Things fall apart

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Things fall apart. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Things fall apart paper right on time. Our staff of freelance writers includes over 120 experts proficient in Things fall apart, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Things fall apart paper at affordable prices with cheap essay writing service! In Chinua Achebes novel Things Fall Apart, the main character of the story is a strong man named Okonkwo. He has many traits that make him an admirable person. He is a passionate man but he is also very determined and honorable. Through out the story we see the changes in his life and attitude towards everyone and thing.

Okonkwo isnt a very outwardly affectionate man but in the novel we learn from the author how much Okonkwo actually does love his family. He is always very hard on his oldest son Nwoye but that is because he wants him to grow up strong and mature. He is constantly criticizing Nwoye and calling him a woman. When Ikemufuna is sent to stay at Okonkwos obi in chapter four, Ikemufuna is very afraid. Within three years he is like one of Okonkwos sons. He has a very strong affect on Nwoye and he teaches him many things like how to make a flutes. Okonkwo loved Ikemufuna like a son and was very proud of how strong and determined he was. After the decision was made for Ikemufunas death in chapter seven Okonkwo was very depressed. Then the only child that Okonkwo had to look forward to being successful was Ezinma. He said that she should have been a boy. She was his favorite child and he showed that by asking her to come sit in his obi with him. When she was taken to the caves by Chielo in chapter eleven Okonkwo follows the priestess knowing that that is very dangerous and forbidden. Though Okonkwo is not very openly affectionate he has his ways of showing that he loves his children.

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When the novel starts out Okonkwo is a young, strong man of about eight-teen. He has already set out to make himself better than his father,Unoka. His father is a lazy, titleless man that doesnt have anything in life that shows any wealth. If Unoka ever got any money he would quickly spend it on palm-wine and share it with his neighbors. Okonkwo learned early in life that the only way he was ever going to be anybody of importance then he would have to work for and work for it he did. His father had no yams for Okonkwo to start out with so in chapter three it describes how Okonkwo went and asked a very prosporous man in the village, Nwakibie, for some yams to grow. Nwakibie gave him eight hundred yams to grow. That year the rain season was horrible. First it wouldnt rain and then it wouldnt stop. Okonkwo said that Since I survived that year, I shall survive anything. He worked very hard to accomplish everything that he set his mind to. Every year he would work painstakingly long hours on his farm to make sure he was prosporous and he was. Okonkwo would stop at nothing to make sure that he was always ahead. Many of the villagers noticed his determination in everything he does and they had great respect for him.

For all of Okonkwos efforts and all of the hard work he has done he earns a very honorable reputation. When he was a young wrestler he threw the cat, Amalinze. For that he became well through out the nine villages and beyond. He is one of the younger men of the village that holds two titles and has fought in two of the intertribal wars. He is one of the members of the egwugwu and that is a very important council in the village. Many people respect Okonkwo and listen to him. He has worked hard for everything that he has and people know that he is reliable and they follow him in the decisions that he makes.

In Chinua Achebes novel Things Fall Apart, the main character, Okonkwo, shows many traits of being an admirable person. Though he does make mistakes which later come to his exile from Umuofia he is still a passionate, determined, and honorable person.

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Heroic Women

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What is a hero? The dictionary definition for the word hero is "one that is much admired or shows great courage". To me a hero is one that thinks of others before themselves and is willing to help someone in need without hesitance. Either way we look at it, if someone is titled a hero by someone else one can always assume the best of that person. My biggest hero is our Lord and Savior Jesus Christ, because he made the biggest sacrifice for others, which was to die for us. None can compare in my mind. Several male and female African American "heroes" come to us from the colonial and antebellum periods of American history, however two in particular inspires me the most. The colonial period "signifies the age of revolution in American history" and from this period Phillis Wheatley and Lucy Terry Prince are the ones that rouse up my inner thoughts and touches my heart with their heroic acts and fights for equality.

Phillis Wheatley was captured as a slave and transported to the American colonies as a child. John and Susanna Wheatley of Boston then purchased her in 1761. Phillis learned to read and write with the help of the Wheatley women. In her writings she focuses on the contrast between slavery and freedom as a black woman in colonial America. Phillis was freed around 1778 after John Wheatley's death and became the wife of John Peters, a freeman. She and John Peters had three children, but none of them lived to adulthood. Phillis Wheatley died in 1784 while working in a Boston boarding house.

Like Whealey, Lucy Terry Prince was African by birth. She was brought to America and sold as a slave. After arriving in the colonies, she was purchased by Ebenezer Wells,a resident of Deerfield, Massachusetts. She eventually learned to read and write. Terry wed Abijah Prince around 1756. He purchased his wife from her owners. They relocated to Guilford, Vermont around 1760. Lucy died in 181.

Phillis Wheatley is a woman who not only spoke out against injustice and oppression, but also dramatized the possibilities and limitations of the age of the Revolutionary War. She wrote books during a time when few men and women could even read, gaining the respect of thousands. Lucy Terry Prince like Wheatley also led a remarkable life as an advocate. She first demonstrated a willingness to defend her rights in a public debate while living in Guilford. In 1785, white neighbors threatened her and her family's lives and destroyed some of their property. Lucy appealed in person to Governor Thomas Chittenden and his Council seeking protection from these assaults. On June 7, 1785, the council ordered the law enforcement authority in the town to defend her family.

Although both Lucy and Phillis were activists for equal rights they also differed in some ways. Prince addresses other subjects in her writings like in "Bars Fight", she writes about an Indian attack against white colonists. The poem reveals the tension between whites and Indians in colonial America and indicates the poet's sensitivity to the social and political climate of the period.

Both Wheatley and Prince were slaves at one point and both were emancipated. Although these remarkable women differed in some ways they both had the same desire and passion for equality and freedom. These women could have ended their fight at the time of their own emancipation, but their desire and belief kept them in the fight for the equality of all. I believe these women played a pivotal role in securing the freedom of every person in the United States.

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Autism and community

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Autism and community. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Autism and community paper right on time. Our staff of freelance writers includes over 120 experts proficient in Autism and community, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Autism and community paper at affordable prices with cheap essay writing service! Autism and Community

Communities offer children an opportunity to become involved in recreational activities and to develop relationships with others. For children with autism, community involvement at all ages is necessary to help facilitate social interaction and improve communication skill deficits.

Social skill difficulties for students with autism include the impairment of nonverbal behaviors including eye contact, facial expression and gestures. Students with autism often lack spontaneous enjoyment and sharing of interests with other people making it impossible to make age-appropriate relationships with peers. Communication difficulties of students with autism vary depending on the intellectual and social development of the child. Some children with autism may be nonverbal, whereas others may have extensive vocabularies and are able to talk about select topics in great detail. Despite the variation in communication, children with autism are unable to engage in interactive conversations on a variety of topics that are of interest to their peers (Holmes, 18).

Remediating these deficits requires intensive instruction. Often this instruction will need to take place in a one-to-one teaching environment. However, it is my belief that some part of a student's week should include typical peer interactions with an appropriate level of support. This may be take place in an inclusive classroom or may take place in the community. Involvement in the community offers a rich variety of experiences for students with autism. Community involvement may include trips to the library, swimming lessons, participating in sports, scouting clubs, music and art programs. Each opportunity to enter the community is a chance for a student with autism to learn functional skills by observing appropriate behaviors and typical peer interactions. Some of the skills learned while being engaged in community program/events may include how to navigate the community environment, interaction with peers, identifying and locating needed items, making transactions, adapting to new social situations, and coping with changing environmental stimuli ("Community Integration", n.d.).

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Not only do children with autism benefit for community participation. Benefits exist for community members, typical children, and educators who interact with the students. Acceptance of differences, diversity of friendships, and awareness of disabilities are among many of the benefits (Raschke & Bronson, 1). To this end, families of children with autism need to fully investigate as many options as possible for social interactions early on in their child's life. The first step is to identify the interests of their child. Parents may find it helpful to request this information from their child's teacher. From there, they should begin exploring the community for various programs that match their child's interests and begin to attend their meetings. Attending a meeting prior to enrolling a child allows family members to educate program directors and staff about their child's disability because they may not be familiar with the supports needed for involving students with disabilities.

REFERENCES

Autistic Services, Inc. (n.d.). Community integration. Retrieved August 0, 00 from http//www.autisticservices.com/programs/comm-integration.asp

Holmes, D. (18). Autism through the lifespan The eden model. Betheseda, MD Woodbine House.

Raschke, D., & Bronson, J. (1). Creative educators at work All children including those with disabilities can play traditional classroom games. Retrieved July 8, 00 from http//www.uni.edu/coe/inclusion/philosophy/benefits.html

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Mildred Piers

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Sarah Webb

Intro to Film

11/6/0

Mildred Piers

When does the music move and match the motion of objects in the film?

During the opening credits the music is very bitter sweet and gives the audience mixed emotions about the rest of the movie. The powerful orchestra becomes loud and soft with crescendos and decrescendos as the waves of the ocean wash up and then retreat from the shore is a rolling motion. Another example of this is when the police officers are running down the hill of sand and chasing Wally, the music is in sync with their footsteps as they stumble down the hill.

When does the music try to capture the overall emotions and mood?

The music becomes dramatic when something bad is about to happen. It builds up so the audience becomes tense until the climax. The music was always very mournful and sad; it brought out emotions when Kay was dying of pneumonia. It is supposed to make the audience sympathize with Mildred who loses her daughter. The music is also emotional when Mildred and Veta are re-united after Mildred marries Mr. Piers. This is done by having a powerful orchestral score to bring out and enhance the emotions that actors are portraying on the scene.

Was the music conspicuous or did it break through?

For the majority of the movie the music stayed inconspicuous. Unless the audience was listening for the soul purpose of hearing the musical score it would remained un-noticed because the audience has not been trained to listen for a musical break- through. However, there were certain dramatic scenes in the movie where the music was noticeably loud and stood out. After Veta slaps her mother there is loud noticeably music. In other scenes such as the bar or restaurant scenes there is parlor or saloon music that is noticeable to the audience.

If the music does demand your focus does it still maintain a subordinate function in the film as a whole? How?

When the musical score in this film did demand attention, it did not draw the attention away form the characters or the dialogue. Instead it supports and adds to the action on the screen. The only scene where the noise was distracting was the scene in the jail where no one was allowed to talk and there were little abstract sounds like, the clock ticking, the newspaper ruffling, chairs being pushed in and out, coughing and footsteps. However, all these sounds helped to build the atmosphere of the room, the tension and frustration of Mildred as she is sitting in the station. Music and sounds also helped set the pace and rhythms of the film as the story unfolded. The music even though noticeable in some scene served to stimulates the audience emotional responses and reinforces the effects happening on the screen.

What if the musical score was removed from the film?

If the musical score was removed from the film, the film would defiantly not have the same dramatic impact. The music in this film is used to fill dramatic pauses in dialogue and it is also used to effectively transition between scenes. There is military drum roll type music when there is a scene with the police. There is lonely mournful music that is often played when Mildred is talking and thinking about the past, setting the overall tone of the movie. The score put the audience in the specific time and action. It makes the audience feel sad, or angry and warns them when something terrible is about to happen. It enables the audience to further express and understand the feelings and attitudes of the characters and their actions.

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Society's Influence on Scientific Writing

If you order your cheap term paper from our custom writing service you will receive a perfectly written assignment on Society's Influence on Scientific Writing. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Society's Influence on Scientific Writing paper right on time. Our staff of freelance writers includes over 120 experts proficient in Society's Influence on Scientific Writing, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Society's Influence on Scientific Writing paper at affordable prices with cheap essay writing service! In "The Egg and the Sperm" Emily Martin explores the idea that scientific knowledge on male and female reproductive organs has been greatly influenced by pre-conceived notions of the social roles of males and females in society. She sites several different texts in which the reproductive process was described from very similar standpoints. The male was always portrayed as being more dominant, efficiant, and generally more exciting than the female. The female was always described as having a more passive role in the whole process. The writers of each of the texts Martin sites gives the sperm an almost heroic role. The reproductive process was described in the same manor as a ferry-tale would be told. Basically, the brave sperm would set out on the dangerous journey to rescue the helpless egg, which was portrayed as the damsel in distress. Is this what really happens in during fertilization, or is this just an interpretation from someone who has been jaded by society? Martin believes the latter to be true. She writes that others have also begun to question the traditional discription of the reproduction process. Further investigation has found that the sperm is not as active, and the egg not as passive as it was once believed. Descriptions have now altered to incourporate the new findings, but Martin is critical of what may still be implied about gender roles in these new texts.

Are the sleeping metaphores in the traditional discription of the egg and sperm in place because traditionally all of these texts have been written by men? Each of the writings sighted by Martin show the same view point men are superior to women. Even if the article does not come right out and say this, it is implied. Each article describes reproduction with the male seeming to have the most important role. (Last time I checked, the presence a male and female were equally nessessary in producing a child.) In these texts, the sperm takes on the role that a man would be expected by society to take on. He is dominant, brave, and needed in the protection of the female. The egg, or female is not really expected to do anything. She is passive, or even incapable. Why is this? Men have written these articles, so all of the information that the average reader receives is from a man's point of view. It is hard to believe that these arcticles would have been written in the same way had a woman been the writer. Women do not believe that we are less capable than men in every situation, but somehow it seems as though men do believe this. Since the men are the ones who have always written articles on such topics as reproduction, the entire topic begins to shift to a man point of view until that is the only point of view. All of this "scientific" information comes back to both men and women, and pretty soon serves as some kind of "evidence" that men really are superior to women. None of this information is ever questioned much though. Personally, I never knew that the sperm did not play such an active role and the egg such a passive role in reproduction. It was all I had ever read, and who am I to question a scientist? This article has made me more aware of how information can be slanted because of a bias writer.

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Chapter 6 synopsis: We were Soldiers Once...and Young

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Chapter 6 synopsis: We were Soldiers Once...and Young. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Chapter 6 synopsis: We were Soldiers Once...and Young paper right on time. Our staff of freelance writers includes over 120 experts proficient in Chapter 6 synopsis: We were Soldiers Once...and Young, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Chapter 6 synopsis: We were Soldiers Once...and Young paper at affordable prices!

Mike Mayewski

October 7, 00

We Were Soldiers Once...And Young Chapter 6 "The Battle Begins"

• November 14th 10pm. Bravo Company CO Cpt. John Herren conducts a briefing with his platoon leaders Lt. Al Devney (1st), Lt. Henry Herrick (nd), Lt. Dennis Deal (rd), and SFC Ed Montgomery (Weapons). Herren gives them the Op. Order. 1st and nd platoons will move out abreast of each other while rd will follow in reserve behind 1st. Weapons plt. will support the movement with one 81 mm mortar and forty shells. The first SNAFU occurs when SP4 Bungugum, a grenadier, is told to redistribute his thirty-six rounds of ammo because he is scheduled to go on R & R. When this didn't materialize, he is only able to recollect eighteen rounds.Cheap Custom Essays on Chapter 6 synopsis: We were Soldiers Once...and Young

• 10pm. Platoons move out "smartly." Herren intends to follow behind 1st platoon. SNAFU # occurs when Herren pauses to establish better radio contact with battalion. This causes his rifle platoons to pass over his location whereupon he is cut off for "an hour or so."

• 145pm. The initial contact with the enemy begins to grow into a "moderate firefight." Casualties are expected to mount. Cpt. Robert Carrara, battalion surgeon, is ordered into LZ X-Ray and is also directed to bring with him a lot of medical supplies.

• 100pm. 1st platoon comes under attack on both flanks by approximately thirty to forty NVA regulars firing automatic weapons.

• 115pm. Lt. Devney reports 60 and 8mm mortar as well as RPG-s firing on his position. Cpt. Herren and Lt. Riddle, artillery forward observer, call for air and artillery fire support. nd platoon makes contact with 1st. Cpt. Herren orders rd platoon to the left to help 1st.

• A third SNAFU occurs when Lt. Herricks nd platoon runs past Denvey's right in pursuit of a few fleeing NVA. Instead of consolidating the flank with 1st, Herrick ends up separated (by more than 00 yds) from the rest of B company.

• Herrick reports enemy on each flank and is ordered back to link up with 1st platoon. He also reports taking casualties and is afraid of being cut off. Again his orders are to reestablish contact with 1st platoon.

• Cpt. Herren estimates Bravo Company is engaging two NVA companies when, in fact, he is dealing with a full enemy battalion.

• 1pm. The first elements of Alpha and Charlie Companies are ordered to tie into Bravo's left. The Battalion CP is established on a large termite hill.

• 18pm. A second wave of A and C Company choppers drop with more troops and pick up enemy ground fire as they do. An estimate of approximately two hundred fifty men of the battalion are now reported to be "on the ground." Casualties continue to mount.

• The battalion CO makes a historical allusion to a previous commander of the 7th Calvary, George Armstrong Custer. Unlike Custer who didn't have the luxury of fire support and/or air strike capabilities at the "Little Big Horn," He calls for air strikes.

• ARA (I assume ARVN??) Helicopters fire .75 inch rockets as well as USAF fighter bombers drop 00-500 lb. bombs and napalm canisters on the NVA. Small arms fire continues at close quarters.

• Demolition team is ordered to destroy trees just south of the CP in an effort to enlarge the LZ so that two helicopters could land simultaneously. Specialist Henry, of Columbus, Georgia, is confirmed to be a casualty (KIA).

•

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Redredredted

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Another type of writing by people who traveled to the Congo was observational and diary writing. Joseph Conrad, Stanley's officers, George Washington Williams, Edmund Ricard,Belgian senator (11)

There were many examples in the book of writing, done by both blacks and whites, to improve lives of the Congolese. Stanislas Lefranc a Belgium prosecutor, a catholic, and a monarchist witnessed the use of the chicotte on young boys for laughing in the presence of a white man. After witnessing these atrocities he wrote descriptions of them in newspapers and pamphlets which he published in Belgium. One description said, "The station chief selects the victims… Trebling, haggard they lie face down on the ground… Each time that the torturer lifts up the chicotte, a redish stripe appears on the skin of the pitiful victims… In a refinement of evil, some officers, and I've witnessed this, demand that when the sufferer gets up, panting, he must graciously give the military salute" (11).

- George Washington Williams- Black (1)

- CN Borrisson- Swedish missionary (15)

- Edgar Canisius, American (11)

- Roger Casement (10)

- William Sheppard- Black (15)

- Samual Lapsley (15)

- John Harris (16)

- E.V. Sjoblom (17)

- E.D. Morel- even though he did not travel to the Congo (11)

The definition of Civilization at the time �by Europeans/ Americans (Hypocrisy)

- pg. 80-8- definition

- pg. - Anti-slave (hypocrisy)

- pg. 100- public horrified by loss of white life

- pg. 18- Europeans leave their morality leave behind in Europe when they come to Africa

- pg. 166- moral degradation

- pg. 4- Authors example of Conrad's view of civilization

- pg. 6- definition and how it was destroyed

European/ American view of Africa up until Leopold's colonization

- pg. 6, pg. 1(Stanley writes), pg. 101

There are many examples of whites writing for propaganda use, that use language that obviously perpetuates and encourages the idea that the Africans were not civilized.

- pg. 44- Leopold never travels but he uses the language

- pg. 1- Stanley

- pg. 51- Stanley ("dark")

- pg. 68, 6, - Stanley's officers

- pg. 11- Belgian senator

- pg. 11- shows no compassion

- pg. 7- Example of propaganda/ travel

- pg. 6- White observation

There were white writers who realized the immortality of Leopold's terrorism, and expressed it.

- pg. 188- fully described the Africans as civilized- Mary Kinglsley

- pg. 11- Canisius

- pg. 10- Lefranc

- pg. 16- John Harris

- pg. 1- Canisius- evidence used by novel (Morel did not travel)

There were also many black writers who wanted Leopold's terrorism to end and wrote to try to stop it.

- pg. 10, 107 108- Williams- factual, lawyerly, open, organized, accusatory

- pg. 15- Author's opinion of why blacks wanted to go

- pg. 154, 157, 158- Sheppard

- pg. 165- Sheppard

- pg. 157- Sheppard (Kuba)

Conclusion Some white writers, and all of the black writers- took the time/ put aside preconceived notion of the Congolese- they discovered that they were civilized.. �other white writers (for propaganda)- wrote that Africans = uncivilized, Europeans/Americans = civilized- preconceived notion--- Leopold's propaganda. By valuing the individual, their culture and their history we acknowledge that they are human, civilized and worthy of compassion and moral treatment. Hochschild's book does not allow us to know about the individuals, culture and history of the Congolese people. (look at written outline).

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