, for example, â€Å"palevioletred† and â€Å"snow†. Ought to â€Å"snow† be viewed as a shading? Could the article on the planet that comes in that shading, characterize a shading? Provided that this is true, which shade of snow is the shading â€Å"snow†? I myself have seen more shades of snow then I might tally. What about â€Å"palevioletred†? That is essentially two shading names set up with a descriptor. Are â€Å"brightbluegreen† and â€Å"darkwhitebrown† likewise hues? Maybe to respond to these inquiries, we ought to ask the shading specialists at Crayola. They presently have 120 distinctive shading names in their biggest box of pastels. Some of them incorporate â€Å"Fuzzy-Wuzzy Brown†, â€Å"Macaroni and Cheese†, â€Å"Banana Mania†, and â€Å"Mountain Meadow.† moreover, they have an assortment of unique shading sets including â€Å"Glitter†, â€Å"Pearl Brite† and â€Å"Techno Brite† hues. It additionally appears to merit referencing that Crayola has changed the names of certain hues, for example, â€Å"Prussian Blue† to â€Å"Midnight Blue†, and resigned others, for example, â€Å"Indian Red†. Does this imply â€Å"Prussian Blue† is not, at this point a satisfactory shading name, or that it just was not the right name to reference the shade that is currently known as â€Å"Midnight Blue†? A couple of searches on the web carried me to some shading name word references that I thought may be useful. I found that â€Å"Gray 1† right through â€Å"Gray 100† are viewed as shading names by a few. I need to ask why every essential shading doesn't have a similar posting, for as I get hues, there ought to along these lines additionally exist â€Å"Red 1† through â€Å"Red 100†. My decision was that there is only no complete rundown of shading names. I along these lines continued to permit my subjects to compose names, for example, â€Å"Christmas Tree Green†, â€Å"Sparkle Red† and â€Å"Screaming Green.† If Crayola can do it, I guessed my members could as well. The following thing I discovered was that character appeared to impact the manner in which the subjects approached the undertaking of isolating out the â€Å"most different† chips. Immediately, every one of my subjects rehashed â€Å"Most different?† with a look of unadulterated disarray on their appearances. Obviously this was not a recognizable errand for them. I would rehash, â€Å"Yes, which one do YOU feel is the most different?† It appeared that once I determined that it was an individual judgment they expected to make, and not a correct answer, they were progressively open to settling on the choices. The more seasoned guys still appeared to have more issues then the more youthful females. They went ahead with questions, for example, â€Å"What do you mean different?† â€Å"They’re ALL extraordinary, how would I pick which is most different?!† One even appeared to get disappointed at the errand, however every one of the four consented t o proceed, and at long last their answers were fundamentally the same as. I can't help suspecting that they were settling on their decisions naturally. Whenever asked â€Å"why† they picked a particular card, they didn’t have an answer. They couldn't articulate why the yellow of chip E was increasingly unique in relation to its nearest chip D, at that point the greenish chips of F and H. I accept this is the reason they experienced difficulty with the assignment at the outset. Whenever quite possibly there are correct or wrong answers, how might they settle on decisions that they couldn't verbally back up? Americans are educated to be consistent about their decisions. They are alright with answers being correct or wrong. At the point when given a rationale question, most Americans will avoid including data from their own lives or unessential data, and rather will offer you right sensible response, in any event, when it conflicts with everything in reality. I see it as fascinating that something we experience as regularly as shading names, is something we’ve permitted to be so counter-intuitive and ambiguous. We have no genuine shading naming framework and no genuine shading contrasting framework. When does a shade of red become â€Å"pink†? What number of various hues would we establish as â€Å"green†? There don’t appear to be any conclusive responses to these inquiries, despite the fact that PC can quantify shading without any problem. We can compute the proportion of the essential hues in a given shade, and its dimness to effectively duplicate a shading. For what reason does that shading not have a conclusive name? One may figure that we don’t have names for each shading in light of the fact that there are basically too much. Be that as it may, there are an unbounded number of numbers we can make reference to, and each and ever one has its own particular name. Why aren’t hues named by number? Maybe we can't separate between hues enough to perceive a given shading alone, so we could never realize which shading name applied to a given shade. Be that as it may, lets state I let you know there are 100 shades of yellow. â€Å"Yellow 1† is the nearest yellow shade to green, and â€Å"Yellow 100† is nearest to red. â€Å"Yellow 50† would be the most perfect shade of yellow you can envision. Would â€Å"Yellow 75† be increasingly explicit then â€Å"Reddish Yellow†? Assuming this is the case, what might you call â€Å"Yellow 93†? Maybe you would state, â€Å"More Reddish Yellow† or â€Å"Orangey Yellow Red†? Possibly â€Å"Sunset Ye llow† would be your answer. Taking everything into account, I need to state that shading naming isn't an accurate science. It’s not so much as a speculating game. It is by all accounts an out of control situation in which anybody can allude to any shading with any title they like. Contrast it with different hues, for example, â€Å"Bluish-Green†, put a thing before it, for example, â€Å"Sea Green†, or think of a totally arbitrary name, for example, â€Å"Green Whisper† and regardless, no one would ever contend that it is anything but a shading. On the other hand, no one will ever know to which definite shading conceal you are alluding. Moreover shading similitude decisions appear to be an unclear, natural speculating game where individuals can settle on decisions that are fundamentally the same as their companions, however that no one can verbally back up. Maybe we essentially come up short on the language to portray our choices, maybe there is an inner scale we utilize yet presently can't seem to acknowledge and carefully record. Possibly some time or another shading naming will be a precise science. Maybe it will never should be.

A Portrait of the Artist as a Yong Man

A Portrait of the Artist as a Yong Man Joyce â€Å"A Portrait of the Artist as a Yong Man† by James Joyce has a few significant subjects that identify with a person’s uniqueness, its regular turn of events and cognizant advancement of the character and understanding.Advertising We will compose a custom evaluation test on A Portrait of the Artist as a Yong Man explicitly for you for just $16.05 $11/page Learn More One of the themes is the rebellion of religion and the ethical comprehension of the world. Stephen understands that he isn't just breaking strict codes, yet additionally harms his profound quality. Each time he takes part in the administrations of whores, he decides to disregard religion. This is a more profound subject where an individual keeps down on their ethics, just to vindicate themselves later. In time, he comprehends that he should carry on with an actual existence by moral and good models, grasping the sum total of what that has been given to individuals. This unmistakably delineates the t wo limits of his character. One is totally insubordinate to any social guidelines while the other is unadulterated, and needs to lead a real existence liberated from wrongdoing (Joyce, 2011). Another theme relates to Stephen needing to turn into a craftsman and picking detachment as one of the vital strides towards his objective. From one point of view, he deserts everything to seek after own fantasies, and figures it will make him a superior craftsman. From another, he comprehends that his locale and family have made him what his identity is, and they will consistently be a piece of his inward world and comprehension. He is demonstrated to be keen to the information he has gotten, in this way he intends to offer back to the network in a type of his specialty (Wollaeger, 2003). A somewhat urgent theme is the improvement of the distinction and comprehension of the encompassing scene. Toward the start, Stephen is portrayed as a youngster who isn't completely mindful of the world. The words and expressions that are utilized qualify as oversimplified and innocent. It seems as though he is a far off spectator of the encompassing scene, and doesn't generally take an interest in its earnestness. Afterward, when he become a young person, his contemplations are progressively characterized and understanding. Yet at the same time, he is a lot of committed to the congregation, letting the principles of society and religion to characterize his cognizance of life. At long last, he turns into a completely sensible individual. He goes to the college, and is appeared to have arrived at extraordinary potential in his consistent speculation, just as enthusiastic comprehension of own character and individuals (Attridge, 1990).Advertising Looking for appraisal on english writing? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Music and singing are another significant theme of the novel. It is made to speak to the manner in which individ uals get away from the brutal truth of the world, and better their state of mind. Stephen acknowledges music and singing since it is a piece of the language that may appear the equivalent however is very extraordinary. It contacts his inward pieces of the spirit, and sets the course for a real existence loaded up with thoughtfulness and feeling. In any event, when he hears a lady singing, he feels settled, and sets his objectives on turning into a craftsman. It is clarified how the intensity of a melody and music can assist anybody with setting their psyche on close to home dreams and have a go at everything to accomplish them. The equivalent can be said about the petitions and strict singing. Stephen feels the intensity of a melody when he visits the congregation, and the expressions become implanted in his brain for an amazing remainder (Bloom, 2009). The epic addresses a few significant divisions of a person’s life. All are key in the advancement of a sound character, part icularly a craftsman. It is made evident that everybody is a craftsman on the most fundamental level; it just sets aside some effort to find which specific one. References Attridge, D. (1990). The Cambridge Companion to James Joyce. Cambridge, UK: Cambridge University Press. Sprout, H. (2009). James Joyce. New York, NY: Infobase Publishing. Joyce, J. (2011). A Portrait of the Artist As a Young Man. London, UK: Interactive Media. Wollaeger, M. (2003). James Joyces A Portrait of the Artist as a Young Man: A Casebook. New York, NY: Oxford University Press.Advertising We will compose a custom evaluation test on A Portrait of the Artist as a Yong Man explicitly for you for just $16.05 $11/page Learn More

Help With Essay Help

Help With Essay HelpDo you know what are some ways of help with essay help? I'll tell you what. The writing of the essays could be very difficult and it is not a joke.Writing essays is one of the different things in a classroom and in college. They could be so hard that even students would find it hard to learn them. Here are some tips to help with essay help:First of all, your essay should not have the same content for every part of the whole topic. Your idea and the interest of the students should vary from topic to topic. There are different topics on the studies and researches, which are required to write an essay for the class. There are certain topics which are subject related to the rest of the subjects of the course.Essays are written by students to show their passion for their respective subject. This is what helps them in increasing their knowledge about that particular subject.It is also better to make your own personal views in the essay. For example, it is not always nec essary for you to express your views on every single topic. It is better to tell your views in the essay which is relevant and it makes a difference in the course.It is also important to make a common theme between different topics. The theme should be different from each other and not just same. This will also make the essays easier to understand.It is also important to consider how long you want to spend for the essays. The length should be less compared to the other ones. The length of essays depends on the number of topics you have to write.Theessay helps the students prepare for the exam as well. It is a good practice to write the essay at least twice before the exams.

Persuing an Elementary Education Online Degree 2019

Any individual wishing to pursue elementary education degrees must first decide upon a suitable program for training. Most elementary education programs have strict state certification requirements and choosing the proper program means recognizing what the individual wants from the experience. First off, before any teacher credentialing begins, the candidate must hold a bachelors degree from an accredited institution of higher learning. After that, its all about research. Individuals pursuing an elementary education degree online should conduct research into the area and subjects they wish to teach. Topping the list of items to research are the certification requirements in obtaining a teaching credential. As certification requirements vary by state, individuals should research the requirements for the state in which they wish to work. The reputation of a school also goes a long way in determining the quality of teaching positions a graduate will likely receive. The resources a university will invest in teacher education programs and the content of the education curriculum are also important determinants in choosing the right program. Does the program stress the foundations of teaching? Does the curriculum provide classroom management skills, an overview of teaching methods as applied to elementary school children, and basic coursework in child psychology? A curriculum that fails to teach the foundation and necessary skills within an elementary school environment will doom the teacher to failure before teaching actually begins. .u9676faaf94c24fd2bf465510f0f0866a { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u9676faaf94c24fd2bf465510f0f0866a:active, .u9676faaf94c24fd2bf465510f0f0866a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u9676faaf94c24fd2bf465510f0f0866a { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u9676faaf94c24fd2bf465510f0f0866a .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u9676faaf94c24fd2bf465510f0f0866a .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u9676faaf94c24fd2bf465510f0f0866a:hover .postTitle { text-decoration: underline!important; } READ Getting a Paralegal Degree OnlineMost importantly, a good program will provide students with plenty of supervised classroom experience. The more practice a potential teacher receives in the classroom, the better the ability to handle students while on their own. Decided on a locale to teach? The final step is to determine whether the program successfully prepares teachers to pass the state credentialing exams. Some schools gear their programs towards passing the state exams, while others have low pass rates. Look for schools with good passing rates (over 80%). Teacher credentialing programs that rank favorably with the US News and World Report ranking of colleges are provided below. University of Phoenix The University of Phoenix offers both a Bachelors of Science Degree in Elementary Education and a Master of Arts Degree in Elementary Education online. The program is designed around the specific states certification requirements. Do the research and make the right choices when deciding the teaching locale. Individuals will feel better knowing that theyve selected a program that matches their anticipated teaching goals. .ubeb26ca16a3189f2d770a932403b6c2e { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .ubeb26ca16a3189f2d770a932403b6c2e:active, .ubeb26ca16a3189f2d770a932403b6c2e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .ubeb26ca16a3189f2d770a932403b6c2e { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .ubeb26ca16a3189f2d770a932403b6c2e .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .ubeb26ca16a3189f2d770a932403b6c2e .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .ubeb26ca16a3189f2d770a932403b6c2e:hover .postTitle { text-decoration: underline!important; } READ Associate's Degree in Paralegal Studies On the InternetRelated ArticlesObtaining a Degree in TeachingUse the Internet to Attain a Masters Degree in TeachingFind Education and Teaching Degree ProgramsMasters Degrees in Education OnlineBachelors Degrees in Teaching OnlineOnline Degree Opportunities For Teachers

Analysis of Hedda Gabler Free Essay Example, 2500 words

There are several facades through which the character of Hedda Gabler could be examined. From one angle, she could be seen as a manipulative and wicked individual who sought to create mayhem. On other angle, she could be seen as a smart individual who can get people to go in the direction she wants. In an other spectrum, she could be seen as an insatiable individual who wants things to go her way all the time. Yet, in another light, she can be seen as a rebellious person in her generation. However, in todays terms, she can be said to be a paragon of freedom and an ideal model for a feminist activist who desires to further the rights of women. This paper examines the character of Hedda Gabler into detail. It evaluates her manipulative behavior and her need for control. The paper argues about the main traits and character identity of Hedda Gabler from the significant and key events in the play. Critique of Heddas Reactions to Events Several incidents in the play give different views and opinions about Hedda. In Act 1, George announces that Hedda requires things to be done in style otherwise they need not be done at all. We will write a custom essay sample on Analysis of Hedda Gabler or any topic specifically for you Only $17.96 $11.86/pageorder now This shows that Hedda has a strong tendency for domineering attitudes which makes it difficult for her to be pleased. She also complained about the window the Georges Aunty had left opened. This shows her insatiable attitude and ungrateful nature towards people who try to help her. In her conversation with Mrs. Elvsted, Hedda prefers to use other names rather than her husbands surname or Mrs. Tesman. She goes on to criticize Mrs. Elvsteds marriage and show that marriage is not of such a high regard to her. This shows her tendency towards feminist traits and ideas. She also shows her boredom in marriage and desire to live a more adventurous life. In her relationship with her husband and Judge Brack, Hedda gives straightforward answers that seem to challenge their authorities as leaders in that generation. In cases where her husband is being degraded before Lovborg, Hedda seem to be in support of the challenge placed upon her husband. This shows that she is not really loyal or committed to the relationship. This is reflected in her insistence on the name Gabler rather than Tesman. During the conversation with Lovborg, she uses the phrase â€Å"me and Tesman† which Lovborg corrects as â€Å"Tesman and you†. This shows her contempt for the marriage. Also, their conversation comes with some elements of infidelity and past love affairs. Hedda has a strong ability to dare people into doing things that they will normally not do.

My Story Of My Life - 1357 Words

My story starts here. I was at Sisters Chicken working my shift with one hour left to go until the end of it. I actually enjoyed working here; the people and staff were very nice. I liked how the walls were painted in a bright blue, but it wasn’t too bright. I was sitting at one of the bigger booths in the back cleaning it after customers had just finished eating. I hated being the one to cleanup. I would much rather be a waitress, I thought. I work here with my friend Julie. She is gorgeous, with really pretty, curly, long brown hair and beautiful blue eyes. â€Å"Hey, wanna go out tonight? It’ll be us, Jason and Karen ,† Julie asked. Jason and Karen were my other friends. Jason had short blond hair and bright green emerald eyes; he was also pretty tall so he liked to pick on us because we were all much shorter than him. He’s my best friend but he was also like my brother. Karen was Julie’s sister. They looked a lot alike: long, curly hair and eyes as blue as the ocean. â€Å"I’d love to! But I’m not sure if my parents will let me go out tonight,† I answered. â€Å"Okay well if I don’t hear back from you I’ll just assume you’re going and I’ll pick you up at around 7,† Julie said. After we talked, time couldn’t go any slower. I washed the tables and helped assist customers. I kept looking at the clock, and finally, my shift ended. â€Å"I’ll see you guys later!† I called out to my friends. Then, I began my journey home. I spent the whole time trying to figure out what I would tell myShow MoreRelatedMy Story : The Story Of My Life770 Words   |  4 PagesMy story starts off like any other story. You have the typical family having their firstborn. It was all normal for the most part I lived in Miami when I was born and then I moved to New Jersey when I was six months old and I lived there for about two or three years and I don’t remember much but I remember we lived in a little apartment complex in west New Jersey. After that we moved back down to Miami in 2005 and then my sister was born in January of 2006 in Miami. We lived in Miami for about oneRead MoreMy Story Of My Life996 Words   |  4 PagesMy story begins in the not so lovely city New Bedford, MA. I was born out of wedlock into an unprepared family. Even though my mother had already given birth to three other children, my parents were not ready to raise a child. Neither one of them had what it takes to properly care for a child, and that was evident almost immediately. From the day I was born my father was absent. Although missing that first milestone was due to work, it did mark the beginning of his instability in my life. HavingRead MoreMy Life And My Story2071 Words   |  9 Pagesï » ¿To illustrate, my life and my story were the exact opposite of my favorite television series. See I grew up in an African home with a strong single mother who was there and took care of us the best way she could. I lived in a two-bedroom apartment with my mother, sister and two of my half-brothers, where I shared a room with my mother and my sister, while my brothers shared the other one. To emphasize, my story has always been a difficult one to tell, so I avoided it every time the topic arisesRead MoreMy Story Of My Life1273 Words   |  6 PagesHi Kim, I just wanted to tell you a little bit about my story. I got sucked in when I was 21. At the time I was already having a crisis of faith. On top of that I became incredibly disillusioned with college. I was in the wrong major but at the time it just felt like my life was going nowhere. I prayed to God whom I didn t even know if I believed in, and the rest is history. They were the first people to come along and I was so weak at the time I could be swayed whatever way the wind blew. I hadRead MoreMy Story Of My Life1704 Words   |  7 Pages I rake my hands over the white sheets as I flatten out the wrinkles of my childhood bed. The faded red comforter is still placed neatly at the end of the bed and the numerous pillows continue to be clean and fluffed. As it stands in my memory, almost everything in this room is exactly the same as how I had left it. My dresser still stands in the corner and the knob my brother and his friends had taken a baseball bat to is still missing. Even now, my late night coffee stains cling to the white rugRead MoreThe Story Of My Life1331 Words   |  6 PagesThe white hallways are endless. My feet clash against the cold tile floor as I run towards the receptionist desk of Oahu General. The woman in teal green scrubs that is manning the desk looks taken aback by my sudden presence. â€Å"Leilani Kiddman. I got a call she was here, where is she?† My voice cracks as I frantically question the puzzled nurse. â€Å"Kiddman†¦ she is getting looked at by the doctor right now but from what I understand, it’s nothing incredibly major. Are you a family member?† â€Å"I’m herRead MoreThe Story of My Life1693 Words   |  7 PagesForm and Content The Story of My Life is an account of the early years of a woman who overcame incredible problems to become an accomplished, literate adult. The book does not give a complete account of the author’s life, as it was written when she was still a college student. It is, however, a unique account of one young woman’s passage from almost total despair to success in a world mostly populated by hearing and seeing people. This book is relatively short, but the modern editions also includeRead MoreMy Story Of My Life794 Words   |  4 Pages I throw my books on the bed and approached the jack slowly, it was the one I asked for an astonishing leather jacket I was surprised my mom actually got it for me. Then I looked at my brothers bed and sall a gross ugly brown jacket on his bed with a little green stain at the top. It looked twice the size of him. I felt a little bad for him When I went over to touch the jacket i felt like my hand was touching a rugged dog. Then I looked at my new jacket and took the attention of his ugly brownRead MoreThe Story of My Life2883 Words   |  12 PagesThe Story of My Life by: Helen Keller I. INTRODUCTION Helen Keller overcame different difficult obstacles of deafness and blindness to become an influential lecturer and social activist. She has become, in American culture, an icon of perseverance, respected and honored by readers, historians, and activists. Helen began working on The Story of My Life while she was a student at Radcliffe College, and it was first published in installments in Ladies’ Home Journal. Helping her was an editorRead MoreThe Story Of My Life1851 Words   |  8 Pagesred-and-gold trinkets trimming the tops of the shelves and tapestries trailing down the walls. Whatever little warmth it offered only paled in comparison to that which was radiating from right beside me. He’d refused to head back to bed, despite all my protests that he’d need as much sleep as possible, especially considering the fact that tomorrow his first class was that of the only person I’d ever despised after spending only fifteen minutes with. She’d been the subject of half our remaining conversation

Night By Elie Wiesel (1247 words) Essay Example For Students

Night By Elie Wiesel (1247 words) Essay Night By Elie WieselNight, By Elie Wiesel is a devastatingly true story about one mans witness tothe genocide of his own people. Living through the horrifying experiences in theGerman concentration camps of Auschwitz and Buchenwald, Elie sees his family,friends and fellow Jews starved, degraded, and murdered. In this essay I willaddress three important topics expressed throughout the course of the book. First, I will discuss the struggle and eventual loss of religious faith by Eliein his battle to maintain humanity in this de-humanizing environment, and whatultimately enabled him to survive. Second, I will show the establishedrelationship between Elie and his father, and the impact life in the camp hadupon it. And finally, give my personal opinion on why Elie Wiesel wrote thisbook. One of the main topics in this book is how Elie, a boy of strong religiousfaith, as well as many Jews lose their faith in God because of the atrocitiesthat take place in the concentration camps. Elie Wiesel lived his earlychildhood in the town of Transylvania, in Hungary, during the early 1940s. Ata young age Elie took a strong interest in Jewish religion as he spent most ofhis time studying the Talmud. Eventually he comes across Moshe the Beadle, whowould take him under his wing and instruct him more in depth of the ways of theTalmud and cabbala. Through Moshes instruction, he is taught to question Godfo r answers. Later Moshe is sent away to a camp and upon his return to Sighetpresents the reader with a foreshadowing of what will soon come in the book. Elie recalls, Moshe had changed.He no longer talked to me of God or thecabbala, but only of what he had seen.(4) Thus right away the reader isexposed a loss of religious faith in Moshe, the same loss that will soon plagueElie. When Elie arrives at Birkenau, the reader sees the first evidence of hisloss of faith as he questions God during the selection process. Amid theselection many Jews are separated from their loved ones who are immediately sentto the crematory or burned in large fire pits. Although unaware to him at thetime, this is the last Elie will ever see of his mother and sister. For thisreason, many Jews are grieving and begin to recite the Kaddish, a Jewish prayerfor the dead. Here Elie questions, Why should I bless his name? The Eternal,Lord of the Universe, the All-Powerful and Terrible, was silent. What had I tothank Him for?(31) Shortly after, as he marches toward the barracks, Eliewitnesses a load of children being dumped into a pit of flames which he labelsthe Angel of Death. At this point the reader sees the diminishing effectsthe first night of camp life is already having on Elie as he vows, Nevershall I forget those flames which consumed my faith forever Never shall Iforget these moments which murdered my God and my soul and turned my dreams todust.Never.(32) Each day at the German concentration camp further andfurther deteriorates Elies belief in God. The final moment, where herenounces all belief in the existence of God comes at the funeral of threeJewish males who were hung the day before, one of which was merely a child solight in weight that he hung struggling for nearly an hour before he died. Eliestates, This day I ceased to plead.My eyes were open and I wasalone-terribly alone in a world without God and without man.I ceased to beanything but ashes, yet I felt myself to be more powerful than the Almighty, towhom my life had been tied to for so long.(65) Here the reader can sense theimmense loss that Elie is overcome by having spent m ost of his childhood seekingsalvation only to conclude it was all a waste of time. With the loss of hisreligion, Elies only will to survive lies solely in the love for his fatherand hope, a hope that some day he will see an end to the nightmare ofconcentration camp life forever. Before forced evacuation into the concentrationcamps, Elie and his father were not very close emotionally. In fact, his fatherrarely showed emotion or concern toward family matters at all. Elies fatherwas one of the leading men that the community held in great esteem. Yet Eliesfather did not approve of him wasting time with religion and readings of thecabbala, which formidably created a barrier of separation between father andson. The only bond between the two when they reach the camp is the desire tostay with each other, family. After witnessing the horror of the firstnight at the camp and the separation of his family and families of others, thebond between Elie and his father seems to grow stronger. Becaus e of his old age,Elies father is constantly struggling with the militant style of camp life. .u0f3e08ba05210c61fec20db8a7653fda , .u0f3e08ba05210c61fec20db8a7653fda .postImageUrl , .u0f3e08ba05210c61fec20db8a7653fda .centered-text-area { min-height: 80px; position: relative; } .u0f3e08ba05210c61fec20db8a7653fda , .u0f3e08ba05210c61fec20db8a7653fda:hover , .u0f3e08ba05210c61fec20db8a7653fda:visited , .u0f3e08ba05210c61fec20db8a7653fda:active { border:0!important; } .u0f3e08ba05210c61fec20db8a7653fda .clearfix:after { content: ""; display: table; clear: both; } .u0f3e08ba05210c61fec20db8a7653fda { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0f3e08ba05210c61fec20db8a7653fda:active , .u0f3e08ba05210c61fec20db8a7653fda:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0f3e08ba05210c61fec20db8a7653fda .centered-text-area { width: 100%; position: relative ; } .u0f3e08ba05210c61fec20db8a7653fda .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0f3e08ba05210c61fec20db8a7653fda .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0f3e08ba05210c61fec20db8a7653fda .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0f3e08ba05210c61fec20db8a7653fda:hover .ctaButton { background-color: #34495E!important; } .u0f3e08ba05210c61fec20db8a7653fda .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0f3e08ba05210c61fec20db8a7653fda .u0f3e08ba05210c61fec20db8a7653fda-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0f3e08ba05210c61fec20db8a7653fda:after { content: ""; display: block; clear: both; } READ: Impact Of Social Media On Society EssayWhen he is beaten for not being able to march properly in rank, Elie spends timeinside the blocks teaching him how to properly march in place. Unlike many ofthe other Jews who criticize Elie, he does not abandon his father to fend forhimself. Instead he is constantly by his fathers side looking out for him anddoing what he can to keep his father out of trouble. Eventually concentrationcamp life frustration takes its toll on Elie as he begins to feel less and lessremorse for his father. One day as he and his father are loading diesel enginesinto a train, one of the guards strikes out at his father. You lazy olddevil, the guard shouts o ut as he beats Elies father to the point ofcollapse. Elies response to this beating is very much different though. Hefelt that it was his fathers own fault. He states, Any anger I felt at themoment was directed, not against the Kapo, but against my father. I was angrywith him. For no knowing how to avoid Ideks outbreak.(64) The only reasonleft to live after he has given up all faith in god is for his father. Hisfather needed him. He questions, What would he do without me? I was his onlysupport and so throughout the last winter there Elies ongoing struggle tosurvive was met by his struggle to keep his father alive. Eventually when hisfather is stricken with Illness he grows weary of constantly taking care of him. While Elies father grew weaker so did he. At one point when he was in searchof his father he thought, Dont let me find him! If only I could get rid ofthis dead weight, so that I could use all my strength to struggle for my ownsurvival, and only worry about myself.(101) When his father eventually diddie, it was due to a blow on the head by an officer and the last words were thatof Elies name as he called him for water. Ashamed forever, this is whatconcentration camp life had done to Elie. I believe that Elie Wiesel wrote thisbook as a living testament, being one of the few survivors of the Holocaust. Hefelt it was his duty to justify how so many of his people could be allowed todie while the world remained silent. He and his people did not create theHolocaust, but rather the Holocaust created them. As a survivor, Elie has nochoice but to tell all who will listen what the silenced victims would tell ifthey could speak for themselves today. Having lost his entire family to theaftermath of the Holocaust, one can only hope that the world can learn from theJewish peoples suffering and prevent history from repeating itself.

102 Week 7 Journal Response Professor Ramos Blog

102 Week 7 Journal Response This week we looked at monster reviews, analyzing monsters, library research, and Frankenstein to name a few. You have started to research your monsters, so this is a great opportunity to look up modern representations of your monster, and even reviews of the monster representation you are looking at. What was the critical and popular reception to your monsters, both when it came out and a modern day version? Requirements are still the same. About 250 words, summary and response to the article/post/news/etc; aka text. Comment below with a link to the text and your summary and response.

Free Essays on Developmental Progression

The developmental progression is different for everyone whether you are a male or a female. Humans start to develop at all different ages. Girls tend to start about two years earlier than boys. Girl’s bodies also go through a more difficult process than the male body does. When a human is born, they are classified as either a boy or a girl. Little girls are usually dressed in pink and white lacy clothing with head bands or ribbons in their hair. Boys are usually dressed in blue. Girls’toys also differ from the boys. Girls are supposed to play with dolls while boys play with trucks. When I was growing up; I had two older brothers and I received the hand-me-downs. I played in the dirt with my GI-Joes just like my brothers did. Girls are taught to be proper and to do all those â€Å"girlie† things. Right when they think they’ve known all to be known about being a girl, puberty comes and smacks them in the face. As early as the age of eight, the female body starts to go through some changes. Breasts start to develop, hair begins to grow and then menstruation begins. The school systems makes you watch that movie thinking that it’s going to prepare you for it all, but it makes the children more confused than before. Puberty for females is more noticeable then it is for males. I never had the problem of having my breast develop too young, but I know girls that went through all the teasing because they had these odd shapes poking out of her shirt. Eventually as the years go on, all the females go through puberty and start to menstruate. Through this time I can assure you that there was a lot of teasing going on. Every time I would get into an argument with my brothers they would automatically assume that I was â€Å"on the rag† or â€Å"aunt flow was in town†. Because of all the teasing and name calling, I can say from experience, I was taught to keep my menstruation a secret. I was almost embarrassed about it. When growing up, it ... Free Essays on Developmental Progression Free Essays on Developmental Progression The developmental progression is different for everyone whether you are a male or a female. Humans start to develop at all different ages. Girls tend to start about two years earlier than boys. Girl’s bodies also go through a more difficult process than the male body does. When a human is born, they are classified as either a boy or a girl. Little girls are usually dressed in pink and white lacy clothing with head bands or ribbons in their hair. Boys are usually dressed in blue. Girls’toys also differ from the boys. Girls are supposed to play with dolls while boys play with trucks. When I was growing up; I had two older brothers and I received the hand-me-downs. I played in the dirt with my GI-Joes just like my brothers did. Girls are taught to be proper and to do all those â€Å"girlie† things. Right when they think they’ve known all to be known about being a girl, puberty comes and smacks them in the face. As early as the age of eight, the female body starts to go through some changes. Breasts start to develop, hair begins to grow and then menstruation begins. The school systems makes you watch that movie thinking that it’s going to prepare you for it all, but it makes the children more confused than before. Puberty for females is more noticeable then it is for males. I never had the problem of having my breast develop too young, but I know girls that went through all the teasing because they had these odd shapes poking out of her shirt. Eventually as the years go on, all the females go through puberty and start to menstruate. Through this time I can assure you that there was a lot of teasing going on. Every time I would get into an argument with my brothers they would automatically assume that I was â€Å"on the rag† or â€Å"aunt flow was in town†. Because of all the teasing and name calling, I can say from experience, I was taught to keep my menstruation a secret. I was almost embarrassed about it. When growing up, it ...

What do international students need to know before they come to UK Essay

What do international students need to know before they come to UK Challenges an International Student Likely to Encounter - Essay Example In my case study, I will explore potential threats to the comfort and academic excellence of an international student. My views, encounter, and success in the new environment will be shaped by Maslow hierarchy of needs which outlines various needs and preparedness one ought to have towards attaining excellence in all spheres of life. Further, some of my ideas and facts will be drawn from diverse academic resources presented by specialist in the light of the case study. Finally, other ideas will be corroborated by interviews I conducted with students and lecturers. Background Located strategically at the centre of England, the University boasts a total student population of â€Å"23,207 inclusive of 2,500 international students† (University of Wolverhmpton, 2013). According to factual information presented in the university official web site, University of Wolverhampton traces its way back in the mid- 1800s as Wolveharmpton Mechanics Institute and college of Arts. It later gain ed the current status 1969 as the University of Wolverhampton. It offers over six international courses such as international foundation, undergraduate courses, postgraduate courses, pre master’s program, English pre-sessional course, just to mention a few. Also, the university has three campuses located in Telfoord, Walsall and the city campus. It has modern and well-equipped accommodation facilities with different options to suit the needs and privacy of every student. The university offers over one hundred courses in its various academic programs. Food and Accommodation Burnapp (2009, p.13) points out that â€Å"what a body needs to survive such as food, water and somewhere to sleep . . .† aid in excellent physiological development. The university has taken this into great consideration with spacious and fully functional hall of residence. However, this is enjoyable for those who had been accommodated. As an international student, accommodation becomes a major chall enge and if not addressed before taking that flight you may be unlucky and forced to spend some few days under someone’s roof, your â€Å"good Samaritan† and it can be a hell of experience without a friend who has settled there or a relative to turn to at such hour of need. Many students are often misguided and fail to prioritise accommodation. All they do is to firmly fix their eyes on the academic part of it. This is absolutely wrong for an international student. Nelson (2012) in an interview mentioned the importance of accommodation for an international student, but for him all had been done by his parents prior to his coming. This clearly shows how accommodation is so valuable for an international student. We didn’t stop at importance of accommodation and further talked about food. â€Å"I managed to find my local food† (Nelson, 2012) something we shared in common as I managed to find my local favourite dish with much ease. Undoubtedly, it will be abs olutely right to authoritatively say food and accommodation play major role which an international must consider before taking a flight. Security Every student needs to feel safe each. The university authority does not take students security lightly. Every student is required to flush out their issued ID to pass the security guards on the ground. This is unlike my country institutions which indeed, each student is issued with student identification card but hardly used at the entrances making it

This papers topic is on Sight and Blindness in the play Oedipus Rex Essay

This papers topic is on Sight and Blindness in the play Oedipus Rex - Essay Example In light of this, it can be said that being sighted or blind does not necessarily correspond with the ability to control ones fate. It may be assumed that having the ability to see makes it easier to control fate, however, in Oedipus Rex, it is clearly evident that between physical and intellectual blindness, it is the latter which seems to allow for a more truthful vision of one’s destiny. Oedipus, the protagonist, is arrogant and intellectually blind. It is this arrogance and blindness which actually cause him to eventually fulfill the fate he so desperately tries to escape from. He begins his life with a prophecy from the gods; that one day he will kill his father and marry his mother. In a desperate attempt to avoid this terrible fate, his parents send him into the mountains to die. However, a shepherd saves Oedipus and the child is adopted by Polybus and Merope, the King and Queen of Corinth. While Oedipus was completely unaware of the prophecy during this time, he was safe from fulfilling his terrible destiny. Ironically, it is only when he begins to see the truth that he begins to approach his fate. As he becomes aware of the prophecy, he flees from home for safety in the hopes of avoiding his destiny. However, in doing so, he achieves the opposite; while fleeing Corinth, he meets his real father, King Laius, and kills him. He then makes his way to Thebes where he marries his real mother, Jocasta, and also brings a plague into the city. These events are hugely ironic, because if Oedipus had never become aware of the truth, he could have stayed blissfully ignorant, and safe from fulfilling his destiny. Alternatively, if Oedipus had been aware of the full truth from the beginning he could have potentially avoided his fate. His arrogance is further displayed when he declares that he will find the Kings killer so he can save the town from the plague, unaware that he himself is the killer. We can see that throughout the

Film and Literature Essay Example for Free

Film and Literature Essay Literature and film feed at the same breast, considering the affinities between them. Since its very beginning, Hollywood has used works of fiction as source material for films. One of the most discussed adaptations is Francis Ford Coppola’s Film Apocalypse Now (1979) based on Joseph Conrad’s novel Heart of Darkness (1902). This paper compares and contrasts these works of art, arguing that while there are obvious differences, the film generally general remains true to the core meaning of the novel. One can say that Coppola’s film is a thematic and structural analogue to Conrads novel. Differences On the surface it seems that Apocalypse Now deviates largely Heart of Darkness. The differences can be seen in settings, events, characters, and other snippets of information such as quoted lines and strange actions of the major characters. The settings of the two stories are different and written in different periods of time. The setting of Conrads late nineteenth century novel is the Belgian Congo in the 1890s. By contrast, Coppolas 1979 film takes place in Southeast Asia in the 1960s during the Vietnam War. In addition, the novel centers on Charles Marlow, a British sailor employed by a European trading company as captain of one of their steamboats, whereas the film focuses on an American army officer, Benjamin Willard. Another major difference is that the ivory traders are in the Congo of their own greed and free will, whereas the American soldiers are drafted into Vietnam and engage in the war against their will. At the first glance, there seem to be character differences in the novel and film – Copollas Willard is nothing like Conrads Marlow. In the novel, Marlow is very eager to meet Kurtz and perhaps gain knowledge about the secrets of the ivory trade in the former Zaire. On the other hand, Willard seems to have a death wish. Copolla portrays Willard as a depressed human, having a soldiers killer instinct, throughout the entire film. The effectiveness of point of view also differentiates the novel and the film. While it is true that Willard remains on the screen more than anyone else in Apocalypse Now, and his comments are often heard on the films sound track, viewers still do not see others completely from his perspective as readers do in Heart of Darkness. Hence, the film is robbed of some of the emotional intensity that one feels when one reads the novel. This is simply because the narrator in the novel communicates his subjective reaction to the episodes from the past. In the film, the audience does not grasp the extent to which the narrator is profoundly affected by Kurtzs tragedy. Many of Marlows sage reflections about Kurtzs life and death are absent in the film. Moreover, while Coppola successfully creates a staggering experience of the wars madness, he seems to confuse the moral issues. This is perhaps because of his view of personalizing the novel. The director identifies so strongly with Kurtz that he modifies the issue of power and disturbs the delicate balance between Conrads story and the subject of Vietnam. Apocalypse Now succeeds in making its viewers experience the horror of the war and to realize their own complicity in it, but it fails to highlight the nature of Kurtzs horror illuminated in Heart of Darkness. Coppolas failure to combine Conrads story and the Vietnam War in this respect points largely to The films adaptation of Kurtz. In the novel, Kurtz is corrupted by his isolation in the wilderness, resulting in an obsession with power and unfolding frightening truths about himself: I think it had whispered to him things about himself which he did not know, things of which he had no conception till he took counsel with his great solitude-and the whisper had proved irresistibly fascinating. It echoed loudly within him because he was hollow at the core. (133) in the film, Coppola tries to resonate Kurtz’s â€Å"hollowness† by having the character recite The Hollow Men by T. S. Eliot. But this can be seen as more of an emblematic solution that does not somewhat applies in the Vietnam War context. Parallels While the settings, backgrounds, characters, and approaches of the novel and film are somehow different, the narration, structure, and that theme are similar. The following paragraphs summarize some of the essential parallels between Conrads Heart of Darkness and Coppola’s Apocalypse Now. In the novel, Marlow introduces his narrative with a passage about â€Å"devotion to efficiency†, the idea behind how the ivory trade makes profit, justifying cruel exploitation (Kinder 16). This statement is also applicable to the Vietnam War context as they are both in the stages of Western imperialism: The conquest of the earth, which mostly means the taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much. What redeems it is the idea only. An idea at the back of it; not a sentimental pretence but an idea: and an unselfish belief in the idea-something you can set up and bow down before, and offer a sacrifice to. (70) Coppola does not retain this speech in the film, but it becomes the groundwork for the dramatic events that unite Kurtz and Williard: the former’s recounting of the inoculation story and the latters murder of a wounded Vietnamese woman. The two are driven into a situation in which â€Å"military efficiency is totally undermined, yet they have been trained to worship it and to internalize it as the source of their own personal pride† (Kinder 16). In the novel, although Kurtz embodies all of Europe, he can be viewed as a â€Å"universal genius† who shows what lies ahead for those who take the challenge to look into the abyss. Despite the shortcomings in the handling of Kurtz, Copollas conception of film remains a masterful work that complements the power of Conrads vision. The novel and the film embody the theme of insanity and madness and insanity caused by the evil of imperialism. Madness in the novel is the result of being removed from ones normal environment and how people cope with their new environment. The same theme is explored in the film. Many soldiers who are drafted into Vietnam are barely 18 or 19-year-olds. Their mental stability is shaken when they are thrown into a harsh environment, where their lives hang on by the minute. Soldiers such as Lance and Chef are ready to snap at any moment due to the shock and realization of what kind of situation they are in or what is the purpose of fighting fellow men. They also fear the fact that they do not know where they are headed. Copolla and Conrad literally and metaphorically confront the madness and insanity brought about by Western imperialism and colonialism. Through Kurtz and the American soldiers, Copolla is able to portray what war is like for them, and why so many of them suffered from Post Traumatic Stress Syndrome. The film suggests that wars are an imperialist tool that drives the weak into their destruction. On the other hand, Conrad exposes how the imperialist agenda leads to the exploitation of foreign lands and its people, leaving the imperialist agents themselves deranged and empty (Papke 583). Both the novel and the film also give rise to a race discussion. Conrad and Coppola portray White men as the dominant. They not only rule over their respective crews; they also dominate the local peoples. Marlow and Willard look at the native people as if are the savage culture and White men are the civilized one. But it is interesting to note that each of the two main characters see a little of himself in Kurtz, a degenerated savage White man. Coppola’s take on Conrad’s Heart of Darkness has gained much attention from film scholars. In â€Å"The Power of Adaptation in Apocalypse Now†, Marsha Kinder states that â€Å"Coppola rarely hesitates to change Conrads story-setting, events, characters-whenever the revision is required by the Vietnam context. † (14) Moreover, the dialogues in the film, especially Willards voice-over narration, have been attacked by several film critics for sounding more like a parody of author Raymond Chandler than an adaptation of Conrads novel. But a deeper look suggests that Willards character and tone are not intended to be Marlows. To suit the Vietnam context, Willard has been totally transformed into a trained assassin, whose life has been drained of all meaning. Coppola retains Conrads focal image of the river. In the film, just as in the novel, each of the main characters embarks on a literal and metaphoric central journey. Marlows description of the Congo is an enormous snake uncoiled that fascinates him as a snake would a bird. The films structure is controlled by the image of the river â€Å"that snaked through the war like a main circuit cable,† carrying Willard to Cambodia. The novel and the film begin with the protagonists explanation of how they got the appointment which necessitated their excursion upriver. Marlow is dispatched to steam up the Congo in to find Mr. Kurtz, while Willard is mandated to journey up the Mekong River in a navy patrol boat to find Col. Kurtz. Moreover, while they travel up a primeval river to fulfill their respective assignments, they speculate about the character of the man they are seeking, with the help of the information they have pieced together about him. In both novel and film, the river eventually leads Marlow and Willard to Kurtz and his dying words of horror (Kinder 15). This final destination for both men is their soul-altering confrontation with Kurtz. Overall, it is an expedition of discovery into the dark heart of man. It is also a close encounter with mans capacity for evil. Coppola agrees with this observation and stated that he also saw Willards voyage upriver as a representation for the journey of life that people take within themselves and during which they decide which side to take: good or evil. The horror of the world dominated by hollow men is at the center of both Heart of Darkness and Apocalypse Now. Kurtz, in his god-like acousmatic voice and morally terrifying manifestation, is invested with much greatness: He fully understands existence in all its repugnance. Repelled and terrified Kurtz pushed himself to go into the very heart of darkness, to fully engage in the dualism (good and evil) of Being. To call Kurtz heroic or rapacious or good or evil, is to miss the point entirely. He is forever shaped by a dark satori, by an understanding of the omnipresent nature of darkness. Marlow and Willard are arguably Kurtzs spiritual sons, and they experience the same realization. Both of them look full face at the great condemnation, at the dark obscurity of Being. Each of them faces moral terror in the shape human conduct forced beyond decent limits; and each of them is profoundly transformed by this experience. In her book, Double Exposure: Fiction Into Film, Joy Could Boyum states that â€Å"in substituting Willard for Marlow, a madman for a sane one,† Coppola creates a character incapable of â€Å"any shock of recognition,† a man unable to â€Å"know evil when he sees it† (114). Boyum also argues that there is no discovery for Willard; he is a â€Å"murderer confronting a murder, a madman face to face with madness-it amounts only to a tautology. † Thus, Copollas Apocalypse Now can be argued as a movie that has no moral center. Unlike Willard, Marlow returns from the river experience with intact moral perspective and sanity, inviting the readers trust and identification. But one can also say that, like Apocalypse Now, Conrads Heart of Darkness, itself, is a novel that has no moral center. The book suggests that Marlows great realization is that existence itself has no moral heart. The character has not sustained the river journey with his intact moral perspective unchanged. Towards the end of the novel, Marlow is a transformed man, largely isolated and very different from those people aboard the Nellie. He is alienated forever in his wisdom. Willard, too, in the end, is vastly separated by his new knowledge. While many critics see Willard as immoral, insane, and unchanging, Kurtzs view of him is more fitting. In the film, Kurtz describes Willard when he sees him for the first time as â€Å"an errand boy sent by grocery clerks to collect a bill. † But in the end, Willard becomes wiser. He has been transformed, humbled by his face-to-face confrontation with the darkness natural in Kurtz, in himself, in existence. Therefore, the separate stories of Willards and Marlows river experiences follow a similar narrative pattern and arrive at a similar truth. Apocalypse Now is a thematic and structural analogue to Heart of Darkness. This is perhaps because, Copolla, in his authorial wisdom, fully understood that theme and technique, meaning, and structure are inseparable entities. To tell a story differently is to tell a different story. It seems that, ultimately, Copolla and Conrad tell the same story. Conclusion This paper looks at the differences and parallelisms between Conrad’s Heart of Darkness and Coppola’s Apocalypse Now. In comparing and contrasting the novel and the film, this paper suggests that the film has some significant deviation from the novel. Despite this, however, Apocalypse Now generally remains true to the core of Heart of Darkness. Both the novel and the film follow the same story line but Conrad and Copolla have different ways of presenting this story. This results in surface differences. But a deeper and closer reading of both the novel and the film reveals that they complement each other. This is one of the most important things in adapting a work of literature into a film. Works Cited Boyum, Joy Gould. Double Exposure: Fiction Into film. New York: Universe Books, 1985. Conrad, Joseph. Heart of Darkness. New York: New American Library, 1950. Kinder, Marsha. â€Å"The Power of Adaptation in ‘Apocalypse Now’†. Film Quarterly 33. 2 (1979-1980): 12-20. Papke, David Ray. â€Å"Joseph Conrads Heart of Darkness: A Literary Critique of Imperialism. † Journal of Maritime Law and Commerce 31. 4 (2000): 583-592.

Disease and Native American Demise During the European Conquest of the

Disease and Native American Demise During the European Conquest of the New World The European conquest of the new world was most commonly attributed to the superiority of the Europeans in all the facets of their confrontation. They had the superior weaponry, and were thought to have a superior intellect. After all, they were just bringing "civilization" to the new world, right? It sounds nice when you are learning about Columbus in grade school, but the traditional story is pretty far from the truth. The truth is that the Europeans, when they discovered this was a brand new world and not the spice islands, sought to rape the land for its gold and natural resources and enslave the Amerindians (native Americans), who were regarded to be less than human. One has to wonder why it was so easy for the Europeans to impose their will on the Amerindians. Was it solely because the Europeans were superior technologically and intellectually? Unfortunately the answer is not that simple. The Europeans were superior in those areas, but the bulk of the disaster they imposed was not what they knew, but what they brought with them, disease. Disease, on the epidemic level, is thought to be the major factor in the decline of the Amerindians during the age of discovery. Before I go any further, I feel that I should clarify the difference between the terms epidemic and endemic disease. An epidemic disease is a disease that enters into a population and completely ravages it. Epidemics are particularly destructive because they are usually diseases that have never been introduced into that specific population. A good example of an epidemic is the bubonic plague, or smallpox. Smallpox uncontrollably ravaged Europe for more than two hundred years.... ... the disease that accompanied an average race of people that made the difference in the conquest of the Americas Bibliography Crosby, Alfred W. Ecological Imperialism The Biological Expansion of Europe 900-1900. New York: Cambridge University Press, 1986. ---. The Columbian Exchange. Westport: Greenwood Publishing Company, 1972. McNeil, William H. Plagues and People. Garden City: Anchor Press, 1976. Verano, John, and Douglas Ubelaker. Disease and Demography in the Americas. Washington D.C.: Smithsonian Institution Press, 1992. Cowley, Geoffery. "The Great Disease Migration." Newsweek Fall/Winter 1991: 54-56. Snow, Dean, and Kim Lanphear. "European Contact and Depopulation in the Northeast: The Timing of the First Epidemics." Ethnohistory Winter 1988: 15-33. Diamond, Jared. "The Arrow of Disease." Discover October 1992: 64-73.

Comparative Research on Cross-Cultural Families Essay

1. Reference or bibliographic entry of your selected article in APA style (see example in the first assignment guidelines): Toro-Morn, M., & Sprecher, S. (2003). A cross-cultural comparison of mate preferences among university students; the united states vs. the people’s republic of china (PRC). Journal of Comparative Family Studies, 34(2), 151-170. 2. What are the aims and/or research questions of the study? The research of the cross-cultural study aims their question at comparing mate preferences of young adults in the People’s Republic of China and those young adults of the United States. This study correlates to the research done in 1998 by Goodwin, which examine the political and economic structure in a particular culture and the effect it had on relationships, in particular mate preferences. 3. What concepts or ideas did the authors want to study? How were they defined in the study? Read through the literature background or the introduction part. The article states the researchers have three concepts they wish to obtain from the study. One, within each culture analyzes gender variation in mate preferences. Second, differentiate the two cultures in which they are satisfied with gender differences in mate preferences. Third, differentiate the two cultures of the significance of diverse partner characteristics. The concepts were outlined and explain through a questionnaire to 648 university students in the United States and 735 university students in the People’s Republic of China. The United States questionnaire contained 422 females, 219 males, and 7 did not specify their gender. The People’s Republic of China questionnaire contained 343 females, 352 males, and 40 did not specify their gender. The questionnaire contained a section called â€Å"Traits Desired in a Mate.† Through the results, researchers could determine which traits were least and most important. Also the differences and similarities within each culture, including the mate preferences of women versus males within each culture. 4. Describe the participants of the study. Since you are supposed to choose an article of a cross-cultural study on families, the participants for this study should have different cultural backgrounds. What are these cultural backgrounds? What are the demographics of the participants? This study contained two different participants, our very own young adults from the United States and young adults from the People’s Republic of China. In the late 1970s, The People’s Republic of China began having social and economic reforms. Not only did they began having reforms, but these reforms stimulated the growth of social science research. Which as a result, allowed researchers to research the mate preferences of young adults in the People’s Republic of China. The People’s Republic of China is recognize as the largest country in the world. Thus, having an immense population. These people live in a country were social and historical forces play an important role in their expectations of their potential partner. In addition they live in a country were government enforces family polices. This study contain people who were currently in a university; thus their age would range from eighteen to twenty three. 5. What is the authors’ methodology? How did the authors collect their data? What are the measurements or research tools that they used? The author’s methodology is based on a method, a procedure, measurements of the procedure, and results. The author collected their data by a questionnaire given to university students in the United States and the People’s Republic of China. The measurements the researchers used were in a section on the questionnaire called â€Å"Traits Desired in a Mate† which determine what characteristics they found important in a potential mate. 6. What kind of analytical procedures did the authors use? Describe each as to how they can answer the research questions or achieve the aims of the study. The author uses three types of analytical procedures. They first gather their research by determining which of the twenty-five traits were most and least favored overall. They put this data into a table, which  portrays the importance rating for the total sample. Secondly, they compared the similarities and differences within each culture. As a result, they are able compare each culture traits that hold high or low importance and see if any of them are the same. Third, they compare the mate preferences for women and men in each culture. 7. What are their general findings and conclusions? The study concluded that participants would rather have a mate who is honest, kind, healthy, and have an energetic personality. Researchers found that participants felt that intrinsic personality traits were more important then status characteristics. Males were more entranced with attractiveness as a role in finding their mate. Well women in both culture were looking for men with earning potential and wealth. The major difference between the United States and Chinese cultures was the importance of having children to both parties. As you could imagine, it was important to the American culture and was fairly unimportant to the Chinese counterparts. 8. After the findings and conclusions, what recommendations were made by the researchers? I don’t know if there were recommendations made as much as thoughts for the future. The researchers though that the past has shaped both countries enough that what they look for in a potential mate will stay true. These differences between the two countries should still hold true, disregarding the fact that the Untied States culture is widely accepted in China. If anything they came to the conclusion that China’s one-child policy has a major effect on how the Chinese look for a mate. 9. What learning did you gain from this assignment or from reading this kind of a paper? I definitely enjoyed reading this particular article because it compared the United States culture (which is the country I lived in) to another culture, the People’s Republic of China. Through the researchers questionnaire, I was able to see the comparisons between the two cultures in their mate  preferences. I felt it was interesting to see how important social and economic factors are in other cultures.

How Long Is Medical School M.D. Degree Timeline

A typical medical school program takes roughly 4 years to complete. However, the timing can vary depending on the institution, if you elect to take additional courses or a leave of absence, or pursue additional training like a Master’s of Public Health (MPH) degree. While obtaining an M.D. degree will take only 4 years, physicians are also required to complete training in a residency program, which can last up to 7 additional years, depending on the specialty. Even after completing a residency program, many also go into subspecialty fellowship training programs, which may take a couple of additional years to complete. With required continuing medical education courses and ongoing skill training, the educational journey of a doctor never really ends. The following information summarizes the M.D. degree timeline and what happens during each year of medical school.   Years 1 and 2: Pre-Clinical Coursework The first two years of medical school will be spent focused on science training. The time may be split between listening to lectures in the classroom and hands-on learning in the lab. During this time, in-depth education will explore the basic sciences, like anatomy, microbiology, chemistry, and pharmacology. Lectures will review the detailed knowledge of body structures, how functions manifest through physiology, and the interplay of different systems. Knowledge of medical concepts, diagnoses, and treatments for a wide variety of medical conditions will be built on this foundation. Much of the high-level knowledge obtained from these science and lab courses will be applied in practice patient interactions, like obtaining medical histories or conducting physical examinations.   The structure of the medical school curriculum can look different depending on the specifics of the program. In some schools, there may be a singular focus on one topic for 4-6 weeks before moving on to the next. Other medical schools may arrange 4 to 5 different courses to occur all at once, extended over a longer period of time. The structure of the curriculum and personal learning styles and preferences may be important to consider when choosing a medical school.   During the second year of medical school, students begin preparing for the United States Medical Licensing Examination (USMLE) Step 1. This exam is one of three tests that must be taken to demonstrate basic competence in the scientific disciplines and clinical practice of medicine. It is necessary to be well-prepared for questions on the concepts and mechanisms behind health, disease, and therapies. Most medical students take the Step 1 exam near the end of the second year, before starting clerkship rotations. Aside from coursework, the first two years are spent getting accustomed to the new pace of medical school, developing friendships and study groups, and learning more about medicine and long-term professional interests. The last official summer break for medical students, who ultimately spend decades in education and training, happens between the first and second years of medical school. Many students use this time to relax a bit and have fun. Some take vacations, get married, or even have children during this summer. It is also quite common for students to pursue research opportunities or volunteer work. This time may also be used as a preview to clinical rotations. Students may choose to seek out externships offered by the school, or they might reach out to faculty in a specialty of interest. Foreign language classes or other extracurricular interests may also be engaged. Year 3: Clinical Rotations Begin The hands-on training—called clinical rotations or clerkships—begins in the third year of medical school. This is when the real fun of medicine begins! Instead of spending most of the day in a lecture hall, classroom, or lab, the medical student transitions to time spent in the hospital or clinic. During these rotations, exposure to general patient care as well as a variety of specialties across a wide range of patient populations occurs. In most medical school programs, there are a core set of standard rotations required of every student. The following are some of these common basic or core clerkships:   Family Medicine: Delivery of comprehensive, generalized healthcare, usually in a clinical setting, to men, women, and children.Internal Medicine: Focused on disease prevention, diagnosis, and treatment among adults, possibly with both a clinical and hospital practice, often used by medical students and residents as a foundation to specialty training (cardiology, pulmonary, infectious disease, gastroenterology, etc.).Pediatrics: Responsible for the delivery of comprehensive healthcare to infants, children, and teenagers, usually in a clinical or hospital setting.Radiology: Specializes in using various modalities of medical imaging for the diagnosis of diseases and treatment planning.Surgery: The application of surgical techniques in an operating room to treat or manage a variety of surgical conditions impacting any part of the body as well as post-operative care of hospitalized patients and those seen after discharge.  Neurology: Specializes in the diagnosis and treatment of disorde rs of the brain and nervous system.Psychiatry: Specializes in the diagnosis, treatment, and management of patients dealing with mental disorders.Obstetrics and Gynecology: Specializes in delivering healthcare to women, diagnosis and treatment of conditions affecting the female reproductive organs, and managing pregnancies, deliveries, and postpartum care.   Depending on the medical school, its location, and the surrounding hospitals and resources, there may be some very unique experiences and opportunities. For example, if you are in a more urban city, you may have rotations in emergency or trauma medicine.   By the end of the third year, it is possible to find a niche and select a specialty area for ongoing training with rotations during fourth year. Clinical rotations are a good time to consider interests as well as values, and develop skills that will help to select the types of residency programs to pursue.  It is also a great time to do things that may never be done again, but the memories and experiences shall persist. During the third year of medical school, it is also important to prepare for the USMLE Step 2 exam which is usually taken at the end of the year or early in the fourth year. The test assesses the knowledge acquired during general internal medicine rotations, the understanding of the principles of clinical science, and basic clinical knowledge and interpersonal skills, like communicating with patients or conducting physical examinations. This exam is split into two categories: Step 2 CS (Clinical Sciences) and Step 2 CK (Clinical Knowledge). Year 4: Final Year and Residency Matching   Clinical rotations will continue during the fourth and final year of medical school. It is common to pursue electives that fit long-term career interests and strengthen an application to residency programs. This is a typical time to complete sub-internships, also called â€Å"audition rotations.† During these clinical rotations, performance in a preferred specialty may be scrutinized and evaluated. It may help to strengthen a future letter of recommendation or even secure a position in the specialty program for continued training after graduation. These rotations can also happen at any institution in the country, allowing for an audition to an outside program that may be appealing for residency training.   While clinical rotations continue, it is also time to prepare the residency applications. Similar to how medical school applications are submitted through AMCAS, residency programs of interest are selected and applications are submitted through ERAS. The application typically opens around September 5, and residency programs can begin receiving applications around the 15th of September. In compiling the application, a medical student will choose residency programs of interest and rank them. After in-person interviews are completed, which usually occurs between October and February, these programs will submit their own ranking of desired applicants.   Based on a computer algorithm that compares these two sets of rankings, it will be possible to determine the best match between a candidate and an open residency position. During the Match Day ceremony, which typically occurs in March, medical students across the country open an envelope to learn their residency match and where they will spend the next years of their lives completing the required medical training.   After Medical School   Most residency programs begin at the start of July, with orientation in late June. Newly minted medical doctors may have some time off to transition to their new programs. Many choose to take a little vacation time before starting the next phase of their education and training.   During the first year of residency, time will be dedicated to prepare for the last USMLE exam, known as Step 3. This final exam must be passed in order to obtain an official medical license, useful to become recognized by a state medical board, and will grant the ability to practice medicine without supervision. Clinical medical knowledge, and how it is applied in an outpatient setting, is the last component of this required 3-step testing. This exam is the least difficult of the tests and is usually taken at the end of the first year, or during the second year, of the residency program. Sources and Further Reading Association of American Medical Colleges. ERAS ® for Medical Schools: Timeline.Association of American Medical Colleges. What to Expect in Medical School.  United States Medical Licensing Examination.