Gatby In The Great Gatsby Analysis - 1329 Words

Gatsby in The Great Gatsby The Great Gatsby movie is adapted from a novel wrote written by F. Scott Fitzgerald. This film was a hit when it published was released and the figure of Gatsby was widely discussed by public. Gatsby perfectly explained captures the American dream:, his success, a man from nothing who comes to have everything. However, money is not what Gatsby really wants, but rather Daisy. This film tells the American dream: individual freedom, equality of opportunity, and material wealth. I am deeply touched by the figure of Gatsby in this film, his character image. Gatsby did everything exaggerated and unbelievable, the surface is he did everything for Daisy; in fact, I believe, it’s for quot;not emptyquot;,†¦show more content†¦It can be seen that Gatsby has strict demands on himself in all aspects from an early age, studying hard, exercising and paying attention to thrift. ... These are the requirements of the traditional quot;American Dreamquot; struggle mode, which fully shows that a youth is healthy and progressive Outlook on life. However, Gatsby, who was an adult, betrayed his youth when he was young. In order to gain wealth and status and to regain the love of Daisy, Gatsby became a criminal in pursuit of interests and results. *Social Class Gatsby#39;s wealth of possessions and showing off to all of his people indicate that he wants to be known as a celebrity, yet these show that he is just a poorly educated upstart; the commentary here on social class is that _____________. After World War I, there were quite a few differences between the eastern and western parts of the United States. The hereditary bourgeoisie in the east was repulsive and contemptuous of emerging aristocrats from the west. Tom represented the corrupt people in the east, and Gatsby was a typical representative of the newly wealthy class. Gatsby is rich in wealth, but he can never be on an equal footing with Daisy, and will never be accepted as one of them. No matter how much money he owns, he still does not have a nobleShow MoreRelatedAnalysis Of Gatby In The Great Gatsby1016 Words   |  5 PagesIn the great Gatsby, the whole book revolves around the mystery of this man, Jay Gatsby. All sorts of people are interested in this man for many reasons. This meaning that he is a local celebrity, he has many differences and similarities to modern celebrities. Nick of all people is interested in gatsby, but why so? First of all because no one truly knows gatsby. In a quote in chapter 3 some gossiping guests at Gatsby’s party said Somebody told me they thought he killed a man once. Oh, no, said

Alice Walker’s The Color Purple Analysis Free Essays

Alice Walker’s The Color Purple From reading the extract from The Color Purple, the reader is shocked almost straight away from how the character/narrator (who in this case is the author Alice Walker) is treated and brought up by her father. The way in which the story is told is in the form of letters and a kind of diary addressed to god as she is told â€Å"You better not tell anybody but god it’ll kill your mammy†. The reader can almost sense that this was written and was never expected to be read or seen by anyone else, it feels very personal and private to the young girl just between her and god. We will write a custom essay sample on Alice Walker’s The Color Purple: Analysis or any similar topic only for you Order Now The language she uses is appropriate in the way that you can imagine this fourteen year old black girl who is not very well educated, talking and writing this way. Putting her story across in a colloquial manner hammers home in a way the gravity of the young girls plight all the more as it talks to a broad range of readers and is understandable to all. Also the syntax with the short and punchy sentences again hits home and grabs the attention of the reader right away † My mama dead. She die screaming and cussing. She scream at me. She cuss at me. I’m big. I can’t move fast enough†. The piece is extremely emotive and graphic with the images it invokes upon the mind of the reader. You can feel the beatings and torment she suffers on an almost daily basis. With this being a true story it feels all the more real to the reader as you can sympathise for this poor girl and the ordeals she is confronted with, it would be hard for a lot of people to empathise with her as it is an extremely harsh and dire time in her life and maybe through this work she has maybe helped people who are in a similar situation, which demonstrates how strong this piece is in creating the character/s. Again you can really feel for her plight throughout the extract it could be argued that writing a personal story is probably easier than that of a work of fiction, as there is no imagination required because the characters and story are already created. This said with the graphic detail in which the author/character/narrator puts her story across it shows a strength and humbles the reader for the way the author has opened herself to the world. This again gives the whole piece a sense of realness, which would be harder to convey if it were a work of purely fiction. The reader feels and cares about the character’s well-being right away from the first three or four paragraphs as she endures being raped by her father and the beatings which followed. Alice Walker has created here an extremely emotional piece by the way she has put her own story in to words and by using her own personal experiences of suffering. She has created a very strong character/narrator, so that anyone who reads this piece can visualise and feel as if we the readers are god and she is talking solely to us. How to cite Alice Walker’s The Color Purple: Analysis, Papers

Student Council Essay Example For Students

Student Council Essay Hello. My name is George Robins. and I am the campaigner for the Student Council Representative. Last twelvemonth members of the Student Council did a great occupation by seting the academic agenda to our demands. forming the nines of national minority pupils and bettering the life conditions in the inn. However. I think that the Council needs some refreshment – new representatives are to come in and reenforce the experience of the old 1s by their enthusiasm. In my sentiment. this new attack can be demonstrated by freshman pupils. I was authorized by the freshers of our university to run for the pupil council representative. I guess they chose me because I was antecedently involved in high school council and afterwards spent one twelvemonth take parting in the Freedom Support Act undertaking for future leaders. One of my accomplishments was the prohibition of the compensation system on PT lessons. so that our pupils didn’t have to do up for the lessons when they were sick or absent. To state the truth. this â€Å"political† and leading experience merely stirred up my thirst for doing the universe a better topographic point by demoing the ways to make it. For illustration. our university is a fantastic topographic point to analyze at. but still it needs some betterment: those who ride to the university by bike or on roller-skate would profit. if the auto motion were restricted on the campus district. Those who live in the inn would happen their life easier. had there been a particular coach linking the inn and the campus. so that they won’t have to go by two agencies of conveyance twice a twenty-four hours. The senior pupils would hold more clip for happening a proper occupation. had their academic periods been scheduled for two yearss alternatively of five. To set it in a nutshell. there is a 1000 other trifles that would do our university a sophisticated and comfy topographic point to analyze in. The motto for my election run is â€Å"FRESHMAN FOR REFRESHMENT† . and as a representative of freshman pupils I come out for conveying new energy and new enthusiasm to the pupil council. I am non traveling to convert you that I am the really best campaigner for this place. I am merely 18 ; I have rather a modest path record in the school council and take parting in the cultural exchange programme for future leaders. I lack experience. but it is compensated by ardor. an impartial new attack to old things. Furthermore. I am ready to work with relish for your benefit. But I am non ambitious. and do non endeavor for authorization for the interest of authorization. If you elect another campaigner. I will unfeignedly wish him all of successes in betterment of our students’ life for the better – and go on my ain battle. But if you empower me with your assurance. I will make everything but the impossible to stand for your involvements and accomplish our common ends and ideals. I am certain that our purposes coincide – we are all here to obtain instruction that will learn us how to do the universe a somewhat better topographic point. If you empower me with your trust. we will get down from work outing local jobs and doing our university a small better topographic point. Thank you really much for your attending.

What Was The Effect Of The Space Shuttle Challenger Essays

What Was The Effect of The Space Shuttle Challenger Disaster on NASA and the Future of the United States Space Program? This was the major question proposed during the late 1980's. What was the future of NASA going to be after this terrible disaster? Would there be enough funding for the continuation of the United States Space Program? This Challenger explosion was one of the major catastrophes of the entire Space Program since the beginning of funding for the Space Program was started. It seems, out of all the mistakes that NASA and the United States government has ever made, this one made a lasting impression on many Americans, and foreign authority figures all over the world. The Space Shuttle Challenger disaster was a major tragedy. However, it was a tragedy that could have been prevented with a closer inspection of one of the shuttle's parts that had been of concern since the entire Space Shuttle Program had been started; the O-Ring. Inside the Solid Rocket Booster, there exists certain seals which were the rubber O-rings. The objective of the O-rings is to act as a seal that is meant to prevent gases from escaping through the Solid Rocket Booster. One of the main reasons for the explosion was that O-ring "flexed" and let the gases escape, which in less than seconds later, caught fire and created the explosion. Among the other minor problems were those of electrical problems and faulty gages which were just "overlooked" because the problems were only minor and they posed no real threat to the safety of the mission or the crew of seven(7). 11:39:17am, Tuesday, January 28th, 1986. As the Space Shuttle Challenger soared into the sky that morning, 74 seconds into flight, it exploded, killing all 7 crew members on board including one High-School teacher. This was the worst accident in the history of the U.S. Space Program. It was witnessed by thousands of spectators and visitors who watched at the Space Shuttle Challenger exploded before their eyes. Among the crew killed were: Francis R. Scobee, Commander; Michael J. Smith, Pilot; Judith A. Resnick, Electrical Engineer; Ellison S. Onizuka, Engineer; Ronald E. McNair, Physicist; Gregory R. Jarvis, Electrical Engineer; Christa McAuliffe, High-School teacher. For most of the crew, it was just an ordinary mission with the exception of the school teacher. For Christa McAuliffe, it was everything out of the ordinary. She was the one out of many applicants that had the opportunity to ride in the Space Shuttle to help teach children all over the country about the experiments she was going to accomplish in space. As the spectators at Kennedy Space Center watched, everyone was in disbelief including many of the technicians inside the control room communicating with Francis Scobee, the Commander of the Shuttle Challenger. This experience is best described through a passage between Challenger and the Control Room which occurred as this: "Challenger lifted off...and passed Mach One, the speed of sound, at 19,000 feet. The computers throttled back the three main engines to 65 percent of thrust, anticipating the stress that the engineers call Max-Q, maximum aerodynamic pressure. 'Okay, we're throttling down,' Scobee reassured his crew as the thrust dropped. For fourteen seconds they swayed and jolted silently in their seats while the shuttle chopped through wind shear. 'Throttling up', Scobee called, watching the bright lines of his flight data screen. 'Throttle up', Smith confirmed from his own instruments 'Roger', Dick Scobee formally acknowledged. 'Feel that mother go', Smith called, noting the violent surge of power. As the Challenger climbed, its computers processed millions of bits of data, sifting, sorting, and sending it down to the Cape where it was instantly re- transmitted to the Mission Control Room at Johnson Space Center in Texas. Inside the control room, the technicians saw that the Challenger's engines had returned normally to full thrust, and that the ascent was proceeding perfectly. CAPCOM Richard Covey hunched at his console, his face tight with concentration. 'Challenger",... "go at throttle up." On Challenger's noisy flight deck, Commander Scobee punched his transmit button and replied, 'Roger, go at throttle up.' It was exactly seventy seconds after lift-off. The Shuttle was near 50,000 feet...but in the next three seconds Challenger slammed through increasingly violent maneuvers. Mike Smith voiced sudden apprehension. 'Uh-oh.' In Mission Control, the pulsing digits on the screens abruptly stopped. At the top of each console screen, a frozen while "S" was now centered. Static, no down-link. Challenger was dead. Mission Control spokesman Steve Nesbit sat...he stared around the silent, softly lit

Jean Piaget & Child Development essays

Jean Piaget & Child Development essays Jean Piaget outlined a series of developmental stages that children go through as they mature. These stages are: Sensorimotor stage (birth-2 years); Preoperational stage (2-6 years); Concrete operational stage (7-11 years); and Formal operational stage (12 years into adulthood). For this assignment I was asked to observe a child who was in either the sensorimotor, preoperational, or concrete operational stages of development. The child whom I chose to observe was my little cousin Nicholas, or Nick for short. Nick is currently 7 Â ½ years old which puts him under the concrete operational stage of development. The concrete operational stage of development is defined by our textbook as "the stage of cognitive development (from about 6 or 7 years to 11 years of age) during which the children gain the mental operations that enable them to think logically about concrete events"(page 131). When broken down, this definition basically means that during the ages of 7 through 11, children gain the mental capacity, which allows them to understand different conservations, perform simple arithmetic, and to think logically and with reason. I observed Nick on the morning of Saturday October 19, 2002 while he was staying at my house for the day. This allowed me the perfect opportunity to get in some observations. I chose to do my observations while Nick was outside in my backyard helping my Father so some yard work. During the course of about half an hour, I witnessed what I thought to be typical behaviors for someone of his age. Nicholas appeared to be very interested in performing the tasks that he was involved in. He eagerly offered his assistance to my father. Although Nick wanted to involved and helpful, there was a few times when he seemed to grow inpatient with the way that my father was carrying out the chores. I was able to notice this because Nick was trying to tell my father how to do the work. For example, m ...

Arguments for and Against Term Limits Essay Example for Free

Arguments for and Against Term Limits Essay My research indicated there is more public support for term limits. The most common reason was voters feel dissatisfied and misrepresented by the candidate in office. It is believed that career politicians are elitists and do not have a clear understanding of what â€Å"real† people are dealing with or need. Term limits would create an even playing field for newcomers allowing new ideas and fresh thinkers into the mix. Newcomers would be less influenced by special interests and reduce corruption. Those opposed to term limits primarily support the premise that replacing seasoned experienced politicians with inexperienced members that are unfamiliar with the issues is detrimental to moving things forward. It takes years of experience to get up to speed on the issues and the rules of government. Limiting terms would be restrictive and eliminate the â€Å"good† guy politicians that are doing a good job representing the people. It is common that term limited politicians are not as committed toward the end of their term because they don’t have to worry about their record of accomplishments for re-election. When I first started to work on this assignment I was convinced that I was in favor of term limits for federally-elected officials. I was convinced that term limits were a good idea in order to reduce corruption and generate fresh ideas. After doing some initial research I realized that term limits are not the solution to government reform. The people elect government officials. It is up to the voters to vote in change, get involved, and support their candidate of choice. Voting is a civil liberty for all secured by the sacrifices of others. It is our citizen responsibility to invoke our right to vote and to be informed, educated voters. htttp://dbp.idebate.org /en/index.php/Debate:_Term_limits_for_legislators http://suite101.com/article/term-limits-are-set-at-the-polls-a214115 Arguments for and Against Term Limits. (2017, Jan 06).

Crime Causation and Diversion Paper Essay Example | Topics and Well Written Essays - 1000 words

Crime Causation and Diversion Paper - Essay Example There are several intervention, diversion and prevention programs that have been created to help the youths avoid getting into criminal careers when they become adult in that way reducing crime rates in the society (Greenwood 2006). These programs are also aimed at ensuring that the youths people’s lives are salvaged and that they are able to live productive lives later. This paper will discuss the youth advocacy program and Jeopardy programs. Jeopardy Program Jeopardy program is a program aimed at intervening and preventing gang violence in the city of Los Angeles. This program focuses on youths aged 7-16 years of both genders and their parents. The program works through school, community and the police department in ensuring that young people achieve permanent changes in behavior as a way of ensuring that they eventually positively contribute to the development of the community. The program targets children who are at risk of being recruited to gangs. This is especially in n eighborhoods in the city that are known to be dominated by dangerous gangs (Jorge 2013). The programs give these young a variety of training both physical such as martial arts and formal training thus channeling their energies in productive adventures. The Jeopardy program has several goals. It aims at reducing the level of truancy and school drop out in the community. By keeping the children in school, they are kept away from company that may recruit them to a gang and a life of crime. It also aims at improving the youth’s grade in school and promotes graduation rates. When the learners’ grades are good, they have hope of even going to college and getting into a good career. Their energy is thus focused on achieving this. It also aims at addressing psychological disorders in the youth that may lower self esteem (Jorge 2013). This is because research has reported that people are bound to get into criminal activities to boost their esteem. It also aims to impart the you th with life skills such as problem resolution skills, decision making and goal setting skills. All these are seen to lead to the achievement of the ultimate goal which is to reduce gang involvement. All these aims are achieved through several activities carried out by the Jeopardy program team. This first thing that they do is to identify the children in the community who may be at the risk of being involved in gangs. They then conduct interviews with the children and their parents in order to identify which is the most effective method of dealing with the problem. The families are then referred to the local counseling agencies. This is followed by monthly seminars held with the family every month. During these seminars the progress of the child is assessed. The child is also told to choose from a wide range of activities to engage in and is monitored for at least a year until positive behavioral change has been reported. Youth Advocacy Program (YAP) The youth advocacy is an early intervention program that was aimed at youth at risk of getting into a life of crime and their parents. They would refer the parent to treatment and counseling agencies. The main aim of this program was they reduce the development of hardcore youth delinquency and reduce the crime rates in the society. During the juvenile investigation procedure, in cases where the offender is a minor, the case would be

Literary Analysis on Hemingway's Soldier's Home Essay

Literary Analysis on Hemingway's Soldier's Home - Essay Example But very astonishingly the story â€Å"Soldier’s Home† has that charm, that enigma to captivate and engage the minds of the readers of all ages. Thesis Statement The contemporary content of the story, its relevant relative presentation reaches it beyond any particular frame of time and make it universal and timeless in its approach. Exploration of the Character of Harold Kerb to the Devices of Monologue and Dialogue The character portrayal of Hemingway’s protagonist of the short story, â€Å"Soldier’s Home† finds exploration through internal monologue and exchanges of dialogues between the various other characters of the story. For example, it is observed that Harold’s mother tries to restore the lost faith of Kerb over religion and she remarks, â€Å"God has some work for everyone to do.....We are all of us in His Kingdom† (Hemingway, â€Å"The Complete Short Stories of Ernest Hemingway†, Pg - 115). The revelation of the charac ter of Kerb finds its expression through the position of Kerb before and after the war in the society, his post-war trauma and depression and his relationship with his family members as well.

Reading Skills Essay Example for Free

Reading Skills Essay Introduction Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers integrate the words they have read into their existing framework of knowledge or schema. Reading is a process very much determined by what the reader’s brain and emotions and beliefs bring to the reading; the knowledge/information (or misinformation) strategies for processing text, moods, fears and joys—all of it. The strategies one uses  vary according to one’s purpose, including whether one is reading for oneself only (still the purposes vary) or for somebody else, such as reading to answer comprehension questions, reading to perform for listeners (including the teacher and classmates), and much more. Of course these social factors may generate confidence, fear, anger, defiance, and/or other emotions—it just depends. In sum, reading is both a psycholinguistic process (involving the mind actively processing the text) and a sociolinguistic one (with multiple social factors that can affect how one reads, how much one gleans from the reading, and more). Even word identification itself can be affected by these factors, because reading is as much or more a brain-to-text process as a text-to-brain process. For strong readers, the reading process may take only milliseconds. For beginning readers the process may be slower, yet rewarding, and over time will become automatic. For readers who are challenged, this process can be tiresome and frustrating. 2 Importance of Reading Process It is a well-known fact that when there were no televisions or computers, reading was a primary leisure activity. People would spend hours reading books and travel to lands far away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There are many other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs. They are more creative and do better in school and college. It is recommended that parents to inculcate the importance of reading to their children in the early years. Reading is said to significantly help in developing vocabulary, and reading aloud helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues. Fluent reading: During the reading process, there is interplay between the readers preexisting knowledge and the written content. Fluent reading is an active process in which the reader calls on experience, language, and prior knowledge to anticipate and understand the authors written language. Thus, readers both bring meaning to print and take meaning from print. The nature of the reading process alters as person matures in reading. In the early stages of reading, word identification requires a readers concentration. Eventually, however, readers are able to use their reading ability (ability to interpret written language) for pleasure, appreciation, knowledge acquisition, and functional purposes. Thus, reading competence has many faces. Proficient, fluent readers locate materials and ideas that enable them to fulfill particular purposes, which may be to follow directions, to complete job applications, or to appreciate Shakespearean plays. In addition, fluent readers adjust their reading style as they move from narrative to expository content. 3 Three Stages of Reading: In order to achieve your goals regarding flexible and fluent reading, you must learn certain reading behaviors and then practice them until they become automatic. We call this practicing to the point of automaticity. In this way you will learn to increase your reading rate, maintain your focus and concentration, and enhance your comprehension. Reading process organizes itself most naturally into an examination of three phases: * Pre-reading. * Active reading . * Post-reading. * Pre-reading: It involves following functions: * Get the big picture overview skimming * Identify the main idea/thesis. * Read headings and sub-headings * Read captions accompanying pictures/graphics * Active Reading: * Think as one reads; read for ideas and concepts. * Visualize patterns. * Actively construct meaning. * Anticipate upcoming information. * Verify the main idea and identify significant details. * Consciously add to or modify schema integrating old and new knowledge. * Self-monitor; assess one’s understanding. * Evaluate comprehension. * Employ fix-up strategies as appropriate. * Post Reading: * Evaluate understanding/ comprehension * Evaluate one’s reading processing. * Did one choose an appropriate mode? * What changes do one needs to make in his/her reading? * What did one do well that he/she wants to repeat in future reading? 4 Types of Reading Following are the types of reading: * Scanning type of reading * Skimming type of reading * Light type of reading * Word by word type reading * Reading to study type of reading * Sub-vocalization †¢ Scanning Type of Reading: This type of reading involves running the eyes over quickly, to get the gist. For example, scanning a telephone book: * You are looking for it quickly. * You know what you are searching for (key words and names). * You see every item on the page, but you dont necessarily read the pages – you ignore anything you are not looking for. Thus, when you discover the key words being searched for, you will be unable to recall the exact content of the page †¢ Skimming Type of Reading: When you read quickly to gain a general impression as to whether the text is of use to you. You are not necessarily searching for a specific item and key words. Skimming provides an overview of the text. Skimming is useful to look at chapter/section headings, summaries and opening paragraphs. Looking over the text quickly to get a general idea of the content. Your eyes move quite fast, taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs. The purpose of skimming: * To check relevance of text. * Sets the scene for the more concentrated effort that is to follow, if the text is useful. †¢ Light Type of Reading: Reading for leisure tends to be light’. For example: * Read at a pace which feels comfortable. * Read with understand. * Skim the boring, irrelevant passages. 5 An average light reading speed is 100-200 words per minute. This form of reading does not generally require detailed concentration. This is reading fairly quickly without concentrating too hard or worrying about every single word. We often use it when reading an enjoyable novel. †¢ Word by word Type of Reading: This type of reading is time consuming and demands a high level of concentration. Some material is not readily understood and so requires a slow and careful analytical read. People use this type of reading for unfamiliar words and concepts, scientific formulae. It can take up to an hour just to read a few lines of text. †¢ Reading to Study Type of Reading: A method of reading for with the aim to understand the material in some depth. The method involves five simple steps; Survey, Question, Read, Recall and Review. Study reading involves thinking about what is being read so that it is understood and can be recalled. It needs to be worked at, with time for reflection, thought, analysis, criticism, comparison, notes made, points highlighted and emphasized, arguments followed and evaluated, the whole summarized. * Survey: skim through to gain an overview and not key points. * Question: devise questions you hope the text will answer. * Read: slowly and carefully. * Recall: from memory, write down the main points made by the chapter. * Review: revisit your questions compare these to your recall and establish how well the text has answered them; fill in any gaps by further reading and note-taking. †¢ Sub-vocalization: This is reading very slowly and methodically, either saying the words out loud or at least with a ‘voice’ in your head. It is painstaking but very slow. We tend to use it when trying out a recipe for the first time, or carrying out instructions as to how to assemble something we’ve bought. 6. Reading Skills Reading involves a combination of skills used simultaneously. Children begin with basic phonics but soon learn fluency and comprehension skills to make their reading experiences meaningful. The main goal of reading understands. If students can pronounce words but do not understand what they are reading, they are merely reciting word. Some of the important reading skills are: * Decoding * Fluency * Comprehension * Critical reading skills †¢ Decoding Skills: Decoding (also known as Word attack skills) is an early reading skill students learn in kindergarten and first grade. Decoding (sounding out) words are the foundation of reading instruction. Phonics is the method teachers use to instruct students. Letter-naming and recognition is taught along with initial sounds. Children must understand that each letter is represented by a corresponding sound before they can read text. Once children know sounds, they learn to blend them into words. This skill, phoneme segmentation, should be practiced daily along with alphabet and sound fluency until decoding becomes an automatic procedure. †¢ Fluency Skills: Fluency is the ability to read accurately and expressively while maintaining a rate of speed that facilitates comprehension. Students learn fluency in a variety of ways. Teachers model fluent reading in the classroom, and students listen to books on CD. Students receive direct instruction in fluency through guided practice using methods like choral and repeated readings. Teachers assess fluency with timed readings that give a score in words read per minute. Students who fall below the average score for their grade level receive additional, individual help. †¢ Comprehension Skills: Comprehension is the ability to understand what has been read. Comprehending involves strategies that students learn to use when reading independently. Teachers focus on several key comprehension skills. These are inferring, predicting, comparing and contrasting, sequencing and summarizing. Students usually learn how to use these strategies in a small group guided by the teacher who demonstrates their use. Students then practice comprehension techniques with a partner by discussing what they read, making connections with prior knowledge and identifying the main ideas in the story. 7 †¢ Critical Reading Skills: Critical reading skills are the ability to analyze, evaluate, and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading as a goal includes the ability to evaluate ideas socially or politically. 8 Reading Strategies Reading is not just pronouncing words—it requires understanding. Most experienced readers use a variety of strategies to understand texts. Reading strategies are used many times rapidly, in unison with one another. Therefore, most reading strategies are evident before, during, and after reading, although not necessarily with the same emphasis. Some of the reading strategies are: * Predicting * Connecting * Inferring * Synthesizing * Visualizing * Self-Questioning * Skimming * Scanning * Determining Importance * Summarizing/Paraphrasing * Re-reading * Reading On * Adjusting Reading Rate * Sounding Out * Chunking * Using Analogy * Consulting Reference The following descriptions of each strategy give some indication of when in the reading process they are generally employed. Different texts and different contexts require readers to use different reading strategies at different times. For example, â€Å"synthesizing† is used during and after reading while â€Å"scanning† is typically used before close reading. Here are the major reading strategies associated with the process of reading: * Predicting: Predicting helps readers to activate their prior knowledge about a topic, beginning the process of combining what they know with new material in the text. Predictions are not merely wild guesses, they are based on clues within the text such as pictures, illustrations, subtitles, and 9  plot. Clues for predictions will also come from readers’ prior knowledge about the author, text form, or content. Readers can be encouraged to make personal predictions before and during reading. During reading, effective readers adjust and refine their earlier predictions as new information is gathered and new connections are made. They tend to rehearse what they have learned and move on with some expectations of what comes next. * Connecting: Efficient readers comprehend text through making strong connections between their prior knowledge and the new information presented in text. The type of connections made by efficient readers can be categorized into: * Text-to-Self Connections: Involves readers thinking about their life and connecting their own personal experiences to the information in the text. * Text-to-Text Connections: Involves readers thinking about other texts written by the same author or with common themes, style, organization, structure, characters or content. * Text-to-World Connections: Involves readers thinking about what they know about the world outside their personal experience, their family, or their community * Inferring: Efficient readers take information from a text and add their own ideas to make inferences. During the process of inferring, readers make predictions, draw conclusions, and make judgments to create a unique interpretation of a text. Making inferences allows students to move beyond the literal text and to make assumptions about what is not precisely stated in the text. Efficient readers also can infer the meaning of unknown words using context clues, pictures, or diagrams. * Synthesizing: When comprehending text, efficient readers use synthesizing to bring together information within a text. Synthesizing involves readers piecing information together, like putting together a jigsaw. This activity encourages them to keep track of what is happening in the text. During the process of synthesizing, readers may be connecting, inferring, determining importance, posing questions, and creating images. * Visualizing: Efficient readers use all five senses to create images continually as they read text. The created images are based on their prior knowledge. Sensory images created by readers 10 help them to draw conclusions, make predictions, interpret information, remember details, and assist with overall comprehension. Images may be visual, auditory, olfactory, kinesthetic, or emotional. * Self-Questioning: Self-questioning is the strategy effective readers use to draw on existing knowledge, to investigate a text as it is read, to analyse the beliefs and motives behind the author’s surface meaning, and to monitor comprehension. Whether posed in-head, sub-vocalized or noted in writing, self-questioning is critical to maintaining connections between existing and new knowledge. Self-formulated questions provide a framework for active reading by directing the reader’s attention to key information. Efficient readers continually form questions in their minds before, during, and after reading to assist in comprehending text. Often these questions are formed spontaneously and naturally, with one question leading to the next. Questions may relate to the content, style, structure, important messages, events, actions, inferences, predictions, author’s purpose, or may be an attempt to clarify meaning. Self-formulated questions provide a framework for active reading, engaging readers in the text as they go in search of answers. * Skimming: Skimming is glancing through material to gain a general impression or overview of the content. It involves passing over much of the detail to get the gist of a text. Skimming is the most common strategy used by a reader to assess quickly whether a text is going to meet his or her purpose. Effective skimming lets a reader know in general terms how difficult a text is, how long it is, how it is structured, and where the most useful information can be found. Effective skimming strategies are critical for adolescents due to the volume of electronic text they read. Websites, CD ROMs, and multimedia texts are designed for, and subject to rapid reading practices where the reader gets the gist from sub-headings and key points, determines difficulty and usefulness, and assesses the content flow. Skimming is often used before reading to †¢ assess quickly whether a text is going to meet a purpose; †¢ determine what is to be read; †¢ determine what’s important and what may not be relevant; †¢ review text organization; †¢ activate prior knowledge. * Scanning: Scanning involves glancing through material to locate specific details such as names, dates, places, or some particular content. For instance, readers might scan a contents page or index to find the page number of a specific topic. They may scan a dictionary or telephone book in search of a particular word or name, or they may scan as they re-read 11 a text to substantiate particular responses. Like skimming, scanning is particularly important for comprehending selected parts of websites, CD ROMs, and multimedia texts. Readers may also scan a text looking for picture clues that may help them to identify any unknown words. * Determining Importance: Efficient readers constantly ask themselves what is most important or what the main idea is of what they are reading. They benefit from understanding how to determine the important information, particularly in informational texts. Factors such as purpose for reading, knowledge of topic, prior experiences, beliefs, and understanding of text organization help readers to identify important information in a text * Summarizing/Paraphrasing: Linked closely to the strategy of determining importance, summarizing/paraphrasing is the process of identifying, recording, and writing the most important information from a text into one’s own words. The ability to reduce a larger piece of text to its most important messages is done through summarizing. The re-statement of the text is referred to as paraphrasing. Summarizing/paraphrasing involves using key words and phrases to capture the general gist of a text. * Re-Reading: Efficient readers understand the benefits of re-reading whole texts or parts of texts to clarify or enhance meaning. Reading or hearing a text more than once benefits all readers, allowing them to gain a deeper understanding of the text. Re-reading can also be used as a word-identification strategy. Efficient readers sometimes re-read to work out the meaning of difficult words using context clues. The opportunity to re-read a text also helps to improve fluency * Reading On: When readers cannot decode an unfamiliar word within a text, they can make use of the â€Å"Reading On† strategy. Skipping the unfamiliar word and reading on to the end of the sentence or the next two or three sentences often provides the reader with sufficient context clues to help determine the unknown word. Once the unknown word has been determined it is important for students to re-read that section of text. â€Å"Reading On† also refers to continuing to read in an attempt to clarify meaning that may have been lost. * Adjusting Reading Rate: It is important that students give themselves permission to adjust their reading rate and to recognize when this may be necessary. The purpose for reading will often dictate the 12 most appropriate rate. Readers may slowdown to understand new information, to clarify meaning, to create sensory images, or to ask questions. Readers may also speed up when scanning for key words or skimming to get an overall impression of a text. * Sounding Out: When adolescents meet new and unfamiliar words, they will use their knowledge of letter/sound relationships to identify them. * Chunking: As readers encounter greater numbers of multi-syllabic words, it is important to encourage students to break words into units larger than individual phonemes or single sounds (/b/). Readers might chunk words by pronouncing word parts such as onset and rime (spr-ing), letter combinations (ough), syllables, or parts of the word known as morphemes which carry meaning (ed, ing). * Using Analogy: When readers manipulate or think about words they know in order to identify unknown words, they are using analogy. They transfer what they know about familiar words to help them identify unfamiliar words. When using analogy, students will transfer their knowledge of common letter sequences, onset and rimes, base words, word parts that carry meaning, or whole words. * Consulting Reference: The use of word-identification strategies such as â€Å"sounding out† or â€Å"chunking† may unlock both the pronunciation and meaning of words. However, if the word is not in a reader’s meaning vocabulary, the reader may not be able to understand the meaning of the word. Consulting a reference is an additional strategy that supports students to unlock word meaning. Being taught how to use a dictionary, thesaurus, reference chart, or glossary will help students locate the meanings, pronunciations, or derivations of unfamiliar words. 13 Conclusion: As the discussed topics demonstrate, the process of reading for meaning has bottom-line commonalities. Among these, perhaps oddly, is that at any given moment, one cannot reliably predict what a reader will do next. Eric Paulson (2005) has drawn an analogy between eye movements and the weather, both of which can be described in terms of chaos theory in physics, he argues, but neither of which is exactly predictable. And he writes: â€Å"When looked at through the lens of chaos theory, reading is clearly not a process of plodding along the text at some regular, predetermined rate but is instead a process that ebbs and flows† (p. 355). We set our purposes (or not), begin to read, perhaps question what we are reading, maybe return and reread, sometimes read ahead, go back again, maybe skim or skip some, occasionally decide not to finish reading whatever it is, maybe go ahead and read at least the headings (of an informational selection) and the conclusion, or  the final chapter or page (if a novel or short story)—all the while using strategies that are universal among proficient readers, but uniquely applied. Metaphorically, during any reading event, reading ebbs and flows, like waves. We might think of waves crashing upon the beach as meaning achieved (and perhaps examined critically), the end product of reading a stretch of text. But with such achievement, the reader is simultaneously and near simultaneously processing other parts or aspects of text and the ideas in ways that are unpredictable at the micro level. This is akin to what we often see on a beach: different waves, and different aspects of the reading process, forming, swelling, cresting, crashing, and ebbing. While one part of the reading process and event crashes and ebbs—with something processed into short- or even long-term memory, perhaps—other facets of the process are just beginning again, increasing, coming to a head, collapsing into memory (or not), and receding from the reader’s immediate attention. Yes, while I often speak of the reading process, as if this cognitive and constructive process were totally uniform, during any given reading event, whoever the Although, reading means different things to different people and skills vary with every individual, reading is a skill that can be improved. Students from various backgrounds are in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension, speed, or a combination of all three may be the result of ineffective reading habits. Active reading is engaged reading and can be achieved through comprehension regulation strategies. We should never take reading for granted, for many, these skills come slowly and with a great deal of difficulty. It is important to use a multi-sensory approach whenever possible, some memory training, tap into previous knowledge before moving forward and make it meaningful. 14 References * http://en. wikipedia. org * http://www. heinemann. com * http://www. palomar. edu * http://ababasoft. com * http://www. scribd. com * http://www. sil. org * http://www. ehow. com * http://www. stepspd. com * http://www. palomar. edu.

Dorothy Parkers Short Stories Essay -- Dorothy Parker Essays

Dorothy Parker's Short Stories Dorothy Parker’s writings are connected to her life in many ways. She grew up in a time where women’s roles where changing in society. She spent most of her life in New York City and most of her stories setting are of that city. She was married young and divorced in a short time, just as the Hazel in The Big Blonde. She was outgoing, sarcastic, and witty in a time when women were supposed to be docile. This style is shown throughout her work but particularly in The Waltz, where the status quo is displayed through the character’s conversation and Parker’s ideals are made known through the woman’s inter monologue. She combats a typical stereotype through mocking, in The Standard of Living. In this story the average woman is shown, as silly and almost material person. This work breaks the normalcy of the day by having them dress a little more risquà © and being more independent. Dorothy Parker lets her sarcastic, ironic, dry humor shine a light o n the inner workings of the woman and the plight they have with society. The Big Blonde tells the story of Hazel Morse, a woman who is trapped in city culture. The city culture is dominated by males and is isolated and uncompassionate. Set in the 1920s, the story tells of how men fulfill their expected duty of holding a daily job while women are expected to be a source of entertainment as well as â€Å"good sports†. Drinking heavily is a normal part of society and is used mostly to forget about life’s woes. The only â€Å"duty† for a woman in this time period is to find a husband and keep him happy. Hazel Morse is the protagonist of the story. She is a big breasted, bubbly, blonde woman who finds herself in a precarious position. She finds herself trying... ...till be miserable. Annabel and Midge in The Standard of Living are trapped in a different way. Parker uses this innocent image of girls playing a game to show how ridiculous stereotypes are. They are confined to games for amusement. They have revolving boyfriends and they have jobs. They are the new workingwoman but still have some of the qualities of the old fashioned model. Parker is showing they both can exist at the same time. This is not a commonly held notion in society, either you are one or the other. No matter which way they are seen they are misperceived. Parker uses the theme of entrapment to illustrate the confinement of women in society. They don’t have to be shallow and content, but yet they don’t have to work a 40-hour workweek and never marry. She is trying to say that women can be a little of both, and uses her sarcasm to prove it.

Notice and Focus: Girl Culture by Lauren Greenfield Essay

†Girl Culture† photo essay by Lauren Greenfield’s was shot inside a department store’s dressing room. It is about a picture of a young lady name Sheena, who seems to me, fitting some cloths while another girl, amber, about her age; probably a close friend is sitting on the floor watching her. The shot was taken candid. It appeared like a shot from a hidden security camera of the store. By the angle of where the picture was taken, I think the camera is located near the mirror where it could take a clear shot on the subject’s full frontal image. Sheena was almost half naked, wearing only jeans and a sando shirt in which she pulls up to her chest as she holds her breast. It really gave me an impression that Amber might be a very close friend for Sheena allowed her to see her that way probably to solicits some opinion. By the look at Sheena’s face, I could tell that see is disappointed about something and by the tight hold on her breast, I think she was discontented of its size. There are few things about this picture that captures my attention. The way Sheena holds her breast, the presence of Amber inside the rooms and the camera itself. With this photograph, one could tell how the thread of fashion’s today affects the mindsets of young girls cultures today. Most of our young ladies today, like Sheena, now always dream for a much larger breast. It shows how they are conditions by society that big breast attracts more. Page 2 With the presence of Amber inside the room it reflects how liberated our teens today. They are now less conservative with their privacy but I think it is just fine, for as long as they really know their friends. The good thing about it is that they know how to solicit suggestions among their peers for no one can really tell how good they look excepts for the peoples that surrounds them. This photo might be reflections of how young girl cultures today but what bothers me is the means this photo had taken. It’s a stolen shot from a dressing room of a public place and if this is true, I found it very alarming. This is a clear violation of privacy of every individual entering that room. It’s very abusive on the part of the owner of that establishment. Girl Culture by Lauren Greenfield February 10–March 27, 2005 Tisch Gallery

Island of the Sequined Love Nun Chapter 49~50

49 The Bedside Manner of Cannibals Tuck slept through most of the day, then woke up with a pot of coffee over a spy novel. He looked at the words and his eyes moved down the pages for half an hour, but when he put it down he had no idea what he had read. His mind was torn by the thought of Beth Curtis showing up at his door. Whenever a guard crunched across the gravel compound, Tuck would go to the window to see if it was her. She wouldn't come here during the day, would she? He had promised Kimi that he would check on Sepie and meet him at the drinking circle, but now he was already a day late on the promise. What would happen if Beth Curtis came to his bungalow while he was out? She couldn't tell the doc, could she? What would her excuse be for coming here? Still, Tuck was beginning to think that the doc wasn't really the one running the show. He was merely skilled labor, and so, probably, was Tucker himself. Tuck looked at the pages of the spy novel, watched a little Malaysian television (today they were throwing spears at coconuts on top of a pole while the Asian stock market's tickers scrolled at the bottom of the screen in thin-colored bands), and waited for nightfall. When he could no longer see the guard's face across the compound, he made a great show of yawning and stretching in front of the window, then turned out the lights, built the dummy in his bed, and slipped out through the bottom of the shower. He took his usual path behind the clinic, then inched his way up on the far side and peeked around the front. Not ten feet away a guard stood by the door. He ducked quickly around the corner. There was no way into the clinic tonight. He could wait or even try to intimidate the guard, now that he knew they were afraid to shoot him. Of course, he wasn't sure they knew they were afraid to shoot him. What if Mato was the only one? He slid back down the side of the building and through the coconut grove to the beach. The swim had become like walking to the mailbox, and he was past the minefield in less than five minutes. As he rounded the curve of the beach, he saw a light and figures moving around it. The Shark men had brought a kerosene lamp to the drinking circle. How civilized. Some of the men acknowledged his presence as he moved into the circle, but the old chief only stared into the sand between his feet. There was a stack of magazines at his side. â€Å"What's going on, guys?† A panic made its way around the circle to land on Abo, who looked up and said, â€Å"Your friend is shot by the guards.† Tuck waited, but Abo looked away. Tuck jumped in front of Malink. â€Å"Chief, is he telling the truth? Did they shoot Kimi? Is he dead?† â€Å"Not dead,† Malink said, shaking his head. â€Å"Hurt very bad.† â€Å"Take me to him.† â€Å"He is at Sarapul's house.† â€Å"Right. I'll look it up in the guidebook later. Now take me to him.† Old Malink shook his head. â€Å"He going to die.† â€Å"Where is he shot?† â€Å"In the water by the minefield.† â€Å"No, numbnuts. Where on his body?† Malink held his hand to his side. â€Å"I say, ‘Take him to the Sorcerer,' but Sarapul say, ‘The Sorcerer shoot him.'† Malink then looked Tuck in the eye for the first time. His big brown face was a study in trouble. â€Å"Vincent send you. What do I do?† Tuck could sense a profound embarrassment in the old man. He had just admitted in front of the men in his tribe that he didn't have a clue. The loss of face was gnawing at him like a hungry sand crab. Tuck said, â€Å"Vincent is pleased with your decision, Malink. Now I must see Kimi.† One of the young Vincents stood up. Feeling very brave, he said, â€Å"I will take you.† Tuck grabbed his shoulder. â€Å"You're a good man. Lead on.† The young Vincent seemed to forget to breathe for a moment, as if Tuck had touched him on the shoulders with a sword and welcomed him to a seat at the Round Table, then he came to his senses and took off into the jungle. Tuck followed close behind, nearly clotheslining himself a couple of times on branches that the young Vincent ran right under. The coral gravel on the path tore at Tuck's feet as he ran. When they emerged from the jungle, Tuck could see a light coming out of Sarapul's hut, which Tuck recognized from his day in the cannibal tree. He turned to young Vincent, who was terrified. He had charged the dragon, but had made the mistake of stopping to think about it. â€Å"Kimi's with the cannibal?† Young Vincent nodded rapidly while bouncing from foot to foot, looking like he would wet himself any second. â€Å"Go on,† Tuck said. â€Å"Go tell Malink to come here. And have a drink. You're wigging out.† Vincent nodded and ran off. Tuck approached the door slowly, creeping up until he could see the old man crouched over Kimi, trying to pour something into his mouth from a coconut cup. â€Å"Hey,† Tuck said, â€Å"how's he doing?† Sarapul looked around and gestured for Tuck to enter the house. Tuck had to bend to get through the low door, but once inside the ceiling opened to a fifteen-foot peak. Tuck knelt by Kimi. The navigator's eyes were closed, and even in the orange light of Sarapul's oil lamp, he looked pale. He was uncovered and a bandage was wrapped around his middle. â€Å"Did you do this?† Tuck asked Sarapul. The old cannibal nodded. â€Å"They shoot him in water. I pull him in.† â€Å"How many times?† Sarapu held up a long bent finger. â€Å"Both sides? Did it go through?† Tuck gestured with his fingers on either side of his hip. â€Å"Yes,† Sarapul said. â€Å"Let me see.† The old cannibal nodded and unwrapped Kimi's bandage. Tuck rolled the navigator gently on his side. Kimi groaned, but didn't wake. The bullet had hit him about two inches above the hip and about an inch in. It had passed right though, going in the size of a pencil and exiting the size of a quarter. Tuck was amazed that he hadn't bled to death. The old cannibal had done a good job. â€Å"Don't take him to the Sorcerer,† Sarapul said. â€Å"The Sorcerer will kill him. He is the only navigator.† The old cannibal was pleading while trying to remain fierce. A sob betrayed him. â€Å"He is my friend.† Tuck studied the wound to give the old cannibal a chance to gather himself. He couldn't remember any vital organs being in that area. But the wounds would have to be stiched shut. Tuck wasn't sure he had the stomach for it, but Sarapul was right. He couldn't take Kimi to Curtis. â€Å"Do you guys have anything you use to kill pain?† The cannibal looked at him quizzically. Tuck pinched him and he yelped. â€Å"Pain. Do you have anything to stop pain?† â€Å"Yes. Don't do that anymore.† â€Å"No, for Kimi.† Sarapul nodded and went out into the dark. He returned a few seconds later with a glass jug half-full of milky liquid. He handed it to Tuck. â€Å"Kava,† he said. â€Å"It make you no ouch.† Tuck uncapped the bottle and a smell like cooking cabbage assaulted his nostrils. He held his breath and took a big slug of the stuff, suppressed a gag, and swallowed. His mouth was immediately numb. â€Å"Wow, this ought to do it. I need a needle and some thread and some hot water. And some alcohol or peroxide if you have it.† Sarapul nodded. â€Å"I put Neosporin on him.† â€Å"You know about that? Why am I doing this?† Sarapul shrugged and left the house. Evidently, he didn't keep anything inside but his skinny old ass. Kimi moaned and Tuck rolled him over. The navigator's eyes fluttered open. â€Å"Boss, that dog fucker shot me.† â€Å"Curtis? The older white guy?† â€Å"No. Japanese dog fucker.† Kimi drew his finger across his scalp in a line and Tuck knew exactly who he meant. â€Å"What were you doing, Kimi? I told you that I'd check on Sepie and meet you.† Tuck felt a pleasant numbness moving into his limbs. This kava stuff would definitely do the trick. â€Å"You didn't come. I worry for her.† â€Å"I had to fly.† â€Å"Sarapul say those people very bad. You should come live here, boss.† â€Å"Be quiet. Drink this.† He held the jug to Kimi's lips and tipped it up. The navigator took a sip and Tuck let him rest before administering another dose. â€Å"That stuff nasty,† Kimi said. â€Å"I'm going to stitch you up.† The navigator's eyes went wide. He took the jug from Tuck and gulped from it until Tuck ripped it out of his hands. â€Å"It won't be that bad.† â€Å"Not for you.† Tuck grinned. â€Å"Haven't you heard? I've been sent here by Vincent.† â€Å"That what Sarapul say. He say he don't believe in Vincent until we come, but now he do.† â€Å"Really?† Sarapul came through the door with an armload of supplies. â€Å"I don't say that. This dog fucker lies.† Tuck shook his head. â€Å"You guys were made for each other.† Sarapul set down a sewing kit and a bottle of peroxide, then crouched over the navigator and looked up at Tuck. â€Å"Can you fix him?† Tuck grinned and grabbed the old cannibal by the cheek. â€Å"Yum,† Tuck said. â€Å"Sorry,† Sarapul said. â€Å"I'll fix him,† Tuck said. Silently he asked for help from Vincent. â€Å"I can't feel my arms,† Kimi said. â€Å"My legs, where are my legs? I'm dying.† Sarapul looked at Tuck. â€Å"Good,† he said. â€Å"More kava.† Tuck picked up the jug, now only a quarter full. â€Å"This is great stuff.† â€Å"I'm dying,† Kimi said. Tuck rolled the navigator over on his side. â€Å"Kimi, did I tell you I saw Roberto?† â€Å"See, I didn't eat him,† Sarapul said. â€Å"Where?† Kimi asked. â€Å"He came to my house. He talked to me.† â€Å"You lie. He only speak Filipino.† â€Å"He learned English. Can you feel that?† â€Å"Feel what? I am dying?† â€Å"Good,† Tuck said and he laid his first stitch. â€Å"What Roberto say? He mad at me?† â€Å"No, he said you're dying.† â€Å"I'm dying, I'm dying,† Kimi wailed. â€Å"Just kidding. He didn't say that. He said you're probably dying.† Tuck kept Kimi talking, and before long the navigator was so convinced of his approaching death he didn't notice that Tucker Case, self-taught incompetent, had completely stitched and dressed his wounds. 50 Don Quixote at the Miniature Golf Course He was sleeping, dreaming of flying, but not in a plane. He was soaring over the warm Pacific above a pod of hump-back whales. He swooped in close to the waves and one of the whales breached, winked at him with a football-sized eye, and said, â€Å"You da man.† Then the whale smiled and blew the dream all to hell, for while Tuck knew himself to indeed â€Å"be da man† and while he didn't mind being told so, he also knew that whales couldn't smile and that bit of illogic above all the others broke the dream's back. He woke up. There was music playing in his bungalow. â€Å"Dance with me, Tucker,† she said. â€Å"Dance with me in the moonlight.† The smooth muted horns of â€Å"Moonlight Serenade† filled the room from a portable boom box on his coffee table. Beth Curtis, wearing a sequined evening gown and high-heeled sandals, danced an imaginary partner around the room. â€Å"Oh, dance with me, Tucker. Please.† She glided over to the bed and held her hand out to him. He gave her the coconut man's head, rolled over, and ducked under the sheet. â€Å"Go away. I'm tired and you're insane.† She sat on the bed with a bounce. â€Å"You old stick in the mud.† A pouty voice now. â€Å"You never want to have any romance.† Tuck feigned sleep. Pretty well, he thought. â€Å"I brought champagne and candles. And I made cookies.† This is me sleeping, Tuck thought. This is exactly how I behave when I sleep. â€Å"I twisted up a joint of skunky green bud the size of your dick.† â€Å"I hope you got help carrying it,† he said, still under the covers. â€Å"I rolled it on the inside of my thigh the way the women in Cuba roll cigars.† â€Å"Don't tell me how you licked the paper.† She slapped him on the bottom. â€Å"Come on, dance with me.† He rolled over and pulled the sheet off his face. â€Å"You're not going to go away, are you?† â€Å"Not until you dance with me and have some champagne.† Tuck looked at his watch. â€Å"It's five in the morning.† â€Å"Haven't you ever danced till dawn?† â€Å"Not vertically.† â€Å"Oh, you nasty boy.† Coy now, as if anything short of being caught at genocide could make her blush. The song changed to something slow and oily that Tuck didn't recognize. â€Å"This is such a good song. Let's dance.† She swooned. She actually swooned. Swooning, Tuck noticed, looked very much like an asthma attack wheezed in slow motion. A rooster crowed, and seven thousand six hundred and fifty-two roosters responded in turn. â€Å"Beth, it's morning. Please go home.† â€Å"Then you're not going to dance with me?† â€Å"No.† â€Å"All right, I guess we'll skip the dancing, but I want you to know that I'm very disappointed.† She stood up, pulled the evening gown over her head, and dropped it to the floor. The sequins sizzled against the floor like a dying rattlesnake. She wore only stockings underneath. Tuck said, â€Å"I don't think this is such a good idea,† but there was no conviction in his voice and she pushed him back on the bed. Tuck was staring up at the ceiling, his arm pinned under her neck, silently mouthing his mantra, â€Å"After this, I will not bone the crazy woman. After this, I will not bone the crazy woman. After†¦Ã¢â‚¬  Boy, how many times had he said that? Maybe things were getting better, though. In the past it had always been â€Å"I will not get drunk and bone the crazy woman.† He had been only sleepy this time. He tried to worm his arm out from under her, then used the â€Å"old snuggle method.† He rolled into her for a hug and when she responded with a sleepy moan and tried to kiss him, the space under her neck opened up and he was free. It worked as well on murdering bitch goddesses as it did on Mary Jean ladies. Better even, Beth didn't wear near as much hair spray, which can slow a guy down. God, I'm good. He rolled out of bed and crept into the bathroom. While he peed, he softly chanted, â€Å"Yo, after this, I will not bone the crazy woman.† It had taken on a rap cadence and he was feeling very hip along with the usual self-loathing. His scars made him think of Kimi's wound, and suddenly he was angry. He padded naked back to the bed and jostled the sleeping icon. â€Å"Get up, Beth. Go home.† And someone pounded on the door. â€Å"Mr. Case, tee time in five.† Tuck clamped his hand over Beth's mouth, lifted her by her head in a single sweeping move from the bed to the bathroom, where he released her and shut the door. Fred Astaire, had he been a terrorist, would have been proud of the move. Tuck grabbed his pants off the floor, which is where he kept them, pulled them on, and answered the door. Sebastian Curtis had a driver slung over his shoulder. â€Å"You might want to put on a shirt, Mr. Case. You can get burned, even this early.† â€Å"Right,† Tuck said. He was looking at the caddie. Today Stripe carried the clubs. The guard sneered at him. Tuck smiled back. Stripe, like Mato before him, was doing caddie duty unarmed. Time to play a little round for the navigator, he thought. He winked at Stripe. â€Å"I'll be right there.† Tuck closed the door and went to the bathroom to tell Beth to wait until he'd gone before coming out, but when he opened the door, she was gone. â€Å"Did you know that over ninety percent of all the endangered species are on islands?† the doctor said. â€Å"Nope,† Tuck said. He picked his ball up and put it on the rubberized mat, then turned to Stripe. â€Å"Dopey, give me a five iron.† They were on the fourth hole and had crisscrossed the compound pretending to play golf for an hour. Tuck swung and skidded the ball fifty yards across the gravel. â€Å"Heads up, Bashful,† Tuck said as he threw the club back to Stripe. â€Å"Islands are like evolutionary pressure cookers. New species pop up faster and go extinct more quickly. It works the same way with religions.† â€Å"No kidding, Doc?† They still had fifty yards to get to where Sebastian's first shot lay. Tuck had hit three times. â€Å"The cargo cults have all the same events associated with the great reli-gions: a period of oppression, the rise of a Messiah, a new order, the promise of an endless time of peace and prosperity. But instead of devel-oping over centuries like Christianity or Buddhism, it happens in just a few years. It's fascinating, like being able to see the hands of the clock move right before your eyes and be a part of it.† â€Å"So you must totally get off when daylight savings time comes around.† â€Å"It was just a metaphor, Mr. Case.† â€Å"Call me Tuck.† They had reached Tuck's ball and he placed it on the Astro Turf mat. â€Å"Sneezy, give me the driver.† Sebastian cleared his throat. â€Å"That looks more like a nine iron to me. You've only got fifty yards to the pin.† â€Å"Trust me, Doc. I need a driver for this one.† Stripe snickered and handed him the driver. Tuck examined it, one of the large-headed alloy models that had become so popular in the States – all metal. Tuck grinned at Stripe. â€Å"So, Doc, I guess you shitcanned the Meth-odist thing to watch the clock spin.† Tuck lined up the shot and took a practice swing. The club whooshed through the air. â€Å"Have you ever had faith in anything, Mr. Case?† Tuck took another practice swing. â€Å"Me? Faith? Nope.† â€Å"Not even your own abilities?† â€Å"Nope.† Tuck made a show of lining up the shot again and making sure his hips were loose. â€Å"Then you shouldn't make jokes about it.† â€Å"Right,† Tuck said. He tensed and put his entire weight behind the club, but instead of hitting the ball, he swung it around like a baseball bat, slamming the head into Stripe's cheek, shattering the bone with a sickening thwack. The guard's feet went out from under him and he landed with a crunch in the coral. â€Å"Christ!† Sebastian yelled. He grabbed the club and wrenched it from Tuck's grasp. â€Å"What in the hell are you doing?† Tuck didn't answer. He bent over the guard until he was only inches from his face and whispered, â€Å"Fore, motherfucker.† A second later Tuck heard a mechanical click and the guard who had been tending the pin had an Uzi pressed to his ear. Sebastian Curtis was bent over Stripe, pulling his eyes open to see if his pupils would contract. â€Å"Take Mr. Case to his bungalow and stay with him. Send two men with a stretcher and find Beth. Tell her to – † Curtis suddenly realized that the guard was only getting about a third of what he said. â€Å"Bring my wife.† â€Å"I'll get back to you on that faith thing, Doc,† Tuck said.

Copying Files On, To, or Onto

Copying Files On, To, or Onto Copying Files On, To, or Onto Copying Files On, To, or Onto By Maeve Maddox Preposition use is not easy to formulate. In this post I will focus on incorrect- or at least ambiguous- uses of on, to, and onto in the context of electronic file transfer. First, some definitions: to: expressing motion directed toward and reaching a place. Ex. I took the book to the library. I copied the file to a jump drive. on: expressing a position above and in contact with; at rest on the upper surface of. Ex. She laid the book on the counter. I saved a copy of my dissertation on a CD. onto: indicating physical motion to a position on. Ex. The clerk dropped the book onto a moving conveyor belt. I copied a movie onto a DVD.    Here are examples of questionable preposition usage: Incorrect: Embed the HD videos you  create onto  your personal or professional websites to help bolster your reputation. Correct : Embed the HD videos you  create in  your personal or professional websites to help bolster your reputation. The use of onto with embed appears to be very common in the context of transferring files from one medium to another, but this usage disregards the meaning of embed: â€Å"to fix firmly in a surrounding mass of some solid material.† For example, a fossil may be found embedded in a layer of rock. A YouTube video may be embedded in a web page, but not on one. Incorrect: If you  want to copy on  the same volume, use the Finder  File.   Correct : If you want to copy to (or onto) the same volume, use the Finder File. Movies are copied to tape or disk. Once copied, they are on the tape or the disk. Incorrect: I am hoping to save a font from one computer onto my USB drive and transfer it to another computer. Correct : I am hoping to save a font from one computer on my USB drive and transfer it to another computer. Or: I am hoping to copy a font from one computer onto my USB drive and transfer it [from there] to another computer. 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:How to Format a UK Business Letter3 Cases of Complicated Hyphenation15 Idioms for Periods of Time

Salem witch trials and the crucible Movie Review

Salem witch trials and the crucible - Movie Review Example At the time when the idea of the â€Å"Crucible† was born in 1652, communism and racism had dominated most nations of the West. Towards the end of the 17th Century, the conception of Satanism and healing in God had masked the minds of most inhabitants of the world. This was also the period of great political change and conflicts among the landlords. Coincidentally, this was the century that ushered in the occurrence of the abnormal psychology, in particular, Hysteria. When Salem Witch Trial was first shot in the year 1692, it followed these trends of the ancient world and reflected the contemporary society in that light. During that time, the belief that witches had the supernatural powers to cause adverse harms to the human beings had been spread across the continent of Europe, New England in particular. Besides, the low class Puritan community was still going through a bitter aftermath of the war between France and British which occurred in the year 1689. Tension and trauma was still lingering in the minds of most residents of the ancient Salem village. The British war was not the only cause of fear in thi s solitary village; there was also an outbreak Smallpox which was not readily curable by that time. The lonely villagers of Salem also lived in a persistent fear of the attack from the neighboring communities. For the Salem inhabitants, this really a dark age from which only the extraordinary intervention of God could safely exit them The two movies, Salem Witch Trial and Crucible, were shot during this very time in history when human permittivity and racism formed the basis of life. These two movies vividly portray how witchcraft was alleged and severely punished by the cruel society. In Salem Witch Trial, young children who suffer from hysteria happened to envision very wild imaginations of witchcraft. Their parents, in reaction to these imaginations, point fingers at the suspects before establishing the

A public dialogue about belief Essay Example | Topics and Well Written Essays - 250 words

A public dialogue about belief - Essay Example Similarly, as a means of affecting this understanding, the author relates something of a humorous tone.   However, intermixed with this humorous tone is the understanding on the part of the reader that the subject matter is rather grave and/or serious.   Ultimately, each of these tactics works to integrate with the reader the understanding that the subject matter, although seemingly light and trivial, is ultimately indicative of the way in which many of the decisions in life transpire.   Moreover, the meaning of the essay can be determined to be focused upon an appreciation for the fact that human actions ultimately break down into two distinct categories; those which are useful and will be remembered with affection and happiness and those that are ultimately useless and serve no emotional or practical purpose whatsoever. With regards to the essay in question, â€Å"I didn’t wash my car last month†, the structure of this particular essay can be determinately defin ed as exploratory and relaxed.   As such, the essay takes the form of a friendly discussion that one might easily expect to find in a letter or friendly dialogue.   Similarly, With regards to the key points and thesis that the author is trying to get across, it should be understood that he is attempting to integrate an understanding of what is important and what is ultimately trivial within life.   In this way, he leverages the metaphor of the â€Å"rocking chair† to help the reader to understand that certain.