1
Ernest Hemingway, "Soldier's Home" (1925)
Krebs went to the war from a Methodist college in Kansas. There is a picture
which shows him among his fraternity brothers, all of them wearing exactly the
same height and style collar. He enlisted in the Marines in 1917 and did not return
to the United States until the second division returned from the Rhine in the
summer of 1919.
There is a picture which shows him on the Rhone with two German girls and
another corporal. Krebs and the corporal look too big for their uniforms. The
German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes
was over. He came back much too late. The men from the town who had been
drafted had all been welcomed elaborately on their return. There had been a great
deal of hysteria. Now the reaction had set in. People seemed to think it was rather
ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St.
Mihiel and in the Argonne did not want to talk about the war at all. Later he felt
the need to talk but no one wanted to hear about it. His town had heard too many
atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all
he had to lie and after he had done this twice he, too, had a reaction against the
war and against talking about it. A distaste for everything that had happened to
him in the war set in because of the lies he had told. All of the times that had been
able to make him feel cool and clear inside himself when he thought of them; the
times so long back when he had done the one thing, the only thing for a man to
do, easily and naturally, when he might have done something else, now lost their
cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things
other men had seen, done or heard of, and stating as facts certain apocryphal
incidents familiar to all soldiers. Even his lies were not sensational at the pool
room. His acquaintances, who had heard detailed accounts of German women
found chained to machine guns in the Argonne and who could not comprehend, or
were barred by their patriotism from interest in, any German machine gunners
who were not chained, were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the result of untruth or
exaggeration, and when he occasionally met another man who had really been a
soldier and the talked a few minutes in the dressing room at a dance he fell into
the easy pose of the old soldier among other soldiers: that he had been badly,
sickeningly frightened all the time. In this way he lost everything.
2
During this time, it was late summer, he was sleeping late in bed, getting up to
walk down town to the lib ...
PAGE
5
“Soldier's Home” (1925)
Ernest Hemingway
Krebs went to the war from a Methodist college in Kansas. There is a picture which shows him among his fraternity brothers, all of them wearing exactly the same height and style collar. He enlisted in the Marines in 1917 and did not return to the United States until the second division returned from the Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two German girls and another corporal. Krebs and the corporal look too big for their uniforms. The German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes was over. He came back much too late. The men from the town who had been drafted had all been welcomed elaborately on their return. There had been a great deal of hysteria. Now the reaction had set in. People seemed to think it was rather ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St. Mihiel and in the Argonne did not want to talk about the war at all. Later he felt the need to talk but no one wanted to hear about it. His town had heard too many atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all he had to lie and after he had done this twice he, too, had a reaction against the war and against talking about it. A distaste for everything that had happened to him in the war set in because of the lies he had told. All of the times that had been able to make him feel cool and clear inside himself when he thought of them; the times so long back when he had done the one thing, the only thing for a man to do, easily and naturally, when he might have done something else, now lost their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things other men had seen, done or heard of, and stating as facts certain apocryphal incidents familiar to all soldiers. Even his lies were not sensational at the pool room. His acquaintances, who had heard detailed accounts of German women found chained to machine guns in the Argonne and who could not comprehend, or were barred by their patriotism from interest in, any German machine gunners who were not chained, were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the result of untruth or exaggeration, and when he occasionally met another man who had really been a soldier and the talked a few minutes in the dressing room at a dance he fell into the easy pose of the old soldier among other soldiers: that he had been badly, sickeningly frightened all the time. In this way he lost everything.
During this time, it was late summer, he was sleeping late in bed, getting up to walk down town to the library to get a book, eating lunch at home, reading on the front porch until he be.
PAGE 4Hemingway, Ernest. Chapter VII” and Soldier’s Home.docxalfred4lewis58146
PAGE
4
Hemingway, Ernest. “Chapter VII” and “Soldier’s Home.” From In Our Time. (1925)
Chapter VII
While the bombardment was knocking the trench to pieces at Fossalta, he lay very flat and sweated and prayed oh jesus christ get me out of here. Dear jesus please get me out. Christ please please please christ. If you'll only keep me from getting killed I'll do anything you say. I believe in you and I'll tell every one in the world that you are the only one that matters. Please please dear jesus. The shelling moved further up the line. We went to work on the trench and in the morning the sun came up and the day was hot and muggy and cheerful and quiet. The next night back at Mestre he did not tell the girl he went upstairs with at the Villa Rossa about Jesus. And he never told anybody.
SOLDIER'S HOME (1925)
Krebs went to the war from a Methodist college in Kansas. There is a picture which shows him among his fraternity brothers, all of them wearing exactly the same height and style collar. He enlisted in the Marines in 1917 and did not return to the United States until the second division returned from the Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two German girls and another corporal. Krebs and the corporal look too big for their uniforms. The German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes was over. He came back much too late. The men from the town who had been drafted had all been welcomed elaborately on their return. There had been a great deal of hysteria. Now the reaction had set in. People seemed to think it was rather ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St. Mihiel and in the Argonne did not want to talk about the war at all. Later he felt the need to talk but no one wanted to hear about it. His town had heard too many atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all he had to lie and after he had done this twice he, too, had a reaction against the war and against talking about it. A distaste for everything that had happened to him in the war set in because of the lies he had told. All of the times that had been able to make him feel cool and clear inside himself when he thought of them; the times so long back when he had done the one thing, the only thing for a man to do, easily and naturally, when he might have done something else, now lost their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things other men had seen, done or heard of, and stating as facts certain apocryphal incidents familiar to all soldiers. Even his lies were not sensational at the pool room. His acquaintances, who had heard detailed accounts of German women found chained to mach.
PAGE
5
“Soldier's Home” (1925)
Ernest Hemingway
Krebs went to the war from a Methodist college in Kansas. There is a picture which shows him among his fraternity brothers, all of them wearing exactly the same height and style collar. He enlisted in the Marines in 1917 and did not return to the United States until the second division returned from the Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two German girls and another corporal. Krebs and the corporal look too big for their uniforms. The German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes was over. He came back much too late. The men from the town who had been drafted had all been welcomed elaborately on their return. There had been a great deal of hysteria. Now the reaction had set in. People seemed to think it was rather ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St. Mihiel and in the Argonne did not want to talk about the war at all. Later he felt the need to talk but no one wanted to hear about it. His town had heard too many atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all he had to lie and after he had done this twice he, too, had a reaction against the war and against talking about it. A distaste for everything that had happened to him in the war set in because of the lies he had told. All of the times that had been able to make him feel cool and clear inside himself when he thought of them; the times so long back when he had done the one thing, the only thing for a man to do, easily and naturally, when he might have done something else, now lost their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things other men had seen, done or heard of, and stating as facts certain apocryphal incidents familiar to all soldiers. Even his lies were not sensational at the pool room. His acquaintances, who had heard detailed accounts of German women found chained to machine guns in the Argonne and who could not comprehend, or were barred by their patriotism from interest in, any German machine gunners who were not chained, were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the result of untruth or exaggeration, and when he occasionally met another man who had really been a soldier and the talked a few minutes in the dressing room at a dance he fell into the easy pose of the old soldier among other soldiers: that he had been badly, sickeningly frightened all the time. In this way he lost everything.
During this time, it was late summer, he was sleeping late in bed, getting up to walk down town to the library to get a book, eating lunch at home, reading on the front porch until he be.
PAGE 4Hemingway, Ernest. Chapter VII” and Soldier’s Home.docxalfred4lewis58146
PAGE
4
Hemingway, Ernest. “Chapter VII” and “Soldier’s Home.” From In Our Time. (1925)
Chapter VII
While the bombardment was knocking the trench to pieces at Fossalta, he lay very flat and sweated and prayed oh jesus christ get me out of here. Dear jesus please get me out. Christ please please please christ. If you'll only keep me from getting killed I'll do anything you say. I believe in you and I'll tell every one in the world that you are the only one that matters. Please please dear jesus. The shelling moved further up the line. We went to work on the trench and in the morning the sun came up and the day was hot and muggy and cheerful and quiet. The next night back at Mestre he did not tell the girl he went upstairs with at the Villa Rossa about Jesus. And he never told anybody.
SOLDIER'S HOME (1925)
Krebs went to the war from a Methodist college in Kansas. There is a picture which shows him among his fraternity brothers, all of them wearing exactly the same height and style collar. He enlisted in the Marines in 1917 and did not return to the United States until the second division returned from the Rhine in the summer of 1919.
There is a picture which shows him on the Rhone with two German girls and another corporal. Krebs and the corporal look too big for their uniforms. The German girls are not beautiful. The Rhine does not show in the picture.
By the time Krebs returned to his home town in Oklahoma the greeting of heroes was over. He came back much too late. The men from the town who had been drafted had all been welcomed elaborately on their return. There had been a great deal of hysteria. Now the reaction had set in. People seemed to think it was rather ridiculous for Krebs to be getting back so late, years after the war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the Champagne, St. Mihiel and in the Argonne did not want to talk about the war at all. Later he felt the need to talk but no one wanted to hear about it. His town had heard too many atrocity stories to be thrilled by actualities. Krebs found that to be listened to at all he had to lie and after he had done this twice he, too, had a reaction against the war and against talking about it. A distaste for everything that had happened to him in the war set in because of the lies he had told. All of the times that had been able to make him feel cool and clear inside himself when he thought of them; the times so long back when he had done the one thing, the only thing for a man to do, easily and naturally, when he might have done something else, now lost their cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing to himself things other men had seen, done or heard of, and stating as facts certain apocryphal incidents familiar to all soldiers. Even his lies were not sensational at the pool room. His acquaintances, who had heard detailed accounts of German women found chained to mach.
Introduction The Reed Anna Seghers, East Germany, 19.docxnormanibarber20063
Introduction "The Reed"
Anna Seghers, East Germany, 1965
Anna Seghers (1900-1983), a pseudonym for Netty Reiling, was
born in Mainz and grew up in a middle-class Jewish family. Her
earliest literary influences include the classical German
literature of the 18th and 19th century, a tradition which
defines her own narrative style. Between 1920 and 1924, Seghers
studied art history and philology at the universities of
Heidelberg and Cologne, and in 1925 she became one of the first
women in Germany to receive her Ph.D. Although 1925 also saw the
publication of her first story, Anna Seghers did not receive wide
recognition until 1928 when her first novel, The Uprising of the
Fishermen of St. Barbara, received the prestigious Kleist Prize,
an annual award that is given anonymously for the best work of a
new author. While the jury members were correct in predicting
the future success of the new author, they were totally incorrect
in their assumptions about the gender of this new literary
figure. All references to the stark and powerful style of the
young male author proved to be somewhat embarrassing for the
members of the jury.
The year 1928 was an auspicious one for Anna Seghers in yet
another sense, it was also the year in which she joined the
German Communist Party. Her joining the Party may have been
motivated by factors ranging from a basic humanistic hope for
social change to the politically charged climate of Germany in
the 20s, including the influence of her husband Laszlo Radvanyi,
a Hungarian political emigre whom she met and married in 1926.
She remained a loyal, if often critical member of the German
Communist Party throughout her life.
After fleeing Nazi Germany in 1933 and after spending years
of exile in France and Mexico, Anna Seghers returned to her
native land in 1947 where she quickly became the matriarch of
East German literature. Not only did she serve as an
international representative of her Party and her country, she
also became a supporter and role model for a whole new generation
of East German authors in the sixties and seventies, especially
Christa Wolf.
"The Reed" was taken from a collection of short stories that
was published in 1965. In it the reader follows the evolution of
the main character, Marta Emrich, through the dangers of the war
years to the difficulties of the fledgling East Germany. How
does the larger stage of historical events intersect with the
lives of the characters? To what extent does the main character
represent typically middle-class values and does she change in
the course of the story? Why would Anna Seghers portray a woman
like Marta rather than a political activist such as herself? As
readers of the 1990s, what reaction do you have to Anna Seghers'
portrayal of the female character?
Anna Seghers, "The Reed," trans. Benito's Blue and Nine
Other Stories, (East Berlin: Seven Seas Books,)
), 144.
Last Name 3First & Last NameEnglish 101Section #DateEss.docxsmile790243
Last Name 3
First & Last Name
English 101/Section #
Date
Essay #6
Disappointment
"The Story of an Hour" is a short story in which Kate Chopin, the author, presents an often unheard of view of marriage. Mrs. Louise Mallard, Chopin's main character, experiences the exhilaration of freedom rather than the desolation of loneliness after she learns of her husband's death. Later, when Mrs. Mallard learns that her husband, Brently, still lives, she know that all hope of freedom is gone. The crushing disappointment kills Mrs. Mallard. Published in the late eighteen hundreds, the oppressive nature of marriage in "The Story of an Hour" may well be a reflection of, though not exclusive to, that era.
Though Chopin relates Mrs. Mallard's story, she does not do so in first person. Chopin reveals the story through a narrator's voice. The narrator is not simply an observer, however. The narrator knows, for example, that Mrs. Mallard, for the most part, did not love her husband (paragraph 15). It is obvious that the narrator knows more than can be physically observed. Chopin, however, never tells the reader what Mrs. Mallard is feeling. Instead, the reader must look into Mrs. Mallard's actions and words in order to understand what Mrs. Mallard feels.
Mrs. Mallard is held back in her marriage. The lines of her face "bespoke repression" (paragraph 8). When Mrs. Mallard learns of her husband's death, she knows that there will "be no powerful will bending her" (paragraph 14). There will be no husband who believes he has the "right to impose a private will upon a fellow creature" (paragraph 14). Mrs. Mallard acknowledges that her husband loved her. Brently had only ever looked at Mrs. Mallard with love (paragraph 13). This information implies to the reader that Brently is not a bad man; he simply believes that it is his right, and perhaps his obligation as a husband, to direct Mrs. Mallard in everything she does. When Mrs. Mallard learns of her husband's death, she realizes that he will no longer be there to repress her; there will be no one, save her, to direct her will. Then, in a crushing blow, everything she has just realized and begun to look forward to is stolen from her grasp.
Upon learning of her husband's death, Mrs. Mallard realizes that she is now free. She repeats the words "Free, free, free!" (paragraph 11) and feels her body come alive. Her pulse beats faster; her blood runs warmer; her eyes brighten (paragraph 11). Mrs. Mallard knows that from now on she can live for herself and no one else, that "all sort of days…would be her own" (paragraph 19). Mrs. Mallard sees the chance to live out the rest of her days for herself; she sees the opportunity to be her own person. Mrs. Mallard now looks forward to a long life. She had previously dreaded the years ahead spent under the thumb of her husband (paragraph 19). Now, though, Mrs. Mallard is someone who has much to look forward to and many joys to appreciate. This opportunity ...
Running head GRANDMOTHER1GRANDMOTHER5Grandm.docxwlynn1
Running head: GRANDMOTHER 1
GRANDMOTHER 5
Grandmother
EW
Grandmother
When thinking of the characteristics of a grandmother what does one think about? In the story “A Good Man is Hard to Find” by Flannery O’Connor it is written from the perspective of the grandmother. With it being told from her perspective it shows how she feels and her opinion. Even if the grandmother looks down on someone she still can find the good in others, well if it is to her advantage. A characteristic of this grandmother is someone who tries to manipulate others to get her way.
At the beginning of the story, the grandmother tries to manipulate the son from going on vacation to Florida. She did not want to go to Florida; she wanted to go to Tennessee. She had friends she wanted to visit in Tennessee and was disappointed that she was not getting her way to go there. She had even noticed an article in the newspaper that her son was reading about how a guy “that calls himself The Misfit is aloose from Federal Pen and headed toward Florida” (Glaspell, 1916, p. 117). She gave this as a reason that going to Florida would not be a good idea. Neither the son nor the daughter-in-law listened to her, and she then turned to her grandkids in hopes that trying to scare them would make them upset and get her sons attention. The kids did not get scared but rather turned her manipulation back on her letting her know they did not care if she went on the trip. Her granddaughter June Star even stated the reason her grandmother would not stay home was that she was “afraid she’d miss something” (Glaspell, 1916, p. 117).
When the family first got in the car going on the trip, the grandmother hid her cat so it would not be left behind. Her son would not approve so manipulating the situation by hiding the cat was her best option. She wore a very nice outfit that she felt a lady should wear. Her daughter-in-law was dressed as though she was wearing clothing someone would wear to do chores around the house. The grandmother wanted everyone to know she was a lady by just looking at her. If they had a wreck on the way to Florida and she passed away, she wanted anyone coming up to the scene to know she was a lady when they first laid eyes on her. To pass the time she told the kids a story about how when she was a young lady a man named Mr. Teagarden, that she had dated would bring her a “watermelon every Saturday afternoon” (Glaspell, 1916, p. 117). She stated, “she would have done well to marry Mr. Teagarden” (Glaspell, 1916, p. 117) because he became rich when he was older. Even though she would be manipulative with something’s, she still was very interactive with the kids and kept them entertained.
When the family drove through the town of Toombsboro Georgia, the grandmother began to talk about a plantation that she used to visit when she was young. She started to describe the house and lied by saying it had a secret room that no one knew about, but the people living there. The gra.
FRANNY AND ZOOEY
by J. D. Salinger
A Bantam Book
Copyright 1955, 1957, 1961, by J. D. Salinger
ISBN 0-553-20348-7
FRANNY
THOUGH brilliantly sunny, Saturday morning was overcoat weather again, not just
topcoat weather, as it had been all week and as everyone had hoped it would stay for the
big weekend— the weekend of the Yale game. Of the twenty-some young men who were
waiting at the station for their dates to arrive on the ten-fifty-two, no more than six or
seven were out on the cold, open platform. The rest were standing around in hatless,
smoky little groups of twos and threes and fours inside the heated waiting room, talking
in voices that, almost without exception, sounded collegiately dogmatic, as though each
young man, in his strident, conversational turn, was clearing up, once and for all, some
highly controversial issue, one that the outside, non-matriculating world had been
bungling, provocatively or not, for centuries.
Lane Coutell, in a Burberry raincoat that apparently had a wool liner buttoned into it,
was one of the six or seven boys out on the open platform. Or, rather, he was and he
wasn't one of them. For ten minutes or more, he had deliberately been standing just out of
conversation range of the other boys, his back against the free Christian Science literature
rack, his ungloved hands in his coat pockets. He was wearing a maroon cashmere muffler
which had hiked up on his neck, giving him next to no protection against the cold.
Abruptly, and rather absently, he took his right hand out of his coat pocket and started to
adjust the muffler, but before it was adjusted, he changed his mind and used the same
hand to reach inside his coat and take out a letter from the inside pocket of his jacket. He
began to read it immediately, with his mouth not quite closed.
The letter was written—typewritten—on pale-blue notepaper. It had a handled,
unfresh look, as if it had been taken out of its envelope and read several times before:
Tuesday I think
DEAREST LANE,
I have no idea if you will be able to decipher this as the noise in the dorm is
absolutely incredible tonight and I can hardly hear myself think. So if I spell anything
wrong kindly have the kindness to overlook it. Incidentally I've taken your advice and
resorted to the dictionary a lot lately, so if it cramps my style your to blame. Anyway I
just got your beautiful letter and I love you to pieces, distraction, etc., and can hardly wait
for the weekend. It's too bad about not being able to get ,me in Croft House, but I don't
actually care where I stay as long as it's warm and no bugs and I see you occasionally, i.e.
every single minute. I've been going i.e. crazy lately. I absolutely adore your letter,
especially the part about Eliot. I think I'm beginning to look down on all poets except
Sappho. I've been reading her like mad, and no vulgar remarks, please. I may even do my
term thing on her if I dec ...
1 Chapter 1 The cold passed reluctantly from the eartMargaritoWhitt221
1
Chapter 1
The cold passed reluctantly from the earth, and the retiring fogs revealed an army stretched out on the
hills, resting. As the landscape changed from brown to green, the army awakened, and began to tremble
with eagerness at the noise of rumors. It cast its eyes upon the roads, which were growing from long troughs
of liquid mud to proper thoroughfares. A river, amber-tinted in the shadow of its banks, purled at the army's
feet; and at night, when the stream had become of a sorrowful blackness, one could see across it the red,
eyelike gleam of hostile camp-fires set in the low brows of distant hills.
Once a certain tall soldier developed virtues and went resolutely to wash a shirt. He came flying back
from a brook waving his garment bannerlike. He was swelled with a tale he had heard from a reliable friend,
who had heard it from a truthful cavalryman, who had heard it from his trustworthy brother, one of the
orderlies at division headquarters. He adopted the important air of a herald in red and gold.
"We're goin' t' move t'morrah--sure," he said pompously to a group in the company street. "We're goin'
'way up the river, cut across, an' come around in behint 'em."
To his attentive audience he drew a loud and elaborate plan of a very brilliant campaign. When he had
finished, the blue-clothed men scattered into small arguing groups between the rows of squat brown huts.
A negro teamster who had been dancing upon a cracker box with the hilarious encouragement of twoscore
soldiers was deserted. He sat mournfully down. Smoke drifted lazily from a multitude of quaint chimneys.
"It's a lie! that's all it is--a thunderin' lie!" said another private loudly. His smooth face was flushed,
and his hands were thrust sulkily into his trouser's pockets. He took the matter as an affront to him. "I don't
believe the derned old army's ever going to move. We're set. I've got ready to move eight times in the last
two weeks, and we ain't moved yet."
The tall soldier felt called upon to defend the truth of a rumor he himself had introduced. He and the
loud one came near to fighting over it.
A corporal began to swear before the assemblage. He had just put a costly board floor in his house,
he said. During the early spring he had refrained from adding extensively to the comfort of his environment
because he had felt that the army might start on the march at any moment. Of late, however, he had been
impressed that they were in a sort of eternal camp.
Many of the men engaged in a spirited debate. One outlined in a peculiarly lucid manner all the plans
of the commanding general. He was opposed by men who advocated that there were other plans of
campaign. They clamored at each other, numbers making futile bids for the popular attention. Meanwhile,
the soldier who had fetched the rumor bustled about with much importance. He was continually assailed by
questions.
"What's up, Jim?"
"Th'army's goin' t' move."
"Ah, what y ...
The Address_Marga_Minco_XI_English
The Address by Marga Minco is a short war-fiction story about a family lost in the heat and hatred of WW-II. The story is staged immediately after the Second World War. In this world war, Hitler and his Nazi army carried out brutalities on Jews. They sent millions of Jews from almost all parts of Europe to the concentration camps to die. That’s was shocking and equally sad.
This short story is a poignant (/ˈpɔɪnjənt/) account of a daughter who goes in search of her mother’s belongings after the War, in Holland. When she finds them, the objects evoke memories of her earlier life. However, she decides to leave them all behind and resolves to move on.
1 Question Information refinement means taking the system requi.docxmercysuttle
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docxmercysuttle
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
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Introduction The Reed Anna Seghers, East Germany, 19.docxnormanibarber20063
Introduction "The Reed"
Anna Seghers, East Germany, 1965
Anna Seghers (1900-1983), a pseudonym for Netty Reiling, was
born in Mainz and grew up in a middle-class Jewish family. Her
earliest literary influences include the classical German
literature of the 18th and 19th century, a tradition which
defines her own narrative style. Between 1920 and 1924, Seghers
studied art history and philology at the universities of
Heidelberg and Cologne, and in 1925 she became one of the first
women in Germany to receive her Ph.D. Although 1925 also saw the
publication of her first story, Anna Seghers did not receive wide
recognition until 1928 when her first novel, The Uprising of the
Fishermen of St. Barbara, received the prestigious Kleist Prize,
an annual award that is given anonymously for the best work of a
new author. While the jury members were correct in predicting
the future success of the new author, they were totally incorrect
in their assumptions about the gender of this new literary
figure. All references to the stark and powerful style of the
young male author proved to be somewhat embarrassing for the
members of the jury.
The year 1928 was an auspicious one for Anna Seghers in yet
another sense, it was also the year in which she joined the
German Communist Party. Her joining the Party may have been
motivated by factors ranging from a basic humanistic hope for
social change to the politically charged climate of Germany in
the 20s, including the influence of her husband Laszlo Radvanyi,
a Hungarian political emigre whom she met and married in 1926.
She remained a loyal, if often critical member of the German
Communist Party throughout her life.
After fleeing Nazi Germany in 1933 and after spending years
of exile in France and Mexico, Anna Seghers returned to her
native land in 1947 where she quickly became the matriarch of
East German literature. Not only did she serve as an
international representative of her Party and her country, she
also became a supporter and role model for a whole new generation
of East German authors in the sixties and seventies, especially
Christa Wolf.
"The Reed" was taken from a collection of short stories that
was published in 1965. In it the reader follows the evolution of
the main character, Marta Emrich, through the dangers of the war
years to the difficulties of the fledgling East Germany. How
does the larger stage of historical events intersect with the
lives of the characters? To what extent does the main character
represent typically middle-class values and does she change in
the course of the story? Why would Anna Seghers portray a woman
like Marta rather than a political activist such as herself? As
readers of the 1990s, what reaction do you have to Anna Seghers'
portrayal of the female character?
Anna Seghers, "The Reed," trans. Benito's Blue and Nine
Other Stories, (East Berlin: Seven Seas Books,)
), 144.
Last Name 3First & Last NameEnglish 101Section #DateEss.docxsmile790243
Last Name 3
First & Last Name
English 101/Section #
Date
Essay #6
Disappointment
"The Story of an Hour" is a short story in which Kate Chopin, the author, presents an often unheard of view of marriage. Mrs. Louise Mallard, Chopin's main character, experiences the exhilaration of freedom rather than the desolation of loneliness after she learns of her husband's death. Later, when Mrs. Mallard learns that her husband, Brently, still lives, she know that all hope of freedom is gone. The crushing disappointment kills Mrs. Mallard. Published in the late eighteen hundreds, the oppressive nature of marriage in "The Story of an Hour" may well be a reflection of, though not exclusive to, that era.
Though Chopin relates Mrs. Mallard's story, she does not do so in first person. Chopin reveals the story through a narrator's voice. The narrator is not simply an observer, however. The narrator knows, for example, that Mrs. Mallard, for the most part, did not love her husband (paragraph 15). It is obvious that the narrator knows more than can be physically observed. Chopin, however, never tells the reader what Mrs. Mallard is feeling. Instead, the reader must look into Mrs. Mallard's actions and words in order to understand what Mrs. Mallard feels.
Mrs. Mallard is held back in her marriage. The lines of her face "bespoke repression" (paragraph 8). When Mrs. Mallard learns of her husband's death, she knows that there will "be no powerful will bending her" (paragraph 14). There will be no husband who believes he has the "right to impose a private will upon a fellow creature" (paragraph 14). Mrs. Mallard acknowledges that her husband loved her. Brently had only ever looked at Mrs. Mallard with love (paragraph 13). This information implies to the reader that Brently is not a bad man; he simply believes that it is his right, and perhaps his obligation as a husband, to direct Mrs. Mallard in everything she does. When Mrs. Mallard learns of her husband's death, she realizes that he will no longer be there to repress her; there will be no one, save her, to direct her will. Then, in a crushing blow, everything she has just realized and begun to look forward to is stolen from her grasp.
Upon learning of her husband's death, Mrs. Mallard realizes that she is now free. She repeats the words "Free, free, free!" (paragraph 11) and feels her body come alive. Her pulse beats faster; her blood runs warmer; her eyes brighten (paragraph 11). Mrs. Mallard knows that from now on she can live for herself and no one else, that "all sort of days…would be her own" (paragraph 19). Mrs. Mallard sees the chance to live out the rest of her days for herself; she sees the opportunity to be her own person. Mrs. Mallard now looks forward to a long life. She had previously dreaded the years ahead spent under the thumb of her husband (paragraph 19). Now, though, Mrs. Mallard is someone who has much to look forward to and many joys to appreciate. This opportunity ...
Running head GRANDMOTHER1GRANDMOTHER5Grandm.docxwlynn1
Running head: GRANDMOTHER 1
GRANDMOTHER 5
Grandmother
EW
Grandmother
When thinking of the characteristics of a grandmother what does one think about? In the story “A Good Man is Hard to Find” by Flannery O’Connor it is written from the perspective of the grandmother. With it being told from her perspective it shows how she feels and her opinion. Even if the grandmother looks down on someone she still can find the good in others, well if it is to her advantage. A characteristic of this grandmother is someone who tries to manipulate others to get her way.
At the beginning of the story, the grandmother tries to manipulate the son from going on vacation to Florida. She did not want to go to Florida; she wanted to go to Tennessee. She had friends she wanted to visit in Tennessee and was disappointed that she was not getting her way to go there. She had even noticed an article in the newspaper that her son was reading about how a guy “that calls himself The Misfit is aloose from Federal Pen and headed toward Florida” (Glaspell, 1916, p. 117). She gave this as a reason that going to Florida would not be a good idea. Neither the son nor the daughter-in-law listened to her, and she then turned to her grandkids in hopes that trying to scare them would make them upset and get her sons attention. The kids did not get scared but rather turned her manipulation back on her letting her know they did not care if she went on the trip. Her granddaughter June Star even stated the reason her grandmother would not stay home was that she was “afraid she’d miss something” (Glaspell, 1916, p. 117).
When the family first got in the car going on the trip, the grandmother hid her cat so it would not be left behind. Her son would not approve so manipulating the situation by hiding the cat was her best option. She wore a very nice outfit that she felt a lady should wear. Her daughter-in-law was dressed as though she was wearing clothing someone would wear to do chores around the house. The grandmother wanted everyone to know she was a lady by just looking at her. If they had a wreck on the way to Florida and she passed away, she wanted anyone coming up to the scene to know she was a lady when they first laid eyes on her. To pass the time she told the kids a story about how when she was a young lady a man named Mr. Teagarden, that she had dated would bring her a “watermelon every Saturday afternoon” (Glaspell, 1916, p. 117). She stated, “she would have done well to marry Mr. Teagarden” (Glaspell, 1916, p. 117) because he became rich when he was older. Even though she would be manipulative with something’s, she still was very interactive with the kids and kept them entertained.
When the family drove through the town of Toombsboro Georgia, the grandmother began to talk about a plantation that she used to visit when she was young. She started to describe the house and lied by saying it had a secret room that no one knew about, but the people living there. The gra.
FRANNY AND ZOOEY
by J. D. Salinger
A Bantam Book
Copyright 1955, 1957, 1961, by J. D. Salinger
ISBN 0-553-20348-7
FRANNY
THOUGH brilliantly sunny, Saturday morning was overcoat weather again, not just
topcoat weather, as it had been all week and as everyone had hoped it would stay for the
big weekend— the weekend of the Yale game. Of the twenty-some young men who were
waiting at the station for their dates to arrive on the ten-fifty-two, no more than six or
seven were out on the cold, open platform. The rest were standing around in hatless,
smoky little groups of twos and threes and fours inside the heated waiting room, talking
in voices that, almost without exception, sounded collegiately dogmatic, as though each
young man, in his strident, conversational turn, was clearing up, once and for all, some
highly controversial issue, one that the outside, non-matriculating world had been
bungling, provocatively or not, for centuries.
Lane Coutell, in a Burberry raincoat that apparently had a wool liner buttoned into it,
was one of the six or seven boys out on the open platform. Or, rather, he was and he
wasn't one of them. For ten minutes or more, he had deliberately been standing just out of
conversation range of the other boys, his back against the free Christian Science literature
rack, his ungloved hands in his coat pockets. He was wearing a maroon cashmere muffler
which had hiked up on his neck, giving him next to no protection against the cold.
Abruptly, and rather absently, he took his right hand out of his coat pocket and started to
adjust the muffler, but before it was adjusted, he changed his mind and used the same
hand to reach inside his coat and take out a letter from the inside pocket of his jacket. He
began to read it immediately, with his mouth not quite closed.
The letter was written—typewritten—on pale-blue notepaper. It had a handled,
unfresh look, as if it had been taken out of its envelope and read several times before:
Tuesday I think
DEAREST LANE,
I have no idea if you will be able to decipher this as the noise in the dorm is
absolutely incredible tonight and I can hardly hear myself think. So if I spell anything
wrong kindly have the kindness to overlook it. Incidentally I've taken your advice and
resorted to the dictionary a lot lately, so if it cramps my style your to blame. Anyway I
just got your beautiful letter and I love you to pieces, distraction, etc., and can hardly wait
for the weekend. It's too bad about not being able to get ,me in Croft House, but I don't
actually care where I stay as long as it's warm and no bugs and I see you occasionally, i.e.
every single minute. I've been going i.e. crazy lately. I absolutely adore your letter,
especially the part about Eliot. I think I'm beginning to look down on all poets except
Sappho. I've been reading her like mad, and no vulgar remarks, please. I may even do my
term thing on her if I dec ...
1 Chapter 1 The cold passed reluctantly from the eartMargaritoWhitt221
1
Chapter 1
The cold passed reluctantly from the earth, and the retiring fogs revealed an army stretched out on the
hills, resting. As the landscape changed from brown to green, the army awakened, and began to tremble
with eagerness at the noise of rumors. It cast its eyes upon the roads, which were growing from long troughs
of liquid mud to proper thoroughfares. A river, amber-tinted in the shadow of its banks, purled at the army's
feet; and at night, when the stream had become of a sorrowful blackness, one could see across it the red,
eyelike gleam of hostile camp-fires set in the low brows of distant hills.
Once a certain tall soldier developed virtues and went resolutely to wash a shirt. He came flying back
from a brook waving his garment bannerlike. He was swelled with a tale he had heard from a reliable friend,
who had heard it from a truthful cavalryman, who had heard it from his trustworthy brother, one of the
orderlies at division headquarters. He adopted the important air of a herald in red and gold.
"We're goin' t' move t'morrah--sure," he said pompously to a group in the company street. "We're goin'
'way up the river, cut across, an' come around in behint 'em."
To his attentive audience he drew a loud and elaborate plan of a very brilliant campaign. When he had
finished, the blue-clothed men scattered into small arguing groups between the rows of squat brown huts.
A negro teamster who had been dancing upon a cracker box with the hilarious encouragement of twoscore
soldiers was deserted. He sat mournfully down. Smoke drifted lazily from a multitude of quaint chimneys.
"It's a lie! that's all it is--a thunderin' lie!" said another private loudly. His smooth face was flushed,
and his hands were thrust sulkily into his trouser's pockets. He took the matter as an affront to him. "I don't
believe the derned old army's ever going to move. We're set. I've got ready to move eight times in the last
two weeks, and we ain't moved yet."
The tall soldier felt called upon to defend the truth of a rumor he himself had introduced. He and the
loud one came near to fighting over it.
A corporal began to swear before the assemblage. He had just put a costly board floor in his house,
he said. During the early spring he had refrained from adding extensively to the comfort of his environment
because he had felt that the army might start on the march at any moment. Of late, however, he had been
impressed that they were in a sort of eternal camp.
Many of the men engaged in a spirited debate. One outlined in a peculiarly lucid manner all the plans
of the commanding general. He was opposed by men who advocated that there were other plans of
campaign. They clamored at each other, numbers making futile bids for the popular attention. Meanwhile,
the soldier who had fetched the rumor bustled about with much importance. He was continually assailed by
questions.
"What's up, Jim?"
"Th'army's goin' t' move."
"Ah, what y ...
The Address_Marga_Minco_XI_English
The Address by Marga Minco is a short war-fiction story about a family lost in the heat and hatred of WW-II. The story is staged immediately after the Second World War. In this world war, Hitler and his Nazi army carried out brutalities on Jews. They sent millions of Jews from almost all parts of Europe to the concentration camps to die. That’s was shocking and equally sad.
This short story is a poignant (/ˈpɔɪnjənt/) account of a daughter who goes in search of her mother’s belongings after the War, in Holland. When she finds them, the objects evoke memories of her earlier life. However, she decides to leave them all behind and resolves to move on.
Similar to 1 Ernest Hemingway, Soldiers Home (1925) Krebs w.docx (20)
1 Question Information refinement means taking the system requi.docxmercysuttle
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docxmercysuttle
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
1
R1
20
V1
1Vac
0Vdc R2
100
V
C1
3m
ECE2280 Homework #1
1. (a) Find 𝑉!/𝑉!
(b) Find the Thevenin equivalent between terminals a-b.
Assume that Vg is the input signal. Find the Thevenin equivalent between terminals a-b.
2. Use the solution from Problem 1.
(a)If Vg=2V DC, what is the output at Vo?
(b)If Vg=5V DC, what is the output at Vo?
(c)If Vg=sin(10t), what is the output at Vo? Make a rough sketch of Vo and Vg.
(d) Note that this is an amplifier – the output is linearly related to the input by a gain value. Mathematically, this is
expressed as:
𝑉𝑜𝑢𝑡
𝑉𝑖𝑛
= (𝑔𝑎𝑖𝑛)
For this circuit, what variable is Vout and Vin. What is the numerical gain value?
3. Sketch the following waveforms. Identify the dc component of the waveform and the ac component of the
waveform.
a. Vs=10cos(2πt)
b. Vs=3V+3cos(3t)
c. Vs=5V±0.5V
4. Explain in your own words the procedural steps for plotting Bode Plots. (Note: I would prepare this question for use
during an exam)
Use the following figure for Problems 5-10:
5. Derive the transfer function 𝐻 𝑠 =
!!
!!
by hand.
6 and 7. Use Multisim to draw the circuit and print it out.
8. Simulate the circuit in Mulitsim to obtain the Bode Plots for the circuit.
9. Use MATLAB and the result of the hand derivation to obtain the Bode Plots.
10. Sketch the straight-line approximation of the magnitude Bode plot on the same graph as that printed out in Problem 9.
Note that Multisim plots the results over frequency and the derived transfer function uses 𝜔.
+ _
10Ω
8v1
+
_
a
b
2v2
40Ω
+
v1
-
5Ω 40Ω
20Ω
6Ω
10Ω _
v2
+
Sales and Disposal of Assets
After reviewing the scenario, explain the impact that the adjusted basis has on the calculation of tax liability, and propose at least two (2) tax-planning strategies for reducing, eliminating, or deferring the payment of capital gains taxes. Also, discuss other alternatives aimed at optimizing deductions or reducing taxes, such as selling the property to an unrelated third party which, in turn, allows losses to be deductible expenses.
Imagine that you are a tax consultant and a client needs your advice on how to reduce his tax liability on the sale of depreciable assets that have not been fully depreciated. The client has identified three (3) long-term depreciable assets and assumes that he will be able to pay capital gains taxes on the profit from their sale. It would be to your client’s advantage to treat a taxable gain as long-term capital gain to which lower rates apply and a loss is categorized as an ordinary loss, which can offset ordinary loss, which can offset ordinary income. Discuss the treatment of gains and losses for Section 1231 and Section 1245 of the Internal Revenue Code, and recommend at least three (3) tax-planning strategies that would assist the client in reducing his tax liability. Provide support for you
1
PSYC 499: Senior Capstone
The Impact of the Social on the Individual
Class Syllabus
Spring/2020
Class Cycle: Monday - Sunday
Instructor: Tara West
Contact Information: [email protected]
Office Hours: Mondays, 2pm – 3pm (or by appointment)
NOTE: When emailing, please include your name and class in the subject line
Course Materials:
• Lesko, W.A. (2012). Readings in social psychology: General, classic, and contemporary
selections (8th ed.). New York, NY: Pearson. ISBN: 978-0-205-17967. (Required)
• American Psychological Association (2019). Concise Rules of APA Style (7th ed.).
Washington, DC: American Psychological Association. ISBN: 978-1433832178.
(Recommended)
Type of Course: Required
Field of Study: Psychology
Credits: 3 credits, undergraduate
Pre-requisites:
Completion of all required courses (Level 2 and Level 3) and permission.
Course Description:
All students will complete a senior research project under the direction of a faculty mentor, with a
topic within the track in which the student has completed at least three courses. This capstone
project will build upon work done in previous courses, allowing students to apply methods of
scholarly and/or action research to specific psychological issues. Projects may be completed in
small research groups or individually.
Course Summary:
This capstone project will build upon work completed in previous courses, allowing students to
apply methods of scholarly and/or action research to the field of Social Psychology, specifically the
impact of the social world on individuals.
Course Goals:
The objectives for this course include: gaining a theoretical knowledge base about the interplay
between individuals and their environments, gaining first-hand experience with the many steps
involved with research, the interpretation of research, and the presentation of research, using APA
formatting. Likewise, you will increase your familiarity with reading (and finding) primary sources.
Although only a few of you may pursue careers as researchers, all of you are consumers of research.
As such, a major goal for this course is to develop your capacity to critically think about, evaluate,
and critique the scientific evidence that is often presented in journal articles, newspapers,
magazines, and on television.
2
Learning Objectives/ Outcomes:
o Students should be able to:
• Conduct a review of research in a specific area of Psychology.
• Understand the strengths and weaknesses of scientific research.
• Interpret and generalize appropriately from research results.
• Evaluate the appropriateness of conclusions derived from psychological research.
• Use the concepts, language, and major theories of the discipline to account for
psychological phenomena in the context of social psychology.
• Use reasoning to recognize, develop, defend, and criticize arguments.
• Articulate how psycholo ...
1 Politicking is less likely in organizations that have· adecl.docxmercysuttle
1 Politicking is less likely in organizations that have
·
adeclining resources
·
high role ambiguity
·
clear performance appraisal systems
·
democratic decision making
2 In convergent periods, the role of executive management is to
·
develop new strategies for the problems at hand
·
shift middle managers to promote new views
·
reemphasize the mission and core values
·
challenge middle managers to reinvent their departments
3 Periods of convergence are those in which an organization
·
is in turmoil
·
seeks to improve its situation with relatively minor changes
·
must downsize to conserve resources
·
employs new strategies to advance the organization
4 Transformational change in an organization
·
is always necessary to some degree
·
is best delivered by a top-down plan
·
has no defined formula
·
is best delivered by a bottom-up plan
5 A person likely to participate in political behavior
·
believes he or she has little influence
·
has a desire for power
·
is a social nonconformist
·
is insensitive to social cues
6 To keep a strategy in focus, effective managers employ
·
rigid implementation
·
piecemeal implementation
·
simple goals
·
central themes
7 An influence tactic that relies on rank and enforcement of group goals is
·
legitimacy
·
coalitions
·
pressure
·
personal appeals
8 During organizational change, employee–management interfaces such as workshops and retreats
·
initiate
·
distract the participants from the real issues
·
help employees overcome downsizing issues
·
solve communication problems relatively short-term periods of high-energy action
9 Buck passing and scapegoating when politics is seen as a threat are forms of
·
defensive behaviors
·
offensive behaviors
·
suppression
·
aggression
10 A primary goal of politics in the workplace is to
·
exclude undesirable peers
·
form alliances
·
promote organizational goals
·
secure limited resources
11 Political behavior in the workplace
·
works only in an upward or lateral influence direction
·
attempts to influence decision making
·
is unlikely in a well-run organization
·
works only in a lateral influence direction
12 Impression management sends _____ messages that may be _____ under other circumstances.
·
false, true
·
ethical, unethical
·
true, false
·
convincing, unconvincing
13 The formulation and implementation of a strategy
·
are separate and sequential processes
·
must be completely defined before action is taken
·
are ongoing events within an organization
·
follow strict, unalterable guidelines
14 Surveys of seasoned managers reveal they believe politics in the workplace is
·
always unethical
·
part of some job requirements
·
a major part of organizational life
·
ineffective
15 With downward influence, power tactics preferred by U.S. managers include
·
personal appeals
·
inspirational appeals
·
coalitions
·
influence
16 Hard power tactics best influence those with which following characteristic?
·
High se ...
1 page2 sourcesReflect on the important performance management.docxmercysuttle
1 page
2 sources
Reflect on the important performance management theories and practices covered during the past six weeks. Describe one key point that you will apply to the work environment immediately. Highlight the specific course learning outcome(s) that relate(s) to this important takeaway. Also, mention the specific reading materials and/or theories that you found to be most applicable.
Required Text
Pulakos, E.D. (2009). Performance management: A new approach for driving business results. (1st ed.). West Sussex, United Kingdom: Wiley-Blackwell. ISBN: 9781405177610.
Chapter 9: Conclusion
Required References
de Leeuw, S., van den Berg, P (2011). Improving operational performance by influencing shopfloor behavior via performance management practices. Journal of Operations Management, 29, 3, 224-233. (Retrieved from http://www.isihome.ir/freearticle/ISIHome.ir-21006.pdf)
Fulmer, R.M., Stumpf, S.A. & Bleak, J. (2009). The strategic development of high potential leaders. Strategy & Leadership, 37(3), 17-22. (Retrieved from ProQuest).
Recommended References
Turnbull, H., Greenwood, R., Tworoger, L., & Golden, C. (2009). Diversity and inclusion in organizations: Developing an instrument for identification of skill deficiencies. Allied Academies International Conference. Academy of Organizational Culture, Communications and Conflict. Proceedings, 14(1), 28-33(Retrieved from ProQuest).
PLEASE HAVE THESE PARAGRAPH REWORDED IN YOUR OWN WORDS.
PLEASE DO NOT USE THE SAME WORDS AS IN THE PARAGRAPH.
· 1-According to chapter 8, a team is small number of people with similar skills who are committed to one ambition, performance goals, and pursuit for which they hold themselves accountable. In the other hand, a group is two or more people freely interacting who share norms and goals and have a common identity. The size of a group is limited by the potential for mutual interaction and mutual awareness. I was part of team during my military service, which I agree with the chapter that a team is more than just a group, because all my team members worked together towards a common goal and we all share responsibility for the team's success. The team I was part of was a 'fire team' that is a small military subunit of infantry designed to optimize bounding over watch, and fire and movement tactical within a hostile urban environment
·
· 2-At work, I am currently assigned to a group of customer service. This group or department consists of 12 employees, which all members have a shared knowledge of the group's objectives, but specific responsibilities are assigned to each of us. The purpose or objectives of our group is to troubleshoot technical problems, provide excellent customer support service, and address solutions to customers. The main factor of our group success is due to the manager in control of the group who also coordinate our individuals efforts. I would not change anything in my group, but I would add weekly meetings to see the end result ...
1 of 402.5 PointsUse Cramer’s Rule to solve the following syst.docxmercysuttle
1 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + 2y = 3
3x - 4y = 4
A. {(3, 1/5)}
B. {(5, 1/3)}
C. {(1, 1/2)}
D. {(2, 1/2)}
2 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y - z = -2
2x - y + z = 5
-x + 2y + 2z = 1
A. {(0, -1, -2)}
B. {(2, 0, 2)}
C. {(1, -1, 2)}
D. {(4, -1, 3)}
3 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
2x = 3y + 2
5x = 51 - 4y
A. {(8, 2)}
B. {(3, -4)}
C. {(2, 5)}
D. {(7, 4)}
4 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y = 17
2x + 3y = 3
A. {(3, -1)}
B. {(2, -1)}
C. {(3, -7)}
D. {(2, 0)}
5 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y - 6z = -1
x - 2y - 5z = -12
2x - y = 7
A. {(2, -3, 4)}
B. {(5, -7, 4)}
C. {(3, -3, 3)}
D. {(1, -3, 5)}
6 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
3x - 4y = 4
2x + 2y = 12
A. {(3, 1)}
B. {(4, 2)}
C. {(5, 1)}
D. {(2, 1)}
Reset Selection
7 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y + z = 0
2x - y + z = -1
-x + 3y - z = -8
A. {(-1, -3, 7)}
B. {(-6, -2, 4)}
C. {(-5, -2, 7)}
D. {(-4, -1, 7)}
8 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
3x1 + 5x2 - 8x3 + 5x4 = -8
x1 + 2x2 - 3x3 + x4 = -7
2x1 + 3x2 - 7x3 + 3x4 = -11
4x1 + 8x2 - 10x3+ 7x4 = -10
A. {(1, -5, 3, 4)}
B. {(2, -1, 3, 5)}
C. {(1, 2, 3, 3)}
D. {(2, -2, 3, 4)}
9 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y + z = 4
x - y - z = 0
x - y + z = 2
A. {(3, 1, 0)}
B. {(2, 1, 1)}
C. {(4, 2, 1)}
D. {(2, 1, 0)}
10 of 40
2.5 Points
Solve the system using the inverse that is given for the coefficient matrix.
2x + 6y + 6z = 8
2x + 7y + 6z =10
2x + 7y + 7z = 9
The inverse of:
2
2
2
6
7
7
6
6
7
is
7/2
-1
0
0
1
-1
-3
0
1
A. {(1, 2, -1)}
B. {(2, 1, -1)}
C. {(1, 2, 0)}
D. {(1, 3, -1)}
Reset Selection
11 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to the following system of equations, or show that none exists.
2w + x - y = 3
w - 3x + 2y = -4
3w + x - 3y + z = 1
w + 2x - 4y - z = -2
A. {(1, 3, 2, 1)}
B. {(1, 4, 3, -1)}
C. {(1, 5, 1, 1)}
D. {(-1, 2, -2, 1)}
12 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y = 7
x - y = 3
A. {(7, 2)}
B. {(8, -2)}
C. {(5, 2)}
D. {(9, 3)}
13 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to each system.
x1 + 4x2 + 3x3 - 6x4 = 5
x1 + 3x2 + x3 - 4x4 = 3
2x1 + 8x2 + 7x3 - 5x4 = 11
2x1 + 5x2 - 6x4 = 4
A. {(-47t + 4, 12t, 7t + 1, t)}
B. {(-37t + 2, 16t, -7t + 1, t)}
...
1 of 6 LAB 5 IMAGE FILTERING ECE180 Introduction to.docxmercysuttle
1 of 6
LAB 5: IMAGE FILTERING
ECE180: Introduction to Signal Processing
OVERVIEW
You have recently learned about the convolution sum that serves as the basis of the FIR filter difference equation. The filter
coefficient sequence {𝑏𝑘} – equivalent to the filter’s impulse response ℎ[𝑛] – may be viewed as a one-dimensional moving
window that slides over the input signal 𝑥[𝑛] to compute the output signal 𝑦[𝑛] at each time step. Extending the moving
window concept to a 2-D array that slides over an image pixel array provides a useful and popular way to filter an image.
In this lab project you will implement two types of moving-window image filters, one based on convolution and the other
based on the median value of the pixel grayscale values spanned by the window. You will also gain experience with the
built-in image convolution filter imfilter.
OUTLINE
1. Develop and test a 33 median filter
2. Develop and test a 33 convolution filter
3. Evaluate the median and convolution filters to reduce noise while preserving edges
4. Study the behavior of various 33 convolution filter kernels for smoothing, edge detection, and sharpening
5. Learn how to use imfilter to convolution-filter color images, and study the various mechanisms offered by
imfilter to deal with boundary effects
PREPARATION – TO BE COMPLETED BEFORE LAB
Study these tutorial videos:
1. Nested “for” loops -- http://youtu.be/q2xfz8mOuSI?t=1m8s (review this part)
2. Functions -- http://youtu.be/0zTmMIh6I8A (review as needed)
Ensure that you have added the ECE180 DFS folders to your MATLAB path, especially the “images” and “matlab” subfolders.
Follow along with the tutorial video http://youtu.be/MEqUd0dJNBA, if necessary.
LAB ACTIVITIES
1. Develop and test a 33 median filter function:
1.1. Implement the following algorithm as the function med3x3:
TIP: First implement and debug the algorithm as a script and then convert it to a function as a final step. Use any
of the smaller grayscale images from the ECE180 “images” folder as you develop the function, or use the test
image X described in the Step 1.2.
(a) Create the function template and save it to an .m file with the same name as the function,
(b) Accept a grayscale image x as the function input,
http://youtu.be/q2xfz8mOuSI?t=1m8s
http://youtu.be/0zTmMIh6I8A
http://youtu.be/MEqUd0dJNBA
2 of 6
(c) Copy x to the output image y and then initialize y(:) to zero; this technique creates y as the same size and
data type as x,
(d) Determine the number of image rows and columns (see size),
(e) Loop over all pixels in image x (subject to boundary limits):
Extract a 33 neighborhood (subarray) about the current pixel,
Flatten the 2-D array to a 1-D array,
Sort the 1-D array values (see sort),
Assign the middle value of the sorted array to the current output pixel, and
(f) Return the median-filtered image y.
1.2. Enter load lab_5_verify to load the
1 Objectives Genetically transform bacteria with for.docxmercysuttle
1
Objectives
Genetically transform bacteria with
foreign DNA and induce
expression of genes encoded on
DNA to produce novel
Isolate chromosomal DNA from
Introduction
In this portion of the lab, you will perform a
procedure known as genetic
transformation. that a gene is
a piece of DNA that provides the
instructions for making (codes for) a
protein. This gives an organism a
particular trait. Genetic transformation
literally means change caused by genes,
involves the insertion of a gene into an
organism in order to change the organism’s
trait. transformation is used in
many areas of biotechnology. In
agriculture, genes coding for traits such as
pest, or spoilage resistance can be
genetically transformed into plants. In
bioremediation, bacteria can genetically
transformed with genes enabling them to
digest oil spills. In medicine, diseases
caused defective genes are beginning
to be treated by gene therapy; that is, by
genetically transforming a person’s
cells with healthy copies of the defective
gene that causes the
You will use a procedure to transform
bacteria with a gene that codes for Green
Fluorescent (GFP). The real-life
source of this gene is the bioluminescent
jellyfish Aequorea victoria.
Fluorescent Protein causes the jellyfish to
fluoresce and glow in the dark.
LAB TOPIC 10: Nucleic Acids and Genetic Transformation
Following the procedure,
the bacteria express their newly acquired
jellyfish gene and produce the fluorescent
which causes them to glow a
brilliant green color under ultraviolet
In this activity, you will learn about the
process of moving genes from one organism
to another with aid of a plasmid. In
nature, bacteria can transfer plasmids back
and forth allowing them to share
beneficial genes. This natural mechanism
allows bacteria to adapt to new
environments. The occurrence of
bacterial resistance to is due to
the transmission of
Genetic transformation involves
insertion of some new DNA into the E.
cells. In addition to one large
bacteria often contain one or more
circular pieces of DNA called
Plasmid DNA usually contains genes for
than one trait. Scientists can use a
called genetic engineering to insert
coding for new traits into a plasmid.
In case, the pGLO plasmid carries the
GFP that codes for the green
fluorescent protein and a gene (bla) that
codes for a protein that gives the
resistance to an antibiotic. The genetically
engineered plasmid can then be used to
genetically bacteria to give them
this new
Figure 10.1 Bacterial cell undergoing genetic transformation with the pGLO
plasmid
Exercise 10.1
Bacterial Transformation
2
Pre-lab exercises:
Since scientific laboratory investigations
are designed to get information about a
question, our first might be to
formulate some questions for this
Can we genetically transform an organism?
Which organism is
1. To genetically tra ...
1 of 8
Student name: …………….
Student ID: …………….
The Effect of Social Media on the English Language
2 of 8
Table Of Content:
Abstract 3
Introduction 3
Literature review 3
Significance of Research 4
Research Question 4
Methodology 4
Ethical Considerations 4
Limitations of the study 4
Expected results 5
Conclusion 5
References 6
Appendix 7
3 of 8
Abstract:
Giving the popularity of social networking sites lately, it has made an effect on the English
language either in a positive way by adding new words to the dictionary a negative way by misus-
ing the grammar and using incorrect abbreviated words like turning “you’re” to “your’. In this re-
search proposal I would like to investigate what the effect of using social networks has on the Eng-
lish language and see if it was more positive than negative and vice versa. I will be making a survey
page to collect data on the way people use these sites. Furthermore, we will see if people know the
importance of using proper English and try to make social networking sites improve our way of us-
ing the English language.
Introduction:
Technology has changed rapidly in the past five years, we became more reliant on our smart phones
and it completely changed the way we communicate with each other in our everyday life, it made it
easier for us to interact with people across the world with a single touch through social networking
sites, such as Twitter, Facebook and YouTube. Technology is clearly having some impact on the
English language and the words we use. Recently we saw how some Internet words have made it to
the Oxford dictionary this proves the impact it made, for example the word “Tweet” which means
according to the dictionary: “a posting made on the social networking service Twitter”. However,
some people think that it is okay to misuse Grammar or word spelling on social networking sites,
for instance, using “your” instead of “You’re”. So do these sites make a positive or a negative im-
pact on the English language?
Literature review:
A research titled “5 Ways That Social Media Benefits Writing the English language” written by
Mallary Jean Tenore in 2013 mentioned some ways that social media benefits writing and language,
such as how it increases the awareness of mistakes, when people make grammatical or spelling mis-
takes people will point them out via these websites therefore we become more aware of our spelling
and grammar thus improving our language. She also talked about how it creates new words and
meaning, such as “googled”, “tweeted”, “Friended”. She said that it also spotlight short writings
meaning it valued short storytelling with Vine videos where you have just six seconds to give a
message and in twitter you only have 140 characters to use which forces you to make every word
count.
4 of 8
Another research called Social networkin ...
1
MATH 106 QUIZ 4 Due: by 11:59 PM, Sunday, September 22, 2013,
(take-home part) via the Assignment Folder
NAME: _______________________________
I have completed this assignment myself, working independently and not consulting anyone except the
instructor.
INSTRUCTIONS
The take-home part of Quiz 4 is worth 75 points. There are 10 problems (5 pages), some with multiple parts.
This quiz is open book and open notes. This means that you may refer to your textbook, notes, and online
classroom materials, but you must work independently and may not consult anyone (and confirm this with
your submission). You may take as much time as you wish, provided you turn in your quiz no later than
Sunday, September 22, 2013.
Show work/explanation where indicated. Answers without any work may earn little, if any, credit. You
may type or write your work in your copy of the quiz, or if you prefer, create a document containing your work.
Scanned work is acceptable also. In your document, be sure to include your name and the assertion of
independence of work.
General quiz tips and instructions for submitting work are posted in the Quizzes conference.
If you have any questions, please contact me via Private Message in WebTycho.
1. (4 pts) Determine how many six-character codes can be formed if the first, second, third, and
fourth characters are letters, the fifth character is a nonzero digit, the sixth character is an odd
digit, and repetition of letters and digits are allowed. (A digit is 0, 1, 2, .., or 9.) Show your
work . 1. ______
A. 720
B. 175,760
C. 790,920
D. 20,563,920
2. (4 pts) Suppose that a multiple choice exam has seven questions and each question has five
choices. In how many ways can the exam be completed? Show your work. 2. ______
A. 35
B. 4,096
C. 16,807
D. 78,125
2
3. (4 pts) Given the feasible region shown to
the right, find the values of x and y that
minimize the objective function 8x + 7y.
Show your Work. 3. _______
A. There is no minimum.
B. (x, y) = (6, 0)
C. (x, y) = (3, 2)
D. (x, y) = (1, 4)
E. (x, y) = (0, 7)
4. (4 pts) Six customers in a grocery store are lining up at the check-out. In how many different
orders can the customers line up? Show your work. 4. _______
A. 6
B. 36
C. 720
D. 46,656
5. (4 pts) A restaurant’s menu has six appetizers, four entrees, and five beverages. To order dinner, a
customer must choose one entrée and one beverage, and may choose one appetizer. (That is, a dinner
must include one entrée and one beverage, but not necessarily an appetizer. An appetizer is optional.)
How many different dinners can be ordered? Show your work. ...
1 MN6003 Levis Strauss Case Adapted from Does Levi St.docxmercysuttle
1
MN6003 Levis Strauss Case:
Adapted from: “Does Levi Strauss still fit
America?” by Caroline Fairchild October 6, 2014,
Fortune Magazine and “Levi Strauss - The Boss
and the yogi” Jul 12th 2014 from the Economist
It used to be the only name in denim. Today the
161-year-old family owned company is just one
name among hundreds. Can anyone bring the
blue jeans pioneer back to its old glory? Enter
Chip Bergh—a former P&G brand whiz who once
made razorblades cool. Chip Bergh is not an
“apparel guy,” he says, while walking through
Levi’s Stadium in Santa Clara, California, the new
home of the San Francisco 49ers. Levi’s 20-year,
$220 million investment in the naming rights for
the 49ers stadium is part of a larger push to tap
into the nostalgia Bergh believes everyone has
for the brand. Despite the setting, Bergh isn’t
really a “sports guy” either. He is much more of a
company man. “I still bleed Procter & Gamble
blue,” he says about his former employer.
A crowd full of fans wearing your clothing is the
fantasy of anyone heading an apparel company.
But at Levi—the largest jeans company in the
world and the undisputed founder of the
category—the fantasy has been far from reality
for a long time. The creator of the 501 has
struggled to keep its brand relevant for what
Bergh calls Levi’s “Lost Generation.” For 120
years the term “Levi’s” was synonymous with
“blue jeans.” Then came the turn of the 21st
century, when a fashion explosion in denim
suddenly gave shoppers a range of high-end
choices—including brands like 7 For All Mankind
(founded in 2000) and True Religion (2002),
whose labels sounded more like cults than pants.
At the same time, lower-end rivals that had been
kicking around for a while (Lee and Wrangler)
began nibbling away at market share and
consumers defected to cheaper jeans, sold by
“fast-fashion” retailers like Zara and H&M. Levi
got lost in the middle. With $7.1 billion in 1996
sales, the company used to be bigger than Nike.
By 2003, Levi’s revenues had bell-bottomed out
to $4.2 billion. Over the next decade, sales rose
only barely as the company failed to translate
affection for the brand into actual purchases.
Levi’s design team was late to key trends, like
colored denim for women and more tailored jeans
for men. Once in the top quintile of
the Fortune 500, Levi dropped off the list in 2012.
That kind of decline would be a challenge for any
new CEO, yet Bergh, a 57-year-old vegan and
former U.S. Army captain, is bringing a discipline
to the company that had been missing for nearly
20 years. He has taken an axe to the company’s
inflated cost structure and is convinced that he
can make Levi grow again. While still relying
heavily on the classic pieces of clothing that are
the seam of the denim giant’s business (think the
button-fly jean, the white pocket tee, the trucker
jacket), Bergh is now investing i ...
1
NAME__________________
EXAM 1
Directions: Answer the following questions on the attached sheets of paper. Please adhere
to the following guidelines to reduce any suspicions of cheating:
1. KEEP YOUR EYES ON YOUR OWN EXAM AT ALL TIMES.
2. KEEP YOUR ANSWERS COVERED AT ALL TIMES.
3. Do not communicate with any other student during the exam.
4. Do not use any unauthorized prepared material during the exam.
5. Only acceptable calculators may be used on the exams.
6. Do not leave the room at any time before handing in your exam.
7. SHOW ALL OF YOUR WORK (answers may not be accepted without work
shown)
EQUATIONS
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1. A stone is thrown straight up with a speed of 25.0 m/s from the top of a building 55.0 m
tall.
a. How far above the ground will the stone go?
b. How long until the stone hits the ground?
c. What is the speed of the stone just before it hits the ground?
d. If a ball is thrown downward from the top of the same building with a speed of
25.0 m/s, will its speed just before hitting the ground be greater than, less than, or
equal to the speed of the stone just before it hits the ground? Explain. (Hint:
What is the speed of the stone when it returns to the height it was thrown?)
3
2. A ball is thrown from the top of a building of height 40m at an angle of 20˚ above the
horizontal and with an initial speed of 15m/s. Use the assumptions of projectile motion
to answer the following questions.
a. How high above the ground will the ball travel?
b. What speed will the ball have at the maximum height?
c. What is the direction of the velocity of the ball at the maximum height?
d. How far has the ball traveled horizontally when it hits the ground?
e. What will be the speed of the ball when it hits the ground?
4
3. Consider the frictionless system below. The pulley is massless and frictionless, and the
string is massless. The mass of each block is ma = 2.0 kg, mb = 1.0 kg, mc = 2.0 kg, and
md = 1.0 kg.
a. What is the acceleration of the system?
b. What is the tension in the string between block a and block b?
c. What is the tension in the string between block b and block c?
d. What is the tension in the string between block c and block d?
e. If the system is initially at rest, how long will it take block d to fall 3.0 m?
5
4. Two equal mass ...
1
Name: Chem 9, Section:
Lab Partner: Experiment Date:
Synthetic Polymers and Plastics
Part A: Physical Characteristics
Find or choose one type of each of the following plastic polymers, and report the following
characteristics:
Plastic
number
Short Name
(HDPE,
LDPE, etc)
Clear
(yes or no)
Opaque
(yes or no)
Flexibility
(can be
bent?)
Durability
(hard or
soft)
Breakability
(can be
cracked?)
Recyclable
(yes or no)
1
2
3
4
5
6
7
Part B: Density Tests
Report for plastic samples in each liquid: sinks rapidly, sinks slowly, floats on top, floats below surface
Plastic
number
1:1 ethanol/water
density = 0.94 g/cm
3
Water
density = 1.0 g/cm
3
10% NaCl solution
density = 1.08 g/cm
3
1
2
3
4
5
6
Relative Plastic Densities:
Less than 0.94 g/cm
3
Less than 1.0 g/cm
3
Less than 1.08 g/cm
3
More than 1.08 g/cm
3
Ranking of densities:
(lowest) _______ _______ _______ _______ _______ _______ (highest)
2
Part C: Polymer Bouncy Balls
Polymer Ball composition Approximate height bounced Physical characteristics
Ball #1:
Ball #2
Ball #3
Questions
1. Which of the Big Six plastics was the most flexible?
2. Which of the Big Six plastics would be the best material for each of the following examples?
Use short names to identify each plastic (e.g. HDPE).
a replacement for a glass window ?
a take-out container for food?
a flexible, expandable bag for carrying items?
a lightweight bottle cap?
3. An unknown plastic floats in a 10% NaCl solution but sinks in water. What is the range of
possible density values this plastic may have? Suggest the composition of this plastic.
3
4. Why is it important to dislodge any adhering bubbles in the density tests?
5. PET plastic (number 1) is the most valuable waste plastic at the present time. Suggest a way
to separate it commercially from other waste plastics.
6. Sometimes plastic containers are made from two polymers and not just one. What would
happen to the water density test if HDPE and PVC were mixed?
7. Why are plastic recyclers very concerned about identifying the different polymers and not
mixing them together?
8. The figure below depicts polymerization of polystyrene (PS). Circle the original monomers
and determine how many monomers are present.
4
9. Polyvinylchloride (PVC) is composed of the vinyl chloride monomer. The monomer
structure and general reaction are shown at right.
Draw a polyvinyl chloride polymer composed of five
monomers arrange ...
1 pageapasources2Third Party LogisticsBriefly describe .docxmercysuttle
1 page
apa
sources:2
Third Party Logistics
Briefly describe the basic types of third party logistics (3PL) organizations.
• Identify some of the best practices that leading companies using 3PLs have embraced.
• What value-added considerations would you take into account when considering the use of a 3PL?
• Which 3PL would provide the most suitable service to your organization? (Forwarder and Warehousing are the ones my company use.)
• What 3PLs does your organization currently use? (My company uses a freight forwarder)
What other 3PLs could you recommend to your management? Domestic Transportation.
WAVfiles/behave.wav
WAVfiles/cat_meow_x.wav
WAVfiles/cow3.wav
WAVfiles/goat2.wav
WAVfiles/gold.wav
WAVfiles/imamog.wav
WAVfiles/reach.wav
WAVfiles/README.txt
Title Artist
===== ======
behave Austin Powers
cat_meow_x Kitty
cow3 Miss Cow
goat2 Goaty
gold Snowman
imamog Mog
reach Woody
rudolph Rudolph
theme Archie and Edith
warning_alien Robot
wizoz5 Munchkins
WAVfiles/rudolph.wav
WAVfiles/theme.wav
WAVfiles/warning_alien.wav
WAVfiles/wizoz5.wav
...
1 Pageapasources2Review the Food Environment Atlas maps for.docxmercysuttle
1 Page
apa
sources:2
Review the Food Environment Atlas maps for variables that seem to affect your selected state the most.
Select a state and variables you consider relevant to represent the food environment in you chosen state.
1) Include at least two food categories from the following list:
? ACCESS
? STORES
? RESTAURANTS
? ASSISTANCE
? INSECURITY
? PRICES_TAXES
? LOCAL
2) Include at least two health variables in each of the selected food categories. Find the name and descriptions of variables in the Food Environment Atlas Resources: Excel Data and Documentation Download.
Write a 200- to 300-word plan that includes
? your selected state (Texas);
? selected food categories and health variables; and
? reasons for selection. Are your variables expressed in numbers or percentages?
Optional: Discuss choices in discussion with classmates and instructor. Write a summary of your discussion to include with this assignment.
...
1 Lab 3 Newton’s Second Law of Motion Introducti.docxmercysuttle
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
1 Marks 2 A person can be prosecuted for both an attempt and .docxmercysuttle
1
Marks: 2
A person can be prosecuted for both an attempt and the completed crime.
Choose one answer.
a. False
b. True
Question 2
Marks: 2
According to Hicks v. U.S.,150 U.S. 442 (1893)one can be held criminally liable by “merely speaking words of encouragement.”
Choose one answer.
a. True
b. False
Question 3
Marks: 2
According to MPC §1.07, conspirators in a completed crime may be punished for the conspiracy, as well as the completed crime.
Choose one answer.
a. True
b. False
Question 4
Marks: 2
According to your reading, in some states it is a more serious offense to break into a car and steal a tape player than it is to steal the entire car.
Choose one answer.
a. false
b. true
Question 5
Marks: 2
According to your reading, the charge of forgery includes each of the following elements except
Choose one answer.
a. the false making or altering
b. of a legally significant instrument
c. with intent to defraud
d. a court of law or financial institution
Question 6
Marks: 2
According to your reading, the legal term of art most often employed to distinguish murder from manslaughter is
Choose one answer.
a. causation
b. vicarious liability
c. burden of proof
d. malice aforethought
Question 7
Marks: 2
According to your reading, the Model Penal Code considers the solicitor to be as dangerous as the perpetrator of the completed crime.
Choose one answer.
a. false
b. true
Question 8
Marks: 2
According to your reading, the problems with corporate criminal liability include
Choose one answer.
a. Determining who to charge
b. determining punishment
c. the wording of criminal statutes
d. all of the above
Question 9
Marks: 2
Although they are similar, embezzlement differs from larceny in which of the following ways?
Choose one answer.
a. embezzlement requires asportation
b. the claim of right defense is generally not applicable to larceny
c. embezzlement does not require intent
d. none of the above
Question 10
Marks: 2
An aider and abettor or accessory before the fact must
Choose one answer.
a. be a principal of the crime
b. discourage the commission of the crime
c. solicit the commission of the crime
d. aid or encourage the commission of a crime
11
Marks: 2
An effective abandonment defense to aiding and abetting, or to accessory before the fact, will
Choose one answer.
a. vary with aid
b. depend on the type of solicitation made
c. all of the above
d. none of the above
Question 12
Marks: 2
Assault and battery are
Choose one answer.
a. civil torts, not crimes
b. handled the same in all jurisdictions
c. handled the same in civil and criminal proceedings
d. handled differently from jurisdiction to jurisdiction
Question 13
Marks: 2
At Common Law, which of the following elements is not accurate regarding the crime of Burglary?
Choose one answer.
a. Trespassory breaking and entering
b. Of the dwelling of anoth ...
1 Marks 1 Post Traumatic Stress Disorder (PTSD)Choose one .docxmercysuttle
1
Marks: 1
Post Traumatic Stress Disorder (PTSD):
Choose one answer.
a. is exclusive to Vietnam Veterans
b. is a psychological illness characterized by panic attacks, nightmares, depression, guilt and flashbacks
c. can be caused by any highly emotional event
d. both b and c above
Question 2
Marks: 1
Which of the following is not a role of a crisis interventionist?
Choose one answer.
a. To encourage and allow the client to "make the decisions".
b. To tell the client exactly what he/she should do, when he/she should do it, and how he/she should do it.
c. To enable the client to become aware of possible solutions to the crisis.
d. To allow the client to vent emotions.
Question 3
Marks: 1
A victim's pain:
Choose one answer.
a. may often last weeks, months, or even years after the incident
b. usually goes away after the court process is completed
c. usually goes away after an advocate explains the legal system
d. usually goes away after receipt of financial reimbursement for personal and property losses
Question 4
Marks: 1
Which of the following does NOT create law:
Choose one answer.
a. U.S. Congress
b. National Association for the Advancement of Colored People
c. U.S. Environmental Protection Agency
d. Colorado Supreme Court
Question 5
Marks: 1
Which of the following is not considered to be a responsibility of a victim advocate?
Choose one answer.
a. To consider the job a serious commitment.
b. To litigate the victim's case.
c. To maintain confidentiality in all issues pertaining to clients.
d. To keep informed on relevant issues through ongoing training.
Question 6
Marks: 1
Which of the following is a goal of perpetrator counseling?
Choose one answer.
a. Counseling done in hopes to keep perpetrators from committing further crimes.
b. To encourage the perpetrator to commit more crimes
c. To meet the urgent physical and emotional needs of a victim.
d. To provide support and reassurance at the scene of the crime or shortly thereafter.
Question 7
Marks: 1
What court-related service involves monitoring court activity to make sure victims are being treated fairly by judges and attorneys?
Choose one answer.
a. Witness Alert
b. Court Watch
c. Restitution Assistance
d. Legislative Advocacy
Question 8
Marks: 1
Which of the following puts the statutes in the correct chronological order (earliest to most recent) by their date of enactment?
Choose one answer.
a. Violence Against Women Act; Victims of Crime Act; Victims & Witness Protection Act; Victims Rights & Restitution Act
b. The Victims of Crime Act; Victims Right & Restitution Act; Violence Against Women Act; Victims & Witness Protection Act
c. The Victim & Witness Protection Act; Violence Against Women Act; The Victims of Crime Act; Victims Rights & Restitution Act
d. The Victim & Witness Protection Act; The Victims of Crime Act; Victims Rights & Restitution Act; Violence Against Wome ...
1 List of Acceptable Primary Resources for the Week 3 .docxmercysuttle
1
List of Acceptable Primary Resources for the Week 3 and Week 5
Assignments
These are the primary resources that you can cite when explaining a moral theory in order to fulfill the
relevant portion of the resources requirement. Readings included in the “Required Readings” list are
indicated with a *.
Utilitarianism:
*Mill, J. S. Utilitarianism, in the original version in the textbook, or in the version by Jonathan
Bennett retrieved from www.earlymoderntexts.com.
Haines, W. (n.d.). Consequentialism. Internet Encyclopedia of Philosophy. Retrieved from
http://www.iep.utm.edu/conseque/
Singer, P. (2003). Voluntary euthanasia: A utilitarian perspective. Bioethics, 17(5/6), 526-541.
Retrieved from the EBSCOhost database.
Deontology:
* Kant, I. (2008). Groundwork for the metaphysic of morals. In J. Bennett (Ed. & Trans.), Early
Modern Philosophy. Retrieved from http://www.earlymoderntexts.com/pdfs/kant1785.pdf
(Original work published in 1785).
Virtue Ethics:
* Aristotle. (350 B.C.E.). Nicomachean ethics (W. D. Ross, Trans.). Retrieved from
http://classics.mit.edu/Aristotle/nicomachaen.html
Annas, J. (2006). Virtue ethics. In D. Copp (Ed.), The Oxford Handbook of Ethical Theory (pp. 515–
36). Oxford: Oxford University Press. Retrieved from
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-
handbook.pdf
Hursthouse, R. (2012). Virtue ethics. In E. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.
Retrieved from http://plato.stanford.edu/entries/ethics-virtue/
MacIntyre, A. (1984). After virtue. Notre Dame, IN: University of Notre Dame Press. Chapters 14-15
are included in the Chapter 6 readings of the textbook.
Feminist/Care Ethics:
*Held, V. Feminist transformations of moral theory. Included in the Chapter 6 readings of the
textbook.
*Gilligan, C. (1982). In a different voice: Psychological theory and women’s development.
Cambridge, MA: Harvard University Press. Retrieved from
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20
a%20Different%20Voice.pdf
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
http://www.earlymoderntexts.com/
http://www.iep.utm.edu/conseque/
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-handbook.pdf
http://plato.stanford.edu/entries/ethics-virtue/
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20a%20Different%20Voice.pdf
2
* Noddings, N. (2010). Maternal factor: Two paths to morality. Berkeley, CA: University of
California Press. Retrieved from the ebrary database.
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
...
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
1 Ernest Hemingway, Soldiers Home (1925) Krebs w.docx
1. 1
Ernest Hemingway, "Soldier's Home" (1925)
Krebs went to the war from a Methodist college in Kansas.
There is a picture
which shows him among his fraternity brothers, all of them
wearing exactly the
same height and style collar. He enlisted in the Marines in 1917
and did not return
to the United States until the second division returned from the
Rhine in the
summer of 1919.
There is a picture which shows him on the Rhone with two
German girls and
another corporal. Krebs and the corporal look too big for their
uniforms. The
German girls are not beautiful. The Rhine does not show in the
picture.
By the time Krebs returned to his home town in Oklahoma the
greeting of heroes
2. was over. He came back much too late. The men from the town
who had been
drafted had all been welcomed elaborately on their return. There
had been a great
deal of hysteria. Now the reaction had set in. People seemed to
think it was rather
ridiculous for Krebs to be getting back so late, years after the
war was over.
At first Krebs, who had been at Belleau Wood, Soissons, the
Champagne, St.
Mihiel and in the Argonne did not want to talk about the war at
all. Later he felt
the need to talk but no one wanted to hear about it. His town
had heard too many
atrocity stories to be thrilled by actualities. Krebs found that to
be listened to at all
he had to lie and after he had done this twice he, too, had a
reaction against the
war and against talking about it. A distaste for everything that
had happened to
him in the war set in because of the lies he had told. All of the
times that had been
able to make him feel cool and clear inside himself when he
3. thought of them; the
times so long back when he had done the one thing, the only
thing for a man to
do, easily and naturally, when he might have done something
else, now lost their
cool, valuable quality and then were lost themselves.
His lies were quite unimportant lies and consisted in attributing
to himself things
other men had seen, done or heard of, and stating as facts
certain apocryphal
incidents familiar to all soldiers. Even his lies were not
sensational at the pool
room. His acquaintances, who had heard detailed accounts of
German women
found chained to machine guns in the Argonne and who could
not comprehend, or
were barred by their patriotism from interest in, any German
machine gunners
who were not chained, were not thrilled by his stories.
Krebs acquired the nausea in regard to experience that is the
result of untruth or
exaggeration, and when he occasionally met another man who
4. had really been a
soldier and the talked a few minutes in the dressing room at a
dance he fell into
the easy pose of the old soldier among other soldiers: that he
had been badly,
sickeningly frightened all the time. In this way he lost
everything.
2
During this time, it was late summer, he was sleeping late in
bed, getting up to
walk down town to the library to get a book, eating lunch at
home, reading on the
front porch until he became bored and then walking down
through the town to
spend the hottest hours of the day in the cool dark of the pool
room. He loved to
play pool.
In the evening he practiced on his clarinet, strolled down town,
read and went to
bed. He was still a hero to his two young sisters. His mother
5. would have given
him breakfast in bed if he had wanted it. She often came in
when he was in bed
and asked him to tell her about the war, but her attention always
wandered. His
father was non-committal.
Before Krebs went away to the war he had never been allowed
to drive the family
motor car. His father was in the real estate business and always
wanted the car to
be at his command when he required it to take clients out into
the country to show
them a piece of farm property. The car always stood outside the
First National
Bank building where his father had an office on the second
floor. Now, after the
war, it was still the same car.
Nothing was changed in the town except that the young girls
had grown up. But
they lived in such a complicated world of already defined
alliances and shifting
feuds that Krebs did not feel the energy or the courage to break
6. into it. He liked to
look at them, though. There were so many good-looking young
girls. Most of
them had their hair cut short. When he went away only little
girls wore their hair
like that or girls that were fast. They all wore sweaters and shirt
waists with round
Dutch collars. It was a pattern. He liked to look at them from
the front porch as
they walked on the other side of the street. He liked to watch
them walking under
the shade of the trees. He liked the round Dutch collars above
their sweaters. He
liked their silk stockings and flat shoes. He liked their bobbed
hair and the way
they walked.
When he was in town their appeal to him was not very strong.
He did not like
them when he saw them in the Greek's ice cream parlor. He did
not want them
themselves really. They were too complicated. There was
something else.
Vaguely he wanted a girl but he did not want to have to work to
7. get her. He would
have liked to have a girl but he did not want to have to spend a
long time getting
her. He did not want to get into the intrigue and the politics. He
did not want to
have to do any courting. He did not want to tell any more lies. It
wasn't worth it.
3
He did not want any consequences. He did not want any
consequences ever again.
He wanted to live along without consequences. Besides he did
not really need a
girl. The army had taught him that. It was all right to pose as
though you had to
have a girl. Nearly everybody did that. But it wasn't true. You
did not need a girl.
That was the funny thing. First a fellow boasted how girls mean
nothing to him,
that he never thought of them, that they could not touch him.
Then a fellow
boasted that he could not get along without girls, that he had to
8. have them all the
time, that he could not go to sleep without them.
That was all a lie. It was all a lie both ways. You did not need a
girl unless you
thought about them. He learned that in the army. Then sooner or
later you always
got one. When you were really ripe for a girl you always got
one. You did not
have to think about it. Sooner or later it could come. He had
learned that in the
army.
Now he would have liked a girl if she had come to him and not
wanted to talk.
But here at home it was all too complicated. He knew he could
never get through
it all again. It was not worth the trouble. That was the thing
about French girls and
German girls. There was not all this talking. You couldn't talk
much and you did
not need to talk. It was simple and you were friends. He thought
about France and
then he began to think about Germany. On the whole he had
9. liked Germany
better. He did not want to leave Germany. He did not want to
come home. Still, he
had come home. He sat on the front porch.
He liked the girls that were walking along the other side of the
street. He liked the
look of them much better than the French girls or the German
girls. But the world
they were in was not the world he was in. He would like to have
one of them. But
it was not worth it. They were such a nice pattern. He liked the
pattern. It wis
exciting. But he would not go through all the talking. He did not
want one badly
enough. He liked to look at them all, though. It was not worth
it. Not now when
things were getting good again.
He sat there on the porch reading a book on the war. It was a
history and he was
reading about all the engagements he had been in. It was the
most interesting
reading he had ever done. He wished there were more maps. He
10. looked forward
with a good feeling to reading all the really good histories when
they would come
out with good detail maps. Now he was really learning about the
war. He had
been a good soldier. That made a difference.
One morning after he had been home about a month his mother
came into his
bedroom and sat on the bed. She smoothed her apron.
"I had a talk with your father last night, Harold," she said, "and
he is willing for
you to take the car out in the evenings."
"Yeah?" said Krebs, who was not fully awake. "Take the car
out? Yeah?"
4
"Yes. Your father has felt for some time that you should be able
to take the car
out in the evenings whenever you wished but we only talked it
over last night."
11. "I'll bet you made him," Krebs said.
"No. It was your father's suggestion that we talk the matter
over."
"Yeah. I'll bet you made him," Krebs sat up in bed.
"Will you come down to breakfast, Harold?" his mother said."
"As soon as I get my clothes on," Krebs said.
His mother went out of the room and he could hear her frying
something
downstairs while he washed, shaved and dressed to go down
into the dining-room
for breakfast. While he was eating breakfast, his sister brought
in the mail.
"Well, Hare," she said. "You old sleepy-head. What do you ever
get up for?"
Krebs looked at her. He liked her. She was his best sister.
"Have you got the paper?" he asked.
12. She handed him The Kansas City Star and he shucked off its
brown wrapper and
opened it to the sporting page. He folded The Star open and
propped it against the
water pitcher with his cereal dish to steady it, so he could read
while he ate.
"Harold," his mother stood in the kitchen doorway, "Harold,
please don't muss up
the paper. Your father can't read his Star if its been mussed."
"I won't muss it," Krebs said.
His sister sat down at the table and watched him while he read.
"We're playing indoor over at school this afternoon," she said.
"I'm going to
pitch."
"Good," said Krebs. "How's the old wing?"
"I can pitch better than lots of the boys. I tell them all you
taught me. The other
13. girls aren't much good."
"Yeah?" said Krebs.
"I tell them all you're my beau. Aren't you my beau, Hare?"
5
"You bet."
"Couldn't your brother really be your beau just because he's
your brother?"
"I don't know."
"Sure you know. Couldn't you be my beau, Hare, if I was old
enough and if you
wanted to?"
"Sure. You're my girl now."
"Am I really your girl?"
"Sure."
14. "Do you love me?"
"Uh, huh."
"Do you love me always?"
"Sure."
"Will you come over and watch me play indoor?"
"Maybe."
"Aw, Hare, you don't love me. If you loved me, you'd want to
come over and
watch me play indoor."
Krebs's mother came into the dining-room from the kitchen. She
carried a plate
with two fried eggs and some crisp bacon on it and a plate of
buckwheat cakes.
"You run along, Helen," she said. "I want to talk to Harold."
15. She put the eggs and bacon down in front of him and brought in
a jug of maple
syrup for the buckwheat cakes. Then she sat down across the
table from Krebs.
"I wish you'd put down the paper a minute, Harold," she said.
Krebs took down the paper and folded it.
"Have you decided what you are going to do yet, Harold?" his
mother said, taking
off her glasses.
6
"No," said Krebs.
"Don't you think it's about time?" His mother did not say this in
a mean way. She
seemed worried.
"I hadn't thought about it," Krebs said.
16. "God has some work for every one to do," his mother said.
"There can be no idle
hands in His Kingdom."
"I'm not in His Kingdom," Krebs said.
"We are all of us in His Kingdom."
Krebs felt embarrassed and resentful as always.
"I've worried about you too much, Harold," his mother went on.
"I know the
temptations you must have been exposed to. I know how weak
men are. I know
what your own dear grandfather, my own father, told us about
the Civil War and I
have prayed for you. I pray for you all day long, Harold."
Krebs looked at the bacon fat hardening on his plate.
"Your father is worried, too," his mother went on. "He thinks
you have lost your
ambition, that you haven't got a definite aim in life. Charley
Simmons, who is just
17. your age, has a good job and is going to be married. The boys
are all settling
down; they're all determined to get somewhere; you can see that
boys like Charley
Simmons are on their way to being really a credit to the
community."
Krebs said nothing.
"Don't look that way, Harold," his mother said. "You know we
love you and I
want to tell you for your own good how matters stand. Your
father does not want
to hamper your freedom. He thinks you should be allowed to
drive the car. If you
want to take some of the nice girls out riding with you, we are
only too pleased.
We want you to enjoy yourself. But you are going to have to
settle down to work,
Harold. Your father doesn't care what you start in at. All work
is honorable as he
says. But you've got to make a start at something. He asked me
to speak to you
this morning and then you can stop in and see him at his office."
18. "Is that all?" Krebs said.
"Yes. Don't you love your mother dear boy?"
"No," Krebs said.
7
His mother looked at him across the table. Her eyes were shiny.
She started
crying.
"I don't love anybody," Krebs said.
It wasn't any good. He couldn't tell her, he couldn't make her
see it. It was silly to
have said it. He had only hurt her. He went over and took hold
of her arm. She
was crying with her head in her hands.
"I didn't mean it," he said. "I was just angry at something. I
didn't mean I didn't
19. love you."
His mother went on crying. Krebs put his arm on her shoulder.
"Can't you believe me, mother?"
His mother shook her head.
"Please, please, mother. Please believe me."
"All right," his mother said chokily. She looked up at him. "I
believe you,
Harold."
Krebs kissed her hair. She put her face up to him.
"I'm your mother," she said. "I held you next to my heart when
you were a tiny
baby."
Krebs felt sick and vaguely nauseated.
"I know, Mummy," he said. "I'll try and be a good boy for you."
20. "Would you kneel and pray with me, Harold?" his mother asked.
They knelt down beside the dining-room table and Krebs's
mother prayed.
"Now, you pray, Harold," she said.
"I can't," Krebs said.
"Try, Harold."
"I can't."
"Do you want me to pray for you?"
8
"Yes."
So his mother prayed for him and then they stood up and Krebs
kissed his mother
and went out of the house. He had tried so to keep his life from
being
21. complicated. Still, none of it had touched him. He had felt sorry
for his mother
and she had made him lie. He would go to Kansas City and get a
job and she
would feel all right about it. There would be one more scene
maybe before he got
away. He would not go down to his father's office. He would
miss that one. He
wanted his life to go smoothly. It had just gotten going that
way. Well, that was
all over now, anyway. He would go over to the schoolyard and
watch Helen play
indoor baseball.
John Smith
Professor Tilley
EN-102
15 January, 2016
Savage and Superb
Joseph Conrad, via his narrator Marlow, introduces the
anonymous native woman at Kurtz's camp as a "wild and
gorgeous apparition of a woman" (99). This woman
distinguishes herself from the other "primitives" at Kurtz's
camp by stepping out of a mass of "dark human shapes" that
represent natives at the "gloomy border of the forest"
(98).2 Despite her spatial distance from the indistinct human
mass with which Marlow contrasts her, she retains an abstruse
22. and "apparitional" quality; she appears to Marlow as both feral
and attractive, as bodily yet otherworldly.
This paper argues that the woman's ambiguous presentation in
Conrad's text illuminates a complex intersection of "savage"
and "civilized" spheres as Marlow portrays them. She is
associated by virtue of her bronze ornamentation and by her
birth with Marlow's description of the natives' skin color: to
him, the "savages" resemble "dark and glittering bronze" (97).
At the same time, the lavish richness of her dress and jewels
bespeak an alliance (most likely as a mistress) with Kurtz,
whose power to acquire and distribute goods in the station is
absolute. In just as powerful a manner, however, Marlow
associates the woman with the "sorrowful land," the "immense
wilderness" of the earth itself. These various associations
generate profound alienation and silence—"wild sorrow" and
"dumb pain" (99)—that manifest themselves in the richly
descriptive narrative style with which Conrad constructs
Marlow's speech.
The passage begins by cataloguing the woman's clothing and
bearing in language that indicates refinement and savagery,
pride and defensiveness. Each clause builds with adverbs and
adjectives that layer one image upon another. This grammatical
layering enhances the narrative complexity of the woman's
portrayal. She walks "with measured steps, draped in striped
and fringed cloths, treading the earth proudly, with a slight
jingle and flash of barbarous ornaments" (99). Her clothing is
both fine and exotic with its stripes and fringe; indeed, the
"fringe" that adorns the borders of her garments hints at her
own association with a border state between the spheres of
"primitivity" and "civilization." The "measured steps" of her
gait indicate a "proudly" asserted sense of self-control. The
"slight jingle" that results from the movement of her bangles
accompanies a "flash of barbarous ornaments" and
accouterments suggestive of a soldier or warrior's armor: "She
carried her head high; her hair was done in the shape of a
helmet; she had brass leggings to the knee, brass wire gauntlets
23. to the elbow, a crimson spot on her tawny cheek."
The woman's "helmet" of hair, her brass leggings, and her "wire
gauntlets" create an unmistakable air of challenge. Furthermore,
the "crimson spot on her tawny cheek" implies arousal of spirit,
determination, or passion. This aspect of her appearance stands
out in this passage as one of only three references to
characteristics of her body itself. Marlow relates a good deal of
information about the woman's manner of dress and movement.
However, beyond this we learn only that she has a flushed
cheek, that she is "wild-eyed," and that her hair, as previously
mentioned, resembles a helmet. Marlow's focus on the armor-
like quality of the woman's clothing emphasizes the sense in
which the style of her apparel may indicate an attempt to seize
power through self-protection and resistance. The woman has
accepted the material goods she has been allowed by Kurtz, but
fortifies herself against the instability of her position on the
"fringes" of both native society and of Kurtz's desmesne.
The narrator elucidates the connection between the woman's
"wild" attractiveness and her material ornamentation by
associating her with objects of trade and with Kurtz's exploits:
"[she had] innumerable necklaces of glass beads on her neck;
bizarre things, gifts of witchmen, that hung about her, glittered
and trembled at every step. She must have had the value of
several elephant tusks upon her." On the one hand, the fact that
she appropriates these commodities for decorative purposes
suggests that she possesses a certain amount of influence over
Kurtz's distribution of goods at the station. This places her in a
position of contrast with the other natives and with Kurtz's
Russian devotee, who secures "miserable rags" from the
storeroom only to meet with the woman's vociferous complaint.
On the other hand, her control is subject to the ebb and tide of
Kurtz's whims, and thus enjoys a strictly limited scope. Kurtz
has displayed a talent for procuring the "value of... elephant
tusks" through his unscrupulous seizure of ivory; the likelihood
that Kurtz has also managed to "procure" the native woman as a
sexual partner is high. However, while she exhibits a degree of
24. sway in the management of goods at the station, she must
assume a commodified position in order to do so.
The woman's position is thus powerful in one sense and
subordinate in another. Whether or not she shares a sexual
relationship with Kurtz, she has obtained valuables by becoming
an object of his attentions. Yet she will never achieve the
"civilized" status of Kurtz's "Intended," nor does she have the
power to impel Kurtz to remain at the station when company
representatives arrive to remove him. The woman's impotence in
the face of these circumstances helps further explain the armor-
like quality of her hair, leggings, and gauntlets. The woman
recognizes the instability of her position as a "savage" who is
favored by a European imperialist; she moves through the
spheres of both the subjugated "primitive" and the dominating
"conqueror," but attempts to protect herself against the
deleterious effects of both extremes.
The end of the passage adds an additional layer of complexity to
the woman's description. Marlow acknowledges the ambiguity
of the woman's state as both "savage and superb, wild-eyed and
magnificent" by implying that the woman's failure to fit neatly
into a "savage" or a "civilized" mold serves as one source of her
attractiveness for him. Her savagery is "superb" precisely
because she does not melt into the "mass of dark human shapes"
that Marlow uses to characterize the presence of other natives.
The force of will that she exhibits with her "crimson" flush and
her proud bearing render her "magnificent." However, while
Marlow admiringly differentiates the woman from her fellow
"primitives," ultimately she symbolizes the land itself. Her
plight parallels that of the dark woods surrounding Kurtz’s
encampment:
...there was something ominous and stately in her deliberate
progress. And in the hush that had fallen suddenly upon the
whole sorrowful land, the immense wilderness, the colossal
body of the fecund and mysterious life seemed to look at her,
pensive, as though it had been looking at the image of its own
tenebrous and passionate soul.
25. In this narrative shift, the body of the woman, which has been
described primarily in terms of its apparel, movement, and
"apparition"-like quality up to this point, becomes a symbol of
the "colossal body" of the land. While Marlow represents the
woman as otherworldly, he describes the land as a "fecund and
mysterious life" able to gaze upon her in "pensive" reflection.
The anonymous woman thus embodies a nameless force that
pervades Conrad's novel; she is a semblance of the "tenebrous
and passionate soul" of a "mysterious life." Her alliance with
this force exposes an intersection of boundaries between the
natives, Kurtz's version of "civilization," and the "immense
wilderness" of her home. Ultimately, however, her location in
this intersection proves too tenuous: the woman, a symbol of the
passion and alienation that characterize the "sorrowful land" of
Africa, finally passes out of Marlow's vision and his narrative
to fade into the "dusk of the thickets" (100).
A Rose for Emily
At the beginning of the story is Emily’s death. Her death
represents Southern aristocrat has disappeared. In the story, the
most significant point attract me are aristocratic and isolation.
During Emily’s life, she was lonely. She was living under
surveillance by her father. She desired love, but she could not
get loves before her father dead. After her father’s death, she
became the last nobility of her community. Many years ago,
Emily's dad lent money to their city, so her family did not need
to pay tax. When old mayor died, a new group began to collect
tax from Emily. At this time, she is no longer young and beauty,
but still keep cold and haughty as aristocratic. She said, "See
Colonel Sartoris. I have no taxes in Jefferson."(53). This shows
that she has been isolated for a long time because she does
realize that Colonel had been dead almost ten years.
In this declining aristocratic family. Emily had nothing. Except
the house that her father left for her, as well as the noble
dignity. After her father dead, people try to help her, as the
story shows "At last they could pity Miss Emily. Being left
26. alone, and a pauper, she had become humanized. Now she too
would know the old despair of a penny more or less.”(54). But
she refused to the support and sympathy of people, refused to
pay taxes, refused to listen to his neighbor's complaints and
clean up the room smell, later she completely isolated with
others, she is no longer keep contacts with anyone. This kind of
extreme behavior, just for keep distance with others, and let
people can't forget her noble aristocratic identity.
The only time she cast aside, is to love. A man who came from
The North and fell in love with him. However, her neighbors
and relations thought as an aristocrat Emily should not degrade
herself to fell in love with a northern man. She did not care
what others think, now her father is gone, and then no one can
stop her to pursue their happiness. Unfortunately, she cannot
convince the northern man to stay down for her. So this
influential woman bought a full set of new instruments and
men's clothing, the home decorate a room like the new house,
then to kill him in their wedding bed. Overall, Emily's life is
lonely and poor. She would rather kill a man to hold their love,
but don't want men to leave.