Arguing for Authenticity: A Comparison and Contrast of Two American Mod

â€Å"[F]uture commentators on American poetry and political issues will not be able to ignore [historical context of the author]† argues Barry Ahearn, author of the article â€Å"Poetry: 1900 to the 1940’s,† which discusses the importance of the â€Å"authentic voice of the region† in poetry that gives each work legitimacy (Ahearn 373). The author uses criticism regarding various authors and responds to each with a different argument, such as the mentioning of alcohol in female poetry versus using the â€Å"cultural clichà © †¦ of Appalachian moonshine† in female poetry (Ahearn 372-373). Ahearn discusses writers such as: Sterling A. Brown, Langston Hughes, H.D. (Hilda Doolittle), Robert Frost, Robinson Jeffers, Edna St. Vincent Millay, Lorine Niedecker, George Oppen, John Crowe Ransom, Charles Rezikoff, Muriel Rukeyser, Gertrude Stine, Wallace Stevens, Sara Teasdale, William Carlos Williams, and Louis Zukofksy. The purpose of mentio ning so many others, so claims Ahearn, is to gather a survey of works between 1900 and the 1940’s. The author talks more about some writers more than others; for instance, Ahearn points out William Carlos Williams and Wallace Stevens differing qualities to the point of describing them as so opposite that they are, in fact, almost dependent on each other. For the purposes of this paper, however, I will be examining how the author discusses Langston Hughes and Robert Frost; both of which he describes in great detail. The discussion of these writers creates a wide range of Modernist authors that influenced each other and the people who read their works. The author claims that it is the authenticity of the writer that creates a more accurate work of literature, and the life experiences of these authors, that adds to th... ...thesis statement. The individual sections of this article were well written and each seemed to have its own thesis statement. Each section could be expanded and turned into a very interesting paper on its own. Though it seems that the author wanted to talk about too many authors at one time, creating an article that gives many ideas, but not as much connectivity or flow. Works Cited Barry Ahearn. "Poetry: 1900 to the 1940s." American Literary Scholarship 2008 (2008): 365 386. Project MUSE. Web. 28 Mar. 2012. . Works Cited Barry Ahearn. "Poetry: 1900 to the 1940s." American Literary Scholarship 2008 (2008): 365 386. Project MUSE. Web. 28 Mar. 2012. .

Dime Store :: essays papers

Dime Store I Can’t Hear a Damn Word You’re Saying â€Å"‘Those who deprecate the free supply of such ficticious works as the public demands, are generally in favor of the entire exclusion of fiction of a sensational cast, a course which will unavoidably result in alienating from the library the very class most needing its beneficial influence’† (Denning, 49). It is obvious here that William Fletcher attached more significance and importance to dime novels than most â€Å"serious intellectuals† did in the late 1800’s. In fact, most people, particularly in the middle class, thought dime novels were vulgar and that they caused young children to imitate the actions of the likes of Buffalo Bill and Deadwood Dick. But both the production and the popularity of dime novels (especially) among the working class suggest that something more profound than cheap entertainment compelled them to read these works of fiction. Contrary to what many literary scholars and those in the middle class believed--and perhaps as indicated by the various reactions to them, these plotlines and characters were appealing to the working class on more than just one level. The rate at which dime novels were produced is astounding. â€Å"William Wallace Cook began by receiving a title and synopsis for a serial, and would then write, adapt and revise installments to meet the ever-changing specifications of the publisher. Almost all the accounts tell the story of novels written at exceptional speed in marathon sessions, and all emphasize the sheer quantity of writing† (Denning, 21). It was not uncommon for authors to write entire pieces in one week or less, some not bothering to edit their work. Many admitted that their motivation for writing stories at such a pace was money, but most maintained that the material contained in their stories was not immoral or vulgar, but rather, useful. It is interesting to note here that, while the adverse reaction against dime novels eventually became a reflection of the class that was supposedly reading them, the authors themselves were not from the working class. In fact, the dime novel â€Å"was a commercial product of a burgeoning industry employing relatively educated professionals--writers who also worked as journalists, teachers, or clerks† (45). The judgments passed on those reading the dime novels was limited to the working class; but the very material that was thought to be immoral was invented in the minds of middle class people.

Lab Report of the Preparation of Cds

EXPERIMENT REPORT (PREPARATION OF CdS) Experiment Purposes 1. To master the proper operations as well as the suitable situations of atmospheric pressure filtration, vacuum filtration, centrifugal separation & precipitation washing 2. To understand the relation between precipitation state % precipitating conditions 3. To learn the way to examine whether reactants are fully precipitated 4. To learn the principals of powder material synthesizing through room temperature solid phase method & liquid phase method directional growing rystal form of precipitation Experiment Principals 1. the process of precipitation forming constitutive crystal ion accumulating growing forming nuclei sediment particals amorphous precipitation crystal nuclei 2. the classification of precipitations amorphous precipitation, particle diameter smaller than 0. 02 m, ex. Fe(OH)3. the hydroxide of metals of high oxidation number would grow directionally with low rate, but accumulate very fast, forming amorphous prec ipitation curd-like precipitation, particle diameter 0. 02~0. 1 m, ex.AgCl crystal form of precipitation, diameter 0. 1~1 m, ex. BaSO4. Inorganic salts with strong polarizability grow directionally with high rate, forming crystal form of precipitation 3. CdS is a semiconductor material widely use. It can be preparated through room temperature solid phase method & liquid phase method & gas phase method. Use CdSO4 and NaS as reactants, through both room temperature solid phase method & liquid phase method to prepare CdS(s). Compare the two ways of preparation and their influence on product separation. Reactions as ollows, CdSO4+2NaS=CdS+Na2SO4 Chemical reagents: CdSO4(s), Na2S(s), 0. 3M HCL(aq), 0. 5M CdSO4(aq), 1M BaCl2(aq), widely pH tests strips, mortar, centrifugal text tube, bake oven, centrifuge, vacuum filtration apparatus, etc. Experiment Steps And Phenomena Room temperature solid phase method 1. according to the theoretically volume of product should be 1. 44g, weigh certain amount of CdSO4(s) and NaS(s), mix in dried mortal, then grind for 10-20 min. | In the mortal, White particles slowly turned into orange powders, bad egg smell is output. | 2. he product is transferred to a beaker and washed with distilled water for 3 times, until the supernatant is tested pH

Learning Experience Essay

For the past years in college, I have faced situations that needed intelligent decisions. Though many times I have considered the possible consequences, nothing could prepare me when I faced them. In the end I always realize that I have made the wrong decisions, and I could not turn back time to change them. However, these experiences taught me lots of things that helped me to become a better decision maker. I admit that there is a part of me that always tries to avoid making the boldest decisions, despite the fact that they are the safest (Arsham, 1994), as it appears risky to me. Moreover, there were times when these decisions are nerve-racking and difficult and I was often left scared to deal with the outcome. At one point in my life, I experienced losing friends who have been with me for years. I did not notice that slowly they were pushing me down despite our friendship. And even if this one person who I just met for a few months warned me about how my ‘friends’ back-stabbed me, I did not believe her because I knew my friends better, or so I thought. It was hard for me to accept that they, out of envy, would tell bad things about me. I have confided in them, my life was an open book to them, and I trusted them with my whole life. Then one day, all of their hate words reached me. I was in shock, because my friends treated me well whenever I am around. I was in a state of denial for a few weeks. During those weeks, I was like another person. I was apathetic and unemotional (Messina, J, and C. Messina, 2007). It was like those years of friendship that we have built for almost three years were broken in just a few days. Later on I was angry at them. And then I realized that my anger was a reaction for being hurt and insulted (Richmond, 2008). The hardest part was turning my back on them because I knew I do not deserve to be friends with persons who would deliberately say bad things about me. It was really a difficult decision, because somehow I have treasured those moments when we were genuinely happy with each other’s company. What made it more difficult was seeing them in places where we have hang out before. Seeing them always reminded me how I was not careful in choosing people who would be a part of me and my life. Up to this day I am still hurt when I think about them. But the good thing is that I became better at choosing friends. I do not judge somebody easily, but since then I have found friends who are better than best. And that is enough for me. References Arsham, H. (1994). Leadership decision making. Retrieved December 15, 2008, from http://home. ubalt. edu/ntsbarsh/opre640/partXIII. htm Messina, J. J. , and C. Messina. (2007). Tools for handling loss. Coping. org. Retrieved December 15, 2008, from http://www. coping. org/grief/denial. htm

Evaluation of “Letter from Birmingham Jail” & “Resistance to Civil Government” Essay

Evaluation of â€Å"Letter from Birmingham Jail† & â€Å"Resistance to Civil government† Both passages â€Å"Letter from Birmingham Jail† and â€Å"Resistance to Civil government† have the same general purpose which was the idea of Civil disobedience, not agreeing with the law because it violates one’s morality or inner conscience belief. In the â€Å"Letter from Birmingham Jail† Martin Luther King explains his reasoning for why he retaliated the law and the idea of protesting without violence. Henry David Theoreau recognizes the unjust ways of the government and the issues of slavery. The tone that Theoreau uses seems to be more aggravated and anger driven than that of King, who expresses the issues using a less harsh tone and not as many witty comments. In King’s passage, his tone is more deep and personal, speaking on a level representing the African American community and the hardships that they go through. In Theoreau’s passage, he uses a less personal approach and uses more factual based things and the use of grim irony explaining that what is being done is the opposite of what America was founded on, he goes on to say â€Å"Must the citizen ever for a moment, or in the least degree, resign his conscience to the legislator? Why has every man a conscience, then? I think that we should be men first, and subjects afterward† This is similar to King’s quote â€Å"The answer lies in the fact that there are two types of laws: just and unjust. I would be the first to advocate obeying just laws. One has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that â€Å"an unjust law is no law at all.†. King also explains his reasoning for his actions, for the revolutions and rebellion for the sake of the rights that all men are created equal and should be treated that way in America, because that is what is stated in the constitution and what the Christian faith is.

Marketing Planning and Strategy (The Buying Process)2 Assignment

Marketing Planning and Strategy (The Buying Process)2 - Assignment Example This is a remarkable need that has been substantially developed by the marketer through the online description of the product alone. In particular, target customers who are in the arena of influencing people will eventually realize to desire for a need for this product offering. Ideally, people involved in the field of persuading other people would want to become effective here (Larson, 2012). Thus, in their current state, they want to improve more in their skills of persuasion. Thus, the marketer has made the right choice of placing the actual description of the product that will trigger this need. The product is like a helping guide that aims to improve its users’ experience with persuading people. Concerning this, the marketer is able to implement the idea particularly in seeking value on the part of the customers relating to their personal experiences of influencing or persuading people. For this reason, the product is trying to suggest scanning one’s memory in line with the importance of persuasion. One’s memory with product or related experience is a fundamental source of information from the point of view of the marketer (Kimmel, 2012). Such idea brings forward to the primary source of internal information about the customers’ buying behavior. On the other hand, the dominant source of external information that the marketer showcased on the site is the presence of helpful customers’ reviews with significant ratings. Customers’ reviews are essential ways to trigger positive customer’s response on the product or service offerings (Schneier, Shaw, Beatty & Baird, 1995). Marketers believe that this could trigger customers’ buying behavior. Aside from the product description and customers’ reviews, the product conveys the need to have it through editorial reviews too. These reviews are essential justifications of the

Cultural Awareness Essay Example | Topics and Well Written Essays - 1250 words

Cultural Awareness - Essay Example II. Culture and regions of the world: A case for South America. A. A look at the location of South America. B. The physical landscape and prominent features of the region that include the Andes, the amazon forests and the Atacama Desert. III. The expression of culture through history and developments give us a better understanding of the region. A. The military history of South America in itself brings out the nature of the region. B. The key infrastructural developments such as the Panama Canal give us the ancient history and interests of the region. C. Typical activities of the region such as Agriculture tell us about the abundance of rainfall in the areas, tourism also shows us the attractive nature of the region. IV. The people residing in the region and the activities they engage in tell us of the mixed cultures of the area. A. The mixture of ethnic groups tells us of the diversity of the regions culture. B. The different languages spoken by the people prove that culture is both specific to a group and a region. C. The different interests communicate the value of ideologies that are held by different groups. SSG Phippard SSG Johnson ALC Class 709-11 September 18, 2011 The Culture of South America Culture can be defined as that system of beliefs, values, norms, customs, behaviors and artifacts that members of a given society use to interact with the world and one another. It is that combination of thoughts, feelings attitudes, beliefs values and behavior patterns that are shared by racial, ethnic, religious or social groups of people (Urban Schools). The first characteristic of culture is language which is a set of symbols that are used to assign and communicate meaning. Language is both the spoken words and body movements. Language can be formal or informal depending on the environment and the people taking part in the communication process. Different dialects may symbolize different groups of people with different cultures. In non-verbal communication, di fferent cultures have different body languages. For example, there are cultures in which eye contact is seen as disrespectful while in others it signifies honesty. The second element of culture is norms, which are rules that govern behavior in a given society. Norms include taboos and rituals, which are specific to a given group of people or region. Norms are such that what is acceptable by one may be absurd for another. Ignoring these norms makes one unacceptable unpopular or an outcast within a given culture. The third characteristic of culture is values, which are things that members of a particular culture hold in high esteem or aspire to have. Values are not the same they change depending on the situation or the needs of people. Different cultures value different things, for example most Americans generally agree on the following as valuable: democracy, liberty and freedom. A typical African society values children, peace and hard work. The fourth characteristic of culture is b eliefs and ideologies. Beliefs refer to what members of a given culture hold to be true. Ideologies on the other hand refer to a set of beliefs and assumptions that are connected by a common theme. Social institutions or systems associate themselves with ideologies and they serve to make those institutions legitimate. The above two vary within cultures and serve to differentiate them. The fifth characteristic of culture is the attitude towards time. Time orientation is something