Saturday, April 18, 2020
The Things They Carried Essay Summary Example For Students
The Things They Carried Essay Summary Word Count: 900In the novelby Tim OBrien the author tells about his experiences in the Vietnam war by telling various war stories. The quote, It has been said of war that it is a world where the past has a strong grip on the present, where machines seemed sometimes to have more will power than me, where nice boys (girls) were attracted to them, where bodies ruptured and burned and stand, where the evil thing trying to kill you could look disconnecting human and where except in your imagination it was impossible to be heroic. relates to each of his stories. We will write a custom essay on The Things They Carried Summary specifically for you for only $16.38 $13.9/page Order now The first part of the quote matches with the first story, The Things They Carried. The story told about the items that each soldier took with them to the war. The quote says that the past has a strong grip on the present. The items that the soldiers have with them remind them of there past. Sometimes the soldiers have to let go of something they have because of certain conditions. For example Jimmy Cross had a good luck from his girlfriend Martha, it was a pebble that was from the Jersey shoreline. She sent it to him because it reminded her of how they are together but separate. Jimmy took this everywhere during the war and kept it in his mouth. When one of his friends got killed during action he got rid of the pebble because he thought it was a distraction. The second part of the quote, which says, Where machines seemed sometimes to have more will power than me Relates to the story The Man I Killed. In this story the author talks about the man he killed. He starts out by describing the dead person then he starts to regret it. The quote states than in war a machine, which could be a gun, sometimes has more power than a person does. The author noticed this after he killed the enemy soldier, he noticed that it was the gun that killed the person and not him. This made him feel better after a while, but never forgot about the person he killed. The war story named Sweetheart of the Song Tra Bong relates to the third part of the quote, which says where nice boys (girls) were attracted to them. The story was about a girl that was changed dramatically by the Vietnam War. It started in an outpost were injured soldiers were brought so that they can be treated. A person named Mark Fossie brought his girlfriend from Cleveland Heights Senior High, she was about 17 years old. All of the other people were amazed at this. As time went on the girl began to learn to do many war related task. Soon she has changed so much that her boyfriend no longer liked her so they left each other and Mark Fossie never heard of her again. The quote means boys and girls are supposed to like each other, but not in war. War changes people a lot, for example Mark Fossies girl friend was a beautiful blond and he never imaged her killing people and liking it, but war turned her into that type of person and now he regrets bringing her to Vietnam. The story that I found very interesting was Spin and it relates to the fourth part of the quote, where bodies ruptured and burned and stand. In this story Mitchell Sanders was prying off body lice from a dead person and putting it in an envelope addressed to the USO. This part of the quotes talks about dead and rotting bodies, this story spin is also based on that idea. .uab55133e51f4b07997047bcef785f088 , .uab55133e51f4b07997047bcef785f088 .postImageUrl , .uab55133e51f4b07997047bcef785f088 .centered-text-area { min-height: 80px; position: relative; } .uab55133e51f4b07997047bcef785f088 , .uab55133e51f4b07997047bcef785f088:hover , .uab55133e51f4b07997047bcef785f088:visited , .uab55133e51f4b07997047bcef785f088:active { border:0!important; } .uab55133e51f4b07997047bcef785f088 .clearfix:after { content: ""; display: table; clear: both; } .uab55133e51f4b07997047bcef785f088 { 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; } .uab55133e51f4b07997047bcef785f088:active , .uab55133e51f4b07997047bcef785f088:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uab55133e51f4b07997047bcef785f088 .centered-text-area { width: 100%; position: relative ; } .uab55133e51f4b07997047bcef785f088 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uab55133e51f4b07997047bcef785f088 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uab55133e51f4b07997047bcef785f088 .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; } .uab55133e51f4b07997047bcef785f088:hover .ctaButton { background-color: #34495E!important; } .uab55133e51f4b07997047bcef785f088 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uab55133e51f4b07997047bcef785f088 .uab55133e51f4b07997047bcef785f088-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uab55133e51f4b07997047bcef785f088:after { content: ""; display: block; clear: both; } READ: Bodas De Sangre EssayThe last portion of the quote which says where the evil thing trying to kill you could look disconnecting human and where except in your imagination it was impossible to be heroic relates perfectly to the story where the author was telling about his attempted escape from the war. The name of this story is On the Rainy River the title is well chosen too because it was on the river where the author made the decision to stay because he was a coward. He calls himself a coward for going to war which sounds very weird. The quote means it is very hard to be brave during a war like Vietnam. Since the author turned in to a coward right when he was on the edge o f the border, this quote relates well to this story. As you have read war is a very different type of world everything is turned around and it confuses people. The author of the book The Things They Carried and the writer of the quote It has been said of war that it is a world where the past has a strong grip on the present, where machines seemed sometimes to have more will power than me, where nice boys (girls) were attracted to them, where bodies ruptured and burned and stand, where the evil thing trying to kill you could look disconnecting human and where except in your imagination it was impossible to be heroic. relates to each of his stories. Wrote about war so people could have a better understanding of it.
Saturday, March 14, 2020
How to Conjugate French Spelling-Change Verbs
How to Conjugate French Spelling-Change Verbs There are two groups of otherwise regular -er verbs that have spelling changes in certain conjugations due to hard and soft consonants and vowels. That is, they are conjugated like regular -er verbs, except for slight spelling variations in certain conjugations in order to maintain soft consonant sounds throughout. They are known as are spelling-change verbs. The Consequences of Orthography These orthographic changes occur because of how hard and soft letters affect pronunciation. The letters  a, o, and u are sometimes called hard vowels while e and i are soft vowels. Certain consonants (c, g, s) change pronunciation according to which vowel follows them. Place the soft vowels e or i after them, and they have a soft sound; place the sometimes hard vowels a, o and u after these consonants and you could get a hard-sounding consonant. The spelling-change verbs follow these rules of orthography. Thus, wherever the g in -ger verbs is followed by a hard vowel like o, it changes to ge to keep the g soft, as in gel. In -cer verbs, wherever the c is followed by a hard vowel, it changes to à § to keep the c soft, as in cell. The Actual Changes: -cer Verbs Generally, for -cer verbs, the  c à § spelling change is found only in the imperative and the nous conjugation of the present tense: lanà §ons. It is also needed in the present participle, lanà §ant, but not the past participle, lancà ©. All verbs that end in -cer undergo this spelling change, including:    annoncer to announce   avancer  to advance   commencer  to begin   dà ©noncer  to denounce   divorcer  to divorce   effacer  to erase   lancer  to throw   menacer  to threaten   placer  to put   prononcer  to pronounce   remplace  to replace   renoncer  to renounce The Actual Changes: -ger Verbs For -ger verbs, the g ge spelling change is likewise found only in the imperative and the present tense nous conjugation: mangeons. It is needed in the present participle, mangeant, but not the past participle, mangà ©. All verbs that end in -ger undergo this spelling change, including:    arranger  to arrange   bouger  to move   changer  to change   corriger  to correct   dà ©courager  to discourage   dà ©mà ©nager  to move   dà ©ranger  to disturb   diriger  to direct   encourager  to encourage   engager  to bind   exiger  to demand   juger  to judge   loger  to lodge   manger  to eat   mà ©langer  to mix   nager  to swim   obliger  to oblige   partager  to share   rà ©diger  to write   voyager  to travel For both types of spelling-change verbs, these slight changes also occur in the following tenses and moods: Imperfect - singular conjugations plus the third person pluralPassà © simple - all conjugations except the third person pluralImperfect subjunctive - all conjugations For both, there is no spelling change in the conditional, future, or subjunctive. See the Full Conjugations to Understand Check out the full conjugations of spelling-change -ger verbs and -cer verbs for a global picture of how these small changes affect spelling. One caveat: Do not confuse spelling-change verbs with stem-changing verbs. They are completely different, as their names indicate.
Thursday, February 27, 2020
Comparative vocal tract between human and chimps that related to Research Paper
Comparative vocal tract between human and chimps that related to speech - Research Paper Example Our intellect has been gifted and even though chimpanzees have the ability to learn from humans, they are not able to make speech (Trask, 2004, p. 17). Chimps learn to communicate through sign languages. Humans can talk, discuss events, and share their knowledge of the past, present or future which distinguishes them from all other animals. With the evolution of man, there have been many changes in the biological structures as well. This is evidently seen when talking about vocal tracts which have formed as the humans evolved. Physical organs of the body have also been a part of the evolutional changes and processes. Thus, the human language is also a product of these biological changes and developments. A comparison of the vocal tracts of the chimps and humans can show clearly the differences that biological changes have brought in the language and communication abilities of these two species. This research will analyze the biological differences between the chimps and humans’ vocal tracts and how this has shaped the speech and language. The auditory atmosphere of the primates includes vocalizations that are produced by conspecific individuals and those vocalizations are known as conspecific vocalizations (CV). The non-human primates tend to have a rich vocal repertoire through which they interact and talk with other members belonging to their social group. They also use them for alarm calls and territorial calls and many have such loud voices that they can also be heard at a distance. These individuals may have different sorts of vocalizations and sounds depending on their size, type, and habitat. They are exposed daily to several CVs from different callers. On the contrary, in modern societies of humans, there are voices everywhere. These voices are present physically in the form of individual conversations and interactions
Monday, February 10, 2020
Socio-Cultural Factors Influencing Older Hispanic Womens Experience Dissertation
Socio-Cultural Factors Influencing Older Hispanic Womens Experience with Osteoarthritis - Dissertation Example Risk factors for OA includes the act of engaging in tedious manual labor or high-intensity sports activities, age, gender or being born as female, developmental dysplasia, obesity, ethnicity or race, genetic predisposition, inadequate exercise, socio-economic background, joint misalignment, long hours standing and lifting heavy weights (Sulsky et al., 2012; Swift, 2012; Kullie et al., 2011; Allen et al., 2010; Bolen et al., 2010; Lin et al., 2010; McDonough & Jette, 2010). The pathophysiology of OA is marked by a slow degenerative process of the â€Å"cartilage, bone and soft tissues that are integral to joints†followed by low-grade inflammation in the articular cartilage (Sulsky et al., 2012; McDonough & Jette, 2010, p. 388). After conducting a statistical research study with regards to the health-related quality of life among the US adults with arthritis, Furner et al. (2011) found out that the adults with arthritis had worse health-related quality of life as compared to the adults without arthritis. In general, pain at the joints is common among patients with OA (Bolen et al., 2010). Other common signs of OA include difficulty in body movements, stiffness and loss of muscle tone, strength and stamina, poor sleep, fatigue, anxiety, social isolation, depression, financial difficulty, and loss of work (Swift, 2012; Axford et al., 2010, 2008; Hawker et al., 2010). All these factors explain why people who are diagnosed with OA can be restricted in their day-to-day living activities and experience a significant reduction in their quality of life (QOL) due to pain (Axford et al., 2008). OA Depression and Physical Limitation In general, physical limitations or functional limitations is pertaining to a situation whereby a person’s ability to execute a specific mental or physical action is limited (McDonough & Jette, 2010). As explained by Dekker, van Dijk, & Veenhof (2009), activity or physical limitations caused by OA can worsen over time. In fact, failure to treat and manage OA can cause a person to suffer from disability (Luong et al., 2012; McDonough & Jette, 2010; Bosomworth, 2009) and a â€Å"progressive decrease in mental health†(Axford et al., 2008). With regards to physical disability, Axford et al. (2008) found out that disability is strongly related to the patients’ inability to cope, severe pain, and increased depression. Basically, all these factors explain why people who suffer from OA pain can experience lower productivity levels at work (DiBonaventura et al., 2011). Based on the National Health and Wellness Survey that was conducted by DiBonaventura et al. (2011), people who are experiencing OA pain are less likely to be employed. In most cases, common contributing factors that can trigger high levels of anxiety and depression include severe pain, limitations or restrictions in the body movements, physical disability, work impairment, and the risk of losing their job (Swift, 2012; DiBonaventura et al., 2011; Axford et al., 2
Friday, January 31, 2020
Risk Management Essay Example for Free
Risk Management Essay Todays corporations are not the same as the corporations of the early twentieth century. Society has seen to that with numerous lawsuits brought up against the willful misconduct and social misbehaviors many organizations have done in the past. This is more prevalent today as the world is linked and interconnected with global media and the use of the internet, so news of any violation is brought up to the publics attention in a matter of minutes. It does not only affect the corporations image at that time, but the actions of that corporation and the response that they take is communicated globally. This can either help or hinder the identity of the corporation, and with society so well educated in the matters of the environment today, the cost of not doing anything, or just the minimum can and most probably will hurt the global sales of whatever you are selling. Corporations have enormous amounts of pressure to be socially and environmentally responsible for their actions, and it is in the best interest for any corporation to settle most of their disputes the most efficient and quiet means possible. Court cases involving toxic torts, damage to the environment and general misconduct involving corporations will certainly have a negative impact on the bottom line and public image and this is something shareholders frown upon. Very seldom does the media follow stories of settlements between disputing parties that are carried out behind closed doors, for the majority of times, the details are not allowed to be made public. In order to resolve disputes between parties without the lengthy, costly- in terms of monetary and public image, and uncertain outcomes of litigation, many corporations and risk managers at these corporations are increasingly using the resources available through the alternate dispute resolution techniques. As we will soon learn, the environment is not the only regulation that companies have to adhere to. Under the regulatory process, the government uses administrative agencies to create and enforce the majority of all laws constituting the legal environment of business (Reed et al, 2002, p. 174). There are various reasons to support the need for government intervention and administrative law. They provide a stable, predictable, and fair operating environment for businesses and they provide certain assurances for the consumer and the employee. There are some governmental regulations on businesses that invoke the emotional support of community stakeholders. The lesson plan mentioned the environmental protections imposed on businesses by the Environmental Protection Agency (EPA). Others include administrative agencies at the state and local levels, as well as the federal agencies. At the state level, there is great public interest in compensation boards which rule on employee injury and accident cases. Another state agency or board may determine local utility rates for gas and electricity. Without competition to control rates, the public must rely on regulations to protect their interests. The zoning boards of local government influence zoning laws and there can be great emotional response at their outcome (Reed et al, 2002). Federal agencies that may invoke similar emotional interest are the regulations imposed by the Housing and Urban Development agency (HUD), which determines building and housing development standards and the Consumer Product Safety Commission (CPSC) can has great impact on consumer product development with regards to safety (Chrisman Fry, 1983). Reed et al, (2002) lists the Federal Trade Commission (FTC), which protects the consumer from unfair business practices, the Food and Drug Administration (FDA) which prohibits the distribution of unsafe food or drugs, the Equal Employment Opportunity Commission (EEOC) which prevents employment based on discrimination, the Occupational Safety and Health Administration (OSHA) which ensures safe working conditions, and the Securities and Exchange Commission (SEC) which protects the investing public. Knowledge of the optimum regulatory solution is a powerful weapon in the hands of the businessman when negotiating with regulatory agencies, and an advantage that is naturally his. How he uses that weapon is another matter entirely. He can volunteer it as a solution, use it as a fall-back position in negotiation, or oppose the regulation altogether on the grounds that even the best solution is too expensive, but he cannot afford not to know (Fri, 1976, p. 44). The administrative agencies regulating business have a great impact on its operations and ultimately its success or failure. The dilemma with running a multi billion-dollar company is how to run it safely, and with standards that protect everyone involved, including the environment. Our group has come up with strategies in dealing with allegations that could be detrimental to the financial stability of our company. We have talked about other regulations where community stakeholders can make emotional arguments supportive of government intervention. As to the situation involving Kelly Bates; we all feel that a lengthy litigation process dragged through the courts and the local and global media attention will do more harm than good. Even though we could have had a strong case against Ms. Kelly Bates because we have been a social responsible corporation in the past with only one incident, we choose to keep the media away and settle with her. In the settlement, we have agreed that she is not allowed to discuss the charges brought up against us or her settlement will be annulled. When you are known as an industry leader of your product, you instantly become a target for scrutiny and allegations. It is up to the company to make sure they have a good legal team, and that they abide by the statutes put into place by the local government. References Coulson, R. (1993, Jan). Avoiding litigation with alternative dispute resolution. Risk Management, 40(1), 20-26. Retrieved November 24, 2004 from the ProQuest database. Chrisman, J. , Fry, F. (1983). How government regulation affects small business. Business Forum, 8(2), 25-28. Retrieved November 26, 2004, from the EbscoHost database.
Wednesday, January 22, 2020
Ethnography Essay -- Reflexivity Anthropology Essays
Ethnography Works Cited Missing Reflexivity is a qualitative method of research that takes an ethnography one step further, displaying the personal thoughts and reflections of the anthropologist on his informants. Ethnographies generally take an outside or foreign perspective of a culture, like reading a text, and reflexivity introduces a new component of inside description. Here, the anthropologist may describe personal interactions and experiences with natives and use this inside information to make additional conclusions about the people being studied. The ethnographer may also reflect on his ethnic connections with his informants, or his acceptance into the society, explaining that it provides valuable, inside knowledge of the culture and ultimately leads to a greater understanding of the native people as a whole. The importance of reflexivity is illustrated in Dissolution and Reconstitution of Self: Implications for Anthropological Epistemology, by anthropologist Dorinne Kondo. Her reflections lead her to realize that she has lost, or has almost lost, her identity as an American anthropologist and now sees herself as a young woman of Japanese culture. "What occurred in the field was a kind of fragmenting of identity into Japanese and American elements, so that the different strands, instead of interweaving to form a coherent whole, strained and tugged against one another" (78). As she became so immersed in the culture, Kondo began to understand and adopt cultural aspects that are unique to the Japanese, a thus adopted a new identity. At first, she practiced Japanese behavior to be socially accepted and gain the respect of her host family, but she was so successful that community members began to regard her as a fello... ...and to view cultures differently in general. Some Anthropologists with postmodernist ideologies view cultures as "messy text", which is "the most complex and interesting form of experimentation with ethnographic writing now being produced" (Marcus, 187). The influence of Postmodernism also lead to the emergence of reflexivity. Various styles of reflexivity now exist, such as feminist, sociological, and anthropological. Reflexivity contributes to "messy text," because it identifies many cultural aspects ethnographers cannot explain nor understand and thus cannot be fitted, neatly into structure. Reflexivity is also influencing ethnographers to develop new approaches in studying culture. As we have reviewed in several ethnographies this semester, we see that personal reflections of the anthropologists is just as significant to fieldwork as the 'outsider' descriptions.
Tuesday, January 14, 2020
Narrative Essay Skills
Narrative Writing Lesson plans and other teaching resources Action Chains Students learn to elaborate on an event in a narrative by expanding their sentences into action chains. Expanding single actions into an action chain provides the reader with a more detailed picture of an event in a narrative. This lesson is designed for grades 3-5. Active Beginnings This 3-page printable handout focuses on crafting strong leads. It is designed for elementary students and requires Adobe Reader or compatible application.Constructing Narratives: A Unit Plan for Taking Apart and Reconstructing Stories This lesson is designed as a project-based unit plan that will take students through the narrative process from deconstruction to construction. After initial discussion, students will use an interactive story map to deconstruct a short story. Students will use pictures to put together a PowerPoint-based storyboard that other students will use to construct a story. This unit is designed for grades 6-8 .From Object to Story: Writing a Historical Narrative Featuring an Artifact from One's Family History Students share observations about the history of familial artifacts. They then research the history and cultural significance of selected objects to prepare their own historical narratives. Includes short reading as prewriting activity. Getting Hooked: Introduction for a Narrative Students will be able to identify techniques for writing an introduction for a narrative and use them effectively. This lesson is designed for grades 2-4.Hands, Hands, Hands – Writing a Narrative Essay from the Perspective of a Particular Hand The teacher will show pictures of six hands to students (pictures included with other handouts). After a brainstorming session, students will choose one hand that illustrates a particular story from their life. Then students will write a two page narrative essay about this story. These stories will be posted on a class blog to allow for feedback and discussion from classmates. In Search Of Wisdom: An Interview With An Elder Students develop interview questions, interview someone aged 60 or older, and write a narrative using that person's voice.Incorporating Flashbacks in Narrative Text  The Sinking of the U. S. S. Indianapolis Students watch a 2:25 video segment that shows an interview with one of the survivors of the U. S. S. Indianapolis who recalls the sinking of the ship and his survival. Students then create an original narrative that utilizes flashback to tell the survivor's story. This lesson is designed for grades 8-10 and includes links to the downloadable video and all support materials. Make Kids' Writing Shine: Using Beginnings and Endings to Teach Craft Strategies to build elementary writing skills.Scroll down for revision and assessment ideas, resources. Memory Preservation–One Relative at a Time After organizing and conducting an interview of a grandparent/senior citizen, students create a slideshow presenta tion using the information and memorabilia collected at the interview. This lesson plan includes rubric and model. It is designed for 8th grade. Narrative Writing & Reading Core Skills Lesson Plan Creating a story is like magic! Grab your magician's hat and wand for this activity. Teach core curriculum concepts of narrative writing (story creation) through the use of characters, setting, and plot.Also teaches skills needed to meet language arts reading and writing core curriculum standards that require the ability to describe characters, settings, and major events in a story. Designed for elementary students. Nibble, Nibble, Little Mouse Students in grades 6-8 explore the implications of point of view in literature and write a narrative, retelling a traditional story from a different character's point of view. A Picture's Worth a Thousand Words Students are given a picture that tells a story. They brainstorm words and ideas, then write a story based on what they see.This lesson is d esigned for grades 6-8. Note: more ideas for teaching the personal narrative can be found on the Biography page. Prewriting Exercises for Personal Narratives Ten activities for personal narrative writing. Savvy Story Structurestudents learn to actively engage in reading by becoming more familiar with the elements of a story. Students will be required to think at a higher level and will enhance their understanding of selected passages and stories. Students should also begin to relate stories to their own lives. Designed for grades 3-5.Ten Narrative Writing Prompts These prompts are designed for high school and college students, but it might be possible to modify some of them for younger students. Tir Nan Og This 4:04 video offers many options: introduction to linear narrative, making predictions, sequencing, writing descriptions, adding dialogue. Using Music to Teach Personal Narrative Students use songs like â€Å"Snapshots†and â€Å"Crossing the Border†to reflect on their own experience. From the Rock and Roll Hall of Fame and Museum. Using Personal Photographs to Spark Narrative WritingThe lesson plan asks students to bring in a photograph that has special meaning for them and to write about it. Using Pictures to Teach Narrative Writing with Roll of Thunder, Hear My Cry Students respond to pictures depicting segregation. They write a story from the point of view of someone in the picture. Writing to Photography/Photography to Writing A teacher designed this project with two goals in mind: (1) to improve students' writing by incorporating photography into descriptive and narrative writing exercises designed to inspire more varied and creative perspectives, and (2) to enhance visual as well as verbal literacy.
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