summary exploring prose Essays

summary exploring prose Essays summary exploring prose Essay summary exploring prose Essay Summary of short story Whos Irish Whos Irish by Gish Jen is a short story about a Chinese grandmother living in America. The grandmother lives with her granddaughter Sophie, her daughter Natalie, and her unemployed, Irish son-in-law John. The grandmother always thinks that Sophie is a wild child and she always blames her Irish side and her former baby sitter, Amy. She often said that Sophie is not like the other Chinese girl that she ever saw. She babysits Sophie during the days and believes that she should be spanked, but her daughters Natalie completely disagree about her opinion. She said that in America parents not supposed to spank the child, it gives them low self esteem. Natalie preferred to use words than spanks to changing her daughters misbehavior. Someday the grandmother spanks Sophie because she takes off her clothes again and the spank makes Sophie cried. Sophies changed immediately and obeys the grandmother the next day. But the big problem comes in the playground when Sophies hide in the foxhole and throw a shovel full of sand to her grandmother. The grandmothers get mad and yell at Sophie to come out, but Sophie doesnt want come ut from the hole, she shouted at the grandmother that she hate her, and call her Meanie, the grandmother start to pokes her with a stick. Until its getting dark Sophie still hiding, the grandmother keep poke her until John and Natalie comes and saw what the grandmother have done to their daughter. John wiggles under the structure, into the foxhole to rescue Sophie. As they come to the house, Natalie find out that Sophies skin is full of bruise and her eyes are swollen. Since then, the grandmother is forbidden to see her granddaughter. The grandmother finally moves into her son-in-laws mother, Besss house.

Case study on the design of a contemporary Civil Engineering project Essay

Case study on the design of a contemporary Civil Engineering project - Essay Example The Strait of Messina Bridge Project The project overview The Strait of Messina bridge project was started in the year 2006 and was designed to end in 2008. Due to problems to do with finance and project budget terminated as suggested by Porter and Prince (2009). However with the election Silvio Berlusconi as the prime minister in 2008, the project was revived the same year. Once Messina bridge project is completed, it will become one of the longest suspension bridges to have been built in the world. The Messina Bridge will be sixty meters wide with twelve traffic lanes and two middle lanes for trains. It will therefore allow about one hundred and forty thousand vehicles and two hundred trains to use the bridge in a day. However there has been a debate of whether the bridge will stand earthquakes and also about its impacts to the environment. The project is still on construction and it has been designed to complete by 2012. The context of the project The historical context of the Str ait of Messina Bridge has been covered with several events. In 1969, different concepts of the bridge construction were offered for competition and among them was the cable-stayed design which later brought the issue of this project. Around 1979, a committee was set up and came up with a study for the crossing bridge as suggested by Lane (2010). Five years later a company by the name Stretto di Messina was established which came up with three ways to construct the bridge. The different ways were, one the suspension bridge, second the floating tunnel and finally the bored tunnel. Evidence was gathered from different experts who dismissed the ideas of the tunnel and advocated for the suspension bridge. The decision on the construction of the bridge raised a lot politically heated debates in Italy. Those supporting the decision argued that it created employment and boosted tourism. Those against it argued that it was unnecessary and the government would first focus on the roads more ef ficient. Some geological concerns were about the history of earthquakes in area would be a challenge to the project. Seismic-tectonic and wind conditions context has also been focused on. The ability of the bridge to overcome seismic effects and wind has been an issue of concern. The bridge once completed will be open fulltime without any traffic interruption due to strong winds. It will use special wind protection barriers capable of maintaining normal traffic movement even in the case of strong wind. The bridge has aerodynamic properties that give it the ability to withstand wind of any speed. In as far as seismic activities are concerned; the bridge has a natural insulation. This natural insulation makes the bridge insensitive to earthquakes. The structure is insulated against physical possibilities such as vibration. According to Simonis (2010), the Messina Bridge is designed to overcome an extreme earthquake which has a magnitude of about 7.1 being focused at about fifteen kilo meters from the site of the bridge. The environmental aspects of the Messina Bridge have caused resentment on the local people and a lot of protest. These aspects include the construction’s impact on the local wildlife and the traditional and poor structure of the region. Some measures have been taken to reduce the environmental impact of the project activities. These include using the tunnel’

Cultural Mosaic on the Buddhist Culture Research Paper

Cultural Mosaic on the Buddhist Culture - Research Paper Example But the Buddhist view of education is a lot more open-ended and fluid. Also, while there are fundamental tenets upon which Buddhist education system rests, they only serve as an aid to the student in discovering truths for himself. In other words, while the Western educational model has at its core the principle of ascertaining truth through rational inquiry and systematic experimentation, the Buddhist model espouses the principle that introspection through meditation will lead to the ultimate truth. (Haskett, 2005, p.192) Moreover, it is integral to Buddhist culture to put the ‘collective’ good ahead of ‘individual’ excellence. Notwithstanding these basic differences, one could still incorporate certain norms, customs and cultural aspects of Buddhist education into American schools. This essay will show that not only is this exercise feasible but also rewarding for the educators and students involved. A key feature of the Buddhist education system is its sp iritual dimension. In fact, the seeking of spiritual truth is a cornerstone of Buddhist culture. The Buddhist system attempts to prepare students to transcend the scientific realm and into the spiritual realm. School administrators in America might find it challenging to encourage students on spiritual quest alongside the emphasis on scientific inquiry. Moreover, in the spiritual realm, objectives tend to be vague and instructions difficult to comprehend. But a simple means by which the esoteric sounding spiritual quest can be incorporated in the American classroom is by breaking it down into common social principles such as co-operation and compassion. In other words, school curricula in the United States could give grade points for students for their social skills and their willingness to help fellow students. The Buddhist system sees education as a component of a student’s social life, as opposed to being distinct to it. (Tat Chia, 2009, p.122) In this scenario, ‘edu cation as competition’ would be replaced by ‘education through sharing of knowledge and experience’. A similar point is made even by some Western scholars like Daniel Goleman, who underscore the importance of Emotional Quotient (EQ) alongside the development of Intelligence Quotient (IQ) for overall healthy personality development. The spate of campus shootouts in recent years in America clearly indicates some fundamental flaws in the schooling system. By embracing the Buddhist principle of ‘non-violence’ and inculcating it in students will mitigate the occurrence of such shoot-outs. Non-violence aligns closely with virtues of co-operation and compassion. (Shin, 2010, p.33) American schools can include biographical sketches of world leaders renowned for the message of non-violence. These would include Mahatma Gandhi, Nelson Mandela, Martin Luther King Jr., etc. A study of their life examples is an effective method for instilling the value of non-viol ence in American students. The Buddhist education system emphasizes reverence for the mentor/teacher. Conventionally, having evolved in a monastic setting, the chief monk would be regarded by students as an enlightened soul whose guidance is sought after at each stage of learning. It would also serve the interests of students in America if they make it the norm to pay more respect to their teachers. The most prominent of contemporary Buddhist teachers, His Holiness The 14th Dalai

George Washington and Benjamin Franklin Essay Example for Free

George Washington and Benjamin Franklin Essay George Washington is a revered figure in history. He was the first President of the United States and one of its beloved Founding Fathers. He was â€Å"Commander-in-Chief of the Continental Army upon whose victory the thirteen colonies depended to secure their separate and equal station among the powers of the earth† (Rediscovering George Washington, 2002, Introduction, para. 2). The usual facts aside, George Washington is a study of contrasting character traits, modesty and pride. Washington lived up to his legendary self with an immense awareness of who he was. In the book, Portrait of America (Oates Errico, 2003), Gordon S. Wood points that Washington’s greatest asset is his character; that he was representative of the 18th-century iconic image of a great man of virtue (Essay #10, II, para. 7 8). The eighteenth century was a very different era in many respects from the present that his personal concerns then may sound preposterous now. For example, Wood (2003) detailed that Washington was notoriously aloof in keeping with the image of a classical hero (III, para. 5), something that is bane nowadays for someone who occupies or dreams of coveting the highest office of the land. Wood (2003) exposed that Washington was very meticulous of himself especially in the company of others constantly cultivating the ideals of being a proper gentleman from his physical bearings to his personal manners(II, para. 15). He certainly considered his reputation his treasure and he protected it all his life (III, para. 6). There lies his enigma, the possession of two contrasting traits, modesty and pride. Wood (2003) further emphasized that it was his moral character that set him off from other men (II, para. 7). This moral steadfastness has served him well in tempting moments. It is worthy to know that Washington acknowledged but was quite insecure about his lack of formal education compared to his learned peers. Self-criticism impeded his actions like his refusal to travel to France finding to have a conversation through an interpreter indignant to a man of his stature, as Wood (2003, II, para. 16) pointed out. This shortcoming produced a very modest man who had the humility to surrender his powers and retreat from public life, an unprecedented act in the Western world (Wood, 2003, III, para. 2) and which only enhanced his image of greatness. Throughout history, the intoxication of power has often cultivated greed out of its possessors. Coming out of retirement and leading the Philadelphia Convention in 1787, Washington’s untarnished reputation was crucial to the ratification of the proposed Constitution. His reputation then at stake, he worked hard to have it ratified (Wood, 2003, IV, para. 1). This was the typical Washington work ethic: a concern for validation of his deliberate act in the eyes of his peers then and for the future generation. Being the President of a young nation, Wood (2003) pointed that â€Å"Washington was keenly aware that everything he did would set precedents for the future† (V, para. 1). His political contributions are still pervasive today, a testament to his leadership endurance. Wood (2003) concluded that Washington was responsible for establishing the president’s independent role and for making him a dominant figure in the government. He also set the Senate’s limited advisory role to the president in the making of treaties and the appointment of officials. Most importantly, he single-handedly institutionalized the two-term limit of the presidency that it was included in the 22nd amendment to the Constitution in 1951 (V, para. 2, 3, 7). Another outstanding Founding Father who is best known for his scientific pursuits than his understated political contribution is Benjamin Franklin. In Portrait of America (Oates Errico, 2003), Richard B. Morris (Essay #6) described Franklin at the beginning of his essay as â€Å"deceptively simple and disarmingly candid, but in reality a man of enormous complexity†. Like George Washington, Franklin was also concerned about living a virtuous life although he was a much more relaxed character than the famous general. Franklin is one who â€Å"seems made of flesh rather than of marble† (Isaacson, 2003). Both bettered themselves through purposeful self-improvement to make up for their lack of formal education. Franklin was blessed with a myriad of talents he used wisely: he was a writer, printer, entrepreneur, skilled negotiator, diplomat, scientist. He espoused such virtues of diligence, frugality, self-discipline, honesty. He loved making lists and the most significant of such is â€Å"as a young man, he made a list of personal virtues that he determined should define his life† (Isaacson, 2006). Franklin used his pen for his causes proving the commonly known expression, the pen is mightier than the sword. As a prolific writer Franklin wrote under the pseudonyms Mrs. Silence Dogood, a character that showed â€Å"the quintessential genre of American folksy humor† (Isaacson, 2006) then later showed more of his humorous side as Poor Richard Saunders for his annual almanac. Satirical writing is still in practice today especially in the criticism of public figures. His affable nature enabled him to successfully temper dissension during the heated deliberations of the proposed Constitution. He was against tyranny especially slavery despite him having black slaves in 1757. He never hesitated to promote his advocacy for freedom of the press and expression, still very much one of the prevalent rights issues in society today. References Isaacson, W. (2003, June 29). Citizen Ben’s Great Virtues. Time Magazine Online. Retrieved October 16, 2006 from the World Wide Web: http://www.time. com/time/2003/franklin/bffranklin. html. Morris, R. B. (2003). Meet Dr. Franklin. In Oates, S. B. , Errico, C. J. (Eds. ), Portrait of America: Volume One: To 1877 8th Edition (Essay # 6). Boston: Houghton Mifflin Company. Rediscovering George Washington (2002). PBS. Retrieved October 16, 2006 from the World Wide Web: http://www. pbs. org/georgewashington/father/index. html. Wood, G. S. (2003). The Greatness of George Washington. In Oates, S. B. , Errico, C. J. (Eds. ), Portrait of America: Volume One: To 1877 8th Edition (Essay # 10). Boston: Houghton Mifflin Company.

Globalization and Dubai’s Tourism Industry Essays -- Dubai’s Tourism In

Dubai is one of the seven Emirates that make up the United Arab Emirates. Dubai is located in a south of the Persian Gulf on the Arabian Peninsula with the largest population of 2.2 million, 15% being Emiratis and 65% south Asians. Over the decades, Dubai has shown unbelievable growth, from a small fishing town to one of the most iconic cities in the world. The growth has been based on the oil discoveries and revenue it created. (Mazza, n.d.)In the past half century, Dubai’s economy was based on fishing, pearl diving, date farming, camel rearing and sea trade. By the turn of the 20th century, Dubai was a well-off port to attract settlers from Iran and India. This resulted to a large Indian population that settled in Dubai and was particularly active in the shops. This cosmopolitan atmosphere and air of tolerance began to attract other foreigners. This paper aims to investigate ways which Dubai have used to attract globalization and develop their tourism industry. Dubai put tourism at the core of its economic development plans in order to diversify and strengthen its economy, while decreasing its dependency on fluctuating oil prices (Sharpley 2008). The plans have been successful; in 2007, non-oil revenues contributed to 63% of GDP, with Dubai contributing 29%, to the UAE’s total GDP. What is more surprising is that due to Dubai’s push to use tourism to diversify its economy, Dubai contributes over 80% of the non-oil related GDP in the UAE. Dubai is now considered one of the top tourist destinations in the world. In 2011, Dubai’s top tourist source markets outside the UAE were Saudi Arabia, India, UK, Iran, and the US. Tourism in Dubai Tourism in Dubai is an important part of the Dubai government's strategy to uphold the movem... ...trips and tourism packages, all contribute to the continuous growth of tourism industry. Tourism has also had both positive and negative impacts on Dubai. It has boosted Dubai’s economy but has brought negative impacts. The negatives are mainly cultural dilution and poor working conditions for the informal sector workers. Works Cited Brook, D. (2013). How Dubai Became Dubai. A History of Future Cities. Marketing, D. D. (2012). Dubai for Tourism . Dubai, Dubai, United Arab Emirates (UAE). Mazza, G. C. (n.d.). Development of Tourism in Dubai. Retrieved 02 25, 2014, from Gastronomy and Global cities: http://laudergastronomy.com/wp-content/uploads/2013/05/Development-of-Tourism-in-Dubai_Grace-Chang-Mazza.pdf Sharpey, R. (2008). Tourism and hospitality Planning and Development. In R. Sharpley, & R. Sharpley, Planning for tourism: the case of Dubai (pp. 13-30).

Driving is Your Responsibility: Modules on Driving

Also, that a 16 year old risk of getting in car accident is higher then any other age group. If you do not have your permit, please provide the last four digits of your social security number so that your teacher can issue your drug and alcohol certificate. My last four digits are: Module 2: The Driver: Describe three aha moments that you had as you worked through Module Two. 1 . That we have two different type of vision central and peripheral. 2. â€Å"Aim high and look ahead, don't look down† This is important because we can spot curves from far 3.When I found out you must have a optimistic attitude to drive but not too pessimistic cause if you're to optimistic you can be a bad driver. How will this information affect you as a driver now and in the future? (2-3 sentences) This information will affect me as a driver because if I follow these rules I can be a good driver. If I don't follow these rules I can cause serious accident that may result in my death or someone else dea th. Module 3: Natural Forces Affecting the Driver 2. Inertia- When a object is at rest it will remain at rest.While an object in motion will remain in motion in the same direction unless a force touch it. 3. Potential Energy- Its energy an object already has in it self. 4. Kinetic Energy- The energy made while an object is in motion. 5. Friction-Its the restraint between the movement of two surface in contact. 6. Traction- Traction is always affected by friction someway somehow. 7. Centrifugal Force- The opposite of centripetal force. It doesn't seek to be in the middle. It also increase a person acceleration. 8. Centripetal Force-Its a force that seeks to be in the middle. 10. Force of impact- Is the force made when objects meet.Module 4: Signs, Signals & Pavement Markings 1. Explain the purpose of the following A. The difference between solid and broken lines is: In a solid line you can not pass over it while on a broken line you may pass over it. B. Yellow lines (broken or solid) indicate what type of traffic flow: The yellow line indicates where the center of a two way traffic is at. You may cross over a broken yellow line but you can't cross a solid yellow line. C. White lines (broken or solid) indicate what type of traffic flow:White lines tells you which way traffic is traveling in your direction. 2.Observe and describe the different signs in YOUR city. Give specific examples of each (include color, shape, what the sign is for, etc. ). A. A regulatory sign: A speed limit of 35. Its a white rectangular shape sign. B. A motorist services sign: A hospital sign. It's a blue square sign with a capital H in the middle. C. A recreational sign: A recreational sign is brown and rectangular. A sign indicating to the Florida everglades. D. A sign that you know what it means because of its shape: A triangle sign is telling you to yield. 3. Explain 3 interesting or important facts from Module 3 and 4.A. An interesting wing I learn is that driving and physics are int erconnected. 8. 1 realize that the shapes and colors off sign tells you a lot about its meaning. C. An important fact I learn is that you can always drive over a broken but never a solid line unless there is hazard in the way. Module 5: Laws and Rules of the Road Create a car saying (Bumper Sticker) or a Road Sign (Billboard) that would describe one main point you learned in Module 5. This is an example off bumper sticker from a former student: the right speed is always a good deed. Enjoy your ride and don't collide! 1 . What would yours say? Don't be afraid to cease. Drive with ease. 2. How would it look? It would be on a neon green rectangular sticker with the saying in big bold black letters. 3. Now, write at least one paragraph (5 sentences or more) which explains why you thought this would make a great bumper sticker or billboard, and how it summarizes the information you learned in Module Five. I thought this would make a great bumper sticker because it's a very catchy phrase. When somebody read it. It will stay in their mind because its simple and catchy.This phrase summarizes this doodle because when driving you must remember all the laws and regulations the state of Florida may have. A driver can't be afraid to slow down or stop while driving when it is necessary. Plus a good driver must drive with ease meaning he has to drive with confidence. Module 6: Effects of Alcohol and Drugs Some day you might find yourself in a dangerous driving situation because of drugs, alcohol, or extreme drowsiness due to medication. Talk to a parent or guardian about what they would like for you to do if you find yourself in this situation.Answer the following questions in one or more complete sentences. . Explain three ways you can get home safely, without getting behind the wheel, if there are drugs or alcohol in your system. A. Let a friend who is sober give you a ride home. B. Call a taxi to take you to your destination. C. Call your mom and/or dad to pick you up eve n if you may face consequences its better then driving home intoxicated. 2. Explain three ways you can get home safely if the friend you rode with has drugs or alcohol in his system and you prevent him from getting behind the wheel. A. Take away their car keys and drive them home. B.Call his/her parents to pick him/her up. C. Use public transportation. 3. What would your parent/guardian want you to do? My parents would rather me to contact them to pick me up from my destination. They rather pick me up intoxicated then get a phone call from the police saying I kill somebody or myself because I was drinking and driving. 4. Look up and list the number of a local taxi or car service in your community. Include the company name and telephone number. Module 7: Collision Costs and Preventions There are many costs associated with owning and driving a car. The purchase of a car is only the beginning.There are maintenance costs, fees, tolls, taxes, fuel and insurance. For the next few question s, you will explore these costs by talking to a parent or guardian about your driving responsibilities. 1. Will I have a vehicle of my own to drive, or will I share? My vehicle would be shared with my parents. 2. Who will pay for the insurance and gas? My parents would pay for my car insurance and gas until I get a Job. 3. Contact your family car insurance company to obtain a cost estimate. How much will you be expected to pay monthly or annually? My parents would be expected to pay 175. 3 a month. . If you drive 50 miles each week and your car gets 25 miles to the gallon with gas costing $4. 00 per gallon, how much gas will you have to buy? I would pay $8. 00 a week. 5. If you get paid $8. 00 per hour at your Job and insurance is $200 a month, how many hours will you have to work to pay for insurance? I would have to work 25 hours. 6. Will your parents set restrictions on your driving such as the hours of the day you can drive or how many passengers you can have in the car? If so, please include restrictions. My restrictions would be that I'm allowed to drive am to pm.Plus I'm to allowed to have friends in my car. 7. Will your parents allow you to drive to school, work, on major highways, how far from home can you drive? Please include where you will be allowed to drive. I would be able to drive to school and work when I do get Job. 8. Never text and drive! Discuss with your parents the use of your cell phone when driving. Explain to them the one situation when it would be appropriate to talk on your cell phone. Then write the situation you spoke with them about. It would be appropriate to talk to my parents when I am park. Never answer my phone when I'm riving.Module 8: Substance Abuse Choose one option to complete your 5-8 sentence paragraph in this section. Imagine a close friend is planning to go out and celebrate this weekend. You know your friend intends to drink and may experiment with drugs. You are not only concerned for her well-being but also worri ed that she might get behind the wheel and drive. Using the information you learned in module 8, write a paragraph persuading your friend to make safe choices. List at least 3 dangers she may face and 2 alternatives for her to safely and legally enjoy the celebration. Dear Friend,

The Effects Of Schizoaffective Disorder On Mental Illness

Mental disorders are a very serious condition that can cause suicide, family/friend problems, and even social complication. Schizoaffective disorder is an extremely dangerous and sometimes harmful disease. Often times a mental disease is not cause by dropping someone on their head but, what they are fed, how they are treated, and their social life. Most often the best cure for a mental disease is not medical treatment: it is how others treat and talk to them. The disease is very uncommon with only .3% or 21.4 million at risk, not all will get the disease. Some symptoms of Schizoaffective disorder include; hallucinations, delusions, disorganized thinking, depression, manic behavior, isolation, bi-polar, and some we will discuss later†¦show more content†¦10-15% end up committing suicide to be exact (Long, Phillip). Daniel, a 21 year old is a great example of what living with Schizophrenia/Schizoaffective Disorder is like. He was doing well in college 6 months ago when the wh ole episode started. While in class, Daniel started to become more and more paranoid every day that his professors were out to get him. Ended up, he dropped out and got a job. Daniel stopped bathing, shaving, and washing clothes which is a sign of Schizoaffective disorder because of the lack of care for hygiene. Just like in college, he became convinced that his boss was out to get him and placed cameras everywhere so naturally, he started smashing all of the electronics in his workplace. His boss called the police and upon arrival, he was taken to a mental hospital. (Schizophrenia). Another, more enlightening story with a little better ending is from Jonny Benjamin. Jonny was diagnosed at age 20, 14 years ago. He visited the doctor when he started having very intrusive thoughts, paranoia, and always felt very lonely. Jonny stated that most people who have schizophrenia are not violent or dangerous and yet this is the only thing the public seem to be constantly told about the condi tion... (Benjamin, Jonny). Which leads me into the next topic. Society is often a big influence whether it be the way you act, the way you dress, or even what you think about. A comment to