Invisible man essays

Invisible man essays "Who the hell am I" (Ellison 386)? This question puzzled the invisible man, the unidentified, anonymous narrator of Ralph Ellison's acclaimed novel, Invisible Man. Throughout the story, the narrator embarks on a mental and physical journey to seek what the narrator believes is "true identity," a belief quite mistaken, for he, although unaware of it, had already been inhabited by true identities all along. Ellison, in Invisible Man, uses the main characters invisibility and conflict with the outside world to illustrate the confusion of identity that many people experience. The narrator's life is filled with constant eruptions of mental traumas. The biggest psychological burden he has is his identity, or rather his misidentity. He feels a "wearing on the nerves" (Ellison 3) for people to see him as what they like to believe he is and not see him as what he really is. Throughout his life, he takes on several different identities and none, he thinks, adequately represents his true self, until his final one, as an invisible man. The narrator thinks the many identities he possesses do not reflect him, but he fails to recognize that identity is simply a mirror that reflects the surroundings and the person who looks into it. It is only in this reflection of the immediate surrounding that the viewers can relate to the narrator's identity. The viewers see only the part of the narrator that is apparently connected to the viewer's own world. The part obscured is unknown and, therefore, insignificant. Lucius Brockway, an old operator of the paint factory, saw the narrator only as an existence threatening his job, despite that the narrator is sent there to merely assist him. Brockway repeatedly questions the narrator of his purpose there and his mechanical credentials but never even bother to inquire his name. Because to the old fellow, who the narrator is as a person is uninterested. What he is as an object and what that object's relationship is to...

Modal Verb Basics - Explanation

Modal Verb Basics - Explanation Modal verbs can be confusing for many students. This quick guide and follow-up quizzes will help you understand the basics of modal verbs. After studying the following chart, try the challenging modal verb quizzes listed at the bottom of this page. Ability Can do something /  Able to do something   Someone has an ability to do something. Peter can speak French.Anna is able to play the violin.. Possibility    Could do something/  Might do something /  May do something /  Can do something Its possible for someone to do something. Peter could help you this afternoon.Alice might have gone to the bank.They may know the answers.  She can come to the party next week.   Obligation Have to do something Its a daily requirement of a job or some other common task. Peter has to help customers at the store.They have to get up early on Saturdays. Need to do something Its important to do something. I need to get some milk and eggs for dinner.She needs to do her homework tonight. Must do something Its personally important for someone to do something. I must leave soon because the train leaves in one hour.I must study if I want to get an A. Prohibition Mustnt do something Its forbidden for someone to do something. Children mustnt go into this room.Motorcycles mustnt be ridden on this road.   Non-necessity   Dont have to do something /  Dont need to do something It isnt necessary for someone to do something, but it is also possible. You dont have to take this class, but its interesting.You dont need to get up early on Saturday.She doesnt have to work on Sundays, but she does sometimes.Mary doesnt need worry about the wash. Ill take care of it.   Advisability   Should do something /  Ought to do something /  Had better do something Its a good idea for someone to do something. Its someones suggestion to someone. You ought to see a doctor.Jennifer should study harder.Peter had better hurry up. Shouldnt do something It isnt a good idea for someone to do something. You shouldnt work so hard.They shouldnt ask questions during the presentation.   Certainty Modal verbs can also be used to show how probable something is. These are known as modal verbs of probability and follow similar patterns in the present and the past.   must be   The speaker is 90% sure the sentence is true.   She must be happy today. Shes got a huge smile on her face.Tom must be in a meeting. Hes not answering his phone.   could be / might be / may be The speaker is 50% sure the sentence is true.   The could be at the party.She might be happy if you give her the present.They may be angry with their parents. cant be / mustnt be / couldnt be The speaker is 90% sure that something is not true. You cant be serious.They mustnt be the ones we ordered.She couldnt be at the party.   might not be / may not be The speaker is 50% sure that something is not true. The might not be in agreement on this contract.Tom may not be at school.   Now, try the quizzes: Modal Verb Review Quiz 1

Theory and Empirics in Qualitative Geographic Research Essay

Theory and Empirics in Qualitative Geographic Research - Essay Example He presents his data through anecdotes --- presenting the details of the scenario and then analyzing it afterward. This is quite effective especially in linking the relationship of the data he has gathered through observations. The only downside is that the style appears to be redundant after a couple of scenarios. His main stance is that in analyzing police work and behavior, one must pay attention not only to its cultural and social frameworks, but also in its inflexible nature in order to fully support and defend the generally accepted concept of public order (Herbert 20-1). On a personal viewpoint, his argument benefits well from the qualitative nature of the research. The variables present in such research is not only quantified by numbers, but also qualified by reasons. Through this, the author is able to dig deeper into the â€Å"whys,† thus enabling him to formulate conclusions that will aid towards more insightful views into the reasons for certain police

Using a practical study working with a variety of narratives, Essay

Using a practical study working with a variety of narratives, demonstrate how storytelling research can inform your understanding of managerial sense making and responsible management - Essay Example esorted to organisational storytelling as a tool to build and maintain corporate image and reputation, as a tool for change management and for communication with stakeholders. Storytelling organisations are defined by Boje as â€Å"collective storytelling systems in which storytelling expressive performance is key part of members’ past-present-future sensemaking† (2012, 254). In a sense, everyone is engaged in storytelling in one way or another. Stories may be real or fictitious and often have a plot, beginning, middle, ending and a moral lesson. Stories may be narrated by the person experiencing or witnessing an event or another person on his/her behalf hence it has narrators and audiences. In the case of the organisation, the story is about the organisation and its activities. Storytelling in organisations can be traced back to Aristotle poetics but in this case, the focus will be on David Boje’s quantum physics of storytelling and John Kotter’s change m odel. This essay will demonstrate how storytelling research can inform understanding of managerial sensemaking and responsible management using a practical study. The essay will be divided into three sections. The first section will discuss the theoretical concepts. This will entail discussing organisation storytelling and Boje’s main concepts (narrative, living stories, antenarratives).This will be followed by an explanation of what quantum physics of storytelling means for change management and finally, an explanation of Kotter’s 8-stage model of change to show how storytelling can help in managing change successfully. The second section will cover indepth analysis of theoretical concepts using a practical study with variety of narratives. Lastly, a brief summary will be given. Storytelling research shows that storytelling is increasingly becoming important in organisations. Postmodern organisations are experiencing interpenetration of post-industrialism with postmodern culture leading to a

People today freely use The Internet Essay Example for Free

People today freely use The Internet Essay People today freely use The Internet, E-mail, and Online Messaging to communicate with other people. It’s a great way to talk to loved ones who live far away, conduct business, and just have fun with friends, but there is a downside. People who we don’t know can obtain information about us by tracking e-mails and messages and unless these things are encrypted, everything we write can be pulled up and used against us. That is why people who use the Internet need to be much more aware of their online privacy and security. The Internet started in 1969 by the U. S. overnment. They wanted a communication system that couldn’t be destroyed in the event of an emergency. It consisted of four computers linked together called DARPANET. In the 1970’s people found that they could use this system to send messages between the computers to get to other people. More and more people started using this system and by the end of the 70’s, it was international. The earliest found company to use instant messaging was Mirabilis in November of 1996. Instant messaging is like a telephone conversation done between two people on the computer in real time. Popular companies that have instant messaging are AOL, Yahoo, and NET Messenger Service. E-mail or Electronic Mail is a way of composing, sending, and receiving messages over the computer. E-mail started in 1965, which means it actually began before the Internet and in fact helped start the Internet. First e-mail was used for multiple users to communicate through a mainframe computer. Now even though the government does not have control over the Internet in present day, they can still monitor what individuals are writing especially after September 11th. â€Å"The Sept. 1 terrorists relied heavily on the Internet, and the hijackers appear to have plotted their carnage using Yahoo e-mail. † The FBI believes they can now catch suspected terrorists by looking at suspicious email, but what constitutes suspicious? They have developed a program called Carnivore that looks through e-mail to find suspicious information. But, critics of this are not so sure of it’s benefits becau se it can be used to look for keywords such as â€Å"hijack† in mass amounts of e-mails, and whenever it finds an e-mail or message that has that word the FBI is entitled to read that message. If someone is just asking another person through e-mail about the current terrorist situation will that set off an alarm with the FBI and now that person’s e-mails will be tracked? Very possibly. The PATRIOT (Provide Appropriate Tools Required to Intercept and Obstruct Terrorism) Act provides investigators with more flexibility to pursue interception of e-mail messages, and monitoring of Web surfing and other PC-based communications. But does the general public believe that that government should have the right to look into private e-mails if they could catch a terrorist by doing it? According to a survey of PCWorld. m, â€Å"a total of 60 percent said they had serious concerns about giving the government more access to personal e-mail while 38 percent said they had little or no concern. † While the government and FBI feel that this is a completely legitimate way to weed out the terrorists in America, many others find it a complete invasion of privacy. This isn’t only a government vs. he people issue. As of 2004, â€Å"1 in 5 companies has had employees electronic messages subpoenaed in the course of a lawsuit or regulatory investigation† and â€Å"another 13 percent of 840 companies surveyed this year have battled workplace lawsuits triggered by employee e-mail. This means that private emails being sent while at work can be retrieved and used against a person in a court of law. The right to privacy is completely being revoked in these situations. That is why Americans need to be more aware of how to protect their privacy and there are ways to do this. First is by looking at the actual disclaimers that most people just sign without actually reading. American Online or AOL and Yahoo are two major providers of both e-mail and instant messaging. Looking into what their privacy policies are, you find this. Your AIM information consists of personally identifiable information collected or received about you when you register. Your AIM information may be shared within AOL and its business divisions. Your AIM information, including the contents of your online communications, may be accessed and disclosed in response to legal process (for example, a court order, search warrant or subpoena), or in other circumstances in which AOL has a good faith belief that AIM or AOL are being used for unlawful purposes. AOL may also access or disclose your AIM information when necessary to protect the rights or property of AIM or AOL, or in special cases such as a threat to your safety or that of others. (http://www. aol. com/info/p_privacy. adp. ) Yahoo’s disclaimer is similar saying that â€Å"Yahoo! collects personally identifiable information when you register for a Yahoo! account,† and â€Å"we reasonably believe it is necessary to share information in order to investigate, prevent, or take action regarding illegal activities. Basically both are stating that, for the most part, our privacies are protected unless there is a need to look at the e-mails or messages being sent. That is a big but though. People should read that and decipher that the government or business we work at could basically make up a story as to why they need to read an email and both of these e-mail companies would have to comply. That really isn’t protecting us. At least we should know ahead of time though that these are the company policies so it shouldn’t come as a surprise if our privacy was breached. This brings us to the concept of encryption. â€Å"Chances are that nobody is watching the data you send out, but unless the information is over a secure (encrypted) connection, you cant be reasonably sure that its safe. † The definition of encryption is â€Å"the process of encoding information in such a way that only the person (or computer) with the key can decode it. † There are different encryption systems, but essentially two computers have secret codes that hold the key to decoding the messages sent between them. So if a message is encrypted, only your friend’s computer will be able to read what you sent to them. Does this type of security interest the common person? It definitely should and is quite easy to obtain. There are messenger services that provide e-mail and instant messaging. One is called Hushmail, which includes encryption enhancements. All you have to do is sign up for it just like you would Yahoo! or AOL and the only downside is that storage space is limited. But the option is out there for people to choose safety over unnecessary storage. Yahoo! nd AOL are the trusted and most used e-mail and instant message companies so most people just subscribe to these two, but really need to research what else is out there in regards to encrypted messaging companies like Hushmail. Customers of AOL though can upgrade to AIM 5. 2, which uses encrypted messages. Yahoo! on the other hand only has a form of encryption. The â€Å"system sends the message unprotected to Yahoos server. The recipient is given a URL to view the document on an SSL-protected web page. † Consumers feel this is a weak link because the message is still being sent without it being secure, but it is a step forward. There are other simple general steps that a consumer should do or at least think about before signing onto an e-mailing system. One is to always know the software that you are downloading onto your computer. Many programs appear to be legitimate, but they really just want to get your information and use it for bad reasons that veer into your personal privacy. Also, if a person shares a computer with many people, like a college library system, that person needs to make sure they clear their passwords and personal information before leaving their seat. And basically people just need to be more suspicious. Even though that’s a bad outlook, if you’re messages are not encrypted, then you need to be more aware of what you’re writing. If you think it could be construed in a negative way, then you shouldn’t send it over an unprotected system that could one-day work against you. In conclusion, â€Å"although companies and other entities operating in the online or electronic commerce environment have a responsibility to ensure the privacy of personally identifiable information online, the Online Privacy Alliance believes that consumers also have a role to play. Consumers should look for privacy policies on the web sites they visit as well as be aware of the various self-enforcement mechanisms currently available. †After the tragedy of September 11th, the government does need to do certain things in order to further protect our country against another attack, but this shouldn’t mean attacking American’s privacy and security. Americans shouldn’t have to live in constant fear of Big Brother looking into our personal letters and messages to loved ones and friends, and also shouldn’t be afraid that some things being said are going to be taken the wrong way. That is the opposite of making us feel more secure and safe because that basically means we’re being attacked from within our own government. Saying that, there are many things that we, as consumers, are responsible for knowing what is out there to give us more security. There is encryption and the big companies out there that provide e-mail and instant messaging are getting on board and providing encrypted programs for us to use. We should also be responsible enough to actually read all disclaimers that we usually don’t bother to read so that we are not shocked when we learn that the government just looked at our private message to someone. It’s hard as one person to fight something like Carnivore, but we can do simple things like read disclaimers, be smart about what e-mail programs we subscribe to and be safe and responsible when we are on the Internet.

Lives on the Boundary by Mike Rose Essay -- Education Boundary Mike Ro

Lives on the Boundary by Mike Rose The book Lives on the Boundary, written by Mike Rose, provides great insight to what the new teaching professional may anticipate in the classroom. This book may be used to inform a teacher’s philosophy and may render the teacher more effective. Lives on the Boundary is a first person account composed of eight chapters each of which treat a different obstacle faced by Mike Rose in his years as a student and as an educator. More specifically in chapters one through five Mike Rose focuses on his own personal struggles and achievements as a student. Ultimately the aim is to highlight the underpreparedness of some of today’s learners. First and most importantly Mike Rose writes the book in the first person. This provides an invaluable view to the actual thoughts and perceptions of a student who considered himself to be underprepared. Mike Rose begins his accounts in grammar school when he felt lost in the material. The teacher did not hold his attention and therefore he began to â€Å"daydream to avoid inadequacy† (Rose 19). Mike Rose does not describe himself as a nuisance, but as a student who was overlooked. This treatment was very a detriment to his education. â€Å"I would hide by slumping down in my seat and page through my reader, carried along by the flow of sentences in a story.† (Rose 19) He discusses the teachers’ inability to â€Å"engage the imaginations of us kids who were scuttling along at the bottom of the pond.† (Rose 26) This strategy combined poorly with the attitudes of other students who did not want to work hard, who just wanted to be average. (Rose 28) Mike Rose describes that mix of students and how it affected his own perception of education: â€Å"School can be a tremendously disorienting place†¦ You’ll also be thrown in with all kind of kids from all kind of backgrounds, and that can be unsettling†¦ You’ll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite: French, physics, trigonometry. And all this is happening while you’re trying to shape an identity; your body is changing, and your emotions are running wild.† (Rose 28)   Ã‚  Ã‚  Ã‚  Ã‚  Without reading Mike Rose’s detailed descriptions of his experiences as a learner a perspective teacher may never suspect that the quiet student in the class is daydreaming to avoid the material that he/she does n... ...ild, when he would hide and daydream, up until his first years of college, when he would avoid areas that were difficult, the author recognized that there was important link between challenging the student on a meaningful level and the degree to which the student eventually produced. â€Å"I felt stupid telling them I was†¦ well – stupid.† (Rose 43) Here, Rose shows an example of how poor preparation and low standards in the classroom can make a student feel inadequate. Indeed, one can see how many things seemingly unrelated do affect a student’s ability to learn. Reading Mike Rose’s book Lives on the Boundary one can benefit from his efforts as a student and educator. It is a tool that can be used to motivate teachers to produce interesting lesson plans and to be aware of their students in all aspects. The book provides concrete examples of good and bad teaching all related through the author’s personal history. Finally, the book-as an account of one man’s personal struggle – reflects on the inner psyche of the marginal student and prompts the reader to be more attentive to each and every learner. Work Cited Rose, Mike. Lives on The Boundary. New York, NY: Penquin Books. 1989 Lives on the Boundary by Mike Rose Essay -- Education Boundary Mike Ro Lives on the Boundary by Mike Rose The book Lives on the Boundary, written by Mike Rose, provides great insight to what the new teaching professional may anticipate in the classroom. This book may be used to inform a teacher’s philosophy and may render the teacher more effective. Lives on the Boundary is a first person account composed of eight chapters each of which treat a different obstacle faced by Mike Rose in his years as a student and as an educator. More specifically in chapters one through five Mike Rose focuses on his own personal struggles and achievements as a student. Ultimately the aim is to highlight the underpreparedness of some of today’s learners. First and most importantly Mike Rose writes the book in the first person. This provides an invaluable view to the actual thoughts and perceptions of a student who considered himself to be underprepared. Mike Rose begins his accounts in grammar school when he felt lost in the material. The teacher did not hold his attention and therefore he began to â€Å"daydream to avoid inadequacy† (Rose 19). Mike Rose does not describe himself as a nuisance, but as a student who was overlooked. This treatment was very a detriment to his education. â€Å"I would hide by slumping down in my seat and page through my reader, carried along by the flow of sentences in a story.† (Rose 19) He discusses the teachers’ inability to â€Å"engage the imaginations of us kids who were scuttling along at the bottom of the pond.† (Rose 26) This strategy combined poorly with the attitudes of other students who did not want to work hard, who just wanted to be average. (Rose 28) Mike Rose describes that mix of students and how it affected his own perception of education: â€Å"School can be a tremendously disorienting place†¦ You’ll also be thrown in with all kind of kids from all kind of backgrounds, and that can be unsettling†¦ You’ll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite: French, physics, trigonometry. And all this is happening while you’re trying to shape an identity; your body is changing, and your emotions are running wild.† (Rose 28)   Ã‚  Ã‚  Ã‚  Ã‚  Without reading Mike Rose’s detailed descriptions of his experiences as a learner a perspective teacher may never suspect that the quiet student in the class is daydreaming to avoid the material that he/she does n... ...ild, when he would hide and daydream, up until his first years of college, when he would avoid areas that were difficult, the author recognized that there was important link between challenging the student on a meaningful level and the degree to which the student eventually produced. â€Å"I felt stupid telling them I was†¦ well – stupid.† (Rose 43) Here, Rose shows an example of how poor preparation and low standards in the classroom can make a student feel inadequate. Indeed, one can see how many things seemingly unrelated do affect a student’s ability to learn. Reading Mike Rose’s book Lives on the Boundary one can benefit from his efforts as a student and educator. It is a tool that can be used to motivate teachers to produce interesting lesson plans and to be aware of their students in all aspects. The book provides concrete examples of good and bad teaching all related through the author’s personal history. Finally, the book-as an account of one man’s personal struggle – reflects on the inner psyche of the marginal student and prompts the reader to be more attentive to each and every learner. Work Cited Rose, Mike. Lives on The Boundary. New York, NY: Penquin Books. 1989

Educational Systems Essay

Educational Laws| Twelve years of primary and secondary education prior to attending university.| * All children in the UK of compulsory school age must receive a full time education. * Classes from September to July * Long vacation from 1 July to 30 September * Languages of instruction.| * Academic year runs from March to December. * Primary: 4 or 6 hours * Holydays: two weeks in July| Organization of education at all levels| * Pre- primary education: from 3 to 6. Kinder garden – Child care center – Nursery level * Primary school (elementary) from 6 years old to 13/14. Private or state schools, * Secondary school (highschool): from 13/14 to 16/18Highschool diploma (basic or honour)GED (gral. educ. diploma) test for immigrants or international students to certificate de level.IB examination in different subjects.AP course in order to enter university. * Higher education/university education Undergraduate 1- Associate degree (AS/AA): 2 years. â€Å"General†. Semi- skilled job. Administrative.Bachelor’s degree (BA/BS): 4 years aprox.Graduate 2- Master’s degree (MS/MA): 2 or 3 years.Doctorate degree (PhD): university teachers, doctors, lawyers, scientific. You can choose the subjects and you obtain credits. That is why bachelor’s is more general.Universities divided in schools/orientation. | * Nursery school 1 – 4/5 * Primary school: Infant (4 – 7) Junior (7 – 11) * Secondary school: * Senior * College/ sixth form GCSE: General Crtificate of Secondary Education. One year. Pupils can leave secondary schooling.One more year: AS-Levels (higher level of secondary)A-level (required for university entrance)Diploma: skills and and knowledge needed for work. (like the associated)VOSE * Higher education * Undergraduate level (sometimes referred to as tertiary education) * Graduate (or postgraduate) level (sometimes referred to as quaternary education). Higher education differs from other forms of post-secondary education such as vocational education.There is a three-level hierarchy of degrees (Bachelor, Master, Doctor) A graduate student is an individual who has completed a bachelor’s degree (B.A., B.S.) and is pursuing further higher education, with the goal of achieving a master’s degree (M.A., M.S.) or doctorate In the United States, Graduate education can also refer to those pursuing a post-master’s Educational Specialist degree or post-master’s Certificate of Advanced Study (law school or business school.)| * Pre-primary level – kinder garden (two stages 4 and 5 obligatory) * Primary level – EPB (elementary). From 6 to 11 (it depends on the province) * Secondary level: from 12 to 17 years old. 1) ESB/CBU2) Polimodal/ CE/ ESO * Higher education: private/ national universities or institutions. | In college ≠  in university College: smaller Focus on undergraduate degrees There are a lot of variations especially in qualification. Each state has the possibility of regulate. University: divided into colleges but they are not specialized in one area ancient universities (Oxford/Cambridge). Each school has an orientation. Many courses of study in the same college. (â€Å"autà ³nomos†) OPEN UNIVERSITY: there are some degrees very prestigious. There is a curriculum: pass one subject in order to go on advancing in your program of studies. Diploma in higher education/associated: tecnicatura Undergraduate: after school Higher education: tertiary university undergraduate graduate and postgraduate as synonyms SLA: school leaving age