How To Quit A Job You Just Started

How To Quit A Job You Just Started You did everything right and landed the job. Trouble is, through no fault of your own, it’s just not what you expected it would be. You’re suddenly desperate not to work there anymore, but you’re worried that you’re stuck. You don’t want to anger your new colleagues or boss. You don’t want to risk being blacklisted from future positions at the company. You don’t want to bring your educational institution a bad name. And you definitely don’t want to be seen as a quitter. What if you get to your next job and feel the same way? You can’t just keep bailing after week one! These are all things to think through if you find yourself in an unhappy situation. But do bear in mind that there are other considerations. You won’t be as happy, fulfilled, challenged, or productive at an unfulfilling job. Getting out now, once you can see the unpleasant future spilling out before you, might just save both you and your boss a lot of trouble and mental waste.If you do decide to quit, be absolutely sure before you do. That’s the most important factor in deciding whether to breach decorum and cut your losses before you’ve even gotten situated in a new position. The second most important thing is to exit gracefully.Here’s how:Resign tactfully.Don’t burn any bridges. Do what you can to keep these contacts. And do it in person. This is not the time for letters or emails (though you should have a formal resignation letter ready to go after you meet to discuss with your boss). You owe it to your supervisor to explain why you are bailing- particularly after so much joint effort to get you on board.Be honest and apologetic.Don’t make weak  excuses that you think will make your boss feel empathy for you. Give the real reason, or the closest to it you can get, and still remain tactful. Be genuinely sorry for the inconvenience, and pivot to showing how this is best for the company and y our quitting is actually something of a selfless act. If you’re the wrong fit for this job, it’s your moral duty to speak up and say so before wasting time and resources.Give proper notice.You’ll want to do this with plenty of time for them to find someone else. You should even offer, if at all possible, to stay until they find and train your replacement. This could be great for you if you don’t have an alternative job lined up- use the time to find another one! Remember, you are inconveniencing them, and should behave accordingly.Consider that you might be asked to stay.In most cases, you’ll be given a bunch of reasons to stay. Ask yourself before you speak to your boss whether there are any conditions that, if changed, would make you actually want to stay. Have an answer prepared either way.Think harder next time.Don’t beat yourself up. But do let this be a lesson that you should really consider all angles of a new job before accepting it. Saving yourself the embarrassment and a whole lot of extra uncertainty and work.

How to Become a Teacher Expert Career Guide

How to Become a Teacher Expert Career Guide SAT / ACT Prep Online Guides and Tips What's more exciting than educating a new generation of students? If you're interested in becoming a teacher and want some information about how to succeed in this profession, you're in the right place. Here, I'll walk you through how to become a teacher, explaining the steps you need to take in high school, college, and beyond. First, though, I'll touch briefly on the occupational outlook for teachers in the US- this way, you'll be informed about projected job availability and income levels before jumping in. For the sake of this article, I'm going to focus on K-12 teachers (you can, of course, teach at the college/university level, but that involves a pretty different career path). The steps you'd take to succeed in teaching vary slightly based on which academic grades you're interested in working with. From here on out, I'll be differentiating between elementary, middle, and high school teachers where there might be different steps necessary for success. Occupational Outlook for Teachers Before you jump into any career path, it's important to think ahead about more practical things, like expected income and job availability. The US Bureau of Labor Statistics lists important info on pay, necessary education, and job outlook for almost any profession you can think of. High pay and an increase in available positions generally bodes well for people hoping to enter a certain field. Here are these all-important stats for K-12 teachers in the US: Kindergarten and Elementary School Teachers 2014 Median Pay: $53,760 Typical Entry-Level Education (the bare minimum you'd need to enter the field): Bachelor's degree Job Outlook, 2014-2024 (the estimated job growth rate- bigger is better): 6%, which is about average Middle School Teachers 2014 Median Pay: $54,940 Typical Entry-Level Education: Bachelor's degree Job Outlook, 2014-2024: 6%, which is about average High School Teachers 2014 Median Pay: $56,310 Typical Entry-Level Education: Bachelor's degree Job Outlook, 2014-2024: 6%, which is about average How to Become a Teacher: Career Steps Overview To become a teacher, there are a few important things you'll need (I'll go into more detail on these steps and more in the following sections): A high school diploma A bachelor's degree A graduate degree (depending on your preferred career track and the teaching requirements in your area- it's often not required) Your teaching certification/license (requirements will vary based on the state) If you plan ahead, it's possible to start your teaching career very soon after graduating from college. Now that you have a sense of what you'll need to become a teacher, I'll go into the details of what you should do at each stage of the game- starting with high school. Setting Yourself Up for Success: 4 Steps to Take in High School You don't have to make a final decision about a teaching career in high school, but there are some important things you can do to put yourself on the right path. Decide If Teaching Is the Right Fit High school is a good time to start thinking about whether you'd be comfortable with the day-to-day realities and responsibilities of teaching. At all grade levels, teaching involves these important core responsibilities: Preparing lessons Grading assignments and tests Getting kids to behave and participate in class Filling out report cards and assessments Meeting with parents On a personal level, good teachers tend to be: Good at communicating- The crux of your job as an instructor is getting the class to understand new, sometimes challenging, material. Patient- You'll have to deal with students who have trouble learning, behaving, or both. Compassionate- Students (of all ages) aren't always easy to deal with. It will be important for you to be sensitive to challenges they may be dealing with. Creative- You may have to come up with some unorthodox ways of keeping students engaged and learning. Hard-working- Your work as a teacher won't end with the bell. You'll have to come up with lesson plans and tasks, meet with students, parents, and administrators, and grade a ton of assignments. So how do you figure out whether you'd be okay with the responsibilities of working as a teacher? And how do you know whether you have the core characteristics that make a successful instructor? Here are some steps you can take to determine whether teaching may be a good fit: Interviews- Talk with your own instructors about their experiences. Why did they become a teacher? What do they like about their job? What don't they like so much? Shadowing and Observation- Start actively paying attention not only to what your instructors teach, but how they teach it. Are there any teaching methods that you really like? What about methods that aren't as effective? You might also look into opportunities to shadow instructors, especially those teaching in younger classrooms. Tutoring- This is a bit different than teaching a classroom full of students, but teachers still work with students one-on-one. There might be peer-tutoring services offered through your school, or you might look for a job through some other tutoring service. You can start getting teaching experience even in high school. Focus on Your High School Education A strong education in high school will serve as the foundation for your education as a teacher. Elementary school teachers in particular need to be well-rounded as they are responsible for covering all subjects with their students. A high GPA and strong ACT/SAT scores will also make you a more attractive candidate to strong teaching degree programs, which brings me to the next step ... Start Researching Degree Programs If you've decided to pursue a degree in teaching, by the time you start submitting college applications you'll want to apply to appropriate teaching programs. First, you only want to look into accredited programs. Access this complete list of all accredited teaching programs for reference. Second, consider whether you're ready to commit to a particular specialty (e.g. elementary, middle school, or high school education). These specialties will often have different degree requirements- if you already know what you're interested in, you can focus specifically on those degree requirements when you look at schools. Submit Strong College Applications If you end up at a school with a strong teaching program, the next steps you'll have to take to become a teacher will be that much easier. Start by checking out the top-ranked elementary and secondary teaching programs in the US (make sure you're only looking at undergraduate rankings- you don't need a graduate program just yet). You won't necessarily need a degree in teaching- I'll talk more about this in the next section- but if you're sure at this point that teaching is for you, a targeted program might prepare you more effectively for your career. Early decision applications are usually due October-November of your senior year, whereas regular decision apps are due late December-early January. Learn more about how to apply for college and when to apply here. Exploring Education: 4 Steps to Take in College College is where you have to start making big decisions about your teaching career. The good news is that you'll have support along the way, especially if you've decided to attend a program that's targeted towards aspiring teachers. Here's what you should do in college to succeed as a teacher: Know Your State's Teaching Requirements Every state has different rules in place regarding exactly what qualifications you need in order to teach. If you're licensed as a teacher in one state, it's usually possible to become licensed in another, but it's not always easy. As you enter your degree program, you should figure out the licensing requirements for the state you're currently living in AND any states you anticipate moving to in the near future. This way, you'll avoid any unpleasant surprises- you'll also be able to make sure you take any and all required courses or practicums. Take advantage of your program's resources to make sure you meet all necessary requirements. First, the program itself should have requirements built in that will prepare you to meet state requirements. Second, career centers and academic advisors can put you on the right track if you're worried about being prepared for a teaching career after graduation. Knowing these teaching requirements at the beginning of your program will help you make sure you don't miss any important steps. Commit to a Specialty Once you've committed to a college, one of your next big decisions will be committing to a specialty. You'll have to fulfill different degree requirements depending on your specific educational path- the type of teaching you hope to pursue will dictate what sort of specialty you'll choose. Here are the major teaching programs types to choose from: Early Childhood Education Pre-K through 3rd grade Focus mostly on teaching techniques, curriculum, and lesson planning College major is usually in education Elementary Education Primary grades (pre-K through 6th or 8th grade) Focus mostly on teaching techniques, curriculum, and lesson planning College major is usually in education Secondary Education 6th or 8th grade through 12th grade Usually requires you to choose a more specific specialty/content area (e.g. English, Math, History) Teaching techniques, curriculum, and lesson planning are included in the course of study in addition to the chosen content area specialty Specialty Degrees Focus on one specific, specialty area (e.g. fine arts, performing arts, physical education) Other degree options that can be combined with an education degree include special ed and gifted ed Requirements will vary based on the chosen specialty You might major in the subject you hope to teach (e.g. English, Math) and supplement your curriculum with courses in education Administration Education for leadership within the education system Usually requires undergraduate (BA) AND graduate (MA, PhD) education Programs tend to focus on school structure, curriculum, organization, and leadership Gain Real-World Experience This is especially important for students who may not be in a dedicated teaching program (e.g. students who want to teach secondary education and are majoring in something other than education). Real-world teaching experience will help you get more comfortable with leading a classroom so that you can hit the ground running when you start your teaching career. Here are some ways to gain experience, whether you're in a dedicated teaching program or not: School visits- Observing how teachers work at local schools is a great way to experience a day in the life as a teacher. You may want to check out different grade levels to see if you have any preferences. Working as a teacher's assistant- There are many teachers out there who would love some extra help! This is definitely more hands-on than just observing a classroom. Tutoring- Teachers don't just lead entire classrooms- they also work one-on-one with students who want extra help. Tutoring kids of different ages (and even in different subjects) may help you figure out what you like and what you don't. Volunteer mentorship- This is pretty different from traditional teaching experiences, but volunteering to serve as a mentor for a child or teen may help you develop important leadership skills. Running an after-school program- Wrangling a group of kids to get them to participate in an organized activity? Not so different from running a classroom. Bonus: after-school activities can be pretty fun- you could help put on a play, coach intramural sports, or lead a club. Complete Your Education With Student Teaching Student teaching is where you start to implement everything you've learned thus far in a real classroom. It's an important part of any college teaching program. Student teaching will work differently based on your college, your teaching specialty, your student-teaching school, and the classroom you work in. Some student teachers may be expected to take over all classroom responsibilities at multiple grade levels fairly quickly, whereas others may only take a few core responsibilities at one grade level. If you have questions about what student teaching usually entails, you should speak with administrators at your specific program. In general, though, here's what to expect: Student teaching usually lasts for about a semester. You'll be matched with a particular classroom and teacher, usually at a school that has some sort of partnership with your bachelor's program. Most student teachers start off by observing the classroom (this lasts between a few days or a few weeks) before gradually taking over all teaching responsibilities. You should expect to be in the student-teaching classroom all day, every day. Although you may just be observing at first, you'll be learning to build and teach lessons, meet with students, and administer and grade assignments- by the end of the semester, you should ideally feel comfortable leading a classroom on your own. Requirements may be different for those pursuing early childhood, elementary, and secondary education. Each teaching program will have their own protocols- again, it's best to explore any specific questions you have about your own program (or potential programs, if you're still looking at different schools). Final Steps: Teaching Certification Getting certified in the state where you hope to teach is necessary if you want to work at a public school. If you're considering private schools, you may not have to get certified, but it's still recommended (you have a lot more flexibility when it comes to jobs that you qualify for). Here's how you get certified to teach at any school: Pick a State Each state has its own requirements for licensing and certifying teachers. If you want to teach in the same state where you went to college, you'll probably already be familiar with these reqs. If you hope to teach in a different state, you'll have more research to do (it's helpful to do this while you're still in school, like I mentioned earlier, so that you can meet all course requirements ahead of time). Just Google "[state name] teaching certification." Any link that leads to the state's Department of Education is helpful. One thing to keep in mind: some states pay teachers better than others on average. If you're not rooted to one place, and money is a concern, you may want to learn more. Register for Exams (If Necessary) Some states require educators to take licensing exams to prove that they would be competent teachers. Whether these exams are required, how often they're given, and what's actually tested will vary widely by state. It's best to give yourself plenty of time (6 months or more) to register and prepare for these tests. Your teaching program will help prepare you for any necessary certification exams. Apply for Certification Once you've met all state requirements, you can go ahead and apply for certification in the state you hope to work. You'll want to do this several months before you hope to start your job search (you don't want to be delayed in case there are any issues with your application, so starting while you're still in college is a good idea). This process might be easier if you're already certified in another state. Graduate School and Beyond Some states require teachers (at public schools, at least) to earn a Master's degree in order to qualify for certification. Other states encourage, but do not require, a graduate degree. If you're unsure about the requirements for the state you hope to work in, learn more about individual state certification requirements. Whether you end up getting a graduate degree will also depend on your chosen career path- for example, teachers who hope to work in administration will likely need a Master's or PhD. Having a graduate degree- even if it's not required- may lead to more job opportunities and a higher salary. If you're interested in graduate programs, check out the top-ranked education programs in the US. Even if you're certified in a state, you may have to keep up with certification renewals or continuing education requirements- staying on top of this stuff is important when it comes to keeping your license! How to Become a Teacher: 8-Step Summary There are quite a few steps involved in becoming a teacher, but here are the main ones you should remember: Decide if teaching is the right fit Focus on doing well in high school Research teaching degree programs Submit strong college applications Become familiar with your state's teaching requirements Choose a specialty Get real world experience Get certified, and keep your certification by staying on top of requirements What's Next? As you've read above, one of the best ways to prepare for a career in teaching is making sure you get into a great undergraduate program. To get into your top choice colleges, make sure you keep your GPA high. Focusing on extracurricular activities, especially community service work, is also important for applications to teaching programs. Finally, work on getting great SAT or ACT scores. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Definition of Family Research Paper Example | Topics and Well Written Essays - 500 words

Definition of Family - Research Paper Example Lastly, he acknowledged adoptive parents and homosexual partners with or without children as a family. The definitions given have a lot in common. All the respondents recognize that a family must have parents and their children. Respondent A, for example, identified a father, mother, and children as the core members of the family. Similar sentiments were given by respondents B and C who viewed the union of parents and children as the family. Another similarity in their definitions was the concept of people with shared interests coming together to form a family. It is common to hear religious groups refer themselves as families because the members aim to worship and do things that please their creator. Apart from respondent A, the other two did not echo the idea of relatives as part of the family. Although the extended family comprises of relatives, the two respondents chose to omit them in their definitions. Respondent C said homosexual partners also qualify to be a family. The other respondents had no idea of gay and lesbian families.I define family as the basic social group that comprises of parents and their children or people with shared values and dwell in the same place. According to Eggenberger et al. (2006), a family is a significant social unit that acts as the foundation of society and its cultures. The journal supports my definition because a family is the basis of a community. Family networks help connect different people to form a society with shared values.

Activity-Based Cost Reduction Information in Governance Coursework

Activity-Based Cost Reduction Information in Governance - Coursework Example The board members are responsible for setting the organization’s goals and strategies to achieve them within the given period (Carver, 2011). This requires board members to have full information concerning products and services they intend to produce. The board members are responsible for budgeting for the resources the organization will require in the production of specific commodities. The information about resources required for the production process is essential because the board is aware of exactly what to produce in terms of quality and number of units of each product they will produce (Firstenberg and Schoff, 2009). The information also relates to the time in which the board members expect to raise the required resources and when they will complete the production process. The board will be able to determine the area of the shortage of resources for the completion of the production task for each activity or service and will decide whether to reduce the number of units t o be produced for each commodity or whether to add more resources in order to produce the targeted quantity (Carver, 2011). Since charitable organizations aimed at meeting specific needs of the society, activity-based costing will help the board members to establish a base for mobilizing more resources from financiers of the organization to provide essential goods and services in the society. The work of auditors is to obtain proof of the efficiency in which organization has utilized its resources. The auditors use activity-based costing information set by the organization’s board to make a comparison of what the board has actually produced in relation to what the board had planned to produce (Carver, 2011). The auditors will attest the value of each product or service in relation to the expenditure set by the board.  

Feminine Principles Essay Example for Free

Feminine Principles Essay People usually accept themselves as weak and helpless because of the speed of economical and social changes and the destruction of labor security. Therefore, it is a period of the unsafe world we live in. However, a majority of real experts and specialists, especially women, are getting to know how to find out their workplaces rather than hoping for an innovated structure in the society. Women are different from men, in particular, in choosing the leadership ways. As a matter of fact a female advantage takes place. All human beings are created of the excellent coordination of the Masculine and Feminine Principles, and all persons have both male and female power as a piece of their being humans. Our views of male and female have been much distorted under the terrestrial circumstances that were the reasons of the derangement in the human life. Our common cultural ideas of what a man is, and what a woman is, are distorted, artificially created stereotypes of what these genders are indeed. A significant piece of this treatment process is looking for some balance in the relationship between male’s and female’s power, and reaching some equilibrium in our mutual relations with the male and female power around our world and us. We fail to do this if we have distorted concepts about the essence of a man and a woman. In course of time as a rule leaders have been depicted as men it is only not so long ago that women are starting to obtain recognition for their abilities in Leadership. Still, women can be such good leaders as men. The main thing is how women accept themselves. Being surrounded by men women shouldn’t feel unconfident and they shouldn’t be afraid to say something not to look silly. They have to treat themselves as strong human beings but not as weak creatures. †¦Feminist movements possess a unique sense for the instant future. Those movements have to be comprehended, not as an affirmation of superiority, but as the creation of fairness. There have been a lot of discussions about balance and equilibrium; accurately for this principle to come a reality women’s’ rights have been enhanced. People mustn’t think that this will be advantageous only for women; it will foster general balance, and therefore it is essentially for concordant evolution. Sally Helgeson in her book â€Å"The Female Advantage: Womens Ways of Leadership† portrayed an inquiry of four female leaders carried out in the 80s and comparing it to a study made by Mintzberg (How Men Lead in 1973) applying the familiar ways understood as diary studies. These studies are my favorite ones. They are carried out by spending the whole day for some weeks with the matter and registering every tasks then classifying them. The study by Mintzberg contained five men that have been main leaders in business of their times. This book depicted the discrepancies between women and men and set out that maternity brings up management, conversation abilities and capability to balance. Women concentrate on the process and men concentrate on reaching the set goals and completion. As a matter of fact women can be flexible. They can fulfill diverse tasks and assess coordination and relations. The writer determines the leadership system applied by men as Hierarchy. (Mitstifer, D. I. 1995) †¦This structure pursues a row of command; data is filtered out, collected and classified as it goes to the top across proper channels. The female leadership characteristics are depicted as a Web system that makes communication easier. I would like to trade places with Margaret Thatcher. She was sticking to the men’s leadership features. She has never set certain targets but she has been trying to make use of any opportunity. Helgesen revealed that the places of employment women had inclined to be webs of inclusion. She clarified that their organizations were structured like a web but not a hierarchy and that distributing data and information was a main principle of their efficacy. The web of inclusion can be named as a model for helping us redesign the institutions that frame our lives (Helgesen, 1995, p. 16). Web-like organizations are especially apt to be driven by clearly articulated values, since a tight focus on mission is the glue that holds their flowing structures together. (Helgesen, 1995, p. 286) The web of inclusion, backed up by the new science (Wheatley, 1994), reveals the universe in operation: not as a precisely calibrated great machine in which each constituent part is locked into its own immutable slot, but rather as pulses of energy that continually evolve and assume shifting shapes as the various elements interact, and in which identity is inseparable from relationship. (Helgesen, 1995, p. 16) The architect of the web works as the spider does, by ceaselessly spinning new tendrils of connection, while also continually strengthening those that already exist. The architects tools are not force, not the ability to issue commands, but rather providing access and engaging in constant dialogue (Helgesen, 1995, p. 13). The web procedure is something new, not just a team method; though a web of insertion usually fulfills a particular task, it is not dispersed upon reaching the purposes. Vice versa it plays a more long-term role as it outlines procedure as well as system, provides new ways of approaching problems, of thinking, of connecting people, of giving them information and motivating them (Helgesen, 1995, p. 33). In this way it is easier to achieve a mutual understanding as well as mutual agreement. Still, what is a female advantage? Can we say that women are better than men while being a leader? Women who made their minds to make a career change after several years of non-employment usually apply that time to check the nature of their job again in terms of more mature private and professional purposes. When they back to the place of employment, they feel better who they are indeed and what they are willing to do. As a rule these women can be a model for girls and for even for some men who, because of insecure place of employment, have to know how to change the places and how to be ready to be changed as well. (Helgesen, S. , 1997) Women are the greatest users of some general seminars, school courses, and private advancement programs. Women look for some new opportunities in training more actively, and they do not spare money and time for such purposes. Therefore, they are responsible for the things they do and they want to apply all their efforts. There are lot of women nowadays who are involved in entrepreneurship. â€Å"More than one-third of all small businesses are now owned by women†. (Helgesen, S. , 1997) Women had to discover strategies and methods that had to be suitable for the circumstances of the new economy and new world in general full of information. Womens biggest contribution to our life and our world can be their perseverance upon destroying the form rather than just setting. In such a way all this made them to invent innovated ways that are collectively reforming our world. Women have distinctive characteristics that can be called as `feminine principles that let them be better executives and leaders. These female principles express our cultures fundamental intentions about discrepancies between in what way women and men act and creation of such principles in the community results would lead to the better life. A wish to enhance personal relations, to treat everybody with respect, provide and distribute data and information, and work as a team group can be considered as feminine principles. A woman is charming and full of inspiration. A modern business woman is a cute, clever and astute, well-dressed lady. She is energetic and can manage people and money successfully. They can mobilize when it is needed, they are eager to adapt to the new conditions more quickly than men. If I had my own mercantile agency I would choose a woman for sure to work as a sales manager. Women are great diplomats. They have something that men lack in order to persuade people to buy something, for example. The strong point of women is paying attention to the details. Men are considered to behave more effectively at the top of the crisis, but it is more difficult for them to stand it for a long of time. Meanwhile, women are more sensitive towards stresses and other problems. However, they can firmly resist these problems if last for a long time. Women run risks less and they are more law-abiding than men. So, both women and men are human beings. They have much in common, but in the same time they really differ from each other. Men and women both have advantages and disadvantages. References 1. Helgesen, S. (1995). The web of inclusion. New York: Currency/Doubleday. 2. Wheatley, M. J. (1994). Leadership and the new science. San Francisco: Berrett-Koehler. 3. Helgesen, S. (Spring, 1997). Women and the New Economy. Leader to Leader. pp. 34-39. 4. Helgesen, S. The Female Advantage: Womens Ways of Leadership. Doubleday, New York, N. Y. , 1990. 5. Mitstifer, D. I. (1995, October). Empowerment. Kappa Omicron Nu Dialogue, 5 (4), 1-2.

Essay --

Beloved The story in Beloved authored by Toni Morrison was centered on the aftermath experience of the protagonist; Sethe as a slavery escapee. The story which defied chronology was mirrored in flashbacks. The harsh experience of slavery was still patent and the memories of bitter struggles were still haunting the characters. There was an inhibition in the ability to move on. The ruination of identity by slavery and competence of language were two vital themes in the story and would be further analyzed. Ruination of identity by slavery as theme depicted the physiological, mental and spiritual burden of slavery which is inescapable as it continues to haunt the characters like Sethe and Paul D who experienced it. Slavery was accompanied with negativity on the true identity of oneself and this made story have several situations of self-denial and estrangement. For example, Paul D was unsure of whether the wailings and tears of grief, he was feeling were coming from himself or someone else: â€Å"In the boxes the men heard the water rise in the trench and looked out for cottonmouths. They squatted in muddy water, slept above it, peed in it. Paul D thought he was screaming; his mouth was open and there was this loud throat-splitting sound--but it may have been somebody else. Then he thought he was crying. Something was running down his cheeks. He lifted his hands to wipe away the tears and saw dark brown slime†. The slaves received endured inhuman conditions which included being traded as a normal good in exchange for paper money. Paul D always questioned his worth as a human and suffered from inferiority of being insecure of whether or not he was truly a â€Å"man†. Sethe also experienced the cruelty of slavery. She once intrude... ...ry when Paul D and prison inmates from Georgia sang about their past experiences and dream; â€Å"garbling the words so they could not be understood; tricking the words so their syllables yielded up other meanings†. In another case, Stamp Paid saw through the window, two backs and went to see for himself; believing that â€Å"the undecipherable language clamoring around the house was the mumbling of the black and angry dead†. The titling of the story comes down to what is regarded as language misunderstanding. At the burial of her daughter whom killed by her hand, Sethe misunderstood the minister’s address referring to the living as â€Å"Dear beloved† and interpreted it as referencing to the dead. The meaning of words depend heavily the changing interpretation of words: figures of speech rely on the capability of words to connect and disconnect with the definitions of words.

Mechanics of Basketball

Tino Estose WA #4 16 April 2013 Basketball (Mechanics of the game, College, and Professional) Social Media (Twitter and Facebook), Television, Basketball Video Games Factors about the medium| Factors about the message| Factors about the audience| -The most prominent characteristic of at least two of these particular mediums (Twitter and Sports Television) is the delivery of information. These two genres are specifically instant in terms of delivering information or whatever message that is intended to be delivered. As well, not much work is required for the audience to acquire the information. . For Television, one just has to watch the program or the game to acquire information on basketball 2. For Twitter and Facebook, links to informing sites and information tidbits are literally everywhere. -Ease of access/ proximity is also another factor that allows people to gather information about basketball. 1. Facebook and Twitter are at one’s fingertips due to the prevalence of sma rt phones. And for me personally, I follow numerous accounts on Facebook and Twitter that are devoted to posting about anything basketball. 2. For Television as well, everyone has one.For me, it is in the dorm with the remote being so close that I do not have to get up to use it. The same can be said about Basketball Video Games. The Xbox is right in the dorm room. | -As well, the information provided by these different genres can be incredibly descriptive. 1. Pieces of information offered by Facebook and Twitter are usually incredibly specified and many times unique. 2. On television, channels and programs hire multitudes of people that allow the show or game to deliver wide ranges of information and insight.There are the color commentators who are typically former players or coaches that can offer their unique perspective, there are show hosts who appear to be authorities on what they speak on and usually have to credentials to support this, there are anchors who deliver the objec tive information of what happened in the world of sports that day, and there are numerous â€Å"behind the scenes† jobs that help the people on camera have necessary information (statisticians, journalists, producers, historians, etc). 3. Sports videogames and basketball ones specifically, are incredibly detailed today.The objective there is to offer the most realistic game experience possible. Because of this, these basketball games not only offer a great amount of information on every player and team’s background, but feature players and teams from the past. Personally playing these games, my knowledge structures on the game of basketball and its history have been thoroughly fed. | -Existing knowledge on basketball has been a key factor in my experience with these genres. In years past, my knowledge on basketball and basketball topics has been limited to the most current events in the sports world. Another is Comprehension. The text discusses that how one interprets and processes the information that they are encountering through media is a key audience factor. 1. Even though I am only 22, I feel intellectual growth and maturity has allowed me to view certain mediums and encounter the information with a different type of analysis that allows me to alter my knowledge structures comprehensively. Ultimately, I feel it leads to a rich background of knowledge for me to draw from. -Motivation is another audience factor that I feel has influenced my information acquisition on basketball. . Basketball is a game that I love. From that passion, I feel I am motivated to seek any type of information that I can from these three mediums. | How I met your Mother: Comedy Sitcom There are many reoccurring elements that appear throughout this show. There the more simple ones such as: Drinking at MacLaren’s Pub every night (and days), the apartment above the bar that at least one (and most of the time, more than one) of the characters live in, and the diff erent jobs that each character is shown in.There are also the more complex ones that feature the behaviors of each character: Barney will always drink scotch, smoke cigars, play laser tag, make fun of Robin for being Canadian, objectify women and is constantly seeking sexual gratification. Ted is always talking about architecture, pretentiously citing art and cultural references that no one else understands, and always is conquesting for and failing to find â€Å"the one† (hint: this is what the show is named after). Marshal and Lilly are always dealing with married couple issues.And Robin is not only struggling with putting her career in front of her love life, but is also Robin Sparkles Canadian pop star, a proud Canadian, gun enthusiast, scotch drinker and cigar smoker. Scrubs: Medical Comedy There are numerous reoccurring elements of this show as well. There is the Janitor torturing JD daily, Dr. Cox being stubborn and conceited about his medical knowledge, Turk accentuat ing his â€Å"blackness† in a mostly white hospital, his wife, Carla, doing the same thing with her Latino heritage, JD constantly vying for Dr.Cox’s approval and insisting that he is his mentor, Dr. Cox hating such behavior, Dr. Cox calling JD by girls’ names, JD going through numerous relationships, homoerotic best friend relationships between Turk and JD, Elliot saying awkward comments and observations in the most honest way possible, and so on. I feel that most overlapping element between these two shows exist the consistency of some of the relationships. The Marshal and Lily relationship reflects the Turk and Carla relationship greatly.Both relationships are portrayed as the strongest love relationships between all the characters. Another relationship that is reflected by each show is the best friend relationships between Turk and JD, and Ted and Marshal. Both shows have their characters living together since before the shows have started, including both sh ows having the characters having met in college and been college roommates. Both shows also have multiple moments of comical â€Å"intimacy† between the characters.I feel these reoccurring elements of these shows provide consistency in the characters. In the context of audience members cognitively processing the show, it provides easier pathways for two different effects. For entertainment value, if there are reoccurring behaviors and attributes of the characters, jokes are easier to make and laugh at because of the familiarity of the audience to the characters. As well, though, it makes plot points of the shows to be understood. This allows audience members to think about grander themes and messages of these different shows.

The Twilight Saga 4: Breaking Dawn 27. Travel Plans

I took mythology a lot more seriously since I'd become a vampire. Often, when I looked back over my first three months as an immortal, I imagined how the thread of my life might look in the Fates' loom – who knew but that it actually existed? I was sure my thread must have changed color; I thought it had probably started out as a nice beige, something supportive and non-confrontational, something that would look good in the background. Now it felt like it must be bright crimson, or maybe glistening gold. The tapestry of family and friends that wove together around me was a beautiful, glowing thing, full of their bright, complementary colors. I was surprised by some of the threads I got to include in my life. The werewolves, with their deep, woodsy colors, were not something I'd expected; Jacob, of course, and Seth, too. But my old friends Quil and Embry became part of the fabric as they joined Jacob's pack, and even Sam and Emily were cordial. The tensions between our families eased, mostly due to Renesmee. She was easy to love. Sue and Leah Clearwater were interlaced into our life, too – two more I had not anticipated. Sue seemed to have taken it on herself to smooth Charlie's transition into the world of make-believe. She came with him to the Cullens' most days, though she never seemed truly comfortable here the way her son and most of Jake's pack did. She did not speak often; she just hovered protectively near Charlie. She was always the first person he looked to when Renesmee did something disturbingly advanced – which was often. In answer, Sue would eye Seth meaningfully as if to say, Yeah, tell me about it. Leah was even less comfortable than Sue and was the only part of our recently extended family who was openly hostile to the merger. However, she and Jacob had a new camaraderie that kept her close to us all. I asked him about it once – hesitantly; I didn't want to pry, but the relationship was so different from the way it used to be that it made me curious. He shrugged and told me it was a pack thing. She was his second-in-command now, his â€Å"beta,† as I'd called it once long ago. â€Å"I figured as long as I was going to do this Alpha thing for real,† Jacob explained, â€Å"I'd better nail down the formalities.† The new responsibility made Leah feel the need to check in with him often, and since he was always with Renesmee†¦ Leah was not happy to be near us, but she was the exception. Happiness was the main component in my life now, the dominant pattern in the tapestry. So much so that my relationship with Jasper was now much closer than I'd ever dreamed it would be. At first I was really annoyed, though. â€Å"Yeesh!† I complained to Edward one night after we'd put Renesmee in her wrought-iron crib. â€Å"If I haven't killed Charlie or Sue yet, it's probably not going to happen. I wish Jasper would stop hovering all the time!† â€Å"No one doubts you, Bella, not in the slightest,† he assured me. â€Å"You know how Jasper is – he can't resist a good emotional climate. You're so happy all the time, love, he gravitates toward you without thinking.† And then Edward hugged me tightly, because nothing pleased him more than my overwhelming ecstasy in this new life. And I was euphoric the vast majority of the time. The days were not long enough for me to get my fill of adoring my daughter; the nights did not have enough hours to satisfy my need for Edward. There was a flipside to the joy, though. If you turned the fabric of our lives over, I imagined the design on the backside would be woven in the bleak grays of doubt and fear. Renesmee spoke her first word when she was exactly one week old. The word was Momma, which would have made my day, except that I was so frightened by her progress I could barely force my frozen face to smile back at her. It didn't help that she continued from her first word to her first sentence in the same breath. â€Å"Momma, where is Grandpa?† she'd asked in a clear, high soprano, only bothering to speak aloud because I was across the room from her. She'd already asked Rosalie, using her normal (or seriously abnormal, from another point of view) means of communication. Rosalie hadn't known the answer, so Renesmee had turned to me. When she walked for the first time, fewer than three weeks later, it was similar. She'd simply stared at Alice for a long moment, watching intently as her aunt arranged bouquets in the vases scattered around the room, dancing back and forth across the floor with her arms full of flowers. Renesmee got to her feet, not in the least bit shaky, and crossed the floor almost as gracefully. Jacob had burst into applause, because that was clearly the response Renesmee wanted. The way he was tied to her made his own reactions secondary; his first reflex was always to give Renesmee whatever she needed. But our eyes met, and I saw all the panic in mine echoed in his. I made my hands clap together, too, trying to hide my fear from her. Edward applauded quietly at my side, and we didn't need to speak our thoughts to know they were the same. Edward and Carlisle threw themselves into research, looking for any answers, anything to expect. There was very little to be found, and none of it verifiable. Alice and Rosalie usually began our day with a fashion show. Renesmee never wore the same clothes twice, partly because she outgrew her clothes almost immediately and partly because Alice and Rosalie were trying to create a baby album that appeared to span years rather than weeks. They took thousands of pictures, documenting every phase of her accelerated childhood. At three months, Renesmee could have been a big one-year-old, or a small two-year-old. She wasn't shaped exactly like a toddler; she was leaner and more graceful, her proportions were more even, like an adult's. Her bronze ringlets hung to her waist; I couldn't bear to cut them, even if Alice would have allowed it. Renesmee could speak with flawless grammar and articulation, but she rarely bothered, preferring to simply show people what she wanted. She could not only walk but run and dance. She could even read. I'd been reading Tennyson to her one night, because the flow and rhythm of his poetry seemed restful. (I had to search constantly for new material; Renesmee didn't like repetition in her bedtime stories as other children supposedly did, and she had no patience for picture books.) She reached up to touch my cheek, the image in her mind one of us, only with her holding the book. I gave it to her, smiling. † There is sweet music here,'† she read without hesitation, â€Å"‘that softer falls than petals from blown roses on the grass, or night-dews on still waters between walls of shadowy granite, in a gleaming pass – ‘† My hand was robotic as I took the book back. â€Å"If you read, how will you fall asleep?† I asked in a voice that had barely escaped shaking. By Carlisle's calculations, the growth of her body was gradually slowing; her mind continued to race on ahead. Even if the rate of decrease held steady, she'd still be an adult in no more than four years. Four years. And an old woman by fifteen. Just fifteen years of life. But she was so healthy. Vital, bright, glowing, and happy. Her conspicuous well-being made it easy for me to be happy with her in the moment and leave the future for tomorrow. Carlisle and Edward discussed our options for the future from every angle in low voices that I tried not to hear. They never had these discussions when Jacob was around, because there was one sure way to halt aging, and that wasn't something Jacob was likely to be excited about. I wasn't. Too dangerous! my instincts screamed at me. Jacob and Renesmee seemed alike in so many ways, both half-and-half beings, two things at the same time. And all the werewolf lore insisted that vampire venom was a death sentence rather than a course to immortality___ Carlisle and Edward had exhausted the research they could do from a distance, and now we were preparing to follow old legends at their source. We were going back to Brazil, starting there. The Ticunas had legends about children like Renesmee†¦. If other children like her had ever existed, perhaps some tale of the life span of half-mortal children still lingered___ The only real question left was exactly when we would go. I was the holdup. A small part of it was that I wanted to stay near Forks until after the holidays, for Charlie's sake. But more than that, there was a different journey that I knew had to come first – that was the clear priority. Also, it had to be a solo trip. This was the only argument that Edward and I had gotten in since I'd become a vampire. The main point of contention was the â€Å"solo† part. But the facts were what they were, and my plan was the only one that made rational sense. I had to go see the Volturi, and I had to do it absolutely alone. Even freed from old nightmares, from any dreams at all, it was impossible to forget the Volturi. Nor did they leave us without reminders. Until the day that Aro's present showed up, i didn't know that Alice had sent a wedding announcement to the Volturi leaders; we'd been far away on Esme's island when she'd seen a vision of Volturi soldiers – Jane and Alec, the devastatingly powerful twins, among them. Caius was planning to send a hunting party to see if I was still human, against their edict (because I knew about the secret vampire world, I either must join it or be silenced†¦ permanently). So Alice had mailed the announcement, seeing that this would delay them as they deciphered the meaning behind it. But they would come eventually. That was certain. The present itself was not overtly threatening. Extravagant, yes, almost frightening in that very extravagance. The threat was in the parting line of Aro's congratulatory note, written in black ink on a square of heavy, plain white paper in Aro's own hand: I so look forward to seeing the new Mrs. Cullen in person. The gift was presented in an ornately carved, ancient wooden box inlaid with gold and mother-of-pearl, ornamented with a rainbow of gemstones. Alice said the box itself was a priceless treasure, that it would have outshone just about any piece of jewelry besides the one inside it. â€Å"I always wondered where the crown jewels disappeared to after John of England pawned them in the thirteenth century,† Carlisle said. â€Å"I suppose it doesn't surprise me that the Volturi have their share.† The necklace was simple – gold woven into a thick rope of a chain, almost scaled, like a smooth snake that would curl close around the throat. One jewel hung suspended from the rope; a white diamond the size of a golf ball. The unsubtle reminder in Aro's note interested me more than the jewel. The Volturi needed to see that I was immortal, that the Cullens had been obedient to the Volturi's orders, and they needed to see this soon. They could not be allowed near Forks. There was only one way to keep our life here safe. â€Å"You're not going alone,† Edward had insisted through his teeth, his hands clenching into fists. â€Å"They won't hurt me,† I'd said as soothingly as I could manage, forcing my voice to sound sure. â€Å"They have no reason to. I'm a vampire. Case closed.† â€Å"No. Absolutely no.† â€Å"Edward, it's the only way to protect her.† And he hadn't been able to argue with that. My logic was watertight. Even in the short time I'd known Aro, I'd been able to see that he was a collector – and his most prized treasures were his living pieces. He coveted beauty, talent, and rarity in his immortal followers more than any jewel locked in his vaults. It was unfortunate enough that he'd begun to covet Alice's and Edward's abilities. I would give him no more reason to be jealous of Carlisle's family. Renesmee was beautiful and gifted and unique – she was one of a kind. He could not be allowed to see her, not even through someone's thoughts. And I was the only one whose thoughts he could not hear. Of course I would go alone. Alice did not see any trouble with my trip, but she was worried by the indistinct quality of her visions. She said they were sometimes similarly hazy when there were outside decisions that might conflict but that had not been solidly resolved. This uncertainty made Edward, already hesitant, extremely opposed to what I had to do. He wanted to come with me as far as my connection in London, but I wouldn't leave Renesmee without both her parents. Carlisle was coming instead. It made both Edward and me a little more relaxed, knowing that Carlisle would be only a few hours away from me. Alice kept searching for the future, but the things she found were unrelated to what she was looking for. A new trend in the stock market; a possible visit of reconciliation from Irina, though her decision was not firm; a snowstorm that wouldn't hit for another six weeks; a call from Renee (I was practicing my â€Å"rough† voice, and getting better at it every day – to Renee's knowledge, I was still sick, but mending). We bought the tickets for Italy the day after Renesmee turned three months. I planned for it to be a very short trip, so I hadn't told Charlie about it. Jacob knew, and he took Edward's view on things. However, today the argument was about Brazil. Jacob was determined to come with us. The three of us, Jacob, Renesmee, and I, were hunting together. The diet of animal blood wasn't Renesmee's favorite thing – and that was why Jacob was allowed to come along. Jacob had made it a contest between them, and that made her more willing than anything else. Renesmee was quite clear on the whole good vs. bad as it applied to hunting humans; she just thought that donated blood made a nice compromise. Human food filled her and it seemed compatible with her system, but she reacted to all varieties of solid food with the same martyred endurance I had once given cauliflower and lima beans. Animal blood was better than that, at least. She had a competitive nature, and the challenge of beating Jacob made her excited to hunt. â€Å"Jacob,† I said, trying to reason with him again while Renesmee danced ahead of us into the long clearing, searching for a scent she liked. â€Å"You've got obligations here. Seth, Leah – â€Å" He snorted. â€Å"I'm not my pack's nanny. They've all got responsibilities in La Push anyway.† â€Å"Sort of like you? Are you officially dropping out of high school, then? If you're going to keep up with Renesmee, you're going to have to study a lot harder.† â€Å"It's just a sabbatical. I'll get back to school when things†¦ slow down.† I lost my concentration on my side of the disagreement when he said that, and we both automatically looked at Renesmee. She was staring at the snowflakes fluttering high above her head, melting before they could stick to the yellowed grass in the long arrowhead-shaped meadow that we were standing in. Her ruffled ivory dress was just a shade darker than the snow, and her reddish-brown curls managed to shimmer, though the sun was buried deeply behind the clouds. As we watched, she crouched for an instant and then sprang fifteen feet up into the air. Her little hands closed around a flake, and she dropped lightly to her feet. She turned to us with her shocking smile – truly, it wasn't something you could get used to – and opened her hands to show us the perfectly formed eight-pointed ice star in her palm before it melted. â€Å"Pretty,† Jacob called to her appreciatively. â€Å"But I think you're stalling, Nessie.† She bounded back to Jacob; he held his arms out at exactly the moment she leaped into them. They had the move perfectly synchronized. She did this when she had something to say. She still preferred not to speak aloud. Renesmee touched his face, scowling adorably as we all listened to the sound of a small herd of elk moving farther into the wood. â€Å"Suuuureyou're not thirsty, Nessie,† Jacob answered a little sarcastically, but more indulgently than anything else. â€Å"You're just afraid HI catch the biggest one again!† She flipped backward out of Jacob's arms, landing lightly on her feet, and rolled her eyes – she looked so much like Edward when she did that. Then she darted off toward the trees. â€Å"Got it,† Jacob said when I leaned as if to follow. He yanked his t-shirt off as he charged after her into the forest, already trembling. â€Å"It doesn't count if you cheat,† he called to Renesmee. I smiled at the leaves they left fluttering behind them, shaking my head. Jacob was more a child than Renesmee sometimes. I paused, giving my hunters a few minutes' head start. It would be beyond simple to track them, and Renesmee would love to surprise me with the size of her prey. I smiled again. The narrow meadow was very still, very empty. The fluttering snow was thinning above me, almost gone. Alice had seen that it wouldn't stick for many weeks. Usually Edward and I came together on these hunting trips. But Edward was with Carlisle today, planning the trip to Rio, talking behind Jacob's back†¦. I frowned. When I returned, I would take Jacob's side. He should come with us. He had as big a stake in this as any of us – his entire life was at stake, just like mine. While my thoughts were lost in the near future, my eyes swept the mountainside routinely, searching for prey, searching for danger. I didn't think about it; the urge was an automatic thing. Or perhaps there was a reason for my scanning, some tiny trigger that my razor-sharp senses had caught before I realized it consciously. As my eyes flitted across the edge of a distant cliff, standing out starkly blue-gray against the green-black forest, a glint of silver – or was it gold? – gripped my attention. My gaze zeroed in on the color that shouldn't have been there, so far away in the haze that an eagle wouldn't have been able to make it out. I stared. She stared back. That she was a vampire was obvious. Her skin was marble white, the texture a million times smoother than human skin. Even under the clouds, she glistened ever so slightly. If her skin had not given her away, her stillness would have. Only vampires and statues could be so perfectly motionless. Her hair was pale, pale blond, almost silver. This was the gleam that had caught my eye. It hung straight as a ruler to a blunt edge at her chin, parted evenly down the center. She was a stranger to me. I was absolutely certain I'd never seen her before, even as a human. None of the faces in my muddy memory were the same as this one. But I knew her at once from her dark golden eyes. Irina had decided to come after all. For one moment I stared at her, and she stared back. I wondered if she would guess immediately who I was as well. I half-raised my hand, about to wave, but her lip twisted the tiniest bit, making her face suddenly hostile. I heard Renesmee's cry of victory from the forest, heard Jacob's echoing howl, and saw Irina's face jerk reflexively to the sound when it echoed to her a few seconds later. Her gaze cut slightly to the right, and I knew what she was seeing. An enormous russet werewolf, perhaps the very one who had killed her Laurent. How long had she been watching us? Long enough to see our affectionate exchange before, I was sure. Her face spasmed in pain. Instinctually, I opened my hands in front of me in an apologetic gesture. She turned back to me, and her lip curled back over her teeth. Her jaw unlocked as she growled. When the faint sound reached me, she had already turned and disappeared into the forest. â€Å"Crap!† I groaned. I sprinted into the forest after Renesmee and Jacob, unwilling to have them out of my sight. I didn't know which direction Irina had taken, or exactly how furious she was right now. Vengeance was a common obsession for vampires, one that was not easy to suppress. Running at full speed, it only took me two seconds to reach them. â€Å"Mine is bigger,† I heard Renesmee insist as I burst through the thick thornbushes to the small open space where they stood. Jacob's ears flattened as he took in my expression; he crouched forward, baring his teeth – hismuzzle was streaked with blood from his kill. His eyes raked the forest. I could hear the growl building in his throat. Renesmee was every bit as alert as Jacob. Abandoning the dead stag at her feet, she leaped into my waiting arms, pressing her curious hands against my cheeks. â€Å"I'm overreacting,† I assured them quickly. â€Å"It's okay, I think. Hold on.† I pulled out my cell phone and hit the speed dial. Edward answered on the first ring. Jacob and Renesmee listened intently to my side as I filled Edward in. â€Å"Come, bring Carlisle,† I trilled so fast I wondered if Jacob could keep up. â€Å"I saw Irina, and she saw me, but then she saw Jacob and she got mad and ran away, I think. She hasn't shown up here – yet, anyway – but she looked pretty upset so maybe she will. If she doesn't, you and Carlisle have to go after her and talk to her. I feel so bad.† Jacob rumbled. â€Å"We'll be there in half a minute,† Edward assured me, and I could hear the whoosh of the wind his running made. We darted back to the long meadow and then waited silently as Jacob and I listened carefully for the sound of an approach we did not recognize. When the sound came, though, it was very familiar. And then Edward was at my side, Carlisle a few seconds behind. I was surprised to hear the heavy pad of big paws following behind Carlisle. I supposed I shouldn't have been shocked. With Renesmee in even a hint of danger, of course Jacob would call in reinforcements. â€Å"She was up on that ridge,† I told them at once, pointing out the spot. If Irina was fleeing, she already had quite a head start. Would she stop and listen to Carlisle? Her expression before made me think not. â€Å"Maybe you should call Emmett and Jasper and have them come with you. She looked†¦ really upset. She growled at me.† â€Å"What?† Edward said angrily. Carlisle put a hand on his arm. â€Å"She's grieving. HI go after her.† Tm coming with you,† Edward insisted. They exchanged a long glance – perhaps Carlisle was measuring Edward's irritation with Irina against his helpfulness as a mind reader. Finally, Carlisle nodded, and they took off to find the trail without calling for Jasper or Emmett. Jacob huffed impatiently and poked my back with his nose. He must want Renesmee back at the safety of the house, just in case. I agreed with him on that, and we hurried home with Seth and Leah running at our flanks. Renesmee was complacent in my arms, one hand still resting on my face. Since the hunting trip had been aborted, she would just have to make do with donated blood. Her thoughts were a little smug.

Free Essays on Moral Structure

The Moral Structure in Flannery O’Connor’s A Good Man Is Hard to Find Thesis: Flannery O’Connor’s â€Å"A Good Man Is Hard to Find† expresses how people know what is morally and ethically wrong, but in their mind they are right; it just takes something more for them to see the difference. I. Family interactions A. Respect needed for parents B. Grandchildren are mouthy C. Parents that do not care D. Mother’s fear of son E. Both children F. Little girl G. Grandmother and Sam. III. The Misfit A. Sent to jail and escapes B. Knows his morals differ C. Kills the realization IV. The entire trip A. Can only go to one place B. The stop at The Tower C. The unused road D. The accident E. Encountering the Misfit. The Morals of Life Throughout life we are all faced with issues that, in one way or another, pertain to morals and ethics. The choices that are made could and should have outside influences. There is no reason to not accept decision making help from friends or family members. Flannery O’Connor’s â€Å"A Good Man Is Hard to Find† expresses how people know what is morally and ethically wrong, but in their mind they are right; it just takes something more for them to see the difference. In the beginning of Flannery O’Connor’s â€Å"A Good Man Is Hard to Find,† there is a total lack of respect within the family unit. This immoral disrespect starts when Bailey will not listen to his mother’s requests to go elsewhere on the family trip. She tries to convince him by showing a newspaper article of a man who has escaped from prison and is headed in the direction Bailey wants to travel (327-328). Bailey did not even look up from his reading (328). Turning to Bailey’s wife the old woman finds the same brick wall of ignorance. The woman’s own grandchildren seem to have no reverence toward her. The little boy, John Wesley, tells her that she could stay home if she doesn’t w... Free Essays on Moral Structure Free Essays on Moral Structure The Moral Structure in Flannery O’Connor’s A Good Man Is Hard to Find Thesis: Flannery O’Connor’s â€Å"A Good Man Is Hard to Find† expresses how people know what is morally and ethically wrong, but in their mind they are right; it just takes something more for them to see the difference. I. Family interactions A. Respect needed for parents B. Grandchildren are mouthy C. Parents that do not care D. Mother’s fear of son E. Both children F. Little girl G. Grandmother and Sam. III. The Misfit A. Sent to jail and escapes B. Knows his morals differ C. Kills the realization IV. The entire trip A. Can only go to one place B. The stop at The Tower C. The unused road D. The accident E. Encountering the Misfit. The Morals of Life Throughout life we are all faced with issues that, in one way or another, pertain to morals and ethics. The choices that are made could and should have outside influences. There is no reason to not accept decision making help from friends or family members. Flannery O’Connor’s â€Å"A Good Man Is Hard to Find† expresses how people know what is morally and ethically wrong, but in their mind they are right; it just takes something more for them to see the difference. In the beginning of Flannery O’Connor’s â€Å"A Good Man Is Hard to Find,† there is a total lack of respect within the family unit. This immoral disrespect starts when Bailey will not listen to his mother’s requests to go elsewhere on the family trip. She tries to convince him by showing a newspaper article of a man who has escaped from prison and is headed in the direction Bailey wants to travel (327-328). Bailey did not even look up from his reading (328). Turning to Bailey’s wife the old woman finds the same brick wall of ignorance. The woman’s own grandchildren seem to have no reverence toward her. The little boy, John Wesley, tells her that she could stay home if she doesn’t w...

20 Words with More Than One Spelling

20 Words with More Than One Spelling 20 Words with More Than One Spelling 20 Words with More Than One Spelling By Mark Nichol When the dictionary lists two alternate spellings of a word, should you use your judgment (or is that judgement?), or is there some other criterion for selection? Most dictionaries describe what is, rather than prescribe what should be hence the alternatives but they usually favor one form over the other. For both convenience and consistency, follow the dictionary’s indirect dictates. In printed dictionaries, the preferred form will have the full definition, while the runner-up will be cross-referenced to the winner. Online, the spelling in the Web page’s heading indicates the preference, though the other choice will likely also be listed. Here are some common entries with more than one orthography: 1. Acknowledgment/acknowledgement: Acknowledgment, though it looks awkward because the spelling implies that the g is pronounced hard, rather than (correctly) soft, is the preferred spelling, at least in American English. 2. Adviser/advisor: Adviser is the preferred spelling, though it is inconsistent with the spelling of the adjectival form advisory. 3. Aesthetic/esthetic: Aesthetic is the preferred spelling, a rare case of the digraph retained in American English in favor of a single-vowel spelling. (See also amoeba/ameba and archaeology/archeology.) 4. Ameba/amoeba: Amoeba is the preferred spelling. It also has variant plural forms: Amoebas is acceptable in all but the most strictly scientific contexts, where amoebae is preferred. 5. Amok/amuck: Amok is the traditional spelling, preferred to amuck. 6. Among/amongst: The -st extension is, in both American English and British English, widely considered an unnecessary appendage. (The same preference applies for amid/amidst and while/whilst; whilst is, at any rate, rare in American English.) 7. Analog/analogue: Analog is one of fourteen words in which the original -ue ending is clipped. Whether one form or the other is preferred varies depending on not only the word but also, occasionally, on which part of speech it represents. Most one- and two-syllable words ending in -ue have no truncated variant; prologue is the exception. 8. Archaeology/archeology: The version with the ae digraph is preferred over the single-vowel form. 9. Ax/axe: Ax is the preferred spelling, alone and in compounds (axman, battle-ax). 10. Collectable/collectible: Collectible is the preferred variant. 11. Barbecue/Barbeque: Barbeque is a variant of barbecue influenced by the truncation BBQ. 12. Disc/disk: Disc is a variant of disk, though it has valid status in the â€Å"phrase compact disc† and references to similar media. 13. Donut/doughnut: Donut is an informal variant of doughnut. 14. Enquire/inquire: Inquire is the preferred American English spelling, but in British English, enquire prevails. 15. Flier/flyer: Spelling depends on meaning. See this post, in which I conclude that pilots and passengers are fliers, and posted papers are flyers. 16. Gray/grey: Gray is the preferred spelling in American English; British English favors grey. 17. Nite/night: Nite is an informal variant of night. 18. Theater/theatre: The former spelling is preferred in American English, though the latter form sometimes appears in proper names. 19. Toward/towards: In American English, towards and other similar words are considered informal variants of the forms in which the s is omitted. 20. Whiskey/whisky: The former spelling is more common in the United States (as well as in Ireland), though usage in labeling varies. 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 Spelling category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)Yay, Hooray, Woo-hoo and Other Acclamations7 Other Types of Pronouns

Marcia.ehret_inspiration Essay Example | Topics and Well Written Essays - 250 words

Marcia.ehret_inspiration - Essay Example However, we can set parameters and working definitions, but the importance and impact of these biblical inspirations will only be manifested depending upon the individual’s personal belief. To the atheist/ agnostics, no matter how defined the subject matter of biblical inspiration is, it will be impossible to come to point where he levels off and agrees with a believer. A believer, on the other hand, will perpetually argue on the grounds of established facts such as Jesus being able to acknowledge and refer to specific scriptures in his teachings, in the way he prepared his apostles to document his existence and the various lessons he taught, in the way all these survived despite dramatic efforts to destroy it, and the way how the teachings, virtues, lessons are true and applicable regardless of era or period. This religious relativity is difficult to compromise especially that the trend nowadays focuses on two extremes: religious pluralism at one end and denomination-centered belief on the other end. In a gist, the bible is a worthy and credible source of God’s word since its contents were written and recorded by people who embodied the authorized representative of god to deliver a specific message.

How the media has altered public life Essay Example | Topics and Well Written Essays - 1500 words

How the media has altered public life - Essay Example This research will begin with the statement that cell phones play a fundamental role in the lives of human beings in the present-day societies.   Recent statistics indicate that the ongoing mobile technology has had greatly impacted individuals today. Ranging from making relations easy to reducing the globe into a small community, it is of great magnitude to comprehend how the mobile technology has influenced communication around the globe today. The industry has also witnessed mobile technology that is more multifarious than the ones used in the preceding centuries. Such mobile phones include iPhones, for instance, the blackberry phones that comprise of copious features like cameras, data storage, games, and text messengers amongst other composite features. With all these features, it is almost obvious that these gadgets are likely to take over the lives of individuals in the society. The use of cell phones in the society almost has no specific age group. Most persons hold the vie w that use of cell phones allows them to develop a sense of identity in the public arena. Davenport, LaRose & Straubhaar indicate that the use of mobile phones in the contemporary society can be termed as a compulsory need by the populace. This, on a great percentage, has a lot to do with the way people interrelate with each other in the society. With the introduction of the iPhones, for instance, the blackberry phones, the society has in simple terms be reduced to an ‘iPhone society’.