A Written Analysis on Why I Write by George Orwell Essays

A Written Analysis on Why I Write by George Orwell Essays A Written Analysis on Why I Write by George Orwell Paper A Written Analysis on Why I Write by George Orwell Paper Essay Topic: George orwell George Orwell’s 1946 essay ‘Why I Write’ is enshrined with a set of innate values adhered to and advocated by Orwell himself. In recounting his personal journey in becoming a writer, Orwell enlists the underlying ideals justifying his initial motives for writing. Subsequently, it is the representation of deeply held ideals such as the innate personal connection to writing, the impact of context on a writer, the value of writing and the reasons for writing that captivate audiences and underpin the meaning of Orwell’s essay. The eudemonistic virtues exhorted by Orwell as expressed through the essay form therefore serve to represent the values and ideals shaped by his context, that are eminent within his writings. The unfailing sense of personal connection Orwell bears to writing pervades throughout the essay, and subsequently captivates the audience. Orwell’s use of personal childhood anecdotes, of where he felt â€Å"isolated and undervalued† evokes a personal connection of sympathy from the reader, and thus signifies the development of Orwell as a writer. From the opening anecdotes, where Orwell alludes to the Greek playwright ‘Aristophanes’ and the English poet ‘William Blake’ it is event that ‘writing’ remained an innate component of George Orwell’s identity and that attempts to suppress or neglect this passion would be â€Å"outraging† his true nature. Orwell argues that the essence of his writing stems from personal experience and the innate connection of he bore to literature from an early age. However, whilst Orwell does argue that writing itself must involve a self-driven personal engagement, he concedes that the development of language is influenced and shaped by other writers. Therefore, the use of personal anecdotes underpins the innate, personal connection that Orwell shared with writing and thus captivates the audience. The exploration of context in shaping an author’s thoughts and writings are central concerns dealt with by Orwell within the essay. Orwell’s primary motivation, albeit obscured and categorically denied in the opening of the essay, is the political cause. Orwell concludes the essay in stating that â€Å"where I lacked a political purpose that I wrote lifeless books entences without meaning, decorative adjectives and humbug generally. † However, Orwell laments the political motivation of his works to the revolutionising political sphere of his own context. The purpose of the poem in the essay however, is more so to illustrate the lingering uncertainties of war and conflict that plagued Orwell’s time. The poem reflects on the certainties of the past, whereby imagery through â€Å"A happy vicar I might have been, two hundred years ago† illustrates the changing paradigms of religion, and its subsequent impetus for conflict. The poem is indicative of the â€Å"evil time† and increasing political tensions of Orwell’s context, and places his works into perspective. Therefore in exploring his personal development as a writer, Orwell further illustrates the impact of context in shaping a writer’s works creating a sense of personal engagement with the reader. Orwell’s presentation on the value of writing through the essay establishes an emotional connection that captivates the reader. The use of imagery, through the comparison of ‘good prose’ to a ‘windowpane’ underpins the augmented message enlisted in Orwell’s Why I Write. The image of the windowpane serves as a symbol for writing as a connection between the reader, the writer and the text. Constituents of a good prose allow for the writer to connect and see clearly through the issues of the text whilst similarly, the reader is able to maintain an understanding of the writer’s motivation and reasoning for the nature of his/her works. Therefore, Orwell concludes his essay with the argument that writing needs to be able to find a sense of commonality between the reader and the writer, with his ‘great motives for writing’ providing a conceptual framework in which such a connection can be fostered. Through the essay, ‘Why I Write’ Orwell constructs a balanced tone that is both anecdotal and reflective in order to crystallise and reduce any complications in meaning. The use of a particularly precise, authentic voice stems from the actual purpose of this essay which essentially was to provide a justification to the strong and confronting political-willed nature of his works. His outspoken fervour of democratic socialism, a belief manifested from his personal disillusionment to the institutions of governance of his time causes him to maintain a concise and direct prose, in order to present an unequivocal justification for the nature of his works. The authentic directness of his prose is encapsulated in sentiments such as â€Å"I did try very hard to tell the whole truth without violating my literary instincts†. The manner of his tone illustrates Orwell’s attempts to portray his character as one of integrity towards the literary cause. Thus, Orwell attempts to maintain integrity and honesty whilst fostering an emotional connection with the reader in order to propagate his ideals of the motivation of writing. Orwell’s justification for the reasons for writing ensures that he is levelled with the reader, enabling his ideals to captivate the audience. Orwell’s classification of the ‘great motives for writing’ serves as an appreciative framework from which the reader is then able to interpret literature. Orwell felt as though whilst an author maintains a connection to his/her works, such a connection may not be endeared by the reader. Therefore, Orwell classifies the ‘motives for writing’ in order to re-establish the connection between the author, the text and the reader by providing a conceptual framework serving as the basing point for an informed interpretation of the writer’s background, and reasons for writing. A secondary purpose of this classification predominantly focuses on the ideals of writing as a universal connector of people. In conclusion, the structure of the essay in recounting a chronological and biographical development of George Orwell as a writer allows for Orwell to express his views in an unequivocal manner. Orwell seeks to foster a connection between the audience, and his concerns through the range of techniques he applies through the essay form. Subsequently, Orwell’s representation of his innate underlying values and ideals are what captivates the audience and establishes the emotional connection between the reader, the writer and the text.

buy custom Nutrition Assessment essay

buy custom Nutrition Assessment essay There are some quick facts that athletes needs to note regarding their nutrition. One is that they achieve their peak performance through eating a wide range of foods and training, Much is gained from the stored carbohydrates amount in the athletes body, Depending on the duration taken by the exercise or the athletes condition, there reaches a time when fat is needed for provision of fuel, the protein need of an athlete can be increased by the kind of exercises that are undertaken, and water is very essential for athletes based on the fact that dehydration can lead to fatigue and muscle cramps. As a result of the stated facts; it is clear that for an athlete to expel in athletics, one should have perfect genes, good body conditioning and training and a reasonable diet. To maintain a peak performance, it is therefore necessary that an athlete ensures that they have an optimal diet. Lack of correct information regarding nutrition can be harmful towards the course of achieving the goals of the athlete (Rusell, 2005). During the early stages of an exercise that is temperate, about 50% of the energy taken by the body comes from carbohydrates. The energy produced by carbohydrates for every unit of oxygen that has been consumed is higher than that produced from fats. Based on the fact that the supply of oxygen during the long duration activities, it is advisable that the athlete consumes the diet with the least requirement of oxygen for every kilocalorie that has been produced. After being ingested, carbohydrates are partially digested in the mouth as a result of the action of amylase enzyme that is found in saliva. The digestion then continues in the stomach but is slowed down by the digestive acids that are released into the stomach. Pancreatic amylase furthers the breakdown in the duodenum breaking the carbohydrates further to sucrose, lactose and maltose. Sucrase, lactase and maltase acts further on the food as it is carried into the intestines breaking it into very small bits that are converted into glucose before being absorbed into the bloodstream. While the athlete is undertaking any activity the energy that is needed appears in the form of ATP and this is stored in small quantities that be utilized by the body in a few seconds and hence the need to replace it every other time. As mentioned earlier, the carbohydrates that have been consumed produces glucose to the body. The glucose is stored as glycogen for production of energy in later stages (Fink et al, 2008). Sports people have different needs of energy but this dependent on the body size, composition and the kind of physical training they are undergoing. A person with a small body needs about 1500 calories for maintenance of the body weight. In this case, Zoe weighs 135 and a height of 58 and this means she has a large muscle mass and needs more calories, about 4000, to maintain her body weight. The fuel that is consumed by the body of an athlete during training is dependent on their sex, the duration or intensity of their exercise and the nutritional status of the athlete. The central part of the nutritional plan is based on the three major macronutrients for every athlete and these are proteins, carbohydrates and fats. The average intake of nutrients is 56-58 carbohydrates energy, 11-15% energy from proteins and 24-30 % energy from fat. However, these ranges from one athlete to the other depending on a number of varying factors from individual to the other as mentioned before (Rusell, 2005). The utilization of carbohydrates increases as the work intensity increases. During the process of digestion of the carbohydrates, they are broken down into glucose and this is stored as glycogen in the body muscles. When the athlete is actively participating in the the sport or during the routine exercises, the energy is produced through conversion of the glycogen back into glucose (Collins, 2007). Only a limited quantity carbohydrate is stored by the body in the liver and the muscles. Provided the event does not take more than one and a half hours, the glycogen in the muscle is sufficient to supply the energy that is needed for the activity. For the activities that involve hard work and for more than one and a half hours, a diet with high concentration of carbohydrates that was eaten a few days before undertaking the activity permits the space storage of glycogen to get filled. This means that whenever Zoe is doing the running or during the soccer matches, she can benefit a lot from taking a diet prior to competition and the diet is supposed to contain about 70 percent carbohydrates calories Collins, 2007). It has been proven that athletes or soccer players who are on a high-carbohydrate diet can be able to exercise for long hours as compared to those who have not taken such a meal. However, it is not advisable that Zoe gets used to the high-carbohydrate diet based on the fact that the body may get used to obtaining fuel from carbohydrates instead of incorporating the fatty acids that come from fats (Fink et al, 2008). One thing that Zoe needs to know is that to be able to sustain her performance in relation to the feeding habits, there is an appropriate time that one needs to feed especially prior to a game or a training session. The absorption of food needs to have been accomplished and the glycogen stores replenished fully before one starts an active exercise. After the training session or a competition, Zoe needs to know that her glycogen stores gets depleted and she needs to put into consideration the time taken for the carbohydrates to be changed into blood glucose that is then stored in the muscles (Rusell, 2005). This is very important especially if she is to undertake some games in a series. This is where the Glysemic Index (GI) of food comes in. the foods whose GI is high take about 1 to 2 hours for absorption to take place while those with low GI take about 3 to 4 hours. As a result, consuming of carbohydrates whose GI is high in two hours time after undertaking an activity will assist Z oe in replenishing the glycogen stores and this will lead to a fast recovery time. These stores are known to take about half a day during rest or sleep and this means that she should consider taking breakfast always. Eating some snacks will play a part in maximizing the glycogen stores, minimizing storage of fat and stabilizing blood glucose as well as levels of insulin (Fink et al, 2008). Fats and oils assist the body of the sports people with the provision of fuel for the body. Half of the energy that is spent on a moderate exercise is derived from the metabolism of fatty acids that are free (Fink et al, 2008). When the individual undertakes an activity that will take more than an hour, the body can mostly use fats for the provision of energy and based on the fact that she is a trained athlete, her fat utilization will be higher than that of a person that is not trained. Based on the fact that Zoe is heavy and may be considering loosing some weigh, she can be tempted to practice fat restriction and this can affect her performance based on the fact that the fat intake should never be below 15% of the total energy intake and if this is not checked, the performance of Zoe may be affected immensely (Rusell, 2005). In addition to carbohydrates and fats, proteins are also responsible for the provision of energy for the athletes body. In case there is extra protein that has been consumed, it is stored in the body as fat. What Zoe needs to know is that, with the kind of kilograms that she weighs, she does not need to add weight any longer and if anything, she should be thinking of how to shed some of the weight that she has. As a result, she should ensure that she only takes enough proteins to avoid some fat storage in the body in form of the excess proteins. The protein intake of Zoe should range between 10% and 12% of the total calories to ensure that her intake fits what her body requires and that there is no excess to avoid harm. This translates to about 1.2-1.7 grams of protein for every kilogram of her body weight (Fink et al, 2008). Based on the fact that Zoe exercises vigorous almost everyday except on Sundays, her feeding habits needs to incorporate carbs amounts that range from moderate to elevated amounts. In her feeding programmes, she needs to incorporate about 6gm of carbohydrates for every Kilogram of her body weight and considering that she is 135Kg, this means that she needs about 810grams of carbohydrates each day. In short the carbohydrates intake should be about 45% of her calories or carbs about 65% of the calories being used. This will assist her in avoiding chronic fatigue as well as overloading her liver and muscles with glycogen. The protein intake for Zoe is 1.1 to 1.4 grams protein for every kilogram of her body weight (Fink et al, 2008). For the protein to be used to maintain the tissues of the muscles and not as a fuel source there should be enough carbohydrates as mentioned earlier. In regard to the fats and oils intake, Zoe as an athlete who exercises regularly almost everyday can take up to 30% of what she consumes daily. However, having in mind that Zoe is a huge person with an excessive body weight; she needs to maintaain the percentage of oils and fats at a mere minimum. It should be noted that the fats should have very little or no amounts of trans or saturated fats and rich in unsaturated fats (Collins, 2007). Based on the fact that carbohydrates in its digestive forms undergoes a transformation into glucose, the glucose has to provide the body tissues and cells in form of ATP (adenosine triphosphate) and in this case the metabolism of glucose is carried out in three major stages; glycolysis, Krebs Cycle, and oxidative phosphorylation. During the athletic activity, the level of hormones shifts and this homeostasis disruption makes some alteration to the carbohydrates glucose metabolism as well as other molecules that bears some energy (Collins, 2007). Glycolysis is the first step of glucose breakdown. When glucose enters the cells cytosol or the fluid of the cell, it is changed into pyruvate 2 or 3 carbon molecules through a number of reactions (ten) which are catalyzed by different enzymes. For every molecule of glucose, two ATP are generated and since ADP is changed to ATP throughout the breakdown carried out on the substrate glucose, a process that is referred to as phosphorylation of substrate-level (Haugen, 2010). During glycolysis, the most precious enzyme is the phosphofructokinase or PFK that is responsible for the catalysis of the 3rd reaction in the entire sequence. The reaction is favored by physiologic conditions and as a result, it is referred to as the committed step. This implies that PFK appears as the one responsible for controlling the metabolism of glucose and in actual sense, this is the reality. When the cell has much energy or ATP, PFK gets inhibited and the glucose breakdown for energy production reduces. Th is kind of regulation where the PFK controls the degradation of glucose to fit the energy requirements is a common issue in biochemistry (Fink et al, 2008). The next stage is the krebs cycle that is said to begin pyruvate that is structured in the cell cytoplasm during glycolysis is moved to the mitochondria whose majority energy that is contained in the glucose gets extracted. The mitochondria facilitate the conversion of pyruvate to acetyl CoA through an enzyme pyruvate carboxlase. This process goes through a series of steps but the main purpose of Krebs Cycle is to ensure that there is provision of high-energy electrons that appear in form of NADH and FADH2 and these are carried forward to the transport chain of the electron (Fink et al, 2008). During the last stage which is known as the oxidative phosphorylation. High energy electrons that are held by both FADH2 and NADH are carried on to an enzyme complex series in the membrane of the mitochondria. In an effort to reap the energy contained in both NADH and FADH2 and changes it to ATP: NADH-Q reductase, cytochrome oxidase and cytochrome reductase. Generally, two ATP molecules are generated from the Kreb Cylcle reactions and electron transport chain then produces around 26-30 ATP. In short, the glucose oxidation as a result of reduction of FADH and NAD+ is joint to the process of phosphorylation of ADP with the aim of producing ADP. This is the reason why this process is referred to as the oxidative phosphorylation (Fink et al, 2008). The processes of anabolic lead to the production of polysaccharides, nucleic acids, lipids, peptides and proteins and this is a collection of different living things materials. The opposite of anabolism is catabolism and this produces molecules that are smaller and are utilized by the cell to form larger molecules. ATP that is rich in energy is the main supplier of energy behind the process of anabolism and this energy is released when the bond breaks and ATP changes to ADP. During the reactions of anabolic, the ATP phosphate bond is transformed into a substrate so as to energize it to prepare it for the subsequent molecule utilization as a raw material for the larger molecule production. Whenever the cell is in need of producing certain proteins, the production is carried only for the specific amino acids that are required for the synthesis of the proteins (Fink et al, 2008). Furthermore there are those amino acids that are applied by the cell to produce glucose that emerges in the blood or a carbohydrate that is kept in the liver and is known as glycogen. As a result, the catabolism products of amino acid do not have accumulations but instead are fed on the anabolic pathways of the synthesis of carbohydrates. The rate of anabolic reactions is regulated by the cell through allosteric enzymes means (Rusell, 2005). Buy custom Nutrition Assessment essay

Response Paper Essay Example | Topics and Well Written Essays - 500 words

Response Paper - Essay Example The novel played on emotions of horror, awe and trepidation in order to elicit strong emotions particularly against the scientific rationalization of nature. Indeed, Frankenstein, is often considered as a work that initiated the dark visions of the cruelty and barbarity of the scientific endeavors by megalomaniacs wishing to control the world rather than as a tool for the spread of Enlightenment ideas. The setting and time further highlighted the Romantic character of the Frankenstein. The story happened in the eighteenth century, a time wherein political, social and scientific norms required resistance. In addition, the setting: the Swiss Alps and the cold regions of England and Scotland serve to tell us that these desolate places are where the monsters are appropriately exiled. It also underscored the sublime and untamed character of nature, which, for its part, highlighted the scientific atrocities committed by humans against it. Through the setting, there was an interfusion of elemental contraries that better demonstrate Shelley’s objectives. One of the most important themes that I found in the novel is that of the concept of monstrosity. Although Frankenstein is the most obvious example of what a monster is, he was in fact less of a monster than his creator. His hideousness hides a compassionate creature and his lack of companionship deeply troubled him. This was summed up in the line: â€Å"I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on.† (Shelley, p. 188) Victor, his creator, on the other hand, displays a more intense monstrosity in his ambition, secrecy and selfishness, which led him to murder members of his own family. It is, however, unnoticeable because such monstrosity is hidden in his humanity. These two characters served two represent varying concepts that permeate in the literary world.

Inflations in UK PowerPoint Presentation Example | Topics and Well Written Essays - 1250 words

Inflations in UK - PowerPoint Presentation Example (Davies, 2012). The Inflation is stated as a percentage. For example if the CPI is 2%, it means that we now have to spend 2% more on the same goods and services than we were doing earlier. Consider the price of a Cinema Ticket. Suppose it was  £10 last year and the CPI is 2%, this means we will now have to expend  £10.2 for the tickets this year. (2% increase in price) (Davies, 2012) CPI measures the changes in prices for Consumer goods and services only, whereas RPI includes mortgage costs taxes and interest payments. CPI accounts for consumer choice as well. It formulates that with a change in price, a consumer shall move to a cheaper alternative or go for a substitute product. For example, if the price of Tea increases too much for the liking of a consumer, he may opt to consume Coffee if it is available within his price range. The Government and Bank of England use CPI and RPI to fix interest rates, if inflation is expected to rise beyond a certain level, the Government may increase interest rates in order to curb inflation. The Office of National Statistics (ONS) collects several prices of goods and services. It weighs how much we spend on the relative products every month and then these prices are combined to produce a composite index which is the Rate of Inflation. The Inflation in UK in January 2014 was recorded at 1.9%, with the average Inflation between 1989 till January 2014 being 2.8%. It recorded a High of 8.5% in April 1991 and a low of 0.5% in May 2000. (Taborda, 2104) The following table represents the history of Inflation in UK over the past decade. As we can see from this table, the highest Rate of Inflation was recorded in Sept. 2011 and Sept. 2008 at 5.2%, and the lowest at 1.1% in Oct. 2009 and March April Oct. of 2004. As we can see from the 2 graphs, controlled inflation is good for the economy. The BOE has set the benchmark for controlled inflation at 2%. At

Earth ans Space Sciences (Meterology) Essay Example | Topics and Well Written Essays - 1500 words

Earth ans Space Sciences (Meterology) - Essay Example The Joplin Tornado is considered to be the most severe tornado in history of United States since 1953 (Storm Prediction Center, 2011) as the optimum wind velocity was about 200 mile per hour that created an enormous damage in Missouri. The death toll was 162 which topped the number of causalities produced by a tornado of 1953 in Flint, Michigan in which 115 people were died; however, death toll remained less than a tornado of 1947 in Woodland, Okalahoma, when 181 people were killed. A well advanced tornado warning was issued by the local meteorological office as well as special updated were released by National Weather Service. A great coordination between meteorological and administrative agencies enabled the general public in advance to take necessary safety measures and thus saved many lives. However, despite of taking all the measures, tornado was strengthened enough that it not only produced tremendous loss of infrastructure but also caused 162 human fatalities and moderate to s evere injuries to more than 1000 people (Reuters, 14 Sep, 2011). This paper explains several aspects of Joplin Tornado which include the synopsis of the incident with the help of real-time dealing with of the event, loss of human life and damage to businesses and properties, and some statistics as well. At the end, few points are suggested for forecasters to improve their forecast related to any such occurrence in future. 2. Joplin Tornado Synopsis A tornado is defined as â€Å"a rotating column of air ranging in width from a few yards to more than a mile and whirling at destructively high speeds, usually accompanied by a funnel-shaped downward extension of a cumulonimbus cloud† (http://www.the freedictionary.com). Tornadoes appear in a number of sizes and shapes; however they are often in the style of an observable condensation funnel, as their thin end meets the ground and are oftentimes surrounded by clouds containing waste and dust particles. The majority of tornadoes pos sess violent winds having speed not less than 110 miles per hour, however, a lot of severe tornadoes can gain the wind velocities greater than 300 miles per hour with an extension of width well over two miles around, and remain to the earth for a great deal of about more than 100 miles in length (Edwards, 2006). The strength of a tornado is ranked by Enhanced Fujita Scale which consists of six categories depending upon the wind speed. The key statistics that Joplin tornado produced are shown in tabular form below. Maximum EF-Scale   EF- 5 Maximum Wind Speed (Estimated)   In Excess of  200 mph Path Length   22.1  Ã‚  Miles Path Width   3/4 to 1 Mile Fatalities   162 Injuries 1000+ Start Time   1734 PM End Time   1812 PM Approximate Beginning Pt. 1/2 mile SW of the intersection of JJ HWY   & and west 32nd street (Newton Road) Approximate Ending Pt. 4.8 mi. NNE of Granby, Missouri (Source: http://www.crh.noaa.gov/sgf/?n=event_2011may22_survey) Joplin, Missouri exper ienced one of the most deadly tornados of the history of United States on 22nd May, 2011. The first three weeks of May, 2011 were significantly quiet as only few and isolated tornados took place, however, by the combined effect of an intensified low pressure area and dry line changed the pressure

Themes Of Eudora Welty

Themes Of Eudora Welty A theme in writing is the main idea of the literary document. By a writer having well written papers with a generalized theme the writer is able to imagine and feel the occurrences within the piece of work. Theme is a main component of any fictional writers work; it is the element of the paper that is reoccurring throughout the piece of work. The theme will always be a subject but not every subject that is found is a theme (Childs and Fowler 239). Eudora Welty is a very strong writer who uses many themes throughout her literary work that is illustrated as racism, responsibility, initiation, coming of age, belonging, as well as many other that are found throughout her literary pieces. A Worn Path is a story with many different themes shown throughout it. It is considered by many to be the best writing that Welty ever did. Because Eudora Welty was a writer from Mississippi in the 1940-1950s most of her writing was influenced by the theme of race and racism. In A Worn Path, Welty shows the theme of race and racism by the encounters in which her characters experience along the story. During the time period in which the story was written, it was common for a Caucasian person to call blacks by aunt, granny, or uncle as a way of labeling them instead of speaking to them as an individual by their name (Wilson 315). Welty often found herself using themes that were influenced by Greek mythology and beliefs (Champion 350). The theme of resurrection is found within A Worn Path by looking into the character of Phoenix. When you examine Greek mythology, you see that a phoenix was a bird that actually rose from its ashes to restart a new life. Just as the phoenix mythological b ird is resurrected, the character Phoenix is resurrected because she refuses to give up and die. Duty and responsibility is seen through A Worn Path as the character Phoenix had a strong sense of duty to take care of her grandson as he has no one else to tend to him. Not only did Phoenix have a sense of duty to care for him, but she felt that it was her responsibility to see he got everything that he needed like when she was determined to make it into town to get the medication that he needed for his throat. The main themes in which sum up A Worn Path are race, duty and responsibility, and resurrection. Welty uses these themes to allow the reader to experience firsthand the struggle in which the characters encounter. Moon Lake is a short story that Eudora Welty wrote in 1947 with the themes of identity, belonging, initiation, and coming of age. In Moon Lake, there are two characters that are prepared to see a new view of what reality is. Loch Morrison, and the girls both experience initiation and they are both connected to the revelation of the male power and energy. Loch Morrison initiation comes from not hunting like most males experience, but instead through the heroism and salvation. This story depicts the theme of coming of age and the group of girls start to notice the lifeguard Loch Morrison as he is ever so careful to stay to himself. Welty speaks of Easter who almost drowns in the lake is rescued by Loch, only for it to be perceived as a sexual act to the other lady. Throughout the entire story Welty speaks of feminine scenes which are reinforced by masculine energy. Identity is within this short story as a whole is applied to the orphan girls who do not have a true sense of who they are . They simply give themselves certain names and identities as does Easter. They are not rooted deeply within the town because they are known as unwanted or outcast. Jinny love on the other hand knows exactly who she is as her identity is defined by the adult world. Her identity is given to her with approval from society. Nina on the other hand is an individual who is not happy being just her, she wants to know what life is like for others. She has a very private sense of her own identity as she feels very isolated(Milne 8). Moon lake has a theme of belonging as all of the orphan girl have a sense of unity being at the camp. They feel as if they all fit in and are needed by each other. The orphans have no other sense of identity except for what they know when they are together at the camp. Belonging to the group of orphans gives them a sense of identity and family that they long for. Eudora Welty has many other stories that she has written with very strong themes. During the end of Weltys life and writing career, she became very cold hearted and defensive about the issue of race. Everywhere she went she was under pressure to address race and she began to resent it (Flower 327).

death penalty :: essays research papers

Almost 18 years ago an innocent wife and mother to two, named Sarah Bryne, received a call by her husband’s old college roommate. He explained to her that he and his wife were staying at a secluded motel near her work and were only staying for the weekend. She left work early to go and meet him and his wife. When she arrived he was alone. Once she was inside and the door closed he raped her. After raping her he stuffed her inside a small trunk, put the trunk in the back seat of his car and drove away. She made a help me sign in red lipstick and slid it through the trunk. Many motorists saw this plea and called the police. But before they could catch up he stopped on a secluded farm road, ripped her out of the trunk, strangled her with a necktie, broke her neck, and then finally finished the torture by stabbing her 14 times. He then put her mangled body back in the trunk and drove home to his wife and kids (1). There is only one offence in the state of Washington that you can receive the death penalty for and that is aggravated murder in the first degree. To receive this punishment one must plan out his act and in committing the crime commit an aggravating circumstance (3). Stabbing + raping + breaking a neck + strangulation all add up to an aggravated circumstance. It’s for people like this that we have instituted the death penalty. The death penalty is a just punishment, but like any system it does have some flaws. Although the death penalty does not work too well as a general deterrent it does work as a specific deterrent. Specific deterrent means that the penalty is keeping the offender from re-offending (2). Studies show that those who commit murder, if given the chance, re-offend. But some may wonder, isn’t life in prison keeping them from committing the crime again? The Criminal Justice Legal Foundation states that â€Å"the leading cause of death among prison inmates is murder by other inmates. A murderer serving a life sentence has no reason at all to refrain from killing other inmates or guards, or from hiring other criminals outside of prison to kill those who helped convict them.† But on the other hand the death penalty offers the opposite effect when it comes to general deterrence.

Stefan’s Diaries: Origins Chapter 29

When I next opened my eyes, I knew I was dead. But this death wasn't the death of my nightmares, with black nothingness all around. Instead, I could smell the faraway scent of a fire, feel rough earth beneath my body, could feel my hands resting by my sides. I didn't feel pain. I didn't feel anything. The blackness enveloped me in a way that was almost comforting. Was this what hell was? If so, it was nothing like the horror and mayhem of last night. It was quiet, peaceful. I tentatively moved my arm, surprised when my hand touched straw. I pushed myself up to a sitting position, surprised that I still had a body, surprised that nothing hurt. I looked around and realized that I wasn't suspended in nothingness. To my left were the rough-hewn slats of a wall of a dark shack. If I squinted, I could see sky between the cracks. I was somewhere, but where? My hand fluttered to my chest. I remembered the shot ringing out, the sound of my body thudding to the ground, the way I was prodded with boots and sticks. The way my heart had stopped beating and there had been a cheer that rose up before everything was quiet. I was dead. So then †¦ â€Å"Hello?† I called hoarsely. â€Å"Stefan,† a woman's voice said. I felt a hand behind my back. I realized I was wearing a simple, faded, blue cotton shirt and tan linen pants, clothes I didn't recognize as my own. And though they were old, they were clean. I struggled to stand, but the small, yet surprisingly strong, hand held me down by my shoulder. â€Å"Y ou've had a long night.† I blinked, and as my eyes adjusted to the light, I realized that the voice belonged to Emily. â€Å"Y ou're alive,† I said in wonderment. She laughed, a low, lazy chuckle. â€Å"I should be saying that to you. How are you feeling?† she asked, bringing a tin cup of water to my lips. I drank, allowing the cool liquid to trickle down my throat. I'd never tasted anything so pure, so good. I touched my neck where Katherine had bit me. It felt clean and smooth. I hastily yanked the shirt open, popping several buttons in the process. My chest was smooth, no hint of a bullet wound. â€Å"Keep drinking,† Emily clucked in a way a mother might do to her child. â€Å"Damon?† I asked roughly. â€Å"He's out there.† Emily pointed her chin to the door. I followed her gaze outside, where I saw a shadowy figure sitting by the water's edge. â€Å"He's recovering, just as you are.† â€Å"But how †¦Ã¢â‚¬  â€Å"Notice your ring.† Emily tapped my hand. On my ring finger was a gleaming lapis-lazuli stone, inset in silver. â€Å"It's a remedy and a protection. inset in silver. â€Å"It's a remedy and a protection. Katherine had me make it for you the night she marked you.† â€Å"Marked me,† I repeated dumbly, once again touching my neck, then allowing my fingers to drop to the smooth stone of the ring. â€Å"Marked you to be like her. Y ou're almost a vampire, Stefan. Y ou're well into the transformation,† Emily said, as if she were a doctor diagnosing a patient with a terminal illness. I nodded as if I understood what Emily was saying, even though it might as well have been a completely different language. Transformation? â€Å"Who found me?† I asked, starting with the question I cared least about. â€Å"I did. After the shots were fired on you and your brother, everyone ran. The house burned down. People died. Not just vampires.† Emily shook her head, her face deeply troubled. â€Å"They brought all the vampires to the church and burned them there. Including her,† Emily said, her tone impossible to comprehend. â€Å"Did she make me a vampire, then?† I asked, touching my neck. â€Å"Y But in order to complete the transition, es. you must feed. It's a choice you have to make. Katherine had the power of destruction and death, but even she had to allow her victims that choice.† â€Å"She killed Rosalyn.† I knew it in the same way I'd known Damon loved Katherine. It was as if a cloud had lifted, only to reveal more blackness. â€Å"She did,† Emily said, her face inscrutable. â€Å"But that has nothing to do with what happens. If you choose, you can feed and complete the transition, or let yourself †¦Ã¢â‚¬  â€Å"Die?† Emily nodded. I didn't want to feed. I didn't want Katherine's blood inside me. All I wanted was to go back several months, before I'd ever heard the name Katherine Pierce. My heart twisted in agony for all I'd lost. But there was someone who'd lost more. As if she'd read my mind, Emily helped me to my feet. She was tiny, but strong. I stood up and shakily walked outside. â€Å"Brother!† I called. Damon turned, his eyes shining. The water reflected the rising sun, and smoke billowed through the trees in the distance. But the clearing was eerily quiet and peaceful, harkening back to an earlier, simpler time. Damon didn't answer. And before I even realized what I was doing, I walked to the edge of the water. Without bothering to take off my clothes, I dove in. I came up for air and breathed out, but my mind still felt dark and dirty. Damon stared down at me from the water's edge. â€Å"The church burned. Katherine was inside,† he said tonelessly. â€Å"Y I didn't feel satisfaction or sadness. I just es.† felt deep, deep sorrow. For myself, for Damon, for felt deep, deep sorrow. For myself, for Damon, for Rosalyn, for everyone who'd gotten caught in this web of destruction. Father had been right. There were demons who walked the earth, and if you didn't fight them, then you became one. â€Å"Do you know what we are?† Damon asked bitterly. We locked eyes, and instantly I realized that I didn't want to live like Katherine. I didn't want to see the sunlight only with the aid of the ring on my finger. I didn't want to always gaze at a human's neck as if contemplating my next feeding. I didn't want to live forever. I ducked down under the surface of the water and opened my eyes. The pond was dark and cool, just like the shack. If this was what death was, it wasn't bad. It was peaceful. Quiet. There was no passion, but also no danger. I surfaced and pushed my hair off my face, my borrowed clothes hanging off my soaked limbs. Even though I knew what my fate was, I felt remarkably alive. â€Å"Then I'll die.† Damon nodded, his eyes dull and listless. â€Å"There's no life without Katherine.† I climbed out of the water and hugged my brother. His body felt warm, real. Damon briefly returned my embrace, then hugged his knees again, his gaze fixed on a spot far away from the water's edge. â€Å"I want it done,† Damon said, standing up and walking farther away toward the quarry. I watched his retreating back, remembering the time when I was eight or nine that my father and I had gone buck hunting. It was right after my mother had died, and while Damon had immersed himself in schoolboy antics like gambling and riding horses, I'd clung to my father. One day, to cheer me up, Father took me to the woods with our rifles. We'd spent over an hour tracking a buck. Father and I headed deeper and deeper into the forest, watching the animal's every move. Finally, we were in a spot where we saw the buck bowing down, eating from a berry bush. â€Å"Shoot,† Father murmured, guiding my rifle over my shoulder. I trembled as I kept my eye on the deer and reached for the trigger. But at the moment I released the trigger, a baby deer scampered into the field. The buck sprinted away, and the bullet hit the fawn in the belly. Its wobbly legs crumpled beneath it, and it fell to the ground. I'd run to try to help it, but Father had stopped me, holding on to my shoulder. â€Å"Animals know when it's time to die. Let's at least allow it the peace to do it alone,† Father said, forcibly marching me away. I'd wailed, but he was relentless. Now, watching Damon, I understood. Damon was the same way. â€Å"Good-bye, brother,† I whispered.

Leadership and power Essay

We have described power as the capacity to cause change and influence as the degree of actual change in a target’s behaviors. Ho Ching’s power as a leader has been recognized by many, but would you describe Ho Ching as an influential leader? Why? Yes Ho Ching would be an influential leader because she has the capabilities to persuade others to follow her lead 2.Based on the excerpt from Ho Ching’s speech, what type of tactics does she use to influence the behavior of others? Ho Ching use coercive power to direct her followers 3. Ho Ching has been named one of the most powerful leaders in Asia. What are her major sources of power? Her major resource of power came mainly on her connections mostly her husband Review the Leader Motives in Ch. 5 of Leadership: Enhancing the Lessons of Experience. How would you characterize Ho Ching’s motives? Her motives were to build a better relationship with India and help Singapore grow. Review Highlight 5.3 in Leadership: Enhancing the Lessons of Experience. What role, if any, do managerial differences based on gender play here? There are managerial differences based on gender Females tend to act with the organization’s broad interests in attempt mind, consider how others felt about the influence, involve others in planning, and focus on both the task and interpersonal aspects of the situation. Male managers, on the other hand, were more likely to act out of self-interest, show less consideration for how others might feel about the influence attempt, work alone in developing their strategy, and focus primarily on the task alone. Malemanagers, on the other hand, were more likely to act out of self-interest, show less consideration for how others might feel about the influence attempt, work alone in developing their strategy, and focus primarily on the task alone. Female managers were less likely than male managers to compromise or negotiate during their influence attempts. The female managers were actually more likely to persist in trying to persuade their superiors, even to the point of open opposition. Although their managerial styles were different neither group was more effective than the other.

Lumpy Essays - Free Essays, Term Papers, Research Papers

Lumpy Essays - Free Essays, Term Papers, Research Papers Lumpy How did we meet you ask? It wasWell about 3 years ago give or take some months when I had first started school at Applecroft Academy. I remember how awkward he was when he walked into the classroom on the first day of class. IAll remember thinking was that he wasn't going to survive the year here, and i was almost in tears laughing thinking about it. This school was going to chew him up and spit him out. Applecroft Academy for the exceptionally talented. This is where I went. It was the most prestigious art school in all of Ggreat Bbritain. From a young age I i was told this was the place to be, this was the place to work hard to get into. This school picked only the select few, whose families had bred their children in the few prestigious bloodlines left in englandYou needed to be a certain way to get into Applecroft. You had to come from a certain class and economic background. My parents were extremelyvery very influential in my town., Iin fact, my father was the mayor and my moth er had one of the hottest restaurants aroundwas the Hottest chef in town. Now i look back on it, I matched every requirement to getI guess i was a shoe in into the academy, but this kid, tThis outsider. I would forever be confused as to how he got into this school. We called him Llumpy from after about a week an early onset at the school. He was tremendously...large to say the least. He was very overweight and walked with a bit of a waddle. He fat, and came into school so disheveled every day. His uniform was dirt stained and untucked, and his hair was a matted mess. Neither hair nor clothes looked as if itd been washed in weeks. He wasnt Bbritish like everyoneanyone else at the school. To be honest, I i never did find out where exactly he came from. OurMy weirdly awkward relationship started with him one blustery autumn morning out when we were out on the football pitch. Now not to brag, but at this school I wasam very well known for my football abilities. I could rainbow it over anyone's head. Do you think you could teach me how to play? He mumbled as he sautered over to me. He kept his hands in his pockets and his head down. I never learned how to back home. I...I...um well, I stammered tried to hold back my laughter, You know I dont like you right? Can you even dribble?He came up to me and mumbled asking if I could teach him to play. I dont like you, and youre not my friend. I hope you know that. I said to him. He mumbled something else inaudible and stared down at his feet. Hey are you brothers with Lumpy the dunce now? yelled my nemesis Malcolm Terris. He was a firsty like myself, meaning we were both freshman. Our families hadve been rivals for generations I guess, and that hatred has carried over even to now. Malcolm ran over to us laughing. You really are the lowest of the low,. he chuckled to me as he pulled out his phone. He snapped a picture, and then shoved Lumpy to the ground. Still cackling like a hyena, he gave a fake yell. Oh my god I nearly lost my arm in his fat. I walked up and stood threeabout 3 inches from his face looking dead into his eyes. I told him. All this shit youre talking is going to be all the more funny when Ii teach him to beat your arse. I shoved him back, Now let's play some ball why don't we. I walked back and held my arm out for Lumpy to take. This doesnt make you my friend. I hope you know that. I said to him. He mumbled something else inaudible and smiled slightly. But I will teach you to play. From that day on Lumpy stuck to me like some bad jam. I hated it. Stupid fat oafAmericans. I tried to train him, and get him in as best shape as possible, to no

How and why the royal inscriptions in Persia was used and continued to Essay

How and why the royal inscriptions in Persia was used and continued to be used by achaemenids - Essay Example Writing on paper in that era and place was unknown and the Kings inscribed their story on huge rocks and structures (Livius, 1997). This paper examinees a few os such inscriptions to understand why these inscriptions were made and why the Achaemenid kings continued to use them. Specifically the paper would examine the inscriptions of King Darius I, his son Xerxes and Cyrus II the Great. Till King Darius I came to power, the Achaemenid kings were not regarded very seriously and were restricted to small fringe areas. However, King Darius I who ruled from 522 to 486 BC turned the pastoral Achaemenids to be a force to reckon with. The King achieved a number of victories, encouraged trade to grow and the kingdom became wealthy and rich. To announce his achievements to the world and to ensure that his achievements would remain forever, he had his story of victories carve in stone on tall cliffs and towers, where no one could tamper with them. However, unfortunately no one could climb to the heights and read then since the craftsmen removed all access ledges and walkways. Therefore, the inscriptions were created so that the Achaemenid could leave evidence of their achievements for all posterity. Other kings also were equally vain glorious and also wanted to leave evidence of their achievement for posterity and thus the tradition continued. Paper and Papyrus was not easily available in the Achaemenid kingdom and hence the Kings had to use stone as the media for writing (Livius, 1997). King Darius I came to power after killing king Gaumà ¢ta in 522 BC. He also entered into a deadly civil war that he won and he fought many wars and conquered more and more lands. At the time of his death in 486 BC, the Achaemenid kingdom extended till India and Thrace in Greece. After the victories, King Darius I decided to set up the Behistun inscriptions. Behistun was a village in Iran and has many ancient monuments. The village was situated

Strategies for English Learners Essay Example | Topics and Well Written Essays - 1500 words

Strategies for English Learners - Essay Example The strategies used need to consider other factors such as the critical period hypothesis, neurological, psychomotor and cognitive levels of English learners. Considerations for English Learning Strategies Proficiency in learning, reading and writing English can be achieved through various strategies. However the strategies need to consider various aspects of English learning. The critical period hypothesis is an important factor that needs consideration in any English learning strategy. The hypothesis postulates that there is a significant relationship between the ability of learners to acquire a given language and their age. According to ........, English learners in a linguistically rich environment could easily acquire the language within a given window period after which the students could require exertion of more efforts to acquire the language. Therefore, acquisition of proficiency in English could be accomplished early in life based on the critical period hypothesis. At this period, it is easier for children to acquire the language and other motor skills. Acquisition of the language after the period could be difficult and the learner might never attain full command of English. Neurology should also be considered in the strategies employed in learning and acquisition of proficiency in English. ... The language acquisition devices he developed has linguistics properties that distinguish speech sounds from other sounds, organizes linguistic data into various classes and engages in constant evaluation of language development. According to ............., the motor hypothesis maintains that babbling is a product of motor development in humans although some researcher do not agree. For instance, Pettito and other researchers propose that babbling is a neurolinguistic foundation. They argue that the rhythms of natural language can be determined biologically and therefore the babbling of babies is for them to discover the sounds of languages in their environment. Cognitive considerations for English learning strategies require that the learning techniques involve the abilities of humans for learning. According to ......., humans learn through taking of instructions, imitation of other people’s behaviour and observation. These learning abilities utilize the senses of endowed to individuals. Through cognitive learning, students go beyond simple imitation techniques to provide knowledge through mental or cognitive processes. The cognitive methods that could be used in English learning include the mental representation of physical objects and events in addition to processing of other linguistic information. Through cognitive process, English learners could learn by listening, watching, reading, touching and experiences. The learning process in cognitive may be passive since there is no motor movement. Affective consideration is another factor that must be considered while choosing the best learning method for English learning. Affective learning involves emotions. English