Portfolio of Seven Case Briefs on Different Business Law Topics Essay

Portfolio of Seven Case Briefs on Different Business Law Topics - Essay Example Reeder-Simco is a business entity that acts as a Volvo dealer in Fort Smith, Arkansas. In February of 2000, it filed suit against Volvo on the allegation that its (Reeder’s) sales and profits declined due to Volvo’s price discrimination practices. Reeder-Simco alleges that Volvo offered to other dealers price concessions that were significantly more favorable than those given to Reeder-Simco. Thus, it filed suit against Volvo for allegedly violating the Robinson-Patman Act (RPA), which prohibits forms of discriminatory pricing that reduce competition. On this basis, Reeder explained that its business is conducted in the following manner: retail customers take bids from dealers who solicit price concessions from the manufacturers. These concessions are factored into dealer’s bids. Reeder accuses Volvo of offering better price concessions to other Volvo dealers bidding for different customers, directly resulting in Reeder suffering losses. The District Court District Court allowed the case to go to a jury, who held in favor of Reeder and awarded damages. Volvo appealed the decision, arguing a lack of competition was present, which is required by the RPA to apply. Volvo substantiated its contention stating that Reeder was not actually bidding against the Volvo dealers who supposedly were given favorable concessions. The appellate court dismissed the appeal, ruling that even though Volvo dealers do not actually bid against each other, they effectively competed at the same functional level.

Realities Behind Deceiving Appearances Essay Example for Free

Realities Behind Deceiving Appearances Essay According to Alfred Kazin, â€Å"In every great novel of society what counts is the reality behind the appearance† (Kazin, 1981, 297). In other words, he’s saying that the best books are those that include one or more realities behind appearances. The novel first I chose is called Perfect by Ellen Hopkins. This book has four main characters; Cara, Sean, Kendra, and Andre, who are all teens struggling to fit the ideal of perfection, even if it means hurting and lying to themselves and others. The other novel, The Adventures of Huckleberry Finn by Mark Twain tells a story of a runaway slave named Jim and a young boy Huck, running from the dangers of his father. Together they are trying to get to the North but run into many roadblocks. This adventure includes deceit, danger, excitement and most of all, friendship. Both of these novels show reality behind experiences through its actions, dialogs, and the characters themselves! In the following paragraphs, I will compare and explain the reality behind appearances such as friends or family, disguises and secrets in both novels, Perfect and The Adventures of Huckleberry Finn. Jim, a runaway slave from The Adventures of Huckleberry Finn shows many realities behind deceiving appearances. An example of a deceiving appearance is when Huck and the duke paint Jim all blue and dressed him up in King Lear’s outfit before leaving to town. Huck doesn’t want to risk Jim being taken away and sold back into slavery so they disguise him as a â€Å"sick arab-but harmless when not out of his head† (Twain 157) so that he wont have to uncomfortably lay tied up in the wigwam all day. The reality behind this disguise is that Jim is a kind and harmless runaway slave. After a tiring adventure, Jim talks to Huck about his family. When telling stories to Huck, he reveals a reality behind a deceiving appearance about his daughter Elizabeth. When Jim’s daughter was young, she got very sick. When she was better, Jim had told her to shut the door but she just stood there smiling at him. He repeated himself and again, she just smiled at him. Thinking that she was being naughty and a rebel, he smacked her across the head as a punishment. When he slams the door shut and she doesn’t budge, wince, or make any notice of it, Jim realizes â€Å"Oh, she was plumb deef en dumb, Huck, plumb deef en dumb† (Twain 156). The biggest and most important reality behind a deceiving appearance is that along this adventure, Jim was  freed from slavery. After all the trouble Tom put him through, Tom finally fesses that Jim was free because â€Å"Old Miss Watson died two months ago, and she was so ashamed she ever was going to sell him down the river, and said so; and she set him free in her will† (Twain 289). The duke and the king from The Adventures of Huckleberry Finn are very mischievous people. They are full with illusions, lies, and intelligence. The first reality behind appearance Huck saw is their names. On the day they first meet, both men claim they were a king and a duke in order to receive pity and to be spoiled by Jim and Huck. While Huck sees through this appearance, Jim does not. Later on in the story, the king cons the people of a religious camp in order to get some money. He pretends to be a pirate who changed his ways after he was robbed and now is working his way back to the ocean in order to change all pirates. He gives credit to the people of the town to earn their pity and succeeds. â€Å"‘Don’t you thank me, don’t you give me no credit; it all belongs to them dear people in Pokeville camp-meeting, natural brothers and benefactors of the race, and that dear preacher there, the truest friend a pirate ever had’† (Twain 132). The reality behind the king’s appearance is that it was all an act and that he is just a cheater. Even after this silly event, the king and the duke are still greedy for more. When they find out that a man who has a lot of money for a relative has died, they head towards the town. There, they pretended to be the uncle of three girls who are very sweet and innocent. Eventually, the actual heirs to the money show up and start to expose the duke and the king. They have a more authentic english accent and state that the handwritings when compared to an old letter aren’t the same. In my novel, Perfect by Ellen Hopkins, there are four main characters struggling to fit an ideal of perfection. One of the main characters is named Kendra. Kendra is a senior in high school and everything you would want to be. She’s popular, on the cheer team, rich, and most of all, skinny. Kendra’s obsession with perfection comes with dangerous consequences as she is willing to do anything to achieve it. The most deceiving illusion when it comes to Kendra is her appearance itself. Kendra has gone through many plastic surgeries to look as she is now. With a rhinoplasty already  scheduled, she is also hoping to get a boob job which her stepfather refuses to allow. Along with the plastic surgery, in order to lose weight, Kendra eats as little as possible. Kendra believes she is fat, being 5’ 10† and 122 pounds. Though everyone tells her she’s not, she states that the â€Å"stinking mirror doesn’t lie. Everytime I walk by, it shouts out, †˜Hey. Chub. When are you going to lose those fifteen pounds of ugly-ass flab? Do you want to stay size four forever?’† (Hopkins, 23). The reality behind Kendra’s illusion is that she’s already beautiful and dangerously skinny. With every calorie she doesn’t eat, she inches closer and closer to death. One of the reasons why she believes that she’s not beautiful is because her boyfriend Conner left her. She believed he left her because she wasn’t good and pretty enough. The thought of this tortures her because Conner was her first love, the first person whom she gave her heart and soul to. She later finds out that Conner is in the hospital because of an accident. The reality is that Conner didn’t get into an accident, he tried killing himself and he didn’t leave her because he thought she was ugly. He left her because he had fallen in love with someone else. When Kendra leaves her beauty agent for Xavier, she begins to work with a man named Gilles. Xavier tells Kendra that Gilles is one of the â€Å"biggies† and that she needs keep him happy. â€Å"I have to keep Gilles happy. He likes the way I look. Especially naked† (Hopkins 496). Gilles and Xavier claim that they love her but in all honesty, they are taking advantage of her. If they rea lly did love her as she is, they wouldn’t abuse her body with pills, sex and surgeries. The appearance of Gilles loving her for her style and determination masks the reality that in order to do business, she must trade it with her service to him. Another character who has a deceiving appearance in the novel Perfect is a girl named Cara. Cara, like Kendra is also on the cheer team, beautiful, rich, has good grades and a wonderful sexy boyfriend but is she really all the things people make her out to be? Cara has a secret, one that could ruin her reputation; She’s a lesbian. Her boyfriend Sean is just an appearance. An appearance to make her seem straight when in reality, she’s a lesbian. When Sean finds out about her secret after they break up, he exposes her by taking a photo of Cara and her lover making love and sharing it to all of her â€Å"friends†. After this incident, all of Cara’s friends leave her and  began calling her cruel names such as slut and dyke. â€Å"I can’t believe Cara broke up with Sean. Neither can half the senior class They’re chopping her into little pieces: is a slut anyway, always was full of it, serious commitment issues† (Hopkins 306). The comfort and companionship of her friends was all an appearance in which the reality was just to use Cara for their own benefit. Because of this incident, Cara finally decides to tell her parents. â€Å"‘Dani said I should press charges’ Mom’s eyes grew steadily more severe. ‘I think it’s best to let it drop. If this becomes public knowledge, the media will smear it all over the headlines. Our reputation will be ruined. Bad enough we had to deal with all the flak about Conner.’ She straightened her blouse, as if it had been wrinkled by the very idea of her children disgracing her name† (Hopkins 535). The definition of parents is a mother and a father and that’s exactly what Cara’s parents are. A mother and father, nothing more. Though they do provide Cara with materialistic needs, it is all for her mother’s reputation. Her heartless parents with their high expectations are so extreme that it causes her twin brother Conner to kill himself. The idea of loving and supportive parents is just an appearance that the Sykes family create when the cold truth is that they don’t hold any familial bonds with each o ther. In the preceding paragraphs, I have compared and explained the realities behind appearances in both novels, Perfect and The Adventures of Huckleberry Finn. As Alfred Kazin was saying, realities behind deceiving appearances make a book more interesting to read. It also makes the readers realize that there are many illusions in our daily lives. Through the characters, we can perhaps learn a lesson on how to act, spot, and deal with these realities behind appearances.

Dulce et Decorum Est An Emotional Appeal :: essays papers

Dulce et Decorum Est An Emotional Appeal War brings with it countless tragedies. Many of these tragedies only a veteran could fully understand. All too often the ugliness of war is glorified, and even worse, glamorized. In the poem Dulce et Decorum Est, by Wilfred Owen, the glorification of war is sarcastically refuted. Owen’s anger is eminent, as he graphically describes war in terms only a veteran or embattled soldier could comprehend. Dulce et Decorum Est, means â€Å"It is sweet and becoming to die for one’s country†(Arp 566). The title is used satirically, which the speaker defines within the very first phrase in the poem: â€Å"Bent double, like old beggars under sacks†(565). The speaker continues the description of the once young and healthy boys: â€Å"Knock-kneed, coughing like hags, we cursed through sludge, /Till on the haunting flares we turned our backs†(565), if the war enthusiast was not yet feeling guilty—now would be the time. The emotion that illuminates from these statements is powerful and intense. It is now clear, that one who has lived through war, could not possibly glorify it. The speaker vividly describes the hell soldiers endure while desperately trying to stay alive. Exhausted, injured, and â€Å"Drunk with fatigue†(566), the men go on—terrified, yet brave, the men go on. These men are not just a bunch of nameless men going to battle, the y have names, and families, and beating hearts. The author of Perrine’s Literature: Structure, Sound and Sense, Thomas R. Arp, asks the reader to â€Å"List the elements of the poem that seem no beautiful and therefore ‘unpoetic.’ Are there any elements of beauty in the poem?†(566). Although this is an extremely dark poem, and reveals some very ugly realities, I find it beautiful. It may not be about flowers, and the sun, and the gleaming ocean, but it is beautifully expressed—the way it ought to be. It encourages thinking and feeling, while removing ignorance. The intensity grows as the length of the poem grows. First, the speaker told of the men, and how they trudged towards distant rest (566). Now, further in the poem he singles out a single man. He also mentions himself as he explains â€Å"I saw him drowning†. He is referring to the one man who could not get his gas mask on in time to prevent death. During this passage, I could not help but to visualize the one young man who was left â€Å"flound’ring†, and maintaining dry eyes became near impossible.

They Poured Fire on Us from the Sky

About the Book Benjamin, Alepho, and Benson were raised among the Dinka tribe of Sudan. Theirs was an insulated, close-knit world of grass-roofed cottages, cattle herders, and tribal councils. The lions and pythons that prowled beyond the village fences were the greatest threat they knew. All that changed the night the government-armed Murahiliin began attacking their villages. Amid the chaos, screams, conflagration, and gunfire, five-year-old Benson and seven-year-old Benjamin fled into the dark night. Two years later, Alepho, age seven, was forced to do the same.Between 1987 and 1989, thousands of other young Sudanese boys did likewise, joining this stream of child refugees that became known as the Lost Boys. Their journey would take them over one thousand miles across a war-ravaged country, through landmine-sown paths, crocodile-infested waters, and grotesque extremes of hunger, thirst, and disease. The refugee camps they eventually filtered through offered little respite from the brutality they were fleeing. In They Poured Fire on Us From the Sky, Benson, Alepho, and Benjamin, by turn, recount their experiences along this unthinkable journey.This is a captivating memoir of Sudan and a powerful portrait of war as seen through the eyes of children. And it is, in the end, an inspiring and unforgettable tale of three young boys who, cast against all elements, had the will, the tenacity, and the very good luck to survive. TEACHING AND READING GUIDE In the Classroom This disarmingly intimate memoir delves beyond headlines to bring readers deep into the heart of the Sudanese conflict – and into the flight of three children determined to escape it. It deciphers Sudan’s struggle from the inside. Who is fighting it? Why?Who are the victims? How did these boys survive without food, without family, for so long? At the same time, the journey of Benson, Alephonsion, and Benjamin over these many years and these thousand miles reveals how small minds comprehe nd and process the violence of war. Their story also begs the question: Can and should the international community intervene? What can be done? Pre-Reading Activity Have students bring in recent news articles and clippings regarding developments in Sudan. Try to piece together the conflict from these accounts and clippings. Discuss the history of Sudan’s war.How do the students feel about the conflict? What do they think it is like to grow up during wartime? You may also invite them to bring in articles regarding intervention or immigration. Do they think intervention important? How do they feel about refugees, like the Lost Boys, seeking asylum in this country? USING THIS GUIDE To the Teacher: Reading and Understanding the Story examines the reader’s comprehension and retention of the book itself, and of the war as Benson, Alepho, and Benjamin relate it. Students should refer to the narrative to answer these questions.Themes and Context encourages students to use the book as a lens into larger ideas, events, and issues. These questions encourage students to think freely and independently on the war in Sudan and the broader moral and political debates stemming from it. Teaching Ideas offers course-specific projects, essays, and discussion questions for classes: English/Language Arts, Geography, History, Science, and Social Studies. READING AND UNDERSTANDING THE STORY Definitions Ask students to define the following terms with reference to the book: Dinka; SPLA; refugee; jihad; genocide; murahiliin; UNHCR. ComprehensionLook at a map of Africa. Locate Ethiopia, Kenya, Sudan, Kenya. Identify the Nile River. Find Sudan’s capital city, Khartoum. Try to locate Bhar al Ghazal (the region where the Dinka live). Before this phase of the Sudanese war, a treaty had brokered peace between northern and southern Sudan. What was the name of this treaty? (See Judy Bernstein’s introduction. ) Describe the landscape in which the authors grew up. What was their village life like? Benson recalls first learning of the war around village fires. What does he learn from the tribe elders? For much of his journey, Benson wears red shorts.Where did he get these? They are almost ruined one night. What happens to them? Why does he treasure these shorts so much? Along their journey, Benson, Benjamin, and Alepho meet many kind family and friends. Who is Monyde? Who is Yier? Why are they important in this story? Despite their clear desperation and young age, time and again the boys find villages turning them away, denying them food, and directing them back into enemy hands. Why do the villages do this? Yier recalls the government storming Wau Wau University. â€Å"We were led to the dorms and questioned: Do you know the leader of the rebels, ______? What was the name of this leader? As the refugee camp takes shape at Panyido, the UN begins sending food relief. What do they send? How does this diet differ from the usual Dinka diet? What are some of its mis-intended consequences? (see p. 92) Benson writes â€Å"I have many bad memories that I will never erase from my brain† but of these, the flight from Panyido stands out. Why were the Sudanese forced to leave Panyido (Ethiopia)? The refugees had only one means back into Sudan. What was it? What were the perils of this flight? Who was Mr. Hyena? Why did the refugees call him that?Name two positive aspects of Kakuma life for the Lost Boys. Name two negative aspects of it. At Kakuma, refugees receive food in the form of grain rations. Though the rations are small, many still end up selling some portion of these at the market. Why do they do this? What are the consequences when the camp learns of this underground grain market? The journey through the refugee camps and finally, to America introduces the Lost Boys to a new language (words like â€Å"dessert† and â€Å"because†), a new culture, and many new things. Recall two episodes where the authors en counter new objects or concepts.Describe their initial reaction in each instance. BROADER THEMES AND QUESTIONS FAMILY AND FRIENDSHIP. Robert E. Lee once said â€Å"What a cruel thing is war†¦ to fill our hearts with hatred instead of love for our neighbors. † After reading this book, do you think this is always the case? How does war impact families? How does it shape friendships? What qualities does it bring out in people throughout the story? RITES AND INITIATIONS. â€Å"My mother wore the radiating scarification mark on her forehead as a sign of her bravery† remembers Benson. Rites and initiations are important aspects of the Dinka culture.Explain two different cultural initiations common to the Dinka. What is the role of such rites in a culture? Do you know of any such rites, initiations, and/or identifying marks in your own family or culture? GROWING UP. Though torn from their homes and their families, the Lost Boys were still very much children. From their e arly childhood in the village to their adolescence in the refugee camps, we watch them grow up in this story. Can you relate to any of their experiences growing up? What about the games they play? How do they view and interact with the opposite sex? How do their views of education relate to your own?How do their perceptions of adults and authority figures change through the story? THE â€Å"OTHER†. Benson’s father attempts to describe the enemy to his children. He explains: â€Å"The government troops are Arabs and call themselves Muslims. The Arabs wear a long white dress with a large handkerchief tied on their ears†¦They speak a strange language that we cannot understand. † But when he continues he says: â€Å"You must beware. Some of the Muslims are traitors from Dinka tribes; they speak the way we do. † Imagine Benson’s confusion. Are friends and allies easily distinguished in war?Consider how we try to describe and define people â€Å"ot her† than our peers and ourselves. Do physical traits define who we are and who we are not? Link this idea to recent other conflicts and wars: Rwanda; Vietnam; the Israeli-Palestinian conflict. LIFE AS A REFUGEE. Kakuma Refugee Camp in Kenya is the light at the end of a long and dark journey for the Lost Boys. They risk everything and endure unspeakable pain, hunger and thirst, just to enter the camp. Yet the camp presents them with its own menaces and challenges. After several years in the camp Benson decides he hates it than â€Å"more than anyplace. What makes him say is this? How do the Kenyans and the camp administrators treat the refugees? What is life like as a refugee? SPIN. Joseph Goebbels, the Propaganda Minister in Nazi Germany, once declared: â€Å"We have made the Reich by propaganda. † Throughout They Poured Fire on Us from the Sky, we see government and rebel forces alike manipulating facts and media to their own ends. Consider the role of propaganda in the book. How and why do you think leaders use propaganda? What is its purpose? What is its impact? Have you ever heard of or encountered propaganda in your own media? What about in the government?GEOGRAPHY AND CULTURE. When the Sudanese government institutes Sharia law over all of Sudan, the Dinka tribes grow angry. Benson recalls the village elders complaining: â€Å"We have too much to do with our cattle, our plantations and hunting†¦. † What is Sharia Law? What are some of the reasons the southerners resist it? What role do you think physical and geographic constraints play in determining the ideals and traditions of a community? TEACHING IDEAS English/Language Arts Ask students if they know of any immigrants, in their family or community, who came to the US from another country?Have them interview these individuals about their journey and present that person’s story to the class. Allow students to decide the medium for their presentation. For example, they ca n create a video-audio montage, enact it before the class, or rewrite that person’s story as a first-person narrative. Immigration and interventionism make major news headlines these days. Have students select one of these issues and research both sides of the debate. Then have them select a position, write a position statement on the issue, and then team up to â€Å"debate† the issue in class. Have students create a Kakuma Camp newspaper.Possible sections could include: Arts and Leisure, Sports, International News, Op-Eds, Marketplace (which could include articles on food rations or the state of trading in the Kenyan marketplace). Geography Make a map of Sudan. Have students chart out the major cities, rivers, mountains, and deserts. Have them demarcate the northern/southern divide and indicate the primary religion, resources, and activities of each region. â€Å"Piecing together Africa†. As the boys recall the landscapes they cross in they journey, they reveal Africa to be a land of rich and varied terrain – far more so than American students sometimes think.Create a large outline map of Africa. Cut out the countries and divide these among the students. After researching their country(s), students should report back with their cutout clearly indicating the major physical and geographic traits of that area. Now reassemble the map (preferably on a large surface). Have the students examine the reassembled map and try to understand the great geographic differences and divides of this continent. The southern tribes resist Sharia Law because, in part, as farmers and cattle-herders: â€Å"We don’t have time to pray five times a day. Have students research Islamic countries and report back on the major geographic features of these countries. What are the major resources, commodities, and products of these nations? Does physical geography correlate to cultural geography? Ask them what role they think geography played in shaping tra its of their own communities. History Colonization, violence, and civil war represent only a part of Sudan’s history. Create a Sudanese cultural timeline around the classroom. Assign students to specific periods in Sudanese history and ask them to research major events and cultural elements in that era.Have them create posters and/or dioramas replete with images and any objects they might find that illuminate their portion of the Sudanese timeline. History is always being created, and sometimes revised, by its sources. In August of 2005, John Garang died in a plane crash in Sudan. Have students locate accounts of this plane crash. Be sure they consult a variety of news media publications: left, right, American, British, African, Sudanese. Have them read the different accounts out loud to the class. Do these vary at all in facts or in tone? Discuss the importance of noting, and cross-referencing, sources in historical research.Science â€Å"We were all heads and hipbones. â⠂¬  Along the journey, the boys describe unimaginable hunger, such that they become like â€Å"stoneheads† teetering along. Investigate the impact of hunger on the human body. What are the caloric needs of the body? How does hunger impact body functions? How does it affect mental capacity? Have students consider their own diets and create caloric scales. Balance their daily intake of calories versus those the boys received (through their rations) at Kakuma. Have students identify the major illnesses and diseases that appear in this story (e. g. ehydration, snake bite, yellow fever, dysentery). Have them create a medical chart of these diseases. What are the causes? What are the symptoms? What is the treatment? Social Studies The UN is a large and complex organization. Have the students research and create an organizational chart of the UN system. How is it organized? How is it governed? How is funded? Where do groups like the UNHRC fit in this scheme? How are such subsidiary bodies programs administered, funded, and maintained? Have students read the UN Convention on the Crime of Genocide. What organizations report on instances of genocide today?Find examples of such reports in recent times. Distribute a template to the students and have them complete a rights report on one of these recent crises. Though governments, and economists, dislike them, underground economies can be necessities – at least to the producers and consumers within them. Why do the Kakuma refugees sell some of their precious rations? Why does the UN consider this wrong? Have students consider the case of Kakuma trading and set up a mock trial/debate that argues the social and economic consequences of such markets within aid-dependent economies.

Effective Education Web Site Essay

The rapid development of the internet has made it into one of the greatest tools of learning for many individuals in the academic environment. Even students still in primary and secondary education have become highly dependent on the services provided over the World Wide Web. What libraries and tutorial programs used to be for the older generation, the computer and on-line sites have become for the younger generation. The qualities of an effective education web site for primary and secondary schools thus needs to be assessed. Cook & Dupras (2004) state that an educational websites effectiveness lie in its ability to answer specific needs and goals for the student. This means that the website needs not only to be user-friendly and easily navigable but it also needs to be content-oriented. There should be a specific task for the website and all possible media that can fulfill this task should be incorporated in the site’s design. For example, if the site aims to teach the basic principles of arithmetic, different elements can be mixed together to reach this aim – a step-by-step tutorial, examples, sample problems, quizzes, and even games. An effective education website needs to encourage active learning especially if it is for primary and secondary schools. (Cook & Dupras, 2004) This can be done by allowing self-assessment, learner interaction, feedback and even self-directed learning. The website itself should be made accessible, user-friendly, and should have templates that encourage the student to study. Colorful pages, interactive images, and regularly updated content all perform the said task. Educational websites may well be the classrooms of the future. As such, more research need to be conducted in order to better understand the dynamics that would allow optimum learning from the sites. Reference Cook, D. A. , and Dupras, D. M. (2004). A practical guide to developing effective web-based learning. Journal of General Internal Medicine, 19(6), 698-707.

Civil Engineering Pesonal Statement Essay Example

Civil Engineering Pesonal Statement Essay Example Civil Engineering Pesonal Statement Essay Civil Engineering Pesonal Statement Essay It was this quotation mark by Theodore von Karman in my high school natural philosophies book that sparked my involvement in technology. Engineering allows for the designing and constructing of constructions that most people could merely woolgather of but they could non populate without. From Bridgess crossing oceans to link states to unreal islands on which edifice composites can supply lodging for 1000s of people. This impression is what made me desire to go an applied scientist. I have ever been interested mathematics and scientific discipline since grade school. but it was in high school that my wonder flourished when I joined an technology plan. There I learned about the different Fieldss like electrical. structural. and robotics. But it was civil technology that I pursued. Something that became apparent when we were given the opportunity to construct Bridgess from balsa wood which strengths would subsequently be tested. Although my span was non the strongest. it was in the top five and the most aesthetically delighting out of the 20 bridges that participated. That experience was adequate to do me make up ones mind to prosecute a calling in civil technology. Subsequently when I entered college and began to take classs working towards my grade. I learned more about emerging new engineerings which could profit both the people and the planet likewise. I am concerned about environmental issues which our universe is presently confronting and hope to utilize technology to decide these jobs while besides bettering people’s lives. My mathematical accomplishments besides developed and I relish the chance of utilizing these mathematical techniques to work out real-life jobs. Analyzing farther mathematics has proved more demanding than I anticipated. but I have found the excess challenge really honoring. Furthermore. it has shown me the extent to which mathematics is finally present in every facet of our lives. I am involved in extracurricular activities. In 2010 I joined Sigma Alpha Lambda a national leading and awards organisation and their local chapter. With them I have participated in Relay for Life and Food Fight Against Hunger. Two national enterprises aimed at fund-raising and conveying consciousness to malignant neoplastic disease and hungriness severally. For Relay for Life I helped to adorn our squad campground harmonizing to the subject that twelvemonth and for Food Fight Against Hunger I helped roll up can foods every bit good as pecuniary contributions. Outside of school I am besides involved in my church. There I serve as a Sabbath School instructor for kids in pre-K and kindergarten and as a general voluntary. My duties range from assisting the kids learn vocals to assisting form a blood thrust. but besides as a fold we go visit aged folks in a retirement place and voluntary at a shelter to feed the homeless on a monthly footing. Engineering offers us the opportunity to do the universe a better. safer and more exciting topographic point ; this is what attracts me to the topic. I am confident that the challenges offered by civil technology entreaty to me and will animate me to make great things. Engineering has ever been cardinal in developing the universe and is a field in which I would love to be involved.

Anais Nin Biography

Anais Nin Biography Essay Anais Nin was a passionate woman, not only in her works but also in her life. The fact that she lived life to the fullest is what made her books so intriguing. Although her diaries were a chronicle of her experience, her fiction showed the reader sides of her while displaying everyones innermost desires. In her own words Nin says, the role of the writer is not to say what we can all say, but what we are unable to say Rollins, and she does exactly that. For this reason her works take one on a journey through ones soul and allows the pondering which may never have been considered. This feeling of self discovery is quite powerful and erotic; the enpowerment supplies a feeling of utter enjoyment. This is why Anais Nins books are ageless, and they are impossible to parallel or surpass. Though many authors draw their story ideas from life experiences. Anais takes most directly in order to make them pure and unclouded by the imagination. This is why her favorite method of writing was the use of her actual diaries. She wrote of her many love affairs and personal traumas in order to educate the reader as well as to examine her true self. For it is known that one person could not experience all that is possible, and therefore one must learn from others mistakes as well as their own. Nin is greatly renown for her diaries, especially for her famous letters of her affair with Henry Miller . This later amounted to a movie based on the relationship Henry and June in 1986 site 1. Yet her fiction, although quite intellectual and harder to grasp than her diaries, also reveals a lot about the writer and open views on all aspects of living. She is creative enough to allow all to draw something personal from her writings, and this makes reading her novels an experience that one could associate with some aspect of their own life. Nins heightened sensitivity and perception site 1 are derived from her fiery lifestyle which started when she was very young. She was born in France, a country of vast influence, and she traveled throughout Europe for most of her childhood. When She was twelve years old she was relocated to New York, where the culture and diversity is unparalleled. She experience d so many lifestyles as various occupations: a dancer, a teacher, and later on even a psychoanalyst Scholar 5. She lived a very free life style for the time period, and she enjoyed this liberation to the fullest. She had many affairs, but she also had many great relationships that helped her improve and most of all experience. Through all of this she never lost the ability to appreciate her solitude. As her fictitious novels are analyzed it will be shown that a large part of Anais Nin resides in every one of her works, but she made sure to leave enough to allow a little piece of every reader to fit.! In this way the reader may be alone but in good company. Anais creates this aura by using the literary device known as negative capability, which is basically concurrence with the philosophy of saying less is saying more Walsh. She writes in such a way that allows one to see a general idea that does not cheapen a complicated idea by trying to isolate and define it. The theories which she attempts to explain are often too complicated for words, so Nin often turns to surrealism when she can think of no other way to address them. READ: The Lottery by Shirley Jackson EssayHuman emotion and existence is not something that can be black or white, and Nin describes it as somewhere in the gray area Knapp 39-68. The use of poetic and stream-of-conscientiousness phrasing allows the reader to find there own relative truth, since absolute truth in these situations are impossible. Her metaphors are powerful and shocking, but Nin was not an extreme surrealist. She believed in the fusing of the conscious and unconscious minds to allow one to see the total picture, instead of only looking from one point of view. Negative capability is best displayed in The House of Incest since this book was based largely upon Nin own dreams. She embarks upon a journey of self-discovery in this novel and starts out in a very logical place, the womb. The idea of a sense of peace and structure are seen through liquid and fuzziness which seem to make one want to remain there forever. Yet one does not attempt to live then one may be punished for this passive approach. Intellectual and social growth is a human need and must be met or else despair is inevitable. Therefore Nin traces the paths of human emotions and stances through many different people, who in actuality are all parts of a whole. She also explores the themes of lesbian love and incest by detailing how they allow the whole to feel safe and nurtured. Nin feels that one can not become too comfortable in one position or stuck in a rut that can cause on to die emotionally. Therefore her incestual character Isolina is sent to a horrible place, the house of incest, because she has tried to hide behind her brothers protection. Isolina never escapes or repents for her sins unlike her counterpart the dancer who recovers from selfishly cling to the ones she loved Nin House of Incest. Therefore she escaped her torment: And she danced, she danced with the music and with rhythm of earths circles, she turned with the earth turning, like a disk, turning all faces to light and to darkness evenly, dancing towards daylight DISCovering Authors. In these vague identifications and character references Anais presents, she suggests to the reader that man is a sum of many parts that will never equal the ideal self. Consequently one can not ignore any of their personalities or demand perfection without falling into decay or someplace equal to the dreadful house of incest DISCovering Authors. The prose style of the work lends to the subject matter extremely well and makes the insinuations appear simpler than they actually are. The Four-Chambered Heart investigates the complications of love, which will be contemplated by humans until no more exist. The relationship of Djuna and her musician lover, Rango, is again set in the fluctuating water on a house boat. She uses this to show the reader more than what is said; the relationship has the potential to sail, but instead it stays moored an increasingly in need of repair. This whole boat acts as a microcosm for their relationship throughout the novel. Rango is a married man which is attached to the shore by his hypochondriac wife who is comparable to Zeena in Edith Whartons Ethan Frome. She uses her manipulative powers to connect them all in a chain of mutual parasitism. They eventually come to resent each another, and they become parts of heart that are unable to communicate but able to work together to nearly emit life. This dependence eventually becomes unbearable. Nin relates this feeling to the reader by using the metaphor of a rag doll who has committed suicide. Djuna feels that by entering this relationship she has given up her life, which is very true. She eventually obtains release but feels as if her heart has stopped. This writing device allows the reader to identify with her dejected situation and the destruction of her dreams and the pain of her being. READ: Great Expectations by Charles Dickens EssayNin The Four-Chambered Heart. This tale was taken from an actual point in Nins life in which she had an affair on a house boat on the Seine Knapp 122-130. She used this story to analyze her situation and let others grow from her disheartening experience. This novel was a therapeutic device for Nin in which she could review her life objectively from different perspectives. Similarly, the diaries helped sort her feelings, and The House of Incest allowed her to delve into her surrealistic side. Nins flowing style and intangible ideals allow her novels to grow and influence the individual reader on many different levels, both of the subconscious and conscious mind. She was a writer who transferred her passion for life into the written word by the closest resemblance to actual thought. The more one tries to explain the greater the meaning is lost in translation. Nin had a passion like no other author I have read, as she states: If what Proust says is true, that happiness is the absence of fever, then I will never know happiness. For I am possessed my a fever for knowledge, experience, and creation. site 1. This fever is found in every page of the authors works, especially her erotic novels which are blunt and an education of experience that remains unparalleled. Yet with more subtlety she displays this burning in her tamer fiction, if one can read between the lines and fuse their beliefs with those that Nin wishes to convey. Her tales ignite the fire burning in the curious soul who has not yet to live or imagine half of what the author has experienced. Consequently she is an influential author on many young minds because she feels that her books are an emulation of her morale. The major themes found in The Four Chambered Heart and The House of Incest are presented in a way that allow everyone to be satisfied because Nin believed that We dont see things as they are, we see things as we are site 2. In conclusion, the use of negative capability permits the reader to see things as we are. This warrants the endurance of her writings through the passage of the decades for they still remain relevant to all of society.