Tone, Rhyme, and Irony in Thomas Hardy's the workbox Essay

Tone, Rhyme, and Irony in Thomas Hardy's the workbox - Essay Example The tone of the poem is set as aggressive and menacing in the first line of the poem with the forceful and demeaning words, â€Å"See, here’s the workbox, little wife,† (Hardy 374). The opening words of the poem, where the husband greets his wife, are seemingly innocent enough unless the reader close reads and notices an almost overpowering sense of control. The husband’s intentions were never to give a gift to his wife, but a reminder of an issue she has caused for him. The overall tone can be mistaken for a happy and light conversation between the man and his wife until further read into, when the reader can tell there is a hidden fact they both know of. The narrator announces in the aggressive tone that he has made something for his wife to take a look at. In the following stanza, it is revealed that the workbox the narrator constructed of polished oak is a present to his wife. Gifts signify gratitude and rewarding. However, the tone in which the husband opens to present his wife with the gift is aggressive and angry in its tone. The combined tone of anger and control shows that the giving of the gift is ironical because it is not a present the husband gives in joy and thankfulness to his wife. A sense of irony comes into play in the first stanza when the tone set by the first two lines is taken into consideration. The aggressive tone of the opening words along with the context that the rest of the stanza carries is enough to reveal a large amount of ironic quality.â€Å" ‘See, here’s the workbox, little wife, that I made of polished oak.’ He was joiner, of village life, She came from borough folk† Throughout the rest of the poem we learn details about the source of the materials and the wife’s past life which reveal the nature of the relationship through the real intentions of the husband and his wifes silence. Throughout the poem, irony intertwines in the theme to show that a gift from a loved one can be an act that is

Video game addiction Essay Example for Free

Video game addiction Essay This chapter presents the introduction, background of the study, statement of the problem, significance of the study, scope and delimitation, the conceptual framework and the definition of terms. INTRODUCTION It was not long ago when computers were very big and most people could not afford to buy one. Over the years, computers have not only gotten smaller, but also less expensive and more powerful. Today, many people can afford to buy their own computer. You can see a computer in use almost everywhere. Computer is an electronic machine used to process data. It changes data into useful information. It is controlled by commands or instructions. These commands or instructions tell it what to do. Computers come in different shapes and sizes and they serve many purposes. They range from the tiny computers built into appliances and cars the large mainframe computers used to run big business. This device or computer program provides entertainment by challenging a persons eye-hand coordination or mental abilities. Made possible by the development of the microprocessor, electronic games are marketed in various formats, such as hand-held one-player models, cartridges or compact discs that are inserted in modules attached to television sets, computer programs run on personal or network computers, and freestanding arcade versions. Most of their appeal comes from the computer program that synchronizes flashing lights and a variety of sounds with the movie like animated action portrayed on a graphic display. In modern society, it is very common in playing computer games. Even though computer games are common in our life, they have not only good effects, but also bad effect, especially to pupils. Moreover, even though parents know that pupils play computer games too much, they do not know that why pupils are widely excited at computer games, and what the bad effects of computer games are. There are two main causes that pupils play computer games too much. In addition, playing computer games too much has two main effects. The first reason that pupils play computer games too much is very simple, because computer games are very fun. Computer games relieve stress. Therefore, computer games have very splendid violent content. There has long been the believed that violent content may teach violent behaviour to the young. Moreover, Barrie Gunter asserted, Playing computer or video games with violent themes results in the heightening of perceptions of risk or danger in the real world, He declared that the power of video or computer games may also be derived from the feeling of control which they stimulate in young players. Thus, computer games drive pupils more violent. Besides, pupils could misunderstand that they are computer games character. In the municipality of Atimonan, Quezon are lots of computer shop near the school site where the computer games are open to play it and the researcher found out that most of those who frequently play computer games are the elementary grades pupils. In fact computer games have effects to the players especially to the children. This situation paved the way for the idea to become interested in her study and wanted to determine the effects of playing computer games has affect to the pupils’ academic performance. STATEMENT OF THE PROBLEM The researcher aimed to determine the effects of computer games in Academic Performance as perceived by the Grade V pupils’ in Our Lady of the Angels Academy (OLAA) during the school year 2011-2012. Specifically, this seeks to answer the following questions: 1. What is the Profile of Grade V Pupils’ in OLAA in terms of: * Sex * Age * Family Monthly Income * Parents Educational Attainment 2. When do they usually play the computer games? 3. Where do they usually play the computer games per week? 4. How much time do they spend playing computer games per day? 5. Where do they get money for computer games? 6. What kind of computer games-machine do they usually play? 7. What are the perceived effects of computer games on the Grade V Pupils’ in terms of * Study Habits * Academic Achievement * Physical Skills * Emotional Stability 8. In what aspects do computer games have the most impact? 9. In what aspects do computer have the least impact? STATEMENT OF NULL HYPOTHESIS There is no significant effect of playing Computer Games in the pupils’ academic performance. SIGNIFICANCE OF THE STUDY In the world of technology and innovation, computer games have played an important role. There are constantly developing new strategies, techniques such that the games become increasingly appealing and exciting. It is hoped that the result of this study would be a great help to the teachers as well as to the parents for they would know the effects of playing computer games as perceived by Grade V pupils’ of Our Lady of the Angels Academy Atimonan, Quezon. To the Teachers, The findings of this study will enable the teachers to discover the positive effects of computer games and not see only the negative side. Since computer is medium of communication. To the parents, the results of this study will be a great help to them especially when they bothered about their children who spend too playing computer games. To the students, the results of this research will surely benefit the students. With this, they will start to realize that computer games can influence their academic performance in school. To the researcher, as a future teacher will also be the one who can help to encouraging and arouse the interest of the pupils’ to gain higher grades in the academic and to know the limitations of playing computer games. SCOPE AND DELIMITATION OF THE STUDY In order to gather the academic performance of the students, the researcher asked permission from the principal and their teacher to get their scholastic performance in order to know how the respondents perform in terms of their academic performance. By means of purposive sampling, the researcher has 34 pupils, nineteen (19) male and fifteen (15) female, which composed of only one section of Grade V pupils’ in Our Lady of the Angels Academy. The researcher only considers the scholastic performance of the Grade IV Pupils’ of Our Lady of the Angels Academy during 1st to 3rd grading period to get their academic performance. The researcher gets their average grade to determine their overall academic performance. CONCEPTUAL FRAMEWORK A computer is a programmable machine designed to sequentially and automatically carry out a sequence of arithmetic or logical operations. The particular sequence of operations can be changed readily, allowing the computer to solve more than one kind of problem. Generally the effect of Computer Games Specifically the study aims to: 1. Avoid too much playing computer Games 2. Avoid low Failing Grades of Academic Performances. 3. Spend much time on studies. 4. Avoid change attitude. RESEARCH PARADIGM DEPENDENT VARIABLES DEPENDENT VARIABLES Perceived Effects of Computer Games in the Academic Performance of Grade IV Pupils’ of OLAA in terms of: * Study Habits * Academic Achievement * Physical Skills * Emotional Stability Perceived Effects of Computer Games in the Academic Performance of Grade IV. Pupils’ of OLAA in terms of: * Study Habits * Academic Achievement * Physical Skills * Emotional Stability MODERATING VARIABLES MODERATING VARIABLES Computer Games * Dota * Crazykart * Farmville * Special Force * CABAl * Ninja Saga * Cityville * Plants vs. Zombie * RAAN * Other , please specify Computer Games * Dota * Crazykart * Farmville * Special Force * CABAl * Ninja Saga * Cityville * Plants vs. Zombie * RAAN * Other , please specify INDEPENDENT VARIABLES INDEPENDENT VARIABLES Profile of Grade IV Pupils’ of OLAA in terms of: * Gender * Age * Their Computer Games Exposure Profile of Grade IV Pupils’ of OLAA in terms of: * Gender * Age * Their Computer Games Exposure Figure 1 this figure shows that the Relationship among the Independent Variables, Moderating Variables and Dependent Variables. Since, this study centered on determining the effects of computer games in the academic performance of the Grade V Pupils’, the researcher has developed a paradigm that shows the relationship of the independent variables moderating variables and the dependent variables. Hence, as shown in Figure I, Perceived effects of computer games in the academic performance of the Grade IV pupils’ (Box 2) is dependent upon their inherent ability to despondence ( Box 1). This is influenced by the dependent ( Box 2) such as the differences academic performance of the pupils’. DEFINITIONS OF TERMS To make this study more understand for the readers and to avoid confusion for this research to work. The following terms were defined. * Computer an electronic machine used to process data. It changes data into useful information. It is controlled by commands or instructions. * Academic Performance concerns about the information of study habit, academic achievement, involving scholastic rating and development of cognitive skills, improvement of motor skills, enriching affective skills. * Video Games refers to kind of muscle or mental exercise indulged into by some persons for purposes of relaxation which is necessary for maintenance of one’s health. * Computer Games pertains to the mental exercise using modern devices such as video machine, family computer, Atari, or others which attract younger pupils especially to grade school children. CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents pertinent review of related literature and studies which is relevant to the research. RELATED LITERATURE Today almost all of us have electronic devices at home for us to be comfortable and handy at times. But it also has a negative effect on children, especially students. Parents usually buy computers for their children educational resource. But students who always seek to fun activities around them use computer to play games, chat with their friends and to catch up with the latest gossip on celebrities. And before they know it they are already addicted to computer. Computer can cause students to be physically, and mentally ill, and the more the child spends more time on the computer, the more he or she loses time to focus on academics, and to talk to their family. Computers, video games, and the internet have become entrenched features of our daily lives. Computer use has reached beyond work and is now a major source of fun and entertainment for many people. For most people, computer use and video game play integrated into their lives in a balanced healthy manner. For other time spent on the computer or video game is out of balance, and has displaced work, school, friends, and even family. According to Gentile (2004), computer games are natural teachers. Children find them highly motivating by virtue of their interactive nature. Children are actively engaged, provide repeated practice, and include rewards for skilful play. These facts make it likely that computer games could have large effects, some of which are intended by game designers, and some of which may not be intended. The data about childrens video game habits are correlated with risk factors for health and with poorer academic performance. When video game play is analyzed for violent content, additional risk factors are observed for aggressive behavior. Fisher (2006) stated that, theres also another type of computer addiction thats been identified, which has been labelled positive addiction. It may sound like a contradiction of terms, but having a positive addiction is defined as obsessive behavior in which the benefits received outweigh the cost of the addiction. There are many ways in which immersing one into the computer can actually help make a person a better, healthier, more aware human being. Not all the stuff on the Internet is bad, by any means. Theres an incredible wealth of valuable, enriching material available in an endless variety in cyberspace, as well. In addition, there are a growing number of researchers who argues that meeting someone online may actually be a more intimate and revealing experience than face to face contact, because youre communicating your thoughts, feelings, and emotions in a more real way, free of the game playing and posturing that often accompanies real world dating. You get to know the inner person in a more direct, spontaneous way without worrying about facial expressions or inflections of the other persons voice. In a very real way, couples who made their first contact online often know each other in a deeper, more intimate way than couples who meet in the outside world. Further, it is important to remember that even if a person spends a significant amount of time on the computer every day, that doesnt necessarily mean that the person is negatively addicted. Spending a considerable amount of time online doesnt always ruin a persons life or the lives of the other people. There are people who use their computers to reach out to others in a meaningful way and use the awesome power and positive aspects of the Internet to learn and grow in every area of their lives and to become better people. On the other hand, Portal (2007) stated that, compulsive gaming is already considered a psychological disorder. The growing number of students suffering from computer game addiction and video game addiction can be puzzling for many people. What the people don’t realize is that any form of addiction roots from things that used to be harmless. Just like in gambling, virtual games bring a sense of fun, thrill and excitement when played, these feelings actually make the game more appealing and engaging and addictive. The seriousness of video game addiction and computer game addiction has gone unnoticed. It managed to sneak from a good thing that turns out bad due to abuse and bad usage. Moreover, Kranz (2008) stated that the seriousness of the issues caused by computer game addiction and video game addiction was even claimed to have created a new face of addiction in modern-day societies. Since this kind of addiction roots from seemingly harmless sources, what leads to addiction is the peoples abuse to the effects or benefits that they bring. Since no one will ever prevent using computer these days, at work or in school, theorists predict that this kind of disorder will be much harder to manage. When time spent on the computer, playing computer games or cruising the internet reaches a point that is harm a child’s or adult’s family and social relationships, or disrupt school or work life, that person may be caught in a circle of addiction. Like other addiction, the computer or video game has replaced friends and family as a source of person’s emotional life. Increasingly, to feel good, the addicted person spends more time playing video games or searching the internet. Time away from the computer or game causes moodiness or withdrawal. RELATED STUDIES According to Matt cited by Walsh that the most widely used positive impact computer games are said to have on children is that they may improve a players manual dexterity and computer literacy. Ever-improving technology also provides players with better graphics that give a more realistic virtual playing experience. This quality makes the computer game industry a powerful force in many adolescent lives. However, numerous studies show that computer games, especially ones with violent content, make teens more aggressive. In another study conducted by Gentile cited by Anderson that adolescent girls played computer games for an average of 5 hours a week, whereas boys averaged 13 hours a week. According to Anderson cited by Gentile that playing computer games may increase aggressive behavior because violent acts are continually repeated throughout the computer game. This method of repetition has long been considered an effective teaching method in reinforcing learning patterns. According to Anderson cited by Bushman that games also encourage players to identify with and role plays their favourite character. This is referred to as a first-person video game because players are able to make decisions affecting the actions of the character they are imitating. After a limited amount of time playing a violent video game, a player can automatically prime aggressive thoughts. The researchers concluded that players who had prior experience playing violent video games responded with an increased level of aggression when they encountered confrontation. CHAPTER III RESEARCH METHODOLOGY METHOD OF RESEARCH USED This study used descriptive method of research because the descriptive method is designed for the investigator to gather information, about present existing conditions. It evolves collection of data in order to test or to answer questions concerning the current status of the subject under study which measures the existing phenomenon the students; hence the aforementioned research method was adopted. RESEARCH LOCALE The researcher has chosen Our lady of the Angels Academy as her place where the study will be conducted. Our lady of the Angels Academy was located at Quezon Street of Zone I Poblacion in Atimonan, Quezon. It has good location and conducive for the pupils to learn. The community has various resources which support and help the school. The community has a large number of population going to school. RESEARCH SAMPLE The researcher use purposive. She decided to study all Grade-IV pupils of Our lady of the Angels Academy because the total population of Grade IV pupils are twenty-two (22). These selected Grade IV pupils are composed of 22. DATA GATHERING PROCEDURE In order to gather data the needed data, the researcher made preliminary steps. The researcher asked permission from the principal of Our Lady of the Angels Academy to allow to conduct her study and to use pupils as respondents. The researcher gave Questionnaire to the pupils and the classroom adviser gave their permission. The direction of the questionnaire was fully explained by the researcher before the class to avoid misinterpretation. After answering, the questionnaire were collected and counted by the researcher. RESEARCH INSTRUMENTATION The researcher uses a survey questionnaire as her main instrument in gathering the necessary data. This questionnaire is composed of the following partws|: Part I – Respondents Personal Data Part II– Computer Games Exposure Part III– Effect of Computer Game to the pupils. STATICTICAL TREATMENT In analyzing the data, the Percentage and Weighted Mean Formula as shown below was used. P=FNx100 Where: P=Percentage F=Total number of responses N=Total number of respondents WM=5n+4n+3n+2n+nN Where: WM=Weighted Mean n=Number of frequency responses N=Total number of respondents. Result was interpreted using the scale below: Point Scale| Range Interval| Description| 5| 4. 21-5. 00| SA| 4| 3. 41-4. 20| A| 3| 2. 61-3. 40| U| 2| 1. 81-2. 60| D| 1| 1. 00-1. 80| SD| Appendix B1 QUESTIONNAIRE PART I – Respondents Personal Data A. SEX [ ] Male[ ] Female B. AGE [ ] 8-10 years old[ ] 11-13 years old[ ] other, please specify C. FAMILY MONTHLY INCOME: [ ] less than P 5000[ ] Php. 8000 9000 [ ] Php. 5000 – 6000[ ] Php. 9000 10000 [ ] Php. 6000 – 7000[ ] more than P 10000 [ ] Php. 7000 – 8000 D. EDUCATIONAL ATTAINMENT OF YOUR FATHER: [ ] Elementary Graduate[ ] College Undergraduate. [ ] High school Graduate[ ] College Graduate E. EDUCATIONAL ATTAINMENT OF YOUR MOTHER [ ] Elementary Graduate[ ] College Undergraduate [ ] High school Graduate[ ] College Graduate PART II – COMPUTER GAMES EXPOSURE This part will determine your computer games exposure. Please answer honestly. 1. When do you usually play the computer games? [ ] during Saturday and Sunday [ ] before going to school [ ] before break time [ ] after class hour [ ] during my free time 2. Where do you usually play the computer games? [ ] at home [ ] at amusement center [ ] at internet cafe [ ] at computer shop [ ] other, please specify 3. How much do you spend for computer games? [ ] P5. 00-P10. 00 [ ] P16. 00-P20. 00 [ ] P25. 00-P30. 00 [ ] P45. 00 and above 4. How much time do you spend playing computer games? [ ] 1-2 hours[ ] 5-6 hours [ ] 3-4 hours[ ] More than 6 hours 5. Where do you get the money you spend for the game? [ ] Parents [ ] Allowance [ ] Savings [ ] other, please specify 6. What kind of computer games-machine do you usually play? [ ] Family computer[ ] Netbook [ ] Personal software process (PSP)[ ] Laptop [ ] Game boy[ ] Other, please specify [ ] Cellphone 7. What types of computer games do you usually play? [ ] DOTA[ ] Ninja Saga. [ ] Crazykart[ ] Cityville [ ] Farmville[ ] Plants vs. Zombies [ ] Special force[ ] RAN [ ] CABAL[ ] other, please specify Part III- EFFECT OF COMPUTER GAME TO THE PUPILS This part will determine the effect of computer games with regards to your study habit, academic achievement, physical skill, and emotional stability. Please check ( / ) the data which correspondent to your answer. Where:SA Strongly Agree= 5 A Agree= 4 UUncertain= 3 DDisagree= 2 SD Strongly Agree= 1 A. STUDY HABITS ITEMS| (SA)5| (A)4| (U)3| (D)2| (SD)1| 1. I prefer to play computer games first before I make my assignment| | | | | | 2. I love computer games more than I enjoy my school lessons. | | | | | | 3. I enjoy playing computer games than making my assignment. | | | | | | 4. I spend much time in playing this game than studying my lessons. | | | | | | 5. I skip class just to play computer games. | | | | | | 6. I prefer to play computer games than reading. | | | | | | 7. Computer games make me less interested in studying. | | | | | | 8. I want to play computer games than to learn new things related to my study. | | | | | | 9. When I have a vacant time I always think that I want to play computer games. | | | | | | 10. I am so engrossed in playing Computer games that I forget the task hand. | | | | | | B. ACADEMIC ACHIVEMENT ITEMS| (SA)5| (A)4| (U)3| (D)2| (SD)1| 1. I still get good grades in examination although I’m an avid player of computer games. | | | | | | 2. Playing computer games help me a lot to improve my analytical skills. | | | | | | 3. I have less time studying because of computer games that is why I participate less in class discussion. | | | | | | 4. I play computer games because it helps me increase my reasoning ability. | | | | | | 5. A computer game helps me improve my mathematical skills. | | | | | | 6. I play computer games because it helps me explore new word/words. | | | | | | 7. I play computer games because it helps me to be creative. | | | | | | 8. My grade in school is affected because of computer games. | | | | | | 9. I play computer games because it provides indirect opportunities to learn principles that help me in lessons. | | | | | | 10. I play computer games because it helps me to learn follow instruction. | | | | | | C. PHYSICAL SKILLS ITEMS| (SA)| (A)| (U)| (D)| (SD)| 1. Computer games improve my hand coordination. | | | | | | 2. I feel so energetic and active in group activity. | | | | | | 3. After playing computer games, I feel refreshed. | | | | | | 4. Playing computer games helps me improve my eyesight. | | | | | | 5. A computer game helps me in my sense of hearing. | | | | | | 6. It helps me to develop skills involving movement. | | | | | | 7. It helps me to enhance my own unique way. | | | | | | 8. It helps me to develop my gross motor skills. | | | | | | 9. It helps me to grow my progression of developmental milestones. | | | | | | 10. It helps me to progress my own individual skills. | | | | | | D. EMOTIONAL STABILITY ITEMS| (SA)5| (A)4| (U)3| (D)2| (SD)1| 1. I feel that computer games it lessen my emotional problems. | | | | | | 2. A computer game helps me not to feel bad whenever my friends are not around. | | | | | | 3. Computer game helps me to gain confidence. | | | | | | 4. Computer game helps me to appreciate the efforts of others. | | | | | | 5. Computer game helps me to understand the behaviours of others whenever bad or goods. | | | | | | 6. It helps me to express my feeling to others. | | | | | | 7. Computer game helps me to share my emotional problems to my parents. | | | | | | 8. Computer games help me to express my opinions and ideas. | | | | | | 9. Computer games help me to respect others. | | | | | | 10. Computer games help me to be independent. Esteban, Clifford P. 2010. â€Å"The Amazing World of Computers†. Quezon City, Philippines: PHOENIX Publishing House, Inc. Pgs. 1-. 6 [ 2 ]. http://education. yahoo. com/reference/encyclopedia/entry/electroG [ 3 ]. http://www. scribd. com/effectsofcomputergmes. ph [ 4 ]. http://www. scribd. com/effectsofcomputergmes. ph [ 5 ]. https://www. oppapers. com/join. php Article â€Å"Effects of Computer Games† [ 6 ]. . (www.mediafamily. org/facts/facts_gameaddiction. shtml) [ 7 ]. (http://findarticles. com/p/articles/mi_m0816/is_6_21/ai_n9772319/) [ 8 ]. (http://www. clickingaddict. com/positive_computer_addiction. html) [ 9 ]. (http://hubpages. com/hub/Computer-Gaming-Addiction). [ 10 ]. (http://www. artipot. com/articles/208460/video-games-the-modern-day- addiction. htm). [ 11 ]. (www. asiafinest. com/forum/index. php? showtopic=19726) [ 12 ]. Walsh, D. (2000). Interactive violence and children: Testimony submitted to the Committee on Commerce, Science, and Transportation, United States Senate. (March 21, 2000.) [ 13 ]. Gentile, D. A. , Lynch, P. , Linder, J. Walsh, D. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22. [ 14 ]. Gentile, D. A. Anderson, C. A. (2003). Violent video games: The newest media violence hazard. In D. A. Gentile (Ed. ), Media violence and children. Westport, CT: Praeger Publishing. [ 15 ]. B ushman, B. Anderson, C. (2002). Violent Video Games and Hostile Expectations: A Test of the General Aggression Model. Personality and Social Psychology Bulletin, 28, 1679-1686.

A Brief History of Alaska

A Brief History of Alaska A Brief History of Alaska Alaska, the 49th State, has a rich history behind it. From the Paleolithic period to the present, Alaskas natural beauty, and its rich resources have been the lands bane and boon to its natives. The Russians, Spanish, British, and Americans have at one time or another exploited Alaskas otters for their fur, and the land for its oil. Paleolithic Inhabitants Alaskas original inhabitants were of Asiatic descent. By that era, the natives of Alaska already had an organized society, which was segregated into three classes of people: the Honorables, which included the respected whalers and elders; the Commoners; and the Slaves. Their society was known to practice mummification at death just like the Egyptians. Occasionally, a slave was killed in honor of their dead, which means they also practice human sacrifice. Alaskas Discovery Alaskas discovery happened in 1741 by a Danish seafarer aboard a Russian ship. The sailors hunted the animals and took their furs back to the Old World. The people were amazed by the quality of the furs that they were sought after. Because of the demand for more furs, Alaska became a favorite hunting and trading post. Catherine the Great, who was the monarch during this period, urged the hunters to treat the Native Aleuts with compassion. However, the hunters obsessive quest for furs made this impossible. The Spanish Expeditions Alaska eventually became part of Russia and this did not sit well with the Spanish monarch, King Charles the III. Between 1774 and 1791, King Charles sent out Spanish expeditions to the area. His efforts to claim even a part of Alaska for the glory of Spain were thwarted at every opportunity by the Russian armies. Eventually, King Charles abandoned his attempts at getting a piece of the Alaskan peninsula from the Russians. He decided both the Russians and the Natives were too formidable for the Spanish. British Subjects During this same period, the British also attempted to get a piece of the Alaskan territory. The possible uses of Alaskas sea otters were too profitable for British navigators to ignore. Captain James Cook and his crew set sail to explore the Alaskan territory in 1778. When they returned to England, they showed off their beautiful fur coats that were taken from Alaskas freshly killed otters. Upon seeing these fur coats, the British decided to send out more expeditions to Alaska. As a result, the town of Wrangell became subject to British rule. How Alaska Became Part of America The United States purchased Alaska from the Russians for 7.2 million dollars in April 9, 1867. It did not become a state of the United States until July 7, 1958 when President Dwight D. Eisenhower signed the Alaska Statehood Act. On that day, Alaska became the 49th state of the United States of America. All through the period when Alaska was a part of America, it primarily served as a rich source of gold. Many miners, opportunists, and explorers from all over the States migrated to Alaska because of the gold rush. Eventually, they settled there and made the wintery land their home. Later, oil was discovered at Prudhoe Bay on the Arctic coast. A proposal for constructing a pipeline to distribute oil to the other states was originally denied because there was a land dispute in that area with Native Americans. Unless the dispute was settled, no pipeline would be built. The discovery of â€Å"black gold† together with the claims of Native Americans to take back the land that was originally theirs led to the signing of the Alaska Native Claims Settlement Act. The Act required the Native Americans to relinquish their claims on that particular area in exchange for 44 million acres of land in other parts of Alaska. In addition to that, they were also awarded 963 million dollars.

Author-function :: Reading Literature Essays

Author-function In the second chapter of his book The Order of Books, Roger Chartier deconstructs the way that past and present readers think of authors of texts. He uses Foucault’s term â€Å"author-function,† which Foucault used in his famous essay â€Å"What is an Author?,† to describe this concept. â€Å"Author-function† is an elusive term. In essence, it refers to the way that a reader’s concept of the "author" functions in his reading of a text. His interpretation of a text is shaped by his understanding of its author. Without any concept of who the author of a text is, it is easy to develop many different interpretations of that text. However, in light of an author’s gender, ethnicity, time period, political leanings, or other applicable known information, the text often leans toward one plausible interpretation. For example, a reader’s interpretation of Invisible Man is greatly colored by her knowledge of its author Ralph Ellison as a black man fighting racial discrimination. Her interpretation of the same novel would be quite different if the author was really a white person with a history of racist action. Modern readers rely heavily on their knowledge of a text’s author, often without realizing it, to shape their interpretations of that text. Necessary to a more complete understanding of the concept of author-function is an understanding of the social function of authors through the ages which Chartier lays out in â€Å"Figures of the Author.† Chartier agrees with Foucault, an influential literary theorist who claims that the author-function changed in the 19th century when copyright laws were established. With these new laws, â€Å"a system of ownership came into being . . . strict rules concerning author’s rights, author-publisher relations, rights of reproduction, and related matters were enacted† (qtd. in Chartier 30). In other words, with copyright laws, the author was seen as the source of information and was given credit (and money) for that information. Chartier agrees that author-function did change with these changing ideas of information as property, but he claims that the idea of the author-function is older and broader. According to Chartier, there is evidence that the author served a functional role in the reading of texts in Medieval Europe (31, 59). Foucault acknowledges that in the Middle Ages, anonymous authorship of â€Å"literary† texts was common, while the veracity of scientific texts was judged by the authority of the text’s author (31).

Macbeth and ‘throne of blood’

‘Throne of Blood’ is a close adaptation of William Shakespeare’s Macbeth to the life style and culture of feudal Japan; a 1957 film in black-and-white contrast that has been acclaimed as one of the best plot transposition of the Macbeth. It depicts the deceit, and greed associated with ambitious fervency to acquire power and engage in tyrannical acts. No doubt, there are similarities between the two plays; however, one of the original script was used in ‘Throne of Blood’. Instead, Washizu Taketori replaced but not as violent and deadly as Macbeth; Lady Macbeth was replaced with Washizu’s wife, Asaji a master-schemer far less humane as Lady. Macduff was not represented in the plot. But the threat for the throne was halted when General Miki was killed; but the latter returned as a ghost Unlike the Macbeth where the king was killed in a fight as prophesied by the three witches, Washizu was shot by his own archers, a nemesis reward of betrayal for a greedy and treacherous leader. Washizu’s fate was prophesized by a malevolent ghost, and not witches. Indeed, the film depicts clear eerie scenes of interactions marked by evil at high places, extensive use of symbols and mystic prowess to carry the viewers from ‘the Island’ to the intricacies of Japanese culture and practice. The theme of the story was not altered in any significant way; it clearly shows the fate of greed and craze for power. The characters employed used the uniqueness of the contemporary culture to relay the message of Macbeth: greed for power never pays; beware of friends, they can become traitors. The force of language lost in this translation was however replaced almost adequately with vivid imagery and sound. The film is great; and a must watch for lovers of Japanese culture, marshal arts especially Samurai styles.

Rio Grande From Babtist to Bevo to Bell Tower essays

Rio Grande From Babtist to Bevo to Bell Tower essays Abby Gail Goodnite is a 2001 graduate of Rio Grande University. She has authored several articles published in Goldenseal, including West Virginia Traditional Life and Bluegrass Unlimited, just to name a couple. Goodnite also has several entries in the forthcoming West Virginia Encyclopedia as well as the Encyclopedia of South Carolina. A professor at Rio Grande University since 1976, Ivan M. Tribe holds a B.A. from Ohio University and a Ph.D. from the University of Toledo. Among his many writings, Tribe has authored two books on country music history and contributed to several popular academic journals and encyclopedias. This work and Tribes extensive writings on the Hocking Valley Mining Region earned him the Edwin A. Jones Award in 1998. As the title suggests, this book relays the history of Rio Grande the town and school from founding to present. Offered in an in depth and objective account of history are many interesting facts and stories that can be appreciated by all (familiar with the area or not). The work takes us to the mid 1800s, introducing the reader to Rio Grandes unique founders and brings us back through to the present, nearly year by year, leaving no leaf unturned as it engages us with the events that slowly morphed the University and town into what we see today. Consistent with the movement of the time and area, the founders of Rio Grande were converted to the Baptist faith of Christianity by a traveling reverend. When Rev. Ira Z. Hanning met Nehemiah and Permeilia Atwood, they owned a large piece of land used for pasture. Under the dream of Rev. Hanning and the Atwoods were soon on a mission to establish a strong college for ministry training in their small town. Although he would not survive to see his mission complete, seven years after Nehemiah Atwoods death the dream of Rio Grande College was realized as result of Hanning and Permilia At ...

What To Do To Increase Blogging Productivity Monday

What To Do To Increase Blogging Productivity Monday Happy Monday. What did you do this weekend? Perhaps you spent the weekend blogging. Almost half of bloggers do exactly that every weekend, according to Orbit Medias recent blogger survey. That still leaves about 60 percent of you who  leave blogging to the work week, and that means the arrival of Monday brings with it a mad rush to do the hard work of content creation. So, when the weekend is over, do you get  a case of the Mondays when it comes to blogging?  Then you need to use the weekend to make your Monday arrive a bit better, without sacrificing your weekend to work. What To Do On The Weekend To Make Your Monday #Blogging Shine via @JulieNeidlinger Use  Friday And Sunday For  A Better Monday Monday arrives, for many of us, a groggy shock to the system. It's difficult to remember where you left off on Friday, and the lag in the morning that is required to resume forward motion from Friday wastes a lot of time. Mondays will never be productive if you wait until Monday to figure out what to do  with the day and the week. There's a reason TV chefs have all of their ingredients measured out and in bowls, ready to dump into the pot when the time is right. You don't want to be running around trying to find what you need, hoping you have enough, when the time crunch is on. The same can be said for your blogging. Doing a bit of prep work is like packing the night before you leave on a trip. Packing the early morning of a flight is stressful. Packing the night before and having everything ready to go means you can hit the ground running the next day. Mondays won't be productive if you wait until Monday to figure out what to do. #bloggingDo some prep so that when Monday arrives, you don't spend the first hour or two trying to figure out what's happening in blogging this week. Recommended Reading:  How To Write Faster, Even If You Procrastinate Handle your Fridays better. By making the most of your Friday- a day most of us are in a good mood- you can reduce the angst and workload of Mondays. Unfortunately, according to productivity app Flow, most workers experience a slump on Friday when it comes to productivity. That means Mondays are forced to be the busiest days; they are compensating for Friday. Kill unpleasant tasks. Friday morning should be the time to complete those onerous tasks that have been hounding you all week. Finish them before Friday afternoon so you can coast into the weekend- and so that you don't leave them for Monday. No one should start the work week with the most challenging tasks. Make Friday notes. One helpful trick I've always used is to make a list and notes in the last 20 minutes or so of work on Friday so that I know where I left off and what I was intending to do next. When you are "in the zone" and you stop for two days, it is extremely difficult to get back to where you left off and head in the right direction without a lot of backtracking. By leaving myself notes on Friday for when I arrived on Monday, I shaved a lot of wasted time off of my Monday morning. Your  Friday plans need to instruct where you'll start on  Monday. Plan the next week. Friday is a good time to plan the next week. Depending upon how far in advance you plan your editorial calendar, you might want to consider Fridays. Whatever you plan, Friday works well because you've come off a full week of activity and it's fresh in your mind. You have a good idea of where to head next week. Also, avoid content planning meetings for Monday, especially Monday mornings. Oddly, the Monday morning staff meeting is common in most offices. If you can, use the morning for serious work. Push meetings back into the afternoon. The point of many Monday meetings is to recap and discuss the coming week, which can all be done better in the afternoon on Friday. Plan, schedule consistent content, write content goals- but do it on Friday. Get to inbox zero. You should not start Monday with last week's email still nagging at you. Answer, delete, and clear out your inbox. That's a good Friday afternoon task. Do the heavy lifting during the week and finish it up by Friday. If your blog post involves interviews, follow-up questions, or heavy research, don't leave it for Monday. Make Monday as easy a day as possible. By turning Monday into a highly productive day, you give yourself a boost for the rest of the week. Nothing feels as good as completing tasks. The right Friday can turn your Monday into a productive powerhouse that keeps you ahead of the curve all week. Plan your upcoming week on Friday to  turn your Monday into a productive powerhouse. #bloggingUse Sunday to review and refresh. Your weekends should not be filled with work, so it's important not to turn Sunday into a full work day. However, in the evening, you can do a few minor things that prepare you for Monday without falling headlong into serious work. Review.  On Sunday evening, review your Friday notes, and what work you completed or were working on when you left on Friday on Sunday evening. Reread your research for upcoming posts.  Hopefully, you don't leave your research for a blog post until the last minute, and have been collecting research as soon as you scheduled topics to write.  Review your blog post research, and see if you have enough. Do you have enough to support your thesis? Do you need to do a little more research now so you're ready to go on Monday? If you feel like you're short on research but don't want to research on a weekend, make some notes about the areas you need to flesh out. Make some notes as a jumping off point.  Jot down notes and ideas of how you'll approach your blog post. These notes might be in the form of questions you want to be sure to answer when you actually write the post. In a way, these notes are a kind of trampoline. On Monday morning, you review your notes, and then take a leap into blog writing. The notes give you an extra boost. You can leap much further from a trampoline than the cold, hard ground. Review the week's editorial calendar.  Hop into your editorial calendar and see what tasks you have for the upcoming week. Check out the conversations on the blog posts you're involved in. Add any notes, tasks, or comments that other team members need to know. Get your tools in order.  The final way to close off your Sunday prep time is to make sure everything is in order. Depending on how you work (and where you work) will define what that looks like.  Work at home? Clean up your home office, and put away anything from the previous week that you don't need for the upcoming week. Lay out a pen, your daily planner- anything that you will be using. Set your desk and work area up so that when you walk in on Monday, you're ready to go.  Use a daily planner? Whether you use a paper daily planner or a planning app, review it. Any tasks from the previous week that you did not finish should be carried over to the new week. Image (C) Jim Davis A wisely used Friday and Sunday should leave Monday free and clear to simply write, write, write. You Shouldn't Be Blogging All The Time I'm wary to suggest even a modest review and prep time on Sunday, because it will encourage some bloggers to start working on the weekend. One of the interesting factoids in that Orbit Media survey is this statement: 8% of bloggers write all the time! They selected every option: before, during, and after work, as well as on nights and weekends. If you blog all the time, with or without a regular schedule, you're on your way to writer burnout. It's very easy to take the mantra that if you are a writer, you "must be writing every day!" and turn that into an unhealthy habit of constant writing at any time and in any place. Keep some of your time sacred, when you do not blog and you do not think about blogging. Keep some places sacred, too. If you sit down to enjoy an hour or two of TV, don't try multi-tasking (which doesn't work). Write during the time and in the place where writing gets done. Take a pass on the burnout that comes from always being "on" when it comes to blogging.