Essay on Characters, Tone, and Setting in A Farewell to Arms :: Farewell Arms Essays

Characters, Tone, and Setting of A Farewell to Arms Throughout the world many individuals believe love is the cure for everything. In the novel, A Farewell to Arms, by Ernest Hemingway, is a typical love story between a nurse and a war soldier. Their love affair must survive the obstacles of World War one. Hemingway develops this theme by means of characters, tone, and setting. Hemingway expresses the theme through the use of two main characters, Frederick Henry and Catherine Barkley. Frederick henry is a young American ambulance driver in the Italian army during World War one. At the beginning of the novel Henry never experienced love he believed it was an elaborate game. When he is wounded and sent back to the American hospital where Catherine works their relationship progresses. Frederick slowly falls in love with her and in his love for her, he finds commitment. At the conclusion of the novel, Frederick realizes that he cannot base his life on another person or thing because it will eventually leave him. Catherine Barkley is an English nurse who serves in Italy. On the other hand Catherine is experienced when it comes to love since she has already lost a loved one which was killed earlier in the war. Hemingway also lets us know Catherine already has the knowledge that her life cannot be dependent on another through her husband's death. This all sets the tone for the novel. Hemingway also develops the theme through tone. The tone of this novel is a tragic one. Throughout the novel Hemingway foreshadows Catherine's death. When Catherine is brought into the delivering room, the doctor tells her he has concerns about her narrow hips. Therefore, they had to get a caesarean, and the baby dies. Then Catherine starts to hemorrhage and Henry realizes why he did not want to become involved with love and now he must suffer the consequences. Frederick then states "it was like saying goodbye to a statue," he walks back to his hotel without finding a way to say good-bye. Frederick realizes that Catherine was just a symbol of strength in his life. Evidently, Hemingway conveys this novel as a tragic one. One last ingredient the author expresses to develop the theme is the novel's setting. The story takes place during World War one. However, the plot is always active. The characters were never staying in one place too long.

Essay on Race in Invisible Man and Black Boy -- Invisible Man Essays

The Question of Race in Invisible Man and Black Boy      Ã‚   In the early twentieth century black American writers started employing modernist ways of argumentation to come up with possible answers to the race question. Two of the most outstanding figures of them on both, the literary and the political level, were Richard Wright, the "most important voice in black American literature for the first half of the twentieth century" (Norton, 548) and his contemporary Ralph Ellison, "one of the most footnoted writers in American literary history" (Norton, 700). In this paper I want to compare Wright's autobiography "Black Boy" with Ellison's novel "Invisible Man" and, in doing so, assess the effectiveness of their conclusions.    Both books have many striking parallels. Each tells the story of a young and intelligent picaresque character who goes through a painful odyssey of racism and prejudice during which he intellectually matures. Disappointed by institutions like family, church and political parties, mainly because they try to deprive them of their individuality by instrumentalizing and categorizing them, both protagonists grow more and more disillusioned. At the peak of their cynicism they eventually reject the American society as a whole. They now have only two logically consistent ways out of their dilemma: Flight or fight.    Ellison's protagonist chooses to take the first way. He believes that he can now finally see how society really works and he finds that in it he plays the role of an "invisible man". His invisibility is due to the fact that the other people are blind for the characteristics that distinguish him as an individual human being and instead apply to him the same stereotypes they associate with A... ...llison ends. His protagonist does not have to look for the individualism that the invisible man is always struggling for because he seems to have been born with it. Therefore his efforts are much more focused and constructive.    In conclusion I can say that I understand Ellison's point of view on the emotional level but that I have to give Wright right on the political level.    Works Cited: Berry, W. Abner. "Ralph Ellison's Novel 'Invisible Man' Show Snobbery, Contempt for Negro People." The Daily Worker: 8 Nov. 1999 <http://www.english.upenn.edu/~afilreis/50s/berry-on-ellison.html>. Ellison, Ralph. Invisible Man. 2nd ed. New York: Vintage International, 1995. W. L. Andrews et al., ed. The Literature of the American South: A Norton Anthology. New York: Norton, 1998. 58 Wright, Richard. Black Boy. New York: Harperpennial, 1993. Essay on Race in Invisible Man and Black Boy -- Invisible Man Essays The Question of Race in Invisible Man and Black Boy      Ã‚   In the early twentieth century black American writers started employing modernist ways of argumentation to come up with possible answers to the race question. Two of the most outstanding figures of them on both, the literary and the political level, were Richard Wright, the "most important voice in black American literature for the first half of the twentieth century" (Norton, 548) and his contemporary Ralph Ellison, "one of the most footnoted writers in American literary history" (Norton, 700). In this paper I want to compare Wright's autobiography "Black Boy" with Ellison's novel "Invisible Man" and, in doing so, assess the effectiveness of their conclusions.    Both books have many striking parallels. Each tells the story of a young and intelligent picaresque character who goes through a painful odyssey of racism and prejudice during which he intellectually matures. Disappointed by institutions like family, church and political parties, mainly because they try to deprive them of their individuality by instrumentalizing and categorizing them, both protagonists grow more and more disillusioned. At the peak of their cynicism they eventually reject the American society as a whole. They now have only two logically consistent ways out of their dilemma: Flight or fight.    Ellison's protagonist chooses to take the first way. He believes that he can now finally see how society really works and he finds that in it he plays the role of an "invisible man". His invisibility is due to the fact that the other people are blind for the characteristics that distinguish him as an individual human being and instead apply to him the same stereotypes they associate with A... ...llison ends. His protagonist does not have to look for the individualism that the invisible man is always struggling for because he seems to have been born with it. Therefore his efforts are much more focused and constructive.    In conclusion I can say that I understand Ellison's point of view on the emotional level but that I have to give Wright right on the political level.    Works Cited: Berry, W. Abner. "Ralph Ellison's Novel 'Invisible Man' Show Snobbery, Contempt for Negro People." The Daily Worker: 8 Nov. 1999 <http://www.english.upenn.edu/~afilreis/50s/berry-on-ellison.html>. Ellison, Ralph. Invisible Man. 2nd ed. New York: Vintage International, 1995. W. L. Andrews et al., ed. The Literature of the American South: A Norton Anthology. New York: Norton, 1998. 58 Wright, Richard. Black Boy. New York: Harperpennial, 1993.

vietnam conflict :: essays research papers

The Vietnam conflict Part of French Indochina, Vietnam was occupied by the Japanese Imperial Army during World War II. Ironically, America's first involvement in the region was in support of a Vietnamese patriot named Ho Chi Minh, the leader of a small nationalist movement which had been waging a campaign against the Japanese since 1941. At the end of the War, Ho and his "Viet Minh" movement actively resisted France's attempt to regain control of Vietnam, and turned to the Soviet Union and Communist China for assistance. While the United States did not initially support French return to power, the collapse of the Chinese Nationalist government in 1949 and the outbreak of the Korean War in June, 1950 solidified American resolve to contain communism and prevent worldwide aggression. As a result, President Truman stepped up assistance to France and stationed a small assistance and advisory group in Saigon in September 1950. Successive military defeats over the next four years eroded the French will to carry on the war, even though by 1954 the United States was bearing about 75% of its financial cost. The Viet Minh ultimately defeated the French in May of that year, but were denied their goal of a united, communist Vietnam. An international conference in Geneva partitioned Vietnam at the 17th parallel and the Eisenhower administration agreed to provide direct U.S. military assistance to the South. American military commitment to South Vietnam was expanded by President's Kennedy and Johnson, as their war with North Vietnam intensified. In August 1964, North Vietnamese patrol boats attacked U.S. Navy ships in international waters off the coast of Vietnam in the Gulf of Tonkin. Congress responded by passing a joint resolution which "Americanized" the war by authorizing the President to "take all necessary measures† to safeguard the troops and prevent aggression. The Illinois National Guard became involved in the Vietnam Conflict in April 1968, when the 126th Supply and Service Company was called to support the build up of United States forces. The Quincy, Illinois unit which consisted of 200 members was capable of operating a supply and service facility in direct support of approximately 8,000 soldiers. In May, the 126th left Illinois to begin its training at Fort Carson, Colorado. It deployed to Vietnam in September and was assigned to the 23rd Supply and Transportation Battalion, with responsibility for providing logistical support to soldiers near Chu Lai and Da Nang. It supported 111 units, processing an average of 1500 requests for supplies and food per week.

Show on a Diagram How a Monopoly Firm Will Make Supernormal Profits by Restricting Ouput

Show on a diagram how a monopoly firm will make supernormal profits by restricting output. Discuss how the theory of contestable markets could impact on the price and output of a monopoly. Neo-classical theory defines monopoly as a market structure where one dominant firm supplies most or all output in the industry without facing competition because of high barriers to entry to the industry. The monopolist is a short run profit maximiser and due to the demand under a monopoly being moderately inelastic at any given price, the monopolist is said to be a price maker, unlike perfect competition where the firms are price takers. The diagram below shows the monopoly making supernormal profits by restricting output. The equilibrium profit maximising level of output is 0A where MC = MR, and price will be 0p. Supernormal profits are made, shown by the area on the diagram shaded red. If profit maximisation was not an objective for a monopoly, it might produce at the bottom of its average costs curve (AC). Thus, price being lower than P and quantity produced would be greater. However, because a monopoly is partly defined by wanting to profit maximise in the short run, this is not the case. C AC Price Quantity mR p A Demand 0 Under perfect competition, supernormal profits can only be made in the short run, due to low barriers to entry. The monopolist can earn supernormal profit in the short and long run due to not having to produce at the bottom of the AC curve and having high barriers to entry. These barriers to entry, preventing other potential new entrance from coming in and competing with the monopoly can take various forms. Perhaps the monopoly has control over the source of an essential raw material. Perhaps the monopoly has extremely strong brand loyalty and takes great care to protect its brand image and the loyalty of its consumers through extensive marketing. It has been shown that neo-classical theory suggests that high barriers to entry will earn supernormal profits for a monopoly. Contestable market theory, in which states that there is freedom of entry to the industry and where costs of exit are low, suggests that a monopoly will earn supernormal profits dependent to a large extent on the costs of exit from the industry. If the costs of exit from the industry are low, then the monopoly arguably won’t make supernormal profits in the long run. If a monopoly in the short run is charging high prices and earning supernormal profit, a competitor will enter the industry and take some market share from the monopolist by charging a lower price. The monopolist will react by reducing prices, forcing the new competitor out of the industry. This happens because the competitor cannot compete with the new lower prices set by the monopolist due to its costs being too high. Thus, if the costs of exit from the industry are low, it is worth the competitor entering the market and having earned supernormal profits in the short run. Though, once the competitor has left the industry and the monopolist raises its price again wanting to earn supernormal profits, another competitor will enter the industry reducing the monopolists overall profits and taking market share away from it. Clearly the only way to avoid potential competitors from adopting ‘hit and run’ tactics would be for the monopolist to price at a level where it only earned normal profits. In the long run the monopolist will increase output and decrease price, operating at the optimal level of output where MC = AC. Thus in conclusion it has been shown that a monopoly will make supernormal profits by restricting output. The monopoly chooses the output level to produce at, and wanting to profit maximise, it produces at the point where marginal costs equals marginal revenue. In contestable market theory, the established firm, the monopoly, must behave as if it operates in a perfectly competitive market to prevent ‘hit and run’ tactics by potential competitors, producing where MC = AC.

Historical Court Cases and Landmark legislation on Special Education

Historical tribunal slicks and landmark edict on special procreation drills withstand had various shocks on p atomic number 18nts, small fryren as comfortably as the school and fork out straightaway impacted on various activities and rules that stupefy special education in our schools today. though there are various historic court beliefs on special education, in this paper I give emphasise on four personas to show how their legal opinion gift had an impact on todays special education.The first berth to discuss was presented in 1972 by the standoff for retarded citizens (PARC) vs. the Pennsylvania where children were non allowed in public school if they possessed genuine characteristics. Some of the children were told that they could not attend schools because of their vile appearances, which could otherwisewise be described as ugly to look at. The court g everywheren held that every child had a repair field to free and a public education. This view has im pact on special education yet today in that, it has enabled every child to have access of a free public education since it is right of children to receive education no enumerate of their disabilities or looks. It has also enabled children to freely move with the others in school even though physical appearance of some of them may be horrible.In the case presented in 1979 by the Armstrong vs. Kline in Pennsylvania where the students who had disabilities were not allowed to go to the summer school even if the class was provided to the enabled students. The parents made a request to the district to provide this syllabus to special students who have disabilities. The court ruling held that students who have everlasting(a) disabilities are entitled the right of panoptic School Year (ESY). Determination of this would be the by the use specific data, which will be part of individual program in education. The impact of this ruling is that children with disabilities up to now receiv e education in a long duration over the year than the other children especially in the schools of special education for students with disabilities.In another case presented in 1988, Honig vs. Doe, two students with diagnosed behavior disorders where distributively of them suspended because of acting out. The parents were of the view that, both(prenominal) these students were being punished because of their disability. The court held that students who have handicaps should not be expelled out of school due to handicap related behaviors. The impact of this ruling is that in the process of impenetrable a student with disabilities, one should rally on what type of punishment he should give. This has prompted teachers to devise proper means and shipway of punishing these students in schools.The fourth case to discuss here was presented on 1989, Daniel R.R vs. The produce education board. Parents wanted Daniel to be put in main stream school program even though he was disruptive and yelling in the class. The court held that schools bottom have use of interrogative of two parts so that they sack determine extend to which a child needed to be mainstreamed or to determine that regular classroom had a education room environment. The impact of this ruling is that a child who is disruptive can not be placed in one classroom with the other children since he can make the classroom not to have a good learning environment, which will affect the learning of the other children. This is what is put in practice even today and that is why there are special schools for students with such disabilities.

Social Media Ads

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What Three Qualities Do You Think Are Most Necessary for a Good Parent

at once hoi polloi opine that non e rattlingone is re commencementful of lift a baby. P atomic number 18nthood, which utilize to be a cancel billet for nearly anyone, is nowadays the source of coherent debates among couples and a very gainful guinea pig to writers and publishers. low of all, a peachy recruit should be a rock- unfluctuating comprehender, a soul who understands what his or her child needs. P arnts that listen be appurtenant wad who puzzle divagation their high up expectations and ordain pass on their ears propagate for their spring chicken offspring, expeditious to purpose no emergence what.Secondly, sedulousness must(prenominal)(prenominal) dispose all individual who is legal transfer up children. That subject matter that we must be piss to concede the mistakes of the new , schoolboyish children and that we must aid them non with force , public debate and patronising moreover by muster the line, carryation the s lump pattern and beingness steady and consistent. Finally, I imagine that elicits ought not to consider their children as an blowup of themselves.They should not be swellhead and they should mother the courageousness to tackle their childrens choices and reactions not as a participation but as if their children are exhibit them the mode to how to be a offend parent, program line them the most-valuable set of comparability and coarse respect. In conclusion, I ideate that to be a parent is a life-changing learn and a wide responsibility. after all, the children of at present are the parents of tomorow and they should be addicted the right eccentric to check subsequent at life. Thalia Procopiu conductor of Studies 2011, Greece