Free Essays on Old Man In The Sea

The Old Man and the Sea is a novella that was written in 1952 by Ernest Hemingway. It is a story that at first makes you believe that the writer was tanked while he was composing it. By what method can a book about a man angling for Marlin become a Nobel Prize Winner? Which means. By investigating the book and figuring out the real story, we can see that in actuality The Old Man and the Sea is a mind boggling story, and is well meriting such an honor. I think the importance of the book is that of life. On the off chance that you take the entirety of the items in the book and relate it to life, it is conceivable to recognize a monster similitude that traverses the entire novella. Using images and the way that we realize the book is working on an idyllic level, and isn't intended to be taken truly, we can decide our own form of what Hemingway expected as the importance. One of the images continually referenced in the story is that of the incredible baseball player JoeDiMaggio. In spite of the fact that it isn't evident without cautious investigation of the content, it tends to be seen that the â€Å"Great DiMaggio† was a straightforward angler in early life, much like the elderly person, and accomplished fame in spite of difficulty. The elderly person has this incredible fight with a gigantic fish, and all through the entire experience, he continually consoles himself by saying that â€Å"the Great DiMaggio† would have had the option to get through this. Similarly as DiMaggio figured out how to battle through the agony of a bone spike, the elderly person had the option to battle through the torment of his hands, and his huge misfortune in the fish. Alluding to the significance, we can see this identifies with life in that we can generally battle through what is excruciating, inasmuch as we adhere to our standards and our directions. The other anglers had called the elderly person unfortunate, since he had not gotten a fish for a long time. This is reflected in the sail of the vessel. The sail was patched with flour sacks and, folded, it resembled the banner of changeless defeat (Pg. 5). However, when un... Free Essays on Old Man In The Sea Free Essays on Old Man In The Sea The Old Man and the Sea is a novella that was written in 1952 by Ernest Hemingway. It is a story that at first makes you believe that the writer was flushed while he was composing it. In what manner can a book about a man looking for Marlin become a Nobel Prize Winner? Which means. By investigating the book and figuring out the real story, we can see that in actuality The Old Man and the Sea is an unpredictable story, and is well meriting such an honor. I think the significance of the book is that of life. On the off chance that you take the entirety of the articles in the book and relate it to life, it is conceivable to recognize a goliath allegory that traverses the entire novella. Using images and the way that we realize the book is working on a beautiful level, and isn't intended to be taken truly, we can decide our own adaptation of what Hemingway expected as the importance. One of the images continually referenced in the story is that of the incredible baseball player JoeDiMaggio. In spite of the fact that it isn't evident without cautious investigation of the content, it very well may be seen that the â€Å"Great DiMaggio† was a straightforward angler in early life, much like the elderly person, and accomplished fame notwithstanding misfortune. The elderly person has this incredible fight with a colossal fish, and all through the entire difficulty, he continually consoles himself by saying that â€Å"the Great DiMaggio† would have had the option to get through this. Similarly as DiMaggio figured out how to battle through the torment of a bone spike, the elderly person had the option to battle through the agony of his hands, and his gigantic affliction in the fish. Alluding to the importance, we can see this identifies with life in that we can generally battle through what is difficult, insofar as we adhere to our standards and our directi ons. The other anglers had called the elderly person unfortunate, since he had not gotten a fish for a long time. This is reflected in the sail of the vessel. The sail was patched with flour sacks and, folded, it resembled the banner of perpetual defeat (Pg. 5). However, when un...

The Hunters: Moonsong Chapter Thirty-One

For what reason would they generally like to be on structures? Bonnie idea peevishly. Inside. Inside is decent. Nobody tumbles to their demise in the event that they're inside a structure. However, here we are. Stargazing from the highest point of the science building while out on the town with Zander was sentimental. Bonnie would be al for another little evening time outing, only both of them. In any case, celebrating on an alternate rooftop with a lot of Zander's companions was not sentimental, not even somewhat. She took a taste of her beverage and moved off the beaten path without looking as she heard the smack of bodies hitting the ground and the snorts of folks wrestling. Following two days of living with Zander, she was starting to get the names of his companions straight: Tristan and Marcus were the ones rol ing around on the floor with Zander. Jonah, Camden, and Spencer were accomplishing something they cal ed parkour, which for the most part appeared to include going around like morons and nearly fal ing off the rooftop. Enrique, Jared, Daniel, and Chad were al playing a detailed savoring game the corner. There were a couple of more folks who stuck around now and then, yet this was the center gathering. She loved them, she genuine y did. More often than not. They were rambunctious, certain, yet they were in every case exceptionally pleasant to her: getting her beverages, promptly giving her their coats in the event that she was cold, tel ing her that they had no clue what she found in a failure like Zander, which was obviously their person method of pronouncing the amount they cherished him and that they were upbeat he had a sweetheart. She investigated at Zander, who was chuckling as he held Tristan in a wrestler's hold and scoured his knuckles over the highest point of Tristan's head. â€Å"Do you give in?† he stated, and snorted in shock as Marcus, challenging blissful y, handled them both. It would have been simpler if there were different young ladies around that she could become acquainted with. On the off chance that Marcus (who was charming in a mammoth shaggy-haired Sasquatch sort of way) or Spencer (who had the sort of preppy rich-kid style that a few young ladies discovered very alluring) had a normal sweetheart, Bonnie would have somebody to trade wry looks with as the folks acted like goof balls. In any case, despite the fact that a young lady would intermittent y show up sticking to the arm of part of the gang, Bonnie could never observe her again after that night. With the exception of Bonnie, Zander appeared to go in an only manly world. Furthermore, following two days of fol owing the macho procession around town, Bonnie was beginning to become ill of it. She missed having young ladies to converse with. She missed Elena and Meredith, specifical y, despite the fact that she was stil distraught at them. â€Å"Hey,† she stated, advancing over to Zander. â€Å"Want to leave for a while?† Zander folded his arm over her shoulders. â€Å"Um. Why?† he asked, inclining down to kiss her neck. Bonnie rol ed her eyes. â€Å"It's sort of boisterous, wouldn't you say? We could take a pleasant calm walk or something.† Zander looked astounded yet gestured. â€Å"Sure, whatever you want.† They advanced down the emergency exit, fol owed by a couple of yells from Zander's companions, who assumed he was going on a food run and would in no time come back with hot wings and tacos. When they were a traffic light away from the housetop party, the clamor blurred and it was quiet, with the exception of the far off sound of an intermittent vehicle on the streets close by. Bonnie realized she should feel creeped out, strolling around evening time nearby, however she didn't. Not with Zander's deliver hers. â€Å"This is decent, isn't it?† Bonnie said cheerfully, looking up at the half moon overhead. â€Å"Yeah,† Zander stated, swinging her hand between them. â€Å"You know, I used to go on long strolls †runs, genuine y †with my father around evening time. Way out in the nation, in the evening glow. I love being outside at night.† â€Å"Aw, that is sweet,† Bonnie said. â€Å"Do you all stil do that when you're home?† â€Å"No.† Zander faltered and slouched his shoulders, his hair hanging in his face. Bonnie couldn't peruse his appearance. â€Å"My father †¦ he passed on. Some time ago.† â€Å"I'm so sorry,† Bonnie said earnestly, pressing his hand. â€Å"I'm okay,† Zander stated, stil gazing at his shoes. â€Å"But, y'know, I don't have any siblings or sisters, and the folks have kind of become like a family to me. I realize they can be an agony some of the time, however they're genuine y heroes. Also, they're imperative to me.† He looked at Bonnie somewhere off to the side. He looked so anxious, Bonnie felt a sharp ache of fondness for him. It was sweet that Zander and his companions were so close †that more likely than not been the family stuff he needed to manage a few evenings ago. He was steadfast, that much she knew. â€Å"Zander,† she said. â€Å"I know they're critical to you. I would prefer not to remove you from your companions, you goof.† She came to up to fold her arms over his neck and kissed him tenderly on the mouth. â€Å"Maybe only for an hour or two some of the time, yet not for long, I promise.† Zander restored the kiss with energy, and Bonnie shivered al the path down to her toes. Sticking to one another, they advanced toward a seat by the side of the way and plunked down to kiss some more. Zander just felt so great under her hands, al smooth muscles and smooth skin, and Bonnie ran her hands over his shoulders, along his arms, down his sides. At her touch, Zander out of nowhere recoiled. â€Å"What's the matter?† she stated, lifting her head away from his. â€Å"Nothing,† said Zander, going after her. â€Å"I was simply playing with the folks, you know. They play rough.† â€Å"Let me see,† Bonnie stated, getting at the stitch of his shirt, half concerned and half needing to simply look at Zander's abs. He had ended up being shockingly unassuming, considering they were sharing a room. Flinching once more, he sucked his breath in through his teeth as Bonnie lifted his shirt. She panted. Zander's entire side was secured with terrible dark and-purple wounds. â€Å"Zander,† Bonnie said appalled, â€Å"these look genuine y awful. You don't get wounds like that simply messing around.† They seem as though you were battling for your life †or another person was, she thought, and drove away the words. â€Å"They're nothing. Don't worry,† Zander stated, pulling his shirt down. He began to fold his arms over her once more, yet Bonnie moved away, feeling ambiguously sickened. â€Å"I wish you'd tel me what happened,† she said. â€Å"I did,† Zander said encouragingly. â€Å"You know how insane those folks get.† It was valid, she'd never known folks so boisterous. Zander went after her once more, and this time Bonnie drew nearer to him, turning her face up for his kiss. As their lips met, she recalled Zander's maxim to her, â€Å"You know me. You see me.† She knew him, Bonnie let herself know. She could trust Zander. Over the road, Damon remained in the shadow of a tree, watching Bonnie kiss Zander. He needed to concede he felt a little ache, seeing her in the arms of another person. There was something so sweet about Bonnie, and she was fearless and intel igent under that cotton-treats outside. The witchy edge included a little bit of flavor to her, as well. He'd generally thought of her as his. On the other hand, didn't the little redbird merit somebody of her own? As much as Damon preferred her, he didn't cherish her, he realized that. Seeing the thin kid's face light up in light of her grin, he thought possibly this one would. Subsequent to making out for a couple of more minutes, Bonnie and Zander stood up and meandered, connected at the hip, toward what Damon knew was Zander's dormitory. Damon trailed them, keeping to the shadows. He huffed out a breath of self-taunting chuckling. I'm getting delicate in my mature age, he thought. Back in the past times he would have eaten Bonnie without even batting an eye, and here he was stressing over her adoration life. Stil , it would be pleasant if the little redhead could be glad. In the event that her sweetheart wasn't a danger. Damon ful y anticipated that the glad couple should vanish into the residence together. Rather, Zander kissed Bonnie farewell and looked as she headed inside, at that point took ease off. Damon fol owed him, keeping covered up, as he returned to the gathering where they'd been previously. A couple of moments later, Zander descended once more, trailed by his pack of loud young men. Damon jerked in aggravation. God spare me from school young men, he thought. They were most likely going to pig out themselves on oily bar food. Following a few days of viewing Zander, he was all set back to Elena and report that the kid was blameworthy of just being classless. Rather than making a beeline for the closest bar, however, the young men ran across grounds, snappy and decided, as though they had a significant goal at the top of the priority list. Arriving at the edge of grounds, they headed into the forested areas. Damon gave them a couple of moments and afterward fol owed. He was acceptable at this, he was a predator, a characteristic tracker, thus it took him a couple of moments of tuning in, of sending his Power out, of definite y simply hustling through the forested areas, dark branches snapping before him, to understand that Zander and his young men were no more. Last y, Damon halted and inclined toward a tree to slow down. The forested areas were quiet aside from the honest sound of different forest animals continuing on ahead and his own worn out gasping. That pack of boisterous, repulsive youngsters had gotten away from him, vanishing without the smallest follow. He gritted his teeth and packed down his outrage at being sidestepped, until it was for the most part interest by they way they'd done it. Poor Bonnie, Damon thought as he critically smoothed and balanced his apparel. One thing was plentifully clear: Zander and his companions weren't completely human. Stefan jerked. This was al only sort of unusual. He was sitting in a velvet-sponsored seat in a gigantic underground room, as col ege understudies meandered around masterminding blossoms and candles. The room was great, Stefan woul

How to Help a Friend in Crisis

How to Help a Friend in Crisis Stress Management Relationship Stress Print How to Help a Friend in Crisis By Elizabeth Scott, MS twitter Elizabeth Scott, MS, is a wellness coach specializing in stress management and quality of life, and the author of 8 Keys to Stress Management. Learn about our editorial policy Elizabeth Scott, MS Updated on January 06, 2020 Steve Debenport/Getty Images More in Stress Management Relationship Stress Effects on Health Management Techniques Situational Stress Job Stress Household Stress Times of crisis and stress strike unexpectedly and hit hard. Because of the physical and emotional effects of stress, it’s important for us to have some stress management strategies in place when a crisis does hit. Because the effects of stress can be contagious, relieving stress shouldn’t be a burden for anyone to carry alone. Having a friend during a stressful life event can make a huge difference. Helping Your Friend De-Stress During a Crisis But knowing how to help a friend, however, can be tricky. Here are some strategies for offering support to family members and friends in need: Bring Food There’s a reason why bringing food is the classic good neighbor gesture: It’s appropriate for a wide range of relationships, from very close to a mere acquaintance, and it really does help people feel better when they’re going through a crisis. Bring your own meal and drop it off, or help coordinate the food-bringing efforts of your group (so the whole neighborhood doesn’t all show up with food on the same night), and you’re doing a real service. Lend a Hand When people experience crisis, they’re often overwhelmed. Just getting from one day to the next can be challenging and draining. Offering to lend whatever type of hand they might need can be a wonderful way of supporting your friend. Whether it’s taking out the trash for a neighbor, grocery shopping for a friend, or taking your mom’s dog to the vet, helping with the daily tasks that may prove to be too much for someone in crisis is an excellent way to help. Get Them Out When faced with an illness or crisis, or when you’re a caregiver, it’s possible to become so consumed with the crisis that it’s difficult to get out and do things that would relieve stress, like exercising or seeing a movie. As a supportive friend, sometimes it helps just to take a loved one out and help then get away for a few hours. Taking someone to dinner, for a walk in the park, or to see an uplifting film can be a fun way to lend support. Provide an Ear Sometimes you can’t find a solution or fix people’s problems. Sometimes all you can do is listen. Fortunately, that’s enough to make a big difference most of the time. (In fact, sometimes a good, supportive listener is far more comforting than the best advice-giver!) Lending a supportive ear or a shoulder to cry on can be more difficult than it sounds (which is part of why therapists are in demand), but it can be transformative to the friend who needs a good listener. Point Them to Resources If you’re close enough with someone, and you see that they may need more support than you can provide, you may want to point them in the direction of other resources in addition to offering what help you can. Helping them find a therapist or support group, or other resources available in the community, can be beneficial for people who are too overwhelmed to look on their own, or need an outside perspective to recognize when they need additional help. Even small gestures can help a friend or neighbor manage a very difficult time. Being there can help them de-stress and help their health.

The Government And The People s Personal Privacy

For the past few decades, the relationship between the government and the people’s personal privacy has been a widely controversial topic in the United States. According to the Merriam-Webster online dictionary, privacy is the state of being away from the public’s attention. The right to privacy is becoming increasingly harder for individuals to keep hold of, and a primary cause of this is the widening of the scope of the government for the sake of national security. For over a decade, there has been ethical abuse by the United States government which costs the taxpayers money and threatens the future privacy of the people. Ever since the tragic attacks on the country in September of 2001, the government, under the pretense of preserving national security and preventing future terrorist attacks, has been passing ill-defined legislation and launching undisclosed programs which overstep constitutional boundaries and impede on citizens’ rights. These initiative s place a burden on the government’s budget and employ funds which could serve a better purpose if invested into more justifiable causes. The issue of government interference will only progress as technological advancements over time make the illegal tracking, surveillance, and obtainment of private information more effective and efficient. The United States government must take a step back, halt illegal and unconstitutional programs, and seek congressional approval before making any future decisions which affectShow MoreRelatedAny Information Is Up On The Web, Stays On The Web, Except1201 Words   |  5 Pagesstays on the web, except in Europe, where privacy is not dead. Europe took an important step in efforts to protect their citizen’s privacy rights. Importantly, in May 13, 2014 the European Union’s highest court granted the â€Å"right to be forgotten† to each individual who can request search engines to delete their personal information and not a llow third parties to access personal data. While the Web makes information impossible to forget, this right gives people a chance to move on beyond the past andRead MoreThe Bill Of Rights Of The United States Constitution1501 Words   |  7 Pageslist of specific prohibitions on government power. There were only 12 amendments originally for the state legislatures and only picked 10 for all the states and those are known as the Bill of Rights, but there are 27 amendments in total. Amendments 3 through 12 were adopted by the United States to become the United States (US BILL OF RIGHTS) and were written down on December 15, 1791. James Madison was the one who wrote the Bill of Rights and there were 56 people to sign for approval. The 4thRead MoreLack Of Privacy On The Internet1404 Words   |  6 PagesThere seems to be no legal issue today that cuts so wide a swath through conflicts confronting American society like privacy. From AIDS tests to wiretaps, polygraph tests to computerized data bases, the common denominator has been whether the right to privacy outweighs other concerns of society. And with more and more people using the Internet, more and more information being passed over the Internet, more problems arise. The Internet has been an advantage in technology that has greatly increasedRead More Internet and Personal Privacy Essay875 Words   |  4 PagesInternet and Personal Privacy In the world of today most records can be easily accessed by a home computer. Even Governmental records can be viewed. Some believe this has benefits, while others are screaming about invasion of privacy. Heated debates can go on for many hours about this topic. Each side has people who devote all their time and energy to see their side of the argument prevail. The Freedom of Information Act which was established in 1966 states that all people shall have accessRead MorePrivacy Is More Important? Privacy Or National Security?1278 Words   |  6 PagesDuring the past decade, an issue has arisen from the minds of people, on which is more important? Privacy or national security? The problem with the privacy is that people do not feel they have enough of it and national security is increasing causing the government to be less worried about the people. National security is growing out of control which has led to the decrease in people’s privacy and has created fear in the eyes of U.S. citizens. â€Å"Twelve years after the terrorist attacks of Sept. 11Read MoreThe Protection of Consumer Privacy in E-Business1062 Words   |  5 Pagesparticipants already. The world is now full of people who are much more familiar with advanced technology than twenty years ago. E-business, therefore, is understandable to have the competitive advantage of new technologies in today’s market and becomes a necessary sector of our lives. When e-business is convenient and gaining in popularity, it produces significant issue- safety protection of consumer privacy. People may sometimes need to provide personal information to company when they have transactionsRead MoreUsing Digital Data Or Digital Information1727 Words   |  7 Pages In today’s world, people tend to run the majority of their daily errands through the internet. It is easy, convenient, and it saves a lot of time. In one hour someone can make a deposit into his personal bank account, order a medical prescription, pay bills, apply for a loan, get some shopping, and more. All it takes for a customer to be able to do this is having an account with each of this company’s web sites. Creating an account is usually a very simple process where the person provides someRead MoreAnalysis Of The Article Personal Privacy Up For Grabs By C. Mitchell Shaw1617 Words   |  7 Pagesright to privacy is to take away his right to live. In the totalitarian government of the novel 1984 by George Orwell and the article â€Å"Personal privacy up for grabs† by C. Mitchell Shaw, there lies a sense of knowledge that constant watch does not signify safety or true freedom. Rather, both written pieces focus on the belief that a man without the freedom to act in private without observation is not a man at all--his existence is erased in the process. By analyzing the article â€Å"Personal privacy up forRead MoreThe United States Invasion Of Privacy1224 Words   |  5 PagesInvasion of Privacy People might not think about being watched when they’re posting personal experiences in their life on social media. The government has the ability and justification to go through a person’s social media site, listen to phone calls, and read text messages as a way of narrowing down possible suspects for terrorism. The privacy laws in America are what allows the U.S. government to search the digital world for possible threats to the country. Although some say that privacy laws helpRead MoreAdvantages And Disadvantages Of Privacy1188 Words   |  5 Pageswords, American Federalism, a system of government where people distribute power between national and state governments. The constitution gives each government their own power, but they also share some power and responsibilities. All people living in the United States have the right to privacy. The privacy of American citizens was a Supreme Court decision, which over the years has established that the right to privacy is a basic human right. The right to privacy is often protected by certain laws. For

Women Should Be Legal For Combat - 977 Words

Women should be allowed to serve in combat roles in the military Some argue that women should not serve in combat because; they have never served in any type of combat operations in the history of the American military. Positions in the military have been designed specifically for women and how they perform their duties. No evidence can be produced that women have the abilities, physical strength, or motivation to engage in combat operations, the physical differences from their male counterparts are so extreme; women cannot maintain the agility or psychological confidence that men are capable of displaying during extreme combat stress. However, this thinking misses the point. History has shown as far back as the Revolutionary War, women such as Molly Pitcher, who took up her husband’s position as an artillery gunner, after he was injured in combat. More recently during the wars in Iraq and Afghanistan have had many women put into stressful combat situations, with very littl e training, and were able to engage the enemy effectively, and in some cases displayed courageous actions that saved lives. They were able to physically and mentally handle the combat stress equally with their male counterparts. Several women have also recently been allowed to attend advanced combat training, such as the U.S. Army Ranger School. Additionally, with much opposition to women serving in combat units, the Department of Defense has recently opened all combat related positions includingShow MoreRelatedThe Portrayal Of Women During World War II1468 Words   |  6 PagesHester’s involvement in this active combat situation is an exception. She, like other women in the military, are not permitted to be assigned to combat positions. While on a patrol, she encountered surprise gunfire, but the Department of Defense actually prohibits women from assignments on the front lines for combat. Although Hester acted bravely, worked successfully with her squad, and was even a warded a Silver Star for her bravery, women are still banned from combat positions out of concerns forRead MoreWomen Should Not Be Allowed For Military Combat1507 Words   |  7 PagesMany people believe that women should not be allowed to serve in military combat. This is ridiculous, as many women have achieved great military success throughout history. At first, women mainly served as nurses and sometimes as spies, as in the cases of Harriet Tubman and Mary Ludwig Hays. â€Å"Mary went to a nearby stream and repeatedly carried containers of water to the soldiers...she also carried wounded men to safety and took over firing her husband’s gun when he became wounded† (Worth 16). TubmanRead MoreGender Inequality In Australia Essay1622 Words   |  7 PagesWestern women have traditionally been perceived as the inferior sex, or the domestic partner, subjected wholly to the private sphere, and stripped of legal rights and standing. Meanwhile, men are depicted as the brea dwinner, the strong, masculine and dominant partner, who belongs primarily to the public sphere. These historic gender norms have been deeply imbedded within Australia’s social foundation, and although society has gradually shifted away from these roles, evidence suggests that this genderRead MoreRecent Political Advances in LGBT1741 Words   |  7 Pagesand the country as a whole are slowly accepting the LGBT community, laws do not necessarily guarantee social acceptance. 33% of the US population still believes society should not accept homosexuality (Pew Research Center, 2013). As a result of the large portion of the country still opposed to LGBT rights, homosexual men and women are affected by stress, loneliness, prejudice, out group bias, conformity, and a lack of a stable self-concept. All of these aspects of social psychology create a hostileRead MoreDiscrimination : The Comfortable Kid1404 Words   |  6 Pagesgood example in that article of clear microaggressions is the treatment of women in the workplace. Citing Jamie Lester in â€Å"Acting on the Collegiate State: Managing Impressions in the Workplace.† Lukes gives the example: â€Å"The first way that the women faculty managed impressions is to play the traditional women’s role by performing in maternal and emotional ways, while also completing more of the service work (165)†¦The women faculty were expected to perform the role of social organizers and maintainRead MoreWomen s Rights On Equal Basis With Men1505 Words   |  7 PagesIf we can remove all the inequities and put women on equal basis with men, we recognize that we can reveal human potential very drastically. This is simply achieved by allowing women the same access and capabilities as men. We are so much closer to achieving equality between men and women than we have ever been before. I believe after the women’s suffrage in the early 1920’s, most women were recognized in politics. 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Abortion is the termination of an unborn child in its mothers womb for up to twenty four weeks of the pregnancy or in special circumstances e.g. Disability diagnosis a termination right up until the mother goes in to labour. I think the above definition is an easier and less harsh way of saying that abortion is the murdering of a human being. There are several reasons why abortion is legal and several

Nike Advertisement Analysis Free Essays

Introduction Nike, Inc. is a major publicly traded clothing, footwear, sportswear, and equipment supplier based in the United States. Nike started making history for sustainability in 1990 with the program Reuse-A-Shoe. We will write a custom essay sample on Nike Advertisement Analysis or any similar topic only for you Order Now They started to promote this by using advertisements which are still active today. The first line of this advertisement is an orange recycling symbol and next to it is an equal sign, with a Nike shoe. Under this line the advertisement states â€Å"what can your trash make? †. This advertisement gives its audience a clear view of sustainability and how the trash that they throw away everyday can make Nike shoes. Physical Description The Nike Reuse-A-Shoe advertisement is a 7. 76Ãâ€"6 square advertisement. The background is completely black. The top of the advertisement is blank. The actual advertisement does not start until the middle. In the middle of the advertisement (starting from left to right) there are three pictures. The first picture is a picture an orange recycling symbol. The next picture on the left side of the orange recycling symbol is a white equal sign. Next to the white equal sign there is a white and orange Nike shoe. The shoe is white with orange shoe strings, and a scaly effect on them. Underneath the shoe strings, and in the middle of the shoe is called the tongue of the shoe. The tongue is all white. At the top of the tongue it says the word Nike in orange letters. On the side of the shoe there is a Nike swoosh that is white with an orange outline. Towards the bottom of the shoe there is an orange line going around the shoe. The bottom of this Nike shoe is orange, white, and grey. Underneath these three pictures of this advertisement, there is a five word question. This question is in all lower case letters, white font color, and medium sized font. The question states â€Å"what can your trash make? †. In the bottom right hand corner of the advertisement there is the Nike logo, which is a swoosh, and next to the Nike swoosh there are two words. Starting from left to right, the Nike swoosh is white and fairly medium. Next to the Nike swoosh are the words â€Å"Just Recycle†, instead of the usual Nike slogan â€Å"Just Do It†, in all capital letters. The words are a medium font size and they are an orange font color. Analysis When it comes to the visual elements of this advertisement such as, the background color, the font color, font sizes, pictures, etc. , it all works well together to appeal to the audience. This Nike advertisement came from the website www. nikereuseashoe. com. The audience that is targeted in this advertisement is mainly people who like to recycle, wear gym shoes, and most likely for young adults. Similar to the advertisement, the website expresses the same type of visual aspects. The website uses the same type of dark colors such as black and orange. The main colors in this advertisement are black, orange, and white. The background being black makes all of the other colors stand out immediately. Black contrasts well with bright colors. Black is considered to be a very formal color. In this advertisement, the black background makes the pictures stand out very well. This advertisement uses very powerful colors. The colors in this advertisement give off a sense of aggression, making this advertisement appeal to audiences well. By Nike using orange as the color of the recycling symbol, parts of the shoe, and font color it gives off a sensation of heat. The color orange is a sensational color. It combines red which gives off energy and yellow which gives of happiness. Orange represents enthusiasm, fascination, happiness, creativity, determination, attraction, success, encouragement, and stimulation. Orange has very high visibility, so you can use it to catch attention and highlight the most important elements of your design (http://www. color-wheel-pro. com/color-meaning. html). By this advertisement using orange, it makes its audience feel some type of determination. This corresponds with Nike and its athletics. The color white is also incorporated into the advertisement well. White is associated with light, goodness, innocence, purity, and virginity. It is considered to be the color of perfection. White means safety, purity, and cleanliness. In advertising, white is associated with coolness and cleanliness because it’s the color of snow (http://www. color-wheel-pro. com/color-meaning. html). This advertisement uses white when it states â€Å"what can your trash make? which corresponded well. By this advertisement making this statement white and in all lower case letters, it gave off a sense of purity and innocence. It appealed to the audience’s emotions which is pathos. White also gives off a sense of cleanliness which associates with sustainability and recycling. This associates with sustainability because sustainability is all about making the world a better place by recycling and eliminating harmful things in our environment. This is what Nike is doing by allowing people to donate shoes so they can reuse them by recycling. The presentation is fresh and has a sense of originality. This advertisement has a formal balance. All of the colors blend well together and it has a great form of attraction. This advertisement also has movement because it guides the reader through the advertisement without any confusion. The pictures on this advertisement are located in the middle of the advertisement, instead of the top. The pictures are a fairly good size, which attracts the audience right off the back. The colors are so appealing that the advertisement does not need anything at the top, and the audience is immediately attracted. There is a lot of space in this advertisement, but it all corresponds well, as far as the colors, text, and pictures, so that the audience does not get unattracted. Evaluation The main purpose of this advertisement is to persuade their audience to recycle their trash. In this advertisement, Nike makes light of recycling by incorporating a shoe and showing their audience that the trash that they throw away everyday can make shoes. The creator of this advertisement did a good job with the creativity of this advertisement. The color usage in this advertisement was used very well. The usage of the dark background and the bright colors in the pictures and text corresponded well. The way that the creator used orange and white on a black background was very creative. The color orange corresponds with Nike because Nike is all about determination and getting things done (â€Å"Just Do It†). The color orange is used as determination and a sense of sensation. This is why the recycling symbol is orange, parts of the shoe, and the words â€Å"Just Recycle†. This was clever of the creator because it shows the audience that they should recycle and they should wear Nike shoes by using the color orange. The pictures and the words are far enough from each other so that the reader will still understand the advertisement. The word usage in this advertisement is very clever. The way the creator uses white font and all lower case letters to make the statement â€Å"what can your trash make? † appealed to the audience’s emotions very well. The white font color gave off a sense of innocence and purity. Another way that the creator was clever with the word usage is at the bottom of the advertisement. Next to the Nike logo (the Nike swoosh) are the words â€Å"Just Recycle†. The audience knows that the Nike slogan is â€Å"Just Do It† and the way the creator changed it to â€Å"Just Recycle† to correspond with the advertisement was very creative. Conclusion When it comes to the visual elements of this advertisement such as, the background color, the font color, font sizes, pictures, etc. , it all works well together to appeal to the audience. The usage of the black background and the bright colors on top made the advertisement appealing to the eyes. The usage of the words appealed to the audience’s emotion. This advertisement was an overall creative way to make people see how they can be sustainable. How to cite Nike Advertisement Analysis, Essay examples

Physical Activity And Of Jive Dance Samples †MyAssignmenthelp.com

Question: Discuss about the Physical Activity And Of Jive Dance. Answer: Introduction As cities across the globe grow larger and attract more people, the need for physical education and exercise is on the rise. Today city residents find themselves working long hours seated at the office desk after which they go home and rest. The lack of Physical exercise has become a major concern and being liked to serious medical conditions affecting city dwellers across the world today(Plowman Smith, 2007). While most cities have parks and gyms that can be visited to exercise, many people simply lack the interest to indulge in physical exercise, citing it as boring. This makes it important for communicate alternative forms of physical activity which are not classified as exercise but deliver the desired physical activity. One such activity is the Jive dance and especially the dip move which allows people to indulge in learning and participating in the dance activity which in turn allows the participants to increase their physical activeness and be healthier. The Jive Dance The Jive is a dance style which involves a combination of foot, body and hand movement which require being well coordinated by a duet so as to deliver a well-coordinated and choreographed dance. Steps That Help the Dancer Benefit In the Following Ways Learning To Balance You Mass The jive dance allows the individual to master balancing their body mass than allowing for even distributions of weight across the body. This result in the jive dancer developing a stream lined slim body. Balancing Force during Dance It is vital to master balancing the amount of force one uses while dancing to avoid over exerting or hurting themselves or partner through the applications or too much force to support the dance partner. Maintaining smooth motion The dancers must also master the skill of maintaining smooth motion while dancing which allows then to appear graceful while dancing. It allows the dancer to build an overall graceful motion while dancing and communicating with people Utilizing the biochemical effects to benefit physic Physical exercise is critical towards promoting an individuals health and the jive dance helps promoting biochemical effects which benefit the overall body and health. The health benefits linked to Jive dance include muscle strengthening, better flood flow, burning cholesterol and lung strengthening Using the projectile motions Projectile refers to a pointed shape which makes it easier to move through any mass. It also allows the dancers to be more gracefully and a critical requirement of jive dancing. Mastering the projectile motions helps promoting flexibility and joint movement which is also contributes towards physical health. Added benefits of the jive Dance: The Foot work This dance involves combinations of foot work which allows the duet to move across the dance floor (Melody, 2012). The steps required to be well planned and choreographed to ensure the diet do not stumble upon their partner's feet while dancing. It also ensures the partners follow a uniform foot work and movement pattern thus delivering a uniform and coordinated dance pattern(Bennett Riemer, 2006). The foot work includes mastering a series of high knee steps being placed at different positions which deliver important leg exercises. These help stretching exercise and strengthen the leg muscles and also help in strengthening the dancers heel and foot. The Jive Dance also involves the duet using several spinning moves which have been identified to exercise the knee and hip joints thus delivering full exercise workout to the dancers legs. The Body work The Jive dance also involves the vigorous movement of the dancers body and includes squatting, bowing, kneeling and body twists. This combination of activities allows the dancer to exercise the hip, back, body shoulders and chest muscles(Marich, 2015, p.27). This is achieved by making certain moves which allow the individual to exercise and strengthen specific parts of the body while dancing. Back bone and muscle Flexibility and Strengthening The Jive dance involves the use of a number of different body movements which helps with encouraging back flexibility and strengthening. This is achieved by making the high leg moves, body twists and turns and arm movements(Franklin, 2004). Back ache is common among city residents today and its related to lack of physical exercise and the vigorous movement made during the dance allow for the back to gain more flexibility which helps improve blood flow and loosens stiffening ligaments which help reduce and eliminate back pain. The back exercise also helps the individual strengthen the back muscle which also contrite towards allowing the individual to improve their posture and appearance. Chest cavity strengthening The dance also involves considerable chest movement which helps in building muscle but more importantly encourage individuals to breathe deeper. This helps with expanding their chest cavity which is a critical requirement of exercising and good body health as it increases the amount of air being inhaled which in turn increases the amount of oxygen being absorbed into the blood(McArdle et al., 2010, p.166). More oxygen in the blood means more energy for the muscles thus allowing the individuals is more energetic. The jive dance allows for participants to gradually build their chest strength and air intake capacity which contributes towards the individual's overall health, energy levels, and well-being. The Hand/ Arm Work All dances involve a considerable amount of hand movement but the jive dance allows the participant to use specific hand moves which are planned thus allowing for all the hand muscles to gain exercise. Unlike most other dances which do not follow a specific pattern, the Jive dance requires the participant to follow a set number and style of hand movements which allows for hand muscles o gain the desired exercise. Hand and shoulder Muscle building The Jive dance is well recognized for encouraging muscles to build up on the dancers and involves a high large number of hand and arm movements which helps to build the hand and shoulder muscles(AAH, 1992). The choreographed moves allow for consistent and steady muscle development while maintaining the bodys shape which is also important towards being able to perform the jive dance correctly. Hand joint strengthening The Jive dance also helps to strengthen the individuals wrist, hand and shoulder joints. The dance helps to strengthen joints due to the dancer requiring following specific moves which help to build the joint flexibility and to allow the joint sockets and cartilage to toughen thus strengthening the joint sockets(Cooper, 2007, p.249). The same applies for all joints which strengthen over time as the dancer continues performing the dance on a daily basis and improving the individual's overall health on a daily basis. Conclusion The Jive dance helps an individual indulge in physical activity and exercise while performing the dance. Its also an interesting activity which helps retain peoples interest thus attracting and encouraging them to continue dancing which gradually helps improve their physical activity and overall health. Bibliography AAH, 1992. Journal of Physical Education, Recreation Dance, Volume 63, Issues 1-5. American Alliance for Health, Physical Education, Recreation, and Dance. Bennett, J.P. Riemer, P.C., 2006. Rhythmic Activities and Dance. 2nd ed. North Shore City: Human Kinetics. Cooper, C., 2007. Fundamentals of Hand Therapy: Clinical Reasoning and Treatment Guidelines for Common Diagnoses of the Upper Extremity. St. Luise: Elsevier Health Sciences. Franklin, E.N., 2004. Conditioning for Dance. Human Kinetics. Marich, J.P., 2015. Dancing Mindfulness: A Creative Path to Healing Transformation. Wookstock: SkyLight Paths Publishing. McArdle, W.D., Katch, F.I. Katch, V.L., 2010. Exercise Physiology: Nutrition, Energy, and Human Performance. Lippincott Williams Wilkins. Melody, C., 2012. Strictly Come Dancing: Jumping Jive. london: Hachette UK. Plowman, P. Smith, D., 2007. Exercise Physiology for Health, Fitness, and Performance. 2nd ed. Philedelphia : Lippincott Williams Wilkins.

The Human Origins Of War Essay Research free essay sample

The Human Origins Of War Essay, Research Paper Human nature, and the extent to which it straight effects our behavior, is a beginning of intense contention. This is reflected in the argument sing the aggressive nature of worlds and the grade to which they are inherently aggressive. However, surveies indicate that worlds are inherently aggressive and that our behavior is defined by familial belongingss, and influenced by cultural and environmental factors. However, this does non propose that aggression is our specifying characteristic, or that it can non be controlled by society. Our reaction to, and abetment of, war illustrates this. It is widely recognised that it is this built-in nature that has lead to war on major and minor graduated tables, but it is non an inevitable consequence of human nature. Many taking intellectuals utilise the inactive nature of adult females as a contentious statement to our aggressive nature. However, this is a limited statement that can be consistently disproven once we recognise the societal restr ictions that are used to control the female aggressive nature. We will write a custom essay sample on The Human Origins Of War Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Aggressiveness is recognised by several outstanding intellectuals. William James states that, combat and war seeded to fulfill deep-seated demands of persons and societies, demands that were presumed to be built-in in all worlds, proposing that our aggressiveness has inevitable decisions. Freud besides supported this statement and maintained that human open aggression is a consequence of internal aggressive thrusts being redirected at others: adult male needs to fulfill his demands. Thomas Hobbes expands on this by saying that worlds are self-serving, greedy and selfish in respects to fulfilling their demands. These perceptual experiences of human nature indicate a instead black position of human aggression, nevertheless by researching why this aggression occurs we understand that in itself it is non a strictly destructive facet of our nature. The controversial statement sing the nature versus raising argument contributes to our apprehension of aggression. Those intellectuals who su pport the nature construct of aggression discuss both ethology and sociobiology. Simplistically, ethology provinces that adult male is the merchandise of two million old ages of biological development, while sociobiology argues that although biological development has considerable influence, the importance must be placed on the interaction of cistrons with their cultural environment. Conversely, the raising argument argues that aggression is strictly determined by cultural influences and that biological considerations are non of import. Unlike the raising argument or ethology, sociobiology represents right the belief that aggression is an built-in facet of our nature, but that it can be induced or controlled by our cultural and societal environment. The theories of sociobiologists are supported by our look of aggression in the pastoral phase of our development. Initially worlds appeared to be a comparatively peaceable society, nevertheless our patterned advances from the hunter-gath erer to the pastoral phase lead to an addition in aggression, providing a trigger for our built-in aggression. As Richard Leaky wrote: every bit shortly as people commit themselves to agricultural nutrient production they commit themselves to supporting the land they farm. To run off is to confront certain loss. This demonstrates how our environment cultivates our built-in aggression, and illustrates that worlds will act in an aggressive mode when provoked. This may look disheartening, because it seems to province that human aggression is inevitable. However, this aggression can be channeled into other patterns that have less negative results than force and war. Sport is a good illustration of imparting aggression. Society often encourages its public to bask, and take part in, activities where adult male can confront an opposition and show his aggression. This aggressive thrust is besides important as an evolutionary factor in human development. It is our battle for endurance, and s ubsequently domination, that has lead to our cultural and technological promotions. Aggressiveness has added to adult males familial fittingness ; through saving of the territorial balance, defence of the immature, and endurance of the fittest. Despite aggressions negative intensions it is a necessary facet of our nature and is required to further human s development. Charles Darwin supported this theory and stated that, adult male, like every other animate being, has no uncertainty advanced to his present high status through a battle for being, he besides stated that ; if he is to progress s boulder clay higher, it is to be feared that he must stay capable to a terrible battle. Clearly aggression has its positive utilizations in society, but we can non bury that it besides has had a destructive influence on our society, chiefly in inciting war. Human nature, and its look of aggression, has a considerable impact on war. It can non be overlooked as a conducive factor, although the extent to which it instigates war is controversial. Kenneth Waltz discussed the three images of war, and it is the first image that straight concerns itself with the application of human nature. Waltz maintains that war consequences from selfishness, and misdirected aggressive urges. This supports the earlier contention that aggression can be negatively directed into warring state of affairss. This theory suggests that human nature, and aggression, are a primary cause of war, although they have non blindly stated that it is the lone factor. Waltz besides illustrated nevertheless, that all other factors must be evaluated in visible radiation of understanding the impact of aggression. Niebuhr wrote simplistically that war has its beginnings in, dark, unconscious beginnings in the human nature, he appears to be lending war as an inevitable act of human nature. However, this is a terrible dictum and Niebuhr does non recognize that human nature is besides the supplier of peace. Waltz right highlighted human nature as the cause of war in 1914, but he besides pointed out that it was the cause of peace in 1910. Human nature can be manipulated by fortunes to ensue in war ; our built-in aggressive nature can unluckily ensue in an aggressive response in times of emphasis, whether that emphasis is economic, political, or societal. However, this built-in aggressiveness can non be used as an alibi for doing war ; it is a powerful conducive factor, but it can be controlled and diverted into other manifestations. Despite the obvious usage of our built-in aggression, adult females are frequently utilized as grounds back uping that aggression is a consequence of purely environmental factors. The evident inactive function of adult females in our society is proof that work forces are merely aggressive because society expects them to act in this m ode, and encourages them to make so. However, this is a comparatively limited statement. Both work forces and adult females are born with an built-in aggressiveness, but adult females have terrible cultural restrictions that restrict their look of aggression. Womans have traditionally non participated in whole graduated table war because they are perceived to be physically inferior to work forces, and this deficiency of engagement has contributed to the perceptual experience that adult females are non aggressive by nature. However, an aggressive nature has been apparent in the yesteryear ; adult females have been significantly involved historically in opposition and terrorist groups. Even noncombative adult females have displayed an aggressive nature. A quotation mark from J. Gray stated, many a combat soldier in World War Two was appalled to have letters from his girlfriend, or married woman, safe at place, demanding to cognize how many of the enemy he had personally accounted for and frequently bespeaking the decease of several more as a personal favour for her. This illustrated that although adult females may be culturally restrained in showing their aggression, it still exists and it is as inherent in their nature as it is in males. It is evident that human nature has an inherently aggressive constituent. The controversial definitions of human nature, and the influence it has on worlds behaviour, has been convincingly argued by many respected intellectuals. Ethology, sociobiology, and a scientific accent on environmental factors, all contribute to specifying human nature and the presence, or deficiency of, built-in aggression. It is clear that sociobiology provides a scientific attack to understanding the built-in aggression of persons, without leting this to be an alibi for the look of this aggression. Despite the being of this built-in demand, sociobiology allows that the environment topographic points limitations of worlds that can enable our society to map without regressing to this demand, and its look in war. Both work forces, and adult females, are capable to built-in aggression and it is an inevitable consequence of our natural, undeveloped nature. But we must besides recognize the ability of worlds to believe and act rationally, and it is this factor that will forestall built-in aggressiveness from going a unequivocal facet of human society, and provides us with an optimistic hereafter without ineluctable arrested development to warfare. 338

Creons Dramatic Monologue from Antigone

Creons Dramatic Monologue from Antigone Considering he appears in all three plays of  Ã¢â‚¬â€¹Ã¢â‚¬â€¹Sophocles Oedipus trilogy, Creon is a complex and diverse character. In  Ã¢â‚¬â€¹Oedipus the King, he serves as an advisor and moral compass. In Oedipus at Colonus, he tries to negotiate with the blind ex-monarch in hopes of gaining power. Finally  in, Creon has attained the throne after a long civil war between two brothers,  Ã¢â‚¬â€¹Eteocles, and Polyneices. Oedipus’ son Eteocles died defending the city-state of Thebes. Polyneices, on the other hand, dies trying to usurp power from his brother. Creons Dramatic Monologue In this monologue  placed at the play’s beginning, Creon establishes the conflict. The fallen Etecles is granted a hero’s funeral. However, Creon decrees that the traitorous Polyneices will be left to rot in the wilderness. This royal order will stir up a singular rebellion when the devoted sister of the brothers, Antigone, refuses to abide by Creon’s laws. When Creon punishes her for following the will of the Olympian Immortals and not the rule of the king, he incurs the wrath of the gods. The following excerpt is reprinted from Greek Dramas. Ed. Bernadotte Perrin. New York: D. Appleton and Company, 1904 CREON: I now possess the throne and all its powers, by nearness of kinship to the dead. No man can be fully known, in soul and spirit and mind, until he hath been seen versed in rule and law-giving. For if any, being supreme guide of the state, cleaves not to the best counsels, but, through some fear, keeps his lips locked, I hold, and have ever held, him most base; and if any makes a friend of more account than his fatherland, that man hath no place in my regard. For Ibe Zeus my witness, who sees all things alwayswould not be silent if I saw ruin, instead of safety, coming to the citizens; nor would I ever deem the countrys foe a friend to myself; remembering this, that our country is the ship that bears us safe, and that only while she prospers in our voyage can we make true friends. Such are the rules by which I guard this citys greatness. And in accord with them is the edict which I have now published to the folk touching the sons of Oedipus; that Eteocles, who hath fallen fighti ng for our city, in all renown of arms, shall be entombed, and crowned with every rite that follows the noblest dead to their rest. But for his brother, Polyneiceswho came back from exile, and sought to consume utterly with fire the city of his fathers and the shrines of his fathers godssought to taste of kindred blood, and to lead the remnant into slaverytouching this man, it hath been proclaimed to our people that none shall grace him with sepulture or lament, but leave him unburied, a corpse for birds and dogs to eat, a ghastly sight of shame.

Argue which of the 3 sources best represent how civilian reacted in Essay - 1

Argue which of the 3 sources best represent how civilian reacted in WW2 - Essay Example While the entire Britain suffered loss and devastation, the attacks were also helpful in galvanizing the nation: there emerged a new steady determination in the face of the scary onslaught of Nazi. The Blitz is well written, original and revealing; it is a re-examination of one the vital aspects of the history of the second world war that is highly needed. The second source, The British and the Second World War, is a book written by Arthur Marwick and published in the year 1976. The reason why the book was published is to show how Britain successfully mobilized the civilian for the war. The mobilization of Britain during this period proved to get a breakthrough in winning public opinion’s strong support in maintaining the war. The war can be termed as a people war; it expanded the aspirations of democracy and resulted to a postwar welfare state promises. Much of success in getting people’s support is attributed to the systematic and planned women mobilization, as soldiers, housewives, and workers, put in force by conscription after the month of December in the year 1941. Women gave themselves to support the war effort, making successful the rationing of the consumer goods. Either of the two ways, compulsion and voluntarism, were used for mobilization. However, reliance on voluntarism was successful for the British. The g overnment’s achievement in providing new services such as lunches for hospitals and schools, as well as the people’s war equalitarian spirit, contributed towards extensive support for an expanded welfare state (Marwick 1976). The third source is a book that was authored by Joseph Darracott in the year 1989: World War Two in cartoons. The book also unveils or reveals the response received from the civilian (the public) but in human graphics form, cartoons. It is a cartoon collection on the Second World War; the cartoons have been found in archives, in the entire globe. This

Managing Organisational Behaviour Essay Example | Topics and Well Written Essays - 2000 words - 1

Managing Organisational Behaviour - Essay Example As an example, long hours of standing were seen to cause deformities in children (Spartacus Education, n.d.). Against this backdrop, many factories began to flourish and Ransome’s Orwell Works was one of them. This was an agricultural machinery factory that produced products from 1841 to 1966 which gave them a rich history of manufacturing and growth. In the beginning of Ransome Orwell, several family members came together to work and finance the foundry and many of their workers were family friends or came from the nearby community. They always relied on people they knew to help them in their business rather than looking to strangers to help them. One thing to note is that the Ransomes were Quakers and had a large community to choose from. Because they were Quakers, they followed this way of life. This created a positive ability to recruit and select other people who were friends. Many of the people who worked for them stayed their entire lives. It could be assumed that Ranso mes had a better opportunity for recruitment because they knew and understood the people they were working around. One reason this could be surmised is that the Ipswich Transportation Museum states that many of their workers stayed with them from the time they entered the business to the time the individual died. The management style at Ransome Orwell would be very close to what the Quakers experience today. They would have a very religious idea of management and would consult each other before making decisions. Everything that is done during a business meeting begins with worship and continues as worship. People are very orderly and stand before they speak (Latham). Therefore, Ransome Orwell would have used prayer and worship as their way of making decisions in business and their management style would have reflected this attitude.

Teaching Conditional Sentences

Teaching Conditional Sentences The Teaching of Conditional Sentences Part 1: Evaluation of the Textbook Treatment of Conditional Sentences I. Introduction: Definition of Conditional Sentences In grammar, conditional sentences refer to the discussion of factual implications or imaginary or hypothetical situations and their results. They express something that must happen or be true if another thing is to happen or be true (Hornby, 2000; Swan, 1996). Generally, conditional sentences consist of two main clauses – a main (‘conditional) clause containing a verb in a form with will or would, and a subordinate clause that is introduced by if (Parrott, 2000). The order of the two clauses can appear interchangeably. When the if-clause leads the sentence, normally a comma is used. However, when the conditional sentence takes the lead, no comma is found after it. In certain cases, the way we use this comma in conditional sentences lies ‘partly on their length and partly on personal preference (Parrott, 2000, p. 231). II. First Conditional A. Basic Form In the basic form of the first conditional, the verb in the if-clause takes the present tense, and the verb in the main or conditional clause takes the simple future. If Clause Conditional Clause If + present tense, Future tense Conditional Clause If Clause Future tense If + present tense B. Meaning and Use Generally, the first conditional or conditional sentence type one is used to express a probable condition and its probable result in the future (Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). Nonetheless, it does not limit itself only to this use. Parrott (2000) points out that this type of conditional is employed to show ‘aspects of persuasion such as cajoling and negotiation and for giving warnings and making threats'(p. 232), as can be seen in the examples below. Examples: [a] If you have enough rest, you will feel better. [b] Ill cook for you this evening if you help me with this assignment. [c] If he procrastinates, hell miss the flight. [d] Ill kill you if you dont stop your relationship with my sister. Apart from these functions, the first conditional sentence can possibly appear in certain variations. Variations can be present in both the conditional clause and the if-clause. In the conditional clause, a range of other forms, such as may, might, can, must, should or imperative or any expression of command, request or advice, may be used instead of will, depending on what messages we want to send (Parrott, 2000; Thomson Martinet, 1986). For example, if we want to show that something is possible, we can use either may or might instead of will, or when want to indicate permission, either may or can is possible. Moreover, when we want to advise or suggest someone to do something, we can use should or had better or imperative form. Examples below show these. Examples: [a] If you drive fast, you may/might hit others on the road. [b] If you dont feel well, you may/can leave early today. [c] If you want to thoroughly enjoy Christmas, you should finish your assignment well before the deadline. [c1] If you want to gain weight, you had better eat and sleep more. [c2] If dont feel well with coffee, never drink it again. Interestingly, two present tenses can also appear in both the if-clause and the conditional clause. When it is the case, it is usually used to indicate automatic or habitual results (Thomson Martinet, 1986). An example below shows this usage. It should be noted here that this kind of use can mostly be seen in the zero conditional, which mainly discusses factual situation or natural phenomena. Therefore, students at a lower level should not be presented this difference. Example: If there is a shortage of any product, prices of that product go up. Similar to the variations in the conditional clause, we can also use a range of present forms in the if-clause, depending on the meaning we want to convey (Parrott, 2000; Thomson Martinet, 1986). For example, we can use present continuous or present perfect instead of present simple to show a present action or a future arrangement. When we want to show that something is less likely possible and it may happen only by chance, we can use should because it helps weaken the possibility (Parrott, 2000). All these can be found in the examples below. Examples: [a1] If you are coming over next week, Ill bake our traditional cakes for you. [a2] If the letter hasnt arrived by the next hour, well have to phone the post office. [b] If she should call me at night, I wont answer. Moreover, we can also find the use of will or would in the if-clause when we want to indicate polite requests. However, often will is seen as less polite than would (Swan, 1996). At this point, it should also be noted that should can also be used in replacement of if, usually in more formal, written contexts (ibid, 2000), without any change of the meaning (Azar, 2002). This kind of use indicates offer or suggestion. Here are the two examples: If you will/would carry this bag, Ill treat you lunch. Should you need more help, you can call me any time. III. Second Conditional A. Basic Form In general, the basic form of Type 2 conditional uses the past tense in the if-clause, and would + bare infinitive or ‘the conditional tense in the conditional clause to ‘distance our language from reality (Swan, 1996; Thomson Martinet, 1986). If Clause Conditional Clause If + past tense, would + bare infinitive Conditional Clause If Clause would + bare infinitive If + past tense B. Meaning and Use The second conditional is used to talk about an unreal situation and its probable results now or in the future. The situation or condition is improbable, impossible, untrue, imaginary or contrary to know facts (Azar, 2002; Parrott, 2000; Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). It is important to note that there is no time difference between Type 1 and 2 conditionals, and the past tense in the if-clause of Type 2 conditional is not a true past, but a subjunctive (Parrott, 2000; Thomson Martinet, 1986). However, while Type 1 conditional is viewed as a real possibility, Type 2 is not the case. Besides, were instead of was is more often found in the if-clause in more formal sentences, and many people consider it more correct, especially in American English (Parrott, 2000; Swan, 1996; Thomson Martinet, 1986). Examples below show these uses. Examples: [a] If I had enough saving, Id buy that grand house. [b] If I were rich, Id be happy! [c] If the plan crashed, Id be terrified. Not different from the first conditional, the second conditional likewise has its possible variations, in both the if-clause and the conditional clause. For the variation in the conditional clause, we can use, for example, might or could or the past tense in place of would to talk about several other things. This ranges from ability or permission to the past automatic or habitual actions. Below examples show this use. Examples: [a1] If she applied for that position again, she might get it. [a2] If they had tickets, they could enter the theater. [b] If he got home late, his wife slept first. In the if-clause, instead of using if with a simple past, it is possible to have if with a past continuous, indicating a wish for a difference for a temporary situation. Moreover, sometimes were + infinitive, in placement of a past tense form in the if-clause, is used to make the situation more hypothetical or polite. At other times, the inversion of the if-subject and were can be seen, and when were takes the if-subjects place, if is then left out. The meaning is still the same. Here are the examples: Examples: [a] She doesnt like the children but now they are going to her home. If they were not going there, shed be a lot fine. [b] If they were to study harder, their teacher would be much happier to help them. [b1] Were they to study harder, their teacher would be much happier to help them. IV. Third Conditional A. Basic Form The basic form of the third conditional takes the past perfect in the if-clause, and would with have plus past participle, or ‘the perfect conditional in the conditional clause. If Clause Conditional Clause If + past perfect, would + have + past participle Conditional Clause If Clause would + have + past participle If + past perfect B. Meaning and Use The third conditional is generally used to speculate about the past events, which are unreal or imaginary, and about the ways things might have been affected just because how other things happened or did not happen. This conditional is also used to talk about regret, criticism or excuse (Parrott, 2000; Thomson Martinet, 1986; Vince Emmerson, 2003). Examples: [a] Kate would have been nice if Peter had treated her equally. [b] If she hadnt gone out late at night, she wouldnt have been rapped. [c] If my car hadnt broken down, Id have been able to catch you up. The same as the first and second conditional, the third conditional has its possible variations, in both the if-clause and the conditional clause. In the conditional clause, in place of would, we can use, for example, might or could to discuss ability, possibility or permission. Examples: [a1] If we had found him earlier, we could have saved his life [a2] If we had found him earlier, we might have saved him. [a3] If our documents had been in order, we could have left at once. In the if-clause, had can be used in the form of inversion. When had is used, then if is to be deleted. No meaning is changed in such usage. If you had asked for his permission, he wouldnt have been that mad at you = Had you asked for his permission, he wouldnt have been that mad at you. V. ‘Unless in conditional sentences In conditional sentences we can use a wide range of conjunctions, such as supposing, as long as, provided, unless, etc., instead of if. Here, however, only unless is discussed. Unless is usually perceived as sharing similar meaning with if†¦not (Swan, 1996; Thomson Martinet, 1986). However, as Parrott (2000) argues unless has a ‘strong degree of reservation compared to if†¦not. Examples: I wont go with you unless you pick me up. Ill go with you only if you pick me up. There is an exceptional case when unless cannot be used in replacement to if†¦not. We would rather use if†¦not instead of unless if it refers to something negative that would be the main cause of the situation we are talking about (Swan, 1996). Instead of saying, ‘My wife will be very upset unless I get back tomorrow, we say, ‘My wife will be very upset if I dont get back tomorrow. This being so because the root cause of the wifes unhappiness is if the speaker does not go back. VI. Implications for teaching conditional sentences Different types of conditional sentences are taught at different levels. A general suggestion given by Parrott (2000) is that the first conditional should be introduced at an elementary or intermediate level; the second at a lower intermediate; and the third at an upper intermediate level. As for the Secondary 3, Band 2 students who are seen as pre-intermediate level, they should be introduced to all the four types of conditional. However, the introduction of details or variations of each type should be carefully considered. As can be seen from the detailed explanation of the three types above, there are many variations in each type, in both the if-clause and the conditional clause. The Secondary 3 students at this level should therefore not be taught all these variations. Otherwise, this will become a very good confusion for them. However, if there are some strong students in the class and if the teacher is ambitious, he or she can introduce his or students to some kind of the variations of the conditional clause Type 1 and 2. These variations could be the use of might or may instead of will in the first conditional, and might or could instead of would in the second conditional. The third conditional is already very difficult and the students should not be made confus ed because of these variations. It should be noted that before all these variations can be introduced, teachers should make sure that the students are made clear with the basic forms of the four types. Furthermore, the way how the conditionals are punctuated should also be ensured since for most Chinese students, recognizing the order of conditional sentences is difficult for them. This being so because the order of clauses does not go with the order in their language (Parrott, 2000). VII. Treatment of a Hong Kong textbook on conditionals The Living English 3B by Nancarrow, Thomas and Yuen (2005) used for Secondary 3 features all the four types of conditionals. Type 0, 1 and 2 are introduced mainly in terms of revision and of some forms of variations. Type 3 is presented virtually exclusively in form of basic rule and usage. However, there is no introduction of conjunctions which can be used in place of if. Perhaps this may be helpful for the students instead, for they are not overwhelmed with too many things at this level. The presentation of the use of the first conditional is simple and well enough for the students to understand. Nevertheless, there seems a bit vague for weaker students to fully recognize the changing of the order of the clauses, explained in the note on page 43. The students should be drawn to the fact that there is no change in meaning even if the position of the two clauses is changed. Another thing is that there is an explanation of variation of this conditional in the Teachers Book (TB), which requires teachers to tell their students but which is generally not necessary at this level. There are two problems in the explanation of the first conditional. The first one is with its description of usage. The explanation tells that this type of conditional is used to describe ‘the future consequences of a situation that is true now (Nancarrow, et al., 2005, p. 43). The wording here looks easy but it may not be the case for the students to grasp the whole picture, and thus needs revision. The second problem concerns with the variation of this type. The book explains that it is possible to use can or may instead of will. However, in the Students Book (SB), it does not give any example of this possibility, nor does it indicate what it means when they are used. A short explanation is available only in TB, though. For the second conditional, it carries only the last problem of the first conditional. In other words, SB gives the same explanation that variation is possible for the second conditional, but fails to show the usage and meaning. Again, only TB explains this va riation in more details. The presentation of the third conditional in this book is very well structured. It introduces the students to the most basic use of this conditional through clear explanation and examples. It suits the students level quite well. One last note is that the textbook should not introduce the variations of the first three types of conditional. Ironically, the title is devoted only to revising, yet the students are also presented with variations. At this level, the students should learn mainly the basic or general forms and usage. Variations should be presented in the next levels. However, one good thing is that there is no presentation of conjunctions, which can be used to replace if. It is good to make sure that the students can understand the basic first. Part Two: Critique and Reflection I. Critique on Ms Leungs teaching Ms Leung is revising conditional sentences Type 1 and 2 and trying to introduce Type 3 and conjunction unless to her Secondary 3 students. Certain problems appear as she handles these grammatical aspects in each excerpt. Among all problems, her inadequacy of knowledge of the underlying system of language is the central one and in turn affects the ways she handles her teaching. In excerpt 1, in which she revises the first and second conditionals, Ms Leung generally appears unclear herself in what she explains to her students. She asks her students to remember that with Type 1 conditional, it has to be future in the main clause. She yet does not point out specifically what kind of future tense it is to which she is referring since there are many future tenses. Although this is apparently clear that she is referring to the simple future will, being a well-language aware teacher, she should present it to the students to clear confusion it may have. Concerning her explanation of the use of this conditional, I feel the word choice is rather ambiguous. She tells her students that conditional Type 1 is for a prediction. Even though the form of will here is used as the normal future form in general, there is a significant difference between the use of will in conditional sentences and in general sentences. In a general sentence, will is used ‘for unplanned fu ture events, or to make predictions that arent based on present or past evidence (Parrott, 2000, p. 170). However, in a Type 1 conditional sentence, the use of will in the main or conditional clause is to indicate a probable result, not a prediction of it. This can be implied that the teacher is not truly well aware of the content subject. When Ms Leung revises the second conditional in the same excerpt, she seems to create similar problems as when she handles the first conditional. The first problem concerns with the relationship between her own explanation of the use of the second conditional and her examples. She gives two examples to her students and informs the students that the second conditional is used to talk about ‘things which are not so probable, they are possible but not very probable. To some degree, the examples do carry an improbable meaning. However, the two are just contrary to known fact, with the first example indicates an imaginary future situation, and the second an imaginary present situation. The second example also indicates clearly that it is advice, which the teacher misses to convey to her students. The second problem is the extent of her explanation, in addition to the first problem. She does not make it clear to her students whether the past tense used in the if-clause refers to the real past, or present or future speculation. Some students may be still doubtful about this tense, though they have already gone through it. This implies that the teacher is not well aware of the students difficulties or that she is not thinking about the language content from the viewpoint of the learners (Andrews, 2007). In excerpt 2, she introduces the third conditional, and here two critical problems come about. The first one is about overgeneralization of the conditional form in both the if-clause and the main clause. Ms Leung presents to her students that all the third conditionals begin with if plus Past Perfect. To say that all the third conditionals start with if is already too exaggerated. She seems not to take into consideration the variation of this form. It is questionable in her explanation whether it is still called Type 3 conditional when ‘had is used instead of if in the case of inversion. As she goes on to explain the form in the main clause, Ms Leung makes the same overgeneralized mistake. She mentions that would have done is always used in the main clause. This rule again ignores the fact that there are variations in the third conditional too. In addition, it creates confusion in the use of ‘have done. As can be seen from her example, ‘done is not used with ‘have. Instead, it is ‘woken that is being used with ‘have. The example and the rule then do not match, and so another question arrives whether this is a conditional sentence or not. The second problem in her presentation of this Type 3 conditional is the fact that there is no explanation of when it is used at all. She presents to her students only the form and a single example. Why or when the third conditional is used is not explained. Although the students may know how to structure this conditional, they surely do not know when to use it. This seems like it is nothing for the students to learn because how useful it is to use this conditional they are not aware of. One last note is that the teacher seems not willing to give more examples to help with her explanation. This insufficient example would mean to limit the general understanding of the students, and so they will not learn. Ms Leung finally finishes her class by trying to introduce another language point. She teaches her students how to use unless in place of if†¦not. Even though she can manage to tell her students relatively well that unless can be used instead of if†¦not when the if-clause is negative, she perhaps may not be well aware that meaning of the two sentences is not exactly the same as she has claimed. According to Parrott (2000) unless carters a stronger degree of reservation compared to if†¦not. This shows that the teachers knowledge of the subject-matter is insufficient enough. Besides, Ms Leung is unable to clarify when to use unless instead of if†¦not. From the beginning of this introduction, she tries to tell her students that they can use unless sometimes. Nonetheless, she ends up not explaining when exactly, and so abruptly changes the way she presents to the students. This perhaps indicates also that she lacks ‘strategic competence (Bachman, 1990). Through her teaching of all the language points, it is obviously clear that Ms Leung does not check with her students whether or not they have understood what has been taught. Instead, she seems to rush from one language point to another very quickly. This seems that she does not care about the students learning or that she wants to escape from the students questions. An implication from this behavior and her so far inability to clarify each language point is that she is short of necessary subject-matter knowledge as well as language competency. These inadequacies will in turn impact the way the teacher handles the teaching in a negative way. According to Andrews (2007), professional factors of teacher affect the teachers attitudes in a way that the teacher is afraid of giving serious attention to language-related issues. Because of this, the learners cannot get a meaningful learning from the teacher. II. Reflection of what can be done differently better If I were Ms Leung, I would adopt a different approach to teaching this language point to the students in this target group. As can be seen from her teaching, she is trying both to revise two conditional types and to introduce two other major language points at the same time. This teaching is already too much with the time available and the target group, and therefore can be unfruitful. ‘At different levels of language learning students will need to be shown different aspects of grammar and teachers will need to decide how detailed their approach to grammar will be (Joyce Burns, 1999, p. 66). If I were the teacher myself, I would not introduce conjunction unless to the students. At this level, the students should be taught only the basic form or marked feature, that is, if†¦not first. The unmarked feature such as unless should be left for the students to learn by themselves naturally before the right time comes (Ellis, 2006). I would therefore use the available time for teaching this conjunction to focus more on the revising of Type 1 and 2 conditionals and on the elaboration of Type 3, for I believe this intensive teaching will help them progress through the sequence of stages involved in the acquisition of that structure (ibid, 2006). For the explanation of Type 1, I would simplify the wording that the teacher uses to discuss when this conditional is used. Instead of telling the students that this conditional is used for predictions, I would say it is used to show a possible condition and its probable result in the future. In the same way for Type 2, I would tell t he students that it is used to talk about an unreal situation and its probable results now or in the future, or to give advice to someone. I would also draw their attention to the fact that the past tense used in the if-clause is not the real past, but a subjunctive which indicates unreality or improbability. In addition, I would give the examples that truly reflect its usage, so that the examples can help facilitate the students understanding in a better way. For Type 3 conditional, I would first change the extreme generalization the teacher makes in both clauses. I would tell the students that in the if-clause, we usually use the Past Perfect, and would plus Past Participle in the main clause. Then I would give them 3 examples. From this, I would present to them when we use this third conditional. The students will find it easier to understand the central meaning with the facilitation of the examples on the board. If I had some time left, I would establish connections between form and meaning for them to practice the language point since this is a fundamental aspect of language acquisition (VanPatten, Williams, Rott, 2004, as cited in Ellis, 2006).

Alzheimers Disease :: Alzheimers Disease Essays

Alzheimer’s disease is a slowly progressive, degenerative disorder of the brain that eventually results in abnormal brain function and death. The disease was first described in 1907 by a German physician, Dr. Alois Alzheimer(1864-1915). In the neurological autopsy on the brain of a 56-year-old woman Auguste D., of Frankfurt, who died after several years of progressive mental deterioration marked by increasing confusion and memory loss. Taking advantage of a then-new staining technique, he noticed an odd disorganization of the nerve cells in her cerebral cortex, the part of the brain responsible for reasoning and memory. The cells were bunched up like a rope tied in knots. He termed the strange nerve bundles neurofibrillary tangles. He also noted an unexpected accumulation of cellular debris around the affected nerves, which he termed senile plaques. In a medical journal article published in 1905, Alzheimer speculated that the nerve tangles and plaques were responsible for the women’s dementia. Alzheimer’s disease is a disorder marked by a gradual decline in brain function that gets worse with time. It used to be assumed that this change was a normal part of aging that we called senility. Some people develop this condition when they are as young as 40 years of age. However, the disease is most common in persons over the age of 65. It is estimated that approximately 10 percent of persons over 65 years of age may have Alzheimer’s disease and that in persons over the age of 85, up to 50 percent may be affected. Alzheimer’s disease is not a normal part of the aging process. It is not contagious, and it is not known how it can be prevented. While the physical changes in the brain are very similar among different people the behavioral and psychological symptoms that result are complex and may differ from person to person(Kawas, 80). These symptoms lead to a form of dementia which is the loss of mental skills and abilities, including self-care capabilities. As Alzheimer’s disease progresses, these losses will result in total dependency for even the simplest activities(Erickson, 149).   Ã‚  Ã‚  Ã‚  Ã‚  Alzheimer’s disease usually comprises of three stages. The first being the onset stage. The symptoms of the onset stage often appear very gradually. There may be some minimum memory loss, particularly of recent events. The individual may experience difficulty in finding the right words to use during casual conversations. Work performance may begin to deteriorate and changes in behavior may start to become obvious. Alzheimer's Disease :: Alzheimer's Disease Essays Alzheimer’s disease is a slowly progressive, degenerative disorder of the brain that eventually results in abnormal brain function and death. The disease was first described in 1907 by a German physician, Dr. Alois Alzheimer(1864-1915). In the neurological autopsy on the brain of a 56-year-old woman Auguste D., of Frankfurt, who died after several years of progressive mental deterioration marked by increasing confusion and memory loss. Taking advantage of a then-new staining technique, he noticed an odd disorganization of the nerve cells in her cerebral cortex, the part of the brain responsible for reasoning and memory. The cells were bunched up like a rope tied in knots. He termed the strange nerve bundles neurofibrillary tangles. He also noted an unexpected accumulation of cellular debris around the affected nerves, which he termed senile plaques. In a medical journal article published in 1905, Alzheimer speculated that the nerve tangles and plaques were responsible for the women’s dementia. Alzheimer’s disease is a disorder marked by a gradual decline in brain function that gets worse with time. It used to be assumed that this change was a normal part of aging that we called senility. Some people develop this condition when they are as young as 40 years of age. However, the disease is most common in persons over the age of 65. It is estimated that approximately 10 percent of persons over 65 years of age may have Alzheimer’s disease and that in persons over the age of 85, up to 50 percent may be affected. Alzheimer’s disease is not a normal part of the aging process. It is not contagious, and it is not known how it can be prevented. While the physical changes in the brain are very similar among different people the behavioral and psychological symptoms that result are complex and may differ from person to person(Kawas, 80). These symptoms lead to a form of dementia which is the loss of mental skills and abilities, including self-care capabilities. As Alzheimer’s disease progresses, these losses will result in total dependency for even the simplest activities(Erickson, 149).   Ã‚  Ã‚  Ã‚  Ã‚  Alzheimer’s disease usually comprises of three stages. The first being the onset stage. The symptoms of the onset stage often appear very gradually. There may be some minimum memory loss, particularly of recent events. The individual may experience difficulty in finding the right words to use during casual conversations. Work performance may begin to deteriorate and changes in behavior may start to become obvious.

The Kite Runner Chapter Review (Narrative Aspects) Chapter 1

The Kite Runner Chapter Review of Narrative Aspects Chapter 1; It is December 2001, and our narrator, recalls an event that occurred in 1975, when he was twelve years old and growing up in Afghanistan. He doesn’t say what happened, but says it made him who he is. He follows this recollection by telling us about a call he received last summer from a friend in Pakistan, Rahim Khan. Rahim Khan asks Amir, to come to Pakistan to see him. When Amir gets off the phone, he takes a walk through San Francisco, where he lives now.He notices kites flying, and thinks of his past, including his friend Hassan. Narrative aspects: Narrative voice: 1st person narrative, ‘I became what I am today’ – Amir tells us a story about his past, and what he remembers, from his point of view. Indirect speech, ‘I thought about something Rahim Khan said†¦. There is a way to be good again. ’ – it doesn’t let the reader make a relationship with the other cha racter, as this chapter is all about Amir.Setting: Introduces the alley almost straight away, ‘I have been peeking into that deserted alley for the last twenty-six years’ – it gives us a mysterious setting, and the alley becomes a key symbol of misdeeds in the novel. Talks about where he is while telling the story, ‘like a pair of eyes looking down on San Francisco. ’ – gives us a brief idea of where he is and wants us to find out why he is there, as it also talks about Afghanistan and Pakistan.Structure: the repetition of kites, ‘saw a pair of kites, red with long blue tails, soaring in the sky. ’ ‘twin kites. ’ – significant because it sticks in a reader’s brain as they try to work out how the kites may be significant in the rest of the novel. Which they find out they are. Also ‘twin kites’ can refer to Hassan and Amir, as they are brothers and the last kite they ran together made their fr iendship fall apart. Non- linear, it talks about different points of his life in a very short amount of time, because he is ooking back on his life as well as telling the reader what is happening in his life while he is telling the story. Form: Monologue, speaks in broken language, almost like in his thoughts he can’t put in words what he is thinking and what he remembers, ‘I looked up at those twin kites. I thought about Hassan. Thought about Baba. Ali. Kabul. ’- it gives the reader an impression that there is a lot to find out about Amir. Retrospective Narrative, he is looking back on his past, and the opening chapter makes us curious about what will happen next. The Kite Runner Chapter Review (Narrative Aspects) Chapter 1 The Kite Runner Chapter Review of Narrative Aspects Chapter 1; It is December 2001, and our narrator, recalls an event that occurred in 1975, when he was twelve years old and growing up in Afghanistan. He doesn’t say what happened, but says it made him who he is. He follows this recollection by telling us about a call he received last summer from a friend in Pakistan, Rahim Khan. Rahim Khan asks Amir, to come to Pakistan to see him. When Amir gets off the phone, he takes a walk through San Francisco, where he lives now.He notices kites flying, and thinks of his past, including his friend Hassan. Narrative aspects: Narrative voice: 1st person narrative, ‘I became what I am today’ – Amir tells us a story about his past, and what he remembers, from his point of view. Indirect speech, ‘I thought about something Rahim Khan said†¦. There is a way to be good again. ’ – it doesn’t let the reader make a relationship with the other cha racter, as this chapter is all about Amir.Setting: Introduces the alley almost straight away, ‘I have been peeking into that deserted alley for the last twenty-six years’ – it gives us a mysterious setting, and the alley becomes a key symbol of misdeeds in the novel. Talks about where he is while telling the story, ‘like a pair of eyes looking down on San Francisco. ’ – gives us a brief idea of where he is and wants us to find out why he is there, as it also talks about Afghanistan and Pakistan.Structure: the repetition of kites, ‘saw a pair of kites, red with long blue tails, soaring in the sky. ’ ‘twin kites. ’ – significant because it sticks in a reader’s brain as they try to work out how the kites may be significant in the rest of the novel. Which they find out they are. Also ‘twin kites’ can refer to Hassan and Amir, as they are brothers and the last kite they ran together made their fr iendship fall apart. Non- linear, it talks about different points of his life in a very short amount of time, because he is ooking back on his life as well as telling the reader what is happening in his life while he is telling the story. Form: Monologue, speaks in broken language, almost like in his thoughts he can’t put in words what he is thinking and what he remembers, ‘I looked up at those twin kites. I thought about Hassan. Thought about Baba. Ali. Kabul. ’- it gives the reader an impression that there is a lot to find out about Amir. Retrospective Narrative, he is looking back on his past, and the opening chapter makes us curious about what will happen next.