Lorraine Hansberrys A Raisin In The Sun :: essays research papers

One of the first ideas mentioned in this play, A Raisin In the Sun, is about money. The Younger's end up with no money because of Walter's obsession with it. When Walter decides not to take the extra money he is offered it helps prove Hansberry's theme. Her theme is that money can't buy happiness. This can be seen in Walter's actions throughout the play. While Mama is talking to Walter, she asks him why he always talks about money. "Mama: Oh--So now it's life. Money is life. Once upon a time freedom used to be life--now it's money. I guess the world really do change . . . Walter: No--it was always money, Mama. We just didn't know about it." Walter thinks that the world revolves around money. He wants to believe that if his family were rich they would have perfect lives. This isn't true though, and Mama knows it. She knows that no matter how much money Walter has, he will never be happy unless he has a family that loves him. Before Walter goes out to invest in the liquor store he has a talk with his son. "Walter: You wouldn't understand yet, son, but your daddy's gonna make a transaction . . . a business transaction that's going to change our lives. . . ." Walter thinks that this transaction will make their lives better. What he doesn't realize is that he already has a good life and he doesn't need more money to ma ke him happy. He should be grateful for what he has instead of worrying about money. Mama talks to Walter about her fears of the family falling apart. This is the reason she bought the house and she wants him to understand. Walter doesn't understand and gets angry. "What you need me to say you done right for? You the head of this family. You run our lives like you want to. It was your money and you did what you wanted with it. So what you need for me to say it was all right for? So you butchered up a dream of mine - you - who always talking 'bout your children's dreams..." Walter is so obsessive over money that he yells at his mom for not giving him all of it. He doesn't know that what his mom is doing is for the family. He thinks that having money will make the family happy, when in reality the family doesn't need anymore than what they have to be happy.

Zheng He or Christopher Columbus?

who was the greatest explorer Christopher Columbus or Zheng He? Tristan Stanchfield A great explorer in my mind requires being a visionary thats willing to pursue his goal despite the challenges faced, supported by high risk undertakings where the winnings are all or nothing, set on the uncertain future with a non back looking persona. That, and if the outcome is great is what my judging is based on. Zheng He, originally named Ma He, was born into a Muslim family just beyond the borders of China (later Yunnan Province in the southwestern part of China) in 1371.In 1402, after Emperor Cheng Zu of the Ming Dynasty ascended the throne, he dispatched Zheng He and Wang Jinghong to lead a giant fleet to the Western Sea (today's Southeast Asia), carrying members of soldiers and large quantity of goods. The fleet reached the countries of Southeast Asia, east Africa and Arabia, initiating a feat in the history of navigation and regarded as an unprecedented great historical period in Chinese hi story of trade and cultural exchanges. He led his fleet to voyage to the Western Sea for seven times.The number of ships of his fleet was from 40 to 63 each time, taking many soldiers and sailors on the voyage, with a total party over 27,000 people. and also took with him ships almost four-hundred feet long. Explorer and navigator Christopher Columbus was born in 1451 in the Republic of Genoa, Italy. His first voyage into the Atlantic Ocean in 1476 nearly cost him his life. (attacked by french privateers). In 1492, Columbus left Spain in the Santa Maria, with the Pinta and the Nina along side in search of a new trade route to Asia.Instead he sailed West and discovered America, and has been credited for the colonization of America also. in my opinion the greatest explorer was christopher columbus. this was because he was he founded America, and this took the high risk of sailing across the north atlantic ocean which he acomplished. Then he made several more voyages back and fourth fr om europe and America trading goods also at the same time creating colonies in the new world we live in today known as the United states of America. cites: iphone siri, http://www. biography. com/people/christopher-columbus-9254209, wikipedia. com.

A Multimodal Learning Strategy Essay

How do you learn best? Do you rely on written instructions that outline details or processes? Do you physically test and try something out to see how it works? Do you learn through observation, by seeing someone else demonstrate? Do you rely on diagrams and visual aids to help you understand? If you answered mostly â€Å"yes† to the above questions, chances are, you have a multimodal learning preference. The majority—approximately 60%– of any population, group, or demographic fall into the category of multimodal learning. Multimodal learning takes from each of the four sensory modalities—the VARK learning style—used for learning information. The VARK learning style was developed by New Zealand educator Neil Fleming (1987) as a model that assesses how different people have different learning preferences. VARK is an abbreviation for visual (V), aural (A), read/write (R), and kinesthetic (K)—the four modes of learning strategies that he believed categorized how people learned and gathered knowledge. A multimodal learning strategy is a learning preference that combines two or three out of the four basic learning preferences. Finding out what one’s learning preference is promotes a more effectiveness in learning, as it gears one’s study habits towards their preferred method. Assessing the Method A VARK questionnaire is an effective method in assessing what a person’s learning preference is. A survey of approximately 15 to 16 questions would be given to a group of mixed background profiles, which would later be broken down into categories relating various social categories. The goal of the questionnaire or survey is to come up with a mean score which would be the standard for comparison and action. This score will is used to initiate a joint effort involving varying parties to determine strategies that would enhance learning for the groups (Murphy, Gray, Straja and Bogert, 2004). The VARK Four To better understand what multimodal learning strategies take from, it is important to discuss and differentiate between the four modes of learning strategies (Fleming, 1987). Visual learning styles highly prefer illustrated information over presentations or explanations in word. People who are â€Å"visual† rely heavily on drawings, maps, diagrams, symbols, and the like to gather information and learn. Aural or Auditory learners prefer to gather information that is spoken or heard. These types of learners acquire information best by listening to lectures, talks, discussions—even from e-mails, chats, texts and phone calls. Those with the Read/Write learning style process information best when it is written or displayed as text. The emphasis of this preference not only considers the input (which in this case is reading), it also looks at the output, which is more often than not, also in written form. Kinesthetic learners gain knowledge and information through practice and experience, real or simulated. This â€Å"experiential learning† may involve simulations, demonstrations, case studies and applications. The discussion of each of the four modes of learning preferences gives an idea of how learners with multimodal learning strategies absorb and understand information. Multiple preferences take factors from each of the four learning styles and incorporate them into an interesting formula that varies from user to user. As an example, you may have strong visual and aural preferences, or read/write and kinesthetic. It is also possible for a person to have three strong preferences, while some may also exhibit no particular inclination towards any single preference, and instead would have equal learning strategies in all four (Hong and Milgram, 2000). The multimodal learning style uses at least two types of strategies for learning. Unlike those with single preferences who deduce concepts by using their strategic style, multimodal learners often feel the need to â€Å"counter-check† the facts they obtained from a single set of strategies with the other types of learning styles (Fleming and Bonwell, 2002). Case Study: Myself as a Multimodal Learner I obtained the following scores using the VARK questionnaire found on www. vark-learn. com (Fleming, 2006): V=5, A=1, R=9 and K=7. This shows that I have a multimodal learning preference, with strengths in both Read/Write and Kinesthetic areas. Top R and K scores allow me to learn effectively using a combination of written reference and hands-on experience (Vierheller, 2005). My capacity to gather information would be greatly influenced by references, textbooks, lists, notes and readings. They would likewise be enhanced by using sensory observations, trial and error experiences, and hands-on approaches like computing, field trips and laboratory work. Alternately, I should theoretically be able to produce valuable output by writing information and lists, and by doing a mock-up or by physically recreating experiences and observations. To concur with my test results, I have personally found written information coupled with hands-on testing to be a most effective strategy. Also, while scoring only a 5 on the visual mode, I have always found visual study strategies to be effective in supplementing the information that I am able to collate using my supposed strong styles. The use of pictures, diagrams, charts, symbols and the like provide significant assistance in my personal learning preference. Users like myself, who have a three-dimensional multimodal learning preference have the fortunate advantage of easily adapting to various assessment methods and techniques required. References Fleming, N. (n. d. ) VARK: A Review of Those Who Are Multimodal. Web site: http://www. vark-learn. com/english/page_content/multimodality. html Hong, E. and Milgram, R. (2000). Homework: Motivation and Learning Preference [Electronic version]. Westport, CT: Bergin & Garvey. Murphy, R. , Gray, S. , Straja, S. , and Bogert, M. (2004). Student Learning Preferences and Teaching Implication. Journal of Dental Education. 68(8). 860-861. Retrieved from www. jdentaled. org.

Common App Essay

Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn? I remember the days when I was working on my junior year project about biochemistry. We were directed to discuss about the effect of Aspartame to human body. My friend, Jeffery, and I were the only ones working on this project. Normally we used to have three to four project partners. My friend and I were tensed due to the close deadline and the amount of work to be done.First phase was planning, which we did without much worry but errors start to appear in that phase. We kept on doing simulation and report work. We submitted the first proposal and our instructor was satisfied with our performance. After that we got little slowdown due to personal reasons. Only one month was remaining now. Now we started working with full pace and enthusiasm. Ten days before deadline, we were ready with the Aspartame and all the equipment for testing if it contains Formaldehyde. But we coul dn’t figure out how to control the heater to a constant temperature.The heater was a small problem; the more serious problem is we couldn’t find the right indicator to complete our experiment. Our instructor didn’t help us as well. Date of project exhibition came and we were not able to integrate everything together. We could only show the basic contents but not the concentration of the noxious substance contains in Aspartame. Anyways, the project inspectors pointed out some mistakes and said they liked our effort. We got average marks but we were not disappointed as we had learnt on practice how to manage a project.We learnt that key to project management is planning and time management. Planning phase is the base of everything. Calculations and simulations should be perfect and should be according to the practical demands. Planning of each design should be done separately first and then collectively. Different teachers should be consulted regarding the details of project. In my personal experience teachers other than one’s consultant teacher are more willing to help and they can provide better opinions.Time management is another area where we lacked seriously. We had no idea of how to allocate time periods to different parts of the project. We just did things as they came to us, no specific order. This really hampered our performance. Students should prepare a time table and stick to it throughout their project. Work and time should be divided equally amongst all the group members and every member should complete his or her job in time. I learnt many things from this project even though we couldn’t complete it.

Compare the criminal justice system of the United States with England Term Paper

Compare the criminal justice system of the United States with England in their handling of cases of domestic violence, rape and - Term Paper Example The justice systems employ a punitive system that utilizes a court system, police and regional prisons. England and the United States are home to some the best justice systems in the world. Both countries have justice systems that aim at controlling crimes against women. The two systems seem similar on the surface, but have obtrusive differences when analyzed critically. The following report is a comparison of the justice systems of the two countries, their similarities, differences, as well as the efforts that each country has put in place to put an end to such crimes. Introduction to Justice Criminal Systems There are numerous types of criminal justice systems around the world, all aimed maintaining peace and order in their jurisdiction area. These justice systems forces individuals to abide by law in an attempt to deter them from disrupting peace and order. The systems achieve this by pressuring the individuals with the notion of punishment, which is either punitive or rehabilitat ive1. All criminal justice system is divided into three main parts; policing, courts and corrections. Policing refers to where the investigations are held, the courts are where judgment takes place whereas correction is where correctional authorities overlook the punishment passed in the courts. Every nation state varies in the criminal justice system that it employs on various issues such as rape, abortion and violence. This paper seeks to compare the systems of criminal justice in the US and the UK on the issues of domestic violence, rape and abortion. Globally, women have the right to undergo the justice system whenever they face sexual assault or even rape. Additionally, such women have the right to be safeguarded by the law and be offered any payment for the harm done to them by the offender2. In America, rape is regarded as the climax of any sexual offence and it is punishable by the laws of the land. This law of rape was adopted by the US colonies in the 17th and 18th century . However, each state in the US has a different definition of what rape is. All the states agree that when a man coerces a lady to have sex with him without her agreeing to it, then that may be deemed as rape. Currently, diverse states have been able to pass various laws of reform on what rape is. For instance, they have made the rape law to consist of certain occurrences that are nonconsensual, that need no coercion. Furthermore, marital rape has been included in the state laws3. Additionally, the laws state that any sexual activity performed on a child is rape. According to the law, any girl who is from the age of 14 to 18 that is coerced to have sex may file for rape. This is even in instances whereby the girl has agreed to perform the sexual act. Rape also may be charged on a person who has intercourse with a woman who is considered by the law to lack the ability to consent to the act. For example, in instances where the individual is drugged, mentally handicapped or even drunk. In most American states, rape shield laws have been enacted to safeguard the victims from the emotional trauma that may occur especially during court questioning on their sexual history. This is because most witnesses feared being put down and were demoralized from whether reporting rape or pursuing the charges. Hence, on a federal level, the American Congress passed Rule 412 of the

Equilibrium national income Essay Example | Topics and Well Written Essays - 500 words

Equilibrium national income - Essay Example All the above dynamics keep driving the changes that occur in the national income economy since it always seeks to stabilize eventually. National equilibrium affects the economy in a great deal since it always moves it to its epicentre. Besides the national economy is never at equilibrium but always moving towards equilibrium as it seeks to stabilize with the always changing parameters in the process. In a classical system, the economy is most of the time thought to adjust itself from time to time. Most economists support the self-adjustment of a national equilibrium, which adjusts itself without or with minimal involvement of the national government. For negative output, wage is suppressed by the lack of demand and at the end of the day lead to a downward readjustment of the prices. Similarly, when there is increased demand of a product, there is released pressure on the wages, which at the end of the day leads to upward adjustments of the prices in most countries (Chao & Yu, 2002). These readjustments take place freely without the government intervention; the economy is driven by demand and supply policy. However, some of the major problems associated with the view lies with the difficulty on determining the time in which the country will take to achieve that equilibrium. With equal withdrawals and injection the national income level remains constant hence the economy coming up with a stable general equilibrium. A significant change in the economic activity is likely to be observed when there is a change in a country withdraws or injections. In case there are increased injections, the economy will grow and shrink in the instance where withdrawals are likely to exceed the latter. Economist gives an analogy of bath tub which fills with water more quickly when there is increased volume of water as compared to the amount of water leaving the tab. Concisely for the economy to be general equilibrium, it is important that there is a balance in the total

Power & Organisation Essay Example | Topics and Well Written Essays - 2750 words

Power & Organisation - Essay Example aintain a high degree of relevance and importance in the study and understanding of the dynamic movement of the human sociological environment, conduct and behavior. The complexity and diversity of human activity and social order carries with it the inception of uniquely new problems arising from the structural changes in contemporary society. It is then essential to know the various elements and factors that knot the ties of human relations and to identify the causes affecting the same, whether adversely or beneficially. The focus of this paper is to come up with a critical analysis of the various views made by selected authors in the study and understanding of how knowledge and power affect the relationships between individuals and similarly in their associations and organizations. In so doing, the author aims at obtaining a fresh perspective at improving the practice of the profession of a manager from the explanations and arguments made by authors and practitioners on the subject under the discussion. Miriam-Webster Dictionary defines power, among others, as â€Å"(1) the ability to act or produce an effect (2) capacity for being acted upon or undergoing an effect (3) legal or official authority, capacity, or right or, (4) possession of control, authority, or influence over others;†. The second definition is the reverse of the first whereby the power is in the passive sense. The individual is capable of achieving his goal through cooperative and collective endeavor with other individuals. Power comes with being able to yield to others or to a common cause or to pursue a common purpose. The third definition is a traditional concept of power usually exercised by some form of discipline and punishment mandated by a political authority. An example is how the citizenry are compelled to obey the laws of government. The last definition identifies power as the embodiment of that political authority. In this sense, power is exercised by a particular individual