LINQ. Language Integrated Query in C # 2008 for professionals Review Essay Example

LINQ. Language Integrated Query in C # 2008 for professionals Review Paper Essay on LINQ. Language Integrated Query in C # 2008 for professionals New technologies, like a magnet attracts the attention of a large number of developers. We love to learn something new, so in conversation with colleagues inserted a new buzzword, before the others to explore the ins and outs of a particular technology or increase their value in the labor market. But in addition to the developers, the new technologies draw and authors who want to become famous or trite to make money on this very new technology. is not an exception to this rule and the new Microsoft technology called Language Integrated Query (LINQ) designed to solve many of the data access problem arising from the developer in his daily activities. And due to the great attention to this technology by the developers, the first book on the LINQ, translated into Russian, will also be extremely popular. In this regard, I would like to know whether it is worth your time and money. To begin with I would like to mention the fact that the author himself for a long time wanted to write any book, but he could not choose to this relevant topic. Either it is too little versed in the subject, or it has already been written is sufficient and there was no point in the emergence of yet another book on the subject. And in 2005, after learning about the work on the new Microsoft technology Rattts Joseph came to the conclusion that this is exactly what you need. And it is not terrible, it was not about the technology have a clue, the main thing about it also did not know and no one else. So, the choice fell on LINQ and after 17 months of fruitful work in November of 2007 in conjunction with the official release of Visual Studio 2008 (and with it, and LINQ technology) published a book was published with the straightforward title Pro LINQ Language Integrated Query In C # 2008 . We will write a custom essay sample on LINQ. Language Integrated Query in C # 2008 for professionals Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on LINQ. Language Integrated Query in C # 2008 for professionals Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on LINQ. Language Integrated Query in C # 2008 for professionals Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The book consists of 5 parts. In the first part the author considers the innovation C # 3.0, LINQ, without which existence would be impossible. This topic has been beaten enough, she paid a lot of attention from various sources, so to say about this part can not be anything, either good or bad. Part 2 of the book is devoted entirely to LINQ to Objects. In addition to a lengthy discourse on the subject of access to data, admiration new features and an overview of Query Expressions, the main share of this is accounted for by the description of extension methods. And the author has set a goal to describe each overloaded version of each method, and even if the methods are practically no different from each other, still they dedicated a separate section with a brief description and examples of use. Examples it is a different story. So that they are self-contained, each sample consists of three parts: obtaining test data (lines 5-6), a request (line 1-2), the results of (1 page). Add it all together, we get over a hundred pages of text, with a contrived example, unfunny jokes the author and the lack of a full picture in the mind of the reader. This hundred pages, you can easily replace a normal article of LINQ to Objects and Microsoft certificate. In addition, in the text there and frank bloopers. For example, the author points out in one of his notes, that OrderBy operation is unstable (all unstable), while ThenBy operation is stable (stable), although official documentation Microsoft adheres to a somewhat different opinion (both operations are stable). But more interesting is not the fact of bringing the wrong advice, but what I have found on the Microsoft discussion, in which a certain Joseph Rattts discusses the stability / instability of operation OrderBy with one of Microsoft employees. And as part of this discussion, it is given a clear answer to what OrderBy operation is stable and why the behavior of this operation is as follows. This discussion is dated May 2007, but apparently, the timing pressured not only software developers, but also the authors of the books, so Joseph Rattts did not have time to fix this annoying blunders to leave the book in November 2007. We now turn to part 3 of LINQ to XML. This section is written in the same style as the previous one: a bit of theory, the admiration of the new technology, a bit of humor (not always applicable) and a detailed description of the API functions with application examples. Examples, again, far-fetched and do not try to develop a theme as a whole, but only show the use of a single function in a very limited context. Chapter 8 does not contain any new information, but essentially duplicate the description of the functions of the previous chapter. The fourth part of the book LINQ to DataSet like the most common use of Copy-Paste code type of writing templates. For example, the description of functions Distinct, Except, Intersect, Union and SequenceEqual take 10! pages, with many paragraphs are different from each other only word (name of the method). The largest part of the book is part of the 5 on LINQ to SQL. And this is not surprising, because in the description of this technology, you need to explain the object-relational mapping, the role of essential classes, that is the DataContext, schemes and attributes, concurrency issues, and more. The author examines all these issues, but it does somehow crumpled and somewhat messy. It begins to explain one thing affects another, while postponing a detailed description of the problem concerned later. In this part, I especially liked the chapter devoted to the attributes. The author cites the example of code that uses three attributes and only 7 properties. Then on 14 pages is a description of all attributes with all properties, without a single example. And if some of the attributes and properties are intuitive, many require additional explanations, which, unfortunately, is not observed. And when the author at the end of the chapter, the summary says that he wishes the reader to the fact that he became an expert in the field of object-relational mapping, it does not cause anything but a smile. So what follows from this output? Not buy this book or not? If a company has your department periodically provide funds for replenishment of the corporate library and all the books on interesting technologies you already bought, we can stop the choice on this book. And even if you and your colleagues it is not useful, it would look great in a bookcase next to the other books in this series. But if we are talking about personal library then I would advise to refrain from such acquisition. Yet the book does not justify the money spent, and personal time.

Habits and Traits of Hobo Spiders (Tegenaria agrestis)

Habits and Traits of Hobo Spiders (Tegenaria agrestis) The hobo spider, Tegenaria agrestis, is native to Europe, where it is considered harmless. But in North America, where it was introduced, people seem to believe the hobo spider is among the most dangerous creatures we can encounter in our homes. Its time to set the record straight about the hobo spider. Hobo Spider Description The features that distinguish Tegenaria agrestis from other similar-looking spiders are only visible under magnification. Arachnologists identify hobo spiders by examining their genitalia (reproductive organs), chelicerae (mouthparts), setae (body hairs), and eyes with a microscope. Directly stated, you cannot accurately identify a hobo spider by its color, markings, shape, or size, nor can you identify Tegenaria agrestis with the naked eye alone. The hobo spider is generally brown or rust in color, with a chevron or herringbone pattern on the dorsal side of the abdomen. This is not considered a diagnostic trait, however, and cannot be used to identify the species. Hobo spiders are medium in size (up to 15 mm in body length, not including the legs), with females slightly larger than males. Hobo spiders are venomous, but not considered dangerous in their native European range. In North America, hobo spiders have been considered a species of medical concern for the past several decades, although there doesnt seem to be any scientific evidence to support such an assertion about Tegenaria agrestis. No studies have proven that hobo spider venom causes necrosis of the skin in humans, as is often claimed. In fact, there has only been one documented case of a person developing skin necrosis after a hobo spider bite, and that patient had other medical issues also known to cause necrosis. Additionally, spider bites are extremely rare, and hobo spiders are no more inclined to bite a human than any other spider you might encounter. Think You Found a Hobo Spider? If you are concerned that you may have found a hobo spider in your home, there are a few things you can observe  to be sure your mystery spider is not a hobo spider. First, hobo spiders never have dark bands on their legs. Second, hobo spiders dont have two dark stripes on the cephalothorax. And third, if your spider has a shiny orange cephalothorax and smooth, shiny legs, it is not a hobo spider. Classification Kingdom - AnimaliaPhylum - ArthropodaClass – ArachnidaOrder – AraneaeFamily – AgelenidaeGenus – TegenariaSpecies - agrestis Diet Hobo spiders hunt other arthropods, primarily insects but sometimes other spiders. Life Cycle The hobo spider life cycle is believed to live  as long as three years in inland areas of North America, but just one year in coastal areas. Adult hobo spiders usually die in the fall after reproducing, but some adult females will overwinter. Hobo spiders reach adulthood and sexual maturity in the summer. Males wander in search of mates. When he finds a female in her web, the male hobo spider will approach her with caution so hes not mistaken as prey. He knocks at the funnel entrance by tapping a pattern on her web, and retreats and advances several times until she seems receptive. To finish his courtship of her, the male will add silk to her web. In early fall, mated females produce up to four egg sacs of up to 100 eggs each. The mother hobo spider attaches each egg sac to the underside of an object or surface. The spiderlings emerge the following spring. Special Behaviors and Defenses Hobo spiders belong to the family Agelenidae, known as the funnel-web spiders or funnel weavers. They construct horizontal webs with a funnel-shaped retreat, usually to one side, but sometimes in the center of the web. Hobo spiders tend to stay on or near the ground and wait for prey from within the safety of their silk retreats. Habitat Hobo spiders typically inhabit wood piles, landscape beds, and similar areas where they can construct their webs. When found near structures, theyre often seen in basement window wells or other darker, protected areas near the foundation. Hobo spiders dont usually live indoors, but occasionally make their way into peoples home. Look for them in the darkest corners of the basement, or along the perimeter of the basement floor. Range The hobo spider is native to Europe. In North America, Tenegaria agrestis is well-established in the Pacific Northwest, as well as parts of Utah, Colorado, Montana, Wyoming, and British Columbia. Other Common Names Some people call this species the aggressive house spider, but there is no truth to this characterization. Hobo spiders are quite docile, and only bite if provoked or cornered. Its believed that someone christened the spider with this misnomer, thinking the scientific name agrestis meant aggressive, and the name stuck. In fact, the name agrestis comes from the Latin for rural. Its also worth noting that an August 2013 analysis of European funnel-web spiders reclassified the hobo spider as Eratigena agrestis. But because this is not yet widely used, weve chosen to use the previous scientific name Tenegaria agrestis for the time being. Sources Vetter, Rick L, and Art Antonelli. How to Identify (and Misidentify) the Hobo Spider. UC Riverside and Washington State University.Hobo Spider.  UC IPM Online,  May 2006.Hobo Spiders (Tenegaria agrestis). Utah State University Extension.Myth: How to Recognize Hobo Spiders.  Burke Museum.Mullen, Gary R, and Lance A. Durden.  Medical and Veterinary Entomology. Amsterdam: Elsevier, 2009.Russell, Richard C, Domenico Otranto, and Richard L. Wall.  The Encyclopedia of Medical and Veterinary Entomology. Wallingford: CABI, 2013.Family Agelenidae - Funnel Weavers. BugGuide.Net.

How to Write a Compelling Character Arc in Just 3 Steps

How to Write a Compelling Character Arc in Just 3 Steps How to Write a Compelling Character Arc A character arc maps the evolution of a personality through a story. It's a term that writers use to describe their protagonist's journey from a place of comfort to rapid change and back again: hence, an arc.While main characters might face big challenges (Hungarian Horntails and evil Dark Lords), character arcs have to do with internal, personal change. Characters will find their strengths and weaknesses tested over the course of the story - so that by the time they arrive at the story's end, they are a changed person. These changes might not be monumental, but they will have made a significant impact on the character, either positively or negatively.In this post, we'll look at how a writer can plot a compelling, believable arc - starting with a classic story of good triumphing over evil. Whether your protagonist has a happy or unfortunate ending, here's how to arc their internal development How to write a character arc with a  positive changeWhen the protagonist overcomes external obstacles and internal flaws in order to become a better person, we can describe this as a positive arc. It’s often used in story structures such as the Hero’s Journey.At its core, this arc is made up of three points:The Goal: Every character needs to have a goal. It might be to fall in love. Or it might be to make as much money as possible. Either way, their journey will be hindered by...The Lie: A deeply-rooted misconception they have about themselves or the world that keeps them from reaching their true potential. In order to reach their goal, they’ll need to acknowledge and overcome the Lie, by facing†¦The Truth: While the character may have their own plans, the positive change arc has its own goal:   self-improvement. This is achieved when they learn to reject The Lie and embrace The Truth.To see this arc in action, let’s map it onto a few classic prot agonists.Example The HobbitIn Breaking Bad, Walter goes off the deep end (image: Sony Pictures Television)Walter White is in a happy marriage and lives an honest life working as a science teacher and as a father to his teenage son - but then he receives news of his advanced lung cancer. To begin, he’s concerned with the sudden confrontation with his own mortality. Until the inciting incident introduces...The Goal: Sell enough meth with ex-student-turned-drug-dealer Jesse Pinkman so that he can pay for cancer treatment and to secure the future of his family.The Lie: Arrogance. Walter believes he has the power to avoid the hand of the law, avoid corruption, and avoid bringing danger upon his family while entering the drug trade.The Truth: Walter believes he’s on a noble journey to provide for his family. In reality, he’s rebelling against his mortality - and playing with fire usually results in burns.This arc is different from the others we’ve examined be cause Walter starts his arc already aware of the Truth: cooking meth is risky business and is not the solution to his problems. But faced with impending death, the boundaries of his morals have been suddenly pushed, leaving him vulnerable to the Lie: the belief that he is immune corruption. His arc sees Walter continuously rejecting the red flags and embracing the Lie, until any distinction is lost and he’s so far gone he has no choice but to embrace the Lie completely. In the end, it consumes him and he loses everything, turning into a full-fledged anti-hero.Character Arc Map: They know the Truth about the world → They pursue a goal believing they can hold onto Truth → They succumb to the Lie and reject the Truth → They embrace (or are defeated by the Lie) and lose. How to plot a compelling and believable character arc - with examples These three steps, while being universal elements of all arcs, can take countless forms depending on the specificities of your character. Sometimes, the arc doesn’t involve substantial internal change, and is more about the change they effect on the world around them - something often called a â€Å"flat arc.†When planning the arc of your central personalities, always look for the lie they believe, the truth they may or may not believe, and the goal that drives them. We recommend downloading this free character profile template to help. If you find that you're still struggling, try using these character development exercises. Ultimately, breaking arcs down this way should help you emphasize cause and effect and keep your characters anchored in ways that will make it so much easier for your readers to empathize with.

Managing Human Capital Assignment Essay Example | Topics and Well Written Essays - 3000 words

Managing Human Capital Assignment - Essay Example People are complex, and the elements that motivate the human will involve more than the material or financial. Figure 1 is an author’s conception of the gamut spanned by the human resource reward system in an organization. Rewards may be intrinsic or extrinsic; intrinsic rewards are those values that an employee perceives he attains when he performs a certain job well. The value pursued by the employee is intangible, and the flawless execution of the job is itself its own reward, from which the employee derives immeasurable personal satisfaction. Factors that may enhance intrinsic rewards to the employee include the ability to participate in decision-making, relative freedom and discretion on the job, the assignment of work the employee finds more interesting, and the opportunity for personal growth, among others. There are likewise rewards that are of an extrinsic nature, that is, the source of the personal satisfaction derived by the employee is not part and parcel of the job itself, but is a result of the workings of the company’s incentive policies and system. Extrinsic rewards may be classified as either financial or non-financial. Financial rewards may be performance based (e.g. piecework, incentive pay plans, performance bonuses and merit pay plans), implied membership based (e.g.. profit sharing, cost of living increases, time-in-rank increase), and explicit membership based (e.g. protection programs, pay for time not worked, and services and perquisites). Those non-financial rewards include preferred office furnishing, assigned parking spaces, and ability to determine one’s preferred work assignments. Reference to different types of rewards or combinations thereof shall be made in the discussion. Merit issues span a broad and differentiated set of considerations, but which principally involve the determination of those aspects of

Explain the legal powers and duties of local authorities in relation Essay

Explain the legal powers and duties of local authorities in relation to the protection of children. Consider whether any changes - Essay Example Researcher will likewise consider if there are still necessary legal amendments that should be undertaken to ensure that there is adequate protection given to children. The British government has accorded local government such powers and functions that encompassed direct, representative and consultative functions. In Northern Ireland, the councils work on policy legislation which bestowed power for local authorities and added ceremonial function that enable councils to provide a wide range of public services in areas which covered recreation, environmental health, ecological protection, tourism, economic development, and social services. Local authorities are also exercising representative functions that allowed the council to nominate representatives as members of various statutory bodies to establish and administer regional services that cover matters on education, health and social services, drainage and fire protection.1 Their consultative functions, which mandate council to repr esent the views of their population, on regional services operated within the district. Such power includes the power to be involved in developmental planning and for conservation.2 Their authorities are defined by statutes and agreements made in the interest of their district’s constituents.3 As leaders, performing elective or appointive functions, they lead the members of the community in safeguarding and promoting the welfare and protection of children. As such, they lead and work with statutory organisations performing functions on child rights and protection through laws, such as the duties enshrined under Section 11 of the Children Act 2004, an act that provide the establishment of a commission that mandates local authorities to provide services, legal supports, and enforce all statutes for children protection and care4. The policy described such functions, to wit: An Act to make provision for the establishment of a Children’s Commissioner; to make provision abou t services provided to and for children and young people by local authorities and other persons; to make provision in relation to Wales about advisory and support services relating to family proceedings; to make provision about private fostering, child minding and day care, adoption review panels, the defence of reasonable punishment, the making of grants as respects children and families, child safety orders, the Children’s Commissioner for Wales, the publication of material relating to children involved in certain legal proceedings and the disclosure by the Inland Revenue of information relating to children5 (Chapter 31, Children Act 2004; Legislation.gov.uk, 2013). Under this policy, the general function of the Children’s Commissioner involved (a) promotion of awareness on children’s views and interests in England; (b) encourage local authorities to conduct activities that uphold children’s right to express their views and their interests; (c) conduct research and publicize the operation of complaints

The pioneer experiences Essay Example for Free

The pioneer experiences Essay The western migration of the mid-nineteenth century was a time of uncertainty for America.   It was also a time of excitement because of the new adventures that awaited Americans.   Although western migration was difficult, many chose to undertake it because they wanted a new life, riches, and a chance to own their own land.   There was also a religious aspect, as some people moved to be missionaries to the Native Americans and to form new churches and religions. The pioneer experiences of men and women differed in several ways.    This is evidenced by the writings of Lydia Allen Rudd and Elizabeth Dixon Smith Geer.   Elizabeth talked about constant rain and carrying two children through the mud and water.   She also talked about looking for shelter for her sick husband and watching him deteriorate.   She also writes about how the children had great responsibilities such as driving cattle and oxen. Elizabeth talks incessantly of the impossibility of cooking or staying warm and dry.   Much of this has to do with when she and her family chose to travel.   She also writes that with her husband ill, â€Å"the whole care of everything falls upon [her] shoulders (Geer 1847).† This contrasts sharply with Lydia Allen Rudd.   Though in her account there is rain, she remains upbeat, sharing the soaring vistas and her experiences with the Native Americans.   All is not grand, however.   She speaks of seeing the graves of men and women having died of measles and cholera.   Her diary tells of reaching Salem, Oregon, and also Burlington.   There, they are successful in finding both employment and housing for the winter (1852). Men, on the other hand, saw much more violence in their lives.   In looking at Edward Gould Buffum’s account of life in the gold mines, he tells of the â€Å"trial† of five men who were consequently lashed, and three of those men who were tried for attempted murder and robbery.   A jury found the men guilty. Buffum notes that â€Å"the charges against them were well substantiated, but amounted to nothing more than an attempt at robbery and murder; no overt act being even alleged (1850).†Ã‚   The sentence was death by hanging, and they were hanged that very day.   Such was frontier justice.   Buffum even protested against the mens’ death sentence, but stopped when the mob threatened to hang him. Government played a huge role in encouraging and supporting westward migration.   This was accomplished by the Homestead Act of 1862.   It took affect on the first of January of 1863.   It gave anyone twenty one or older who is a citizen or intended to become a citizen, and â€Å"who had never borne arms against the United States Government or given aid and comfort to its enemies† entitlement to land at $1.25 per acre, so long as the claim did not exceed a hundred sixty acres. The only thing the person had to do was swear out an affidavit that they were the head of household, or is twenty one, or given service in the US armed forces, never borne arms against the US and never given aid or comfort to its enemies.   The person also had to hold the land for five years. The idea of Manifest Destiny fit in well with the actual experiences of the pioneers.   Though the road was tough, the rewards were great, as many people made their fortunes in the west.   Manifest Destiny, or the idea that America had a God-given right to all of North America did fit in well with the actual experiences of the pioneers.   It did not, however, respect the culture of the Native Americans.   Native Americans were forced to move from ancestral lands, and some began to assimilate.   This was largely due to the amount of missionaries that moved from the east to Oregon. Their goal was to â€Å"civilize† the â€Å"savage† Native Americans.There was, however, a place where the Americans and the Native Americans came together without argument.   That place was called Middle Ground.   It was a place where Native Americans and Americans came together for trade.   Manifest Destiny also affected communications.   Mail traveled over a route known as the Butterfield Trail. This trail between Saint Louis and SanFrancisco took two weeks for mail to travel it.   This helped to foster the development of the Pony Express.   It ran for eighteen months and used relays of young riders to move mail slightly faster than traditional mail.   Many went to Oregon and California to seek their fortunes and establish new lives. Sometimes, this involved religious differences.   The Mormons for example, moved because they were not accepted in either New York or Illinois.   In the two female accounts that were discussed, the women moved with their families to seek a new life in Oregon.   In the account of Edward Gould Buffum, he had spent six months in the California gold mines. Even Horace Greely got into the idea of Manifest Destiny, advocating for a transcontinental railroad as a way to facilitate communication and transportation to the new territories.   He also talks about the need for education and â€Å"virtuous women (Greely, 1860).†    Additionally, he discusses the need for the families of the men in California to have their families.   He feels settlement would again be facilitated by a transcontinental railroad.   Families would move with their men, and more families would be willing to move out west on the comfort of the trains, rather than take the wagon trains through the uncertain weather.   The growth of towns showed that people were taking the idea of Manifest Destiny seriously.   The mass migration of immigrants to California numbered 80,000, and the city of San Francisco grew from 848 to an astonishing 60,000. The pioneer experiences and Manifest Destiny walked hand in hand through history.   Manifest Destiny’s goal of taking over the continent combined with the curiosity of the American Pioneer.   Their experiences helped forever shape the new America.   The United States Government helped by passing the Homestead Act, which encouraged people to settle in the new territories.   Though their experiences were different, collectively, men and women helped shape a new America full of new challenges and new rewards. Bibliography 37th Congress, Homestead Act of 1862. 1862.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3125072- content,00.html (accessed March 8, 2009). Bauer, William J.. Dismantling Indian Country in the Nineteenth Century. History: Reviews of New Books 36, no. 2 (2008): 49-52. Buffum, Edward. Six Months in the Gold Mines. 1850.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3124634- content,00.html (accessed March 8, 2009). Geer, Elizabeth. Journal. 1847. 1848.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3124638- content,00.html (accessed March 8, 2009). Graulich, Melody. Review of West of Emerson: The Design of Manifest Destiny. Amercan   Literature 76, no. 3 (2004): 617-619. Greely, Horace. An Overland Journey. 1860.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3124701- content,00.html (accessed March 8, 2009). OSullivan, John. The Great Nation of Futurity. http://wpscms.pearsoncmg.com/long_longman_mhlus_0/0,11867,3124755- content,00.html (accessed March 8, 2009). Rudd, Lydia. Diary of Westward Travel 1852. 1852.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3124798- content,00.html (accessed March 8, 2009).

Aime Cesaires A Tempest Clarifies Shakespeares The Tempest Essay exam

Cesaire's A Tempest Clarifies Shakespeare's The Tempest      Ã‚  Ã‚   "Negritude, originally a literary and ideological movement of French-speaking black intellectuals, reflects an important and comprehensive reaction to the colonial situation of European colonization" (Carlberg).   This movement, which influenced Africans as well as blacks around the world, specifically rejects the political, social, and moral domination of the West.  Ã‚   Leopold Senghor, Leon Damas, and Aime Cesaire are the three pioneers of the revolution.   The founder who expresses his ideas more broadly, though, is Cesaire, who uses literary works to express his viewpoint on colonization.   An excellent example of such a tactic is his play, A Tempest, which is a revision of William Shakespeare's The Tempest.   Both Shakespeare and Cesaire accentuate the greed of Europeans in their plays.   However, Cesaire is more obvious in his approach to exposing it.   A comparison of the two plays demonstrates that Cesaire's version, written in the late 1960's, is written as a confrontation of Shakespeare's play.   He is attempting to comment on the corruption of Colonialism and the European domination of the New World through such strategies as making seemingly minor changes, switching the main character role, and altering the storyline itself.    Incorporating alterations such as ethical changes, using different language, and the change in title may seem ineffective initially, but close reading proves that Cesaire uses these strategies as his reaction to European colonialism.   Because it was written in the 1600's, a time when European domination of the East was present and blacks were nothing more than servants, William Shakespeare's play does not include, nor mention black... ... Theories of Colonialism & Postcolonialism", Brown Univ. 1993 Available: http://www.scholars.nus.edu.sg/landow/post/poldiscourse/negritude.html   Cesaire, Aime. A Tempest. Trans. Richard Miller. New York: UBU, 1992. Davis, Gregson.   Aime Cesaire.   United Kingdom : Cambridge Univ. Press, 1997. Dayan, Joan. "Playing Caliban; Cesaireà ­s Tempest." Arizona Ouarterly. 48.4 (1942): 125-145. Shakespeare, William. The Tempest. Ed. Frank Kermode. Cambridge: Harvard UP, 1958.    Works Consulted Breitman, George. The Bible. Malcolm X Speaks; Selected Speeches and Statements. New York: Pathfinder, 1989. Neilson, Francis. Shakespeare and The Tempest. New Hampshire: Richard C. Smith Inc., 1956. West, Cornel. Race Matters. New York: Vintage, 1992. Wood, Joe, ed. Malcolm X: In Our Own Image. New York: St. Martins, 1992.         

Not a Good Day

The classroom was stuffy. The lesson was boring. There was a heavy atmosphere in the room; everyone was tense wondering if the teacher was going to explode again, ranting and raving. The teacher, Mr Perry, was being as annoying as possible, talking in a deep, slow, flat voice, pronouncing each word as slowly and perfectly as possible. â€Å"So, if you multiply together these two numbers, and divide the answer by six, you get the answer to the question.† It hadn't been a good day for him so far today. His car had broken down this morning, he had loads of overdue marking to do, his year eight class earlier in the day had caused him a load of hassle and he had a meeting with his boss after he had finished teaching and he knew it wasn't going to be good news. It was the end of the day and no-one wanted to be in the lesson. It was one of those beautiful, warm sunny summer afternoons outside, but inside it felt like the calm before the storm. Earlier on in the lesson it hadn't been pleasant. Anna had just been sitting at the back keeping herself to herself, at least she had been pretending to be, but when there's an interesting piece of gossip going round, it has to be thoroughly discussed and looked at from every angle. It's not really the best idea to write the note on a fluorescent pink post-it note, its not exactly subtle. Of course, he saw the note, stormed over, snatched it away and of course read it out loud to the class. The note had just been from one of Anna's friends and it had just been asking if she was going shopping on Saturday. It was something innocent, luckily it had been, seeing as it was read out to the entire class. That had been about half an hour earlier. â€Å"Sir, can I open the window please? I feel as if I'm about to faint.† whined Cassie. â€Å"No.† was the short, sharp simple reply. â€Å"Sir, can I pull the blinds down?† â€Å"No.† All of a sudden there was a loud crash. Someone had knocked their tin on the floor. Anna quickly bent down to retrieve her tin, it had been an accident, she didn't mean to knock it on the floor. â€Å"Who did that?† Mr Perry boomed, his voice echoing around the room, making everyone wake up. All of a sudden everyone was awake and alert and tense again wondering what his reaction would be. His first reaction made the situation worse. He was silent, he did nothing. Then slowly, he stood up and walked towards Anna, with his eyes boring deep into hers, cold and icy. â€Å"Anna, could you come here a minute please?† he said as sweetly and non-threateningly as he could. â€Å"Er, sir, do I have to? The look he gave her in reply gave her the answer loud and clear. He marched over towards the door, and opened it and politely said â€Å"after you.† There was a muffled whisper of good luck from the back of the room as Anna disappeared out of sight. There was more air out in the corridor, the fresh summer breeze felt good on her face, it was easier to breathe, and she went and stood by the open window, a luxury they weren't allowed in the classroom. â€Å"What do you want sir?† Anna wanted to get straight to the point and know what she had done wrong. â€Å"Is there something wrong Anna, at school, or at home maybe?† â€Å"No, why?† † I just wanted to know if there was something bothering you, something that you wanted to take your mind off. You seem to be becoming a persistent troublemaker and I don't want you to be because you're a good student the majority of the time. Recently though your behaviour has been starting to slip, you're letting your standards drop. I don't like troublemakers in my lessons. If you think that you are going to get away with any of this bad behaviour, you can think again about coming back to my lessons. You can go back inside now.† He had a very strange expression on his face as he was saying this, he was frowning, it was as if something was puzzling him, and he just stood there completely upright with his hands on his hips. Anna on the other hand looked completely shocked as if she couldn't believe what she was hearing, and what he was saying about her. Her mouth hung open a little bit and her eyes were wide and starring straight at Mr Perry. She was slouching and her arms just hung by her sides, as if she had no control over them and she couldn't move. Anna was left standing there, shocked and not entirely sure what to think or say. She wasn't thinking straight now. Anger was boiling up inside her, and she didn't know when she was going to explode. She walked back into the classroom as if she was on autopilot, and collapsed into her seat. She stayed like that for the next ten minutes or so and then†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. â€Å"Sir, I don't know what you think you were talking about out there. I am not a persistent troublemaker, I don't have any problems here or home, and you know what? I have been thinking about what you said and it is my pleasure to tell you that I will not be coming to any more of your lessons. You must be joking to think that I'd actually want to spend an hour each day with you, an hour of your bad tempers, an hour or your rude and insulting comments, an hour of your yelling and shouting.† Mr Perry looked up sharply, surprised and not expecting this sudden outburst. He wasn't in the mood for dealing with troublesome teenagers. He was going through a bit of a rough patch, he had bills piling up, he was possibly going to get evicted from his flat, and he had his boss constantly hanging around and watching his every move. He wasn't really thinking straight and he just snapped. â€Å"THAT IS ENOUGH. GET OUT OF HERE NOW.† He stood up from his desk and strode over to where she sat. He gave her that evil glare again but this time it was full of evil and hatred. He towered over her, shaking with anger â€Å"I SAID ANNA TAILOR, GET OUT OF HERE NOW.† He raised his fist, and that did it for Anna, she leapt out of her seat, and ran to the door screaming â€Å"You haven't heard the last of this, I'll be back you know, I swear that I'm going to get you fired.† Mr Perry stood there, perfectly still and silent, realising what he had done as he stared at Anna disappearing down the corridor out of sight. The rest of the class was shocked, no-one said a word, no-one moved. Work was the last thing on everyone's mind. Luckily, the bell went. Time seemed to have disappeared. Everyone packed their bags in silence and just crept out of the room. Mr Perry still stood in the exact same place, not moving at all with a frozen expression fixed on his face.

Review and reflection on “Who moved my cheese”? Essay

The story tells the tale of four characters of which two are mice Sniff and Scurry, and the other two, littlepeople Haw and Hem-they who are humans, the only difference is their size which is similar to that of the mice. These four characters routinely search for their cheese everything day as way of life. At some point in time, they all find what they are looking for. In this, they bask in the happiness and comfort of their cheese for a very long while. One faithful day, their cheese has been moved and it is no longer in the location they find it every day, their routine has been changed. For the two mice, they quickly embrace the change that has happen and quickly set off looking for a new cheese so that they can continue to bask in their enjoyment. Not very long the mice find new cheese and their happiness continues. On the other hand, the littlepeople refuse to accept the inevitable change which has occurred, they keep living in denial and complaining that it is not fair that their cheese has been moved. It takes a very longtime for self-realization to come into the mind of Haw one of the littlepeople to back into the maze to look for new happiness rather than hopelessly wait for their old happiness to come back to them. He sets off on his journey which is long and hard, along the way, he learns a lot of life lessons which keeps him going. Finally, he finds new cheese, new happiness, fresher and more than he ever hoped for. In his closing wishes, he hopes that his fried Hem sees the light and also takes up the new challenge. Reflectively, it is interesting how the human mind can be so disadvantageous despite the praise heaped on it. We claim to be the smartest and wisest species in the universe, yet we go on to overcomplicate things for ourselves. This story has clearly indicated that, because we like to analyze situations a lot, it gets to a stage where we allow fear to creep in, thus preventing us from challenging ourselves. From the story, I realized that I am kind of Hem-ish; but like he said, â€Å"it’s better late than never†. So with situations where I have over analyzed, I will accept the changes which have occurred, embraced the challenges and move with the cheese or even better still, look for a New Cheese.

Sentence Imitation in English

Sentence Imitation in English In rhetoric and composition studies, sentence imitation is an exercise in which students study a sample sentence and then imitate its structures, supplying their own material. Also known as modeling.   Like sentence combining, sentence imitation offers an alternative to traditional grammar instruction and a way of fostering stylistic dexterity.   Examples and Observations Sentence imitation has a long history. Students imitate the structure of sample sentences with their own content. Usually, this helps extend students repertoire of grammatical structures. Depending on the sample sentences, students can learn how to use appositives, participial phrases, subordinate clauses, or parallel structure (among others) in their writing. They dont have to know the names of the structuresin fact, I started teaching imitation by naming the parts of the sentences (The sentence starts with an infinitive phrase . . .) and just about destroyed my students interest before I learned that they could imitate without naming anything. Once they understood the idea of imitation, they became avid imitators, bringing in sentences for me to use with the class and sharing their imitations generously.(Deborah Dean, Bringing Grammar to Life. International Reading Assoc., 2008) Sample Imitations MODEL SENTENCE: The gallows stood in a small yard, separate from the main grounds of the prison, and overgrown with tall prickly weeds.George Orwell, A Hanging(Write a sentence according to the pattern of the model sentence.)IMITATION: The dog shivered in the background, wet from nosing his way through the early-morning grasses and covered with damp cocklespurs.MODEL SENTENCE: He went through the narrow alley of Temple Bar quickly, muttering to himself that they could go to hell because he was going to have a good night of it.James Joyce, CounterpartsIMITATION: They stood outside on the wet pavement of the terrace, pretending that they had not heard us when we called to them from the library.MODEL SENTENCE: I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.Henry David Thoreau, WaldenIMITATION: I greeted him politely, althoug h I planned to challenge him repeatedly, to assess his erudition, to test whether he could discriminate what was expedient in each situation, and, after I had probed him thoroughly, to announce that we had no place for him in our organization. (Edward P.J. Corbett and Robert J. Connors, Classical Rhetoric for the Modern Student, 4th ed. Oxford University Press, 1999) Finding Model Patterns One effective way of experimenting with various styles and of broadening your store of sentence patterns is to imitate (or mimic) the style of other good writers, writers you respect...The best place to find model patterns is in your reading. The process is simple and enjoyable: pick out sentence structures that you like from the work of professional writers and imitate their patterns, replacing their words and ideas with your own. To assure that you can pick out these patterns accurately, you have to be able to do three things:(Adrienne Robins, The Analytical Writer: A College Rhetoric. Collegiate Press, 1996) Identify the base clause.Identify the additions.Identify the connections between the descriptive parts of the sentence and what they describe. ​​Imitating a Sentence by John Updike Almost anyone can read with pleasure the sentence in which John Updike tells us what it was like to see Ted Williams . . . hit a home run in his last at bat on September 28, 1960: It was in the books while it was still in the sky. . . . How hard is it to write a sentence like Updikes? Well, lets try. What you need is a hinge word that ostensibly separates distinct temporal states, but actually brings them together to the point where there is no temporal distance between them. Here is my (relatively feeble) attempt: It was in my stomach before it was off the shelf. Now, Im not going to make any great claims for my sentence, but I will say that it is a game attempt to approach Updikes art by imitating it, by arranging clauses in somewhat the same way he does in order to achieve a somewhat similar, if decidedly minor, effect. And once you get the hang of itof zeroing in on a form that can then be filled with any number of contentsyou can do it forever. She was enrolled at Harvard before she was conceived. He had won the match before the first serve.(Stanley Fish, How to Write a Sentence and How to Read One. HarperCollins, 2011) R.L. Stevenson on The Sedulous Ape Whenever I read a book or a passage that particularly pleased me, in which a thing was said or an effect rendered with propriety, in which there was either some conspicuous force or some happy distinction in the style, I must sit down at once and set myself to ape that quality. I was unsuccessful, and I knew it; and tried again, and was again unsuccessful and always unsuccessful; but at least in these vain bouts, I got some practice in rhythm, in harmony, in construction and the co-ordination of parts. I have thus played the sedulous ape to Hazlitt, to Lamb, to Wordsworth, to Sir Thomas Browne, to Defoe, to Hawthorne, to Montaigne, to Baudelaire, and to Obermann. . . .Perhaps I hear some one cry out: But this is not the way to be original! It is not; nor is there any way but to be born so. Nor yet, if you are born original, is there anything in this training that shall clip the wings of your originality. There can be none more original than Montaigne, neither could any be more unlike Cicero; yet no craftsman can fail to see how much the one must have tried in his time to imitate the other. Burns is the very type of a prime force in letters: he was of all men the most imitative. Shakespeare himself, the imperial, proceeds directly from a school. It is only from a school that we can expect to have good writers; it is almost invariably from a school that great writers, these lawless exceptions, issue. Nor is there anything here that should astonish the considerate. Before he can tell what cadences he truly prefers, the student should have tried all that are possible; before he can choose and preserve a fitting key of words, he should long have practised the literary scales.(Robert Louis Stevenson, The Sedulous Ape, 1887) Teaching Imitation in Composition (1900) The value of imitation in teaching composition is too often overlooked. . . .The nature of intelligent imitation, its selective nature in choice models, the progressive nature of the model ever becoming more refined, more ideal, could not easily be made more apparent. That so many literary men of originality and genius have made so large use of imitation in the development of their style and method of thought, seems to lend much evidence in favor of a more liberal use of imitation and its methods in other lines of education. The claim has already been made in this paper, and I wish to emphasize it here again, that while imitation in itself is not originality, it is the rational method of developing originality in the individual.(Jasper Newton Deahl, Imitation in Education: Its Nature, Scope and Significance, 1900) Sentence-Imitation Exercises Sentence-Imitation Exercise: Complex SentencesSentence-Imitation Exercise: Compound SentencesSentence-Imitation Exercise: Creating Sentences With CommasSentence-Imitation Exercise: Creating Sentences With Semicolons, Colons, and Dashes

Why It’s Okay To Use “Um” and “Like” When You Talkâ€Really

Why It’s Okay To Use â€Å"Um† and â€Å"Like† When You Talk- Really Yes, you should never use filler words like â€Å"um† and â€Å"like† in your writing. But sometimes, in conversation, you might find you need to buy yourself a bit of time to gather your thoughts and figure out what it is you’re trying to say. It’s true that most job interview advice blogs will tell you to avoid using them at all costs, because they  can make you sound unintelligent or unprepared. But filler words are a natural part of the way people speak these days, so if you can utilize them economically and well in your conversation, you just might be able to get the best of both worlds. You’ll have the time to formulate your sentences and keep your speech clean and less muddled, but you won’t get carried away with your constant â€Å"umm†ing and â€Å"like†-ing.Filler words are used for the following reasons.They Show That You’re ThinkingIf you need another few seconds to formulate your sentence, you can throw in an â€Å"errr† or a â€Å"basically†Ã¢â‚¬ ¦ and then continue on from there. It helps you not be interrupted. And helps you say precisely what you’d like to say once you say it.They  Soften What You’re Going to SayIf you’re going to say something a little harsh,   temper it with a few conversational filler words to keep it casual. Just to make sure your friend or colleague doesn’t think you’re being cold or cruel. i.e. â€Å"You have a little, like, something in your teeth?†They Can Strengthen or  Weaken What You’re SayingFiller words can change the tone of a sentence, either to qualify your statement and make it weaker, or to add extra emphasis and authority. Depending on the word, you can make what you’re saying sound like a stab in the dark, or a definitive conclusion.They Help You StallYou grabbed the mic; it’s your turn to talk and you have something super important to say. The stakes are high. T rouble is, you haven’t quite figured out what that is yet. A few ummms and weeeellls†¦. might just give you the time you need to strategize.They Make Your Listener Feel IncludedThrowing in a little â€Å"you know?† at the end of what you’re saying doesn’t have to make you sound like a Valley girl. It could just be a friendly way of making sure whomever you’re talking to is still with you and feels included.So you see, filler words, when used in moderation, can actually be a conversational asset. Just don’t get too carried away and you can feel free to use these natural bits of speech as you see fit.

Evidenced Based Research Activity Case Study Example | Topics and Well Written Essays - 250 words

Evidenced Based Research Activity - Case Study Example From this study it is clear that  sensory domain data showed no overall statistical differences between the two groups, and children in both the treatment and control group, had no dissimilar variation in sensory impairment during the pre-assessment. Secondly, the paired t-test revealed positive, though statistically insignificant enhancements for those children under the treatment group, in terms of sensory impairment, as well as stationery body control. However, there were indications of affirmative and remarkable improvements for children in the treatment group in terms of their locomotion and object manipulation. Nevertheless, children in the control group had minimal and non-statistically significant changes.This paper discusses that  using the Wilcoxon signed rank test, the study revealed that children with down syndrome experienced positive but statistically significant improvements, in terms of their sensory impairment and locomotion domains. On the other hand, children w ith cerebral palsy experienced positive and statistically significant enhancements, in all of the three motor domains. This included stationery body control, movement or locomotion, and object manipulation. Therefore, outcomes improved significantly from pre-intervention, follow-up and then to post intervention, that is why there were no dissimilarities in longitudinal outcomes between children with CP and those with DS.