One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn Essay

Alexander Solzhenitsyn's purpose in episodes one and two of One Day in the Life of Ivan Denisovich is to develop Ivan Denisovich Shukhov as a mediator for personal views and then to present those views on life, prison, and authority to the reader. This purpose is accomplished by the author's use of characterization, symbolism, and aphorism. The reader's knowledge of Shukhov is almost as restricted as the rules set forth in Shukhov's prison, and there is nothing that sets Shukhov apart from the rest of the prisoners. This allows the reader to focus less on him as a character and more on what he is intended to convey. The author’s first use of characterization occurs in the quotation, "Shukhov never overslept reveille. He always got up at once, for the next ninety, until they assembled for work, belonged to him, not to the authorities" (17). Through this quotation, the reader recognizes how Shukhov is willing to partake in the many challenges set forth by authority, but still appreciates the time he can set aside for himself. This characterization of Shukhov shows that the author values the idea of self-awareness. This is essential further in the novel as seen when Shukhov reflects on the importance of mealtime or breaks as solely for one's self, which contrastingly reveals the extent in which authority has stolen time from the prisoners. Another example of characterization stems from the quotation, "Shukhov realized, as he had guessed on the way there, that he wasn't being sent to the guardhouse at all—it was simply that the guardroom floor needed scrubbing" (23). This quotation shows that Shukhov has an in-depth understanding of the operations within his prison and can be trusted by the reader to provide reliable exposure. The rea... ... the prisoners survived. This is necessary to understand for later in the novel when an importance is placed on one's ability to outsmart the authority in order to actually survive prison. For instance, when Shukhov tricks the cook in prison into giving his squad more dishes. By using aphorisms from Shukhov, Solzhenitsyn is able to express universal truths to discredit the communistic society around him, a personal view he wished to share on a global scale. Through the characterization of Shukhov, the use of symbolism, and the use of aphorisms, Solzhenitsyn is able to recognize Shukhov as a mediator of his personal views thus providing the reader with the observations that he has made as a prisoner himself. Works Cited Solzhenitsyn, Alexander. One Day in the Life of Ivan Denisovich. Trans. Ralph Parker. New York: E.P. Dutton, a Division of Penguin, 1963. Print.

Fractional Growth Factors

Early Field Experience Lesson Plan Fractional Growth Factor CMP Math 8th Grade Ms. Tanisha Wilson Fifer Middle School Tanisha Wilson MTSC 403 Fall 2011 CONTEXTUAL FACTORS Student Characteristics There 28 students and they are in 8th grade CMP math class. There are some students in this are inclusion so there are two teachers in the classroom. There is a regular mathematics education teacher, and there is a special aid teacher. The students in this class have to take two mathematics classes each day, a CMT course and a prep course which will help them score high on their DCAS scores.They are from different nationality backgrounds and they understand English well. There is one student in the class who has a wheel chair and the desk is arranged for him to sit comfortably by the door. Overall the students in this class are well behaved and eager to learn mathematics. Grouping Patterns Student’s seats are arranged in groups of four. Students will work in groups of four and a class as a whole will whole. Prerequisite Knowledge Students should already be able to identify the growth factor in the problem with reasoning, the y- intercept, and what everything number in the equation represent.Students are also expected to know what exponential growth mean and are able to graph and factor with exponential growth with whole numbers. Instructional Materials Smart board, smart responders, paper, pencil LEARNING GOALS Mathematical Learning Goals Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional (or decimal) growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. NCTM Content StandardsGrades 6-8 Algebra * Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. * Model and solve contextualized problems usi ng various representations such as graphs, tables and equations. Delaware Standards Math GLE Standard 2 Algebraic Reasoning * Compare the rates of change in tables and graphs and classify them as linear or nonlinear. * Use tables, graphs and symbolic reasoning to identify functions as linear or nonlinear. DIRECT Diversity- there will be different ways to solve the problems so students would be given many ways to practice and choose which method fits best.Interpersonal Communications- students will follow a method that the teacher in the class uses which is called Think, pair, share. Students would think about their answer, pair up with their group members to discuss what each other got, and then share their answer with the whole class. Reflection- students would reflect on what is going on in the class by exit cards at the end of the lesson. Students will also receive extra practice by doing a homework assignment. Effect teaching and assessment Strategies- students would be asked qu estions leading to them figuring out the formula.At the end of the lesson there would be exit cards to assess what the students have learned in today’s lesson. Content and Pedagogical Knowledge- this is like a review lesson. Students already have prerequisite knowledge on the same material. The only difference with this lesson is that the growth factors for the problems we will be working on today are fractional. Technology- students would use smart responders in the beginning of the lesson to determine if their answers were correct or not. We will also be using the smart board to see the problems needed in order to keep the lessons going. Mathematical Proficiency StrandsUnderstanding mathematics- student’s will be asked multiple questions based off of the problems they have done in previous lessons and the lessons we are doing today so I could know if the students are understanding the mathematics we are covering the in class. Applying concepts to solve problems- stud ents would be given two solve problems and asked how they came up with their answer with explanations of how they got the answer. Reasoning logically- students would be given a real life situation as a solve problem and the answer they come up with have to logically fit the situation given in the story.Engaging- students will be engaging with each other to discuss their thoughts of the solve problems by doing the think, pair, share. Assessment Plan In the previous investigation, we studied exponential growth of plants, mold, and a snake population. In the growth factor and the starting value, we could make predictions. The growth factors in these examples were whole numbers. In this investigation, we will study examples of exponential growth with fractional growth factors. Students will have an understanding on how to find the exponential growth of a Rabbit population with fractional growth factors.Examples will be shown that students understand the lesson by using the growth factor table, being able to determine what is the growth factor and when is it appropriate to round it up to if necessary and students will be able to connect the chart and table to a formula for the exponential growth rate. Pre- Assessment Students will be given a chart that looks like the previous charts we have went over. The difference with this chart is that the growth factor is not a whole number. Students will have to find the equation based off of the chart. They would put their answer into the smart responder.Once everyone’s answers are calculated into the smart responder, we will receive a percentage of how many students got the correct answer in the class. We will then discuss why that is the correct answer. Additional Assessment 1 Students would be given a problem on the smart board with a table which will represent the exponential growth of rabbits. Ask students the following questions†¦ 1. What is the growth factor? Explain how you found your answer. 2. Assume th is growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3.How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Do not give students the answers. Have students come up with the answers on their own, then they could discuss with a classmate, then the whole class would discuss the correct answer and why. While students are working in groups, the teacher would be walking around and looking at student’s notes to see their understanding. If you see that there is more than one approach to the answer, then call on the different students with the different approaches so there could be variety.Post Assessment The class would sum up what we did in today’s lesson by answering the exit cards with a question similar to the one we did in class. St udents must answer the question in details. The teacher will explain to the students that the main point of the lesson today is to recognize that the growth factor may not always be a whole number. By the end of this lesson, students should be able to solve a problem dealing with exponential growth with the growth factor not being a whole number. OPENING 5 Minutes8:00-8:15 Rationale Students will be shown a chart on the smart board and will be asked to find the growth factor and the equation for the table. Since the students are already familiar with exponential growth using whole numbers, I want student’s to see that not all exponential growth would have a whole number as the growth factor. The opening activity is a reflection on the same type of formula they have been working on, the only difference is that the growth factor would not be a whole number.Students would focus on the growth factor and being able to put it into an equation which will support the table. Students will be assessed by using the smart responders. The smart responders will allow the teacher to know the percentage of students who got the correct answer before beginning the lesson. | Materials Smart board, smart responder, pencil, and paper Activity Description When the students first walk into the classroom, they will be asked to grab a smart responder. (The smart responder allows the teacher to see the percentage of how many students got the correct answer).Based off of the results on the smart responder I will have a short discussion of what is the growth factor, the y-intercept, and why important to know those numbers in order to create a formula. The table is as followed†¦ X| 0| 1| 2| 3| Y| 30| 57| 108| 206| Differentiate Instruction One student from each group will get up to get the smart responders for their group and return them when we are done. Students will be able to do this because there is a student in the classroom with a disability; he is in a wheelchair so I do not want him to feel left out in any way.Therefore, each group will have to go through the same procedure. Another differentiate instruction we will do is go over the correct answer into details because there are some students in the class who are inclusion. I do not want to move too fast with the class as a whole so I will continue to review the material and monitor ALL students understanding of the lesson before moving on. What is the growth factor in this table? Possible Student Responses| Possible Teacher Follow-ups| 1. 9| Did everyone get that answer? | No. | What did you get as the growth factor? | At first I got1. then I divided the next two consecutive numbers which is 108/ 57 and I got 1. 894736834, so the growth factor is not the same with each number. | Did anyone else get that? | Yes| Well I’m happy you pointed that out. What is the difference between this table and the previous tables we have been doing these past few weeks? | The growth factor is not the same for every outcome is not the same exact number| What is different about the numbers though? | They are a decimal and not whole numbers. | Ok. Good point. Is 1. 894736 close to 1. 9? | Yes| When you divide 206 and 108, what is your outcome? 1. 907407| Is that close to 1. 9? | Yes| So what could you tell me about this growth factor now? | That the outcomes are very close to each other but they are not the exact same| So imaging if you wanted to round your growth factor to the nearest whole number, put the number 2 into your formula, what are your results? | 30*2= 6060*2= 120120*2= 240| Are your results accurate compared to what we need on our table? | No. | Why is that? | Because when you keep multiplying by 2 instead of 1. 9 the result grows bigger and bigger and it does not match what we need. What do you suggest we do if we wanted to put these numbers into an equation that will have the closest possible outcome? | Round it to 1. 9? | Why 1. 9? | Because what was the first exact ou tcome and when we divined the next consecutive numbers, they are close to 1. 9| Ok great job. So when this happens we will round up to the nearest outcome and in this case it is 1. 9| BODY #1 30 MinutesTime: 8:15- 8:45 Rationale The purpose of this activity is for students’ to have a visual with a story of rabbits reproducing and is able to form an equation with the table given to them.This activity will build on the students’ knowledge of exponential growth and at the same time introducing with fractional growth factors. It is important for students to understand that the growth factor will not always be a whole number and what they should do when they face this problem. This activity develops the learning goal of student’s being able to think about fractional growth factor and why should they round it to the nearest decimal place instead of the whole number. Materials Graphic Calculator, pencil, paper, smart board Activity DescriptionStudents will be sitting i n groups of four. During this activity, student’s will do a think, pair, share for every question asked to them before discussing it with the class as a whole. Think, pair, share is a way for students to actually THINK about their answer and why do they think that will be the correct answer; they should also be taking down notes at this point. PAIR is when they talk amongst their partners and share what they came up with and then compare answers. If anyone answer is different, then they will discuss why are their answers different.SHARE is when the whole class has a discussion about all of the possible answers and come to an agreement and understanding of the correct answer. Students will be assessed while doing think, pair, and share. The teacher would be walking around the class taking notes about the student’s understanding and mentioning anything that stands out or may be confusing about the lesson to the class. This will just be personal notes for the teacher to k now the student understands of the lesson. | The activity will begin with the â€Å"did you know† which will be shown on the smart board.Did you know? In 1859, a small number of rabbits were introduced to Australia by English settlers. The rabbits had no natural predators in Australia, so they reproduced rapidly and became a serious problem, eating grasses intended for sheep and cattle. In the mid-1990s, there were more than 300 million rabbits in Australia. The damage they caused cost Australian agriculture $600 million per year. There have been many attempts to curb Australia’s rabbit population. In 1995, a deadly rabbit disease was deliberately spread, reducing the rabbit population by about half.However, because rabbits are developing immunity to the disease, the effects of this measure may not last. Students will think about the â€Å"did you know† problem and then a table will be shown on the board based off of the problem. If biologists had counted the ra bbits in Australia in the years after they were introduced, they might have collected data like these: Growth of Rabbit Population Time (yr)| Population| 0| 100| 1| 180| 2| 325| 3| 583| 4| 1,050| Students would be asked the following questions followed by a mini class discussion for each question. 1. What is the growth factor?Explain how you found your answer. 2. Assume this growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3. How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Differentiate Instruction There are some students in this class who are inclusion which mean that they need extra help with understand the concept of the material.There is an inclusion math teacher in the classroom as well but her attention is strictly for those studen ts’. The activity has question and answers so that way everyone in the class could participate in lesson and contribute their understandings. Students will also have to think about the answer on their own at first before working in pairs which will be helpful for the teacher who is walking around to see the students understanding individually. The inclusion student’s will also receive peer help along with teacher sponsoring. What is the growth factor of rabbits reproducing represented by this table?Possible Student Responses| Possible Teacher Follow-ups| 1. 8| Why 1. 8? | Because divided the first two consecutive numbers which is 180/100= 1. 8 so every year the rabbits times itself to 1. 8| So did you get 1. 8 every time you divide the consecutive numbers? | No, when I divided 325 by 180 I got 1. 805555556, when I divided 583 by 325 I got 1. 793846, and when I divided 1,050 by 583, I got 1. 801029. They were all close to 1. 8 so I rounded it up like what we did for the warm up. | Great job, my only question is why did we round it up by 1. 8 and not 2? Because we are dealing with fractional growth factors even though these are decimals. | But what if you didn’t know you was dealing with fractional growth factors and you had to solve this problem, why wouldn’t you round your growth factor up to the nearest whole number? | Because if I rounded my growth factor up to the nearest whole number then the result for the growth amount for populations of rabbits of the next year would not be around the number given. | I don’t really understand what you mean; may you please demonstrate to the class using your calculator? |The student would demonstrate to the class using his/ her calculator Year 1100*2=200not close to 180 Year 2200*2=400not close to 325 Year 3400*2=800not close to 583 Year 4800*2=1600not close to 1050 So why do we round to the nearest appropriate decimal? Possible Student Responses| Possible Teacher Follow-ups| Because if we were to round it to the nearest whole number, then the growth factor will not be close to the next years population rate. | Correct. What is the equation used for this growth factor? | 100(1. 8x)| Why? | Growth factor is 1. 8 and we raise that by time which is x| Ok great job. |CLOSINGTime: 2 minutes Learning Goal(s) Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. Review Based off of what we learned today students will be able to draw connections from the previous lessons with exponential growth factors and now know how to find the exponential growth with the growth factor not being a whole number.Students are to state why they are rounding up the number to the nearest decimal (if needed). Students will ha ve to answer the Exit Cards before leaving the class. 1. Why isn’t the growth factor of exponential growth always a whole number? 2. If you were to round up your decimal or fraction to the nearest whole number and put it into the equation P= a(b)x, what will your outcome be and explain why. Students would be assessed on their understanding of today’s lesson and making sure that they meet the learning goals thinking mathematically. | Follow-up ActivitiesStudents will be assigned a homework assignment. 1. In parts of the United States, wolves are being reintroduced to wilderness areas where they had become extinct. Suppose 20 wolves are released in northern Michigan, and the yearly growth factor for this population is expected to be 1. 2. a. Make a table showing the projected number of wolves at the end of each of the first 6 years. b. Write an equation that models the growth of the wolf population. c. How long will it take for the new wolf population to exceed 100? 2. a . The table shows that the elk population in a state forest is growing exponentially.What is the growth factor? Explain. Growth of Elk Population Time (year)| Population| 0| 30| 1| 57| 2| 108| 3| 206| 4| 391| 5| 743| b. Suppose this growth pattern continues. How many elk will there be after 10 years? How many elk will there be after 15 years? c. Write an equation you could use to predict the elk population p for any year n after the elk were first counted. d. In how many years will the population exceed one million? Homework will be checked during the next class meet. ATTACHMENTS â€Å"Growing Growing Growing† book pages 33-36

Compare the ways in which Larkin and Abse write about love Essay

Compare the ways in which Larkin and Abse write about Love, in your response you should write about at least two of Larkin’s poems Larkin’s general view on love and marriage is that both are a liability. This is seen throughout many poems including ‘Self’s the man’ where Larkin talks about a man being held back and worked to death by his wife. Abse’s views are somewhat contrary to Larkin’s. He has a much softer approach when talking about love and feels that it connects himself with his family, as seen in his poems ‘Postcard to his wife’ and ‘The Malham Bird’ where he expresses his love for his wife. Love as a theme is present in many of Larkin’s poems and ‘Self’s the man’ illustrates his stereotypical outlook on marriage and love. In the first stanza Larkin directly compares himself to his made up character of Arnold, who represents all the lower class men in a marriage. The first tw o lines ‘Oh, no one can deny/ That Arnold is less selfish than I’ have a humorous tone in with the use of a rhyming couplet, Larkin is patronising the reader. In the next line he writes how Arnold married a woman to ‘stop her getting away’. In comparison, the poem ‘The Malham Bird’ Abse writes of love in a different way ‘in love, you a Gentile’. His soft tone creates a slower pace to the poem which shows his love for his late wife. On the other hand Larkin doesn’t use the word love and he uses a faster matter-of-fact tone. Larkin is often viewed as sexist but here he could be seen as saying that women don’t get a chance to live their lives how they want to because men marry them ‘Now she’s there all day’. In the second stanza Larkin continues to paint women in a poor light ‘And the money he gets for wasting his life on work/ She takes as her perk’. The first line uses enjambment which makes the poem sound like a list of moans. She appears to be greedy by taking his money. Larkin displays an air of snobbery about the lower classes hard labour jobs. He describes the woman as interfering and domineering. Larkin then uses colloquial language to make fun of the lower classes and how they speak ‘To pay for the kiddies’ clobber and the drier/ and the electric fire’. He does not rate family life very highly. Larkin states that the roles have reversed in the third stanza. Arnold told his wife to marry him and she did and now she is telling him to work, to do the chores etc†¦ ‘Planning to have a read at the evening paper/ It’s Put a screw in this wall-‘. The fourth stanza uses colloquial language again and the fifth and uses a sarcastic and patronising tone. Larkin does not look upon  marriage favourably. Moving into the sixth stanza, the poet claims that Arnold, too, was just â€Å"out for his own ends† and â€Å"if it was such a mistake / He still did it for his own sake / Playing his own game.† He concludes that â€Å"he and I are the same† and both are selfish, but he is better â€Å"At knowing what I can stand / Without them sending a van†. The â€Å"van† is a mental institute’s mode of transportation, suggesting that Arnold is going mad in his situation. Much of this poem is unsympathetic towards Arnold’s situation. However at the end Larkin reveals an uncertainty. Suddenly the poet is faced with the reality of his own situation ‘But wait, not do fast/ Is there such a contrast?’ Has he realised the loneliness in his own life because he was too selfish to share. Another poem which presents love as a theme is ‘Talking in Bed’. In this poem Larkin describes a couple in a failing relationship because they are isolated and find it difficult to communicate. Themarital bed is used as a symbol for marriage; a haven for spouses to come together. The bed should be the place where a couple feel united, but in this poem, the bed makes the couple’s detachment from one another glaringly obvious. The word â€Å"lying† has an ambiguous meaning in this poem; on one hand it means that the couple in assuming a horizontal position together, and on the other hand, it appears there is some fabrication between them. â€Å"Goes back so far† also presents some ambiguity: first, the couple have been â€Å"lying together† in their bed for years which is an indication of a lengthy marriage; and second, they have been living a lie for many years. The couple are clearly unhappy with their marriage. This was a time when separation and divorce was frowned upon but couples stayed together unhappily because it was the right thing to do. There was a sense of accountability within the marriage contract and it was difficult for women in particular to walk away from their husbands. The second stanza describes the turmoil of their marriage metaphorically by using nature. The awful silence is deafening and an indication of the tense, nervous atmosphere between the two, worsening as they continue to remain silent. The â€Å"outside† is a reflection of the couple inside; the tension heightens between them, and is never relieved. The wind is turbulent, scattering the clouds across the sky. â€Å"Builds and disperses† could be a metaphor for an argument; the environment is fraught and situations cannot be resolved. â€Å"Clouds† have both a dark and threatening aspect, and can be difficult to see through. Metaphorically speaking, a clear sky would represent a marriage at peace, but in this case the clouds suggest a marriage at war with itself; these wars could potentially harm the marriage, so the clouds hide them, if you can’t see something then it doesn’t exist. â€Å"Dark towns† can be used to describe a number of different things: faults, disagreements, difficulties, isolation and pain. The contrast of their marriage to the tumultuous winds are a stark reminder of what their future holds. They have to try and work things out to arrive at an amicable solution. It is not understood why their marriage has failed; why at â€Å"this unique distance† (lying side-by-side) that they feel so isolated from each other. The husband cannot understand why communication between him and his wife have broken down. Words are not forthcoming and he is at a loss as to how the marriage appears to be irretrievable. Was he ever really in love with his wife? Did he ever feel a softness towards her? ‘It becomes more difficult to find/ Words at once true and kind’. He wonders if their marriage was based on a lie or was it inevitably going to fail. Dannie Abse’s approach to love is different in comparison to Larkin; Abse sees love as something to be treasured between him and his family. Where Larkin views love with a touch of cynicism, Abse’s poems demonstrate a purity and an equality. In The Malham Bird it did not matter that the couple are from different backgrounds ‘you a Gentile and I a Jew!’ Their relationship may have been unacceptable for the times but their love was all that mattered. The poem is littered with fond memories of when the couple first met ‘Dear wife, remember our first illicit/holiday, the rented room, the hidden beach’. Theirs was a romantic love. Abse’s couple are happy in contrast to the couples portrayed by Larkin in the above poems. Their shared history is full of warmth and mutual admiration. Where Larkin’s poems view love as a hindrance and something a man can do without, Abse firmly believes you need love above all else. In Postcard to his Wife, Abse’s portrayal is of a husband (himself) desperately missing his wife in her absence. He longs for them to spend the day together. He wishes she would ‘Make excuses’ so that she would be home with him. He loves her and enjoys her pre sence the opposite of Larkin’s idea of relationships. Abse feels there is a void in his life when his wife is not around and cannot bear the heartache. The contrast between Larkin and Abse’s views on love and relationships are polar opposites.

Emerson, essays

Emerson, essays Ralph W. Emerson was a profound American Transcendentalist essayist and poet from the 19th century, he was the father and founder of American Transcendentalism. Furthermore he was the more remarkable philosopher of his century, he was more a philosopher than a literary person. Transcendentalism defined "reason" as the highest human faculty, the individual's innate capacity to grasp beauty and truth by allowing full play to the intellect and emotions. The movement emerged from a small group of intellectuals centered in Concord, Massachusetts, and Emerson proved not only its intellectual leader but its most eloquent voice as well. Emerson posed an uncommon freedom of thought product of his childhood conditions, adult experiences and powerful influences. His family was not exceptionally wealthy, but they remained respected in their community. It was this environment of spirituality that formed his morals and fostered his ardent views on anti-slavery and the women's movement. An experience that left him heartbroken was the death of his wife which inspired him to travel abroad. It was during these travels that Emerson met Coleridge and Wordsworth and was first exposed to English Romanticism literary and intellectual influences. During this time he also began formulating the ideas that would later be born into the essay Self-Reliance. The combination of his wife's death and the exhilaration of travel to distant lands (including Italy, France, England, and Scotland), provided the feelings of independence and strength that emerge in this piece. He had other influences in his ideas: the believe in intuition fr om the Neo-Platonism and the Yankee Pragmatism. Emerson's writing style can be labeled unconventional. Indeed he comes across as a writer more familiar with the conventions of public speaking than the protocol of literary form. In fact, his writing fluctuates like a conversation, often appearing to become tangent...

How to Edit Your Essay and Create a Perfect Work

How to Edit Your Essay and Create a Perfect Work How to Edit Your Essay and Make Your Writing Laconic Making your paper laconic is crucial, but it requires certain skills. We bet you do not really like reading paragraphs, which do not specify anything particular or really long sentences. Your main objective is to inform your reader about something, so your writing has to be professional enough. However, it is not necessary at all to interrupt the flow of your writing just to check whether you are laconic enough. Editing is to help you make your essay more laconic and precise. Below, you will find some tips on how to make your writing readable and more understandable to your reader. No general words – only specific ones To express specific points, writers use small and dubious words. Your work might seem a bit confusing if you include too many small words. It is possible to reach laconic writing by adding more specific words. For that purpose, it’s recommended to use a thesaurus. For example: The deputy informed people about hassles relating martial law in the country on local TV.- The deputy addressed martial law on local TV. Each word in your sentence has to be questioned In the process of writing, it is recommended to check each of the words to make sure it conveys something essential to your sentence. If some words don’t, just substitute or get rid of them. For example: My professor showed me how to cut useless words from my English essay I wrote in class today. – My professor showed me various techniques of cutting useless words from my essay. Combined sentences Sometimes, it is required to combine two sentences without decreasing their value, in case information doesn’t require a full sentence. Such combined sentences form laconic information. For example: The director’s movies show moral values and the significance of mutual respect between people. She created four movies. – Four movies of this director show moral values and the significance of mutual respect between people. Remove those words which emphasize obvious things Always think of readers when trying to make your essay laconic. If you noticed that some of the phrases or sentences show things obvious to everyone paraphrase or simply get rid of them, otherwise readers will lose interest in your paper. For example: She got my inquiry about LED screens yesterday, and read it with special attention. – She got my inquiry about LED screens yesterday. Remove unnecessary determiners Removing words or phrases, which do not contribute to the entire sentence but define the noun won’t destroy the meaning of your sentence, so you can easily do that. If you are not sure about its necessity, just write down your sentence without it. Does it make sense? Then this phrase is not necessary. If the sentence lost its meaning, then you should leave it. For example: I don’t really like any particular type of activity in this club. – I don’t like any activity in this club. Avoid repeating words Make sure not to mention some words and phrases too often in the text, especially in the same paragraph. If they don’t contribute to the content of your text, they are just not necessary. For example: Our company hired six new employees. These employees worked hard on the weekdays. – Our company hired six new employees who worked hard on the weekdays. No excessive pairs or categories Sometimes, we tend to you the word pairs implying each other, so pay attention to such pairs and avoid them. For example: sad tragedy, surprise, result, etc. some examples of excessive or redundant categories are: large in size, green color, a period in time, etc. Phrases can be transformed into single words and adjectives If possible, transform phrases describing something into single words or adjectives. For example: A student who works hard will always reach his goal. – A hard-working student will always reach his goal. Who, which, that clauses have to be converted to phrases As long as it is possible, transform clauses to single words or phrases. For example: All applicants who are willing to enter our University have to write a perfect essay. – All applicants have to write a perfect essay. Active voice instead of passive voice Try to use the active voice, while such phrases are laconic and precise. For example: This paper was written by John. – John wrote this paper. Avoid abusing expletives at the beginning of your sentences In some situations, such expletives as there+be-verb or it+be-verb are very effective, but not at the very beginning of the sentence. For example: It’s the coach who is supposed to motivate our team. – The coach is supposed to motivate our team. Don’t abuse noun forms of some verbs Whenever possible, use verbs instead of noun forms. Verbs are used to engage the readers and keep their interest. For example: My life is a collection of memories. – I collect memories. Some other don’ts Do not use there is/there are too often. Avoid such words as basically, more, actually, really, very. Don’t use clichà ©s. If you want your paper to be more professional and interesting to your reader, make it laconic. Don’t hesitate to use all the above-mentioned tips to edit your essay.

HUM WK3 ASSIGNMENT Essay Example | Topics and Well Written Essays - 750 words

HUM WK3 ASSIGNMENT - Essay Example rence for the Vedas as the foundation of Hindu philosophy; (2) A spirit of tolerance, and willingness to understand and appreciate others’ points of view, recognizing that truth has many sides; (3) Acceptance of the belief that vast cosmic periods of creation, maintenance, and dissolution continuously recur; (4) Acceptance of belief in reincarnation; (5) Recognition that paths to truth and salvation are many; (6) Recognition that there may be numerous gods and goddesses to worship, without necessarily believing in worship through idols; and (7) Unlike other religions, absence of belief in a specific set of philosophic concepts† (Fisher, 2005, p. 113). As such, these ingredients form the basis theological framework for Hindu religion and which continues to be observed by contemporary devotees to this particular belief. To exemplify continued belief and practices that conform to these main theological frameworks of Hinduism, devotees are expected to conform to rituals, home puja, seeking the guidance of a spiritual Guru, conformity to fasting and prayers, acknowledging reverence to natural resources such as rivers or trees, going through regular pilgrimages, and observing festivals or holy days of obligation. (1) Ingrained social beliefs that include going through rituals to obtain various favors asked from deities and as a means of purification of one’s supposed journey through life. Rituals were religious practices that were deemed crucial for devotees to the purpose of purifying and sanctifying people in their lifetime. (2) Belief in public worships to acknowledge individual, family and communities’ adoration and worship to their deities. This social tradition has been proven to be exhibited through time as a means to adore, glorify, and worship the deities and to invoke their blessings for personal favors. (3) Manifestation of loving service to their deities by acknowledging them as living proofs of divine being and are therefore treated as living

Filipino Migrants to the United States Term Paper

Filipino Migrants to the United States - Term Paper Example Migration to the US has been going on for many years, and migrants to the US have come from various countries and corners of the globe. One of these countries is the Philippines. There are now thousands of Filipino migrants to the US, and these migrants have become very much a part of the American culture and landscape. As of 2008, â€Å"there were 2.9 million members of the Filipino diaspora residing in the US†¦including 1.4 million native-born US citizens of Filipino ancestry† (Filipinos for Justice, p. 1). This paper shall discuss Filipino immigrants to the US, where they came from, why they left their native countries, why they chose to come to the US, what they accomplished in America, and what they contributed to America. This paper is being carried out in order to establish a clear and comprehensive understanding of Filipino immigrant presence in the US and to understand their place in American society. Discussion There are millions of Filipino immigrants now livin g in the United States. They come from the Republic of the Philippines, an archipelago located in the South East Asian region (Philippine History). This country was first discovered by Spanish explorer Ferdinand Magellan in the 1500s, and later was named after Prince Philip of Spain. It would be ruled by Spain for over 3 centuries until the Philippine revolt in the late 1800s (Philippine History). ... Like many migrants to the US who have gone before and after them, Filipino migrants have also had a colorful history in their migration in the US. There are three waves of Filipino entry into the US. The first wave was seen from 1906 to 1935 when mostly Filipino men were recruited by American labor unions to work as cheap laborers in the sugarcane and pineapple plantations which were severely bothered by labor disputes (Riedmiller, p. 4). They were brought into the US as nationals since the Philippine islands were a US territory at that time. The second wave of Filipino US immigration was prompted by the US situation during the Second World War. President Roosevelt’s Executive Order signed on the 26th of July 1941 called on members of the Philippines Commonwealth Army to serve in the US Armed Forces of the Far East (USAFFE); they were offered â€Å"US citizenship and other benefits† (Riedmiller, p. 4). However, the Rescission Act of 1946 declared these veterans ineligib le to receive promised benefits. Nevertheless, women migrants to the US were seen in this second wave of migration, as they were brought into America as brides. This law was passed to ease racial tension caused by the anti-miscegenation laws which prevented various inter-racial marriages (Riedmiller, p. 4). The third wave was very much different from the first two waves with the new immigrants flowing in great numbers to the US due to America’s need for professionals. They started reaching the US in the third preference category of the Immigration and Nationality Act of 1965 (Riedmiller, p. 4). This third wave mostly accounts for the current significant number of Filipino doctors and nurses in the US health sector. In the current context,