Personal Narrative I Daydreamed - 1145 Words

I can describe my identity as a Venn diagram, with one circle representing who I think I am and the other representing who I actually am. Where the two circles overlap is my definite identity of today. In that space, I know I am imaginative, I like writing, I’m artistic, I’m confident in my skills, and I want to become a better person. Specific objects, people, and events, such as the Percy Jackson series, my fifth-grade teacher, my first sketchbook, Elementary All-County, and a three-day art camp, helped me discover and recognize these characteristics of myself. When I was in fourth grade, I loved to read. I’d go through four books a week, finishing a book in two days. My favorite books at that time were undeniably the Percy Jackson and†¦show more content†¦So, I started writing my own stories. I took the millions of ideas inside my head and wrote them all out on paper, forming paragraphs of mostly coherent and low-key angsty sentences. I rarely finished any of these stories, but I needed to let them out. As I let out these stories, I got better and better at writing and I started developing and changing my stories more and more. I wrote because I liked my stories, and because I liked writing. When I wrote, I could spread ideas in a way that was so much easier that telling someone. I didn’t write for a grade or because of an assignment, but instead for myself. I doubt I ever would’ve done that if my fifth-grade teacher wasn’t Mr. L. My first official sketchbook was from my friend’s birthday party. Being the amazing person that she was and still is, she made each of us favor baskets. Inside each basket was a 6-inch by 8-inch fifty-sheet sketchbook. Before, I’d only drawn in a common composition notebook, but now I was working in the â€Å"professionals’ zone†. I couldn’t waste any of this fancy drawing paper. Each page would be filled with my masterpiece of the day, displaying an off-proportion, badly-shaded, front view of an emotionless face. Looking back on these â€Å"masterpieces,† they were really bad. But that’s why I kept drawing! Because they sucked! That’s why when I ran out of pages to artistically vomit on, I bought a new, fancy, 9-inch by 12-inch one-hundred-page sketchbook. So, I drew more and more and

The Grapes Of Wrath And Huckleberry Finn Analysis - 819 Words

The American Dream is a dream in which life is fuller, better, happier and free. In the two books Adventures of Huckleberry Finn by Mark Twain, and The Grapes of Wrath by John Steinbeck, each book shows the American Dream in a different way. In The Grapes of Wrath, the American Dream is shown as in illusion. That being because America is going through the Great Depression and it’s very difficult to make a living or even have food on a plate. However, in Adventures of Huckleberry Finn, the American Dream is shown as both an illusion and a reality. This is because Jim and Huckleberry end up escaping their old lives to find one that is better and new, but along the way they run into frauds cheating people of their own money, and other people†¦show more content†¦The American Dream was both an illusion and a reality in Mark Twain’s book, Adventures of Huckleberry Finn. This book mainly focuses on a teenager named Huckleberry Finn and a runaway slave named Jim as h e tries to seek out freedom. In the book, Huckleberry Finn fakes his own death to get away from his father who severely abuses him. This idea seems to go against the American Dream which says, according to James Truslow Adams that, â€Å" -life should be better, richer, and fuller for everyone-†. Huckleberry though, is not at all living his life this way for, if he was then there would be no reason to fake his own death. While running away from his hometown, Huckleberry finds Jim, who is running away to seek freedom and the decide to team up with one another as Huckleberry in a sense, is also running away for freedom. When the two are making their way down the river, Huckleberry and Jim find themselves getting stuck with two frauds who claim to be a duke and a king. These two men rob a many people of their money and continue to do so with no remorse. In the American Dream, everyone respects one another and is the best person they can be, cheating people of their money in any way does not make someone the best they can be. This part of the book is showing how the American Dream is more of an illusion than a reality, but the book also shows how the American Dream actually is a reality as well. After running away from the duke and the king, and losing Jim, HuckleberryShow MoreRelatedTypes Of Rubrics : Analytic And Holistic1396 Words   |  6 Pagesare two types of rubrics: analytic and holistic. A holistic rubric is a more general which can be applied to many things (Bookhart). However, I chose to create an analytic rubric because it is more specific, allowing me to produce the best possible analysis and winner for the Vermont Book Award. The most effective personally created rubrics have comprehensible language, a theme, description, and criterion that speaks to you as being significant (Miller). I believe that the rubric I created follows theseRead MoreSupernatural in American Fiction Essay2928 Words   |  12 PagesMankind would never submit to this. He will immediately turn to the darkness. Drawn by his own cords of fear and longing, man will imagine that he is tired of the light and his small, familiar world.3 No amount of rationalization... or Freudian analysis can overcome the thrill of the chimney-corner whisper or the lonely wood.4 Why? Children will always be afraid of the dark and men will always shudder at what they do not understand, yet everyone will continue to seek it. Perhaps it is becauseRead More Censorship in the Classroom Essay2774 Words   |  12 Pagesread every Judy Blume book I could get my hands on. I cried through three readings of Katherine Patersons Bridge to Terribithia and scared myself with every Stephen King novel I could finish. In junior high and high school, we were taught Huckleberry Finn and Tom Sawyer, The Hobbit and Sounder, and My Brother Sam Is Dead, along with the classics. None of these books ruined my innocence. When I was date-raped the summer I was sixteen -- that ruined my innocence. Since then, I read thatRead MoreLogical Reasoning189930 Words   |  760 Pageslooking at alternative actions that can be taken, then considering the probable good consequences of each action and the probable bad consequences while weighing the positive and negative impact of each consequence. It’s a kind of cost-benefit analysis. Exercises 1. Columbus Day is an American holiday. Write a short essay that weighs the pros and cons and then comes to a decision about whether there should be more or less public celebration (by Americans and their institutions) on Columbus

Cheating and Plagiarism The Path to Self

Cheating and Plagiarism The Path to Self-destruc Essay tion Argumentative Persuasive Essays Plagiarism The Path to Self-destruction Why do so many people use 123HelpMe.com simply to plagiarize other peoples writing? Is it even possible that someone cannot write their own essay, or that someone cannot read a book of any length? If you plagiarize, arent you sentencing yourself to failure? And if you cannot gather information, arent you opening yourself to attacks from the System? I know many students who use sites such as 123HelpMe.com to gather research steal other peoples ideas and papers. Yet it still amazes me that people could be so nave and lazy. Think about it: in high school, you are already expected to know whatever material youve been taught (hopefully). If you cannot get through high school without cheating, how well will you do in college? Professors check whether you have cheated, and you are required to write lengthy papers based on detailed research, which is not present on many Internet paper mills and notes sites. If you cannot read, write, and think on your own, you are doomed. Maybe not now, maybe not during your high school career, but eventually, you will flunk a class or get expelled for cheating. If your job requires you to write essays or gather information, and you cheat (gather information without citing it and getting permission) you will be sued and fired. During high school and college, you are more likely to hurt your grade than to get into serious trouble. (However, if your paper sounds too well written, or if a teacher finds that you stole information, you can still be expelled. ) Lets face it: Cliffs Notes arent the Holy Grail of research. If you read Cliffs Notes or Monarch Notes or 123HelpMe.com essays, you are bound to miss important details. Any decent teacher will check whether you read a book, and to do so, he will ask you details and concepts from the work that you did not read. Cliffs Notes, shortchange you; there are few concepts and almost no details in those. Monarch Notes only have concepts. And most the free essays on 123HelpMe.com are filled typos and inaccuracies. Of course, one must pay a small fee to access the great and excellent essays on 123HelpMe.com. Cliffs Notes, Monarch Notes, and 123HelpMe.com are an easy way to avoid work. However, for the scholar or anyone who wants to be more successful in school, these resources should be just that resources. They are intended to supplement reading, not to replace it. When students use these resources to gain a better understand what they have already read, they are preparing themselves for the real world. And when they enter it, they will be more successful than cheaters. .

The Motivational Factors at the Workplace

Employee diversity at the workplace is seen in terms of religion, race, gender, as well as age. Employee motivation is a key factor towards the success of any organization. Employees, with time age, and as such experience different changes in their adult life which alters the way in which they view life.Advertising We will write a custom essay sample on The Motivational Factors at the Workplace specifically for you for only $16.05 $11/page Learn More The effects of these age related changes are transferred to the work place. These changes also do have a bearing on employees’ motivation. As such there is need for organization managers to acknowledge the fact that ageing employees have unique needs, which have to be met in order to motivate them to be more productive. There are a number of motivational factors that organizational manager can employ to motivate the aging labor force. There a number of motivational factors that can affect motivation f or an aging labor force. It is vital for organizational managers to effectively understand personality complexities of aging employees (Kanfer and Ackerman 441). Studies reveal that aging employees go through certain personality changes which effectively affect motivate. With age, personality becomes more stable but there are certain personality traits that become weaker. Such include unreservedness, neuroticism, and openness, which reduce significantly as employees grow old. As such aging employees become less appreciative of new knowledge and skills. Meanwhile, aging employees notably show increase in conscientiousness and agreeableness. As such, organizational managers should use Maslow’s needs hierarchy as the basis of understanding and meeting employees needs (444). Moreover, organizational managers should understand that as employees become older the need to protect their self concept increases. This has implications as they will be less willing to appreciate new career development activities that are seen as interfering personal self concept. Rewarding is another factor that will affect motivation. Because of the changes that the aging employees goes through, organization manager needs to understand the right kind of rewards to use on the aging workforce. Thus the best kinds of rewards for an aging labor force are those that reinforce Vocational interests (445) as well as personal values; studies show that older employees have a higher appreciation of personal values such as of peace and security (447). Furthermore, employees young and old experience both negative and positive emotion. However, older employees experience lesser negative emotions and more positive emotional stability (446). As such the use of positive emotions will motivate aging employees. Organizational mangers can make older employees learn and set more achievable goes through leadership. Studies reveal that two leadership styles, transformational and transactional, as most eff ective in helping aging employees set and meet organizational as well as personal goals (Bruch, Tekie, Voelpel and Walter 1). This is despite there having a various dimensions of each of these leadership styles (4).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Transformational leadership has been connected with more employees’ satisfaction at the work place, improved employee output and increased labor input (effort). This also leads to goal commitment (6). Through Transactional leadership, manager will be able to motivate their employees to share resources with the intention of meeting shared goals (7). As such, a combination of these two leadership styles by organizational managers provided an opportunity, not only to learn about goal setting but also leads to increased goal commitment. An aging labor force in importance to an organization as is part of labor force diversity. Ag ing employees exhibit personality and emotional stability which means that they provide a more table workforce. To motivate them organizational managers must understand their unique development needs, values and interests for the benefit of the organization. Works Cited Bruch, Heike, Tekie, Eden., Voelpel, Sven and Walter, Frank. ‘Leadership and the aging workforce: The impact of leadership style on the motivation of older employees.  Academy of Management journal. 2006. Web. Kanfer, Ruth and Ackerman, Phillip. Aging, adult development, and work motivation. Academy of Management Review. 2004. Web. http://www.ageingatwork.eu/resources/aging-adult-development-and-work-motivation.pdf This essay on The Motivational Factors at the Workplace was written and submitted by user Jameson Bell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Technology in the film Contact essays

Technology in the film Contact essays The film Contact addresses the complex question of whether extraterrestrial life exists. In the beginning of the film, the idea that there could be any form of extra terrestrial life seemed ludicrous and Ellie was made a fool for believing in the possibility. Once Ellie and her fellow scientists receive a radio signal from the planet Vega, the government decided to take over the test site and the entire project. Without any information about the intent of the contact, the government made the assumption that it would be in their best interest to respond with violence. This response is not only true in the movie, the urge to respond to an unknown threat with violence can be seen in the way in which the United States solves world conflicts today. The quarrel between the United States and Iraq is an example of responding to the unknown with violence. Although the conflict between the United States and the extra terrestrial life on Vega is a very different from that of Iraq, there a re many similarities. Due to the lack of common laws or ideas, a sense of the unknown emerges between both parties and as this feeling increases a feeling of fear immerges. Unless the lines of communication are opened between the nations of this planet, the United States will always be on the verge of a third world war. The similarities between Contact and the Iraq versus US struggle can be displayed in Paul K Huth's model of deterrence (Huth, P (1999) Deterrence and International Conflict: Empirical Findings and Theoretical debates. Annual review of political science 2, (25-48)) This model demonstrates the connection of how anarchy leads to a security dilemma and evidently an arms race. The major similarity between the two is the idea that anarchy leads to and arms race and therefore a world war. The first point of the chart is that of anarchy. The definition of anarchy in this chart is the absence of any form of common political authority. An ex...

The Battle of Rhode Island in the American Revolution

The Battle of Rhode Island in the American Revolution The Battle of Rhode Island was fought August 29, 1778, during the American Revolution (1775-1783) and was an early attempt at a combined operation between American and French forces. In the summer of 1778, a French fleet led by Admiral Comte dEstaing arrived on the American coast. It was decided this force would join with Major General John Sullivans command to recapture Newport, RI. Due to intervention by the Royal Navy and damage sustained by a storm at sea, dEstaing withdrew from the operation leaving Sullivan to confront the British alone. Unable to execute the operation without French support, he withdrew up Aquidneck Island with Newports garrison in pursuit. Assuming a strong position, Sullivan fought a successful defensive battle on August 29 before his men departed the island. Background With the signing of the Treaty of Alliance in February 1778, France formally entered the American Revolution on behalf of the United States. Two months later, Vice Admiral Charles Hector, comte dEstaing departed France with twelve ships of the line and around 4,000 men. Crossing the Atlantic, he intended to blockade the British fleet in Delaware Bay. Leaving European waters, he was pursued by a British squadron of thirteen ships of the line commanded by Vice Admiral John Byron. Jean Baptiste Charles Henri Hector, comte dEstaing. Public Domain Arriving in early July, dEstaing found that the British had abandoned Philadelphia and withdrawn to New York. Moving up the coast, the French ships assumed a position outside New York harbor and the French admiral contacted General George Washington who had established his headquarters at White Plains. As dEstaing felt that his ships would be unable to cross the bar into to the harbor, the two commanders decided on joint strike against the British garrison at Newport, RI. Fast Facts: Battle of Rhode Island Conflict: American Revolution (1775-1783)Dates: August 29, 1778Armies Commanders:AmericansMajor General John SullivanMajor General Nathanael GreeneMajor General Marquis de Lafayette10,100 menBritish Major General Sir Robert Pigot6,700 menCasualties:Americans: 30 killed, 138 wounded, and 44 missingBritish: 38 killed, 210 wounded, and 12 missing Situation on Aquidneck Island Occupied by British forces since 1776, the garrison at Newport was led by Major General Sir Robert Pigot. Since that time, a standoff had ensued with British forces occupying the city and Aquidneck Island while the Americans held the mainland. In March 1778, Congress appointed Major General John Sullivan to oversee the Continental Armys efforts in the area. Assessing the situation, Sullivan began stockpiling supplies with the goal of attacking the British that summer. These preparations were damaged in late May when Pigot conducted successful raids against Bristol and Warren. In mid-July, Sullivan received word from Washington to begin raising additional troops for a move against Newport. On the 24th, one of Washingtons aides, Colonel John Laurens, arrived and informed Sullivan of dEstaings approach and that the city was to be the target of a combined operation. To assist in the attack, Sullivans command was soon augmented by brigades led by Brigadier Generals John Glover and James Varnum which had moved north under the guidance of the Marquis de Lafayette. Swiftly taking action, the call went out to New England for the militia. Heartened by news of the French assistance, militia units from Rhode Island, Massachusetts, and New Hampshire began arriving at Sullivans camp swelling the American ranks to around 10,000. Major General Nathanael Greene. Photograph Source: Public Domain As preparations moved forward, Washington dispatched Major General Nathanael Greene, a native of Rhode Island, north to aid Sullivan. To the south, Pigot worked to improve Newports defenses and was reinforced in mid-July. Sent north from New York by General Sir Henry Clinton and Vice Admiral Lord Richard Howe, these additional troops increased to the garrison to around 6,700 men. The Franco-American Plan Arriving off Point Judith on July 29, dEstaing met with the American commanders and the two sides began developing their plans for assaulting Newport. These called for Sullivans army to cross from Tiverton to Aquidneck Island and advance south against British positions on Butts Hill. As this occurred, the French troops would disembark on Conanicut Island before crossing over to Aquidneck and cutting off the British forces facing Sullivan. This done, the combined army would move against Newports defenses. Anticipating an allied attack, Pigot began withdrawing his forces back to the city and abandoned Butts Hill. On August 8, dEstaing pushed his fleet into Newport harbor and began landing his force on Conanicut the next day. As the French were landing, Sullivan, seeing that Butts Hill was vacant, crossed over and occupied the high ground. The French Depart As French troops were going ashore, a force of eight ships of the line, led by Howe, appeared off Point Judith. Possessing a numerical advantage, and concerned that Howe could be reinforced, dEstaing re-embarked his troops on August 10 and sailed out to battle the British. As the two fleets jockeyed for position, the weather quickly deteriorated scattering the warships and badly damaging several. While the French fleet regrouped off Delaware, Sullivan advanced on Newport and began siege operations on August 15. Five days later, dEstaing returned and informed Sullivan that the fleet would be immediately departing for Boston to make repairs. Incensed, Sullivan, Greene, and Lafayette pleaded with the French admiral to remain, even for just two days to support an immediate attack. Though dEstaing desired to assist them, he was overruled by his captains. Mysteriously, he proved unwilling to leave his ground forces which would be of little use in Boston. Marquis de Lafayette. Photograph Source: Public Domain The French actions provoked a flurry of irate and impolitic correspondence from Sullivan to other senior American leaders. In the ranks, dEstaings departure sparked outrage and led many of the militia to return home. As a result, Sullivans ranks rapidly began to deplete. On August 24, he received word from Washington that the British were preparing a relief force for Newport. The threat of additional British troops arriving eliminated the possibility of conducting a protracted siege. As many of his officers felt a direct assault against Newports defenses was unfeasible, Sullivan elected to order a withdraw north with the hope that it could be conducted in a way that would draw Pigot out from his works. On August 28, the last American troops departed the siege lines and retreated to a new defensive position at the northern end of the island. The Armies Meet Anchoring his line on Butts Hill, Sullivans position looked south across a small valley to Turkey and Quaker Hills. These were occupied by advance units and overlooked the East and West Roads which ran south to Newport. Alerted to the American withdrawal, Pigot ordered two columns, led by General Friedrich Wilhelm von Lossberg and Major General Francis Smith, to push north to harry the enemy. While the formers Hessians moved up the West Road towards Turkey Hill, the latters infantry marched up the East Road in the direction of Quaker Hill. On August 29, Smiths forces came under fire from Lieutenant Colonel Henry B. Livingstons command near Quaker Hill. Mounting a stiff defense, the Americans forced Smith to request reinforcements. As these arrived, Livingston was joined by Colonel Edward Wigglesworth’s regiment. Major General Francis Smith. Public Domain Renewing the attack, Smith began to push the Americans back. His efforts were aided by Hessian forces which flanked the enemy position. Falling back to the main American lines, Livingston and Wigglesworths men passed through Glovers brigade. Probing forward, British troops came under artillery fire from Glovers position. After their initial attacks were turned back, Smith elected to hold his position rather than mount a full assault. To the west, von Lossbergs column engaged Laurens men in front of Turkey Hill. Slowly pushing them back, the Hessians began to gain the heights. Though reinforced, Laurens was ultimately forced to fall back across the valley and passed through Greenes lines on the American right. Colonel John Laurens. Public Domain As the morning progressed, the Hessian efforts were aided by three British frigates that moved up the bay and began firing on the American lines. Shifting artillery, Greene, with assistance from American batteries on Bristol Neck, was able to force them to withdraw. Around 2:00 PM, von Lossberg began an assault on Greenes position but was thrown back. Mounting a series of counterattacks, Greene was able to regain some ground and compelled the Hessians to fall back to the top of Turkey Hill. Though fighting began to subside, an artillery duel continued into the evening. Aftermath The fighting cost Sullivan 30 killed, 138 wounded, and 44 missing, while Pigots forces sustained 38 killed, 210 wounded, and 12 missing. On the night of August 30/31, American forces departed Aquidneck Island and moved to new positions at Tiverton and Bristol. Arriving at Boston, dEstaing was met with a cool reception by the citys residents as they had learned of the French departure through Sullivans irate letters. The situation was improved somewhat by Lafayette who had been sent north by the American commander in the hopes of securing the fleets return. Though many in the leadership were angered by the French actions at Newport, Washington and Congress worked to calm passions with the goal of preserving the new alliance.

A rhetorical analysis about People Like Us(by David Brooks) Essay

A rhetorical analysis about People Like Us(by David Brooks) - Essay Example This is probably because David Brooks wishes to explain to people about their denial. Throughout this article, David Brooks suggests that people do not accept that they engage in discrimination on a frequent basis (Brooks 1). These people talk about the issue of diversity but they never practice it. For example, the same people who suggest to others that they should appreciate diversity live close to people who resemble them. They live next to people who work in the same places as they do or those who have the same education as they do. David Brooks has a fascinating context for his article because of several reasons. First, David Brooks approaches the issue of diversity from a modernized perspective. He introduces the notion of current neighborhoods in which there can never be diversity. David Brook also admits that he wishes that there would be neighborhoods where people with significant diversity would live together in unity (Brooks 1). David Brooks realizes that he cannot convince his desired audience in an easy manner. He ensures that there are several rhetoric strategies to persuade his desired audience. Brook engages in an intense critic of the existing ideas on diversity. The entire article is a critique of the views, which modern people have on the issues of diversity. For example, Brook blames the nature of all the people who live in the current society. He says that the nature, which these modern people have, encourages them to practice extreme levels of segregation. David Brooks persuades his entire audience that there needs to be less discriminatory cases. This is because Brooks understands the negativity of segregation from his experiences (Brooks 132). David Brooks continues to criticize the ideas on diversity in a strategic manner. In the article "People like Us", Brook mentions some of his personal experiences. The experiences that he mentions in the article clarify certain issues to his audience. For example, readers notice Brooks’