Essay on Great Expectations Example For Students

Exposition on Great Expectations Charles Dickens an extraordinary English author who had affected numerous after some time. He was naturally introduced to a poor family on seventh February 1812 in Portsmouth. His family had records for making obligations and by age 12 his dad was condemned for obligation, with this circumstance Dickens needed to start work in a boot blacking manufacturing plant. He had begun composing books by the age 20, and had ascended to distinction rapidly for the incredible enthusiasm for his books. Out of the numerous books he had kept in touch with one was called Great Expectations which was finished and distributed by 1860. He had composed the book with his very own slight likeness life just as affection life. As the book was composed during Victorian occasions it had sought after the nature and climate of that time thusly a book in a period with incredible distinction and a blend of various and considerably more compelling laws. It was where individuals would have been dealt with distinctively particularly youngsters, they would have been underneath grown-ups by numerous levels in this way rewarded in an unmannerly path for instance they would be beaten, compromised and sworn at. Extraordinary Expectations follows the life of a youthful vagrant called Pip who lives from adolescence to adulthood, framing into a respectable man en route. Toward the starting he is a helpless and guiltless kid who lives with his a lot more established, petulant sister Mrs Joe Gargery and his a lot more seasoned brother by marriage Mr Joe Gargery. Pip regularly experiences standard Victorian days until he goes over the presence of a got away from convict who Pip gets pieces of food and a record for. He later goes to London and turns into a piece of an old shattered ladys life who he encourages every once in a while and he experiences passionate feelings for her embraced little girl. Pip is a youthful vagrant kid who lives with his much peevish sister and his amazingly kind brother by marriage. Pip is the benevolent that lives common Victorian days (obeying grown-ups and experiencing standard beatings for the most part from his sister) and carries on with his life to his and families desires, and still, after all that he has fulfillment to the manner in which he lives he lives to what he believes is the best of him and lives to what is normal from his family for the most part his sister e. g. obeying requests and adhering to exacting standards. Pip is scared after he goes over a got away from convict who brutally compromises him and requests for food and a document to liberate himself from the shackles which he had to wear. Pip encounters working for an old woman, Miss Havisham, grief stricken and afterward crazed from the point she was abandoned by her fianci. By working for her he meets and in a split second becomes hopelessly enamored with Miss Havishams receptive little girl, Estella, who rages men with her structure and excellence. So as to get back the affection for Estella, Pip starts another life, one where he deserts his past and chooses to live one with Great Expectations. So as to do this effectively he forsakes his past life and family without considering the results he was to fall into. He considers carrying on with a gentlemans life not actually to top quality yet at a level where he could get the endorsement of Miss Havisham and Estella. The crowd would respond astounded in this issue as laws were unique and various was normal from youngsters along these lines they would be shocked at a kid who surrenders his low quality life for a young lady, the crowds exhortation to such a character would likely be to stay in the flow position. Dickens had made the novel in a truly affable and smart way. He utilizes enlightening style composing which permits the author to shape a creative mind and comprehension of the scene itself. .u7951e8d4e82e32c93139481f43cffd15 , .u7951e8d4e82e32c93139481f43cffd15 .postImageUrl , .u7951e8d4e82e32c93139481f43cffd15 .focused content territory { min-tallness: 80px; position: relative; } .u7951e8d4e82e32c93139481f43cffd15 , .u7951e8d4e82e32c93139481f43cffd15:hover , .u7951e8d4e82e32c93139481f43cffd15:visited , .u7951e8d4e82e32c93139481f43cffd15:active { border:0!important; } .u7951e8d4e82e32c93139481f43cffd15 .clearfix:after { content: ; show: table; clear: both; } .u7951e8d4e82e32c93139481f43cffd15 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; darkness: 1; change: murkiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #95A5A6; } .u7951e8d4e82e32c93139481f43cffd15:active , .u7951e8d4e82e32c93139481f43cffd15:hover { haziness: 1; progress: mistiness 250ms; webkit-change: murkiness 250ms; foundation shading: #2C3E50; } .u7951e8d4e82e32c93139481f43cffd15 .focused content zone { width: 100%; position: relat ive; } .u7951e8d4e82e32c93139481f43cffd15 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-enhancement: underline; } .u7951e8d4e82e32c93139481f43cffd15 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u7951e8d4e82e32c93139481f43cffd15 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-fringe range: 3px; text-adjust: focus; text-adornment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u7951e8d4e82e32c93139481f43cffd15:hover .ctaButton { foundation shading: #34495E!important; } .u7951e8d4e82 e32c93139481f43cffd15 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u7951e8d4e82e32c93139481f43cffd15-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u7951e8d4e82e32c93139481f43cffd15:after { content: ; show: square; clear: both; } READ: Examine the sensational procedures Miller utilizes in A View From The Bridge EssayHe fabricates an extraordinary sense and structure to the scene and phases of the plot developing it further to make tense and negative outcomes in which a few characters experience the ill effects of. This helps give the crowd be thoughtful towards the characters for what they had endured. So as to basically cause the perusers to feel compassion toward the characters, Dickens make a setting for the characters which reverberation in character and certain conditions just as making the tragic picture, for example, the cold and dim memorial park i n Chapter 1, which holds the idea of wretchedness so the crowd will feel thoughtful for the individual there. The tale starts with Pip in a barren burial ground grieving for the demise of his folks and depicts the town where he lives in until he is seized by a man who has an iron on his leg which represents that he is a gotten away from convict, the convict brutally undermines Pip in the event that he didn't adhere to the guidelines. The initial part is unmistakable and sucks the peruser straight into an emergency and picking up the perusers deference. In this part there is funny which originates from Pip and viciousness which originates from the convict Magwitch. Dickens shapes the piece of viciousness and amusingness as it is extremely engaging, so the peruser is locked in right away. In this section the gadget that Dickens utilizes reliably is portrayal which experiences the storyteller who is Pip himself. It makes the consciousness of the air and a psychological picture of what everything would resemble. Dickens places a great deal of depictions in the novel through Pip, basically on climate and nature to establish the pace of Pips encounters. Pip portrays the climate and the town he lives in Ours was a swamp nation, somewhere near the stream, inside, as the waterway wound, twenty miles of the ocean.. that this distressing spot congested with brambles was the churchyard. This statement shows the point by point portrayal of which Dickens uses to make the tone of the mistreatment of the character and the feelings that there could be, because of the melancholy awful climate and barren region. This urges the peruser to feel compassion toward Pip as it shows that he encounters consistent terrible days. In Chapter 8 Pip and Miss Havisham meet for a little discussion about a little circumstance. He goes into Miss Havishams room and she discusses her past encounters to pip who responds apprehensively, he plays games with Estella who loathes him as she has been raised to disdain men after Miss Havishams awful experience. Dickens utilizes on of the gadgets which is imagery in this section, he utilizes it brilliantly to surmise data also straightforwardly give it, it resembles a little riddle that the peruser needs to work out fro his depictions as he portrays things that represent something. Pip observers all wedding dress in Miss Havishams room.. She was wearing rich materials-satins,and ribbon, and silks the entirety of white. Her shoes were white. Furthermore, she had a long white cloak. some splendid gems shone on her neck. This statement shows the image given to Pip that Miss Havisham likes to make herself look youthful consistently and might dread of getting more established. By and large Dickens utilizes the image as a gadget to help connect with the perusers mind somewhat more. In Chapter 27, Pip gets a letter from Biddy about Joe, declaring that he plans to visit London and meet Pip with uneasiness. The gathering at that point is very disquiet because of Pips inflated nervousness. Pip discovers that Estella returns and really wishes to see him. Joe winds up leaving with humiliation. The section endeavors to show the degree in which Pip has altered his perspective and disposition towards Joe. .u0264c5e4cb59cf53bfff0aa9697e8494 , .u0264c5e4cb59cf53bfff0aa9697e8494 .postImageUrl , .u0264c5e4cb59cf53bfff0aa9697e8494 .focused content territory { min-tallness: 80px; position: relative; } .u0264c5e4cb59cf53bfff0aa9697e8494 , .u0264c5e4cb59cf53bfff0aa9697e8494:hover , .u0264c5e4cb59cf53bfff0aa9697e8494:visited , .u0264c5e4cb59cf53bfff0aa9697e8494:active { border:0!important; } .u0264c5e4c

Corporate Average Fuel Economy Essay -- essays research papers

Corporate Average Fuel Economy      The foreshadowed Market Failures of the mid 1970's offered approach to Corporate Normal Fuel Economy, guideline which would call for new principles in vehicle eco-friendliness. The market disappointments relied on various outside factors which could have drastically affected residential markets.      Resource Scarcity drove the American open to require an increasingly proficient methods for dealing with its asset use because of an) oil bans on nondomestic items and b) high as can be costs at the siphon.      Conservation of the world's non-sustainable assets cams to the closer view with a) higher siphon costs and b) guage asset use before the year 2000.      With Corporate Average Fuel Economy set up the market disappointments ought to be halfway mitigated and weights because of limited universal assets ought to die down. The managed eco-friendliness ought to permit the market to continue its national stream and recover soundness moving forward without any more control.      Reliance on imported energizes would be limited as a result of the a) diminished interest for fuel utilization and b) brought down fuel request took into consideration residential makers to meet the fundamental needs of the general population.      Maximum eco-friendliness would a) cut the measure of fuel utilization hence invalidating high siphon costs and b) raise the degree of conservati...

Java vs Kotlin Which One Is The Best Language For Android

Java vs Kotlin Which One Is The Best Language For Android If you are beginning to program in Android, it is frequent that the language we use Java. Whats more, Java is used all over. Now Kotlin arrives, which brings extensive enhancements. We have chosen to set up this blog of Java vs Kotlin. Which language is the best? To understand the contrasts between Kotlin vs. Java, most importantly, we choose to discuss a little about every language. We will begin with Java, and you will know its points of interest, weaknesses, and furthermore what we can do with this language.   Next, we will discuss Kotlin, with the goal that this language serves, favorable circumstances, disservices, and what we can make? At last, it will be incredible to understand the critical contrasts of Java vs Kotlin. Java introduction: Java is an object-arranged programming language that was introduced by Sun Microsystems. It appeared 23 years back, and with other prominent languages like Scala and Groovy, it has stayed in the essential languages in Android application improvement. Since its beginning, Java android application advancement is widely utilized in the structuring of server applications, Android applications, web applications, inserted frameworks, and sites. The more significant part of the Java components is available as open-source. Java fame is most in money related programming advancement. Java benefits: Summary Java benefits:Java limitations:Kotlin introductionKotlin benefitsKotlin limitationsJava vs Kotlin1 Market circumstance2 Progress3 Smart casts4 Null safety5 Type inference6 Useful programming7 Expansion functions8 No checked exceptions9 Information classesKey Differences Between Java vs. Kotlin:Does Kotlin take the place of java language?Conclusion Can easily understand;Java can undoubtedly keep running on a browser window or a virtual machine, which comes conveniently while reusing a code and programming update;Phenomenal for cross-stage applications;Android software development kit (SDK) supplements Java with numerous standard Java libraries;A broad open-source environment; on account of Googles selection of the Java Virtual Machine or JVM. Java limitations: Its restrictions can cause glitches with Android API plan;Because of more codes in Java, the possibility of mistakes and bugs increments extensively;Contrasted with different languages, Java is a little slow and needs a large amount of memory. Kotlin introduction Kotlin is a universally useful programming language that includes java virtual machine, Android, JavaScript, and Native. JetBrains create it as an open-source stage under the Apache 2.0 permit. If you are asking why to use Kotlin for the Android studio programming language; this is because the engineer can send Kotlin as an object-arranged programming and useful programming. Kotlin utilizes LLVM compiler innovation to gather Kotlin codes into binaries for CPU designs and working frameworks like iOS, Windows, Linux, and Mac. Probably the best thing about this language is that it joins both object-situated and useful programming characteristics. Coming up next are the significant Java IDEs aid that comes packed with Kotlin for Android designers: IntelliJ IDEA (the brainchild of JetBrains)Android StudioObscurationNetBeans Kotlin can be utilized for the improvement of most types of applications; at that point, it very well may be from the server-side, customer-side web, or Android. Kotlin benefits Supports backend tasks, for example, Spring 5;The progress from Java to Kotlin is simple;Kotlin has sharp expansion capacities for clean structure APIs;Significantly more short than Java;Designers have the help of more than 2000 Kotlin projects on Github. Kotlin limitations A precarious expectation to absorb information for groups who wish to travel totally to Kotlin;Aggregation speed is delayed when contrasted with Java;Finding an expert Kotlin designer is as yet an irregularity;Android Studios accumulation and auto-complete run slower whenever compared with Java ventures. Java vs Kotlin 1 Market circumstance The impact of Java on the modern world is vast, which is sponsored by the respectable Tiobe Index. Starting in July 2019, Java has kept up its main spot contrasted with July 2018. Kotlin, however still a youthful language, has made it to the best 50 of the rankings, setting down at number 43. Google I/O 2017 gathering was set apart by the advancement of Kotlin to the positions of its top of the line programming languages for Android application improvement. It joined the great old Java and C++. The declaration has energized up the interest over Kotlin, causing the astounding development in its popularity. 2 Progress Firstly, Kotlin was planned in such a way, that it could without much of a stretch interoperable with Java. Therefore, the designers can interpret java codes into Kotlin and vice versa, that too, without the need to change the operability. Kotlin is the new language, offers some extra characteristics that make Kotlin a favored pick over Java. A client ca nt separate between the two since codes of both the programming languages are assembled to JVM bytecode. 3 Smart casts In Java, We have to check the kind of factors and cast them by our activity. In Kotlin, smart casts will deal with these casting checks with keywords is-checks, which will check for permanent qualities and performs hinted casting. 4 Null safety In Java, NullPointerExceptions causes tremendous dissatisfaction for engineers. It enables clients to relegate invalid to any factors yet while getting to an item reference having invalid worth raises an invalid pointer particular case which the client needs to deal with. In Kotlin, By default, a wide range of factors are non-invalid capable (for example we cant dole out invalid qualities to factors/objects). If we attempt to appoint or return invalid classes, Kotlin code will fizzle during the arranged time. If we genuinely need a variable to have an invalid worth, we can proclaim as pursues: esteem num: Int? = null 5 Type inference In Java, we have to indicate a kind of every factor expressly while announcing. In Kotlin, we dont have to indicate the kind of every factor unequivocally dependent on the task it will deal with. If we need to state expressly, we can do it. 6 Useful programming Java doesnt have practical programming support until Java 8; however, while creating Android applications, it supports the main subset of Java 8 characteristics. Kotlin is a blend of procedural and useful programming language which comprises numerous helpful strategies, for example, lambda, administrator over-burdening, higher-request capacities, and apathetic assessment, and so on. 7 Expansion functions In Java, If we need to expand the use of the existing class, we have to take another class and acquire the parent class. So Extension capacities are not accessible in Java. Kotlin gives designers the capacity to expand a current class with new usefulness. We can make broaden works by prefixing the name of a class to name the new capacity. 8 No checked exceptions In Java, We have checked special case support which causes designers to proclaim and get the exemption which at last prompts strong code with excellent mistake handling. In Kotlin, we dont have checked special cases. So designers dont have to proclaim or get special cases, which have benefits and limitations. 9 Information classes In Java, assume we require to have a class that needs to hold information yet nothing else. For this we have to characterize constructors, factors to store information, getter and setter techniques, hashcode(), toString(), and equivalents() functions In Kotlin, If we require to have classes that need to hold information. We can announce a class with keywords information in the class definition then the compiler will deal with the majority of this work. For example, making constructors, getter, setter strategies for various fields. Key Differences Between Java vs. Kotlin: Both Java vs. Kotlin are prominent decisions in the market; let us talk about a portion of the significant differences between Java vs Kotlin: Kotlin has the help of intelligent cast which recognizes unchanging sorts and performs specific cast by the compiler while in Java we have to distinguish and play out the casting.  Kotlin has the help of sort inferences which means we dont have to indicate the information kind of factor unequivocally though in Java we have to determine expressly.  In Kotlin, we dont have checked exemptions, which is a limitation as it prompts mistake inclined code, though Java has support for tested special cases by which we can perform blunder taking care of.  Java assemblage time is 15-20% quicker than Kotlins accumulation time. However, in the context of gradual form aggregation, Kotlin will also take the same arrangement time as Java.  In Kotlin, we cant allocate invalid qualities to factors or return esteems. If we truly need to dole out, at that point, we can pronounce a variable with a unique linguistic structure while in Java we can appoint invalid qualities yet when we attempt to access item s indicating invalid conditions raises a particular case.  Kotlin is compatible with Java regardless of contrast between Java vs Kotlin. We can call Kotlin code in Java and Java code in Kotlin. So we can have both Java vs. Kotlin classes one next to the other in a venture and incorporates with no issues. After aggregation we incapable of discovering which category written in Java or Kotlin. Does Kotlin take the place of java language? The response to this inquiry relies upon the different assessments of versatile application developers. Since Java is an outstanding programming language having different open-source instruments and libraries to help developers. No language accompanies perfectness. Java itself can be difficult for some. For this, Kotlin has come, which tends to regular programming stress with its successful arrangements and furthermore improves the Java system.   We currently realize that Kotlin has turned into an increasingly steady and consistent improvement choice for Android Studio. Some Android engineers appear to accept that Kotlin will remove Java for versatile application advancement sooner rather than later. In Kotlin vs Java conversation, it is Kotlin which is spotless, naturally lightweight and less repetitive as far as data classes, getters/setters and writing callbacks. It is explicitly made for improving the current Java models utilizing answers for API structure lacks.   Thus, we can say that Kotlin isnt a substitution for Java; its an improvement. Conclusion At last, its a review of the difference between Java vs Kotlin. From this, you will have a superior understanding of both Java and Kotlin language, after perusing this Java vs Kotlin article. In my view, we can continue with Kotlin for Android application advancement without stressing over the accumulation time even though Java has few favorable circumstances over Kotlin. Are you looking for the best java homework help from the best assignment company? We are offering the best assignment help in Melbourne to the students at nominal charges.

The Use of Word Stems in English

In English grammar and morphology, a stem is the form of a word before any inflectional affixes are added. In English, most stems also qualify as words. The term base is commonly used by linguists to refer to any stem (or root) to which an affix is attached. Identifying a Stem A stem may consist of a single root, of two roots forming a compound stem, or of a root (or stem) and one or more derivational affixes forming a derived stem.(R. M. W. Dixon, The Languages of Australia. Cambridge University Press, 2010) Combining Stems The three main morphological processes are compounding, affixation, and conversion. Compounding involves adding two stems together, as in . . . window-sill--or blackbird, daydream, and so on. . . . For the most part, affixes attach to free stems, i.e., stems that can stand alone as a word. Examples are to be found, however, where an affix is added to a bound stem--compare perishable, where perish is free, with durable, where dur is bound, or unkind, where kind is free, with unbeknown, where beknown is bound. . . . Stem Conversion Conversion is where a stem is derived without any change in form from one belonging to a different class. For example, the verb bottle (I must bottle some plums) is derived by conversion from the noun bottle, while the noun catch (That was a fine catch) is converted from the verb.(Rodney D. Huddleston,  English Grammar: An Outline. Cambridge University Press, 1988) The Difference Between a Base and a Stem Base is the core of a word, that part of the word which is essential for looking up its meaning in the dictionary; stem is either the base by itself or the base plus another morpheme to which other morphemes can be added. [For example,] vary is both a base and a stem; when an affix is attached the base/stem is called a stem only. Other affixes can now be attached.(Bernard ODwyer,  Modern English Structures: Form, Function, and Position. Broadview, 2000) The Difference Between a Root and a Stem The terms root and stem are sometimes used interchangeably. However, there is a subtle difference between them: a root is a morpheme that expresses the basic meaning of a word and cannot be further divided into smaller morphemes. Yet a root does not necessarily constitute a fully understandable word in and of itself. Another morpheme may be required. For example, the form struct in English is a root because it cannot be divided into smaller meaningful parts, yet neither can it be used in discourse without a prefix or a suffix being added to it (construct, structural, destruction, etc.)  A stem may consist of just a root. However, it may also be analyzed into a root plus  derivational morphemes  . . .. Like a root, a stem may or may not be a fully understandable word. For example, in English, the forms  reduce  and  deduce  are stems because they act like any other regular verb--they can take the  past-tense  suffix. However, they are not roots, because they can be a nalyzed into two parts,  -duce, plus a  derivational  prefix  re-  or  de-.So some roots are stems, and some stems are roots. ., but roots and stems are not the same thing. There are roots that are not stems (-duce), and there are stems that are not roots (reduce). In fact, this rather subtle distinction is not extremely important conceptually, and some theories do away with it entirely.(Thomas Payne,  Exploring Language Structure: A Students Guide. Cambridge University Press, 2006) ​Irregular Plurals Once there was a song about a purple-people-eater, but it would be ungrammatical to sing about a purple-babies-eater. Since the licit irregular plurals and the illicit regular plurals have similar meanings, it must be the grammar of irregularity that makes the difference.The theory of word structure explains the effect easily. Irregular plurals, because they are quirky, have to be stored in the mental dictionary as roots or stems; they cannot be generated by a rule. Because of this storage, they can be fed into the compounding rule that joins an existing stem to another existing stem to yield a new stem. But regular plurals are not stems stored in the mental dictionary; they are complex words that are assembled on the fly by inflectional rules whenever they are needed. They are put together too late in the root-to-stem-to-word assembly process to be available to the compounding rule, whose inputs can only come out of the dictionary.(Steven Pinker, The Language Instinct: How the Mind Creates Language. William Morrow, 1994)

My Philosophy On Philosophy Of Education - 852 Words

My Philosophy of Education My philosophy of education is founded on a belief that all students have a desire to learn and to feel accepted. Learning takes place when students are able to have their specific needs meet inside the classroom, to feel accepted in the environment, and find the learning to be meaningful. I believe that before learning can take place a proper educational environment must be present inside the classroom. In order to make any classroom work I believe you need meet three criteria, have a positive mindset, be open to collaboration, and provide multiple ways students can learn through exploration. Having a positive mindset involves staying emphatic to student’s needs, using positive reinforcement, and teaching students how to move forward after difficult moments. In my classroom I work hard to create a positive rapport with my students by focusing on the positive moments and achievements in the classroom. By this action I have given my students a goal to work towards instead of a punishment to avoid. For example, instead of giving multiple reminders on behavior management, I focus on finding students who are on track and are motivated to complete the task at hand. By congratulating them for their choices I give other students a chance to refocus and start over without creating a negative space. This also allows me to take a quick moment to reflect on my explanations, and make adjustments if necessary. When I take those moments to think about myShow MoreRelatedMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything m ust be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustainedRead MoreMy Educational Philosophy : My Philosophy Of Education946 Words   |  4 PagesPhilosophy of Education My philosophy of education has changed over the years of teaching to what I belief today. My belief of education is to focus on construct knowledge and personal experiences. As an educator, I try and encourage students to discover principles themselves. Numerous scholars have described education as being the key to a prosperous life. The most successful people are believed to be once behind a desk in elementary schools as teachers instill knowledge in them. With a right learningRead MoreMy Personal Philosophy : My Philosophy Of Education1046 Words   |  5 Pagesmanipulate the information for their own use in the future. Choosing between the four, I would say my philosophical views line up more as an essentialist. My philosophy of education, is that every teacher and student has an environment where they are challenged, yet still encouraged, in their instructional matter and teaching and learning strategies to prepare them to meet the goals set upon them. A philosophy is a search for wisdom in a particular area; it builds a framework of thinking, and guides instructionalRead MoreMy Educational Philosophy : My Philosophy Of Education805 Words   |  4 Pagesthe philosophy they believe in. As a future educator, my goal is to educate the student in ways they have not been taught before. Over time students come across teachers who generally do not care and just do it for the money and time off in the summer. When a student has a teacher who makes a difference in their life, it is very rewarding for both the teacher and student. In class we received a philosophical self-inventory. After grading these statements I have come to the conclusion that my philosophyRead MoreMy Philosophy of Education824 Words   |  4 Pages13 February 2011 My Philosophy of Education I believe that progressivism educational philosophy most closely matches my educational ideals. In my opinion based on the progressivism educational philosophy, the purpose of education is to enable students to learn useful knowledge that has meaning to them in the future. Thus, the most useful education for students is the skill of â€Å"learning how to learn†. When students understand the methodsRead MoreMy Educational Philosophy : My Philosophy Of Education1006 Words   |  5 Pagesnation’s future citizens will require that I outline my own ideology about America’s education system. The following philosophy of education will be comprised of the analyzation of knowledge, teaching, and democratic equality in relation to purposes of the education. Knowledge, the comprehension of a subject or concept, is at the core of the educational experience. This attainment of this knowledge should be the desired result of compulsory education, where each individual has a strong understandingRead MoreMy Educational Philosophy : My Philosophy Of Education719 Words   |  3 Pagesshaped their philosophies of teaching. In a world filled with beautiful places to wander to, experiencing new cultures and languages has become a love and passion of mine. Combined with my devotion to the education field and my personal life experiences, a desire to teach in the TESOL career field was one that came quite easily. My mother was once a student who had her own language barriers with needs that were unable to be met in the 1970s. With parents who did not speak English, my mother struggledRead MoreMy Personal Philosophy : My Philosophy Of Education1844 Words   |  8 PagesMy philosophy of education is romanticism. According to Ryan, Cooper, and Bolick, romanticism can be defined as â€Å"a child-centered philosophy of education that condemns the influences of society and suggests that a child’s natural curiosity and the natural world should be used to teach.† I am a believer in â€Å"gaining knowledge through sensory experiences and interactions with your peers† (Ryan, Cooper, and Bolick, 2016). I agree with this philosophy because it says that the needs of the student areRead MoreMy Education Philosophy 1511 Words   |  6 PagesPersonal Mission Statement Education is the imparting and acquiring of knowledge and skills through teaching and learning. As an educator, my personal mission statement is to master my subject area in order to serve as a role model for my students thereby producing students who thoroughly understand the subject matter, and who develop holistically. In order to achieve this goal I must have a set education philosophy with a strong Christian worldview. I must also have a general understanding of theRead MoreMy Philosophy Of Education1056 Words   |  5 PagesPhilosophy of Student Engagement My philosophy of education is that every child should receive high quality education that is inclusive, relevant and meaningful to their life. I am a firm believer of making pedagogy relatable to my students. My vision is driven by my personal experiences with the American school system. I was what is thought of as â€Å"A child at risk†. I am an immigrant, black, Muslim student. My life is transactional as I am a part of multiple marginalized groups. Most of my teachers

Bio-Medical Discourse Free Essays

Discuss the strengths and limitations of social work practice within an organization, such as a hospital, that operates from a biomedical discourse (give an example)? The biomedical discourse is one of the most influential discourses in the health care profession today (Healy, p. 20). Biomedicine is a dominant and pervasive model in health care settings and there are strengths and limitations in working within the this discourse. We will write a custom essay sample on Bio-Medical Discourse or any similar topic only for you Order Now One of the strengths of working within this model, it allows you to work within a multidisciplinary team with psychiatrists, doctors, nurses, and other medical staff and this opens up a whole new perspective for social workers. We get to see the medical side of things and how that affects the person. When a medical professional see’s a patient they see the direct problem of that patient and there disease. Using this model and all of our social work skills and approaches will give us a total picture of what is happening in that person’s life by not only looking at the environment but putting other factors into place such as the biological aspect. We can help out clients navigate through the health care system and can clarify medical terms to help them feel at ease with there illness. The biomedical discourse has its limitations as well. This model works under the belief that disease’s are caused by a specific biological agents or processes and fails to take a deeper look at the individual environment and living factors. It is out job as social workers to look at all of the other factors such as environment, family, culture ect of that individual, not just the focusing on the person and modifying the person. I worked with a social worker on the cardiac rehab unit at the Glenrose Hospital and she worked with a patient that had a heart attack and had bypass surgery and is now in rehab. He was given medications to take after the surgery and most likely will be on for the rest of his life. The doctors tell the patient all about the medial procedure they just had, what current medications they are on and how to take them and what the side effects are, nut never talk about all the other factors that come into play. The social worker has to now prepare not only the patient to return home but has to prepare the family as to how there environment will be changing in order to have a safe recovery for the patient. As social workers it can be hard for us to ignore the environmental contributions in an individual’s life. The social worker only had two visits with the patient and the family, the nutritionist had another two visit’s and the physician has on going visits with the patient for as long is needed. The physician was only concerned with the disease and diagnosis of the patient and modifying the person. Another limitation is the focus on medicalization. Not everyone is in need of medical attention and to be put on medication. Our jobs as social workers are to recognize that people’s environments really do affect them. Person can come into see there GP and tell them that they are depressed, the first thing they do is put them on med’s for their depression. They don’t look at what has been going on in that person’s life, have they been through a major trauma, what changes have been happening. All they look at are the symptoms and the medications to go along side of them. This determines that the doctor is the expert and knows best. How to cite Bio-Medical Discourse, Essay examples

We Beat the Street Essay Example

We Beat the Street Essay By: Nnamdi Anige In the book We beat the street Dr. Hunt, Dr, Jenkins and, Dr, Davis show how you do not have to get caught up in everything your friends do. When you do make mistakes, learn from those mistakes. These 3 doctors beat the hood, stealing, and jail in their neighborhood by staying positive. One thing they show in the book is how they beat the hood. For example â€Å"Quit throwin bottles in the street, man† (21). This shows how they would not let their neighborhood be destroyed and say that do not have a good neighborhood but they were ones making it bad. Also they did things that were bad but, they did not do it again. They were scared so they decide not to do it anymore. For example â€Å"We gonna jack us some ICEE’s from Jack’s† (31). They did a bad thing by trying to steal the ICEE’s from Jack’s but they learned from it and did not do it again. The 3 men also blocked another stint in jail by not doing the same thing or hanging with the bad people who got them in the whole situation. For example â€Å"Never again; I will not going to waste my life this way† (121). He is showing his determination not to go back to jail. We will write a custom essay sample on We Beat the Street specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on We Beat the Street specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on We Beat the Street specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He knows what he did and he knows how to learn from what he did. We all know that you’re supposed to learn from your mistakes and not to get caught up in what everybody else does. We sometimes forget this advice but we still choose to do these things that we regret. It helps when you do not do those things we regret again like the 3 doctors in the book. You too can beat the hood, the game, anything as long as you stay positive. Work Citation Davis, Sampson, George Jenkins, and Rameck Hunt. We Beat the Street. New York: Puffin, 2005.

Atlantic Slave Trade Essays - African Slave Trade, Racism

Atlantic Slave Trade Essays - African Slave Trade, Racism Atlantic Slave Trade Atlantic Slave Trade When most people talk about or think about slavery, they look at how it effected the US. The Atlantic Slave Trade had a huge effect on the US but there are no words or expressions that can describe the effects it had on Africa and its familys. It is estimated that between 1450 and 1900, there were 11,698,000 slaves exported from Africa. (Atlantic Slave trade, pg.170) To understand the effects this had on Africa you must consider the families that lost relatives, the stores that lost business, and even the friends that lost friendships. None of the misfortunes can be brought back or replaced. The many lives that were taken can never be brought back to life. This not only effected the African culture when it happened but also it effects todays societies in Africa. The overall net effect of the Atlantic Slave Trade on Africa could never be estimated unless you are inside one of the relatives of a slave. These slaves died for no other apparent reason than the color of their skin. The effects that the slave trade had on Africa were not all negative. Depending on what point of view your looking from, there were also some positives of the Atlantic Slave Trade. In William Bossmans account, he states that as soon as the king arrives he will be satisfied with an amount of one-hundred pounds in Guinea value. (Atlantic Slave Trade, pg.181) So the kings and most of all the slave traders benefited from the slave trade. One benefit from the Slave Trade would definitely be spiritually. The great misfortunes had to strengthen the inner souls of the people and relatives that were left behind. A lot of these people had nothing left but themselves so they had no choice but to deal with it and get stronger mentally and spiritually. One other benefit from the Slave trade would be that the African Culture was spread to totally different continents. All of these slaves were taken to different places and they went on with their business while all these other people that either ow ned these slaves or watched over them got to see life from the Africans side of the fence. They got to see different rituals and habits that they have never gotten to see before. In my opinion the drawbacks of the Slave Trade greatly outweighed the benefits for the African people. The families of these slaves still feel the drawbacks even today. When these people look back at a family tree, all this does is bring back memories of the torture that their relative or relatives endured. The continent itself took a huge hit on its population. Many of these slaves could have played a big role in Africas future. Many could have gone on to be nation leaders or even business owners. In 1502, the first African slaves were reported in the New World. (Amistad.mysticseaport.com) This was the start of a great mistrocity to many families in Africa. The overall effect could never be estimated because we are not in the bodies of those people who lost loved ones. We can not feel the pain that they feel, therefore we cant say what the net effect is or was. Amistad.mysticseaport.com (timeline) Bosman, William, Slave trading at Whydah on the Bight of Benin, ca 1700 Lovejoy, Paul E, The volume of the Atlantic Slave Trade: A consensus, Journal of African History 22 1982 Bibliography (Atlantic Slave trade, pg.170) (Atlantic Slave Trade, pg.181) Amistad.mysticseaport.com (timeline) Bosman, William, Slave trading at Whydah on the Bight of Benin, ca 1700 Lovejoy, Paul E, The volume of the Atlantic Slave Trade: A consensus, Journal of African History 22 1982

Battle of Wilsons Creek - Civil War - Missouri

Battle of Wilsons Creek - Civil War - Missouri Battle of Wilsons Creek - Conflict Date: The Battle of Wilsons Creek was fought August 10, 1861, during the American Civil War (1861-1865). Armies Commanders Union Brigadier General Nathaniel LyonColonel Franz Sigelapprox. 5,400 men Confederate Brigadier General Benjamin McCullochMajor General Sterling Priceapprox. 12,000 men Battle of Wilsons Creek - Background: As the secession crisis gripped the United States in the winter and spring of 1861, Missouri increasingly found itself caught between the two sides. With the attack on Fort Sumter in April, the state attempted to maintain a neutral stance. Despite this, each side began organizing a military presence in the state. That same month, Southern-leaning Governor Claiborne F. Jackson covertly sent a request to Confederate President Jefferson Davis for heavy artillery with which to attack the Union-held St. Louis Arsenal. This was granted and four guns and 500 rifles secretly arrived on May 9. Met at St. Louis by officials of the Missouri Volunteer Militia, these munitions were transported to the militias base at Camp Jackson outside the city. Learning of the artillerys arrival, Captain Nathaniel Lyon moved against Camp Jackson the next day with 6,000 Union soldiers. Compelling the militias surrender, Lyon marched those militiamen who would not take an oath of allegiance through the streets of St. Louis before paroling them. This action inflamed the local population and several days of rioting ensued. On May 11, the Missouri General Assembly formed the Missouri State Guard to defend the state and appointed Mexican-American War veteran Sterling Price as its major general. Though initially against secession, Price turned to the Southern cause after Lyons actions at Camp Jackson. Increasingly concerned that the state would join the Confederacy, Brigadier General William Harney, commander of the US Armys Department of the West, concluded the Price-Harney Truce on May 21. This stated that Federal forces would hold St. Louis while state troops would be responsible for maintaining peace elsewhere in Missouri. Battle of Wilsons Creek - Change of Command: Harneys actions quickly drew the ire of Missouris leading Unionists, including Representative Francis P. Blair, who saw it as a surrender to the Southern cause. Reports soon began reaching the city that Union supporters in countryside were being harassed by pro-Southern forces. Learning of the situation, an angry President Abraham Lincoln directed that Harney be removed and replaced with Lyon who was to be promoted to brigadier general. Following the change of command on May 30, the truce effectively ended. Though Lyon met with Jackson and Price on June 11, the latter two were unwilling to submit to Federal authority. In the wake of the meeting, Jackson and Price withdrew to Jefferson City to concentrate Missouri State Guard forces. Pursued by Lyon, they were compelled to cede the state capital and retreated into the southwestern part of the state. Battle of Wilsons Creek - Fighting Begins: On July 13, Lyons 6,000-man Army of the West encamped near Springfield. Consisting of four brigades, it was comprised of troops from Missouri, Kansas, and Iowa as well as contained contingents of US Regular infantry, cavalry, and artillery. Seventy-five miles to the southwest, Prices State Guard soon grew as it was reinforced by Confederate forces led by Brigadier General Benjamin McCulloch and Brigadier General N. Bart Pearces Arkansas militia. This combined force numbered around 12,000 and overall command fell to McCulloch. Moving north, the Confederates sought to attack Lyons position at Springfield. This plan soon unraveled as the Union army departed the town on August 1. Advancing, Lyon, took the offensive with the goal of surprising the enemy. An initial skirmish at Dug Springs the next day saw Union forces victorious, but Lyon learned that he was badly outnumbered. Battle of Wilsons Creek - The Union Plan: Assessing the situation, Lyon made plans to fall back to Rolla, but first decided to mount a spoiling attack on McCulloch, who was encamped at Wilsons Creek, to delay the Confederate pursuit. In planning the strike, one of Lyons brigade commanders, Colonel Franz Sigel, proposed an audacious pincer movement which called for splitting the already smaller Union force. Agreeing, Lyon directed Sigel to take 1,200 men and swing to the east to strike McCullochs rear while Lyon attacked from the north. Departing Springfield on the night of August 9, he sought to commence the assault at first light. Battle of Wilsons Creek - Early Success: Reaching Wilsons Creek on schedule, Lyons men deployed before dawn. Advancing with the sun, his troops took McCullochs cavalry by surprise and drove them from their camps along a ridge which became known as Bloody Hill. Pushing on, the Union advance was soon checked by Pulaskis Arkansas Battery. Intense fire from these guns gave Prices Missourians time to rally and form lines to the south of the hill. Consolidating his position on Bloody Hill, Lyon attempted to restart the advance but with little success. As fighting intensified, each side mounted attacks but failed to gain ground. Like Lyon, Sigels initial efforts achieved their goal. Scattering Confederate cavalry at Sharps Farm with artillery, his brigade pushed forward to Skeggs Branch before halting at the stream (Map). Battle of Wilsons Creek - The Tide Turns: Having halted, Sigel failed to post skirmishers on his left flank. Recovering from the shock of the Union attack, McCulloch began directing forces against Sigels position. Striking the Union left, he drove the enemy back. Losing four guns, Sigels line soon collapsed and his men began retreating from the field. To the north, a bloody stalemate continued between Lyon and Price. As the fighting raged, Lyon was wounded twice and had his horse killed. Around 9:30 AM, Lyon fell dead when he was shot in the heart while leading a charge forward. With his death and the wounding of Brigadier General Thomas Sweeny, command fell to Major Samuel D. Sturgis. At 11:00 AM, having repulsed a third major enemy assault and with ammunition dwindling, Sturgis ordered Union forces to withdraw towards Springfield. Battle of Wilsons Creek - Aftermath: In the fighting at Wilsons Creek, Union forces suffered 258 killed, 873 wounded, and 186 missing while the Confederates incurred 277 killed, 945 wounded, and around 10 missing. In the wake of the battle, McCulloch elected not to pursue the retreating enemy as he was concerned about the length of his supply lines and the quality of Prices troops. Instead, he withdrew back into Arkansas while Price embarked on a campaign in northern Missouri. The first major battle in the West, Wilsons Creek was likened to Brigadier General Irvin McDowells defeat the previous month at the First Battle of Bull Run. During the fall, Union troops effectively drove Price from Missouri. Pursuing him into northern Arkansas, Union forces won a key victory at the Battle of Pea Ridge in March 1862 which effectively secured Missouri for the North. Selected Sources Civil War Trust: Battle of Wilsons CreekNPS: Wilsons Creek National Battlefield CWSAC Battle Summaries: Wilsons Creek

Article evaluation Essay Example | Topics and Well Written Essays - 500 words

Article evaluation - Essay Example The article concludes that the three theories; the routine activity theory, environmental criminology and rational perspectives all contend that the organizational environment plays a significant role in the commission of such crimes and that the management of organizations must develop appropriate relationships with the environments to safeguard both their resources and the privacy of the employees. The routine activity theory, for example, develops the concept of targets. By routine activities with computers at the place of work, helps reveal the weaknesses that perpetrators often exploit before they commit crimes.The case study shows the importance of enhancing the safety of information systems in an organization. Using the case, the article applies the three theories thus showing the nature of the relationship that exists between the staff and the organization environment. Despite the strengths, the article has several other weaknesses key among which is the application of the th ree theories since they sound repetitive. The routine theory, for example, explains the behavior of employees at an organization thereby showing the features of both the victims and perpetrators. Environmental criminology does the same a feature that makes either redundant.The author of the article draws a systematic conclusion by proving the application of each theory in the Barings Bank case. He concludes that criminals often use the knowledge of the environment coupled with their understanding of the operations of the organization to commit a crime.

Language & Cross-cultural Communication Essay Example | Topics and Well Written Essays - 3000 words

Language & Cross-cultural Communication - Essay Example As defined by Schà ¼tz (1972), this essay proceeds from an understanding of intercultural communication as embedded in all forms of cultural discourse, and advances a hybrid structural and sociolinguistic analytic framework, incorporating both qualitative and quantitative methodology in analyzing intercultural communication within social networking sites, with particular emphasis on Facebook, Chinese, and French versions. The quantitative analysis contained herein requires comment. Over a course of a week participants were monitored and the newsfeed and wall-postings from a sample Facebook account were recorded. A series of five participants were also interviewed regarding their forms of communication on Facebook. Further elements of intercultural communication were analyzed on an individual basis and qualitative analyses were conducted and compared with contemporary research on the issues of language, identity and social capital. While such an approach allows for a level of sample bias, it does allow for a micro-level sociolinguistic analysis where past studies have opted for macro discussions. The nature of Facebook also allows a uniquely convenient means for sociological analyses that in non-electronic subcultures requires extensive means and human organization. Further research was conducted in the realm of morphology to determine the extent to which linguistic shifts have occurred as a result of the recent emergence of Facebook as a major means of social communication. With the fast technological development of web 2.0, social networking sites have gained worldwide popularity at a fast speed. Most SNSs allow individuals to present themselves through profiles, articulate their social networks by participating in group activities, and establish or maintain connections with strangers based on common interests, shared views, or interactive activities (Scale,

Analysis of C Language and Operators

Analysis of C Language and Operators Introduction In order to perform different kinds of operations, C uses different kinds of operators. An operator indicates an operation to be performed on data that yields a value. Using various operators in C one link the variables and constants. An operand is a data item on which operators perform the operations. C is rich in the use of different operators. C provides four classes of operators. They are 1) Arithmetic 2) Relational 3) Logical 4) Bitwise. Apart from these basic operators, C also supports additional operators. 3.1 Types of operators Type of Operator Symbolic Representation Arithmetic operators + , -, *, / and % Relational operators >,=. Logical operators , II and ! Increment and decrement operator ++ and Assignment operator = Bitwise operators ,I,, », «and Comma operator , Conditional operator ? : 3.2 PRIORITY OF OPERATORS AND THEIR CLUBBING Various relational operators have different priorities or precedence. If an arithmetic expression contains more operators then the execution will be performed according to their priorities. The precedence is set for different operators in C. List of operators with priority wise (hierarchical) are shown in Table 3.2. Table 3.2 List of operators with priority wise Operators Operation Clubbing Priority ( ) [ ] -> . Function call Array expression or square bracket Structure Operator Structure Operator Left to right 1st + ++ ! ~ * Sizeof type Unary plus Unary minus Increment Decrement Not operator Ones complement Pointer Operator Address operator Size of an object Type cast Right to Left 2nd * / % Multiplication Division Modular division Left to Right 3rd + Addition Subtraction Left to Right 4th >> Left shift Right Shift Left to Right 5th > >= Less than Less than or equal to Greater than Greater than or equal to Left to Right 6th == != Equality Inequality Left to Right 7th Bitwise AND Left to Right 8th ^ Bitwise XOR Left to Right 9th | Bitwise OR Left to Right 10th Logical AND Left to Right 11th || Logical OR Left to Right 12th ? : Conditional operator Right to Left 13th =,*=,-=, =,+=,^=, |=,>= Assignment operator Right to Left 14th , Comma operator Left to Right 15th 1) When two operators of the same priority are found in the expression, precedence is given to the extreme left operator. Example Example Example 3.3 COMMA AND CONDITIONAL OPERATOR 1) Comma operator (,) The comma operator is used to separate two or more expressions. The comma operator has the lowest priority among all the operators. It is not essential to enclose the expressions with comma operators within the parenthesis. For example the statements given below are valid. Example 2) Conditional operator (?) The conditional operator contains a condition followed by two statements or values. If the condition is true the first statement is executed otherwise the second statement. The conditional operator (?) and (:) are sometimes called ternary operators because they take three arguments. The syntax of conditional operator is as given below. Syntax Condition? (expression1): (expression2); Two expressions are separated by a colon. If the condition is true expression1 gets evaluated otherwise expression 2. The condition is always written before? Mark. Example Example 3.4 ARITHMETIC OPERATORS There are two types of arithmetic operators. They are 1) Binary Operator and 2) Unary Operator a) Binary operator Table 3.3 shows different arithmetic operators that are used in C. These operators are commonly used in most of the computer languages. These arithmetic operators are used for numerical calculations between the two constant values. They are also called as Binary Arithmetic Operators. The examples are also shown in the Table 3.3 In the program variables are declared instead of constants. Table 3.3 Arithmetic operators Arithmetic Operators Operator Explanation Examples + Addition 2+2=4 Subtraction 5-3=2 * Multiplication 2*5=10 / Division 10/2=5 % Modular Division 11%3=2 (Remainder 2) b) Unary Operators Unary operators are increment operator (++), decrement (- -) and minus (-) . These operators and their descriptions are given in the Table 3.4. Table 3.4 Unary arithmetic operators Operator Description or Action Minus ++ Increment Decrement Address Operator Size of Gives the size of variable a) Minus (-) Unary minus is used to indicate or change the algebraic sign of a value. b) Increment (++) Decrement () Operators The C compilers produce very fast efficient object codes for increment and decrement operations. This code is better than generated by using the equivalent assignment statement. So, increment and decrement operators should be used whenever possible. †¢ The operator ++ adds one to its operand. Whereas the operator subtracts one from its operand. For justification x=x+1 can be written as x++; and x=x-1; can be written as x;. Both these operators may either follow or precede the operand. That is, x=x+ 1; can be represented as x++; 01 ++x; If ++ or are used as a suffix to the variables name then the post increased / decreased operations take place. Consider an example for understanding ++ operator as a suffix to the variable. x=20; y=10; z=x*y++; In the above equation the current value of y is used for the product. The result is 200, which is assigned to z. After multiplication, the value of y is increased by one. If â€Å"++ or -â€Å"are used as a prefix to the variable name then pre increment/ decrement operations take place. Consider an example for understanding ++ operator as a prefix to the variable. x=20; y=10; z=x*++y; In the above equation the value of y is increased and then used for multiplication. The result is 220, which is assigned to z. The following programs can be executed for verification of increment and decrement operations. Example 3.4 Example 3.5 c) Size of 0 and Operator The size of ( ) operator gives the bytes occupied by a variable. The number of bytes occupied varies from variable to variable depending upon its dab types. The operator prints address of the variable in the memory. The example given below illustrates the use of both the operators. Example 3.6 3.5 RELATIONAL OPERATORS These operators are used to distinguish between two values depending on their relations. These operators provide the relationship between the two expressions. If the relation is true then it returns a value 1 otherwise 0 for false relation. The relational operators together with their descriptions, example and return value are described in Table 3.5. Table 3.5 Relational Operator Operators Description or Action Example Return Value > Greater than 5>4 1 >= Greater than equal to 11>=5 1 = = Equal to 2==3 0 ! = Not equal to 3!=3 0 The relational operators symbols are easy to understand. They are self-explanatory. However readers benefit a program is illustrated below. Example 3.7 Example 3.8 Example 3.9 Example 3.10 3.6 LOGICAL OPERATORS The logical relationship between the two expressions are checked with logical operators. Using these operators two expressions can be joined. After checking the conditions it provides logical true (1) or false (0) status. The operands could be constants, variables, and expressions. The Table 3.6 describes the three logical operators together with examples and their return values. Table 3.6 Logical Operators Operator Description or Action Example Return Value Logical AND 5>3 5 || Logical OR 8>5 || 8 ! Logical NOT 8 ! = 8 0 From the above table following rules can be followed for logical operators. 1) The logical AND ( ) operator provides true result when both expressions are true otherwise 0. 2) The logical OR (I I) operator provides true result when one of the expressions is true otherwise 0. 3) The logical NOT operator (!) provides 0 if the condition is true otherwise 1. Example 3.11 Example 3.12 Example 3.13 Example 3.14 Example 3.15 Example 3.16 3.7 BITWISE OPERATORS C supports a set of bitwise operators as listed in the Table 3.7. C supports six bit operators. These operators can operate only on integer operands such as int, char, short, long int etc. Table 3.7 Bitwise operators Operator Meaning >> Right shift ^ Bitwise xor (Exclusive OR) ~ Ones complement Bitwise AND | Bitwise OR Example 3.17 Example 3.18 Example 3.19 Example 3.20 Example 3.21 SUMMARY You have now studied the various operators such as arithmetic, logical and relational which are essential to write and execute programs. The precedence of the operators in the arithmetic operations furnished in the form of a table. The conditional comma operators and programs on them, also described in this chapter. You are made aware of the logical operators OR, AND and NOT. Full descriptions on bit wise operators have been illustrated. Numerous Simple examples have been provided to the users to understand the various operators. The reader is expected to write more programs on this chapter. EXCERSICES Answer the following questions. 1. Explain different types of operators available in C? 2. What are the uses of comma (,) and conditional (?) operators? 3. What are Unary operators and their uses? 4. Describe logical operators with their return values? 5. Distinguish between logical and bitwise operators. 6. What are the relational operators? 7. What is the difference between = and = = ‘? 8. What are the symbols used for a) OR b) AND c) XOR d) NOT operations? 9. Explain the precedence of operators in arithmetic operations? 10. List the operators from higher priority to least priority? 11. What is the difference between %f and %g? 12. What is the difference between division and modular division operations? 13. What are the ASCII codes? List the codes for digits 1 to 9, A to Z and a to z. We have already seen that individual constants, variables, array elements and function references joined together by various operators to form expressions. We have also mentioned that C includes a number of operators which fall into several different categories. In this chapter we examine certain of categories in detail. Specifically, we will see how arithmetic operators, unary operators, relational and logical operators, assignment operators and the conditional operator are used to form expressions. The data items that operators act upon are called operands. Some operators require two operands, while others act upon only one operand. Most operators allow the individual operands to be expressions. A few operator permit only single variables as operands (more about this later). 3.1 ARITHMETIC OPERATORS There are five arithmetic operators in C. They are Operator Purpose + addition subtraction * multiplication / division % remainder after integer division The %operator is sometimes referred to as the modulus operator. There is no exponentiation operator in C. However, there is a library function (pow) to carry out exponentiation (see Sec.3.6). The operands acted upon by arithmetic operators must represent numeric values. Thus, the operands can be integer quantities, floating-point quantities or characters (remember -that character constants represent integer values, as determined by the computers character set). The remainder operator (%) requires that both operands be integers and the second operand be nonzero. Similarly, the division operator (I) requires that the second operand be nonzero. Division of one integer quantity by another is referred to as integer division. This operation always results in a truncated quotient (i.e., the decimal portion of the quotient will be dropped). On the other hand if a division operation is carried out with two floating-point numbers, or with one floating-point number and one integer, the result will be a floating-point quotient. EXAMPLE 3.1 EXAMPLE 3.2 EXAMPLE 3.3 Operands that differ in type may undergo type conversion before the expression takes on its final value. In general, the final result will be expressed in the highest precision possible, consistent with the data types of the operands. The following rules apply when neither / operand is unsigned. 1. If both operands are floating-point types whose precisions differ (e.g., a float and a double), the lower precision operand will be converted to the precision of the other operand, and the result will be expressed in this higher precision. Thus, an operation between a float and a double will result in a double; a float and a long double will result in a long double; and a double and a long double will result in a long double. (Note: In some versions of C, all operands of type float are automatically converted to double.) 2. If one operand is a floating-point type (e.g., float, double or long double) and the other is a char or an int (including short int or long int), the char or int will be converted to the floating-point type and the result will be expressed as such. Hence, an operation between an int and a double will result in a double. 3. If neither operand is a floating-point type but one is a long int, the other will be converted to long int and the result will be long into Thus, an operation between a long int and an int will result in a long int. 4. If neither operand is a floating-point type or a long int, then both operands will be converted to int (if necessary) and the result will be into Thus, an operation between a short int and an int will result in an int. A detailed summary of these rules is given in Appendix D. Conversions involving unsigned operands are also explained in Appendix D. EXAMPLE 3.4 EXAMPLE 3.5 EXAMPLE 3.6 EXAMPLE 3.7 EXAMPLE 3.8 EXAMPLE 3.9 3.2 UNARY OPERATORS C includes a class of operators that act upon a single operand to produce a new value. Such operators are known as unary operators. Unary operators usually precede their single operands, though some unary operators are written after their operands. Perhaps the most common unary operation is unary minus, where a numerical constant, variable or expression is preceded by a minus sign. (Some programming languages allow a minus sign to be included as a part of a numeric constant. In C, however, all numeric constants are positive. Thus, a negative number is actually an expression, consisting of the unary minus operator, followed by a positive numeric constant.) Note that the unary minus operation is distinctly different from the arithmetic operator which denotes subtraction (-). The subtraction operator requires two separate-operands. 3.3 RELATIONALAND LOGICAL OPERATORS There are four relational operators in C. They are Operator Meaning > greater than >= greater than or equal to These operators all fall within the same precedence group, which is lower than the arithmetic and unary operators. The associatively of these operators is left to right. Closely associated with the relational operators are the following two equality operators. Operator Meaning == equal to != not equal to The equality operators fall into a separate precedence group, beneath the relational operators. These operators also have a left-to-right associatively. These six operators are used to form logical expressions, which represent conditions that are either true or false. The resulting expressions will be of type integer, since true is represented by the integer value 1 and false is represented by the value 0. EXAMPLE 3.15 EXAMPLE 3.16 EXAMPLE 3.17 EXAMPLE 3.18 EXAMPLE 3.19 EXAMPLE 3.20 3.4 ASSIGNMENT OPERATORS There are several different assignment operators in C. All of them are used to form assignment .expressions which assign the value of an expression to an identifier. The most commonly used assignment operator is = Assignment expressions that make use of this operator are written in the form identifier = expression where identifier generally represents a variable, and expression represents a constant, a variable or a more complex expression. EXAMPLE 3.21 Remember that the assignment operator = and the equality operator == are distinctly different. The assignment operator is used to assign a value to an identifier, whereas the equality operator is used to determine if two expressions have the same value. These operators cannot be used in place of one another. Beginning programmers often incorrectly use the assignment operator when they want to test for equality. This results in a logical error that is usually difficult to detect. Assignment expressions are often referred to as assignment statements, since they are usually written as complete statements. However, assignment expressions can also be written as expressions that are included within other statements (more about this in later chapters). If the two operands in an assignment expression are of different data types, then the value of the expression on the right (i.e., the right-hand operand) will automatically be converted to the type of the identifier on the left. The entire assignment expression will then be of this same data type. Under some circumstances this automatic type conversion can result in an alteration of the data being assigned. For example: A floating-point value may be truncated if assigned to an integer identifier. A double-precision value may be rounded if assigned to a floating-point (single-precision) identifier. An integer quantity may be altered if assigned to a shorter integer identifier or to a character identifier (some high-order bits may be lost). Moreover the value of a character constant assigned to a numeric-type identifier will be dependent upon the particular character set in use. This may result in inconsistencies from one version of C to another. The careless use of type conversions is a frequent source of error among beginning programmers. EXAMPLE 3.22 EXAMPLE 3.23 EXAMPLE 3.24 EXAMPLE 3.25 THE CONDITIONAL OPERATOR Simple conditional operations can be carried out with the conditional operator (? :). An expression that makes use of the conditional operator is called a conditional expression. Such an expression can be written in place of the more traditional if -else statement, which is discussed in Chap.6. A condition expression is written in the form expression 1 ? expression 2 : expression 3 When evaluating a conditional expression, expression 1 is evaluated first. If expression 1 is true (i.e., if, its value is nonzero), then expression 2 is evaluated and this becomes the value of the conditional expression. However, if expression 1 is false (i.e., if its value is zero),then expression 3 is evaluated and this becomes the value of the conditional expression. Note that only one of the embedded expressions (either expression 2 or expression 3) is evaluated when determining the value of a conditional expression. EXAMPLE 3.26 EXAMPLE 3.27 EXAMPLE 3.28 EXAMPLE 3.29 LIBRARY FUNCTIONS The C language is accompanied by a number of library functions that carry out various commonly used operations or calculations. These library functions are not a part of the language per se, though all implementations of the language include them. Some functions return a data item to their access point; others indicate whether a condition is true or false by returning a 1 or a 0, respectively; still others carry out specific operations on data items but do not return anything. Features which tend to be computer-dependent are generally written as library functions. For example, there are library functions that carry out standard input/output operations (e.g., read and write characters, read and write numbers, open and close files, test for end of file, etc.), functions that perform operations on characters (e.g., convert from lower- to uppercase, test to see if a character is uppercase, etc.), and function that perform operations on strings (e.g., copy a string, compare strings, concatenate strings, etc.), and functions that carry out various mathematical calculations (e.g., evaluate trigonometric, logarithmic and exponential functions, compute absolute values, square roots, etc.). Other kinds of library functions are also available. Library functions that are functionally similar are usually grouped together as (compiled) object programs in separate library files. These library files are supplied as a part of each C compiler. All C compilers contain similar groups of library functions, though they lack precise standardization. Thus there may be some variation in the library functions that are available in different versions of the language. A typical set of library functions will include a fairly large number of functions that are common to most C compilers such as those shown in Table 3-2 below. Within this table, the column labeled type refers to the data type of the quantity that is returned by the function. The void entry shown for function srand indicates that nothing is returned by this function. A more extensive list, which includes all of the library functions that appear in the programming examples presented in this book, is shown in Appendix H. For complete list, see the programmers reference manual that accompanies your particular version of C. A library function is accessed simply by writing the function name, followed by a list of arguments that represent information being passed to the function. The arguments must be enclosed in parentheses and separated by commas. The arguments can be constants, variable names, or more complex expressions. The parentheses must be present, even if there are no arguments. A function that returns a data item can appear anywhere within an expression, in place of a constant or an identifier(i.e., in place of a variable or an array element). A function that carries out operations on data items but does not return anything can be accessed simply by writing the function name, since this type of function reference constitutes an expression statement. Table 3-2 Some Commonly Used Library Functions Function Type Purpose abs(i) Int Return the absolute value of i. ceil(d) double Round up to the next integer value (the smallest integer that is greater than or equal to d). cos(d) double Return the cosine of d. cosh (d) double Return the hyperbolic cosine of d. exp (d) double Raise e to the power d (e =2.7182818. .. is the base of the natural (Naperian) system of logarithms). fabs (d) double Return the absolute value of d. floor (d) double Round down to the next integer value (the largest integer that does not exceed d). fmod (d1,d2) double Return the remainder (i.e., the noninteger part of the quotient) of d1/d2, with same sign as d1. getchar () int Enter a character from the standard input device. log (d) double Return the natural logarithm of d. pow (d1,d2) double Return d1 raised to the d2 power. printf(†¦) int Send data items to the standard output device (arguments are complicated see Chap. 4). pitcher  © int Send a character to the standard output device rand ( ) int Return a random positiv e integer. sin (d) double Return the sine of d. sqrt (d) double Return the square root of d. srand (u) void Initialize the random number generator. scanf(†¦) int Enter data items from the standard input device (arguments are complicated see Chap. 4). tan (d) double Return the tangent of d. toascii  © int Convert value of argument to ASCII. tolower  © int Convert letter to lowercase toupper  © int Convert letter to uppercase. Note: Type refers to the data type of the quantity that is returned by the function. c denotes a character-type argument i denotes an integer argument d denotes a double-precision argument u denotes an unsigned integer argument EXAMPLE 3.30 EXAMPLE 3.31 Review Questions 1. What is an expression? What are its components? 2. What is an operator? Describe several different types of operators that are included in C. 3. What is an operand? What is the relationship between operators and operands? 4. Describe the five arithmetic operators in C. Summarize the rules associated with their use. 5. Summarize the rules that apply to expressions whose operands are of different types. 6. How can the value of an expression be converted to a different data type? What is this called? 7. What is meant by operator precedence? What are the relative precedence’s of the arithmetic operators? 8. What is meant by associativity? What is the associativity of the arithmetic operators? 9. When should parentheses be included within an expression? When should the use of parentheses be avoided. 10. In what order are the operations carried out within an expression that contains nested parentheses? 11. What are unary operators? How many operands are associated with a unary op erator? 12. Describe the six unary operators discussed in this chapter. What is the purpose of each? 13. Describe two different ways to utilize the increment and decrement operators. How do the two method differ? 14. What is the relative precedence of the unary operators compared with the arithmetic operators? What is their associativity? 15. How can the number of bytes allocated to each data type be determined for a particular C compiler? 16. Describe the four relational operators included in C. With what type of operands can they be used? What type of expression is obtained? 17. Describe the two equality operators included in C. How do they differ from the relational operators? 18. Describe the two logical operators included in C. What is the purpose of each? With what type of operands can they be used? What type of expression is obtained? 19. What are the relative precedence’s of the relational, equality and logical operators with respect to one another and with respect to the arithmetic and unary operators? What are their associativities? 20. Describe the logical not (logical negation) operator. What is its purpose? Within which precedence group is it included? How many operands does it require? What is its associativity? 21. Describe the six assignment operators discussed in this chapter. What is the purpose of each? 22. How is the type of an assignment expression determined when the two operands are of different data types? In what sense is this situation sometimes a source of programming errors? 23. How can multiple assignments be written in C? In what order will the assignments be carried out? 24. What is the precedence of assignment operators relative to other operators? What is their associativity? 25. Describe the use of the conditional operator to form conditional expressions. How is a conditional expression evaluated? 26. How is the type of a conditional expression determined when its operands differ in type? 27. How can the conditional op erator be combined with the assignment operator to form an if -else type statement? 28. What is the precedence of the conditional operator relative to the other operators described in this chapter? What is its associativity? 29. Describe, in general terms, the kinds of operations and calculations that are carried out by the C library functions. 30. Are the library functions actually a part of the C language? Explain. 31. How are the library functions usually packaged within a C compiler? 32. How are library functions accessed? How is information passed to a library function from the access point? 33. What are arguments? How are arguments written? How is a call to a library function written if there are no arguments? 34. How is specific information that may be required by the library functions stored? How is this information entered into a C program? 35. In what general category do the #define and #include statements fall? INTRODUCTION C supports a rich set of operators. We have already used several of them, such as =, +. -, *, and, C operators can be classified into a number of categories. They include: 1. Arithmetic operators. 2. Relational operators. 3. Logical operators. 4. Assignment operators. 5. Incrementand decrement operators. 6. Conditional operators. 7. Bitwiseoperators. 8. Speciaolperators. 3.2 ARITHMETIC OPERATORS C provides all the basic arithmetic operators. They are listed in Table 3.1. The operators +, -, * and I all work the same way as they do in other languages. These can operate on any built-in data type allowed in C. The unary minus operator, in effect, multiplies its single operand by -1. Therefore, a number preceded by a minus sign changes its sign. Table 3.1 Arithmetic Operators Operator Meaning + Addition or unary plus Subtraction or unary minus * Multiplication / Division % Modulo division Integer division truncates any fractional part. The modulo division produces the remainder of an integer division. Examples of arithmetic operators are: a – b a + b a * b a / b a % b -a * b Here a and b are variables and are known as operands. The modulo division operator % cannot be used on floating point data. Note that C does not have an operator for exponentiation. Older versions of C does not support unary plus but ANSI C supports it. Integer Arithmetic When both the operands in a single arithmetic expression such as a+b are integers, the expression is called an integer expression, and the operation is called integer arithmetic. Integer arithmetical ways yields an integer value. The largest integer value depends on the machine, as pointed out earlier. In the above examples, if a and b are integers, then for a = 14 and b = 4 we have the following results: a b = 10 a + b = 18 a*b=56 a / b = 3 (decimal part truncated) a % b = 2 (remainder of division) During integer division, if both the operands are of the same sign, the result is truncated towards zero. If one of them is negative, the direction of truncation is implementation dependent. That is, 6/7 = 0 and -6/-7 = 0 but -6/7 may be zero or -1. (Machine dependent) Similarly, during modulo division, the sign of the result is always the sign of the first operand (the dividend.) That is -14 % 3 = -2 -14 % -3 = -2 14 % -3 = 2 EXAMPLE 3.1 Real Arithmetic An arithmetic operation involving only real operands is called eal arithmetic. A real operand may assume values either in decimal or exponential notation. Since floating point values are rou

Bias of Roots and Culture Essay

Discussing roots and culture is often a very subjective topic. Quite often, the same story is interpreted entirely differently, depending on who is telling the story. This principle is also true in fictional works. A narrator will bring his/her own perspective and biases into the events that he or she is telling about. In Raymond Carver’s Cathedral, the first-person narrator has several biases that are used to reveal character. This first-person narrator has both positive and negative biases, and insights that clearly represent his character. The narrator in Cathedral has biases that serve to create his character well. Some of these are positive, and some are negative. The first clear bias that is made clear is a positive one. In the introduction of the story, as the narrator is giving background information on his wife, he speaks of her first husband. The manner in which he speaks of her impresses upon the reader of how little this first marriage matters to him, and thus shows that he acknowledges his wife has a past, and that he loves her just the same. Carver shows the narrators’ indifference to this first husband when â€Å"why should he have a name? † (Responding to Literature, 439) is asked. Another one of the biases the narrator has does not serve to create such a positive picture of him. This negative bias is the narrators’ bias against the blind in the beginning of the story. He speaks of them as very somber, as his idea of blind people was that all the â€Å"blind moved slowly and never laughed. † (438) These insights into the mind of the first-person narrator help to establish him as a character. The use of first-person narration in Raymond Carvers Cathedral serves to establish the narrator as a legitimate character well. The reader is given direct insight into the thoughts of the narrator, which would not be possible from other perspectives. For example, the reader is given a direct path into the narrators’ thoughts of the blind mans’ wife, Beulah. Without the words actually being spoken, the reader knows that the narrator feels sorry for her, without having ever met the blind man. He believes that Beulah must have had a â€Å"pitiful life† since she could â€Å"never see herself as he was seen in the eyes of her loved one†(440). Wordless insights into thoughts, such as this, are the true point of having a first-person narrator; because not only is the reader given a picture of the narrators’ thoughts, it serves to create a more dynamic, lifelike character, and not merely a lifeless voice that is tediously moving through words. First-person narration is always all about perspective, and consequently, bias. All first-person narration in fiction is chosen specifically for the purpose of having that bias, and those individual ideas that make for an interesting telling of a story. Raymond Carver’s Cathedral uses the first person narration very well, for that exact purpose. This story’s biases and partialities are used to separate the reader, and only see the narrators’ version of what happened. Had the story been told from the perspective of the blind man, it would have been immensely different. Biases come from ones’ culture and environment. Ideally, stories and retellings of events would be completely honest; but prejudices and tensions gradually become the general theme of the story, to the point that roots, culture, and acceptance thereof become irrelevant, and nothing remains but intolerance.

Top Choices of Drama Essay Thesis Samples

Top Choices of Drama Essay Thesis Samples Put simply, unless your objective is just to inform, your thesis is deemed persuasive. Students must think about the position they intend to argue, together with the assumptions of that position. Thus, it's recommended that you read through a selection of samples as a way to understand how thesis statements for various kinds of papers ought to be written. Some thesis statement samples are rather vague and crowded with an excessive amount of information that may help it become hard for you to comprehend when it has to do with writing. To be able to get more insights about how to deliver a great thesis, you should refer to the samples while additionally attempting to brainstorm on several ideas about the field of discussion. The topic is simply too large to really say something new and meaningful. You might have heard of something known as a thesis. Since a thesis is so essential, it's probably a great idea to examine some ideas on ho w to assemble a strong one. The Essentials of Drama Essay Thesis Samples You Will be Able to Learn From Starting Today Whenever you start to compose an essay, the very first paragraph of your piece ought to be your thesis statement. You should have a statement that isn't only easy to comprehend, but one that's debatable. Lastly, you are going to want to close your introductory paragraph. Each individual paragraph should concentrate on a particular element of the thesis. What's Truly Going on with Drama Essay Thesis Samples Emphasize only a couple of principal points so you may concentrate on it. Your thesis summarizes the argument you're going to be making in your paper, so you wish to make certain that your point of view is very clear and debatable. See what you could add to provide the reader a better take on your position right from the start. You are requested to convince your reader of your perspective. Your research paper has to be thesis-driven. Sample thesis sta tements provided by renowned sources are frequently the best. Nevertheless, you should check with your professor if you want to present your thesis somewhere else, including at the conclusion of your essay. There are several good analytical thesis statement examples online you may access to provide you with a clearer picture, a crystal clear and arguable thesis statement is essential for your paper as the whole text needs to be directed towards its defense. Much like any great thesis, you need to get as specific as possible. If you're still uncertain about how to compose a thesis statement or what a fantastic thesis statement is, be certain to talk with your teacher or professor to make sure to're on the right path. It's well worth reiterating that a great thesis statement is specific. A great thesis statement will accomplish exactly the same thing. Apparently, writing an essay on the subject of marijuana is too general. There's an endless number of different essay topics which can be analyzed. If you select a topic that's not of interest to you, it is going to show in your paper. The topic shouldn't be old or broad. In case you were requested to compose a vital essay about The Canterbury Tales, be sure you are conversant with the material. Leading off this issue sentence, you should now tell the reader a little more on the subject of the essay. You may be interested in travel essay examples. You may be interested in high school essay examples. The Basic Facts of Drama Essay Thesis Samples When it is all about figuring out how to compose an AP English synthesis essay, it is necessary to open the official AP website with the present requirements and study the grading rubric to comprehend what things to concentrate on. Understanding what makes a fantastic thesis statement is among the more important keys to writing a good research paper or argumentative essay. Obviously, how assertive you're in your thesis and the content you decide to include depends upon the kind of argumentative essay you're writing. Choosing fantastic thesis statement examples to utilize for writing can sometimes prove challenging to the majority of students. In making use of a thesis statement sample, it's also recommended that you determine the kind of essay paper that you want to write. A thesis is the consequence of a prolonged thinking approach. One other important lesson you're likely to learn from good thesis statement definition and examples readily available online is the need to thoroughly assess the central supporting line to make certain it aligns with the objective of the paper and the prompt. As you'll find out from different thesis examples, the referencing styles vary based on the paper or essay that you're writing. The in-depth study of the health condition has resulted in the overall look of a new therapy. Further inspect the core of your topic and focus on very specific regions of European travel that you may realistically cover and support with good evidence. You must construct a thesis which you are ready to prove employing the tools you've got available, without need ing to consult the world's foremost expert on the issue to supply you with a definitive judgment. A thesis is the consequence of a long thinking procedure and careful deliberation after preliminary research. An essential essay is intended to be informative, meaning all claims ought to be backed up by a credible evidence instead of simply stated because it strikes the author's fancy. An argumentative thesis must earn a claim that's logical and possible. A thesis statement can be in one, two or even 3 sentences at the conclusion of the conclusion, based on the amount of your paper and the essence of your argument. Your thesis statement should have the ability to effectively summarize the claim you are attempting to make.

Scott Hightower’s poem “Father” could be very confusing to...

Scott Hightower’s poem â€Å"Father† could be very confusing to interpret. Throughout almost the entirety of the poem the speaker tries to define who his father is by comparing him to various things. As the poem begins the reader is provided with the information that the father â€Å"was† all of these things this things that he is being compared to. The constant use of the word â€Å"was† gets the reader to think ‘how come the speaker’s father is no longer comparable to these things?’ After the speaker reveals that his father is no longer around, he describes how his father impacted him. Details about the father as well as descriptions of the impacts the father has distraught on the speaker are all presented in metaphors. The repetitive pattern†¦show more content†¦After the reader makes an effort and takes his or her time to fully comprehend the poem entirely, it becomes clearer that correlatively related ideas are expressed throughout the poem. The correlations between several metaphors extend to intensify ideas about the father. As the speakers’ father is compared to being â€Å"an angel† he does not literally mean that his father was an angel with wings or an angel from biblical times because that would be improbable for the reader to assume. What the speaker seems to suggest through his metaphor is that his father was his savior and helper. This idea is intensified throughout the poem because the father is being compared to a â€Å"lamb† which is symbolic for Christ, a globally symbolic healer and helper; the speaker also states his father was a getaway driver which suggests that his father guided him away from danger. Because the speaker also compares his father to a law abiding, favorable, person such as a â€Å"cowboy† or a â€Å"Texas Ranger† it seems as if he is trying to guide the reader’s interpretation of a â€Å"getaway driver† away from a a n illegal activity such as robing a bank. 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