Since Its Publication In 1984, The House On Mango Street

Since its publication in 1984, The House on Mango Street grows in popularity within inner-city grade schools to universities across the country -- it is a coming of age tale for a Mexican-American girl named Esperanza Cordero living in a fictional poor neighborhood in Chicago called Mango Street. Though it is called a novel, Cisneros creates The House on Mango Street with forty-four vignettes that thoughtfully depicts Chicano culture and what are the roles of women in this society; as Esperanza observes different characters in each vignette, she understands that the same force that ensnares Esperanza to Mango Street is the same force that encourages Esperanza’s desire to leave Mango Street. Cisneros uses Esperanza as a vehicle to go†¦show more content†¦(10) Esperanza’s comparison to her great-grandmother illustrates who is she as a woman. She doesn’t fit the norms of Chicano culture because Mexicans â€Å"don’t like their women strong† (10) and she is just that – a strong Mexican woman. Yet, when Esperanza describes her great-grandfather, she doesn’t describe him like how she did with her great-grandmother. She says, â€Å"until my great-grandfather threw a sack over her head and carried her off.† (11) Esperanza introduces her great-grandfather with an action and not a trait; therefore, she doesn’t give the same treatment to her great-grandfather. She does not develop his character and the reader must make assumptions about his character. Also, Esperanza portrays Latino culture as reduced her great-grandmother to mere object because she compares her strong-willed grandmother to a â€Å"fancy chandelier.† (11) She continues to describe her great-grandmother and starts to rel ate with her by wondering â€Å"if she [great-grandmother] made the best with what she got or was she sorry because she couldn’t be all the things she wanted to be.† (11) Again, she adds depth to her great-grandmother’s character by showing her sadness and as a result, Esperanza’s characterization shows which relative she likes or dislikes. It is interesting as a reader because Esperanza isShow MoreRelatedDefining Relationships in Mexican Culture2266 Words   |  10 PagesAmerindian population in the hurting southern states. Elections held in July 2000 marked the first time since the 1910 Mexican Revolution that the opposition defeated the party in government, the Institutional Revolutionary Party (PRI). 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Family Interaction Free Essays

Introduction This paper describes a significant learning family interaction that occurred when I was working in a community placement as a student nurse. I would be reflecting on that family interaction and use the â€Å"One Question Question† approach and analyse how this would contribute to your learning needs and nursing practice. Critical or significant interactions can be defined as situations that make an impression or have a special meaning to an individual. We will write a custom essay sample on Family Interaction or any similar topic only for you Order Now The analysis of such incidents, a useful reflective technique helps us to identify professional capabilities, increase knowledge of self and improve patient care outcomes (Lian, 2001) and lead to practice that is better informed than before the reflection (Usher et al, 2001). Critical reflection on one nurse-family interaction and the impact I was in my community placement where I got an opportunity to interact with an adolescent who was Insulin Dependent Type 2 diabetes and his family. The community nurse visited for the monitoring of the BGL tests and insulin administration as he had fluctuating BGLs and he had a history of not complying with the insulin. He was admitted to hospital numerous times with episodes of hypoglycaemias and hyperglycaemias. The family were very concerned about him and were worried about his erratic lifestyle. I must say the interactions I had with this family had some impact on me and I realised my shortcomings and learning needs. I used John’s Is this the right essay for you? Watch the video below to read 2 more pages now. or Sign Up for Free and read the full essay Cite This Essay APA (2011, 05). Critical Reflection on One Nurse-Family Interaction. StudyMode. com. Retrieved 05, 2011, from http://www. studymode. com/essays/Critical-Reflection-On-One-Nurse-Family-Interaction-708992. html MLA CHICAGO Welcome StudyMode. com is the web’s leading learning tool. We inspire millions of students every day with over 650,000 model essays nd papers, AP notes and book notes. Learn More Related essays Weekly Critical Reflection: Week One †¦ Weekly Critical Reflection: Week One 1. a. Identify one legal rule†¦ 4 pagesJan 2012 Critically Reflective Portfolio Extract Related To One Of The Nmc (2004) Standards Of Proficiency For Pre-Registration Nursing Education, Allowing The Integration Of Theory With Practice †¦ assignment is to produce a critically reflective portfolio extract related†¦ 10 pagesMar 2011 a 2000 Word Reflection On One Specific Conversation Where Personal Communication And Interpersonal Skills Has Had a Direct Impact On The Patient’s Nursing Care †¦ A 2000 word reflection on one specific conversation where personal†¦ 9 pagesMar 2012 Nursing Mentorship Critical Reflection †¦ my mentees as possible. To that end, this essay will be a critical reflection†¦ 12 pagesJul 2012 a Critical Reflection On Pshe †¦ A critical reflection on PSHE This essay will look at the teaching of an†¦ 12 pagesMay 2011 How to cite Family Interaction, Essay examples

Piaget And Vygotsky Essay Example For Students

Piaget And Vygotsky Essay Everyday life is characterized by conscious purpose. From reaching for food todesigning an experiment, our actions are directed at goals. This purpose revealsitself partly in our conscious awareness and partly in the organization of ourthoughts and actions. Cognition is the process involved in thinking and mentalactivity, such as attention, memory and problem solving. Much past and presenttheory has emphasized the parallels between the articulated prepositionalstructure of language and the structure of an internal code or language ofthought. In this paper I will discuss language and cognition and two famoustheorist who were both influential in forming a more scientific approach toanalyzing the process of cognitive development. Jean Piaget There are those thatsay that Jean Piaget was the first to take children`s thinking seriously. Although Piaget never thought of himself as a child psychologist his realinterest was epistemology, the theory of knowledge, which, like physics, wasconsidered a branch of philosophy until Piaget came along and made it a science(2000). Children and their reasoning process fascinated Piaget. He began tosuspect that observing how the child`s mind develops might discover the key tohuman knowledge. Piaget`s insight opened a new window into the inner workings ofthe mind. Jean Piaget has made major theoretical and practical contributions toour understanding of the origins and evolution of knowledge. Stages of ChildhoodDevelopment In his work Piaget identified stages of mental growth. He theorizedthat all children progressed through stages of cognitive development. Hediscovered that children think and reason differently at different periods intheir lives. Piaget believed that everyone passed through a sequence of fourqualitatively distinct stages. They are sensorimotor, preoperational, conc reteoperational and formal operational. In the sensorimotor stage, occurring frombirth to age 2, the child is concerned with gaining motor control and learningabout physical objects. This stage promotes that thought is based primarily onaction. Every time an infant does any action such as holding a bottle orlearning to turn over, they are learning more about their bodies and how itrelates to them and their environment. Piaget maintains that there are sixsub-stages in the sensorimotor stage although children pass through three majorachievements. In the preoperational stage, from ages 2 to 7, the child ispreoccupied with verbal skills. At this point the child can name objects andreason intuitively. Piaget has divided this stage into the preoperational phaseand the intuitive phase. In the preoperational phase children use language andtry to make sense of the world but have a much less sophisticated mode ofthought than adults. They need to test thoughts with reality on a daily basisand do not appear to be able to learn from generalizations made by adults. Inthe intuitive phase the child slowly moves away from drawing conclusions basedsolely on concrete experiences with objects. However, the conclusions drawn arebased on rather vague impressions and perceptual judgments. It becomes possibleto carry on a conversation with a child. Children develop the ability toclassify objects on the basis of different criteria. At this stage childrenlearn to count and use the concept of numbers. In the concrete operationalstage, from ages 7 to 12, the child begins to deal with abstract concepts suchas numbers and relationships. It is here that children learn mastery of classes,relations, numbers and how to reason. In this stage a person can do mentaloperations but only with real concrete objects, events or situations. Logicalreasons are understood. For example, a concrete operational person canunderstand the need to go to bed early when it is necessary to rise early thenext mornin g. A pre-operational child, on the other hand, does not understandthis logic and substitutes the psychological reason, I want to stay up. Finally, in the formal operational stage, age 12 to 15, the child begins toreason logically and systematically. The last stage deals with the mastery ofthought (Evans, 1973). A formal operational thinker can do abstract thinking andstarts to enjoy abstract thought. The formal operational thinker is able tothink ahead to plan the solution path. Finally, the formal operational person iscapable of meta-cognition, that is, thinking about thinking. A central componentof Piaget`s developmental theory of learning and thinking is that both involvethe participation of the learner. Knowledge is not merely transmitted verballybut must be constructed and reconstructed by the learner. Piaget asserted thatfor a child to know and construct knowledge of the world the child must act onobjects and it is this action that provides knowledge of those objects (Sigel,1977). The ability to learn any cognitive content is always related to theirstage of intellectual development. Children who are at a certain stage cannot betaught the concepts of a higher stage. Intellectual growth involves threefundamental processes: assimilation, accommodation, and equilibration. Position Paragraph Assignment EssayArguments and Comparisons Egocentric speech is contrasted with socializedspeech. In other words it is non-social, non-communicative to others. It isspoken for the sake of saying it. It is usually found in three to five yearolds. Egocentric speech is split into three categories. They are repetition,monologue (thinking aloud) and dual/collective monologue. Vygotsky argues thatspeech moves from communicative ?social speech ¦ to inner egocentricspeech. Piaget proposes the opposite. He believes that children begin by voicinga personal dialogue and move to social speech. Piaget argues that egocentricspeech goes away with maturity while Vygotsky claims that it becomesinternalized as an adult. Vygotsky found that a child spoke egocentrically whenhe was grasping or remedying a situation. Comparisons of Piaget (PG) andVygotsky (VG) beliefs on egocentric speech are as follows: (PG)- Development ofthinking- Language moves from individual to social. (VG)-Dev elopment ofthinking- Language moves from the social to the individual. (PG)-Egocentric Speech is simply an accompaniment to a child-s actions (VG)-Egocentric speech is not accompaniment: it helps child to reason (PG)-Egocentric speech appears first, dies out and is replaced by socialized speech(VG) Egocentric speech is not first: it gives voice to internalized?social ¦ or ?inner ¦ speech. Egocentric speech doesn-twither; it evolves upwards into inner speech (PG) Three key observations aboutegocentric speech T It is audible and not whispered T It occurs whena child thinks the others understand his egocentric talk T It occurs whenchildren act together on a task, not alone (VG)- His experiments seriouslychallenged Piaget-s three key observations about egocentric speech InThought and Language, Vygotsky (1962) analyzed Piagets work. Vygotsky believedthat Piaget had developed a clinical method that revolutionized the study ofchildrens language and thought. However, Vygotsky also ass erted that there weresome flaws in Piagets methods. Piaget combined psychology and philosophy eventhough he tried to avoid theorizing. He overlooked the role of the childsactivity with relation to thought processes. Vygotsky also disagreed withPiagets assumption that development could not be impeded or accelerated throughinstruction. In summary, Vygotsky was critical of Piagets assumption thatdevelopmental growth was independent of experience and based on a universalcharacteristic of stages. Vygotsky believed that intellectual development wascontinually evolving without an end point and not completed in stages as Piagettheorized. Although Vygotsky was critical of Piaget, he realized the importanceof the information that Piaget gathered. In spite of his criticisms, Vygotskybuilt his educational theories on the strengths of Piagets. BibliographyEvans, R. (1973). Jean Piaget: The Man and His Ideas. New York: E. P. Dutton Co., Inc Lavatelli, C. (1973). Piaget`s Theory Applied to an EarlyChildhood Curriculum. Boston: American Science and Engineering, Inc. Piaget,Jean, (2000) Microsoft Encarta Online Encyclopedia http://encarta.msn.com1997-2000 Microsoft Corporation. All rights reserved. Vygotsky, Lev (1962). Thought and Language. Cambridge, MA. MIT PressPsychology

King Leopolds Ghost free essay sample

Adam Hochschild’s â€Å"King Leopold’s Ghost† is an account of a man’s rise of power who was very cruel and did unimaginable things. When I began reading, I wasn’t sure where the novel was going, but I soon caught on to what Hochschild was revealing. As the story begins to unfold he tells a story of King Leopold II of Belgium who managed to seize land next to the Congo River in Africa. King Leopold used political manipulation and lies to get what he wanted. King Leopold had everyone fooled that he was a humanitarian and he was in the Congo for the greater good, but that was not the case. He claimed that civilizing the Congo would keep out â€Å"Arab slave- traders† to gain support of people, but Leopold wanted something else. Leopold was very greedy, and his greed resulted in the slaying of millions of innocent people. We will write a custom essay sample on King Leopolds Ghost or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As the story begins, Leopold uses Henry Morton Stanley like a puppet to help colonize the Congo. He starts out helping Leopold gain support from political leaders and from large powers including the United States. Leopold tells countries that he wanted to set up a â€Å"Free State† in the Congo so he could civilize the region. He claimed that he would set up schools, set up trade routes, and creates jobs. Although, this was obviously just a cover up that way people would not be suspicious of what he was doing in the Congo. When Stanley sets out to find Livingstone, and explores Africa it’s the start of the colonization. Stanley followed the Congo River for â€Å"fifteen hundred miles†, which intrigued Leopold because it gave him an idea on what he had found (Hochschild 61). Leopold instantly was fascinated, but was the most interesting to him was the Congo’s ivory and rubber because Americans and Europeans we’re already buying it. Stanley and his men landscaped the area, and Stanley helped wreck their homes, and played a huge role in robbing them from their heritage. Leopold and Stanley both were alike in ways and believed â€Å"Africa was a chance to gain upward mobility towards wealth and glory† (Hochschild 63). Furthermore, as the story continues to slowly unfold and Leopold begins his rule over the Congo someone is caught on to Leopold’ intentions. A gentleman called Edmund Dene Morel is sent to Belgium from his company to watch ships being unloaded by from the Congo. Although, Morel notices something that others do not. As he investigates he then discovers that barely any trade was being exchanged for the ivory and rubber coming from the Congo. Morel came to a conclusion that it had to be indeed some kind of slave labor. As he begins to investigate he realizes his conclusion was correct. As he continues to look into this matter, he then discovers that Leopold had a lot more power over the â€Å"Congo Free State† than he originally thought (Hochschild 4). Morel began to see for himself what was happening in the Congo and began to tell other officials and he wrote many essays about the current events. His plan was to make the world aware what was going on through his writings. Hochschild notes in the book that, â€Å"Morels attacks soon drew a response from the Royal Palace† (Hochschild 192). As Morel began his writings it started to gain a lot of attention. Morel sent a man called Roger Casement to the Congo to investigate Morels statements which ended up being true. After this happened they formed an association called the â€Å"Congo Reform Association† which â€Å"exerted a relentless, growing pressure† (Hochschild 209). Morel and Casement we’re two of the most influential people in the book and who know what would have happened if they didn’t spend years of their lives to help these people. Leopold worked most of the slaves to death, and the others were badly beaten or either tortured as they were working to meet his production standards. For example, if the â€Å"men† were not meeting his standards they often held women hostage and raped them to ensure productivity was sufficient. Although, innocent blood was being spilled and they even cut limbs some people and surprising part is Leopold never set foot in the â€Å"free state†. Hoshschild even makes the comment that â€Å"there was something very modern about thatâ€Å"(Hochschild 4). King Leopold II had no human respect, and his own family had barley anything to do with him. I personally don’t understand how someone could stand to look themselves in the mirror after doing such horrible things, and it shows how far people would go for wealth. Throughout the book Hochschild shows the dedication of Morel, and major roles that characters played to shape the history of the Congo like Stanley, and William Sheppard (who was one of the most outspoken out of all American Congo missionaries. ) The author examined the Congo because it shows how extreme colonialism is and what it was like for people that were under a colonial rule. I think this book has a clear meaning and thesis, Hochschild wanted to expose what happened in the Congo because he felt like it had been covered up and he wanted to paint the readers a picture that they would never forget. My theory is I don’t believe that King Leopold was there for the greater good and to better the Congolese people. I think it’s obvious from the evidence I’ve already stated supports that theory. What was going on in the Congo was genocide without a doubt and I don’t think the â€Å"term† slavery doesn’t do the Congolese people justice. Following this further, some people might argue and say that what King Leopold did was not genocide because he wasn’t trying to wipe out the Congolese, just for the simple fact that he needed them to do the labor. Leopold was pushing to extract the biggest amount of rubber he could possibly get from the wild rubber vines before other tree plantations by other countries matured and reduced the cost. Basically, Leopold’s goal was to push for a high rate of goods even if that meant huge death tolls which were not just thousands; it was millions. So both could be true, but only Leopold knew what his intentions were. The author states that â€Å"The Congo in Leopold’s eyes was not the one of starving porters, raped hostages, emaciated rubber slaves, and severed hands. It was an empire of his dreams, with gigantic trees, exotic animals, and inhabitants grateful for his wise rule† (Hochschild). After Leopold’s death in 1909, some thought it would be the end of the â€Å"era† as the author puts it, but that’s not the case. A few years later, Britain recognized the Congo as the Belgian Congo and they made vast improvements. They switched the rubber industry to cultivated rubber rather than wild rubber and taxes replaced â€Å"severed† hands as a way of forcing labor. However, the Belgian did no better running the new Congo than Leopold and realized that they needed cultivated rubber instead of wild rubber vines, and noticed that the vines were getting scarce. This caused them to harvest other products like cotton, and palm oil as well as some wild rubber. This was the process until the 1920’s when â€Å"white traders bought wild rubber from villagers pressed to pay their taxes†(Hochschild 276). Leopold’s â€Å"Ghost† lived on for many years after he died and when WWI came around forced labor still was brutal. Furthermore, you might ask yourself what happened to all the money that Leopold invested from his rule in the Congo. Since he didn’t get along with his three daughters, Hochschild mentions that his wishes were to â€Å"disinherit† the money from them and to â€Å"die a billionaire† (Hochschild 275). Leopold hid his money in the German Foundation, and even went as far as buying fifty-eight pieces of real estate. The Belgian government spent years trying to find out what to do with King Leopold’s money and was interrupted by WWI since most of the â€Å"entities† involved were Belgium, France, and Germany. In conclusion, I think the book was quite interesting to read although it took a while to really understand the theme. Ultimately, I do think what happened here was genocide and was one of the cruelest happenings in history. Overall, I thought it was a very interesting book and Hochschild shows how characters like, Morel and Sheppard define these people. Hochschild wasn’t afraid to reveal the greed that Leopold had and how he demonstrated â€Å"justification† for his doings. Although, the author raised a lot of question in the book because he really wasn’t clear on how he felt about colonialism himself. At times he shows that Belgian Congo was the worst things to have happened in that time and other times he shows that colonialism was everywhere at that time. In the end, the story of the native people here will live on forever and they will never get the justice that they truly deserve. However, in a way this book lets their voices be heard, and Hochschild makes it a point for them not to be just â€Å"erased† from history.

Food Motif in Bartleby the Scrivener

Food Motif in Bartleby the Scrivener Herman Melville contributed to several works of literature over the course of his career. One of these is â€Å"Bartleby the Scrivener†. A Wall Street lawyer who hires a man named Bartleby to work for him as a scrivener narrates this story. The narrator’s office has three other employees.Advertising We will write a custom term paper sample on Food Motif in Bartleby the Scrivener specifically for you for only $16.05 $11/page Learn More This short story is often considered as one of the more complicated works by the author. Although the story’s plot seems simple, it is difficult to interpret the themes and motifs in this story. This fact makes this story an interesting work of literature. One of the most prominent motifs in this story is food. The author makes several food references throughout the story. This makes food one of the more obvious motifs in this story. This paper will explore the use and significance of this motif. In additio n, the paper will explain how this motif contributes towards the development of the story’s plot and themes. The first statement the narrator utters when he discovers Bartleby is dead is that no one can live without dining. This assertion highlights the narrator’s concern over Bartleby’s refusal to consume food. Several of Bartleby’s behaviours perplex the narrator but his refusal to eat disturbs him the most. The author uses this motif to portray that cannibalism is essential for survival of human beings. â€Å"Cannibals† dominated the Wall Street of the time. Bartleby seems to be protesting this trend but the results are tragic. There are two aspects of cannibalism, the diner, and the meal. Bartleby refused to be either of the two. The food motif is also manifested in the naming of other characters in the story. Turkey and Ginger Nut are nicknames given to two of the employees in the narrator’s office. The narrator says that Turkey’ s clothes smelt of eating-houses.Advertising Looking for term paper on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, Ginger Nut is named after the most common snack in the lawyer’s office. The fact that an employee is named after a food item shows the significance food has in this office. The use of food nicknames implies that the employees are just fodder for this business. The narrator’s business feeds on them for it to survive. Therefore, even though the employees are under the impression that they are consuming from the business, they are indeed being consumed. The narrator vividly describes the appetite levels of his employees. Turkey and Nippers have a voracious longing for cakes and apples. To satisfy this need, the two are constantly sending Ginger Nut to fetch these items. This is why it is possible for the lawyer to assign these workers food related nicknames. However , when Bartleby joins the team, the lawyer finds it difficult to compare him to his appetite because he does not seem to have any. He wonders how Bartleby survives because he does not even go to the diner. Bartleby’s lack of a prominent appetite makes it difficult for the narrator to understand him. Consequently, this highlights the narrator’s appetite for understanding people according to their likings for certain foods. For instance, he argues that Bartley never went out to eat or drank beer like Turkey. The food motif is very prominent in this story. The author seems to imply that people can be understood through their food consumption habits. The motif is also used to explain the cannibalistic nature of human beings. The effectiveness of this motif is unmistakable throughout the story.

Editing - Definition and Guidelines

Editing - Definition and Guidelines Editing is a stage of the writing process in which a writer or editor strives to improve a draft (and sometimes prepare it for publication) by correcting errors and by making words and sentences clearer, more precise, and more effective. The process of  editing involves adding, deleting, and rearranging words along with recasting sentences and  cutting the clutter. Tightening our writing and mending faults can turn out to be a remarkably creative activity, leading us to clarify ideas, fashion fresh images, and even radically rethink the way we approach a topic. Put another way, thoughtful editing can inspire further  revision  of our work. EtymologyFrom the French, to publish, edit   Observations Two Types of EditingThere are two types of editing: the ongoing edit and the draft edit. Most of us edit as we write and write as we edit, and its impossible to slice cleanly between the two. Youre writing, you change a word in a sentence, write three sentences more, then back up a clause to change that semicolon to a dash; or you edit a sentence and a new idea suddenly spins out from a word change, so you write a new paragraph where until that moment nothing else was needed. That is the ongoing edit. . . .For the draft edit, you stop writing, gather a number of pages together, read them, make notes on what works and doesnt, then rewrite. It is only in the draft edit that you gain a sense of the whole and view your work as a detached professional. It is the draft edit that makes us uneasy, and that arguably matters most.(Susan Bell, The Artful Edit: On the Practice of Editing Yourself. W.W. Norton, 2007)Editing CheckpointsThe final step for the writer is to go back and clean up the r ough edges. . . . Here are some checkpoints:Facts: Make sure that what youve written is what happened;Spelling: Check and recheck names, titles, words with unusual spellings, your most frequently misspelled words, and everything else. Use a spell check but keep training your eye;Numbers: Recheck the digits, especially phone numbers. Check other numbers, make sure all math is correct, give thought to whether numbers (crowd estimates, salaries, etc.) seem logical;Grammar: Subjects and verbs must agree; pronouns need correct antecedents; modifiers must not dangle; make your English teacher proud;Style: When it comes to repairing your story, leave the copy desk feeling like the washing machine repair guy who has nothing to do.(F. Davis, The Effective Editor. Poynter, 2000) Editing in ClassA large portion of everyday editing instruction can take place in the first few minutes of class . . .. Starting every class period with invitations to notice, combine, imitate, or celebrate is an easy way to make sure editing and writing are done every day. I want to communicate with my instruction that editing is shaping and creating writing as much as it is something that refines and polishes it. . . . I want to step away from all the energy spent on separating editing from the writing process, shoved off at the end of it all or forgotten about altogether.(Jeff Anderson, Everyday Editing. Stenhouse, 2007)Tinkering: The Essence of Writing WellRewriting is the essence of writing well: its where the game is won or lost. . . . Most writers dont initially say what they want to say, or say it as well as they could. The newly hatched sentence almost always has something wrong with it. Its not clear. Its not logical. Its verbose. Its klunky. Its pretentious. Its boring. It s full of clutter. Its full of cliches. It lacks rhythm. It can be read in several different ways. It doesnt lead out of the previous sentence. It doesnt . . . The point is that clear writing is the result of a lot of tinkering.(William Zinsser, On Writing Well. Harper, 2006) The Slap-and-Pat Theory of EditingWhat I try to practice is what I call the slap-and-pat theory of editing. Almost everything thats written needs some criticism. Almost everything thats written needs some praise, or deserves some praise. So you try to mix praise with criticism. Ideally, you do it sincerely. That is, you dont praise what you really dont like; but you praise what you really do like. You dont write 12 pages of things that are wrong, without remembering to find something else you like, that is already right.(Editor Samuel S. Vaughan, in an interview with the online journal Archipelago)The Lighter Side of EditingI hate cross-outs. If Im writing and I accidentally begin a word with the wrong letter, I actually use a word that does begin with that letter so I dont have to cross out. Hence the famous closing, Dye-dye for now. A lot of my letters make no sense, but they are often very neat.(Paula Poundstone, Theres Nothing in This Book That I Meant to Say. Three Rivers Press, 2006) Pronunciation: ED-et-ing

Early Neolithic Social Organization Essay Example | Topics and Well Written Essays - 1500 words

Early Neolithic Social Organization - Essay Example The first one is Pre Pottery Neolithic which is all about the "true farming" that occurred where people were used to planting and harvesting wheat. Along with farming is the domestication of animals, also to answer their day-to-day needs. This stage was followed by the pre-pottery period where people tried to build their houses made of mud bricks. No long before they learned pottery which further improved their lives and this was the peak of the Neolithic period. The Neolithic period that slowly evolved along with knowledge and experience, somehow showed the presence of social organizations. The presence of hierarchies can somehow be traced through the burial grounds and an example of this is the one found in the excavation in Central Europe where some tombs were found to be different from others in a way that they looked more sophisticated and hard to make, suggesting that others could have afforded labor to create such tombs. Through the Neolithic sites that were explored, what were visible were signs of possibilities for group feuds where others could have been treated more superior like the leaders and the chiefs in tribes. These were more visible in the European Bronze age. (Wikipedia) Moving forward to the possibility of reconstructing the early Neolithic social o... As discussed partly a while ago, there were already the different kinds of tombs found during the excavation. These tombs will then connect us to their culture and social structure, ways and means that they tried to adopt in the past. But firs we try to define what megalithic tombs are and how significant are they to historians, researchers and archaeologists. Maximilian Baldia explores in his essay "Megalithic Tombs and Interregional Communication" how long and how significant these tombs are to us. He said that the closely five thousand megalithic tombs signify how people were connected in different aspects. He also explained that the presence of timber mortuary during the Neolithic period can and might have been the start of the small primeval dolmens in the Early Neolithic. "Furthermore, the popularity of the primeval dolmen may have arisen as a practical solution resulting from the need for suitable large trees required for building houses, palisades, boats and apparently even single-piece wagonwheels. Increased village size, more numerous fields, and larger herds of domesticated grazing animals during the later part of the EN C would have reduced the forests containing these timbers near the villages, making stone construction more cost effective. A decline in tree trunk diameter used in construction from the ENto the MiddleNeolithic (MN), has been noted in conjunction with likely woodland management and supports this argument. Therefore, stone chambers should first have occurred in areas where a large population would have been confined to limited land. The most likely place in the TRB culture area would have been the islands