Research Paper Example | Topics and Well Written Essays - 750 words - 7

Research Paper Example Usually, views on contraception varying from positive to radically negative depend directly on religious views and beliefs. However, â€Å"demographic policies and cultural efforts along with other factors can only be effective in birth control when contraception methods are used† (Dezhkam & Darvishi Tafvizi). In fact, this means that family planning and at least partial freedom in fertility help people to create firm family ties, preserve good health of women and children, and prevent undesirable pregnancies. In this area, various denominations have their own specific opinions regarding different aspects of the issue, and I would like to focus on Islam’s attitude towards birth control and religion in order to provide general overview and demonstrate that even this fundamental religion has rather reason in its attitude towards birth control. In Islam, the core belief about family is that marriage, family and relations between women and men are initially intended to serve for procreation. Thus, Muslims see the primary purpose of their sexual relationships in procreation and conceiving a child. Numerous researches even draw parallels between higher fertility of Muslims and lower freedom in birth control given to women (Morgan et al.). However, the key holy scripture of the religion, Quran, contains no direct and explicit statements about birth control and moral aspects of contraception, yet it forbids killing one’s own children â€Å"for fear of want† and strongly encourages procreation and marriage. As a result, this creates ambiguity in perception of family planning and contraception use in Muslim society: some scholars advocate for it, whereas others argue that all family planning methods should be banned. Opponents of birth control believe that it is God’s prerogative to decide on the number of ch ildren in the family. On the other hand, contraception advocates appeal to the precedents of coitus interruptus use (also called ‘azl), which is believed to

Investigating the Ratio Between Poly-Vinyl Alcohol Essay Example for Free

Investigating the Ratio Between Poly-Vinyl Alcohol Essay Introduction: Poly-Vinyl Alcohol (PVA) is a water-soluble synthetic polymer that will be used as one element to form the well know bouncing ball, along with Sodium Borate (borax), which has a variety of uses because of its weak base. PVA is ideal for this experiment because it is odorless, nontoxic, has high tensile strength and flexibility. The binder characteristics of PVA offer excellent adhesion to porous, water-absorbent surfaces. A local manufacturer wants to find a material to create a simple toy: a bouncing ball. Research institutions collaborate with local manufacturers and provide professional assistance with their projects. In trying to create a bouncing ball, one must find the appropriate ratio of the two that forms a solid for which have the properties that a bouncing ball consist. It is important that we find the correct ratio so that it is perfect shape, texture, and saltation. The main property that we are testing for is the products bounciness. Figure 1: The reaction of PVA and borax. In the above illustration, two PVA molecules are shown being cross-linked by a hydrated borax molecule. Four molecules of water are also produced. Hypothesis: In this experiment, I predict that if more Poly-vinyl Alcohol over Sodium Borate, then the appropriate bouncing solid will be formed. Methods: With the supplied solutions of PVA and sodium borate, my group and I took 100 mL of each solution. We measured out different ratios repeatedly to find the appropriate ratio. Start with a happy medium of 10mL (PVA) and 20mL (Sodium Borate) and examined the results. The results are not accurate so you have to test the extremes and then examine which way to continue. In my experiment, more of PVA is needed and less of sodium borate is needed. Continue testing until you get closer and closer to an adequate ratio with a good solid product, which we can to the conclusion that 4:1 as well 7:1 worked as good ratios to further test. We tested the ratio by cooling one and heating the other. By cooling the product it was able to harden and somewhat stay in shape. On the other hand, by heating it it doesn’t keep its form thus unable to be bounced. So to harden the heated product follow the theory of heating (50Â °c) to then immediately cooling (12Â °c) the product; this helps to harden the product inside out thus allow the product to keep its shape as well as bounce like a true manufactured bouncy ball. Results: Ratios – table 1 Trial(s)| Amount of PVA| Amount of Sodium Borate| Ratio| Description| 1| 10 mL| 20 mL| 1:2| slimy| 2| 3 mL| 30 mL| 1:10| watery| 3| 30 mL| 3 mL| 10:1| play-dough| 4| 20 mL| 1 mL| 20:1| foamy| 5| 10 mL| 2 mL| 5:1| rubbery| 6| 8 mL| 2 mL| 4:1| slightly crumbly| -| 12 mL| 3 mL| 4:1**| harder/shaped| 7| 15 mL| 5 mL| 3:1| slimy/not keeping form| 8| 7 mL| 1 mL| 7:1| too slimy| -| 14 mL| 2 mL| 7:1**| harder/shaped| Note: ** multiple tests (heated, cooled, heated and cooled) Bouncing Height – table 2 Ratio| Iced (12Â °c)| Heated (50Â °c)| Heated then Cooled| 4:1| 8-10 cm| -| 30-32 cm| 7:1| 9-11 cm| -| 19-20 cm| pH 8 weakly alkaline Discussion: A local manufacturer wanted my team to find a suitable ratio to create the well-known toy, the bouncing ball. In efforts to do so, our TA supplied PVA, along with sodium borate, to the students. Each group could only acquire so much at a time. My group acquired 100 mL of both PVA and sodium borate. To start, we did a 1:2 ratio just as a test to see if it would solidify into a ball. As a result, it came out slimy so we tried to up the amount of sodium borate (1:10 ratio), which lead us to a more watery product. Since increasing the amount of borax lead us in the wrong direction, we increased PVA and lowered sodium borate to a 10:1 ratio. This ratio gave us a play-dough outcome, which was closer to what we needed. Decreasing the amount of solution to a 5:1 ratio, we moved even closer. The 5:1 was starting to feel rubbery. After seeing how close we were with the 5:1, we tried the 4:1. Our 4:1 and 7:1 were fairly similar and the closet to our projected outcome but it was not quite there yet. So, by heating and cooling each result gave us a somewhat reasonable result. The result of cooling our 7:1 product for 30 minutes was a harder but still lacked shape as well as the 4:1 product that was cooled for 30 minutes. The 7:1 result was able to bounce 9-11 cm in height while the 4:1 product was able to bounce to a similar height of 8-10 cm. Both products heated would not bounce or keep form, so we immediately put both on ice. As most people should know, with the rapid temperature (from hot to cold), it causes an object to harden from the inside out. So, with this theory in mind, after the heated products failed we placed them on ice and let it sit there and harden. The products hardened over a 15-minute time frame and we could clearly see the difference between these and the rest of our trials. The heated then cooled product for the 7:1 ratio could bounce to a height interval of 19-20 cm, while the product from the 4:1 ratio could bounce to a height interval of 30-32 cm. Ultimately, we have to accept the best product for the manufacturer to mass produce and market so that the most money can be made. From the data collected, the ratio 4:1 is the closest to form a perfect product (bouncy ball) simply because it bounced higher which meant it was harder as well as kept its shape. But, from this experiment, we can conclude that either just cooling the ratio or by heating then immediately cooling the ratio product creates an adequate bouncy ball that when dropped it bounces like a true bouncy ball. References: Experiment 2. Polymers:. N.p., n.d. Web. 19 Sept. 2012. http://matse1.matse.illinois.edu/polymers/e.html. Polyvinyl Alcohol. Wikipedia. Wikimedia Foundation, 26 Aug. 2012. Web. 19 Sept. 2012. http://en.wikipedia.org/wiki/Polyvinyl_alcohol. Borax. Wikipedia. Wikimedia Foundation, 18 Sept. 2012. Web. 19 Sept. 2012. http://en.wikipedia.org/wiki/Borax.

Teaching The Noun Phrase In English English Language Essay

Teaching The Noun Phrase In English English Language Essay English syntax presents the nominal group or noun phrase (NP) as a basic constituent of the clause (S). Phrase Structure rules normally represent S as consisting of a Noun Phrase and a Verb Phrase (VP). (1) S Æ’Â   NP VP The constituents of the clause or sentence are then further broken down into their constituents. Yet the proposal of other theories to capture the constituents of S has resulted in more complex but more precise ways of explaining how the constituents of a sentence relate to each other. An extension on X-bar theory by Santorini and Kroch in their online textbook The syntax of natural language: An online introduction using the Trees program actually identifies NPs as Determiner Phrases or DPs. Although this paper will not delve into the layers of complexity advocated by such theorists, it does move away from the traditional strategies of teaching nouns and NPs and seeks to ratify approaches for introducing the teaching of NPs in the ESL/EFL context. We shall, therefore, describe the structure of the NP, mentioning the categories of count and non-count (or mass) nouns; and finally prescribe a viable teaching option with respect to the noun phrase. Nouns and the structure of NPs Traditional grammar defines the noun as the name of a person, place, animal or thing. This vague definition succumbs quite readily to criticism the moment we move away from holding it high in the canon of English grammar to one of closer examination. Huddleston (84) lists a few properties that help to classify this word class: It contains amongst its most central members those words that denote persons or concrete objects Its members head phrases noun phrases which characteristically function as subject or object in clause structure and refer to participants in the situation described in the clause, to the actor, patient, recipient, and so on. It is the class to which the categories of number, gender and case have their primary application It becomes significantly easier for us to define the noun and subsequently the NP by looking at its function and distribution in the clause. Brinton and Brinton (193) expand the NP in a table that has been reproduced below: Table 1. Expansions of NP NP Æ’Â   N dogs Det N the dogs Det A N the large dogs Det AP N the loudly barking dogs Det N PP the dog in the yard Det A N PP the ferocious dog behind the fence Det AP N PP the wildly yapping dog on the sofa Pro He PN Goldy In all of the expansions except the final two the head of the NP the noun (N) is obligatory. In the final two expansions the head has been substituted by a pronoun and a Proper noun respectively. These two are still subsumed under the category of noun so we can still say that the head subsists to some degree. The broadest expansion level of the NP, Det AP N PP presents categories that may be grouped in relation to the noun head of the phrase. Therefore, we may talk about pre-head dependents and post-head dependents. Huddleston asserts that an NP will consist of a noun as head, alone or accompanied by one or more dependentsà ¢Ã¢â€š ¬Ã‚ ¦pre-head and post-head dependents (85). He mentions that the pre-head dependents may be determiners and/or modifiers and that the post-head dependents consist of complements, modifiers and peripheral dependents. Where Huddleston calls these elements dependents (either pre-head or post-head), Downing and Locke, in order to simplify matters, label them modifiers (403). They locate the head of the phrase as the central element around which are located the pre-modifiers and post-modifiers. Figure 1 shows a diagrammatic representation of the general constituents of the NP. Figure 1. Diagrammatic Representation of an NP Noun (Head) Post-modifiers Specifiers Pre-modifiers Although the number of determiners is quite limited (Huddleston (86) states that there are approximately three determiner slots), there seems to be less restriction on what can fill the modifier position. Determiners have the form of: (ÃŽÂ ±) determinatives the, some, which, etc (recall that determiner is used as the name of a function, determinative of a class); (ÃŽÂ ²) Poss Ps the dogs, your fathersà ¢Ã¢â€š ¬Ã‚ ¦(ÃŽÂ ³) cardinal numerals: one, twoà ¢Ã¢â€š ¬Ã‚ ¦(ÃŽÂ ´) embedded NPs expressing quantification: a dozenà ¢Ã¢â€š ¬Ã‚ ¦a fewà ¢Ã¢â€š ¬Ã‚ ¦An NP may contain up to three determinersà ¢Ã¢â€š ¬Ã‚ ¦ (Huddleston 86). Downing and Locke (404) also suggest that the relatively restricted list of determiners (articles, demonstratives, possessives, Wh-words, distributives and quantifiers) can be put into three broad categories: Central determinatives: the articles, the demonstratives, the possessives, the quantifiers Pre-determinatives: all, both, twice, double, such Post-determinatives: the ordinal numerals and the semi-determinatives (same, other, former, latter, own) As said before, Santorini and Kroch in Chapter 5 of their online book argue a case for DPs. They believe that nounsà ¢Ã¢â€š ¬Ã‚ ¦cannot in general function as arguments on their own, but must be accompanied by a determiner. This makes sense even if there is a zero marker for the determiner. They go on to say to caution the reader: à ¢Ã¢â€š ¬Ã‚ ¦the traditional term noun phrase is a misnomer since noun phrases are maximal projections of D rather than of N. Because the term noun phrase is firmly established in usage, we continue to use it as an informal synonym for DP. However, in order to avoid confusion, we will use the term NP only to refer to the subconstituent of a noun phrase that is the complement of a determiner. We will never use it to refer to an entire noun phrase (that is, a DP) The NP can also be called the complement of a determiner as suggested by Santorini and Kroch, but in order to keep concepts simple we should stick to the distinction as prescribed by the diagram above where the determiner position is synonymous with specifier. The pre-modifier position (labelled AP in Brinton and Brintons largest expansion above) can be filled with a number of classes: adjectives (and adverbs), nouns, participial forms of verbs and possessives. Due to the recursive property of this position, there is a complex ordering sequence of these classes. This can be seen quite clearly if we solely look at the ordering of adjectives (Parrot 54): Table 2. Order of adjectives in the NP 1 Size 2 Shape 3 Colour 4 Origin 5 Material 6 Use Noun a large white loaf a sleeveless blue woollen pullover Small Spanish serving dishes The order also places the opinion of the speaker (subjective aspect) before a description (objective aspect) of the object. The post-modifiers, on the other hand, can exist as complements, modifiers and peripheral dependents (Huddleston 93). X-bar theory accounts for these elements by the use of the terms adjunct and complement. In the diagram below, these post-head elements are shown to the right of the X circles. XP X X Specifier Adjunct Complement X X Head Figure 2. Template for an XP in X-bar theory Whereas adjuncts are seen as optional modifiers, complements are shown to be obligatory. The diagram shows their differing positions within the hierarchy of the phrase (XP), where the complement appears closer to the head. Although this information may be helpful for the teacher, it would be better to stay away from X-bar theory when trying to explain phrase formation to the student unless the student has already had interaction with it. One cannot mention the noun, and even the noun phrase, without mentioning an aspect of nouns that is relatively unique to them their countability. Allan mentions that the notion of countability varies and has to do with the perception of the speaker and listener: à ¢Ã¢â€š ¬Ã‚ ¦that which is countable is denumerable. Although countability is a linguistic category, it typically has perceptual correlations: the reference of what is linguistically countable is ordinarily perceived in terms of one or more discrete entities. What is uncountable is typicallyà ¢Ã¢â€š ¬Ã‚ ¦perceived as an undifferentiated unity. (565) The countability of the noun is linked to its ability to be inflected for plurality and is also linked to the use of certain determiners. Uncountable or mass nouns in English are not normally pluralised unless the speaker is using some type of jargon peculiar to a field. However, the notion of countability also carries across into the NP. If the noun, as head of the phrase, is countable, it also means that the NP would be countable as well. Teaching the NP to ESL/EFL students The NP should not be introduced explicitly to low-level proficiency ESL/EFL students. Although the students may have some unconscious knowledge of the NP in their own languages, it is a more appropriate approach to teach Upper-Intermediate and Advanced level students about the workings of the NP to improve their stylistic capabilities and also to improve their communicative options. The teaching of the NP, like everything else, must be contextualised and not necessarily bogged down by solely teaching the students grammar. It is quite important to link the teaching of the NP to previous knowledge gained by the students so that its syntactic structure can be used as a refresher for students with respect to things like count and non-count nouns, adverbials and determiners. Students can be taught inductively by teachers where sentences are put on the board and students can also be asked to identify the syntactic categories that make up the phrase and also the apparent rules for the ordering of categories. Nevertheless, an indispensible teaching tool in this area would be to let the students be these categories. What do I mean by be? Well, if we look singly at the AP constituent of the NP and wish to help students to grasp the order of the adjectives (as listed in the table above), the teacher can put an AP on the board containing quite a number of these adjectives. Then random students can be asked to come to the front of the class and the teacher can assign the students a word. The students can write this word on a page and stick it to their chests or hold them up. Subsequently, the teacher can ask the students to move around in a line to represent the phrase, swapping positions with each other and encouraging the class to read the phrase according to the new orders. The teacher will have to have some knowledge of APs and be able to explain why random ordering of lexical items is unacceptable in APs. This exercise can also be done with NPs to some extent. The teacher can use it to show the recursivity of the modifier positions especially (vis-à  -vis embedded clauses and other modifiers) and to solidify the ordering of the constituents. This kinaesthetic approach can also be complemented by a musical one where a song can be used to show the meaning as well as the functional use of NPs. Gardners Multiple Intelligences is a good tool to take advantage of when teaching these primarily grammar-oriented topics, but calls on a lot from the teacher in the realm of creativity and preparation.

Who Is To Blame For Our Actions :: essays research papers

Assumption of Risk: Who is to Blame For Our Actions The doctrine of "assumption of risk" clearly defines the responsibility of all voluntary actions taken on by individuals, independent of the inherent risk or danger involved with such actions. Are we only to assume responsibility for the positive outcomes of our actions, without also accepting the negative outcomes as well? Most individuals only claim responsibility in cases in which they are fully responsible for their actions. Living within a country which houses a large amount of private enterprise, we often find ourselves relying on outside help. In many occasions we, the individual seeking assistance, hold the power to choose which avenue of help will be taken. In these cases in which we have the choice, should we not also be held responsible for the outcomes of our decisions, especially in cases in which we have been pre-warned about any inherent risks or dangers? For example, When we take it upon ourselves to drive on a private road, smoke cigarettes, work for a mining company, or fly on a discount airline at our own volition, do we tacitly consent to take responsibility for any outcome these actions may hold? The "assumption of risk" doctrine seems to ignore the fundamental obligation of entities to ensure their natural goals. The distinguishing factor in deciding responsibility in faultless cases which call on the "assumption of risk" doctrine is the control held by individuals after the situation has begun. In accordance, companies such as discount airlines and cigarette companies must take on the responsibility of completing their duties, while individuals who chose to work in a mine or drive on a private road must accept the responsibility of their actions to do so. All airlines hold the responsibility of transporting their customers from a point of origin to a previously designated destination. The person who agrees to buy a discount airline ticket, which warns to "fly at your own risk," is entitled to receive the minimum service of transportation provided by the airline. The individual traveler should assume no other benefits other than transportation. The airline company claims this act of transportation to be its goal of services rendered. Independent of difficulties which may arise in completing this goal, the airline may not alter the basic duty which it is contractually obligated to perform. The airline tacitly consented to perform this basic duty the moment they began transporting individuals for an accepted payment. Once an individual has boarded the airplane they render all control over their safety to the accepting airline which holds the minimum responsibility of returning the individual back to a state of safety once their

Australian Concepts: the Merry Go Round in the Sea

Australia during the wartime. The concept of Australia from the viewpoint of six year old Rob Coral at the start of ‘The Merry-Go-Round in the Sea', is not actually about the country itself, but one that Is solely based upon his Immediate surroundings. The security of his family and of the land that Is his home, are the things that provide him with safety and identity. ‘He thought, often, of himself, of who he was, and why. He would think: I am Australian, and wonder why. How had he come to be Rob Coral, living in this town? This quote is taken from the beginning of the book. Here Rob is cost and often struggles to define his own Identity. The continual presence of the large Nameplates clan that he belongs to is very important, as it signifies, what Rob comes to believes, is his place in the world. This quote is an example of the shelter and protection Rob feels with family. ‘After that, the boy stopped listening to his mother's warnings of doom. But because no cata strophe was possible which she would not have foreseen, he felt secure with her, he felt that she could thwart any danger, except the one danger he really feared, which was made up of time and change and fragmentary talk of war.Rob is engrossed in Geraldine, his home. The single connection with the outside world he has Is of the war, which links to him simply because of his cousin and Idol, Rick, and having to move homes every now and then. The importance and value of close family bonds is a fundamental Australian belief that is still held today. Family is where we draws our base set of values and beliefs, and the frequent visits and gatherings Rob shares with his tens of aunts, uncles, grandparents and cousins Is one of the elements that define his world.Australia is depicted in hundreds of literary texts by images of the ‘bush' and outback. The landscape portrayed in most of the novel is set in more rural areas of Australia. Randolph Stow, the author, goes into a large amoun t of detail describing the scenery with Its sights, smells and sounds, as demonstrated by the following quote: ‘In the summersets along the dry creek that wound almost to the river at Install, cockatoos swirled like torn paper, catching the light. Rising from one tree, they flashed and screeched across the tiger striped sky to another, a quarter of a mile away.They Infested the tree like migratory fruit-blossom, flapping, tearing, and relining. ‘ Almost all of the descriptions are positive, planting the land In a beautiful and attractive light. The frequent mention of native animals and plants, FIFO together Walt ascriptions AT ten vastness Ana emptiness AT ten eternal Is unleaded Australian. Rob's life throughout the novel revolves around school, the beach and most importantly, his cousin Rick. It is the relationship between the two that supports the entire novel.The effect of Rick's character is complicated, as we see him largely through Rob's point of view. Being abse nt for half the book, his character can be official to grasp. While Rob adores and dollies Rick, the adults in the family are continually criticizing him after his return from the war. ‘Rick was immature. He was lazy. He was a narcissist. He used dirty language. He had stayed at the very bottom of the army. He refused to be a farmer. He talked like Hitler about the Bomb. He looked bored and miserable when he was with people Rob liked†¦ Before leaving for War, Rick had been a golden boy, but he never lived up to the family's expectations in the end. Although the war had a shattering effect on Rick, both physically and psychologically, it was this that lead to the development of his character; his loss of innocence and carefree attitude. He came home a changed man. While Rick's best friend Huge, whom he meets in the War, has managed to put the impressions of the War and its impact behind him and move on with life, memories of War continue to haunt Rick long after he returns home.Although this change in Rick's character is obvious to young Rob, he continues to admire his cousin. Quotes from the end of the book Justify this. ‘Rob's love for Rick was like an ache in his body,' and ‘He (Rob) seems o be trying to turn himself into a carbon copy of Rick,' Margaret Coral said. † Towards the end of the novel, Rob's perception of the world, his concept of Australia, has changed. ‘The world the boy had believed in did not, after all, exist. The world and the clan and Australia had been a myth of his mind, and he had been, all the time, an individual. In Rick's words, ‘Families and countries are biological accidents. ‘ Rob is forced to question the idea that although everyone comes from a family and country, it doesn't provide us with any identity, and everyone is an individual. As the novel progresses, Rob starts to doubt the beliefs of his family, beliefs that he had never challenged before, mainly due to Rick's actions and reactions after experiencing life so close to death, and his decision to leave Australia forever. ‘Look, kid,' Rick said, ‘Eve outgrown you. I don't want a family, I don't want a country.Eve grown up, and I'm on my own. ‘ Rick was turning his back on his home and as Rob's idol, forcing Rob to consider a life outside of what he had always known. While a great deal of ‘The Merry- Go- Round in the Sea' goes into detail featuring and ascribing the landscape, ‘Summer of the Seventeenth Doll', another popular Australian story, does the opposite. Being a play, the dialogue is the main thing that drives the plot, but with the novel, a variety of different scenes and settings is easier to portray. Setting in the play consists of only two locations, both indoors.The time periods of both stories are different, with ‘The Merry- Go- Round in the Sea' set during the wartime and depression, while ‘Summer of the Seventeenth Doll', a few years after. This co ntributes to the different behaviors and way of life of the harassers in the stories. The main similarity between the two texts is the symbols of the kepi doll and merry-go-round. Both are recurring motifs in their own stories. The kepi doll is a representation of the relationship between Olive and ROR, two main characters in the play.Unmarried, and taking the chance to see each other for only Twelve months every year, tenure Is never any progress In tenet relations anon t doll signifies the fragility and artificial bond between them. Olive wants to keep their relationship the way it is, like a teenage romance. The doll is flawless, but its refection is fake. The merry-go-round has similar significance. It too, is a symbol of perfection, of Rob's ideal world. At the beginning, it is one of Rob's greatest desires to learn how to swim to what he believes is the ‘merry-go-round in the sea', which is really the mast of a sunken shipwreck.When Rob asks his mother, ;Why? Why can't w e go there? ‘ , she answers with, ‘Oh- because of the war. ‘ This leads him to dislike the war, in addition to it also taking Rick away and causing change in Rob's life and home. He imagines that when the war is over, he will swim to the merry-go-round, Rick will return, he'll move home, and things will be perfect. However, this is not the case. The last sentence of the novel reflects the change from start to end of the story, and Rob's growth towards maturity. He thought of a windmill that had become a merry-go-round in a backyard, a merry-go-round that had been a substitute for another, now ruined merry-go-round, which had been itself a crude promise of another merry-go-round most perilously rooted in the sea. ‘ The major themes of time and change are shared in both stories. ‘The world would revolve around him (Rob), ND nothing would ever change. He would bring Rick to the merry-go-round, and Aunt Kay, and they would stay there always, spinning and di ving and dangling their feet in the water, and it would be today forever. This quote demonstrates Rob's aversion to change and time's unceasing forward momentum. He wants everything to be the way it was before Rick went to war, and this is also symbolized by the merry- go-round in the sea. This fear of change is identical to Olive's feelings in ‘Summer of the Seventeenth Doll'. Even after seventeen years of no change and progress, Olive is tuck in a time warp, wants to keep things the way they are and continue acting like a young adult.She is afraid of commitment and not feeling youthful anymore, causing her to cling on to her young and innocent kepi dolls for security and comfort. ‘Olive (to ROR): ‘l want what I had before. You give it back to me; give me back what you've taken. ‘ When things start to change in the seventeenth summer, Olive doesn't react well and by the end of the play, she is left with nothing. The tradition of metathesis, although frequent in other countries as well, is a very rage part of Australia and the bond between its men.The ‘outback man' is a famous Australian icon that is incorporated into thousands of movies, poems, novels and songs. The strong, very masculine impressions they exude of power, pride and being ‘one' with the land is a famous and commonly used Australian stereotype. Both Rick and ROR in the texts radiate the ‘outback man' persona. They are strong, much more physically than mentally and both are very tough. The metathesis between Rick and Huge is very deep, largely because of what they shared through the war.When in a fife and death situation, the trust and loyalty between the men had to be strong, and the experiences they went through together is something neither will forget easily. ‘The skeleton of Hugh McKay lay on the floor. ‘Rick,' Hugh said, breathing painfully. ‘I drank your water. ‘ ‘That's all right. ‘ ‘No, no- bastard of a t hing to do. ‘ ‘Don't be stupid,' Rick said. What's a mate for? ‘ This quote reveals how meaningful are on the verge of death. This metathesis is similar to that of ROR and Barneys in ‘Summer of the Seventeenth Doll'.Although their bond may not have been as deep, hey still relied on each other a lot during the cane season up North where they worked as cutters. ROR and Barney have the same loyal and ‘got your back attitude, which, even though it comes into question, proves to be strong by the end of the story. While ‘Summer of the Seventeenth Doll' is similar to ‘The Merry Go Round in the Sea's' themes, symbols and characters, the poem, ‘My Country by Throated Mackerel is comparable to the novel through images of Australia's landscape. Depictions of its beauty and magnificence are plentiful in both texts.The book concentrates on a mall area of Australia because it is where the action takes place, whilst the poem gives a picture of Austra lia as a whole. Mackerel's attitude in ‘My Country is enthusiastic and positive, while Stows is more restrained. There is similar imagery between the two texts in some descriptions. ‘l love a sunburns country; a land of sweeping plains' refers to Australia's vast, brownish-red land, and its sun drenched weather. A vision like this is also expressed in the novel. ‘The hills and soils were red- brown and stony, brownish purple in the distance. Australia is often represented by TTS landscape and so it is not common to find that different texts have described the country in comparable ways. Stow has masterfully captured the atmosphere of growing up in Australia in the sass's. The concept of Australia explored by the novel has reinforced my perceptions of the land. Its conception of the landscape, what it means to be Australian and whether it is possible to outgrow your country has broadened my outlook and even question a few of my own values. It raises profound issues that cause readers to stop and consider what it really means to be Australian.

s Of Political Participation

The In’s and Out’s of Political Participation In America political participation is an important factor when discussing democratic governments. Americans use their participation as their voice. By definition, democratic governments depend on political participation by citizens in order to keep democracy alive. Therefore, when assuming that political participation does have an impact on political outcomes, one must come to the conclusion that it makes a large difference if some citizens are more active than others. More importantly, the large difference is mostly seen when some citizens are active, while others are not. When political participation is uneven as such, this brings unequal representation and democracy cannot be attained. For this reason, one must ask why do citizens participate? Rosenstone and Hansen believe that the reasons are both political and personal (RH pg.211). They state, â€Å"An abundance of political resources allows some citizens to bear the costs of involvement, and lack of resources prevents others. Powerful interests and identities motivate some citizens to seek the benefits of participation, and weaker interests and identities fail to stir others. Finally, candidates, parties, campaigns, interest groups, and social movements mobilize some citizens and neglect others, step up for their efforts at some times and scale them back at others. Their labors, when they occur, promote political participation, offsetting the costs and augmenting the social benefits of citizens’ political activism.† (RH pg.211) By explaining the points relating to participation, my goal is to demonstrate how I could pass a program that offers welfare benefits to individuals in the United States illegally. In order to do so I will focus on the mechanisms that increase and decrease inequalities. Moreover, I will use political campaign techniques that will allow me to target the right population in order to build a constituency tha... 's Of Political Participation Free Essays on The In\'s And Out\'s Of Political Participation The In’s and Out’s of Political Participation In America political participation is an important factor when discussing democratic governments. Americans use their participation as their voice. By definition, democratic governments depend on political participation by citizens in order to keep democracy alive. Therefore, when assuming that political participation does have an impact on political outcomes, one must come to the conclusion that it makes a large difference if some citizens are more active than others. More importantly, the large difference is mostly seen when some citizens are active, while others are not. When political participation is uneven as such, this brings unequal representation and democracy cannot be attained. For this reason, one must ask why do citizens participate? Rosenstone and Hansen believe that the reasons are both political and personal (RH pg.211). They state, â€Å"An abundance of political resources allows some citizens to bear the costs of involvement, and lack of resources prevents others. Powerful interests and identities motivate some citizens to seek the benefits of participation, and weaker interests and identities fail to stir others. Finally, candidates, parties, campaigns, interest groups, and social movements mobilize some citizens and neglect others, step up for their efforts at some times and scale them back at others. Their labors, when they occur, promote political participation, offsetting the costs and augmenting the social benefits of citizens’ political activism.† (RH pg.211) By explaining the points relating to participation, my goal is to demonstrate how I could pass a program that offers welfare benefits to individuals in the United States illegally. In order to do so I will focus on the mechanisms that increase and decrease inequalities. Moreover, I will use political campaign techniques that will allow me to target the right population in order to build a constituency tha...