Morse Code Essays - Morse Code, Encodings, Samuel Morse, Telegraphy

Morse Code The Alphabet is: A .- B -... C -.-. D -.. E . F ..-. G --. H .... I .. J .--- K -.- L .-.. M -- N -. O --- P .--. Q --.- R .-. S ... T - U ..- V ...- W .-- X -..- Y -.-- Z --.. 1 .---- 2 ..--- 3 ...-- 4 ....- 5 ..... 6 -.... 7 --... 8 ---.. 9 ----. 0 ----- There you have it! There are also puncuation marks but not included here. I History, the morse code was first transmitted from one point to another in 1844. It was developed by just looking at the printing press collection of letters and by counting each letter, a pattern was found where the letters E, T, I, A, N, R, M are the most numerous and so they are given shorter morse codes. that does not take as long to transmit words. This was the basis of long distance communication and Telegraph was born. Signals travelled along the poles beside rail road tracks since the rail road was cross-country and was a direct route between Telegraph repeater sites (evey 40 miles the signal needs to be repeated) and it was easy to evesdrop as rela ys were used at the sites. For more information, check your encyclopedia or CD-ROM version. Morse Code Morse code is composed of dots and dashes, it's used by commercial and amateur stations in everywhere on earth. It was developed by just looking at the printing press collection of letters and by counting each letter, a pattern was found where the letters E, T, I, A, N, R, M are the most numerous and so they are given shorter morse codes, that does not take as long to transmit words. This was the basis of long distance communication and Telegraph was born. Signals travelled along the poles beside rail road tracks since the rail road was cross-country and was a direct route between Telegraph repeater sites (every 40 miles the signal needs to be repeated) and it was easy to drop as relays were used at the sites. The inventer of Morse code is Samuel F. B. Morse. Samuel was born in Charlestown, Massachusetts on April 27, 1791. He entered Yale University when he was 14 years old, and went to England to study art when he finished university. He went back to United States in 1815 and married Lucretia Pickering Walker in 1818. In 1825, his wife died, while he was away from the city. He learned his wife died after three days because the lack of transportation. So he thought of a way to send message over great distances with the use of an electromagnet, wires and batteries. He quitted his career of being an artist and starting to work on his invention. He applied for a patent on his invention in 1837. He sent the first message from Capital in Washington on May 24, 1844. The message is,"What hath God wrought!" and it's received in Baltimore almost as soon as it was sent!! The Alphabet and the Numbers are: A .- B -... C -.-. D -.. E . F ..-. G --. H .... I .. J .--- K -.- L .-.. M -- N -. O --- P .--. Q --.- R .-. S ... T - U ..- V ...- W .-- X -..- Y -.-- Z --.. 1 .---- 2 ..--- 3 ...-- 4 ....- 5 ..... 6 -.... 7 --... 8 ---.. 9 ----. 0 ----- T he punctation are: Period ._._._ Comma __..__ Interrogation ..__.. Colon ___... Semicolon _._._. Quotation Mark ._.._. SOS ...___... Start _._ End ._._. Understand ._. Wait ._... Error ........ ------------------------------------------------------------------------------

Free Essays on The Phoenicians

The Phoenicians were a very intelligent culture they developed the alphabet, they were excellent ship builders, they also traded with many other cultures such as the Greek (which is where cultural diffusion took place and the Greeks adopted the alphabet but added the important vowels the Phoenicians left out. The Phoenicians also spoke a dialect and used coin money. The Phoenicians were very good wood and metal workers. They made and used furniture, metal work, and especially glassware. The Phoenicians were also well known for their purple dye known as â€Å"Tyrian Purple.† They had an excellent navy and used the stars to navigate. They controlled many city-states and eventually sailed North to Spain, Ireland, and England. There was a huge demand for metals such as gold, silver, copper, tin, and nickel. They would also make things like bronze and iron. The Phoenicians also possessed the skill of dentistry, which is evident by the fine braces on a lower jaw of a skull. In Massachusetts and Iowa there are Punic inscriptions that prove the Phoenicians had reached North America in BC. The Phoenician language is actually still spoken today in Malta. The Phoenicians also had a government. The first parliament ever in the Middle East met in the Phoenician confederate city of Tripoli. The Phoenicians were very peaceful though they enjoyed things such as art and explored North, South, East and west of because they loved adventure. They were one of strongest civilizations though because of their excellent navy. They united various races and many through friendly links, through this method they softened them and humanized them.... Free Essays on The Phoenicians Free Essays on The Phoenicians The Phoenicians were a very intelligent culture they developed the alphabet, they were excellent ship builders, they also traded with many other cultures such as the Greek (which is where cultural diffusion took place and the Greeks adopted the alphabet but added the important vowels the Phoenicians left out. The Phoenicians also spoke a dialect and used coin money. The Phoenicians were very good wood and metal workers. They made and used furniture, metal work, and especially glassware. The Phoenicians were also well known for their purple dye known as â€Å"Tyrian Purple.† They had an excellent navy and used the stars to navigate. They controlled many city-states and eventually sailed North to Spain, Ireland, and England. There was a huge demand for metals such as gold, silver, copper, tin, and nickel. They would also make things like bronze and iron. The Phoenicians also possessed the skill of dentistry, which is evident by the fine braces on a lower jaw of a skull. In Massachusetts and Iowa there are Punic inscriptions that prove the Phoenicians had reached North America in BC. The Phoenician language is actually still spoken today in Malta. The Phoenicians also had a government. The first parliament ever in the Middle East met in the Phoenician confederate city of Tripoli. The Phoenicians were very peaceful though they enjoyed things such as art and explored North, South, East and west of because they loved adventure. They were one of strongest civilizations though because of their excellent navy. They united various races and many through friendly links, through this method they softened them and humanized them....

Alma College Admissions - ACT Scores, Financial Aid...

Alma College Admissions - ACT Scores, Financial Aid... Students applying to Alma do not need to worry about submitting letters of recommendation or an application fee. The schools acceptance rate was 68% in 2016; with good grades and decent test scores, students have a good chance of getting in. Of course, any extracurricular activities, job experiences, and honors courses are also helpful. Interested applicants are encouraged to visit the school and meet with an admissions counselor. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): Alma College Acceptance Rate: 68 percentGPA, SAT and ACT Graph for Alma AdmissionsTest Scores 25th / 75th PercentileSAT Critical Reading: 420  / 590SAT Math: 460  / 593What these SAT numbers meanCompare top Michigan colleges SAT scoresACT Composite: 21 / 26ACT English: 21  / 26ACT Math: 21 / 26What these ACT numbers meanCompare top Michigan colleges ACT scores Alma College Description: Alma College is a private, Presbyterian  liberal arts college  located in Alma, Michigan, about an hour north of Lansing. Alma prides itself on the personal attention its students receive. With no graduate students (and thus no graduate instructors), a 12 to 1 student / faculty ratio, and an average class size of 19, students at Alma have a lot of interaction with their professors. For its strengths in the liberal arts and sciences, Alma College was awarded a chapter of  Phi Beta Kappa. The college also embraces its Scottish heritage, evidenced by its kilt-wearing marching band and annual Scottish games. Enrollment (2016): Total Enrollment: 1,451  (all undergraduate)Gender Breakdown: 42  percent male / 58 percent female95  percent full-time Costs (2016- 17): Tuition and Fees: $37,310Books: $800 (why so much?)Room and Board: $10,238Other Expenses: $2,265Total Cost: $50,613 Alma College Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 100 percentPercentage of New Students Receiving Types of AidGrants: 100 percentLoans: 95 percentAverage Amount of AidGrants: $26,926Loans: $8,555 Academic Programs: Most Popular Majors:  Biology, Business Administration, Communication Studies, Elementary Education, English, Health Professions, Music, PsychologyWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Retention and Graduation Rates: First Year Student Retention (full-time students): 67 percent4-Year Graduation Rate: 56 percent6-Year Graduation Rate: 67 percent Intercollegiate Athletic Programs: Mens Sports:  Football, Track and Field, Tennis, Wrestling, Lacrosse, Soccer, Golf, Baseball, Basketball, Cross CountryWomens Sports:  Bowling, Basketball, Swimming, Tennis, Track and Field, Volleyball, Softball, Cross Country Data Source: National Center for Educational Statistics Alma College Mission Statement: mission statement from alma.edu/about/mission Alma College’s mission is to prepare graduates who think critically, serve generously, lead purposefully, and live responsibly as stewards of the world they bequeath to future generations.

Sunday in the park with George Essay Example | Topics and Well Written Essays - 1750 words

Sunday in the park with George - Essay Example The particular song, â€Å"Finishing the Hat† was chosen because of the several meanings that it has throughout the song. The focus in this song is based on George and losing his loved one. When he approaches this, he calls it finishing the hat, which works as a metaphor to the incomplete piece that he is feeling at the moment. This universal theme of losing love is able to tie together to the rest of the emotions that George is feeling as well as the absence of his loved one at this particular moment. Even though this is the main theme of the song, there are other interpretations that can be added into this and which are noted from the lyrics as well as the musical techniques that are used through the piece. The â€Å"Finishing the Hat† song is not only interesting because of the main themes that George is singing about. There are several musical changes that are used throughout the piece to create different expressions. When listening to this piece, one is able to tie it into the rest of the musical, while allowing this particular theme to stand on its own. This combination of elements allows the piece to be one of the strongest in the musical and provides a deeper understanding to what is occurring in different parts of the song. This allows one to develop a specific relationship to George, the situation and what is occurring, specifically through the musical techniques. The song â€Å"Finishing the Hat† is used as a pause in the main story line to express the emotions that are occurring through the plot line. The first way that this relates to the plot line is through the main theme used with â€Å"Sunday Park in the George.† This musical was known to be taken from the painting that was a part of the time frame of 1884 (see Appendix A). The artwork that was depicted during this time is one of the most renowned pieces that are from the different

Use of military drones in civilian operations and law enforcement and Research Paper

Use of military drones in civilian operations and law enforcement and the impact this will have in regards to the 1st and 4th Amendments of the United States - Research Paper Example In addition, their deployment assists in preventing â€Å"boots on the ground† war, hence making the US safer (Boon & Lovelace, 2014). Opponents on the other hand claim that drones lead to the emergence of more terrorists than the ones they kill. They further argue that drone strikes murder large numbers of innocent civilians, violating international law, are not under adequate congressional supervision, grossly infringes on the sovereignty of other countries in addition to making the terrors of war look as harmless as a video game(Mathews,2013). The most popular form of Unmanned Combat Aerial Vehicles (UCAVs)-which basically are Unmanned Aerial Vehicles (UAVs) armed with combat abilities-is the General Atomics MQ-1 Predator. Predators were for the first time deployed to Afghanistan nearly instantly after the terrorists attacks of Sept.11, 2001.In addition, predators carried out their initial ever armed operation in 7th October 2001 in Afghanistan. The General Atomics MQ-9 Reaper, which is a bigger UCAV, has the capability of hauling a higher payload and has been in service from 2007. The Joint Special Operation Command (JSOC) and CIA are presently jointly administering the current program. These drones are usually deployed in such countries as Yemen, Somali and Pakistan. Strikes in Pakistan for instance have been happening from 2004 and intensified in pace from the beginning of 2008 summer. Apart from a Yemen strike in November 2002, the Yemen and Somalia campaigns started in 2011.In addition, there have been accounts of st rikes occurring in the Philippines, however, the information there is unclear. Additionally, there have done that have been deployed in Iraq, Afghanistan and Libya as part of America’s more conservative military operations in those nations (Boon & Lovelace, 2014). Predator drones are capable of carrying up to 2 Hellfire missiles, having warheads of around 20 pounds,

Parenting Styles and Anxiety Sensitivity Essay Example for Free

Parenting Styles and Anxiety Sensitivity Essay Statement of the problem At the end of this study the researches aim to answer these questions: 1. Is there a significant relationship between parenting styles and anxiety sensitivity? 2. Which among the three parenting style has the highest probability of producing anxious children? 3. Which among the demographic factors affect the parenting style of the mothers? Review of Related Literature It has long been proposed that parent-child relationships (particularly a child’s perceptions of these relationships) play an important role in child adjustment and psychological development (Safford et al. , 2007).Since 1966, researchers have conducted a great deal of research evaluating parent child interactions using the prototype of parental patterns developed by Baumrind (1966 1971), i.e., authoritative, authoritarian and permissive. Baumrind (1971) grouped parent’s behavior according to whether they were high or low on parental demandingness and responsiveness. Each of these parenting styles reflected different naturally occurring patterns of parental values, practices and behaviors (Baumrind, 1991). Authoritative parents strive to provide clear, firm direction, but discipline is moderated by warmth and reason (Buri, 1991). Permissive parents are non-controlling, and they use minimal punishment. Authoritarian parents are highly directive, and they value unquestioned obedience. Authoritarian parents are characteristically less warm, they discourage verbal give-and-take, and they use punitive methods to control their childrens behavior (Gfroerer, et al., 2011). It is important then to examine the type of parenting in which the child is exposed to at such a young age because it will have impact on their lives later on. During adolescence, various biological, cognitive, emotional, and social changes take place that affect the parent-child relationship (Lerner et al., 1996). Hence, it is essential to further in some factors that have influenced parenting styles in this particular period of life (Dà ¼zgà ¼n, 1995). Suppose parenting styles play a vital role in the development of anxiety disorders, it then becomes key in understanding how overprotective parenting aggravates the development of the anxiety symptoms (Erozkan, 2012). Given the importance of anxiety sensitivity for understanding emotional problems, it is important to also gain a better understanding of the nature of anxiety sensitivity (Taylor, 1995). Because family is one of the largest environmental factors impacting a child’s life, it is important to understand how a child’s family affects the development of anxiety symptoms in children. Furthermore, since it is a child’s parents who usually create the family environment, it is essential to understand which characteristics of parents or parenting contribute to the development of anxiety (Nanda et al., 2011). Chorpita and Barlow (1998) hypothesized that early life experiences involving excessive parental control can cause an individual to believe that events in one’s life are uncontrollable and unpredictable, which then contributes to the development of anxiety. That is, children who experience excessive parental control may believe that they have no internal control over their lives, since their parents are the ones who control everything; this, in turn, can lead to the development of anxiety. Further, parents with high levels of anxiety sensitivity may intervene more often, as they observe signs of anxiety in their children, judging these symptoms as harmful (Erozkan, 2011). In accordance to this, the aim of this research is to uncover the significant relationships between anxiety sensitivity and parenting styles. In the study conducted by Chambers et al. (2004), it is said that poor parenting style has been associated with anxiety and mood disorders among children. In this study, parenting styles were divided into two dimensions which are care and control. Under the dimension of care, parents are seen as warmth and understanding, while under the dimension of control, parents are seen as over-protective or intrusive. Patients with anxiety disorders were also tested in the study and Chambers et al. (2004) found out that those patients with anxiety disorders perceived poor parenting from both their mothers and fathers, while those who have no anxiety disorders report their parents as having optimal parenting. This suggests that optimal parenting may be considered as a factor in predictive recovery of the children. The study also concluded that paternal and maternal parenting styles have an effect on children. Poor parenting from mothers was associated with having a diagnosis in male participants, while poor parenting from fathers was associated with having a diagnosis in female participants. Parents who scored high in care and high in control were seen as having positive parenting style than parents who scored low in care and either high or low in control. Based on the results of the study, it is evident that parenting styles have an impact when it comes to children’s development of anxiety and or recovery from anxiety. Children who have parental care are more likely to perceive an optimal parenting and less likely to experience anxiety. Children who are already diagnosed with anxiety disorder are more likely to recover if their parents exhibit a positive parenting style. In a different study conducted by Lindhout et al. (2009), child temperament and child-rearing are said to be risk factors in child’s development of anxiety disorders. Parents of children having anxiety disorder exhibit a parenting style which is characterized by over-control and increased criticism. Also, children whose parents show less care or more control are said to be vulnerable to anxiety. The characteristic or temperament of the child may also give rise to the type of parenting style a parent uses and in return, may also strengthen the child’s characteristics. Parenting styles may depend on the characteristic or temperament of the child and at the same time, the characteristic or temperament of the child may also depend on the parenting style of their parents. This suggests that parenting serves as a moderator between temperament and anxiety (Lindhout et al., 2004). Also, children whose parents show less care or more control are said to be vulnerable to anxiety. Similar with the study of Chamber et al. (2004), Lindout et al’s. (2009) study also mentioned that parenting styles add an interesting component to the prevention of anxiety disorders among children. Temperament (shyness) appeared to be strongly related to anxiety levels in early childhood, but parenting style which is high in control showed more contribution to the anxiety that surface in middle childhood or preadolescence, even among children who were not initially anxious (Lindhout et al., 2004). According to the study of Oort et al. (2011), anxiety has several risk factors such as family or peer influences, and factors that are proximal to the individual. This study also considered temperamental characteristics as associated with anxiety. Family factors include parenting styles with high rejection and overprotection, parenting stress, and parental anxiety and depression. In the result of the study, Oort et al. (2011) found out that some of the important risk factors in preadolescence were low self-competence, rejecting and overprotecting parenting, and being a bully-victim. These risk indicators decrease toward age 16-17 years old. The risk factors that remain stable in high levels of anxiety were temperament, parental lifetime internalizing problems, and being a victim of bullying. Based on these result, it can be said that parenting styles contribute to the anxiety level of the children and may not be disregarded. It is important to consider this factor as contributing to anxiety of children so that anxiety may be prevented and parents will be educated on this matter (Lindhout, 2009). In the study conducted by Niditch and Varela (2012), two dimensions of parenting styles were studied which are acceptance/rejection and autonomy-granting/control. Parental control is said to limit the child’s exposure to developmentally appropriate autonomous experiences and self-guided problem solving (Niditch and Varela, 2012). It was also mentioned that controlling parents lead to anxiety by reducing the child’s experience of mastery of challenges in his or her environment. According to the â€Å"transactional and cyclical† nature of the relationship between parental control and child anxiety as mentioned by Niditch and Varela (2012), the parent takes action for the child in order to relieve the child’s distress, which often leads to the child feeling anxious in more situations. Parental rejection on the other hand, parents show criticism, arbitrary blame or punishment, and withholding warmth. Parental rejection teaches children that positive outcomes a re rare and are not the result of their actions, and this often leads to anxiety. It also said that parental rejection has less contribution when it comes to developing anxiety in children than parental control. It is important to consider the developmental stage in studying the effect of parental control on anxiety since parent’s controlling behaviors tend to change or increase through late childhood and decline towards adolescence (Niditch and Varela, 2012). It is also possible that changes in parenting styles affect anxious adolescents differently from non-anxious adolescents. This result manifests because anxious adolescents may perceive normative changes in control parenting style as increasing rejection. In adolescence, rejection is more associated with anxiety than control. Results of the study also revealed that maternal rejection was a predictor of anxiety. As explained by Niditch and Varela (2012), mothers are the nurturing caregivers and they pass on unique importance on maternal emotion socialization to their children, and that disruption to this role may result to reduced sense of emotional competence, which then leads to increased anxiety. Parents play an integral role in a child’s development because it is them who first interacted with the children. According to Ryan and Lynch (1889) â€Å"secure attachment to parents fosters a healthy self-confidence in adolescents as it does in other developmental stages.† Because of this, it is essential to know the possible effects of early parenting in the child’s cognitive, social, and emotional aspects. It is widely assumed that the nature and quality of the interactions between parents and adolescents can contribute to young people’s well-being (Bandura, 1997). Diana Baumrind in 1966 was able to present three primary parenting styles that can be used to categorize the parents’ behaviour towards the children. Later on in 1983, Macoby and Martin presented the fourth parenting style called the neglectful and Lamborns et al. (1991), were able to find supporting empirical results for this. As stated by Karavasilis, Doyle, and Markiewicz, (2003), authoritative parents are highly demanding, highly responsive and the same time grants autonomy. Authoritarian parents are characterized by high demandingness, low responsiveness and low levels of autonomy granting. Parents who are permissive show high levels of responsiveness and autonomy but low level of demandingness. A neglectful parent shows low levels of demandingness, responsiveness and autonomy granting. One important area that has been emphasized as contributing to the development of childhood anxiety is parenting (Chorpita and Barlow, 1998). The parent–child relationship appears to be one contributor to the development and/or maintenance of child social anxiety. A relationship between social anxiety and a parenting style marked by overprotection (or high control) and low warmth has been repeatedly demonstrated in various age groups and within both clinical and developmental areas of psychological study. (Bruch et al. 1989). This suggests that the parenting style practiced by the parents is influential in the development of social anxiety in children. Spokas and Heimberg (2008) said that â€Å"a family environment marked by affective involvement and behavioral control (which is likely related to parental overprotection) predicted one’s sense of control over anxiety symptoms, which then contributed to anxiety.† Traditional models of childhood anxiety sought to explain the development of anxiety in terms of single main effects and focused primarily on the broad parenting dimensions of acceptance versus rejection and psychological granting of autonomy versus psychological control (Rapee, 1997). As stated by Clark and Ladd (2000), parental rejection connotes low levels of parental warmth, approval, and responsiveness. This in turn can weaken the children’s emotions that make him or her sensitive to anxiety that may lead to having anxiety problems. Parental control involves excessive parental regulation of childrens activities and routines, encouragement of childrens dependence on parents, and instruction to children on how to think or feel (Barber, 1996). Theoretical models have hypothesized that when parents are highly controlling in contexts when it is developmentally appropriate for children to act independently (e.g., attending elementary school), children may experience decreased self-efficacy, and thus, increased anxiety (Wood, 2006). Adolescent years are often portrayed as the hardest stage as a teenager, because it is both tense for the parents and the teens. As said by Kopko (2007), teens undergo a number of developmental adjustments together with the changes on becoming an adult. These are related to the biological, cognitive, emotional and social changes as a teen. To be an effective parent, it requires having methodical understanding of these developmental changes. Kopko (2007) stated that the parent’s parenting style gives a healthy outcome for the developmental changes. There are different kinds of parenting styles and different impact that can help parents with their parent-teen relationship and the teens to find smooth ways in the adolescent developmental changes. According to Kopko (2007), Baumrind (1971, 1991) has four patterns of parenting style that was based on the two aspects of parenting behavior which is the parental warmth and control. Parental warmth is how a parent accepts and responses to the child and parental control is how a parent manages the behavior of the child. There are different ways of combining the two aspects of parenting behavior and if so there are four parenting styles that come into view. But in this study the researchers will only have three of the parenting styles of Baumrind; Authoritarian, Authoritative and Permissive. Kopko (2007) explained all the four patterns of parenting style, but the researcher will mainly focus on the other three parenting styles. Authoritative parenting style is a parent that shows warmth but secure towards the child. The parent reassures that the child can be able to do anything or be independent yet should also know ones limitations and control in their decision and actions. A child that has experienced an authoritative parenting style may likely to be socially capable, responsible and independent. Authoritarian parenting style is a parent that shows a little bit of warmth and more on the control towards the child. The parents are strict and controlling, they use a disciplinary style towards their child and they insist that their directions to the child will be followed. A child that has experienced an authoritarian parenting style may likely to be rebellious or dependent. A child that turns out to be rebellious has the tendency to show aggressive behaviors and a child t hat is more passive or submissive is dependent towards the parent. Permissive parenting style is a parent that shows warmth and no control toward the child. The parent is easygoing, understanding and passive and believes that by reciprocation to the wants of the child will show their love. A child that has experienced a permissive parenting style may likely to be self-centered and have no self-control. As stated by Biradar (2006), the youth is a period of time where the maturity in physical and psychological attributes change. The youth is likely to build his or her own identity and to acquire skills for socially responsible behavior. The youth’s change to adulthood can have a smooth process enabled by the presence and guide of securing, nurturing, and understanding parent. If there will be an emotional connection or bonding and communication between the parent and the child it is enough reason that the youth can be emotionally and socially capable, responsible and independent. Taylor (2007) discussed that anxiety sensitivity is the fear of arousal-related sensations, and saying that these sensations have harmful consequences. There are three basic dimensions of anxiety sensitivity; the first dimension is the fear of publicly observable anxiety reactions, the second dimension is the fear of thinking that it is unable to control one’s behavior, and the last dimension is the fear of somatic sensations. Anxiety sensitivity contributes to the intensity of one’s emotional reactions. According to Stein (1999), anxiety sensitivity is the fear of anxiety-related sensations. In the expectancy theory, an individual may become anxious whenever a symptom is experienced by an individual may tend to avoid certain activities, events, and places that will trigger anxiety. Stein (1999) also explained that if an individual has a high level of anxiety sensitivity, it is said to be that the individual is more likely to be a threat or danger if the individual experiences anxiety symptoms. Kashdan et. al. (2008) said that anxiety sensitivity can be a variable risk factor for anxiety problems and anxiety sensitivity is uniquely have a connection to escape and avoidance behavior of an individual.

The Great Gatsby: The Integrity of Nick Carraway :: essays research papers

The Great Gatsby: The Question of Nick Carraway's Integrity In pursuing relationships, we come to know people only step by step. Unfortunately, as our knowledge of others' deepens, we often move from enchantment to disenchantment. Initially we overlook flaws or wish them away; only later do we realize peril of this course. In the novel "The Great Gatsby" by F. Scott Fitzgerald, the journey from delight to disappointment may be seen in the narrator, Nick Carraway. Moving from initial interest to romantic allure to moral repugnance, Nick's relationship with Jordan Baker traces a painfully familiar, all-to-human arc. Nick's initial interest in Jordan is mainly for her looks and charm. Upon first sight of her at the Buchanan's mansion, he is at once drawn to her appearance. He Notes her body "extended full length" on the divan, her fluttering lips, and her quaintly tipped chin. He observes the lamp light that "glinted along the paper as she turned a page with a flutter of slender muscles in her arms." He is willing to overlook her gossipy chatter about Tom's extra- marital affair, and is instead beguiled by her dry witticisms and her apparent simple sunniness: "Time for this good girl to go to bed," she says. When Daisy begins her matchmaking of Nick and Jordan, we sense that she is only leading where Nick's interest is already taking him. It is Jordan, then, who makes Nick feel comfortable at Gatsby's party, as we sense what Nick senses: they're becoming a romantic couple. As they drive home a summer house-party, Nick notes her dishonesty but forgives it, attributing it to her understandable need to get by in a man's world. She praises his lack of carelessness, tells him directly "I like you"--and he is smitten, After Jordan tells him the tale of Gatsby and Daisy's past, Nick feels a "heady excitement" because she has taken him into her confidence. Attracted by her "universal skepticism" and under the influence of his own loneliness, Nick-- overlooking this time her "wan, scornful mouth"--seals their romance by planted a kiss on Jordan's lips. But the attraction can't last and is, by summer's end, replaced by repugnance. The smallest of details, at first, heralds this falling-apart: "Jordan's fingers, powdered with white over their tan, rested for a moment in mine." Here Fitzgerald has dropped a subtle hint that their liaison is to be the matter of only a moment, and that Jordan's "integrity" may be a matter of mere cosmetics. But it is Jordan's failure to feel the gravity of the real falling- apart--among Tom, Daisy, and Gatsby--that most rankles Nick, and he reacts with

Blindside Movie Analysis Essay

I am writing an essay that is analyzing the movie The Blind Side and relating it to the essay â€Å"Seeking and Making Culture: Representing the Poor† by bell hooks. The issue that is motivating me to write is to show that there is collateral learning in this movie and to show that there are contradictory and stereotypical images of poverty. A writer that has addressed the issue about poverty and the poor class is bell hooks, using her personal experiences to influence her writing in the essay. My working thesis is that there is chances in life that a person may come along that would change our life perspectives. How we approach that change and be courageous enough to do something about it may have a lifelong impact on another person and might make a huge difference. My audience is teenagers, young adults and adults to help them get rid of the stereotypical image of poor people in the world. I think my use of specific details from the movie is working best. The parts of my ess ay that I am least satisfied with are tying the article from hooks back to the movie. The kinds of feedback that I would like are to make sure I answered all of the questions of WAR and that I was specific enough in my essay. The Blind Side describes the struggle of a Black man to become part of the White society. Michael Oher, the main character in the story shows the audience how a black man experiences mistreatment and discrimination from his white community that is the common trend of American mainstream. However, the film also wants to deconstruct the traditional perceptions towards White Americans through the Tuohy family. In this movie, the  director shows how White Americans like the Tuohy family accepts Michael for who he is and what he wants to be. The Tuohys become Michael’s enduring power, armor, and salvation as he faces his new path of transformation, social acceptance, and immersion. From this sense, it can be perceived that Hancock’s film depicts the notion of popular culture as it emphasizes the different issues of the society such as race, racism, cultural differences, cultural interaction, and other ideas about culture and society. Having an extreme difference in terms o f race, lifestyle, social background, and social status, the two races are combined together under one roof to describe the possible repulsion that might occur as well as the attraction that can happen between them. However, it is not only this internal repulsion or attraction that is presented as a conflict of the film, but also the people within the Tuohys social surroundings. Since Leigh Anne and Sean are influential individuals because of their profession, people around them think that adopting Michael taints their good reputation. This is one of the major struggles of the Tuohy family along with Michael, but they stand up against their foes and prove to these people that Michael is more civilized than those who continue to criticize him. In article â€Å"Seeing and Making Culture: Representing the Poor†, bell hooks brings to the surface issues involving people of higher classes compared to those in poverty. In addressing issues like assumptions made about the poor, how the poor are viewed in popular culture and how the poor are represented on television or in movies. One of hooks main arguments is brought into focus throughout the movie. The concept of popular culture emerges in this film in three distinct themes: racism within the football team, the lifestyle of the socialites, and when an upcoming superstar is â€Å"made,† people keep an eye on this individual. Logically, racism occurs in television, radio, movies, and other types of media. Most of the time, these industries use racism as a form of stereotyping. That is why common people utilize these ideals; they think that it is accepted in the society. This is what happened to Michael. He faces discrimination inside his own classroom. Even his teacher demonstrates the differences of how a White teacher interacts with a Black student like him. It is a form of stereotype that the media continues to express towards its audience. Another example of popular culture in this film is when Michael begins his football career. When the football coach,  Burt Cotton sees Michael’s potential, he accepts the main character as a student of Wingate Christian School. This is also the beginning of Michael’s popularity. People, even the coaches and owners of different universities, want Michael to become part of their school. That is why despite Michael’s academic records and race, they are interested in him. People begin to keep their eyes on Michael’s actions and achievements because he becomes popular and he soon becomes part of their lifestyle. In hooks article, one of her main arguments is about false assumptions made about the poor from her life experiences. She states, â€Å"That the poor class were almost always portrayed the poor as shiftless, mindless, lazy, dishonest, and unworthy†. This relates to the movie because the Tuohys community has specific sets of moral values. They believe that Black Americans are unacceptable within their community or surroundings because they are the roots of negativities. This is also an example of high culture being looked at as a superior culture. The Tuohys do not change this norm, but they create their own values by accepting Michael and believe in him and his capabilities as a person. The Blindside and hooks article helps us learn that there is more to a story then just what is put on the screen. The story line is a lot deeper and has a lot of other meanings then we think. The Tuohys’ ideology is different from the standard culture of the society, but because they are part of their community, they have to express their ideology. It is hard in the beginning to show their different point of view, but they win the battle against their foes because Michael shows that he is different from the stereotypic character of a Black American. Work Cited Greene, Stuart, and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader. 2nd ed. Boston: Bedford/St.Martins, 2008. 344-49, 358-71. Print.

Night World : Witchlight Chapter 1

The mall was so peaceful. There was no hint of the terrible thing that was about to happen. It looked like any other shopping mall inNorth Carolina on a Sunday afternoon in December. Modern. Brightly decorated. Crowded with customers who knew there were only ten shopping days until Christmas. Warm, despite the chilly gray skies outside. Safe. Not the kind of place where a monster would appear. Keller walked past a display of â€Å"Santa Claus Through the Ages† with all her senses alert and open. And that meant a lot of senses. The glimpses she caught of herself in darkened store windows showed a high-school-aged girl in a sleek jumpsuit, with straight black hair that fell past her hips and cool gray eyes. But she knew that anybody who watched her closely was likely to see something else-a sort of prowling grace in the way she walked and an inner glow when the gray eyes focused on anything. Raksha Keller didn't look quite human. Which was hardly surprising, because she wasn't. She was a shapeshifter, and if people looking at her got the impression of a half-tamed panther on the loose, they were getting it exactly right. â€Å"Okay, everybody.† Keller touched the pin on her collar, then pressed a finger to the nearly invisible receiver in her ear, trying to tune out the Christmas music that filled the mall. â€Å"Report in.† â€Å"Winnie here.† The voice that spoke through the receiver was light, almost lilting, but professional. â€Å"I'm over by Sears. Haven't seen anything yet. Maybe she's not here.† â€Å"Maybe,† Keller said shortly into the pin-which wasn't a pin at all but an extremely expensive transmission device. â€Å"But she's supposed to love shopping, and her parents said she was headed this way. It's the best lead we've got. Keep looking.† â€Å"Nissa here.† This voice was cooler and softer, emotionless. â€Å"I'm in the parking lot, driving by theBingham Street entrance. Nothing to report- wait.† A pause, then the ghostly voice came back with a new tension: â€Å"Keller, we've got trouble. A black limo just pulled up outside Brody's. They know she's here.† Keller's stomach tightened, but she kept her voice level. â€Å"You're sure it's them?† â€Å"I'm sure. They're getting out-a couple of vampires and†¦ something else. A young guy, just a boy really. Maybe a shapeshifter. I don't know for sure; he isn't like anything I've seen before.† The voice was troubled, and that troubled Keller. Nissa Johnson was a vampire with a brain like the library of Congress. Something she didn't recognize? â€Å"Should I park and come help you?† Nissa asked. â€Å"No,† Keller said sharply. â€Å"Stay with the car; we're going to need it for a fast getaway. Winnie and I will take care of it. Right, Winnie?† â€Å"Oh, right, Boss. In fact, I can take 'em all on myself; you just watch.† ‘You watch your mouth, girl.† But Keller had to fight the grim smile that was tugging at her lips. Winfrith Arlin was Nissa's opposite-a witch and inclined to be emotional. Her odd sense of humor had lightened some black moments. â€Å"Both of you stay alert,† Keller said, completely serious now. â€Å"You know what's at stake.† â€Å"Right, Boss.† This time, both voices were subdued. They did know. The world. The girl they were looking for could save the world-or destroy it. Not that she knew that†¦ yet Her name was Iliana Harman, and she had grown up as a human child. She didn't realize that she had the blood of witches in her and that she was one of the four Wild Powers destined to fight against the time of darkness that was coming. She's about to get quite a surprise when we tell her, Keller thought That was assuming that Keller's team got to her before the bad guys did. But they would. They had to. There was a reason they'd been chosen to come here, when every agent of Circle Daybreak in North America would have been glad to do this job. They were the best. It was that simple. They were an odd team-vampire, witch, and shapeshifter-but they were unbeatable. And Keller was only seventeen, but she already had a reputation for never losing. And I'm not about to blow that now, she thought. â€Å"This is it, kiddies,† she said. â€Å"No more talking until we ID the girl. Good luck.† Their transmissions were scrambled, of course, but there was no point in taking chances. The bad guys were extremely well organized. Doesn't matter. Well still win, Keller thought, and she paused in her walking long enough really to expand her senses. It was like stepping into a different world. They were senses that a human couldn't even imagine. Infrared. She saw body heat. Smell. Humans didn't have any sense of smell, not really. Keller could distinguish Coke from Pepsi from across a room. Touch. As a panther, Keller had exquisitely sensitive hairs all over her body, especially on her face. Even in human form, she could feel things with ten times the intensity of a real human. She could feel her way in total darkness by the air pressure on her skin. Hearing. She could hear both higher and lower pitches than a human, and she could pinpoint an individual cough in a crowd. Sight. She had night vision like-well, like a cat's. Not to mention more than five hundred muscles that she could move voluntarily. And just now, all her resources were attuned to finding one teenage girl in this swarming mall. Her eyes roved over faces; her ears pricked at the sound of every young voice; her nose sorted through thousands of smells for the one that would match the T-shirt she'd taken from Iliana's room. Then, just as she froze, catching a whiff of something familiar, the receiver in her ear came to life. â€Å"Keller-I spotted her! Hallmark, second floor. But they're here, too.† They'd found her first. Keller cursed soundlessly. Aloud, she said, â€Å"Nissa, bring the car around to the west side of the mall. Winnie, don't do anything. I'm coming.† The nearest escalator was at the end of the mall. But from the map in her hand, she could see that Hallmark was directly above her on the upper level. And she couldn't waste time. Keller gathered her legs under her and jumped. One leap, straight up. She ignored the gasps- and a few shrieks-of the people around her as she sprang. At the top of her jump, she caught the railing that fenced off the upper-level walkway. She hung for a second by her hands, then pulled herself up smoothly. More people were staring. Keller ignored them. They got out of her way as she headed for the Hallmark store. Winnie was standing with her back to the display window of the store beside it. She was short, with a froth of strawberry curls and a pixie face. Keller edged up to her, careful to keep out of the line of sight of the Hallmark. â€Å"What's up?† â€Å"There's three of them,† Winnie murmured in a barely audible voice. â€Å"Just like Nissa said. I saw them go in-and then I saw her. They've got her surrounded, but so far they're just talking to her.† She glanced sideways at Keller with dancing green eyes. â€Å"Only three-we can take them easy.† â€Å"Yeah, and that's what worries me. Why would they only send three?† Winnie shrugged slightly. â€Å"Maybe they're like us-the best.† Keller only acknowledged that with a flicker of her eyebrows. She was edging forward centimeter by centimeter, trying to get a glimpse of the interior of the Hallmark shop between the stockings and stuffed animals in the display window. There. Two guys in dark clothing almost like uniforms-vampire thugs. Another guy Keller could see only as a partial silhouette through a rack of Christmas ornaments. And her. Iliana. The girl everybody wanted. She was beautiful, almost impossibly so. Keller had seen a picture, and it had been beautiful, but now she saw that it hadn't come within miles of conveying the real girl. She had the silvery-fair hair and violet eyes that showed her Harman blood. She also had an extraordinary delicacy of features and grace of movement that made her as pretty to watch as a white kitten on the grass. Although Keller knew she was seventeen, she seemed slight and childlike. Almost fairylike. And right now, she was listening with wide, trusting eyes to whatever the silhouette guy was saying. To Keller's fury, she couldn't make it out. He must be whispering. â€Å"It's really her,† Winnie breathed from beside Keller, awed. â€Å"The Witch Child. She looks just like the legends said, just like I imagined.† Her voice turned indignant. â€Å"I can't stand to watch them talk to her. It's like-blasphemy.† â€Å"Keep your hair on,† Keller murmured, still searching with her eyes. â€Å"You witches get so emotional about your legends.† â€Å"Well, we should. She's not just a Wild Power, she's a pure soul.† Winfrith's voice was softly awed. â€Å"She must be so wise, so gentle, so farsighted. I can't wait to talk to her.† Her voice sharpened. â€Å"And those thugs shouldn't be allowed to talk to her. Come on, Keller, we can take-them fast. Let's go.† â€Å"Winnie, don't-â€Å" It was too late. Winnie was already moving, heading straight into the shop without any attempt at concealment. Keller cursed again. But she didn't have any choice now. â€Å"Nissa, stand by. Things are going to get exciting,† she snapped, touching her pin, and then she followed. Winnie was walking directly toward the little group of three guys and Iliana as Keller reached the door. The guys were looking up, instantly alert. Keller saw their faces and gathered herself for a leap. But it never happened. Before she could get all her muscles ready, the silhouette guy turned-and everything changed. Time went into slow motion. Keller saw his face clearly, as if she'd had a year to study it. He wasn't bad-looking-quite handsome, actually. He didn't look much older than she was, and he had clean, nicely molded features. He had a small, compact body with what looked like hard muscles under his clothes. His hair was black, shaggy but shiny, almost like fur. It fell over his forehead in an odd way, a way that looked deliberately disarrayed and was at odds with the neatness of the rest of him. And he had eyes of obsidian. Totally opaque. Shiny silver-black, with nothing clear or transparent about them. They revealed nothing; they simply threw light back at anyone who looked into them. They were the eyes of a monster, and every one of Keller's five hundred voluntary muscles froze in fear. She didn't need to hear the roar that was far below the pitch that human ears could pick up. She didn't need to see the swirl of dark energy that flared like a red-tinged black aura around him. She knew already, instinctively, and she tried to get the breath to yell a warning to Winnie. There was no time. She could only watch as the boy's face turned toward Winnie and power exploded out of him. He did it so casually. Keller could tell that it was only a flick of his mind, like a horse slapping its tail at a fly. But the dark power slammed into Winnie and sent her flying through the air, arms and legs outstretched, until she hit a wall covered with display plates and clocks. The crash was tremendous. Winnie! Keller almost yelled it out loud. Winnie fell behind the cash register counter, out of Keller's line of sight. Keller couldn't tell if she were alive or not. The cashier who had been standing behind the counter went running and screaming toward the back of the shop. The customers scattered, some following the cashier, some dashing for the exit. Keller hung in the doorway a second longer as they streamed out around her. Then she reeled away to stand with her back against the window of the next shop, breathing hard. There were coils of ice in her guts. A dragon. He was a dragon.

dust bowl essays

dust bowl essays The early 1900's were a time of turmoil for farmers in the United States, especially in the Great Plains region. After the end of World War I, overproduction by farmers resulted in low prices for crops. When farmers first came to the Midwest, they farmed as much wheat as they could because of the high prices and demand. Of the ninety-seven acres, almost thirty-two million acres were being cultivated. The farmers were careless in their planting of the crop, caring only about profit, and they started plowing grasslands that were not made for planting Because of their constant plowing year after year and the lack of rainfall, the soil was quickly losing its fertility. With unfertile, dry land, the wheat crop started dying, and then blowing away with wind. Due to the improper farming, along with a long drought, dust storms made life in the Dust Bowl very burdensome. During the 1930's, the Great Plains was plagued with a drought, a long period of dryness, which brought demise to many of the farmers in the region. This horrible drought started in 1930, a year that saw heavy rains in a very short time, which cause flooding in many areas of the Oklahoma Panhandle. The year continued to with horrible blizzards in the winter and a drought into the late summer. Many of the farms in the Great Plains, losing most of the crop, were greatly affected by the first droughts of the 1930's. The months of July and August saw about a forty-percent decrease of precipitation compared to previous years. From 1934 to 1936, A record drought hit the southwestern region. In 1934 the temperature was excruciatingly hot, causing many to die as a result of the heat. 1935 was a year where rainfall was very, very scarce. The heat began to rise at fast rates in the summer of 1936, with many days reaching above 120 degrees. The drought, along with the dust storms, we re major reasons for poor farming in the Great Plains during the early to mid-1930's ...

Words for Names of People

Words for Names of People Words for Names of People Words for Names of People By Mark Nichol Words that include the element nym, and some that include nom, pertain to names and naming. Such terms as anonymous (literally, â€Å"without a name†) and pseudonym (â€Å"false name†) are ubiquitous, but most others in this class are more or less obscure. This post lists and defines such terms that pertain to individuals and groups of people. An allonym (â€Å"other name†) is the name of one person employed as a pseudonym by one or more other people, as in the case of the name Publius, the non de plume of Alexander Hamilton, James Madison, and John Jay, which called back to Publius Valerius Publicola, a founder of the Roman Republic. (â€Å"Non de plume† itself, and â€Å"nom de guerre,† which mean, respectively, â€Å"pen name† and â€Å"war name,† are terms adopted from French that are synonyms of pseudonym.) An anthroponym (â€Å"man name†) is a proper name or a surname. (A gamonym is a name acquired as a result of marriage.) Aptronym is a recent coinage playing on apt, denoting a surname coincidentally appropriate to a person’s profession, such as when someone who makes beer is named Brewer. Autonym (self name)- or the synonym endonym, or â€Å"inner name†- refers to a term used by inhabitants of a place for that place (or themselves or their language), as in Deutsch, the German term for the German language; German is an exonym (â€Å"outer name†). (An ethnonym- people name- is a name for an ethnic group.) A charactonym is a fictitious character’s name that alludes to a quality of that person; literature is replete with such names, including those characterizing combative spouses in the early radio sitcom The Bickersons and the comic strip The Lockhorns. An eponym (â€Å"above name†) is a person, place, or thing after which someone or something is named. A mononym (â€Å"one name†) is a single name, such as Leonardo or Madonna. A patronym (â€Å"father name†), or patronymic, is a name based on a male ancestor’s given name, especially those with prefixes and suffixes integrated into surnames, such as Mac- or Mc- or Fitz- in Gaelic, -ez and -es in Spanish and Portuguese, and -son and variants such as -sen in Germanic languages. The female equivalents are matronym/matronymic; such forms are rare (at least in Indo-European languages), though -dottir is used in Icelandic surnames. 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 Vocabulary category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)How Long Should a Paragraph Be?Empathic or Empathetic?

What is the difference between imperialism and colonialims Essay

What is the difference between imperialism and colonialims - Essay Example These raw materials were then to be crafted into finished products that the colonies must then buy from the home nation. The focus of the home nation under colonialism is settlement and establishment of colonies in areas that provided economic advantages. All they expect from the colonies is a steady flow of raw goods and fixed export markets for those same finished goods. Imperialism is different in that the goal in establishing an empire is political as well as economic. The goal of imperialism is to make other nations or territories conform to an ideology that is supported at the imperial center. In colonialism, the interaction and focus of power is in the colonies. Imperialism involves the conquest of lands on the periphery of the empire, subjugating them to the ideology that emanates from the center of the empire. While colonialism and imperialism both have economic advantages for the home nation or center of power, imperialism gains this advantage through forced conformity to an ideology while colonialism creates this advantage through economic, not political