Magical Realism Essay Example | Topics and Well Written Essays - 500 words

Magical Realism - Essay Example Kate states that â€Å"Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to†¦Ã¢â‚¬  (Chopin par 1). The phrase afflicted with a heart trouble suggests that Mrs. Ballard had heart problems. From the story, Josephine (Mrs. Mallard sister) had to break the news in a manner that could not affect her sister. Mr. Mallard is said to have died in a railroad disaster. Kate writes â€Å"†¦newspaper office when the intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of â€Å"killed.† (Chopin 1). This message is conveyed to Mrs. Mallard by Richards (friend of Mrs. Mallard husband) through her sister Josephine. Richards takes time and confirms that Mr. Ballard is dead through a second telegram. Mrs. Ballard weeps for her husband in front of Josephine and Richards and immediately she goes into her room. The setting and the events that happen in the room can be described as living in the world of fantasies. Mrs. Ballard is cushioned into emotions that almost take her way before she is interrupted by her sister. She sees a thing coming to possess her and tries to fight it back but all in vain. It overwhelms her and she declares she is free. Free can have many meanings but at this instance, it is like Mrs. Ballard knew death was approaching her by the hour. To support this assertion, Kate states â€Å"She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. †¦ of years to come that would belong to her absolutely† (Chopin 1). From this statement, Mrs. Ballard knew the hour of her death was approaching and she had foreseen what would happen and welcomes it with open arms. She even makes a prayer that life would be longer. Such a scenario explains clearly the fate o f Mrs. Ballard. Her room and the setting of the furniture and the window give some clue as

RESEARCH PROPOSAL Thesis Example | Topics and Well Written Essays - 250 words

RESEARCH - Thesis Proposal Example Having far-reaching social, economic, and political effects, the reformation set the foundation for the establishment of Protestantism as one of the main branches of Christianity (Gonzalez, 2010). This study is important because it enables the readers to articulate the growth of the Christian faith, practice, and doctrine from the Protestant Reformation up to date. It is also a major description of the theological tenets founded by Luther as central to the reformation. The topic is also vital in relation to history such that it tries to distinguish between the essential characteristics of Calvinism, Anabaptism, Lutheranism, and Anglicanism. Above all, the topic is significant in understanding the events related to the church doctrine and relate their relevance to the contemporary church (Latourette, 1975). This paper will be organized in such a way that a survey of the growth of the Christian church will be taken. The study will focus on the economic, cultural and political backgrounds of the reformation, great awakenings, enlightenment, and emphasize the major contributions of significant figures of these areas. The final part will entail the study of the trends and nature of modern and post-modern Christianity, aiming at applying insights to the life today. Latourette, Kenneth Scott. A History of Christianity, Volume II: Reformation to the Present. Revised edition with a new format and supplemental bibliographies by Ralph D. Winter. New York: HarperSanFrancisco,

Marginal Concept Essay Example for Free

Marginal Concept Essay Some land might be very good for producing certain crops rich in nutrients and easy to access and work. This land is likely to be used first for any cultivation because the relationship between the cost of producing the crop and the return gained from selling it will be highest. However, land that is not so good will be taken into cultivation if certain conditions allow. These conditions could be a rise in the price of the crop concerned or a means of either reducing the cost of producing the crop (perhaps through a greater understanding of how to maximize crop yield). Alternatively, it could be through some technological development that raises productivity (output per acre) or yield (for example, through breeding, selection and genetic modification). The capital cost of exploiting this resource is very high and at the margin is only worth investment if the return from one extra barrel of oil is greater than the cost of extracting it. The cost of exploiting the oil sands is relatively high. The separation of the oil from the sand is capital intensive, and then there have to be refineries that will process the oil into its constituent parts. Added to this is the cost of reclaiming the land and replanting it. Oil prices are determined by an international market. The demand for oil has been rising in recent years. There is, at the moment, plenty of oil available but the ability of the world to extract oil and to process it is where the problem lies. At present, we simply do not have the processing capacity to refine oil to keep up with the rising demand, which is why the price has risen so dramatically. (There are other reasons, of course concern over Middle East politics, the turmoil throughout the Middle East†¦etc).As the price rises, marginal oil reserves those that exist but are relatively expensive to exploit become viable. It is certainly the case that non-renewable resources remain exactly that non-renewable but as technology develops and as resources become more scarce in relation to demand, the market will lead companies to look to exploit resources that may have been considered impossible to extract or which were simply too costly to produce. It is all down to decisions at the margin. Questions 1. Most of Europe’s coal mines have closed down. There are still large reserves of coal available. Under what circumstances would you envisage businesses opening up coal mines and exploiting these resources? 2. Discuss the relevance of marginal concepts to the destruction of the rain forest. 3. How might an understanding of marginal concepts help to establish strategies to conserve as opposed to destroying natural resources?

The different types of video modeling

The different types of video modeling Video modeling is an evidence based practice used to teach a variety of socially relevant behaviors for children with Autism. Many times children with Autism are visual thinkers and learners. They learn best when information is presented to them visually rather than orally. Using video modeling, the children are provided with a visual model of a peer, adult, or themselves engaging in the targeted behavior they are expected to learn. After watching the video several times, the children are provided with an opportunity to imitate and generalize the behavior observed on the video. A number of studies have shown that video modeling increases play conversations between children with Autism and adults and peers. Since children with Autism struggle with social skills, it is beneficial to teach them to initiate play with others. Video modeling produces faster acquisition of the behavior and greater generalization in children with Autism than live modeling and without the use of reinforcements or prompting. Studies have confirmed that with video modeling, verbalization and play actions was maintained over time. Video modeling can be implemented from early childhood to adulthood and taught by professionals and parents in a variety of settings. It can be used in the classroom and at home by the parents to teach new skills the child needs to be successful. A benefit of using video modeling is that it allows for parents, teachers, and people collaborating with the child to use the same method to teach targeted skills. It is difficult to learn and master a skill if the child is practicing different ways with different people. Because children with Autism have difficulties generalizing it is important to work together to teach targeted skills the same way. Video modeling allows for caregivers to do this. By everyone working together the child can learn the initial skill quicker and then work on generalization systematically. The child will experience success when everyone is working together, using the same video, and teaching the same skill the same way. Video modeling procedures have been used successfully to teach a variety of adaptive behaviors such as social, play, self care, and academic skills. Types of Video Modeling There are several types of video modeling that are used with children with Autism. The most common types of video modeling include basic video modeling, video self-modeling, point-of-view video modeling, and video prompting. Basic modeling involves recording either an adult or a peer modeling the targeted skill. The child watches this video at a later time. Video self-modeling records the child with Autism displaying the targeted skill. The child then watches themselves in the video at a later time. The point-of-view video modeling shows a video recorded from the perspective of the child with Autism. Video prompting is used when teaching a step by step skill. It is recorded by breaking the targeted skill into steps and pausing after steps to give the child with Autism an opportunity to practice each step. Many studies have found great success when combining models. Research A study by Macdonald (2009) evaluated the effects of video modeling has in teaching children with Autism to engage in reciprocal pretend play with their peers without disabilities. The play included verbal interactions and cooperative play. The study consisted of two pairs of children, one with Autism and a peer without Autism. The pair was shown a video consisting of two adults acting out the sequence of pretend play. The children were directed to play and their responses, actions, and verbalizations were recorded. Both pairs demonstrated successful gains of play actions and increased verbalization between peers. The performance was maintained over time. The results of this study concluded that video modeling produced sequences of reciprocal pretend play between children with Autism and their peers without Autism. In this study, video modeling was an efficient strategy for teaching cooperative play. The appropriate play skills were gained with short exposure of the video and in the absence of reinforcements and prompting. A study conducted by Allen et al. (2010) examined the effects video modeling had on teaching vocational skills to four young men with Autism. The participantsà ¢Ã¢â€š ¬Ã¢â€ž ¢ ages ranged from 16-25 years old. Video modeling was used to teach the four adolescents to wear a WalkAround Mascot costume and entertain the customers in a store. The video for the training showed a mascot performing in a scripted and naturalistic setting. The participants watched the video twice and were then taken to the store to imitate for 10 minutes the behavior seen in the video. According to the results of this study, all participants learned to use the vocational skills after watching the video model. The young men enjoyed the experiment and reported they would be interested in continuing to perform at the store when the experiment would be over. Allen (2010) states à ¢Ã¢â€š ¬Ã…“video modeling was an effective way to teach adolescents and young adults with ASDs to perform a vocational task in a soc ial settingà ¢Ã¢â€š ¬Ã‚ . A study designed by Nikopoulos and Keenan (2007) was conducted to evaluate the effectiveness of video modeling on building sequences of social behaviors. The study included three boys with Autism from the ages of 6.5-7 years old. The boys were given common objects that included a ball, a table, two rags, a vacuum cleaner, a plant pot, and a jacket. These objects were selected because of familiarization and to avoid instructions of using the objects appropriately. The participants were shown the video and data was collected after 5 minutes by observing behaviors in the areas of social initiation, reciprocal play, imitative responses, and object engagement. The study data suggest that the participants were successful in building a sequence of social behaviors. All of the students performed the activities in the same sequence as presented in the video. The participantà ¢Ã¢â€š ¬Ã¢â€ž ¢s showed generalization across peers and the appropriate behaviors were maintained after the 2 month fo llow up period. Research proved that video modeling was successful for children with Autism in this study. In the presented studies, video modeling has proven to be effective on children and adolescent with Autism. Results from these studies have demonstrated success across different settings and with the application of different skills. The results have also indicated that video modeling teaches skills at a rapid pace and with short exposure to the videos. In conclusion, video modeling procedures have been used to successfully teach many types of skills and behaviors in the areas of academics, social, self-care, daily living, community, vocational, and play. When used effectively research has shown to produce more rapid acquisition and greater generalization than live modeling. Video modeling has also shown that prompting and reinforcement are not necessary to help children acquire the targeted skill. Video modeling is a great tool because of the visually cued instruction that allows children with Autism to learn by observation.

R.E.M. - Automatic for the People :: Music

R.E.M. - Automatic for the People Professor's note:   This is the best freshman essay I have received this entire year! It is, without a doubt, a question that has been raised in the mind of every man since the days of Defoe and his heroic castaway, Robinson Crusoe. What would it be like to be marooned on a desert island? And so myself and each member of my English class has been asked to imagine ourselves as modern day Crusoes, stranded in a world of our own, engulfed in an ocean of solitude, with no other person for hundreds, perhaps thousands of miles. Yet, on each of our respective desert islands we are not completely void of emotional contact with others, for our professor has allowed us to bring a traveling companion: a CD of our choosing that is to be our only connection with the life we once led. The task of choosing a single compact disc as my only tangible connection to the outside world was one that I approached with reservation. This CD will not only be my sole companion in a world of solitude, but a soundtrack for the rest of my life. It’s songs must remind me of my former existence and have the ability to adapt to each new situation I am presented with, yet never compromise itself. It must be one that I can play over, and over and appreciate its beauty more each time. It is by these qualifications that I choose Automatic for the People by R.E.M. as my desert island disc. Admittedly, Automatic was not my first choice, or even my second. When the assignment was first presented to me, like a pià ±ata at your eighth birthday party, I was unsure of which album to even consider first. There were so many choices, and like the pià ±ata, it was going to take a few swings before I was rewarded. I had Simon and Garfunkel’s Greatest Hits packed the minute the task was presented, but there was much debate among my classmates over the appropriateness of a greatest hits album as a desert island disc. They argued that a compilation did not truly capture the emotion of the band, but rather offered all of the works someone else deemed worthy on one disc. I conceded, and after much thought, moved onto 10,000 Maniacs MTV Unplugged. I love this album, but struggled to find some reason, other than "I like it," to justify spending the rest of my life with it. R.E.M. - Automatic for the People :: Music R.E.M. - Automatic for the People Professor's note:   This is the best freshman essay I have received this entire year! It is, without a doubt, a question that has been raised in the mind of every man since the days of Defoe and his heroic castaway, Robinson Crusoe. What would it be like to be marooned on a desert island? And so myself and each member of my English class has been asked to imagine ourselves as modern day Crusoes, stranded in a world of our own, engulfed in an ocean of solitude, with no other person for hundreds, perhaps thousands of miles. Yet, on each of our respective desert islands we are not completely void of emotional contact with others, for our professor has allowed us to bring a traveling companion: a CD of our choosing that is to be our only connection with the life we once led. The task of choosing a single compact disc as my only tangible connection to the outside world was one that I approached with reservation. This CD will not only be my sole companion in a world of solitude, but a soundtrack for the rest of my life. It’s songs must remind me of my former existence and have the ability to adapt to each new situation I am presented with, yet never compromise itself. It must be one that I can play over, and over and appreciate its beauty more each time. It is by these qualifications that I choose Automatic for the People by R.E.M. as my desert island disc. Admittedly, Automatic was not my first choice, or even my second. When the assignment was first presented to me, like a pià ±ata at your eighth birthday party, I was unsure of which album to even consider first. There were so many choices, and like the pià ±ata, it was going to take a few swings before I was rewarded. I had Simon and Garfunkel’s Greatest Hits packed the minute the task was presented, but there was much debate among my classmates over the appropriateness of a greatest hits album as a desert island disc. They argued that a compilation did not truly capture the emotion of the band, but rather offered all of the works someone else deemed worthy on one disc. I conceded, and after much thought, moved onto 10,000 Maniacs MTV Unplugged. I love this album, but struggled to find some reason, other than "I like it," to justify spending the rest of my life with it.

Japanese History Essay

The Taisho era, which occurred from 1912 to 1926, is part of Japan’s history. This era was regarded as the period of great righteousness. Emperor Taisho reigned during this time. This time was also considered as democratic compared to other eras after it which were characterized as chaotic and military- oriented. During the Taisho Period the new emperor’s health weakened. This prompted the shift of authority from the old oligarchic, which was ruled by â€Å"elder statesmen†, to the Diet, which was composed of democratic parties. This is why during this era, liberal movement which is knowned as the â€Å"Taisho Democracy† evolved in Japan. After the death of the Meiji Emperor, the Crown Prince Yoshihito took the thrown. This marks the beginning of the Taisho Period. The period begun with political crisis, this interfered with other political negotiations. Misunderstandings brought down the Seiyukai Party in the cabinet. The public was angry and demands to terminate the genro politics or the old oligarchic system. They were supported by another party, the Saionjai. New party, the Rikken Doshikai won against the Seiyukai Party in the House. After World War I, Japan experienced unparalleled prosperity. Japan participated in the peace treaty of Versailles during 1919. They were also part of the â€Å"Big Five† which was a new order recognized internationally. Members of â€Å"Big Five† are countries which have great military and industrial supremacy around the globe. Tokyo, Japan’s capital city received a permanent seat in the League of the Nations Council. Germany’s pacific colonies were also transferred to Japan as Germany loses its rights in Shandong. Truly Japan evolved as an international player in international politics after the war. In September 29, 1918, Hara â€Å"Japanese History† â€Å"page# 2† Takashi, which is from the Saionji Party, was the first ever commoner to become the Prime Minister. The Emperor in Japan will only be the head of the state and not of the government. Different economic and national crises came to him. The public were enchanted with increasing national debts and election laws. The public was disappointed – students, professors, labor movements, including journalists. They were inspired by different schools of thoughts whether communist, socialist or democratic. They conducted massive public demonstrations. After the elections the Seiyukai Party regained the majority. Both communist and socialist parties flourished. This probably made this era more democratic for the public can freely say what they want to the government without fear of military interventions. After sometime, parliamentary system was established. Hara was later on assassinated. After sometime, the Peace Preservation Law was passed. This prohibits any chage in the structure of politics. The disagreements in the Diet results to the introduction of Rikken Minseito – a newly formed coalition of the Seiyu Honto (Seiyukai) and the Kenseikai. This party is committed to promote world peace, democracy and the parliamentary system of government. End of the Era In 1926, Emperor Taisho died and Crown Prince Hirohito assumes the thrown. This ends the Taisho Period. The democratic system of government continued to flourish I Japan during 1920’s. But the next decade, military forces become dominant and the parliamentary system of government was not able to withstand it along with both fiscal and political crises. â€Å"Japanese History† â€Å"page# 3† World War II The Second World War occurred during 1939 to 1945. It is a war between the Allies and the Axis. The Allies was composed mainly by China, France, United Kingdom, Soviet Union and United States. On the other hand, Japan, Italy and Germany were the member of the Axis. After Japan prosper in the postwar and gain political power internationally, Western leaders assumed that Japan is capable of conquering and unite Asia through Emperor Hirohito. In 1937, Japan invaded China with the goal to expand its territory and use its resources. Japanese also invaded the French Indochina. After these invasions the Netherlands, United States, United Kingdom, and Australia, who has stakes in Japan’s colonies, move to prohibit the export of Japan to be shipped to other places. The Western countries ask China for loans in order to have secret military covers. With pressure against it, Japan has no choice but to free its colonies or to declare war to conquer territories. Japan opted to start a war in the Pacific and launch attacks on Malaya, Philippines, Thailand, Hong Kong and Hawaii. China has been under Japan for six years. Pearl Harbor Attack The Japanese military devised an attack in the Hawaii, specifically in Pearl Harbor. The attack was the initial phase of the Japanese in their war against US. The US embargo Japan because it is invading China. The embargo weakened Japan’s Military and economy. Japan wanted the embargo to be lifted by threatening the US for they know that the US does not have enough resources to launch a war. Pearl Harbor is the United States’ naval base and the location of the US’s Pacific Fleet. Japanese wanted to cripple US’s naval operations and attacked Pearl Harbor. The Japanese believed that destroying the US naval base would stop â€Å"Japanese History† â€Å"page# 4† US from fighting into war. The US military forces decoded Japanese code about the attack but it was too late. It was eight in the morning when Japanese attacked Pearl Harbor. The attack left more than 3500 American dead. Eighteen ships were badly damaged including eight battleships of the Pacific Fleet. Almost 350 aircrafts were destroyed and more than a thousand people died when the USS Arizona Battleship sunk. On December 8, 1941, the US launched war against Japan. The US dropped the first atomic bomb on Hiroshima, then on Nagasaki. Later on, Japan Surrendered. References: Erickson, J. , and Dilks, D. (1994). Barbarossa: The Axis and the Allies. Edinburgh: Edinburgh University Press. Glantz, David M. (1991). From the Don to the Dnepr: Soviet Offensive Operations, December 1942 – August 1943. London: Cass. Haslam, J. (1992). The Soviet Union and the Threat from the East, 1933 – 41: Moscow, Tokyo, and the Prelude to the Pacific War. London: Macmillan. Harrison, M. ed. (1998). The Economics of World War II: Six Great Powers in International Comparison. Cambridge: Cambridge University Press.

Conjugation of Pedir, Servir, and Vestir

Conjugation of Pedir, Servir, and Vestir Pedir (to request), servir (to serve), and vestir (to dress or wear) are among the common Spanish verbs in whose conjugation the -e- in the stem sometimes changes to -i-. Other verbs that follow the pattern of pedir as shown below  include competir (to compete), despedir (to send off, among other meanings), impedir (to impede or prevent), medir (to measure), and repetir (to repeat). Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Pedir pedir (to request) Gerund of Pedir pidiendo (requesting) Participle of Pedir pedido (requested) Present Indicative of Pedir yo pido, tà º pides, usted/à ©l/ella pide, nosotros/as pedimos, vosotros/as pedà ­s, ustedes/ellos/ellas piden (I request, you request, he requests, etc.) Preterite of Pedir yo pedà ­, tà º pediste, usted/à ©l/ella pidià ³, nosotros/as pedimos, vosotros/as pedisteis, ustedes/ellos/ellas pidieron (I requested, you requested, she requested, etc.) Imperfect Indicative of Pedir yo pedà ­a, tà º pedà ­as, usted/à ©l/ella pedà ­a, nosotros/as pedà ­amos, vosotros/as pedà ­ais, ustedes/ellos/ellas pedà ­an (I used to request, you used to request, he used to request, etc.) Future Indicative of Pedir yo pedirà ©, tà º pedirs, usted/à ©l/ella pedir, nosotros/as pediremos, vosotros/as pedirà ©is, ustedes/ellos/ellas pedirn (I will request, you will request, he will request, etc.) Conditional of Pedir yo pedirà ­a, tà º pedirà ­as, usted/à ©l/ella pedirà ­a, nosotros/as pedirà ­amos, vosotros/as pedirà ­ais, ustedes/ellos/ellas pedirà ­an (I would request, you would request, she would request, etc.) Present Subjunctive of Pedir que yo pida, que tà º pidas, que usted/à ©l/ella pida, que nosotros/as pidamos, que vosotros/as pidis, que ustedes/ellos/ellas pidan (that I request, that you request, that she request, etc.) Imperfect Subjunctive of Pedir que yo pidiera (pidiese), que tà º pidieras (pidieses), que usted/à ©l/ella pidiera (pidiese), que nosotros/as pidià ©ramos (pidià ©semos), que vosotros/as pidierais (pidieseis), que ustedes/ellos/ellas pidieran (that I requested, that you requested, that he requested, etc.) Imperative of Pedir pide (tà º), no pidas (tà º), pida (usted), pidamos (nosotros/as), pedid (vosotros/as), no pidis (vosotros/as), pidan (ustedes) (request, dont request, request, lets request, etc.) Compound Tenses of Pedir The perfect tenses are made by using the appropriate form of haber and the past participle, pedido. The progressive tenses use estar with the gerund, pidiendo. Sample Sentences Showing Conjugation of Pedir and Similarly Conjugated Verbs No podemos retener a extranjeros que no quieren pedir asilo. (We cant keep holding foreigners who dont wish to ask for asylum. Infinitive.) Hay muchas veces en las que ella y su madre se han vestido igual. (There are many times in which she and her mother have dressed alike. Present perfect.) La ley no impide venta de alcohol cerca de las escuelas. (The law doesnt prevent alcohol sales near schools.  Present indicative.) Estoy satisfecho con estos resultados porque los muchachos compitieron en contra de los mejores del paà ­s. (Im satisfied with these results because the boys competed against the countrys best. Preterite.) Durante la Segunda Guerra Mundial hubo enormes aviones que servà ­an como bombarderos, volaban sobre el enemigo. (During World War II there were huge airplanes that served as bombers, flying over the enemy. Imperfect.)  ¿Se repetir la historia? (Will history repeat itself? Future.) No vas a creer lo que estn vistiendo. (You wont believe what theyre wearing. Gerund.) Rodrà ­guez insistià ³ en que su partido pedirà ­a a los catalanes que votaran sà ­ a quedarse en Espaà ±a. (Rodrà ­guez insisted that his party would ask Catalonians to vote yes to remaining in Spain. Conditional.) Es violatorio de la Constitucià ³n que impidan el derecho a las protestas. (It violates the Constitution for them to impede the right to protest. Present subjunctive.) Quisiera unos padres que no midieran el tiempo al estar conmigo. (I wanted parents who wouldnt ration their time being with me. Imperfect subjunctive.) No pidas perdà ³n. (Dont ask for forgiveness. Imperative.)