Achieving Essay Topic Success

Achieving Essay Topic SuccessBefore starting a new study for Advanced Placement (AP) Essay Topics for LE (Literacy and Language Arts) exams, students must first analyze their strengths and weaknesses. To do this, students can access a wide variety of resources, including the online AP Exam topics for LE literature and language booklets. Upon searching for resources, students should consider the benefits of working with text books rather than online resources.Students will benefit greatly from a proper education on how to use language and the tools to express ideas in an extemporaneous and coherent manner. Knowledge of text books will allow students to improve their writing skills while at the same time practice reading, analyzing and responding to teacher-written essays. Reading out loud is important for many students, as the reading aloud will help students develop a sense of confidence and write fluently. For those students that rely on their own resource library, online books may offer the convenience of researching for free without needing to physically visit a library.While the written essay can be written in nearly any style or language, it is most effective to do so using a text book for the number of text, English grammar and syntax, as well as vocabulary items that would be used by the reader. Taking essay test questions, and supplementing them with word games, student-written essay prompts and essays prepared by a student coach are other resources used to prepare for the AP essay tests. These resources, which are provided online, are a necessity for students looking to enhance their chances for success.As writers, we often find ourselves creating a framework for our writer's work from scratch. The preparation we make prior to taking a standardized essay exam helps us focus and narrow down the choice of topic, to the point where we only have to produce ideas. A knowledge of the structure of a writer's document, not only helps readers understand the flo w of thought, but the more familiar an essay writer becomes with the conventions of a written document, the more likely he or she is to be able to capture the essence of an essay topic. This, in turn, can give students confidence that they will be able to succeed on the actual exam.Online books for the AP exams are easily accessible, and sometimes they also provide additional learning through the inclusion of an essay outline and guidelines, fact sheets, and even outlines and tests. They are also designed to provide the student with an excellent amount of research tools and lesson plans, allowing them to gain information from the books and the online resources for reference. Finally, this kind of material can assist the students to become aware of common mistakes that they should avoid, as well as their purpose in writing the essay.No matter what type of degree or diploma you are pursuing, being able to successfully perform a specific assignment on a basic concept will help you buil d up your confidence, allowing you to move on to more complex subjects. Knowledge of the AP Essay Topics for LE literature and language booklets is essential to succeed in the English Language Arts (ELA). The booklets can help students learn the skills required for the task, and they are also a great way to obtain individualized guidance for writing assignments.Whether the student is a senior, junior, or high school student, working with books that are related to their coursework and skill level allows them to practice reading, reading, writing, and even typing. To avoid having a lack of confidence, students need to take the time to learn about the basics, not only for the exam but also in general.

Archaeology of Olive Domestication

Olives are the fruit of a tree that today can be found as nearly 2,000 separate cultivars within the Mediterranean basin alone. Today olives come in a huge variety of fruit sizes, shape, and color, and they are grown on every continent except Antarctica. And that may in part be why the history and domestication story of olives is a complicated one. Olives in their native state are virtually inedible by humans, although domestic animals like cattle and goats dont seem to mind the bitter flavor. Once cured in brine, of course, olives are very tasty. Olive wood burns even when wet; which makes it very useful and that may be one attractive characteristic that drew people towards the management of olive trees. One later use was for olive oil, which is virtually smoke-free and can be used in cooking and lamps, and in many other ways. Olive History The olive tree (Olea europaea var. europaea) is thought to have been domesticated from the wild oleaster (Olea europaea var. sylvestris), at a minimum of nine different times. The earliest probably dates to the Neolithic migration into the Mediterranean basin, ~6000 years ago. Propagating olive trees is a vegetative process; that is to say, successful trees are not grown from seeds, but rather from cut roots or branches buried in the soil and allowed to root, or grafted onto other trees. Regular pruning helps the grower keep access to the olives in the lower branches, and olive trees are known to survive for centuries, some reportedly for as much as 2,000 years or more. Mediterranean Olives The first domesticated olives are likely from the Near East (Israel, Palestine, Jordan), or at least the eastern end of the Mediterranean Sea, although some debate persists about its origins and spread. Archaeological evidence suggests that the domestication of olive trees spread into the western Mediterranean and North Africa by the Early Bronze Age, ~4500 years ago. Olives, or more specifically olive oil, has a significant meaning to several Mediterranean religions: see the History of Olive Oil for a discussion of that. Archaeological Evidence Olive wood samples have been recovered from the Upper Paleolithic site of Boker in Israel. The earliest evidence of olive use discovered to date is at Ohalo II, where ca 19,000 years ago, olive pits and wood fragments were found. Wild olives (oleasters) were used for oils throughout the Mediterranean basin during the Neolithic period (ca 10,000-7,000 years ago). Olive pits have been recovered from the Natufian period (ca 9000 BC) occupations in Mount Carmel in Israel. Palynological (pollen) studies on the contents of jars have identified the use of  olive oil presses by the early Bronze Age (ca 4500 years ago) in Greece and other parts of the Mediterranean. Scholars using molecular and archaeological evidence (presence of pits, pressing equipment, oil lamps, pottery containers for oil, olive timber, and pollen, etc.) have identified separate domestication centers in Turkey, Palestine, Greece, Cyprus, Tunisia, Algeria, Morocco, Corsica, Spain, and France. DNA analysis reported in Diez et al. (2015) suggests that the history is complicated by admixture, connecting domesticated versions with wild versions throughout the region. Important Archaeological Sites Sites Archaeological sites important to understanding the domestication history of the olive include Ohalo II, Kfar Samir, (pits dated to 5530-4750 BC); Nahal Megadim (pits 5230-4850 cal BC) and Qumran (pits 540-670 cal AD), all in Israel; Chalcolithic Teleilat Ghassul (4000-3300 BC), Jordan; Cueva del Toro (Spain). Sources and Further Information Plant Domestication and the Dictionary of Archaeology. Breton C, Pinatel C, Mà ©dail F, Bonhomme F, and Bervillà © A. 2008. Comparison between classical and Bayesian methods to investigate the history of olive cultivars using SSR-polymorphisms. Plant Science 175(4):524-532. Breton C, Terral J-F, Pinatel C, Mà ©dail F, Bonhomme F, and Bervillà © A. 2009. The origins of the domestication of the olive tree. Comptes Rendus Biologies 332(12):1059-1064. Diez CM, Trujillo I, Martinez-Urdiroz N, Barranco D, Rallo L, Marfil P, and Gaut BS. 2015. Olive domestication and diversification in the Mediterranean Basin. New Phytologist 206(1):436-447. Elbaum R, Melamed-Bessudo C, Boaretto E, Galili E, Lev-Yadun S, Levy AA, and Weiner S. 2006. Ancient olive DNA in pits: preservation, amplification and sequence analysis. Journal of Archaeological Science 33(1):77-88. Margaritis E. 2013. Distinguishing exploitation, domestication, cultivation, and production: the olive in the third millennium Aegean. Antiquity 87(337):746-757. Marinova, Elena. An experimental approach for tracing olive processing residues in the archaeobotanical record, with preliminary examples from Tell Tweini, Syria. Vegetation History and Archaeobotany, Jan M. A. van der Valk, Soultana Maria Valamoti, et al., 20(5), ResearchGate, September 2011. Terral JF, Alonso N, Capdevila RBi, Chatti N, Fabre L, Fiorentino G, Marinval P, Jordà ¡ GP, Pradat B, Rovira N, et al. 2004. Historical biogeography of olive domestication ( Journal of Biogeography 31(1):63-77.Olea europaea L.) as revealed by geometrical morphometry applied to biological and archaeological material.

Gillian Clarkes Catrin tackles one of the...

Gillian Clarkes Catrin tackles one of the well-considered themes in feminist writing - the mother-daughter relationship. CATRIN ====== Gillian Clarkes Catrin tackles one of the well-considered themes in feminist writing - the mother-daughter relationship. The aspect of the relationship that Clarke explores here is the bond (rope) that ties them together and from which they try to free themselves from the very beginning, even before birth. Freeing yourself as an individual within a relationship must result in conflict on both sides, which is what the mother and daughter in Catrin are experiencing now. The question we ask ourselves here is, when does the struggle begin? Notice how the speaker uses monosyllables to†¦show more content†¦The real or literal meaning of the metaphor is that each participant in the confrontation wanted her own way. Their actions were shouting. A tank reminds us of a fish tank, and of the idea that it contains everything to do with its occupants. In the speakers case, the tank contains and holds in complete focus the confrontation, which the participants neither won nor lost. yet we find that it is only another manifestation of the same confrontation, this battle of wills, the need for autonomy. The first stanza is longer because it deals with the defining experience of the two characters lives. * taking/Turn at the traffic lights (lines 4-5) emphasises the t sound providing the rhythmic effect of cars going one by one. But I think we can also see the rhythmic and regular moment of the speakers labour in the phrase. * first/Fierce (lines 6-7) uses the initial f sound in words whose monosyllabic effects suggest the pushing movements of birth. * Red rope suggests the blood connection between the speaker and the child. Later it becomes an old rope, but the red colour reminds us that the suggestion of the umbilicus remains in the image of the rope. * Lines 13-14 contain the w sound in walls, words, with and wild, all suggestive of the intensity and struggle of the birth experience. * Lines 15-16 use the s sound in

International Politics And Theory of Realism †MyAssignmenthelp.com

Question: Discuss about the International Politics And Theory of Realism. Answer: In todays world of politics, International Relations (IR) is considered as one of the major aspects. IR refers to the branch of political science having concern in the field of foreign affairs among the countries. For this reason, it is considered as an important filed in Political Science (Gilpin, 2016). Thus, more specifically, IR is regarded as the study of relationship among states, countries, inter-governmental organizations (IGO) and others. In the vast filed of IR, the presence of many theories can be seen as it is not possible for one single theory to explain everything about IR. Among all the theories of IR, two of the major theories are the theories of Realism and Idealism (Baylis, Smith Owens, 2017). The following discussion attempts to evaluate various aspects of these two theories. Realism As per the above discussion, the theory of Realism is considered as an important part in the concept of IR. It needs to be mentioned that the focus of Realism theory is on the states and their relation with the others states in respect of power (charlesstrohmer.com, 2018). This theory states that the states are required to maximize their security in order to increase the chances of survival. Thus, basically, it can be said that the theory of Realism is based on self-interest. Under this theory, the countries or the states are required to ignore culture and moral considerations while developing the foreign policies. At the same time, they are only required to follow the dictation of their leaders for the maximization of powers in comparison with others (Guzzini, 2013). In this process, one country does not care about the human right polices of the other countries. Under the use of this theory, one mostly used phrase is The enemy of my enemy is my friend. In this context, the example o f China and Taiwan can be considered. It can be seen that the Peoples Republic of China (PRC) considers Taiwan as a principal administrative division of china. However, at the same time, Taiwan has considered themselves as a democratically elected government. Thus, in this case, it can be seen that both China and Taiwan is concerned about their own states. Some major conceptual piece can be seen under the theory of Realism. The first aspect is States of Nature, anarchy and war. In this context, European Realism can be mentioned as it is based on the assumption that there is s state of disorder between the relation between the countries. The next conceptual piece is The state and sovereignty. It implies that the states are considered as sovereign and they are also considered as the main actors in the world stage. Another main aspect is National Interest (Beer Hariman, 2012). It implies that the countries are required to put prime interest to the national interest of states. Another major non-negotiable principle of Realism is Balance of Power. In this process, two or more states work together to hold in checks the powerful states from gaining more power (charlesstrohmer.com, 2018). Idealism The theory of Idealism is the opposite of the theory of Realism. It needs to be mentioned that the focus of Idealism theory is to create a peaceful world with the help of integration. For this reason, this theory is based on the assumption of innate goodness of the people of the world and the value of the political institutions for the promotion of social progress (jcer.net, 2018). In this context, the example of European Nation or European Union can be used. It can be seen that there was a major idealistic argument behind the creation of European Union that is the creation of a peaceful and democratic world. In todays world, EU has become a pragmatic organization where the independent countries have the option to discuss about the mutual problems so that shared approach can be developed (Weber, 2013). Thus, it can be observed that there is a clear difference between the ideas of Idealism and Realism theories. The theory of Realism focuses on the tragic side of human nature, but the theory of Idealism puts emphasis in an optimistic manner. In case of the state and balance of power, the Idealism theory talks about much wider possibilities for cooperative arrangements among the states and the countries. Moreover, the more optimistic view of Idealism about human nature provides a broader frame for considering national interests (Burchill et al., 2013). In this context, the example of the president of United States, Woodrow Wilson can be provided. He fought for long time against the powerful arguments in order to keep America out of the First World War and this aspect can be used as an example of Idealism. Thus, the decision to take America into the First World War is considered as the agony of Wilson (jcer.net, 2018). Application of Realism and Idealism in International Relations The above discussion evaluates various aspects of both the theory of Realism and Idealism. Now, it needs to be mentioned that the components of both these aspects can be applied in the in the study of IR. In terms of IR, it can be seen that the key features of Idealism are realistic and their relevancy is highly applicable in the current international policitical system. The components of IR theory have been developed based on the normative view that peace is not a natural state of being (Bull, 2012). According to Idealism, it is required for humankind to establish institutions for allowing humanity towards peace. For providing the realistic example of the application of Idealism and Realism in IR, the creation of European Union (EU) can be provided. As a result of globalization, the European markets have become more integrated from the time of nineteenth century. Due to the application of Idealism and Realism, free trade has become a political policy for all the member country of EU and it has made them interdependent (Light Groom, 2016). Thus, the two major aim of the establishment of EU are to ensure economic growth and to endorse peace. Hence, it can be clearly observed that the main aim of EU was to avoid another major war like First World War or Second World War. For all these reasons, the establishment of EU can be considered as the practical example of the application of the theory of Idealism and Realism in IR. In addition, from the above discussion, it can also be seen that there is a relation between the theory of Idealism and Realism. Moreover, the above discussion also demonstrates how the theories of Idealism and Realism are the part of the global political system (Bull, 2012). Mutually Exclusive or Overlap The above discussion shows the application of Idealism and Realism in the theory of IR. In this context, one of the major concern is whether the theories of Idealism and Realism are mutually exclusive or overlap. It needs to be mentioned that the countries have to make crucial decisions by considering the interest of the country (Fawcett, 2016). There are many instances where the whole world become beneficial from some specific decisions of the country. Thus, it can be said that the Idealism decisions become beneficial from the Realism decisions. Hence, in this case, it can be observed that the theory of Realism and Idealism overlap. However, there are many situations where the countries are forced to take some major decisions for the good of their own and these decisions do not make the whole world beneficial. This situation implies that the countries need to sideline the whole world to think about the good of their own country (Neumann, 2016). Thus, in this situation, it can be see n that there is not any connection between the theory of Idealism and Realism and this aspect makes the theories of Idealism and Realism mutually exclusive to each other. Are the States Behaving in a Realist Way of Idealist The above discussion shows whether the theories of Idealism and Realism are mutually exclusive or overlap. Now, it needs to be mentioned that sometimes the states or countries have to act in Idealistic way and sometimes they need to behave in Realistic manner; and this aspect depends on the needs of the countries or states. In this aspect, the example of EU, United States (US) and China can be provided. In case of US, it needs to be mentioned that there is history of the country to follow the theory of Idealism in IR. In this context, the example of Woodrow Wilson can be provided as he tried hard not to include America in First World War (Jackson Srensen, 2016). After that, the adoption of the policy of Idealism can also be seen in European Nation and the establishment of EU largely supports the adoption of Idealism. The main aim of the development of EU is to bring peace among the member countries with the help of integration. However, difference can be seen in case of China as the country has adopted Realism; and the conflict between China and Taiwan supports this argument (Onuf, 2012). Thus, from the above discussion, it can be seen that states or countries adopts Idealism or Realism based on their interest and needs. References Baylis, J., Smith, S., Owens, P. (Eds.). (2017).The globalization of world politics: an introduction to international relations. Oxford University Press. Beer, F. A., Hariman, R. (2012). Realism and rhetoric in international relations. InPost-realism: The rhetorical turn in international relations. Michigan State University Press. Bull, H. (2012).The anarchical society: a study of order in world politics. Palgrave Macmillan. Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Nardin, T., Paterson, M., ... True, J. (2013).Theories of international relations. Palgrave Macmillan. Fawcett, L. (2016).International relations of the Middle East. Oxford University Press. Gilpin, R. (2016).The political economy of international relations. Princeton University Press. Guzzini, S. (2013).Realism in International Relations and International Political Economy: the continuing story of a death foretold. Routledge. Jackson, R., Srensen, G. (2016).Introduction to international relations: theories and approaches. Oxford university press. Light, M., Groom, A. J. R. (Eds.). (2016).International relations: A handbook of current theory. Bloomsbury Publishing. Neumann, I. B. (2016).Russia and the idea of Europe: a study in identity and international relations. Taylor Francis. Onuf, N. G. (2012).World of our making: rules and rule in social theory and international relations. Routledge. Realism Idealism. (2018).Charlesstrohmer.com. Retrieved 28 February 2018, from https://www.charlesstrohmer.com/international-relations/international-relations-101/realism-idealism/?upm_export=pdf View of From Idealism to Realism? EU Preferential Trade Agreement Policy. (2018).Jcer.net. Retrieved 28 February 2018, from https://www.jcer.net/index.php/jcer/article/view/462/429 Weber, C. (2013).International relations theory: a critical introduction. Routledge.

The Problem Of Language In All Quiet On The Western Front Essays

The Problem of Language in "All Quiet on the Western Front" German Literature The Problem of Language in "All Quiet on the Western Front" For it is no easy undertaking, I say, to describe the bottom of the Universe; nor is it for tongues that only babble child's play. (The Inferno, XXXII, 7-9.) Erich Maria Remarque's All Quiet on the Western Front, a novel set in World War I, centers around the changes wrought by the war on one young German soldier. During his time in the war, Remarque's protagonist, Paul Baumer, changes from a rather innocent Romantic to a hardened and somewhat caustic veteran. More importantly, during the course of this metamorphosis, Baumer disaffiliates himself from those societal icons--parents, elders, school, religion--that had been the foundation of his pre-enlistment days. This rejection comes about as a result of Baumer's realization that the pre-enlistment society simply does not understand the reality of the Great War. His new society, then, becomes the Company, his fellow trench soldiers, because that is a group which does understand the truth as Baumer has experienced it. Remarque demonstrates Baumer's disaffiliation from the traditional by emphasizing the language of Baumer's pre- and post-enlistment societies. Baumer either can not, or chooses not to, communicate truthfully with those representatives of his pre-enlistment and innocent days. Further, he is repulsed by the banal and meaningless language that is used by members of that society. As he becomes alienated from his former, traditional, society, Baumer simultaneously is able to communicate effectively only with his military comrades. Since the novel is told from the first person point of view, the reader can see how the words Baumer speaks are at variance with his true feelings. In his preface to the novel, Remarque maintains that "a generation of men ... were destroyed by the war" (Remarque, All Quiet Preface). Indeed, in All Quiet on the Western Front, the meaning of language itself is, to a great extent, destroyed. Early in the novel, Baumer notes how his elders had been facile with words prior to his enlistment. Specifically, teachers and parents had used words, passionately at times, to persuade him and other young men to enlist in the war effort. After relating the tale of a teacher who exhorted his students to enlist, Baumer states that "teachers always carry their feelings ready in their waistcoat pockets, and trot them out by the hour" (Remarque, All Quiet I. 15). Baumer admits that he, and others, were fooled by this rhetorical trickery. Parents, too, were not averse to using words to shame their sons into enlisting. "At that time even one's parents were ready with the word 'coward'" (Remarque, All Quiet I. 15). Remembering those days, Baumer asserts that, as a result of his war experiences, he has learned how shallow the use of these words was. Indeed, early in his enlistment, Baumer comprehends that although authority figures taught that duty to one's country is the greatest thing, we already knew that death-throes are stronger. But for all that, we were no mutineers, no deserters, no cowards--they were very free with these expressions. We loved our country as much as they; we went courageously into every action; but also we distinguished the false from true, we had suddenly learned to see. (Remarque, All Quiet I. 17) What Baumer and his comrades have learned is that the words and expressions used by the pillars of society do not reflect the reality of war and of one's participation in it. As the novel progresses, Baumer himself uses words in a similarly false fashion. A number of instances of Baumer's own misuse of language occur during an important episode in the novel--a period of leave when he visits his home town. This leave is disastrous for Baumer because he realizes that he can not communicate with the people on the home front because of his military experiences and their limited, or nonexistent, understanding of the war. When he first enters his house, for example, Baumer is overwhelmed at being home. His joy and relief are such that he cannot speak; he can only weep (Remarque, All Quiet VII. 140). When he and his mother greet each other, he realizes immediately that he has nothing to say to her: "We say very little and I am thankful that she asks The Problem Of Language In All Quiet On The Western Front Essays The Problem of Language in "All Quiet on the Western Front" German Literature The Problem of Language in "All Quiet on the Western Front" For it is no easy undertaking, I say, to describe the bottom of the Universe; nor is it for tongues that only babble child's play. (The Inferno, XXXII, 7-9.) Erich Maria Remarque's All Quiet on the Western Front, a novel set in World War I, centers around the changes wrought by the war on one young German soldier. During his time in the war, Remarque's protagonist, Paul Baumer, changes from a rather innocent Romantic to a hardened and somewhat caustic veteran. More importantly, during the course of this metamorphosis, Baumer disaffiliates himself from those societal icons--parents, elders, school, religion--that had been the foundation of his pre-enlistment days. This rejection comes about as a result of Baumer's realization that the pre-enlistment society simply does not understand the reality of the Great War. His new society, then, becomes the Company, his fellow trench soldiers, because that is a group which does understand the truth as Baumer has experienced it. Remarque demonstrates Baumer's disaffiliation from the traditional by emphasizing the language of Baumer's pre- and post-enlistment societies. Baumer either can not, or chooses not to, communicate truthfully with those representatives of his pre-enlistment and innocent days. Further, he is repulsed by the banal and meaningless language that is used by members of that society. As he becomes alienated from his former, traditional, society, Baumer simultaneously is able to communicate effectively only with his military comrades. Since the novel is told from the first person point of view, the reader can see how the words Baumer speaks are at variance with his true feelings. In his preface to the novel, Remarque maintains that "a generation of men ... were destroyed by the war" (Remarque, All Quiet Preface). Indeed, in All Quiet on the Western Front, the meaning of language itself is, to a great extent, destroyed. Early in the novel, Baumer notes how his elders had been facile with words prior to his enlistment. Specifically, teachers and parents had used words, passionately at times, to persuade him and other young men to enlist in the war effort. After relating the tale of a teacher who exhorted his students to enlist, Baumer states that "teachers always carry their feelings ready in their waistcoat pockets, and trot them out by the hour" (Remarque, All Quiet I. 15). Baumer admits that he, and others, were fooled by this rhetorical trickery. Parents, too, were not averse to using words to shame their sons into enlisting. "At that time even one's parents were ready with the word 'coward'" (Remarque, All Quiet I. 15). Remembering those days, Baumer asserts that, as a result of his war experiences, he has learned how shallow the use of these words was. Indeed, early in his enlistment, Baumer comprehends that although authority figures taught that duty to one's country is the greatest thing, we already knew that death-throes are stronger. But for all that, we were no mutineers, no deserters, no cowards--they were very free with these expressions. We loved our country as much as they; we went courageously into every action; but also we distinguished the false from true, we had suddenly learned to see. (Remarque, All Quiet I. 17) What Baumer and his comrades have learned is that the words and expressions used by the pillars of society do not reflect the reality of war and of one's participation in it. As the novel progresses, Baumer himself uses words in a similarly false fashion. A number of instances of Baumer's own misuse of language occur during an important episode in the novel--a period of leave when he visits his home town. This leave is disastrous for Baumer because he realizes that he can not communicate with the people on the home front because of his military experiences and their limited, or nonexistent, understanding of the war. When he first enters his house, for example, Baumer is overwhelmed at being home. His joy and relief are such that he cannot speak; he can only weep (Remarque, All Quiet VII. 140). When he and his mother greet each other, he realizes immediately that he has nothing to say to her: "We say very little and I am thankful that she asks The Problem Of Language In All Quiet On The Western Front Essays The Problem of Language in "All Quiet on the Western Front" German Literature The Problem of Language in "All Quiet on the Western Front" For it is no easy undertaking, I say, to describe the bottom of the Universe; nor is it for tongues that only babble child's play. (The Inferno, XXXII, 7-9.) Erich Maria Remarque's All Quiet on the Western Front, a novel set in World War I, centers around the changes wrought by the war on one young German soldier. During his time in the war, Remarque's protagonist, Paul Baumer, changes from a rather innocent Romantic to a hardened and somewhat caustic veteran. More importantly, during the course of this metamorphosis, Baumer disaffiliates himself from those societal icons--parents, elders, school, religion--that had been the foundation of his pre-enlistment days. This rejection comes about as a result of Baumer's realization that the pre-enlistment society simply does not understand the reality of the Great War. His new society, then, becomes the Company, his fellow trench soldiers, because that is a group which does understand the truth as Baumer has experienced it. Remarque demonstrates Baumer's disaffiliation from the traditional by emphasizing the language of Baumer's pre- and post-enlistment societies. Baumer either can not, or chooses not to, communicate truthfully with those representatives of his pre-enlistment and innocent days. Further, he is repulsed by the banal and meaningless language that is used by members of that society. As he becomes alienated from his former, traditional, society, Baumer simultaneously is able to communicate effectively only with his military comrades. Since the novel is told from the first person point of view, the reader can see how the words Baumer speaks are at variance with his true feelings. In his preface to the novel, Remarque maintains that "a generation of men ... were destroyed by the war" (Remarque, All Quiet Preface). Indeed, in All Quiet on the Western Front, the meaning of language itself is, to a great extent, destroyed. Early in the novel, Baumer notes how his elders had been facile with words prior to his enlistment. Specifically, teachers and parents had used words, passionately at times, to persuade him and other young men to enlist in the war effort. After relating the tale of a teacher who exhorted his students to enlist, Baumer states that "teachers always carry their feelings ready in their waistcoat pockets, and trot them out by the hour" (Remarque, All Quiet I. 15). Baumer admits that he, and others, were fooled by this rhetorical trickery. Parents, too, were not averse to using words to shame their sons into enlisting. "At that time even one's parents were ready with the word 'coward'" (Remarque, All Quiet I. 15). Remembering those days, Baumer asserts that, as a result of his war experiences, he has learned how shallow the use of these words was. Indeed, early in his enlistment, Baumer comprehends that although authority figures taught that duty to one's country is the greatest thing, we already knew that death-throes are stronger. But for all that, we were no mutineers, no deserters, no cowards--they were very free with these expressions. We loved our country as much as they; we went courageously into every action; but also we distinguished the false from true, we had suddenly learned to see. (Remarque, All Quiet I. 17) What Baumer and his comrades have learned is that the words and expressions used by the pillars of society do not reflect the reality of war and of one's participation in it. As the novel progresses, Baumer himself uses words in a similarly false fashion. A number of instances of Baumer's own misuse of language occur during an important episode in the novel--a period of leave when he visits his home town. This leave is disastrous for Baumer because he realizes that he can not communicate with the people on the home front because of his military experiences and their limited, or nonexistent, understanding of the war. When he first enters his house, for example, Baumer is overwhelmed at being home. His joy and relief are such that he cannot speak; he can only weep (Remarque, All Quiet VII. 140). When he and his mother greet each other, he realizes immediately that he has nothing to say to her: "We say very little and I am thankful that she asks

Carbonyl Definition in Chemistry

Carbonyl Definition in Chemistry Organic chemistry contains names for many different molecules and groups of molecules that participate in chemical reactions. These groups of molecules are called functional groups. The carbonyl group is an important group that contains the element carbon. Carbonyl Definition The term carbonyl refers to the carbonyl functional group which is a divalent group consisting of a carbon atom with a double-bond to oxygen, CO. Carbonyl also may refer to a compound formed by a metal with carbon monoxide  (CO).  Bivalent radical CO is found in ketones, acids, and aldehydes. Many of the molecules involved in the senses of smell and taste involve aromatic compounds with carbonyl groups. The CO entity is the carbonyl group, while a molecule that contains the group is called a carbonyl compound. Also Known As: carbonyl group, carbonyl functional group Carbonyl Example The metal compound nickel carbonate, Ni(CO)4, contains the CO carbonyl group. Source Wade, Jr., L.G. (2002). Organic Chemistry (5th ed.). Prentice Hall. ISBN 0-13-033832-X

Project Closure and Assessment Essay Example | Topics and Well Written Essays - 1000 words

Project Closure and Assessment - Essay Example In an argument by Bartlett (2004), basing a project on financial estimates is disregarding the elasticity of the corporate market. If a project greatly involves construction operations, the procurement process should be well managed and developed. In construction, quality matters. If the quality assurance is not provided, the project prospects will not be achieved. Apart from the procurement process, the staff at large should be well placed to support the whole project. If need be, organizations are advised to outsource high risk operations. Outsourcing increases the expertise employed in the project and it shares the risk involved in the whole project. The paper will focus on the Woody project and how well it was managed. It will provide an insight into the procurement process in the project. The startup was poorly managed in this project. In appropriately managed startups, organizations usually have effective production processes. After every project the startup usually determines whether or not the project was successful. Managers and owners have the obligation to inspect the results of the outcomes to determine whether or not it is according to the specified plan. In words by Bartlett (2004), managers and owners of organizations provide the first determination on whether or not the project was successful. However, this is usually not an assurance of success. If the production process fails to kick off as expected, the project is viewed as failure. In the case of Woody, the owners of the building did not inspect the manner in which the construction was conducted. After this, the setting off of the production process was very poor. Every single operation was behind schedule as the effects affected the company’s consumer base. It was poor management in that the owners of the company did not come up with any completion procedure after a period of years. There was no plan whatsoever that was formulated to foresee the transition from the old operation syst em to the new one. If the project were properly managed, there would be a procedure for inspection of the building by the owners, acceptance of the new building, testing of the new machines and the launching of the production process. The result of this poor management was harsh. The usual maintenance process carried out after every two weeks did not take place in time. Consumer deliveries were delayed by a period of two weeks. Several contractors also canceled the contracts citing insecurity and exposure to high levels of risk. The sale of finished goods also declined significantly. After the period of two years it was clearly evident that the project was poorly managed. The results seen at the startup after the completion of the project were diminishing. According to Wirick (2011), the success of a project is measured by its ability to comfortably upgrade the production process. In the Woody project this is not evident. To worsen the situation, its normal production process was ne gatively affected. Looking at Woody two years ago, the production process was much better. The procurement process in the Woody project was also tampered with. This can be translated to supply of goods of low quality. Kerzner (2010) argues that the supply of goods during a project is also a key to its success. In a proper managed project the procurement process is easily monitored and certified. In Woody’s case, the payment made to suppliers was not effectively consulted. Paying for services in consideration of