Dimensions by Alice Munro Essay Example

Dimensions by Alice Munro Paper Dimensions by Alice Munro is a tragic story that talks about self discovery and the courage to start all over again. Doree is a woman who has been broken in every way, but refuses to give her right to continue to live. The story describes Dorees psychological and emotional metamorphosis from an innocent young girl who has to face many difficulties to become a woman. All the circumstances that she goes through helps her mature, think more critically, and find the strength to pursue the happiness that she yearned. Doree was sixteen when her mother died of an embolism; and was sheltered, to a certain point, by Lloyd. Doree was a girl who had to leave her adolescence behind at an early age to become a wife/mother/woman and due to her lack of experience in all aspects, she had to depend on her husband, Lloyd. During their whole marriage Doree was isolated from others; having no social skills due to her lack of interaction, she could not establish a bond with any other person strong enough to overcome her need for Lloyd: â€Å"It was Lloyd and Doree and their family that mattered†¦the bond was not something that anybody else could understand†(Munro,6). At that exact moment in her life, she found in Lloyd the love that she desperately needed; especially after the lost of her mother she felt helpless. Lloyd represented a father figure for Doree; he replaced the family that she had lost to become part of a new one. Throughout the story Doree always acts tactfully and diplomatic, seeking not to provoke Lloyd’s temper, on the other hand, she started questioning his reasoning and behavior that was inappropriate sometimes. We will write a custom essay sample on Dimensions by Alice Munro specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Dimensions by Alice Munro specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Dimensions by Alice Munro specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Doree’s way of seeing and analyzing life was changing from a child mind to a more mature one, as if someone remove the eye bandage from her: â€Å"he was still the closest person in the world to her, and she felt that everything would collapse if she were to bring herself to tell someone exactly how he was† (Munro, 7). Doree describes Lloyd as a good husband, who as any other person also has defects; she further mentioned that she was happy in her relationship no matter the â€Å"minor† altercations that occurred between them. She deeply inside knew that her husband acted in a way that he could only understand; in other circumstances it wouldn’t be seen as normal. The couple had 3 children: Sasha, Barbara Ann and Dimitri; Doree had finally formed a family of her own. This was a new experience and challenge for her, as she was responsible for the care of her children. Being a parent wasn’t easy, and of course all children are not the same; for the first time Doree had to hide something from Lloyd:â€Å"Little did she know that Doree had been giving him a supplement already† ( Munro, 4). Although she had fear of what Lloyd could think or say, she followed her maternal instinct; what she cared the most was her childs health and nutrition. Doree was controlled by Lloyd in all possible ways, but when it was about the children and what was best for them, she had to become a mother and be capable to take care of them; she was growing emotionally and psychologically into a woman. When it came to the educational field, Lloyd decided that their children should be educated at home: â€Å"I mean they are our kids, not the department of Education’s kids† (Munro,5). Doree wasn’t so sure that she could handle this kind of responsibility; being a mom was hard enough and now also having to teach the children, but it turned out that the department of education had guidelines and lessons plans which guide her through the process. She knew that sooner or later the children will need a higher education level if they wanted to pursue a career, and it was better to make sure that she was aware of current updated status in the educational department; despite of Lloyd’s warning, she decided to pick up the school exercises and return them as soon as the children finished them. This example illustrates Doree’s determination to do what she thought it was best for her children’s benefit; she acted with responsibility and courage because she went against Lloyd ideology. Maggie was Doree’s friend who also did homeschooling; she was an independent woman with a career and a different perspective of life. Doree saw in her a total different woman from what she was; Lloyd did not like the idea of Doree hanging out with Maggie, he saw her as a threat for their relationship: â€Å"she is out to break us up†¦. I’ve got experience of her kind of woman†(Munro,6). He wanted Doree under his control, for her to be isolated from the real world, where he could control and manipulate her. Doree knew that a woman like Maggie did not pretend to break them up, it was only Lloyd’s imagination, he wanted to create this world where anyone that did not fit his criteria was consider to be an enemy or a threat. The hardest situation that Doree had to go through was when Lloyd, her beloved husband, murdered the children and made her responsible for such monstrous event. For her, Lloyd is the only connection she has left to her children and to that unspeakable accident. Even now that she started a new life, away from all memories and connections; she was still not able to talk about the children or even think about them before Lloyds letter: â€Å"But they do exist and it must be that there is another Dimension†¦ what I know is that I have access to whatever one they are† (Munro, 11). It may have been something of a release or a sense of comfort for her what drew her back to Lloyd, not returning to him as wife to husband, but as to the only person she thought could understand her anguish (even though he caused it), to whom she wouldnt have to explain what had happened or hide from what he might think of her for allowing it to happen, and could help her keep the memories of her children alive. Not forgiveness or even love, just that connection that she doesnt have with anyone else. On her way to visit him one evening on the bus, Doree witnesses a car accident and attempts CPR on the victim. Through the CPR she can feel life return to the young boy who is unconscious and almost dying: â€Å"It was a true breath. The airway was open†¦ He was breading†9(Munro, 13). She did not only save the boy’s life but also hers. At some extension she felt that by saving the boy’s life, she could have been saving her children; in a way she forgave herself for not being there for her children when they needed her the most. Doree was the woman who could have done the unthinkable, even go back to Lloyd after all the pain that he had caused her. She lost her whole family : mother, husband and children, but she never gave up her hope and desire to keep living. Now she is a different person, more mature and with experience of life . She needs to forgive herself, to understand that it was not her fault, to heal all her wounds so she could begin a new chapter in her life and find happiness.

One, 2, III Using Numbers in Academic Writing - Proofread My Paper

One, 2, III Using Numbers in Academic Writing - Proofread My Paper One, 2, III: Using Numbers in Academic Writing No matter what you’re studying, at some point in your academic career you’ll find yourself using numbers in your written work. This might not seem too problematic, but there are important differences between using numbers in formal academic writing and in everyday life. Numerals or Words? The biggest question when it comes to numbers in academic writing is whether to use numerals (1, 2, 3, 4, etc.) or words (one, two, three, four, etc.). The general guideline is to write smaller numbers up to ten as words, with numerals saved for larger numbers. Annoyingly, there is no consensus on this. For instance, the APA Style Guide recommends using numerals for ten and up (or â€Å"10 and up,† if we’re doing this the APA way). But the Chicago Manual of Style suggests spelling out all numbers up to one hundred. The important thing is to check your school’s style guide and use a consistent system throughout each paper you write. Roman Numerals You may also need to understand Roman numerals. These aren’t so common these days, but you do see them in things like copyright dates (MCMLXXXVI = 1986) and the names of monarchs (Queen Elizabeth II). Big Numbers Despite the above rule, some bigger numbers are expressed either as words or as a combination of words and figures. For example, it is to say: The Earth is 4.542 billion years old. But writing this out in numerals is a bit confusing, as there are many zeroes: The Earth is 4,542,000,000 years old. Commas and Hyphens Punctuating numbers correctly is also important. When expressing a number over one thousand, for example, it’s common to separate the thousands with a comma: One thousand = 1,000 One hundred thousand = 100,000 One million = 1,000,000 Hyphens, meanwhile, should be used either when expressing a number with more than one word (e.g., twenty-two) or when as part of an adjectival phrase modifying a noun (e.g., â€Å"I’m holding a seven-year-old grudge†). Dates, Years and Centuries Dates (e.g., 06/12/2013 or 6 December 2013) and years (e.g., 1948, 300-250 BCE) are usually written using numerals. Centuries, however, should be written out in full (i.e., â€Å"eighteenth century† rather than â€Å"18th century†). Technical Numbers In technical writing, such as in the sciences and math, it’s more common to use numerals than words. This is especially true when a number is followed by a unit of measurement. So, for instance, the weight â€Å"four grams† could be expressed as â€Å"4 g† or â€Å"4 grams.†

Analyze a story Essay Example | Topics and Well Written Essays - 1000 words

Analyze a story - Essay Example Hawthorne intends to show the reader the struggle between good and evil which goes on in every individual. He points out the hypocrisy which is common in the Puritan society of that age. The Puritans hide the evil in themselves underneath pretense. Hawthorne uses characterization, setting and symbolism to show that human nature is a mixture of good and evil. Hawthorne’s characters all show themselves to be a combination of good and evil. Young Goodman Brown first speaks proudly of his ancestors: â€Å"We have been a race of honest men and good Christians since the days of the martyrs† (Hawthorne, 1034). The Devil is quick to point out that the Goodman’s grandfather, a constable, was also the man who cruelly accused a poor woman of witchcraft, beating her on the streets. Under the devil’s influence, the Goodman’s father set fire to an Indian village. Young Goodman Brown then boasts of the stern morals of the general population of the Puritans of New England, who are â€Å"people of prayer, and good works to boot, and abide no such wickedness† (Hawthorne, 1035). The demon in turn boasts that he is on intimate terms with public persons ranging from the deacons to the governor. Goody Cloyse, â€Å"a very pious and exemplary dame, who had taught him his catechism in youth† (Hawthorne, 1035) al so proves to be close to the devil; in fact, Goody Cloyse is a witch who uses â€Å"the fat of a new-born babe† in her evil spells (Hawthorne, 1036). Even the pious old minister of the Goodman’s village church and his assistant, Deacon Gookin, are eagerly on their way to join the devil’s gathering. Young Goodman Brown himself is the best example of a good man who cannot control the dark side of his nature. He is confident in the strength of his goodness and asks his wife, â€Å"What my sweet, pretty wife, dost thou doubt me already?† (Hawthorne, 1033). However, although he continues to feel some doubts about his journey, and expresses his reluctance to accompany

Technology have been made a big impact in your life research paper

Technology have been made a big impact in your life - Research Paper Example The current state of technology has significant effects on the relationship between my school and I. Technologies for transport and communication have ensured availability of learning resources in the school library. Aided communication that helps the school to identify necessary academic resources for its students and efficient transport and communication system has facilitated this and developed a high level of utility among students. I therefore feel attached to the school because it cares for my learning needs. Technology has also empowered the school to avail electronic academic resources through online libraries and databases to increase utility. Developed communication systems for the school’s customer relations, through the internet and mobile phones has also strengthened my relationship with the school because of instant assistance from the school’s personnel (Ying and Neo, n.d.). The school’s reliance on technology has however undermined physical connec tivity. Every problem can be resolved over technology and this has limited my information on the school’s structure and procedures. Use of technology has also strained my relationship with the school because of system failures. I have as a result failed, many times, to submit my assignments in time and lecturers do not accept system failure as an excuse (The University of Iowa, n.d.). Technology has also had mixed effects on my relationships with my friends. The social media has played an important role and offered such advantages as increased level of flexibility in communication and accessibility of friends. The media offers different modes of communication such as texts, and shared links and contents of communication can be modified. Lower involved costs in technology-based communication also improve frequency and duration of interactions with my friends and bond our relationships.

Sale of Goods Act 1979 sections 20A & 20B - Passing of Property & Risk Essay

Sale of Goods Act 1979 sections 20A & 20B - Passing of Property & Risk - Essay Example Section 20A is applicable to Contracts of sale where there is a â€Å"specified quantity of unascertained goods.† Section 20B was enacted to supplement the lacuna created by section 20A where there has been deemed consent by the buyer as a co-owner of goods from the bulk and the protection of liquidators from any action in case of insolvency. It means that an act done under Section 20A by one of the co-owners (buyers) binds the other but in case of the seller’s insolvency before passing of property paid for, the buyer is protected. Therefore, the researcher concludes that the legislature never introduced any form of injustice to replace another by enacting Sections 20A and 20B but they cured the mischief in law and strengthened the justice system that could have created endless litigations due to uncertainty of goods, undefined deemed consent and the insolvency of the seller where property had not passed to the buyer. Analysis Sections 20A and 20B Section 20A of the Sal e of Goods Act as amended specifically deals with contracts where the parties traded in â€Å"specified quantity of unascertained goods† in the bulk and gives legal parameters to the effect that property and risk in goods is deemed to have passed upon ascertainment as per the Avory J in Healey v Howlett & Sons (1917). This can either be by identification of goods by the buyer, appropriation by the seller, abatement and or severance of the goods in the bulk by the buyer. In this vein, particular conditions should be fulfilled which includes; that such goods for sale or a sample from the bulk should be clearly identified as forming part of the contract or by any other subsequent contract by parties to that agreement (Burns, 1996, P.268). Secondly, there should be consideration for those goods forming wholly or part of the contract according to Burns, (1996, P.268) and also upheld by the Court in Cohen v Roche (1927). It is an exception to the old rule of thumb that goods pass u pon delivery and payment (Ward (RV) Ltd v Bignall,1967, P.545). In this circumstance, it’s upon ascertainment. Where upon the above conditions are satisfied, property and risk is premafacie passed onto the buyer for those ascertained goods in the bulk as per the Court in Pignataro v Gilroy & Sons (1919) involving the sale of unascertained rice2. The only exception is where there is an agreement to the contrally between the contracting parties (The Sale of Goods Act, 1795, S.20A (2)) or if there are special factors forming part of the essential terms of the contract (Nicole, 1979, P.143). Property further passes in unascertained goods by the buyer’s approval of goods produced by the seller before delivery but the seller should notify the buyer of that production (Wilkins v Bromhead, 1844). This thus means that there has been appropriation of goods hence passing of property and risk (Noblett v Hopkinson, 1905). Furthermore, part payment for the goods being ascertained is in the circumstance treated as consideration and therefore makes the buyer owner of the goods. Property is thus deemed to have passed according to Hendy Lenox Ltd v Grahame Puttick Ltd (1984). However, the terms of the contract must be fulfilled failure of which negatives the passing of property as was the case in Carlos Federspiel & Co SA v Charles Twigg & Co Ltd (1957) involving the sale of bicycles which didn’t pass until they had passed the ship rail. Therefore, sections 20A and 20B were not

Observational and Motor Learning Development

Observational and Motor Learning Development Human development is astonishing from embryo, to infant, to kid, and so on till the fullu grown-up person. There are a number of things that kids require to learn and developmental objectives that require to be achieved. The rationale of this paper is to examine learning of motor-skill in a three to four year old child, its connection with observational learning, and strategy to assist a three to four year old child with delayed fine motor skills. Consecutively to completely recognize the issue an examination of milestones of fine motor skills is needed. Milestones of Fine Motor Skills Infants and kids as they develop build up 2 kinds of motor skills: fine and gross. The fine motor skills are individual’s skills that entail movements of small scale e.g. holding a toy(David Grissmer). Gross motor skills are perceived as individual’s skills that engage movements of large scale e.g. the moving of the limbs up and down (David Grissmer). The described ages in this case are three and four years. Three year old Kids must have the capability to: wear their own shoes, solve easy riddles, play with another kid in an activity group (David Grissmer). Four year old Kids must have the capability to: dress by themselves, exhibit a hand preference, emulate a square, open and close buttons of dresses, and consoles buddies in misery (David Grissmer). Kids are supposed to incident milestones of developmental in addition. Milestones of Child Development Children Developmental milestones attain more than merely the range at which they control objects (fine /gross motor skills). Kids attain milestones during learning, playing, speaking, behaving, and moving â€Å"(CHATS , R. (N.D.) ). Once more the spotlight for milestones of developmental will be three and four year’s old kids. A three year old in expressions of milestones of emotional and social must obtain rolls in games, recognize the notion of theirs, and might get disturb with foremost regular changes (CHATS , R. (N.D.). ). Communication and Language engages recognizing and naming the majority of things, being able to recognize and names of friends, and being able to converse with them (CHATS , R. (N.D.). ). In expressions of cognitive movement: can runs easily, playing with toys that have buttons, levers etc, being able to turn pages of book, , and walking up and down on stairs (CHATS , R. (N.D.). ). A four year old in expressions of emotional and social milestones must collaborate with other kids, and recognize the distinction amid imagination and reality (CHATS , R. (N.D.). ). Communication and Language engages speaking their first and last name, telling stories, and (CHATS , R. (N.D.). ). In expressions of cognitive and movement: names some colors together with a few numbers, uses scissors, initiates to recognize time, and being able to catch a thrown ball the majority the time (CHATS , R. (N.D.). ). Piaget and Fine Motor Skills The brain is a vital component of the fine motor skills process of learning. There are 4 segments of the brain that add to this process of learning: premotor cortex, supplementary motor cortex, dorsolateral frontal cortex, and posterior parietal cortex. The premotor cortex is connected with perceptual motor integration by recognizing spatial target discovering a new relationship amid environmental and selfish space (DP,Butters,N.(1995)). The dorsolateral frontal cortex is connected with the strategic course by choosing the objective for the movement and the majority suitable surroundings for that movement (DP,Butters,N.(1995)). The supplementary motor cortex is connected with succession: arranges spatial targets in the accurate sequence and replicates the succession with the similar movement (DP,Butters,N.(1995)). Finally, is the spinal interneuron connected with active which interprets targets og egocentric spatial into patterns of muscle and creates novel relationships amid the target and the patterns of muscle (DP,Butters,N.(1995)). An additional means that fine motor skills can be learned is through the theory of social learning or art of imitating. Theory of Social learning is deemed learning by observation since the viewer habitually a kid is observing a further child, an adolescent, or also an adult. The actions that are exhibited by the observed person have the prospective to be imitated by the observer if and merely if definite criterion is in place. The criterion is concentration, maintenance, imitation, and motivation (Patricia H. Miller). Consequences as well bear burden in this area of learning by observation. The observer will simply replicate the behavior studied if the advantages of that actions overshadow a likely outcomes or reprimands that are connected with that actions (Patricia H. Miller). In expressions of studying fine motor skills a kid who can recognize the series of theory of social learning can automatically start to imitate those about them. The period of the copying behavior is difficult to determine. A kid that observes their parent using a mobile phone will imitate that behavior. The similar goes for eating and dressing. As magnificent as developing of fine motor skills are, there are a few kids who are delayed in incidence this particular time. Strategies for Delay in fine Motor Skill Kids whose development of Motor Skill is delayed there are more than a few diverse strategies that can be utilized consecutively to fix this predicament. Primarily generate daily activities that need the kid to use handheld toys and things (CDC,). Next, make use of songs with finger play to build up fine motor skills (). Thirdly, let the kid to seize and sense objects (CDC). Squeezing objects would be in actuality be helpful. Fourth, provide the kid manipulatives to play for instance blocks or clay (CDC). Conclusion Milestones are extremely significant to welfare and efficient growth on the course to adulthood. Fine motor skills are incorporated in that listing of milestones development. For instance when kid is able to pick up a ball and throw it to others. There are as well additional milestones to be taken into deliberation for instance developmental for kids. Social learning prepared its access with the association of fine motor skills learning with observational learning. The kid merely requires being continued drawn by the actions of the person by observation and then impersonating the behavior observed. There are instances when the milestones are not being able to attain and as a result a delay of motor skills is created. The key spotlight for the person is to use fine motor skills to complete definite actions for instance using manipulative. References Chats , R. (n.d.). Developmental milestones. Retrieved from http://www.childhealth- explanation.com/milestones.html http://www.cdc.gov/NCBDDD/actearly/milestones/index.html CDC: Developmental Screening, â€Å"Facts About Developmental Disabilities,† Important Milestones. David Grissmer, et al. Fine Motor Skills And Early Comprehension Of The World: Two New School Readiness Indicators. Developmental Psychology 46.5 (2010): 1008-1017. PsycARTICLES. Miller, Patricia H. (2011). Theories of developmental psychology. New York: Worth Publishers. Salmon DP, Butters, N. (1995). Neurobiology of skill and habit learning Current Opinion in Neurobiology, 5, 18

Response to Self-Reliance by Ralph Waldo Emerson Essay -- English Lite

Response to Self-Reliance by Ralph Waldo Emerson I believe that, essentially, life consists of a series of choices. A grouping of these choices in one direction or another makes us who we are, and ultimately we have control over our lives. What makes one person different from another is his own set of choices. When going through life’s motions, we develop certain worldviews and ideas and values to live by. We develop an opinion of what makes a person â€Å"great.† In the well-known essay â€Å"Self-Reliance†, Ralph Waldo Emerson provides a beautiful way of approaching these choices, and he reveals a very inspiring set of values centralized around going through life answering only to yourself. I love the way Emerson evaluates the society we live in, and how he radically encourages being misunderstood and nonconformist. Emerson, like myself, exhibits values of saying exactly what you think and living only by what you believe to be the best. If I can successfully shape my life around ideas of self-reliance I can be exactly who I want to be. I look around me and don’t want to conform to society’s standards, I recognize that there is an easy way out, but try my best to remain true to myself by following my heart with pure conviction. Because of my desire to remain true to myself, I closely identify with Emerson in â€Å"Self-Reliance†: â€Å"To believe your own thought, to believe that what is true for you in your private heart is true for all men, - that is genius.† Emerson’s views of soc...