buy custom Devil Reincarnation of Arnold Friend essay

buy custom Devil Reincarnation of Arnold Friend essay The story Where are you going? And where have you been? revolves around a young girl called Connie and Arnold Friend. Connie is a fifteen years old lady. She is preoccupied with her looks most of the time to an extent her mother is not comfortable and keeps scolding her. Her mother wants her to immolate her older sister June in her cleanliness and responsibility. \June works as a secretary and saves the money she gets to assist her family. Connie likes hanging out with boys. One day as she sneaks out, a boy named Eddie invites her for dinner. As they walk down the lane, Connie sees a man in gold convertibles who smiles at her and tells her that he is going to have her. Connies develops a habit of avoiding her mothers prying questions, and dreaming about the boys she meets. One Sunday afternoon as the family goes out; Connie decides to stay back at home. The man dressed in Gold convertibles whom she met while she had gone out with Eddie visits her. The man late introduces himself as A rnold friend. Arnold was in the company of one of his friends whom he introduced as Ellie. Connie was so puzzled when Arnold mentioned her name and she wanted to know how he had known her name. Arnold went ahead and told her that he knows a lot about her and even tells her where her family is at that moment. Arnold gets persistent in having Connie, as he wants her to go out with him. He goes ahead and threatens her by telling her that if she does not follow him he could do anything bad to her family, as he knows where they are and what they are doing. Full of fear, Connie asks him what he wants and he answers that he wants her. He even goes ahead and tells Connie that he knows Connie will fall in love with him. He tells her that he knew she is the girl for him when he first saw her. Connie tells him that she will call the police but the statement does not move him. Arnold insists on Connie to go out with him. Connie runs for the door and takes the telephone but she is so frightened and instead she is sweating and screaming for her mother. She is unable to dial the phone. Arnold gets hold of her and stabs her. Arnold tells her to put the telephone back to its tight place and follow him. What comes to her mind is the thought of not seeing her family members again. From the story, we can tell the character of Arnold. Arnold is a dangerous figure with pale skin and hair that resembles a wig. he has a long and hawk like nose, and his eyes look like chips of broken glass. He appears to be both young and old. His character is unpredictable. He seems to be demonic as he is able to predict facts as they are and he seems to be more of a nightmare rather than a normal being. He was hiding his true identity from Connie. His whole face was a mask that had tanned down his throat. He had plastered make-up on his face to shield his true identity. His boots too seemed to have been stuffed with something that makes him appear taller. The fact that Friend is a dwarf and he seems taller means that he is trying to hide something. Besides his physical characteristics, other devilish characteristics are seen when Arnold tries to harass and manipulate Connie. He seemed like someone who had some evil spell that confuses someone. He has supernatural powers that he us es to manipulate Connie. He tells Connie. Stand up honey, get up all by yourself. Connie stood up and all that was surrounding her was no longer familiar to her any more. The kitchen looked like a place she had never seen before and her eyes kept traversing all over the room as she could not remember anything in the room. The author also uses irony and symbolism in her narration to portray the devilish character of Arnold. Sunday is a holy day and friend feels that he is all superior and powerful. The word friend is ironically used to mean the reverse that Arnold is not good. The author says that after his hand fell into the air the X was still in the air. The X is symbolic of evil. Arnold also seems not to have the ability of entering into the house of Connies parents like vampires as they cannot enter someone else house without permission. Most vampires believe that getting into ones house without permission may deprive them their supernatural powers and weaken them. The numbers written on his car were also symbolic. The numbers (33,19,17) when added as a single digit 3+3+1+9+1+7 add up to 24 and X is the 24th letter of the alphabet. He marked these numbers into the air and told Connie that it is his sign. The number 33 can also symbolize the book Judges which is the 33rd book of the bible. Judges c hapter 19 verse 17 says And when he had lifted up his eyes. He saw a wayfaring man We can also tell that Arnold had supernatural powers as he was able to tell where Connie was staying without Connie having shown him her home. Arnold met Connie once and from there he told her that she would be his. He did not follow Connie to know her home but on that Sunday he was able to know where she was staying. It is the supernatural powers that led him to her home. In summary the character of Arnold being Devil reincarnated does not have full evidence to support the allegations. Though through the manipulations of Connie and predictions Arnold made to Connie one can depict that Arnold Friend had some devilish nature in him. His actions did not take place naturally. No one can understand what was happening to Connie. It was obvious that there were some supernatural powers that were influencing her behavior and actions at the time she was with Arnold. Buy custom Devil Reincarnation of Arnold Friend essay

Ferguson Surname Meaning and Origin

Ferguson Surname Meaning and Origin FERGUSON Surname Meaning Origin: Ferguson is a patronymic surname meaning son of Fergus. The given name Fergus, comes from Fearghas, derived from the Gaelic fear meaning man, and gus meaning vigor. FERGUSON is the 34th most common surname in Scotland. Surname Origin: Scottish, Irish Alternate Surname Spellings: MACFERGUS, FERGESEN, FERGERSON, FURGUSUN, FERGERSEN, FERGUSSON, FARGUSON Famous People With the Surname FERGUSON Harry Ferguson - Irish inventor and pioneerAdam Ferguson - Scottish philosopher, sometimes called the father of modern sociology.Patrick Ferguson - Scottish officer in the British Army, inventor of the breech-loading rifle. With the help of this weapon, the Americans were defeated at the Battle of Brandywine (1777).Colin Ferguson - murderer found guilty of the Long Island Railroad Massacre Genealogy Resources for the Surname FERGUSON Common Scottish Surnames Their MeaningsUncover the meaning of your Scottish last name with this free guide to Scottish surnames meanings and origins. Common Surnames of IrelandDiscover the meaning of your Irish last name, and find where in Ireland these Irish surnames are most commonly found. Ferguson GenealogyWebsite dedicated to helping Ferguson family researchers connect to their 18th Century Virginia roots. Fergus(s)on DNA ProjectA DNA project spearheaded by the Clan Fergusson Society of North America to create a database of DNA corresponding to different Scottish and Irish subdivisions such as those discussed in Records of the Clan and Name of Fergusson, Ferguson and Fergus, by James Ferguson and Robert Menzies Fergusson, Edinburgh, 1895. Ferguson Family Genealogy ForumSearch this popular genealogy forum for the Ferguson surname to find others who might be researching your ancestors, or post your own Ferguson query. FamilySearch - FERGUSON GenealogyFind records, queries, and lineage-linked family trees posted for the Ferguson surname and its variations. FERGUSON Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Ferguson surname. Cousin Connect - FERGUSON Genealogy QueriesRead or post genealogy queries for the surname Ferguson, and sign up for free notification when new Ferguson queries are added. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Corporate Governance and Ethical Responsibility Research Paper

Corporate Governance and Ethical Responsibility - Research Paper Example 46; Wolper, 2004, pp. 164). Based on their relationship to the organization, external stakeholders may be categorized as input providers, competitors, and special interest group (Wolper, 2004, pp. 161-163). Following the above definitions, three internal and external stakeholders that Dr. DoRight might have to deal daily at the Universal Human Care Hospital are its doctors and nurses, its patients and the pharmaceutical companies. The doctors and nurses, being employees of the hospital, bound by its VMG and policies are expected to provide satisfactory healthcare; thus, they are considered internal stakeholders. The patients, being one of the hospital’s input providers based on their interest to get proper medication at a reasonable rate, and the pharmaceutical companies, being one of the hospital’s suppliers, which are expected to supply safe and effective drugs and other medical paraphernalia, are both considered external stakeholders. As the hired hospital president tasked to supervise and monitor the hospital’s 5,000 workforces to address the hospital’s various stakeholders, Dr. DoRight’s duty of loyalty to doctors and nurses is to ensure that they do their jobs responsibly. As such their illegal activities and negligence must be stopped, because failure to do so would jeopardize the integrity of the hospital that would consequently harm the corporation’s interest. As defined in the American corporate law tradition, â€Å"the duty of loyalty is the obligation to act in good faith to advance the best interests of the corporation† (Strine, Hamermesh, Balotti & Gorris, 2009, p. ii). In short, whatever Dr. DoRight does should be for the best interest of the hospital provided it does not violate the constitution and federal and universal laws (Palmiter, 2010). To hospital patients, Dr. DoRight’s duty of loyalty is to ensure that they get safe and sound healthcare. Such is in the best interest of the corpora tion, because by providing effective and safe healthcare, the hospital is not only living to its sworn VMG but could also increase patient patronage that could mean greater profit. To pharmaceutical companies, Dr. DoRight’s duty of loyalty is to act in good faith by transacting with these companies only as authorized by the hospital’s Board of Directors and only in pursuit for the best interest of the hospital. For example, Dr. DoRight should not endorse pharmaceutical products that are not needed by the hospital, that are unsafe or overpriced; even if his endorsement would earn him a considerable commission. Thus Dr. DoRight should put the interest of the hospital above his own personal interest. 2. Potential Conflicts of Interest between Internal and External Stakeholders Stakeholders’ interests may not always conform to each other, primarily due to the different roles each play in the organization. Thus Dr. DoRight may confront an in-role conflict between his duties of loyalty to doctors and nurses and to patients in Universal Human Care Hospital. As the investigation of the illegal procedures and negligence of the hospital’s doctors and nurses drags on for two years, patients remain untreated effectively causing their deaths. Dr. DoRight, knowing that both parties have fundamental rights – the right of doctors and nurses to fair investigation and the rights of patients to safe and effective

Introduction to Approaches in Psychology Essay 1

Introduction to Approaches in Psychology 1 - Essay Example Pavlov who trained dogs to salivate in response to two stimuli, noise or light, and food or a sour solution. John B. Watson, considered as the father of behaviourism, conducted an experiment with an 11-month-old child, Albert. He presented the child with a loud frightening bang and a rat at the same time. After six or seven repetitions of the noise and rat together over a week, the child became afraid of the rat, which he was not earlier. 1. Conditioned fear and anxiety – the phobias that many people experience are due to conditioning. We can consider an example of a child and his father travelling in a plane. The father jokes about how the plane can crash. Since he finds it very funny, he decides to say it whenever they travel in a plane. Many years later, even though the child has grown up, he is afraid to travel in a plane. Conditioning has caused the fear. 2. Advertising – In a beer advertisement featuring a young attractive woman wearing a bikini, the woman (US-unconditioned stimulus) evokes a mildly aroused feeling (UR-unconditioned response) in most men. The beer is associated with the classic conditioning effect. (Classical Conditioning, 1996.) Waschulewski-Floruss H, Miltner W, 1994, investigated whether experimental pain responses can be conditioned using auditory stimuli in a differential trace conditioning paradigm in 16 healthy subjects. An intracutaneous electrical stimulus applied to the left middle-finger (10 ms duration) was the UCS. Tones of 1000 and 1400 Hz were used as CS+ and CS-, respectively. A trace conditioning paradigm was used with an 800 ms interval between CS and UCS. Twenty nine electrode sites recorded somatosensory event related potentials (SEP) and auditory event related potentials (AEP). Subjective pain reports were noted. The results revealed significant differences of the subjective sensations between the CS+ and CS-, but not in the amplitudes and latencies of the P50, N100, P200, and P300 AEP

Encountering Conflict Essay Example for Free

Encountering Conflict Essay When confronted with conflict, peoples moral centre can cause them to act in heroic ways. When we are exposed to war and devastation our reactions to this Thousands of Chinese students gathered in a peaceful protest for basic Democratic reform at Tiannaman Square 1984. Due to these actions they were senselessly and inhumanely killed in cold blood by the Chinese Military. The students were unarmed and in no way of a danger to anyone. This devastation shocked the world and erupted massive conflict. One thing that this devastation proved to the world that during times of conflict where ones moral compass is tested there true heroism is revealed. A small, unexceptional figure in pants and white shirt, looking tiny next to the hulking tanks, carrying what looks to be his shopping, positions himself before an approaching tank, with a line of 17 more tanks behind it. The tank swerves right, he moves in front again. The tank swerves left, he moved in front again. Then this anonymous bystander climbs up onto the vehicle of war and says something to its driver, Why are you here? My city is in chaos because of you. With a single act of defiance, a lone Chinese hero revived the worlds image of courage. He was the â€Å"unknown rebel† also know as the Tanks Man a man who was immensely courageous and a beacon of hope. The courage that it took to walk out against such massive machinery, knowing good and well that it could very well be your last day on this earth is inspiring. He took courage to a whole new level, becoming a world hero of sorts. This ordinary everyday man had stood up to one of largest of armies which was an undeniably, extraordinary act. Another man who stood up for what he believed in response to such brutal and callous acts was a man named Bradley Manning. A man who new his moral obligation was to show the world what the Government was hiding from them. Manning was an American soldier and as apart of his job he has witnessed such cruel and inhuman acts performed by the military that the world were unaware of. Manning new what was right, his response to this conflict was to present this information to the world. Manning fulfilled his legal duty which was to report war crimes. He complied with his legal duty to obey lawful orders but also his duty to disobey unlawful orders. An order not to reveal classified information that  contains evidence of war crimes would be an unlawful act. Manning had the legal duty to reveal the commission of war crime. Manning revealed to the world, the unjust detachment of Guantanamo Bay, he revealed the human cost of wars in Iraq through the â€Å"Collateral Murder† video which depicts U.S forces in a helicopter killing unarmed civilians. The video even showed men trying to rescue the wounded who then were shot down as well. Manning had sent this information to a website called Wiki Leaks; a website created by Julian Assange in order to reveal to the world the truth about our leaders and what they are not telling us. Manning has been held 19 months in military custody. Manning has been held in solitary confinement 23 hours a day. He is only allowed to walk one hour a day in shackles. When he sleeps he is not allowed to between 5AM and 8PM weekdays and 7AM and 8PM on weekends. If he tries to he was made to sit up or stand by guards. The goal was simple the Government want to make Manning an example to other potential whistleblowers and wanted to seek to, pressure Manning into an admission that wikileaks solicited material from him, making that organization and Julian Assange part of a criminal conspiracy. Manning was a hero. This ordinary man, a solider witnessed cruel and brutal acts that the Government were hiding and presented it rightfully to the world â€Å"I want people to see the truth†. For these extraordinary actions he has been humiliated and inhumanely tortured. When our moral center is tested, ordinary inadvertent individuals who act in miraculous and extraordinary ways are revealed. Manning was tested. His moral obligation and his legal duty was to present these war crimes to the world. Conflict can stir emotions, including emotions of hatred, fear and protection of ones self and loved ones at the expense of anyone or anything else. As a result, people may act in irrational ways causing them to abandon their moral values for something that is inhumane and amoral. In times of conflict often people are fighting for there ideologies. In these times people who can lose there touch with reality and who’s blind devotion to the belief causes them to act in ways they normally wouldn’t. However, people who don’t think of the morality of there actions and are blind to the suffering there actions cause, they perform the most extraordinary acts that are the most  dangerous. The ‘Quiet American‘ written by Graham Green explores how in times of conflict peoples moral obligation for what is wrong and right is truly tested. The character in the novel Alden Pyle is a man used to provide readers with an American who is strong commitment to democracy in Vietnam has caused him to have a false conception of the world. Pyle with the intentions of saving Vietnam from the grasp of Communism in the process killed many innocent civilians in the name of what he believed was right, democracy. Through the character Fowler, we can see through his reactions to the devastation to the human impact of the bombings that emphasizes the cruelness and naivety of Pyle. Fowler witnesses the Bombings at Place Garnier, in fowlers words â€Å"what I remembered was the torso in the square, the baby on its mothers lap. They had not been warned: they had not been sufficiently important†. The horrific scenes Fowler describes presents Pyle as inhuman. Fowlers reaction to the devastation emphasizes on Pyle’s reactions as callous and brutal. We see this when Pyle uses a dismissive tone, â€Å"they were just war casualties †, as he shows no remorse for those who he has killed. Pyle again dismisses the deaths in saying â€Å"we are looking after the relatives†. To Pyle the actions that have occurred are for the good of the majority, these deaths lost are necessary for everyone. Pyle is blinded by his ideology of democracy and he remains untouched by the human suffering around him. Its not necessarily the good extraordinary acts that people can respond to conflict with but we can make the wrong choices and we question our morals and beliefs. Times of turmoil can bring out the worst in people and they can make the wrong decisions. In Harper Lees novel, To Kill a Mocking Bird, Bob Ewell is fueled by his hatred for the African Americans and is only concerned about power. He uses his position as being above African Americans so that people believe him and his family are more than white trash. He does this by accusing Tom Robinson of raping his daughter. We see here how someone can respond negatively to conflict, this conflict being racism and lack of civil rights during the 1930‘s. Ewell during this conflict, doesnt look to his heart or conscience. He doesn’t care if an innocent man is executed, he is run by purely selfish motives. We see a different response in times of intense circumstances, how someone so evil and cruel can fakley accuse a man for his own benefits. A man who just as Pyle was, is oblivious to the suffering but in order to follow his beliefs  he must be immune to the suffering.

Bordetella pertussis :: Essays Papers

Bordetella pertussis "Whooping Cough" Encounter and Colonization Bordetella pertussis is a highly communicable agent and is transmitted person-to-person via airborne droplets or direct contact with discharges from the respiratory mucous membranes of an infected person. This small, gram-negative coccobacillus is non-motile, aerobic and fastidious. B. pertussis colonizes the respiratory tract including the mouth, nose, throat and beginning of the lungs of young children worldwide. The bacteria bind to ciliated cells in the respiratory mucosa by producing adhesions. Filamentous hemagglutinin on the cell surface and pertussis toxin (Ptx) both help the bacteria in binding. Filamentous hemagglutinin binds to the galactose residues on the glycolipid of the ciliated cells. Ptx, in its cell-bound form, binds to the glycolipid lactosylceramide, which is also found on the ciliated cells. Ptx binds to the surface of phagocytes as well, causing phagocytosis of the bacteria. This mechanism may lead to enhanced survival as an intracellular parasite. Adding to it s many purposes, Ptx deregulates the host cell adenylate cyclase activity. The A subunit of this AB toxin, affects the G protein responsible for inhibiting adenylate cyclase. This leads to an increase in cyclic adenosine monophosphate (cAMP) creating detrimental metabolic changes in the host cells. Additional Toxins Also contributing to the virulence of the bacteria are the exotoxins including invasive adenylate cyclase, tracheal cytotoxin, and lethal toxin. Invasive adenylate cyclase reduces local phagocytic activity as well as acting as a hemolysin. Tracheal toxin affects the ciliated respiratory epithelium by inhibiting the ciliary beating. This kills the cells and causes them to be eliminated from the mucosa. Tracheal toxin also stimulates the release of IL-1, which causes fever. Lastly, lethal toxin causes inflammation and local necrosis at infection sites. Because B. pertussis is a gram-negative bacteria, it possesses the endotoxin lipopolysaccharide (LPS). However, its LPS is different from that of the other gram-negative bacteria, in that it is heterogeneous with an alternative form of the Lipid A, called Lipid X. Although not fully understood at the time, it seems that Lipid X has a greater capacity for virulence. Pathogenesis After an incubation period of five to ten days, or as long as 21 days, numerous symptoms can be observed. The symptoms come in two stages. The first stage consists of common cold symptoms such as sneezing, runny nose, low-grade fever, and a mild cough. It is during this time that the disease is most contagious, and it lasts from one to two weeks.

Death of a Salesman Essay

An essay on the use of dashes in Arthur Miller’s play, Death of a Salesman The dash is a handy device, informal and essentially playful, telling you that you’re about to take off on a different tack but still in some way connected with the present course – only you have to remember that the dash is there, and either put a second dash at the end of the notion to let the reader know that he’s back on course, or else end the sentence, as here, with a period. __ Lewis Thomas How does a writer – a good writer – convey epiphanies exactly so that it’s grammatically appropriate for – eureka! – a dash is used – placed just so – to convey, establish – a mood, feeling, tone – a character feels – whilst saying a line, monologue – even an exclamation – wherein characters experience a lot of feeling and – dominance is implied when a line is ended by a dash – interruption in short – by another character – allowing the reader to see – feel – the personality – traits, characteristics – of a character subtlety. This simple line – the dash – is a many faceted gem – a treasure – that can be used to highlight many ideas – key terms – certain events jump off the page because of the use of a dash – rather than an ellipsis – causes a noticeable break – a sharp break – unlike that of an ellipsis – which immediately gives off the impression of abruptness – just as it appears visually – a sharp-edged line in the center of a line that breaks the fluidity of words – just as the dash in a sentence breaks the flow of thought or conversation. Dashes – menial as they are – give substance to a pause, break – charging it with emotion and meaning – no number of words could do the same. Although dashes may seem like a punctuation mark so rarely used, it is an integral tool in writing conversations. The dash represents a discontinuation of an intended statement – a visual representation of the abruptly derailed trail of a train of thought – allows the writer to interrupt characters – as is normal in an average conversation – like most of Linda and Willy’s conversations. Linda’s lines are often ended by a dash – interrupted by another speaker – subtlety informing the reader of Linda’s subservient personality. The dashes imply the abruptness of Willy’s interruptions – thereby insinuating that he doesn’t listen to her – including times when she expresses her adoration for him – clarifying that Willy’s view – behavior – towards Linda is rather poor- which in turn personifies Willy’s personality. â€Å"Linda: You are, Willy. The handsomest man. You’ve got no reason to feel that- Willy: I’ll make it all up to you, Linda, I’ll- Linda: There’s nothing to make up, dear. You’re doing fine, better than- Willy: What’s that? Linda: Just mending my stockings. They’re so expensive- Willy: I won’t have you mending socks in this house! Now throw them out! † (Page 39) This whole conversation establishes the relationship between Willy and Linda – Willy being the dominant – though insensible – one, while Linda is the subservient – although quite practical one – as well as giving insight to Willy’s guilt over the woman – all done with four appropriately placed dashes at the end of a character’s lines. However, dashes are not only useful at the end of lines but in the midst of a sentence as well. Just as the dash on the page is a break from the stream of words – a break in the voice is represented by a dash on the page. Thus, when a character is overcome by emotions, a dash is placed in the proper place in the sentence’s structure and a feeling of overwhelming portions is conveyed to the reader. In a tragic play such as Death of a Salesman, the proper use of the dash is essential to establish certain key conversations – and the significance of the feelings of the character – and their significance in the overall meaning of the story line. Such a conversation is seen when Willy is affirmed of Biff’s love (Page 133) – where there was placed four dashes upon the page – in the span of the conversation – each of which insinuates a great deal of emotion. It is these emotions that help build the tragedy in the story line – characterizing Willy and Biff in the process. When Biff tells his mom – or whoever it is he is speaking to – to put Willy to bed – â€Å"Put him-put him to bed. † – the dash stresses the exhaustion that Biff feels – his inability to finish his sentence implies a deep caring for his father – an overwhelming emotion. It is the strength of this emotion that astonishes Willy and awakens Willy to the fact that Biff still loves him, and the following lines he says are also broken with dashes – so choked with love and boundless joy is he – â€Å"That boy-that boy is going to be magnificent! † (Page 133). These statements foreshadow Willy’s decision to kill himself for the sake of his sons – making an impact – greater or equal to that of – Willy’s statement on page 98 – where he states â€Å"After all highways, and the trains, and the appointments, and the years, you end up worth more dead than alive. † Both statements imply that Willy is going to commit suicide, playing against each other. The quote on page 98 establishes that Willy was considering the option – the possibility – while the conversation with Ben – prior to Biff’s outburst – acknowledges the cause of Willy’s hesitance and indecisiveness – the effect the suicide would leave on Biff – the opinion that Biff would have of him afterward. Thus, when Willy is offered that which is all he really wants – his life as it was before, with a loving relationship with his Adonis son and the admiration that this son once had for him – through Biff’s compassionate voice and tears – Willy makes a definite choice as to what he intends to do – first seen in his line â€Å"That boy-that boy is going to be magnificent! † (Page 133). It is this line that resolves the inner conflict that Willy feels over Biff and over his lack of success – it is in this line that Willy decides to kill himself. Without the use of the dashes, the emotions would not have been conveyed to the reader appropriately – losing its power and significance in the overall storyline. Another significant line – dash – in the play – though not necessarily filled with emotion – begins Biff’s voyage into realization and truth. A dash can represent a hesitance – changing of mind – as to what must be said to convey the thoughts – and sometimes feelings – of the character. â€Å"I tell ya, Hap, I don’t know what the future is. I don’t know-what I’m supposed to want. † The dash before â€Å"what I’m supposed to want,† allows the reader to realize that Biff’s restlessness and lack of success is not failure – not in the true sense of the word, for Biff would have to truly attempt – thus want – success in order to fail. Biff’s definition of success is different to that of his family’s and this makes him uneasy – insecure as to what his life really means. This dash allows the reader to acknowledge that Biff is at a loss of exact words to define what he means and the thoughts running through his head. It is this pause that changes the overall meaning of the sentence – without the pause, the sentence would pass over – unnoticed. The pause – dash – underlines Biff’s uncertainty which continues throughout the play – until Biff realizes the absurdity of his situation and awakens. The dash informs the reader that here lies Biff’s conflict – this dash is the resolution wherein the conflict is introduced. The dash – is the conflict. As a modern tragedy, Death of a Salesman is – when broken down – an informal play, thus the dash is the perfect punctuation for the certain situations -and sentences – that needed to be highlighted in the subconscious. The dash evokes an awareness that is subtle – sliding beneath our mind’s eye – to implant ideas – emotions and feelings – thereby creating importance to an event – or phrase. When a dash is used, it’s used to emphasize – and encourage analysis of – a phrase. The involuntary response to a dash should be curiosity – as to the purpose of this dash. A dash is not so easily used and is thus, so rarely seen. Therefore when a dash is used in writing – be it at the end of a line or in the midst of a sentence – â€Å"so attention must be paid†1! Bibliography: Arthur Miller (1949) Death of a Salesman Penguin Books USA Inc. 375 Hudson Street, New York, New York 10014, USA 1 Page 56 said by Linda. Jolene Kui September 6, 2002

Importance on Computer in Education Essay

This chapter provides the information that is relevant to the study. It includes foreign and local literature taken from the internet, some studies that were analyzed by the researchers. This chapter also includes some information taken from books, online newspaper and online articles. A. Foreign Literature History The Elementary and Secondary Education Act of 1965 allocated money to bring new technology into schools, including computers. In 1975, Apple Computer first donated computers to schools, and by 1981 educational â€Å"drill and practice† programs were developed. By 1996, many schools were rewired for Internet access. Importance of Computer in Primary Schools The use of computer education in both public and private schools provides students with the technology skills required for college. Students in elementary schools begin learning the basics of computer use in kindergarten Computer in primary schools can expose students to additional resource, such as online encyclopedia, dictionaries, government-sponsored educational sites, learning games and online tutoring. In the future, computers will play an even bigger part in the everyday school agenda. Experts predict that the time is coming soon when the teacher will be mainly a facilitator of learning while children sit at computers and complete the majority of their class work, homework and special projects. Uses of Computer in Primary Education Computers are becoming common place in school as aids to learning. Children can work individually or in pairs at a computer. Some schools place computers in the classroom, others locate the computers in computer labs. They are used in reading, writing, mathematics, science, and social studies instruction. Some programs teach keyboarding. When children use computers to learn mathematics, the computer serves as a tutor, a tool and a tutee. Computers in the classrooms can be used as direct educational tools for online learning or can reinforce previously taught skills. For students struggling with specific skills, there are many games that can be played online to serve as learning interventions. The teacher still guides the process, but it is more student-driven than before. Research * Students in primary school can use computers as sources for reports. Because of online encyclopedias and magazines, children have access to media that may otherwise be unavailable to them. * Elementary school students learn how to use a computer for research, as well as what websites should be trusted for accurate information. Lists of educational sites are often printed out for student use at home, and aid further exploration of interesting subject matter. Educational Games * Children can use computers for learning that is fun. Thousands of websites offer interactive games in all subject areas. These are excellent for reviewing and reinforcing skills the teacher has introduced to primary students. Academic Intervention * Teachers can help students struggling with specific skills by downloading activities and tailoring them to each student’s learning style and level. Computers cannot replace a teacher or tutor, but they can augment their ability to meet the needs of the students. Assessment * Teachers can use computers to provide testing materials for their class. They can access the textbook publishers’ online resources or connect with a community of teachers around the country who share ideas and materials. Class Records * Teachers can maintain student grades, parent contact information and other relevant information through word-processing programs or membership to online record-keeping software at little or no cost. Benefits of Computer in Primary Schools Computers are used in almost every classroom in the country. Some teachers only use email and grade book features, but computers can offer many benefits to teachers and students in primary grades (kindergarten through grade 6). Computers in the classroom are not just there for fun or something for kids to do when their work is finished. Now the computer can supplement the curriculum. The computer becomes a part of the class work. It’s not a substitute for the teacher but a strong assistant. Many children are able to understand concepts when they are presented on a website that relates to their life in some way. Computer-assisted instruction offers teachers and students another avenue to learn the required academic material. Educational computer programs are available online, at computer stores or through textbook companies. Stick with programs that are user-friendly and hold your students’ attention. Make sure the programs are at the correct grade level. Decide if you want the computer program to supplement your lesson, practice basic skills, or assist in teaching a new concept and make sure it does just that. For Students: * Computer-assisted instruction provides differentiated lessons for varied levels of learning, including students with disabilities and gifted students. Students are able to work at their own pace while receiving instant feedback which enables them to self correct before moving on to the next skill. If a student answers incorrectly, the computer programs will provide instructions to assist the student in correcting their work. The programs are interactive and students can work individually or in groups. This allows them to compete with their individual scores or the scores of the students within their group. Students also gain valuable computer skills which will continue to benefit them throughout life. * Students can use digital painting programs to manipulate photos or create icons for classroom charts. Word processing programs can generate crossword puzzles or word searches, and primary school students can create graphs using mathematical data. Using the Internet, primary school students can access photographs of great art, listen to important recordings, research topics for reports and communicate via email * Elementary school students learn how to use a computer for research, as well as what websites should be trusted for accurate information. Lists of educational sites are often printed out for student use at home, and aid further exploration of interesting subject matter. For Teachers: * Teachers are better able to track their students’ strengths and weaknesses through computer-assisted learning. Computer programs can enhance the lessons and allow teachers to pick different levels of a program or different programs altogether for students who may be behind or students who are advanced. When students are learning and actively involved with learning, teachers will have less behavior problems in the classroom which in turn sets up a cycle for more learning to take place. Computer-assisted learning benefits teachers by allowing them to work with small groups of children on a particular skill while the other students in the class are working on their computer program. The nature of the program allows the students to work independently; minimizing distraction to the teacher while she works with the other students. * Primary school teachers can expand lesson plans by incorporating digital resources using computers. Disadvantages Students can become bored and restless if computer programs are overused. Computer programs can evaluate students’ progress on many levels although it is the teacher’s responsibility to make sure students develop critical thinking skills which are essential to solve problems encountered throughout life. Too much time spent learning through computer programs can also reduce time students spend interacting with each other and their teacher. This can result in less time for learning appropriate social skills. Computer-assisted learning can be a great asset to the classroom and curriculum as long as they are not overused. Too much of any mode of teaching can lead to boredom and frustration in the students. Use good judgment and find computer programs that enhance the learning process. B. Local Literature Technology’s Impact on Education Computers and the Internet technology have revolutionized the field of education. The importance of technology in schools cannot be ignored. In fact, with the onset of computers in education, it has become easier for the teachers to render knowledge and for the students to grasp it. Computer technology is used to add a fun-element to education. And it goes without saying that the Internet has endowed education with interactivity. The process of learning in the classroom has significantly become richer as students have access to new and different types of information, can manipulate it on the computer through graphic displays or controlled experiments in ways never before possible, and can communicate their results and conclusions in a variety of media to their teacher, students in the next classroom, or students around the world. The success of technology in the classroom generate impressive results for students, including improved achievement; higher test scores; improved student attitude, enthusiasm, and engagement; richer classroom content; and improved student retention and job placement rates. This is brought about by software that can be used to render information to the students in an interactive manner. The visual effects provided by the animation and presentation software result in inviting greater interest from the students. Tablet Used for Educating Young. MANILA, Philippines — La Salle Green Hills and electronics and digital media leader Samsung Electronics Philippines Corporation (SEPCO), take learning to a higher level as they tied up for the school’s eTextbook/Personal Learning Device (PEARL) project, a pioneering program designed to make use of the â€Å"digital word† as the new vernacular in the classroom. Now in its pilot phase, the project utilizes the latest tablet PC technology from Samsung as â€Å"a Personal Learning Device distinctly driven by digitized curriculum materials. †

At the End of the Play Alfieri Says Essay Example

At the End of the Play Alfieri Says Essay Example At the End of the Play Alfieri Says Essay At the End of the Play Alfieri Says Essay Relationships between Eddie and Alfieri During the Play? Throughout the play Arthur Miller presents a natural growth in the relationship between Eddie and Alfieri and displays a gradual increase in emotions between them. When Eddie first approaches Alfieri with his quandaries he opens up his worries deeply and emotionally but Alfieri stays professional. Eddie: I see it in his eyes; hes laughing at her and hes laughing at me. Alfieri: Eddie Im a lawyer, I can only deal with what is provable. You understand that dont you? Can you prove that? Eddie obviously feels very happy to open up to Alfieri because he hasnt told anyone his feelings before then. Alfieri is replying in a flat and impassionate manner. Now look Eddie He is almost giving Eddie the cold shoulder and saying Eddie there is nothing I can do so wake up and deal with it. Eddie is saying things to Alfieri and coming across as frantic and desperate for an answer that will help him. Eddie doesnt calm down throughout their first talk and starts to get irritable when he feels Alfieri is patronising him. He says things like I know what is in my mind Mr. Alfieri. And Listen will you listen to me a minute. And Wait a minute Im telling you sumpm. And Mr. Alfieri I cant believe what youre telling me. Eddie obviously doesnt like the response he is getting. He doesnt like Alfieris blunt and inconsiderate reaction to his exertion. As their first talk comes to an end Alfieri shows his intelligence about his analysis of the situation and Eddie doesnt like it. Alfieri: But Eddie shes a woman now. Eddie: Hes stealing from me! Eddie actually steers away from what Alfieri said about Catherine becoming a woman and refers back to his hatred and jealousy towards Rodolpho. Alfieri: She wants to get married Eddie, she cant marry you can she? Eddie: What you talking about marry me! I dont know what the hell you talking about! Eddie gave a furious response to the hint Alfieri had given. He reacted as if it was a preposterous idea and he was totally oblivious to what Alfieri had meant. But Alfieri and Eddie both know the truth and this just adds to the confused angry and helpless state Eddie was in. In Act 2 Eddie and Alfieri meet again for the second time. Alfieri explains how he had stayed on late from work just to see Eddie. When Alfieri is introducing the it he sets the scene he says his eyes were like tunnels. Meaning Eddie had an unexplainable look in his eyes consisting of numerous emotions. His eyes had a set plan and now all he had to do was walk down the tunnels into the end result of all his problems. His eyes were deep and meaningful. This time Alfieri is more inquisitive and attentive to the conversation. The first time they met it was Eddie asking all the questions and now Alfieri is asking the majority of them. Alfieri: What does Marco say? , What did you do that for Eddie? And She actually said shes mourning for him? This all signals that Alfieri is taking a more interested view of things and is starting to view things from Eddies perspective. However Alfieri is still taking an authoritative approach to the conversation and expresses his views to Eddie in a slightly more take my advice or leave it manner. Alfieri: This is my last word Eddie, take it not, thats your business. Morally and legally you have no rights you cannot stop it; she is a free agent. So Alfieri has taken a small step out of his role of talking about the law and is now talking about morals. He is actually showing some care to Eddie and attempting to persuade him to make the right decision by talking about morals to back up his argument. Eddie replies with Didnt you hear what I told you? The truth about the situation s hit Eddie hard and Eddie is refusing to give in. It was at this point Alfieri knew Eddie was going to make a big mess of things and tried his hardest to put Eddie on the right track. The relationship between Eddie and Alfieri has expanded into more of a deep and meaningful one. This is evident in Alfieris concern for Eddie and Eddies less manic behaviour towards Alfieri. As the play is nearing the end Marco has a talk with Alfieri about what to do about Eddie. Alfieri reacts to Marcos anger with a concern for Eddie. Alfieri: You wont touch him. This is your promise? Alfieri makes it clear to Marco that he wont touch Eddie and makes Marco promise not to do so. So even now Alfieri knows this will end up traumatic, he is fighting against the inevitable and his care for Eddie shines through. When Eddie is stabbed and then dies Alfieri comes on stage to conclude the play. He does this in an honest and thoughtful manner. and even though how wrong he was, and his death useless, I tremble for I confess that something perversely pure calls to me from his memory Alfieri is making a compromise between Eddies good and bad points. When he says his death is useless, he means his death didnt solve anything and didnt make anything better. So he is saying even though his death wasnt incredibly significant, his character is shining through in Alfieris mind. Alfieri is coming to terms with the fact that Eddie isnt just another client, he is passed that, and their relationship progressed evocatively. Alfieri says and so I mourn for him.. I admit it with a certain.. alarm. This line ends the play very thoughtfully. Alfieri is admittedly upset about Eddies death. He says he admits it with a certain alarm. The pause is crucial, it means that even Alfieri knows what is going to happen is inevitable; he is still alarmed when it happened. He says he admits it with a certain alarm meaning it is a specific type of alarm. He acts as if he doesnt know what word to use but alarm fits perfectly to emphasize on Eddies abrupt and tragic death. As the play progressed it was clear to see an increase in the importance of the relationship between Eddie and Alfieri. Eddie obviously respected Alfieri a lot and actually gained his own respect back for being so strong willed and honest. Alfieri was alarmed when Eddie died even though he knew it was going to happen. This proves he has a lot of feelings for Eddie that only escaped when he had died. So throughout the play their relationship had developed into something that was significant and special.

Take in Stride

Take in Stride Take in Stride Take in Stride By Maeve Maddox A reader is curious about the expression â€Å"to take in stride†: What exactly does it mean and where does the expression come from? The verb stride is one of those lovely old words to survive from Old English. As an intransitive verb, stride means to walk with long or extended steps. The word connotes confidence and purpose. The past tense is strode; the past participle is stridden. The word is frequent in tales of knighthood: From out of the forest strides Merlin, dramatic, cape flowing When [the Green Knight] came to the water he would not wade it, but sprang over with the pole of his axe and strode boldly over the brent that was white with snow. The White Knight had stridden  confidently forward, armor glinting in the sun Stride is alive and well in contemporary contexts: From the start there was something about Woods’ air of invincibility that rubbed me the wrong way as I  watched him stride  down a fairway. It was a case of playing for pride when The Reds strode out onto the field for the final metro of the spring season. The verb bestride is not much used by modern writers, but can be found in literature. It means â€Å"to straddle or to step across.† For example, one bestrides a horse. A victor bestrides his enemy as he stands above him with a foot at each side of the prostrate body. Cassius vividly describes the ambitious Caesar as a giant standing high above ordinary people: Why, man, he doth bestride the narrow world Like a Colossus, and we petty men Walk under his huge legs and peep about To find ourselves dishonorable graves. As a noun, stride refers to a long step taken in walking: Having a longer stride can give you the edge you need when it comes to competing in a race.   In late 2007, the crossing [of Ladd Creek] was simply a long stride from one large rock to another. Idioms like â€Å"take in stride† are based on the noun. Here are the most common: to take in stride: to accept advances or setbacks as normal, to be dealt with as they arise. The image is of a person walking along without stopping for distractions. Examples: Successful traders take losses in stride. There was a time when Americans  took political  cartoons  in stride Paul Ryan  takes  fame and hecklers  in stride. to get into stride/to hit one’s stride: to reach a comfortable and efficient pace. Runners use this idiom in a literal sense to refer to getting into stride before reaching their optimum pace. Figuratively, it refers to the process of settling into a new job or situation. Examples: But Higuain is not the only striker who has struggled to get into his stride in front of goal in this tournament. How Long Did It Take To Hit Your Stride? to make strides: to make progress Lauvao making  strides  as he adjusts  to  Washingtons offense Future MBAs  Make Career Strides to break stride: to deviate from a steady pace while walking, running, or marching. This is another sports term that may be used literally. Figuratively, â€Å"to break stride† would be to pause or stop whatever one is doing. Paper blowing across the track can cause a horse to break stride. Rocco followed with a spiel that I clocked at five minutes and that never broke stride or, to my ear, approached coherence. to put off stride: to cause someone to deviate from a steady stride or movement in sports; to interfere with someone’s expected progress; to disconcert. The horse left his feet and was thrown  off stride  for a brief time. We like people who can laugh at themselves, who can find something risible in the news, and who may put an opponent off stride with some anecdotal jibes. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsSocial vs. Societal20 Names of Body Parts and Elements and Their Figurative Meanings

Saudi EFL Instructors' and Students' Perceptions toward Implementing Essay

Saudi EFL Instructors' and Students' Perceptions toward Implementing MALL in High Education - Essay Example This has resulted in new approaches of teaching and learning and this has made it possible to devise teaching plans within and outside the classrooms. The incorporation of technology into education is supported by a number of theories including behaviorism, constructivism, situated learning theory, collaborative learning theory, informal and lifelong learning theory (Naismith et al., 2004). In the field of teaching and learning new languages, many models that are based on the utilization of technologies have emerged. These technologies play a crucial role in the improvement of the educational process. Computer-assisted language learning (CALL) is one of these models in which students use computers to learn the language (Levy, 1997).Although CALL gained its popularity in many developed countries in the early 1980s, Saudi Arabia unfortunately did not introduce computers to its educational system until the last decade of the twentieth century (Oyaid, 2007). As a result of the constant developments in the field of ICT, a new stage of CALL developed known as mobile-assisted language learning (MALL) in which students use mobile devices in the language learning process (Begum, 2011). These devices are the new generation of computers and include personal portable mobile devices such as cell phones, MP3/MP4 players, personal digital assistants and palmtop computers used for lan guage learning (Kukulska-hulme, 2008). For the purpose of this paper, the researcher will focus on the use of smart phones and tablets for the delivery of higher education. Regardless of the challenges that result due the usage of mobile devices in education, a number of successful attempts have occurred in different parts of the world. This successful usage resulted in improving the linguistic competence of the students (for example, Thornton and Houser, 2003; Myers, 2000). However, it needs to be understood that in order to successfully implement MALL in any