...November 2014 Formal Paper 1 The Things They Carried, written by Tim O'Brien carry both the tangible and intangible details of war, death, and destruction. The emotional baggage this literary masterpiece entails will always reach audiences across the globe. The author taps into thousands of veterans, soldiers, and even the family that awaits them at home. It's real, it's American, and it expresses the weight of not just physical but, the emotional burdens soldiers carry. The Alpha Company in O'Brien's story doesn't focus on whether the events were accurate but the result war has had on mankind. It is the content of the story that makes this piece timeless and true to the experience of military in combat. For example, the author uses facts to create a setting. He explains in detail what the soldiers carry, such as Dave Jensen who carried," three pairs of socks and a can of Dr. Scholl's foot powder. . . then he was shot". Details like these are the epitome of mundane events mixed with philosophical thoughts, and tons of detail. From the guilt, grief, and depression to the M16's, comic books, and tranquilizers they carry, this story has it all. Although no one really knows if these events are true, the reader can appreciate the literary range the author reaches. O'Brien's matter of fact approach and character formation is like the Basketball Diaries but with PTSD. Young boys, pushed into war, during the Summer of Love, and everything is confusing: “I was no soldier. I hated Boy...
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...A Soldiers Home and How to the War Story Told I decided to choose the “A Soldiers Home” by Ernest Hemingway and “How to tell a War story” by Tim Obrien. I will explain each story and how the story are very similar in theme. “How to Tell a True War Story” examines the complex relationship between the war experience and storytelling. It is told half from O’Brien’s role as a soldier, as a reprise of several old Vietnam stories, and half from his role as a storyteller, as a discourse on the art of storytelling. In Tim O'Brien's short story, "How to Tell a True War Story", Rat Kiley's friend is killed. He writes to his friend's sister and when no response is given, he becomes frustrated. Due to this frustration he calls her a "dumb cooze." Following this O'Brien argues that this is a true war story because it is not moral, never to believe a war story if it seems moral. Next the story jumps to a forest where men need to be quiet for weeks. After a period of time goes by they are no longer sane. They begin to hear noises that scare them, and when they cannot take the silence and the creepiness of the forest they return to camp. When question about their return, the men do not respond, their story is in their eyes and that is enough for anyone who knows that a true war story "never seems to end," it is continuous even after it is done being told. A true war story is also never moral and does not generalize. The truth is so hard to reach. A person can go looking for the moral...
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...THE RUNAWAY, from THE THINGS THEY CARRIED AWAY Tim O'Brien, 1990 Author biography: A native of Worthington, Minnesota, Tim O'Brien graduated in 1968 from Macalaster College in St Paul. He served as a foot soldier in Vietnam from 1969 to 1970, after which he pursued graduate studies in government Harvard University, then later worked as a national affairs reporter for the Washington Post. He now lives in Massachussetts. Tim O'Brien is of the generation of writers who came of age during the Vietnam War era and his writing has focused on that turbulent period of American history with compassion and insight. He is widely recognized as the preeminent American novelist of the Vietnam experience and his novels have gained widespread critical and significant popular success because of their ability to translate the experience of wartime into perspectives on the largest questions of life and death. The Things They Carried Away 1990 is both a collection of interrelated short pieces which ultimately reads with the dramatic force of a novel. A simple tale told from the perspective of one foot soldier, it depicts the men of Alpha Company, and, of course, fictional Tim O'Brien reappearing as a thread of continuity. He has survived his tour in Vietnam to become a father and writer at the age of 43. The characters battle the enemy, or maybe more the idea of the enemy, and occasionally each other. In their...
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...Ryan Canady 3/7/11 EWRT 1B A Soldier’s Burden Tim O’Brien is regarded as the preeminent American novelist of the Vietnam experience and his novels have gained widespread critical and significant popular success. His popularity can be attributed to his ability to translate the experience of wartime into perspectives on the larger questions of life and death. The three stories by O’Brien listed in the title are based on his own personal experiences and memories of his time in and after the Vietnam War. Although these stories are based upon real experiences, he embellishes some facts or puts instances from separate events into one timeline making his work is fiction. I believe that O’Brien wrote these stories not only as a therapeutic release for himself, but he is able to retell these stories and give an incredible insight to such a dark and controversial piece of American history. But his career has spanned a wider range of topics than his experiences from Vietnam. One consistent theme in his works is morality and the timeless struggle that humans have had with it. Along with morality, the amount burden that people carry, both physical and emotional, is a major theme in the stories I will be discussing. Another great attribute to O’Brien’s writing is his uncanny ability to blur the lines between fiction and reality. This style of writing is commonly referred to as metafiction; which is fiction that discusses the function and effect of storytelling. He believes that...
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...first time in her life that it was nothing that was hers, that belonged to her, but just a pounding, living thing inside this body that wasn’t really hers either” (Oates 254). As Connie walks out the door, she feels as if she is watching herself from outside of her body. She does not own her body and is no longer in control of it, and she gives in to Arnold Friend. In the excerpt “Night March” from “Going after Cacciato” by Tim O’Brien, a new soldier, Paul Berlin, is feeling overwhelmed by his circumstances and the recent death of his friend. He meets another soldier who offers him gum, and they talk about the dead soldier. Based on the excerpt alone, it’s unknown which soldier is going AWOL. If I had to guess based on contextual evidence from “Night March,” I would assume that Cacciato, the soldier carrying many flavors of gum, is the soldier to go AWOL. Cacciato, whose name is not revealed until the last line of the piece, seems to be unstable when he often whistles unconsciously or talks too loudly about trivial matters like chewing gum (O’Brien...
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...SUNYIT Human Resource Management MGT 318 Professor N. Laino Leadership Jeff Albright April 30, 2014 In the waning seconds of Game 6 during the 1998 NBA Finals, Michael Jordan found himself with the ball after stealing it from Karl Malone. Down by one, and with just 5.2 seconds left on the clock, Jordan rose up for a jumper that would end up being the winning points of the game. This win would earn Michael Jordan his sixth NBA championship. With every successful championship win, there is a leader who helped lead the franchise. Just as experienced leadership translates to success on the playing field, experienced leadership is essential in the business world. Leadership is defined as “the use of power and influence to direct the activities of followers toward goal achievement. That direction can affect followers’ interpretation of events, the organization of their work activities, their commitment to key goals, their relationship with other followers, and their access to cooperation and support from other work units” (McGraw 418). Often times, people who are leaders are people of power; it’s how these leaders use their power to get followers to achieve goals. Someone who is powerful is often known for their ability to influence the behavior of others. In the workforce, most leaders are managers. There are three organizational forms of power that managers can use to influence employees: legitimate power, reward power, and coercive power. Legitimate power...
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...Chua / The Making of Jose Garcia Villa’s A Footnote to Youth 9 THE MAKING OF JOSE GARCIA VILLA’S FOOTNOTE TO YOUTH Jonathan Chua Ateneo de Manila University jchua@ateneo.edu This article recounts the story behind the publication of Villa’s stories and his book Footnote to Youth: Tales of the Philippines and Others (1933) in the United States. First, the conditions of the American literary marketplace are briefly described. Second, documents pertaining to the realization in print of Villa’s stories and his book are analyzed as sites of negotiations between colonial subject (Villa) and the colonial master (his American editors and publishers). Finally, an account of how Villa was made to circulate in the Philippines after the publication of his stories and his book in the United States is given. From these discussions the article hopes to show that Villa’s self-fashioning by publication was both subject to and critical of the colonial condition, alternately reinforcing it and challenging it. Abstract Philippine literature in English, book history, postcolonialism, exotic, author Keywords Jonathan Chua teaches at the Department of Interdisciplinary Studies of the Ateneo de Manila University. He is the editor of The Critical Villa: Essays in Literary Criticism by Jose Garcia Villa (2002). His edition of the collected short stories of Jose Garcia Villa is forthcoming from the Ateneo de Manila University Press. About the Author Kritika Kultura 21/22 (2013/2014):...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Dementia Supporting people with dementia and their carers in health and social care Issued: November 2006 NICE clinical guideline 42 guidance.nice.org.uk/cg42 NICE has accredited the process used by the Centre for Clinical Practice at NICE to produce guidelines. Accreditation is valid for 5 years from September 2009 and applies to guidelines produced since April 2007 using the processes described in NICE's 'The guidelines manual' (2007, updated 2009). More information on accreditation can be viewed at www.nice.org.uk/accreditation © NICE 2006 Dementia NICE clinical guideline 42 Contents Introduction................................................................................................................................... 4 Person-centred care ..................................................................................................................... 6 Key priorities for implementation .................................................................................................. 8 1 Guidance ................................................................................................................................... 11 1.1 Principles of care for people with dementia ...................................................................................... 11 1.2 Integrated health and social care ..................................................................................................... 17 1.3 Risk factors, prevention and early identification...
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...ANNOTATED SELECTED BIBLIOGRAPHY FOR HISTORICAL INTERPRETATIONS OF THE INDUSTRIAL REVOLUTION IN BRITAIN Gerard M Koot History Department University of Massachusetts Dartmouth Allen, Robert C., The British Industrial Revolution in a Global Perspective, New York: Cambridge University Press, 2009. Pp. viii, 331. Allen’s book is an excellent example of the persuasiveness of the new economic history. It is solidly rooted in statistical data and uses sophisticated methods of economic analysis but its analysis is presented in plain English. He argues that the first industrial revolution occurred in northwestern Europe because its high wages during the early modern period encouraged technological innovation. Although high wages were initially a consequence of the demographic disaster of the Black Death, they were reinforced during the early modern period by the economic success of the region around the North Sea, first, in European trade and manufacturing, especially in wresting the textile industry from the Italians, and then in world trade. According to Allen, the first industrial revolution took place in Britain instead of the Low Countries primarily because of Britain’s abundant and cheap coal resources, combined with the central government’s ability to use mercantilist policies and naval power to reap the greatest benefits from an expanding European and world trade. Once it had taken the lead from the Dutch, and defeated the French, Britain used its comparative advantage...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...Bloodlines of Illuminati by: Fritz Springmeier, 1995 Introduction: I am pleased & honored to present this book to those in the world who love the truth. This is a book for lovers of the Truth. This is a book for those who are already familiar with my past writings. An Illuminati Grand Master once said that the world is a stage and we are all actors. Of course this was not an original thought, but it certainly is a way of describing the Illuminati view of how the world works. The people of the world are an audience to which the Illuminati entertain with propaganda. Just one of the thousands of recent examples of this type of acting done for the public was President Bill Clinton’s 1995 State of the Union address. The speech was designed to push all of the warm fuzzy buttons of his listening audience that he could. All the green lights for acceptance were systematically pushed by the President’s speech with the help of a controlled congressional audience. The truth on the other hand doesn’t always tickle the ear and warm the ego of its listeners. The light of truth in this book will be too bright for some people who will want to return to the safe comfort of their darkness. I am not a conspiracy theorist. I deal with real facts, not theory. Some of the people I write about, I have met. Some of the people I expose are alive and very dangerous. The darkness has never liked the light. Yet, many of the secrets of the Illuminati are locked up tightly simply because secrecy is a way...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...A BRIEF CONTENTS PART 1 • GETTING STARTED 1. Becoming a Public Speaker 2. From A to Z: Overview of a Speech 3. Managing Speech Anxiety 4. Ethical Public Speaking 5. Listeners and Speakers 1 2 8 1 4 23 30 PART 2 • DEVELOPMENT 6. Analyzing the Audience 7. Selecting a Topic and Purpose 8. Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258...
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