Association football Essay Example for Free

Association football Essay 1. intro write about the game 2. what it is special about? famous in world , world class team, have won many championship 3. who are the special/outstanding players in the team? 4. what are their special abilities score alot goals, can run and driblle the ball I am just disagree with the way of writing this essay. It is probably out of topic, if i am not wrong. However, i have done an essay based on the notes given. Pls check and remark for me. If possible, help me think of the REAL and BETTER way to write this essay. Your help is greatly appreciated, thank you. A game is an activity involving one or more players. Games are played primarily for entertainment or enjoyment, but may also serve as exercise. Everyone in this world has their own favorite games, so do I. My favorite game is football . I often play this with my friend in the evening. I like this game because it is exciting and challenging. Football is a team sport played between two teams of eleven players each. It is a ball game played on a rectangular grass field with a goal at each end. The objective of the game is to score by maneuvering the ball into the opposing goal. The winner is the team which has scored most goals at the end of the match. Football is played at a professional level all over the world, and millions of people regularly go to football stadium to follow their favorite team, whilst millions more avidly watch the game on television. A very large number of people also play football at an amateur level. In many parts of the world football evokes great passions and plays an important role in the life of individual fans, local communities, and even nations; it is therefore often claimed to be the most popular sport in the world. There are many worldwide international competition of football. One of the major international competitions in football is the World Cup organized by Fà ©dà ©ration Internationale de Football Association. Over 190 national teams compete in qualifying tournaments within the scope of continental confederations for a place in the finals. The finals tournament, which is held every four years, now involves 32 national teams competing. The next World Cup takes place in Germany 2006. The star I admired most in football is Edson Arantes do Nascimento, nicknamed Pelà ©, is a former Brazilian football player and thought by many to be the finest player of all time. Often considered the complete attacking player, he was completely two-footed, a prolific finisher, exceptional at dribbling and passing, and was a remarkably good tackler for a forward. He was also famed for his speed and strength on the ball. Since his full retirement he has served as an ambassador for the sport. There is many reason football is my favorite game. I wish to become a professional football player. I learnt teambuilding, discipline as well as teamwork through playing football. A game is an activity involving one or more players. Games are played primarily for entertainment or enjoyment, but may also serve as exercise. Everyone in this world has their own favorite games, so do I. My favorite game is football. I often play this with my friends in the evening. I like this game because it is exciting and challenging. Football is a team sport played between two teams of eleven players each. It is a ball game played on a rectangular grass field with a goal at each end. The objective of the game is to score by maneuvering the ball into the opposing teams goal. The winner is the team which has scored the most goals at the end of the match. Football is played at a professional level all over the world. , and m Millions of people regularly go to football stadiums to follow their favorite team, whilst millions more avidly watch the game on television. A very large number of people also play football at an amateur level. In many parts of the world, football evokes great passions and plays an important role in the life of individual fans, local communities, and even nations; it is therefore often claimed to be the most popular sport in the world. There are many worldwide international football competitions of football. One of thesethe major international competitions in football is the World Cup organized by Fà ©dà ©ration Internationale de Football Association. Over 190 national teams compete in qualifying tournaments within the scope of continental confederations for a place in the finals. The finals tournament, which is held every four years, now involves 32 national teams competing. The next World Cup takes place in Germany 2006. The football star I admired most in football is Edson Arantes do Nascimento, nicknamed Pelà ©. ,Pele is a former Brazilian football player and thought by many to be the finest player of all time. Often considered the complete perfect attacking player, he was completely two-footed, a prolific finisher, exceptional at dribbling and passing, and was a remarkably good tackler for a forward. He was also famed for his speed and strength on the ball. Since his full retirement he has served as an ambassador for the sport. There are is many reasons football is my favorite game. I wish to become a professional football player. I learnt teambuilding, discipline as well as teamwork through playing football. ANIKET AMAN.

The Equal Opportunity In Education Education Essay

The Equal Opportunity In Education Education Essay Thesis Statement: The most challenging issue in Indonesia now is equality opportunity in education, especially for Indigenous People. There is the complicate problem which is faced by government to provide Indigenous People with the equal opportunity in education. Furthermore, Government has obligations to make education available, accessible, acceptable, and adaptable. Although Government has allocated 20% budgetary as stated on Constitution to improve both quality and quantity of education for people, Indigenous People can not access it properly. The consequence is that indigenous people has difficulty to take a part of development country generally. 2. Body Indigenous people are inclusive of original tribe in Indonesia. Base on statistic, the amount of them is estimated around 2 million. Detached tribe or indigenous people will be the complex social problem in global development change while at the same time of they are urged progressively because of the alteration forest function effect; in this situation they are forced to make contact directly with the governmental and common society. Actually, Government believe that indigenous people are potential society for the aims of integration nation and development, so that is required to develop them properly, such as the equal opportunity in education. 2.1. Migrating Behaviour 2.1.1. The indigenous people are backwardness society whom live in isolated place and move from place to place in small group (Sirimorok, 2008). 2.2. Motivation of Indigenous People to Study 2.2.1. Indigenous people desired knowledge, but failed to realize their goals because their nomadic life in the forest limits opportunities for education, furthermore in order to help their parents with traditional duties (Arizal, 2008). 2.3. Villagers Perspective of Indigenous People 2.3.1. Custom community is often viewed Indigenous People as uncivilized and wild society (Napitupulu, 2009). 2.4. The Government Strategy to Support Indigenous People Obtaining the Equal Opportunity in Education 2.4.1. The Education System based on Local Wisdom The local wisdom education is an education method being based on contiguity of experience (Dunia Anak Rimba, 2009). 3. Conclusion Government have to conduct the system education based on indigenous people requirement and local wisdom. It will involve them to participate in development and encourage maintaining the culture and tradition as State asset of indigenous people. 4. Bibliography Arizal, J. (2008, Oct 10). Jambis Kubu Tribes People Hope for Positive Change Through Education. Retrieved from http://www.thejakartapost.com/news/2008/10/15/jambi039s-kubu-tribespeople-hope-positive-change-education.html. Dunia Anak Rimba. (2009). Sekilas Sekolah Rimba (In a Flash of Jungle School). Retrieved from http://perpustakaanrimba.wordpress.com. Napitupulu, E., L. (2009, August 11). Sistem Pendidikan Nasional Tidak Menghargai Hak Anak-anak Suku Terasing (National Education System is never Esteem Indigenous Children Rights). Retrieved from http://www.tribunpekanbaru.com. Prasetijo (2009). Paradigma Pemerintah dari Masyarakat Terasing ke Komunitas Adat Terpencil (Governmental Paradigm from Detached Society to Cloistered Custom Community). Retrieved from http://prasetijo.wordpress.com. Sirimorok, N. (2008, Sept 08). Mansur Samin, The Predecessor of Andrea Hirata. Retrieved from http://www.panyingkul.com/view.php?id=958jenis=kabarkita.

The Portrait Of ED Students Pronunciation Education Essay

The Portrait Of ED Students Pronunciation Education Essay Introduction This chapter reveals the background of study, problem statement, purpose of the study and the benefit of the study. The explanations of these parts are presented below; Pronunciation is one of the most important things that students have to master in order to communicate appropriately and fluently. According to Fangzhi (1998:39), that it is important to pay attention to pronunciation since it results in whether or not someones message can be passed or not by other people. More over, Gilbert (cited in Otlowsky, 2004:3) stated that if someone cannot hear English well, she or he is cut off from the language. And if someone cannot be understood easily, she or he is cut off from conversation with native speakers. We can conclude from the statements above that pronunciation gives a significant effect to the meaning of what someone says. However, almost all English teachers make little attempt to teach pronunciation in any overt way and only give attention to it in passing. In ideal condition, students in ED seem to have good pronunciation because they are taught by using English as their language. As cited in Buku Pedoman Akademik FBS 2005/2006, students in English Department are expected to be able to speak and write English correctly. But in fact, based on the observation and informal talks both with lectures and students done by the researcher, students still have bad pronunciation. For example, it is hard to find MC with good pronunciation in ED. Many students speak incorrectly when they are in their thesis examination and so on. Considering this situation, the researcher is interested in conducting this study to find out ED students pronunciation portrait and its implication to the teaching and learning of English. 1.2 RESEARCH QUESTIONS Based on the background of the study above, the research questions are divided into two, they are: Major questions: 1.) What is the portrait of ED students pronunciation? 2.) What is the implication of students pronunciation portrait towards the teaching and learning of English? Minor questions: How do ED students learn pronunciation? Does the students mother tongue affect students pronunciation? What are general mistakes that students often make? What are the causes contribute to the mistakes of the students pronunciation? Is students pronunciation influenced by American English or British English? 1.3 PURPOSE OF THE STUDY The purposes of the study based on the research questions above are divided into: 1. Major purposes: The major purposes are 1.) to describe the portrait of ED students pronunciation, 2.) to find out the implication of students pronunciation portrait towards the teaching and learning of English; 2. Minor purposes: The minor purposes are 1.) to investigate the way ED students learn pronunciation, 2.) to analyze whether the students mother tongue affect students pronunciation or not, 3.) to figure out the mistakes that students often make in producing sounds, 4.) to investigate the causes that contribute to the students pronunciation mistakes , and 5.) to analyze whether students pronunciation is influenced by American English or British. 1.4 BENEFIT OF THE STUDY The results of the study are hoped to give an input for the institution, to enrich the research in pronunciation field. And it can help ED students who are interested in conducting the related research. 1.5 PREVIOUSLY RELATED STUDY The previously related study was done by Ros Dwi Wahyuni whose thesis title was The Pronunciation of Second Grade Students of SMU 77 in 2005. She conducted her study using a case study as her approach, thus the results of her study can not be generalized for the entire population. The data were gathered by using interviews and pronunciation test from December 2004 until January 2005 and processed using rank order correlation formula. The results of her study showed that most participants were intelligible in recognizing the words in their speech and the participants also had positive attitude towards pronunciation and the teaching of pronunciation. CHAPTER II LITERATURE REVIEW This chapter consists of the definition of pronunciation, related issues on TEFL and pronunciation, background of teaching pronunciation, principles for pronunciation teaching, the areas of English pronunciation, pronunciation teaching, and factors affecting students pronunciation. 2.1 Definition of pronunciation Pronunciation is the most important thing that we have to master. Otherwise, people cannot receive the message we say. According to Penny Ur (2001), Jack C. Richard (2002), Pronunciation is the sound of the language, or phonology; stress and rhythm; and intonation and includes the role of individual sounds and segmental and supra segmental sounds. Moreover, Otlowski (2004:1) stated that Pronunciation is a way that is accepted or generally understood. From those statements above, we can conclude that pronunciation is the way of someone produces segmental and supra segmental sound that is accepted or generally understood. 2.2 Related Issues on TEFL and Pronunciation There are several problems that related to pronunciation and TEFL, such as; in ED there is no subject that focuses on pronunciation. Indeed, there are some simple and enjoyable exercises to practice pronunciation. According to Jenkins (2007) mentioned on her article, Global English and Teaching Pronunciation, that an implication global English for pronunciation teaching that is students should be given plenty of exposure in their pronunciation classrooms to other non-native accents of English so that they can understand then easily even if a speaker has not yet managed to acquire the core features. For EIL, this is more important than having classroom exposure to native speaker accents. It means that students should have non-native accents of English in order to help them understand what the speaker means even though he or she can not get the RP pronunciation. Moreover, Griffiths (2007), Integrating Pronunciation into Classroom Activities, found that addressing issues (pronunciation) regularly during the language feedback or group correction stage of lesson helps to focus learners attention on its importance and lead to more positive experiences. He also described that pronunciation work can be kept simple and employ exercises which are both accessible and enjoyable for students, whatever their level is. Whenever students do a freer speaking activity, the main aim is usually at developing their spoken fluency in the language. However, the activity also serves to work on students accuracy through the feedback we give them on their use of language. It means that lecturers should give the feedback on students pronunciation regularly so that students will have positive attitude towards the pronunciation. Based on those statements above, Okita (2007), Teaching Pronunciation, concluded the activities that can be passed in teaching pronunciation are: 1.) explaining Daniel Jones phonemic symbols, using a chart of English vowels and consonants; 2.) using minimal pair exercises; 3.)getting learners to memorize pronunciation patterns to predict on which vowel the primary stress is placed in a word, and; 4.)distinguishing the differences in the sounds of a vowel or consonant in a given word. 2.3 Background to the teaching of pronunciation There are three main orientations proposed by Nunan (2003, p.112-113) in pronunciation teaching: Listen carefully and repeat what I say (1940s-1950s). In this orientation, the activities are students are to repeat the words said by their teacher for several times. The problem that can be raised in this orientation is that students differ in how effectively they are able to really listen to and discern the sound system of anew language; Lets analyze these sounds closely to figure out how to pronounce them clearly (1960s-19701s). The teacher compares features of the sound system of English with features of their native languages. It is done in order to get students accustomed to International Phonetic Alphabet; lets start using these sounds in activities as soon as we can while I provide cues and feedback on how well youre doing (1980s and beyond). The teacher gives chances to the students to use the sounds which they are right in producing. 2.4 Principles for Teaching Pronunciation In the teaching of pronunciation, there are five principles, according to Nunan (2003, p. 115-117) , which are: stated five principles of pronunciation teaching, they are: Foster intelligibility during spontaneous speech. Teachers need to keep fostering the students intelligibility to get them concentrate to pronounce words while they are doing the spontaneous speech. Keep affective considerations firmly in mind. Teachers need to give affective support to their students in order not to make them have feared to develop new pronunciation habits. Avoid the teaching of individual sounds in isolation. Giving students chances to communicate meaningfully with their friends are more interesting, enjoyable, and memorable activities. If the teachers provide such activities, in the long run, have more impact on improving students speech intelligibility. Provide feedback on learner progress. Teachers should support students efforts, guide them, provide cues for their enhancement. Unless, students would unaware where they need to place their energies. Realize that ultimately it is the learner who is in control of changes in pronunciation. According to Morley (1994, p.89), teacher is only as a language coach who supplies information; gives models from time to time; sets high stands; provides a wide variety of practice opportunities; and encourages the learner. 2.5 The Areas of English Pronunciation The areas of English pronunciation are categorized into two, they are: segmental (e.g. English consonant and vowel sounds) and supra segmental (e.g. stress, linking, weak forms, intonation), Rajadurai (2001: 25). Parker adds (2000: 25) rhythm, reduction, and deletion are included as supra segmental features. The controversial issues about which areas of pronunciation are important to be taught came arise. According to Rajadurai (2001:13) teaching supra segmental is less valued than the teaching of segmental areas. However, Harmer (2002:183) disagrees with what Rajadurai stated. He claims that overt teaching of supra segmental areas particularly gives improved comprehension and intelligibly. Wahba (1998: 32-33) supported this statement, he claimed that that if learners are aware that there is a stress pattern in English words, and the pitch of the voice can convey the meaning, they will know what to pay attention to and can build basic awareness. In conclusion, both of segmental and supra segmental areas of teaching give significant effect in affecting students pronunciation. 2.6 Pronunciation Teaching Pronunciation teaching is important to ED students, but in fact there is no lesson which focuses on pronunciation. Indeed, pronunciation can increase the quality of students speaking as Harmer stated (2001:183) that pronunciation teaching not only makes students aware of different sound and sound features (and what these mean), but also improve their speaking immeasurably. In order to teach pronunciation, here are the three kinds of pronunciation practices which are most widely used by English teacher to help students improve their pronunciation: Minimal pair drills. This is a pair of utterance-usually short- which differs in meaning, but which are exactly alike in sound except in one point. The students are to pronounce pairs of words which differ in pronunciation only in one respect, such as bid/bId/; big/bIg, and sound/saund/; round/raund; (Deterding and Pudjosoedarmo 1998:77) A series of isolated sentences. These have concentration of the sound to be practiced, but they are not sentences frequently used in everyday conversation, Fangzhi (1998:38). For example: ai: Mike tried five times to get the prize Five times five is twenty-five Tongue twisters. Playing with words is particularly useful for the students who have unique pronunciation problems. Ball (2003:8) gives examples of tongue twisters: She sells seashells on the seashore; Red lorry yellow lorry; If a dog chews shoes, whose shoes does he choose? They think that it is Thursdays the thirtieth; Fangzhi (1998:38) concluded that the practices above are good for introducing English sound to beginners and also good for building a strong basic pronunciation. These pronunciation practices might be succeeded in helping students to improve pronunciation but not in sequence. Students who are trained in these ways tend to make more pronunciation errors when speaking spontaneously. Not only that, Celce Murcia, et.al. (1996:2) introduced two approaches that can be applied in helping students pronunciation improvement, they are: An intuitive-imitative approach. It talks about the students ability to listen to and imitate sounds of a target language. He or she also can make imitate the pronunciation of other people in television, radio, songs, and so forth; An analytic-linguistic approach. It recognizes the importance of intervention of pronunciation in language acquisition. Using this approach, teacher is to identify students problem in pronouncing the foreign language by providing pedagogical aids; Beside that, Nunan (2003) also gave us teaching strategies to teach pronunciation that consists of: Openness to change. Teacher ask learner to discuss problem areas that are faced. It is important to build learners self-confidence and attend their emotional needs as a non-native speaker; Contextualized minimal pairs. Teaching pronunciation by distinguishing between specifically targeted sounds, stress patterns, or intonation patterns through the use of minimal pairs; Gadgets and props. Learners are to analyze the words on their own, and to practice saying words by using their tools in coordination with their pronunciation stress syllables. Slow motion speaking (SMS). SMS allows learners to view close up, and to imitate, the teachers way of producing specific sounds in context; Tracking. Languages learner are not being asked to repeat after the recorded voice, but to try to say the words presented in the transcript concurrent with the voices they are listening to. Techniques from drama and theater arts. Popular plays and screenplays can be interesting sources of pronunciation work; Pronunciation teaching is not as easy as the stated statements above, it has obstacles too. Because of that, Otlowsky suggested: pronunciation should be integrated into other subjects orienting to communicative competence than linguistic skill especially in segmental and supra segmental phoneme ,Morley (1991, p.481-520); listening comprehension and pronunciation have close relationship ,Gilbert (1984, p.1) and Nooteboom (1983, p.183-194) stated that there is a strong impact of speech perception to speech production; the best technique should involve teachers and students as speech trainer or trainer, Morley (1991, p.507); intelligible pronunciation is seen as essential component of communicative competence, Morley (1991, p.513); 2.7 Factors Affecting Students Pronunciation Sometimes we, as the non-native speaker, made mistakes in pronouncing words. It is because the several things, such as the differences in pronunciation area so that we are not accustomed to produce the sounds. As stated by Ur (2001, p.52) that some causes affect pronunciation mistakes: 1.) substitute second language with first language sound because there is no in first language; 2.) create wrong perception on second language sounds because the sound is an allophone in first language; 3.)use a stress pattern and first language intonation when pronouncing second language in order to create a strange accent; CHAPTER III RESEARCH METHODOLOGY This chapter reveals the methodology used by the researcher, including research design consists of time, place, and the subjects of the study; data collection process; and data analysis. RESEARCH DESIGN Since the study focuses on describing the portrait of ED students pronunciation and analyzing the implication of students pronunciation towards the teaching and learning of English, the method will be used in this study is descriptive analytical interpretive. This research does not make any intervention and judgment. It only describes the portrait of ED students pronunciation and analyzes its implication towards the teaching and learning of English. This study also describes how ED students learn their pronunciation and whether their mother tongue affects their pronunciation or not. This study applies two methods of data collection that are by recording the test of English phoneme and doing the interview. The test of English phoneme consists of the list of words; those are vowels, diphthongs, trip thongs, consonants, consonant clusters, stress, and intonation. The interview is designed to get more specific information to answer the research questions. Both data collected by means of test of English phoneme and interview will be analyzed with descriptive analysis interpretive. Descriptive analytical interpretive The study used a descriptive analytical interpretive method. Yin cited in Tunisa (2008) and Ardi (2009) mentioned that descriptive cases require that the writer begins with a descriptive theory, or face the possibility that problems will occur during the project. Surakhmad (1990:140) stated two features of descriptive study: Memusatkan diri pada pemecahan masalah-masalah yang ada pada masa sekarang, pada masalah-masalah aktual Data yang dikumpulkan mula-mula disusun, dijelaskan dan kemudian dianalisa (karenaitu metode in sering pula disebut metode analitik. Surakhmad (1990:140) It can be concluded that to implement descriptive study, the study has to (1) focus on solving the past and actual issues then (2) the collected data is ordered, explained, and then analyzed (that is why this is often called an analytical method). Geoff Walsham said on his presentation that according to Orlikowski and Baroudi (1991) interpretive studies assume that people cerate and associate their own subjective and intersubjective meanings as they interact with the world around them. Interpretive researchers thus attempt to understand phenomena through accessing the meanings participants assign to them. This definition is based on the ground that: The interpretive research approach towards the relationship between theory and practice is that the researcher can never assume a value-neutral stance, and is always implicated in the phenomena being studied. There is no direct access to reality unmediated by language and preconception. Walsham (1993) himself states that interpretive methods of research start from the position that our knowledge of reality, including the domain of human action, is a social construction by human actors and that this applies equally to researchers. Thus there is no objective reality which can be discovered by researchers and replicated by others, in contrast to the assumptions of positive science. Population The population of the study was the whole of ED classes at State University of Jakarta. Sample The samples of this study were the students from 2005, 2006, and 2007 both from educational and non-educational students. Site and place The study was conducted at English Department of State University of Jakarta from December 2008 to April 2009. Instruments Two kinds of instruments are designed for data collection. They are test of English phoneme and interview list. 1.) Test of English Phoneme The test of English phoneme is consisted of the list of words that are categorized into vowels, diphthongs, trip thongs, consonants, consonant clusters, stress, and intonation. Then, students are asked to pronounce them using tape recorder. 2.) Interview list The interview for this study is designed as a structured interview. The questions in the interview list are designed based on the research questions in chapter I. 3.2 DATA COLLECTION PROCESS The data collection was conducted on December 2008 until April 2009. The data in this study consisted of information collected by using test of English phoneme, and interview list. The collected data using an English test phoneme was conducted on December 2008 until April 2009. Meanwhile, the data from interview was done by taking notes (face-to-face individually) and sending via e-mail. DATA ANALYSIS The researcher analyzed the data by the following steps. The first was checking data completeness; the data taken were the recorded ED students pronunciation. The recorded data contains vowels, diphthongs, trip thongs, consonants, consonant clusters, stress, and intonation. To classify the data, the writer analyzed the pronunciation into the transcript based on the participants entrance year. The second was grouping data by making them in the table presentation based on the data source. The third was comparing the data in each category; by comparing the data, the writer would find the dominant and the less dominant made by students in pronouncing the sound. The forth was putting groups of data in order from the more dominant data to the less ones. The last was the taken data was interpreted based on the findings.

The Changing Verbal Portraits of Emily in A Rose for Emily Essay

The Changing Verbal Portraits of Emily in A Rose for Emily  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "A Rose for Emily," by Faulkner, provides not only innumerable details but also a complex structure. Long after the reader has learned to identify and discuss the function of significant detail, they often continue to struggle with the influence of structure on a story. The imagery of changing portraits in "A Rose for Emily" allows the reader to explore both to find meaning. In addition to the literal portrait of Emily's father, Faulkner creates numerous figurative portraits of Emily herself by framing her in doorways or windows. The chronological organization of Emily's portraits visually imprints the changes occurring throughout her life. Like an impressionist painting that changes as the viewer moves to different positions, however, the structural organization provides clues to the "whole picture" or to the motivations behind her transformations. Chronologically, the "back-flung" front door creates the first tableau of a youthful Miss Emily, assiduously guarded by her father. Miss Emily, a "slender figure in white,"1 typifies the vulnerable virgin, hovering in the background, subordinate and passive. The father, "a spraddled silhouette in the foreground, his back to her and clutching a horsewhip" (CS 123), is a menacing dark image assuming the dominant front position. His turned back suggests a disregard for her emotional welfare as he wards off potential danger--or violation of her maidenhead--with his horsewhip. The back-flung door invites suitors in, but only those who meet Grierson standards. Unfortunately, those standards are unattainable--"The Griersons held themselves a little too high for what they really were" (CS 123)--and Miss Emily remains... ...cefully on her funeral bier with a simple image of love and loss, a strand of iron-gray hair resting on the yellowed pillow of an impotent bridal bed. This haunting image is the fianl pen stroke whispering the eulogy of her wasted life. Notes 1 Collected Stories of William Faulkner (New York: Vintage, 1977), 123. Hereafter CS. 2 The southern planter patterned his lifestyle after the English country gentleman (Daniel Boorstin, The American:   The Colonial Experience [Random House, 1958]).   In doing so, he developed a code of conduct that reflected the romanticism of the medevial age.   A feudal mind set--replete with courtly love, a code of honor, and a romantic quest--is evident in several of Faulkner's male characters, e.g., Sutpen in Abaslom, Absalom! and Hightower in Light in August. 3 The Sound and the Fury (New York:   Random House, 1992), 78. The Changing Verbal Portraits of Emily in A Rose for Emily Essay The Changing Verbal Portraits of Emily in A Rose for Emily  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "A Rose for Emily," by Faulkner, provides not only innumerable details but also a complex structure. Long after the reader has learned to identify and discuss the function of significant detail, they often continue to struggle with the influence of structure on a story. The imagery of changing portraits in "A Rose for Emily" allows the reader to explore both to find meaning. In addition to the literal portrait of Emily's father, Faulkner creates numerous figurative portraits of Emily herself by framing her in doorways or windows. The chronological organization of Emily's portraits visually imprints the changes occurring throughout her life. Like an impressionist painting that changes as the viewer moves to different positions, however, the structural organization provides clues to the "whole picture" or to the motivations behind her transformations. Chronologically, the "back-flung" front door creates the first tableau of a youthful Miss Emily, assiduously guarded by her father. Miss Emily, a "slender figure in white,"1 typifies the vulnerable virgin, hovering in the background, subordinate and passive. The father, "a spraddled silhouette in the foreground, his back to her and clutching a horsewhip" (CS 123), is a menacing dark image assuming the dominant front position. His turned back suggests a disregard for her emotional welfare as he wards off potential danger--or violation of her maidenhead--with his horsewhip. The back-flung door invites suitors in, but only those who meet Grierson standards. Unfortunately, those standards are unattainable--"The Griersons held themselves a little too high for what they really were" (CS 123)--and Miss Emily remains... ...cefully on her funeral bier with a simple image of love and loss, a strand of iron-gray hair resting on the yellowed pillow of an impotent bridal bed. This haunting image is the fianl pen stroke whispering the eulogy of her wasted life. Notes 1 Collected Stories of William Faulkner (New York: Vintage, 1977), 123. Hereafter CS. 2 The southern planter patterned his lifestyle after the English country gentleman (Daniel Boorstin, The American:   The Colonial Experience [Random House, 1958]).   In doing so, he developed a code of conduct that reflected the romanticism of the medevial age.   A feudal mind set--replete with courtly love, a code of honor, and a romantic quest--is evident in several of Faulkner's male characters, e.g., Sutpen in Abaslom, Absalom! and Hightower in Light in August. 3 The Sound and the Fury (New York:   Random House, 1992), 78.

Scarlet Fever :: essays research papers

What is scarlet fever? Scarlet fever is a term used for strep throat with a rash. Strep throat is a throat infection caused by a type of streptococcal bacteria. What causes scarlet fever? Scarlet fever is caused by streptococcal (strep) bacteria, the same bacteria that cause strep throat. There are many different strains of strep bacteria, some of which cause more serious illness than others. The type of strep that infects the throat and causes scarlet fever is called group A beta-hemolytic streptococcus (GABS). What are the symptoms of scarlet fever? Symptoms that may occur before the rash include: ? Fever of 38.5Â °C (101.3Â °F) or higher. ? Sore throat and difficulty swallowing. ? White or yellow spots or coating on the throat and tonsils. ? Swollen lymph nodes in the neck. Other symptoms, especially in children, may include general body aches, headache, stomach ache, nausea, vomiting, or listlessness. Scarlet fever usually doesn't occur with cold symptoms, such as sneezing, runny or stuffy nose, or cough. Red spots begin to appear on the roof of the mouth (palate) about 2 to 3 days after symptoms first appear. Bright red spots may appear on the tongue, giving it an appearance called "strawberry tongue." The most noticeable symptom of scarlet fever is a rough, red rash that feels like fine sandpaper. The rash begins on the chest and abdomen and then spreads over the rest of the body within 24 hours. The rash and redness are more apparent in skin folds, especially in the groin, armpits, and elbow creases. It usually fades in about a week, and at that time the skin may begin to peel. Treating Scarlet Fever If you have a rash and the doctor suspects scarlet fever, he or she will usually take a throat culture (a painless swab of throat secretions) to see if the bacteria grow in the laboratory. Once a strep infection is confirmed, the doctor will likely prescribe an antibiotic for your child to be taken for about 10 days. How Scarlet Fever is passed from one person to another The bacterial infection that causes scarlet fever is contagious. A child who has scarlet fever can spread the bacteria to others through nasal and throat fluids by sneezing and coughing. If a child has a skin infection caused by strep bacteria, like impetigo, it can be passed through contact with the skin.

Online Reservation

Introduction of online reservation system Hotel Reservation System is an easy-to-use reservation management software that can manage your hotel or motel, Ideal for reservations, Hotels and guest houses, Affordable – no cost per booking charges, Easy To Use, Track Customers and avoid Double Bookings, Analyze Reservation Patterns,Automatic Calculations, Reporting System, Multi-users and rights managements, RoomTypes Rooms managements and RatePlan managements. Hotel reservation software with a difference. The ideal alternative to manually tracking customers. No longer is there a need to keep mounds of paper or lose customer details. Hotel Reservation is a reservation software system designed to simplify the booking process and allow you to get on with running your business. Enter the computer age and reap the benefits of automating the reservation process. Track customers and more importantly help keep the repeat customers. You can analyze reservation trends and work towards your future needs. Rearrange reservations and allocate rooms without an eraser in sight! Managing repeat customers and recording customer preferences helps you to retain your customers. Make your customers feel unique and special by recording personal notes. Welcome them with their nickname at the door! Following the long term trends is important in your hotel. Hotel Reservation makes this easy with our reporting system. With just one click you can analyze trends. Monitor the performance of your promotions and advertising quickly and easily. Each time you make a reservation, the room status is updated and the customer details are added to your hotel database. Conceptual Framework of the Study Figure1, shows the paradigm of the study that online reservation is must for the INN to gain higher-level of competitiveness among its competutor Input Process Output Provide faster, more Accessible & to lessen failures in room reservation. Gain higher level Competitiveness. INN Service Query Customer Information Inn Reservation Online Reservation System Figure 1. paradigm of the study RBC INN Provide faster, more Accessible & less effort in INN room reservation. http://www. oppapers. com/essays/Online-Reservation-System/632909 http://www. fileguru. com/Hotel-Reservation-System/info http://www. scribd. com/doc/19244137/Online-Hotel-Management-Syst em Online Reservation Introduction of online reservation system Hotel Reservation System is an easy-to-use reservation management software that can manage your hotel or motel, Ideal for reservations, Hotels and guest houses, Affordable – no cost per booking charges, Easy To Use, Track Customers and avoid Double Bookings, Analyze Reservation Patterns,Automatic Calculations, Reporting System, Multi-users and rights managements, RoomTypes Rooms managements and RatePlan managements. Hotel reservation software with a difference. The ideal alternative to manually tracking customers. No longer is there a need to keep mounds of paper or lose customer details. Hotel Reservation is a reservation software system designed to simplify the booking process and allow you to get on with running your business. Enter the computer age and reap the benefits of automating the reservation process. Track customers and more importantly help keep the repeat customers. You can analyze reservation trends and work towards your future needs. Rearrange reservations and allocate rooms without an eraser in sight! Managing repeat customers and recording customer preferences helps you to retain your customers. Make your customers feel unique and special by recording personal notes. Welcome them with their nickname at the door! Following the long term trends is important in your hotel. Hotel Reservation makes this easy with our reporting system. With just one click you can analyze trends. Monitor the performance of your promotions and advertising quickly and easily. Each time you make a reservation, the room status is updated and the customer details are added to your hotel database. Conceptual Framework of the Study Figure1, shows the paradigm of the study that online reservation is must for the INN to gain higher-level of competitiveness among its competutor Input Process Output Provide faster, more Accessible & to lessen failures in room reservation. Gain higher level Competitiveness. INN Service Query Customer Information Inn Reservation Online Reservation System Figure 1. paradigm of the study RBC INN Provide faster, more Accessible & less effort in INN room reservation. http://www. oppapers. com/essays/Online-Reservation-System/632909 http://www. fileguru. com/Hotel-Reservation-System/info http://www. scribd. com/doc/19244137/Online-Hotel-Management-Syst em

African Americans in the Revolutionary War

Before the Revolutionary War even began, slaves started to realize that the promises to secure their freedom from England and reduce the amount of slaves were seemingly unlikely. The African Americans were segregated and determined as free or enslaved. The Atlantic Slave Trade was setup to be a successful business in the 18th century , it sent slaves to southern states that specialized in agriculture. Slavery in the North was also legal and accepted as well. However, some colonies did allow free African Americans. Even though they had their freedom, rights of these African Americans were still confined.Black Codes consisted of stipulations such as, prohibiting their right to vote, forbidding them to sit on juries, and not allowing them the ability to testify against a white person in court. These codes made it hard to really feel like they had freedom and were in no way shape or form equal to a free white American. At the beginning of the American Revolution, African Americans were d emanded to choose whether to rebel, or to stay committed to the crown. Many African American slaves fought with Britain in the war because they were promised their freedom once again.A significant amount of African American slaves died during the Revolution, some of them got away but not very many. In the United States at this time, about 95% of the African Americans living here were enslaved. They were used by the white Americans during the war because of this. In 1777 George Washington approved the right for African American slaves to enlist, but only a small percentage actually did. A lot of the Northerners thought that the south using slaves on the front line was cruel and that the south needed their slaves in order to continue growing their economy.This made the South seem incompetent without their slaves. The African Americans fought for the United States and England. This was not right to use them and the British even used their heads to make them join and fight against the U nited States. The African Americans could win their freedom and go against their masters. Crispus Attucks was a black man who was considered the first death of the American Revolution. He yelled out â€Å"Don’t be afraid! †, and led a group of protesters against the British soldiers. I believe that the Boston Massacre was one of the final straws for the need of independence.An African American named Paul Cuffe, helped the American colonies by supplying them with goods and sneaking them past British ships. Another African American who was a minute man during the Boston Massacre was Lemuel Haynes. Salem Poor was one of the African American soldiers who fought at Bunker Hill. It is said that he shot Lieutenant Colonel James Abercrombie, a British officer. Prince Whipple was born in Africa and sold into American slavery at a young age. His master was William Whipple who he fought alongside in the war, but even though he did this he remained a slave throughout the revolutio n.He was was one of the 20 African American slaves who signed the New Hamshire Legislature which was asking for the elimination of slavery within this state. African-Americans were a very helpful and prominent part in fighting at Concord, Lexington, and Bunker Hill. James Armistead successfully petitioned his master to allow him to serve with the Marquis de LaFayette and he became a double agent in General LaFayette's service. He pretended to be a Loyalist slave spying on the Americans and invaded the Bristish General, Charles Cornwallis’s headquarters.All of the knowledge he gave to LaFayette helped the Americans win at the battle of Yorktown. LaFayette was so impressed with his doing that he actually petitioned the Virginia legislature to give him his freedom. When Lafayette saw Armistead in a crowd he called him by name and hugged him in public. James Armistead’s accomplishments in the revolution were so prominent and uplifting. My favorite African American idol dur ing the revolution to learn about is Phillis Wheatley. Not only because she is an intelligent and fortifying women but also for her poetry and strength to find a passion during these times.She was the first African American woman to have her work published as an American poet. . She was born in Gambia, Africa as a slave child and took her name from the Phillis, the slave ship that brought her to Boston and from her master, John Wheatley. Wheatley was a huge supporter of America freedom as well as African American slaves freedom. She published a collection of poems including one that was a memorial for the Boston Massacre. Phillis also wrote a poem for George Washington that she mailed to Cambridge, Massachusetts, the headquarters for the commander in chief.Washington happily replied with an invitation to come and visit him. She accepted immediately and met with him in Cambridge. George Washington also passed her story and excitement on to someone he knew in the publishing industry, and her poem was printed several times for the patriot cause. Phillis Wheatley was one of the most renowned poets of the eighteenth century. She was the first African-American to publish a book of imaginative writing and the first to start the African-American literary tradition.She combined religion and neo-classicism in her poems and most of her poems propose an escape from slavery. She rejoices death and the rewards and liberty of life after death. Mary Wheatley, the daughter of the family, taught her Latin, religion, English and literature. Apparently brilliant and with an ability for learning, Phillis became fluent in English. She was able to read passages from the bible and also showed interest towards astronomy, geography, history, Latin and Greek classics and British literature. Soon enough she was considered as a full-fledged poet in the art.Wheatley was influenced by the religious beliefs of her master and hence accepted Christianity as her religion. Her story is so outsta nding to me and the most powerful and prominent of them all. Even though she wasn’t actually fighting in the revolutionary war she was making a difference in history, fighting for what she believed in and following her heart and passion. To me this is just as worthy as enlisting in the war. In many ways, George Washington himself embodied the Revolution's mixed message for African Americans.Like many of the Founding Fathers, Washington owned slaves throughout his life and was influenced by contemporary racist views about African inferiority. Initially opposed to black enlistment in the Continental Army, Washington reluctantly agreed to allow certain free blacks to fight after Lord Dunmore's proclamation threatened to bring black patriots over to the British cause. In time the valor of his patriotic black soldiers and his friendship with antislavery advocates such as the Marquis de LaFayette convinced Washington that slavery was economically unsound as well as morally wrong.Ye t he maintained an ambiguous stance toward the institution, anxious to avoid fracturing the delicate sectional balance crafted at the Constitutional Convention. Washington's relationship with African Americans, like that of the new nation itself, was contradictory. He believed in â€Å"life, liberty, and the pursuit of happiness† but signed the Fugitive Slave Law of 1793, he viewed slavery as a moral evil but did not free his own slaves until after his death. This is baffling to me.Over five thousand African Americans had a role in the fight for the Independence of United States. I believe that the African Americans played just as big of a role in the Revolution as every other white American soldier. Works Cited http://fas-history. rutgers. edu/clemens/AfricanAmericansRevolution. html http://www2. coloradocollege. edu/Dept/HY/HY243Ruiz/Research/revolution. html http://www. digitalhistory. uh. edu/learning_history/revolution/revolution_slavery. cfm