Student essay writing

Wednesday, August 26, 2020

Essay Writing Service At $7

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Wednesday, June 3, 2020

The Vietnam War and The Things They Carried - Free Essay Example

The Things They Carried is a story that presents various accounts of painful experiences and traumatic events of the soldiers who fought in the Vietnam War. The author explores the great use of literary devices in explaining the occurrence of every event. In a well-developed piece that uses imagery, metaphors, reality, and fiction, OBrien represents the emotional baggage that the soldiers had to carry through the war. The things that the soldiers carried indicated their loss of purity, despair as they lost the way and their narrowed chances of survival. OBrien connects different literary devices. The narrative has the themes of conflict, escape guilt and acceptance. The story is narrated in the third person, and the reader becomes aware of the significance of the title. First, OBrien explains the theme of escape guilt by the letters and pictures Martha sent to lieutenant cross. Cross would spend the whole night looking at the pictures and reading the letters while imagining that he was with her to escape the thought of war. Cross is trying to escape from the reality of war that he was stuck with and he feels guilty about it. Similarly, OBrien mentions several other soldiers who try to escape the reality in a similar way. Rat Kiley uses tranquilizers to escape the same reality, while Dobbin wears a pair of his girlfriends stockings around his neck. Seemingly, every character in the story has their unique way of running away from reality. The items used are also symbolically significant as they emphasize on the theme of escape. The story also explores the theme of love as OBrien takes us through his thoughts on the love story between Martha and Cross. Lieutenant Cross cannot stop thinking about Martha even at the camp. The two met in college, and ever since, no other girl has given him the same feeling of love that he felt for Martha. Similarly, the fact that Martha did not get married even after she got separated from cross indicates that she loved him. This is a case of mutual love that just would not work out. Whenever he looked at the photographs, he thought of new things he shouldve done. (OBrien, P.2). This line portrays an element of guilt and regret as lieutenant things of all the things he should have done for the person that he loved. Lieutenant cross carries with him the hope that he will one day reunite with the love of his life and start a family. He carries her picture everywhere he goes so every time he looks at it, he thinks of everything he should have done. The title of the story is symbolical as it reflects many things that the soldiers went through during the war. The title has a metaphoric aspect of fear and guilt that most of the soldiers carried in their hearts. The title symbolizes a burden whose impacts last in history. The physical weapons and the emotional ?weapons are also symbolic as they portray the nature of war and sets the mood of the narrative. From the weapons, we can immediately tell that the story is about war. The symbols provide a graphic description of the realities of war (OBrien, p. 21). The symbols enable the reader to see the story from the authors perspective. As the title suggests, the story portrays how the things the soldiers carried were not as heavy as their feelings of love, guilt, loss, fear ,and the awful memories of the war as portrayed in the line, They all carried emotional baggage of men who might die. Grief, terror, love, longing- these were intangibles, but the intangibles had their own mass and specific (OBrien, p. 23). The author also utilizes the aspect of thought. The story brings forth the memories of war that took place over two decades ago while portraying the physical, emotional, as well as the economic damages that the war brought to the society. These damages are reflected in the lives of the soldiers and their families (OBrien, p.23). The depressive nature of war is portrayed by the characters who had to take tranquilizers to calm their nerves. From a close analysis, OBrien uses the characters as metaphoric artifacts to represent people in the society. These soldiers blame themselves for the deaths of their fellow soldiers. Just like the soldiers, people always carry the memory, love, and grief for those who die in the war trying to protect us. The theme of war represents the state of conflicts and inhumanity in society. The society is always at a state of conflict as people commit all sorts of evil in the name of war. OBrien does not directly criticize the aspect of the war in the society through the series of events in the story and leaves the reader to reflect on what is wrong or right. The aspect of conflict appears in the soldiers decision to go to war. Many of them were afraid to go to war but felt the need to so they carried with them the pressure and acted like all is well. The soldiers undergo a personal conflict as the battle and thought between what is right and what should be done. The metaphor, all you can do is whimper and wait (OBrien, p.211) provides a clear picture of the soldiers attitude towards the war. They had no choice but to sit there and wait for their fate because things were already getting out of hand. The phrase also gives an idea of how the soldiers felt towards each other. Although they were not very close, they had an idea of how everyone felt because they were going through a similar moment at the same time. The phrase shows imagery and greater details of how Bobby and Azar felt towards each other. OBrien also developed strong relationships that almost felt as if the characters were all one person. OBrien applies a great use of repetition to develop the story. We see many instances of the characters reappearing in the story. This form of repetition forms an everlasting instinct for the reader to keep up with each character without losing track all through the story. Although the death of Lavender is mentioned at the beginning of the narrative, the narrator keeps taking us back to this event to give the reader more details about the event and create a new perspective every time. Repetition enables the reader to reflect back and keep memories of the soldiers. For instance, repetition is seen when Lieutenant Cross constantly thinks about Martha, his college girlfriend from way back. The repetition is meant to remind the reader of the love that cross had for Martha. Through this, OBrien successfully achieves character development and allows the reader to follow all the characters throughout the story. The story truly expresses the real meaning of contemporary literature. OBrien successfully brings all his ideas and experiences and place them in the story to create a meaningful piece of contemporary literature. He puts great effort to make the story look as real as possible using his own experiences. He achieves realism by mixing reality and fiction. Using his experiences in the Vietnam War, he gives pictures of the harsh truths about war and the real emotions that human beings really carry in their hearts. He also expresses the dilemma that people have to deal with in making rash decisions as well as the pain and guilt that survivors of war have to deal with. Characters in the narrative also use metafiction to get the real truth about the main events of the Vietnam War. OBrien describes the difference between happening truth and narrative truth in the chapter Good Form (OBrien, p.179) OBrien applies a non-chronological sequence in narrating the story. His story is based on random observation of the characters. The story revolves around the lives of the characters which primarily develops the story. He uses a simple language to understand the message he is putting across easily. He also uses slang, obscene dark humor, and military lingo to give the narrative an aesthetic value. Most of the conversations in the story are brief and punctuated with dashes instead of quotation marks to incorporate the spoken words into narrative.

Wednesday, May 6, 2020

The Branch Of Ethics Ethics - 921 Words

The branch of ethics that talks about the importance and without a doubt the legitimacy of the word good is called Meta-ethics, signifying that beyond ethics lies ethical language. From here there are two separate branches which are, cognitive; where goodness can be known as analytic (Moore) or synthetic (naturalists like Mills) properties of the world and non-cognitive; where goodness can t be know as a property of the world. Inside of the non-cognitivists are another gathering called emotivists, who maintain the perspective that the word good is only an expression of feeling. I somewhat concur with the emotivists in that ethical articulations are simply an outflow of feeling, yet I likewise believe that as the good is so exceedingly questionable (Stevenson), any of the meta-ethical hypotheses have legitimacy to them. For cognitivists, moral articulations depict the world subsequently, to having meaning, a statement must have the capacity to be checked. This is inseparably connected with the philosophical precept of verificationism which, obviously, expresses that a statement or inquiry is legitimate if there is someway to figure out if the statement is true or false, or what the response to the inquiry is. Cognitivism appears to fit in with authenticity; the perspective that ethical truths are autonomously objective. This is on account of once something is checked it is either true or false, the innovative association in the middle of empiricism and moralityShow MoreRelatedEthics Is Defined As Ã¢â‚¬Å"The Branch Of Philosophy That Seeks1630 Words Ã‚ |Ã‚ 7 PagesEthics is defined as Ã¢â‚¬Å"the branch of philosophy that seeks to understand the nature, justification, purposes, and founding principles of moral rules and the systems they compromiseÃ¢â‚¬ (Pozgar, 2016, p. 3). Ethics deals with the Ã¢ â‚¬Å"values relating to human contact specifically focusing on the rightness and wrongness of an action, along with the goodness and badness of motives and its endsÃ¢â‚¬ (Pozgar, 2016, p. 3). Ethics is studied to help us make sound judgments, right choices, and good decisions. It isRead MoreEthics Is The Branch Of Study Dealing With Social Principles3917 Words Ã‚ |Ã‚ 16 PagesAlougba Nicole Gnonse- Padonou A.N. Gnonse-P 1 Cliff Hill Moral Reasoning 12/12/2014 FINAL PAPER Ethics is the branch of study dealing with social principles. ItÃ¢â‚¬â„¢s a requirement of what is the proper line of action for human life. Although ethics is a central component of any happy, health, and mature life, many disagree about the value of living an ethical life. In order to solve crucial moral problems created by human existence, philosophers use ethical theories for their issues. A theoryRead MoreExplanations of the Branches of Philosophy1358 Words Ã‚ |Ã‚ 6 Pageslogical approach to philosophy. The six branches are Metaphysics, Epistemology, Ethics, Aesthetics, Political philosophy, and social philosophy. The first branch in understanding in understanding philosophy is Metaphysics is the branch of philosophy that handles the first concepts of things, including conceptual principles like being, knowing, substance, cause, identity, time, and space. Metaphysics is the first branch of philosophy credible for the research of existence and reality. It answersRead MoreBranches of Philosophy Essay980 Words Ã‚ |Ã‚ 4 Pagesbranches of Philosophy. The branches are Metaphysics-is something real? Epistemology-How do we know? Ethics-What is right or wrong? Aesthetics- Is something beautiful? Political- What government is best? And Social- How should we act in in society. Six Branches of Philosophy There are six branches of philosophy. There is Metaphysics, Epistemology, Ethics, Aesthetics, Political, and Social. Each branch asks us all specific types of questions that we ask ourselves each and every day. Some of theseRead MoreEthics Paper1177 Words Ã‚ |Ã‚ 5 PagesEthics Paper Week 1 Assignment Rheana Willis 01/08/2012 Dilemma Choice 2: A married couple, both addicted to drugs, are unable to care for their infant daughter. She is taken from them by court order and placed in a foster home. The years pass. She comes to regard her foster parents as her real parents. They love her as they would their own daughter. When the child is 9 years old, the natural parents, rehabilitated from drugs, begin court action to regain custody. The case is decided in theirRead MoreBranches of Philosophy983 Words Ã‚ |Ã‚ 4 PagesThere are six branches of philosophy, they are Metaphysics, Epistemology, Ethics, Aesthetics, Political, and Social. Each one of these branches asks a particular question that we seek the knowledge of ourselves, unknown to us probably every day of our lives. The Branches of Philosophy The six branches of philosophy are metaphysics, epistemology, ethics, aesthetics, political, and social. In dealing with each branch they ask certain types of questions that we no doubt ask ourselves each andRead MoreTaking a Look at Meta-Ethics Concepts1136 Words Ã‚ |Ã‚ 4 Pagesare many meta-ethics concepts in philosophy that help deal with common objection and disparagement between certain situations and topics. The first meta-ethics concept is Ethical Objectivism. Ethical objectivism is a view where an action is deemed right or wrong without the opinion and thoughts of an individual. The three main branches of ethical objectivism that will be discussed in the following passages are moral universalism, moral realism and moral absolutism. The next meta-ethics concept is ethicalRead MoreChicano Studies Quiz 1608 Words Ã‚ |Ã‚ 3 Pagesdouble-spaced (repeat, double-spaced), with 10-12 font size. Be sure to write your NAME and ID number in your paper. 1. Differentiate between: a. Ethics and Aesthetics Ethics constitutes the difference between right and wrong.Ethics are usually more broad and informal than laws, they are usually taught in ones childhood. Aesthetics is a branch of philosophy that emphasizes on the beautiful and the ugly. It can be defined as the study of the mind and emotions in relation to the sense of beautyRead MoreEthics in Banking Essay1345 Words Ã‚ |Ã‚ 6 PagesBanking ethics are the moral or ethical principles that certain banks choose to abide by. There is not a universal code of ethical conduct, but the banks that vaunt their ethical credentials evaluate the ethical standing of potential investors and partners. Also, these banks choose the companies that they in turn invest in with their ethical policy in mind. The number of ethical questions that the banking industry faces are many and multifaceted. Full service relationships with customers areRead MoreWk 6 Assignment Ethics Social Justice Deutsch T 1 Essay1246 Words Ã‚ |Ã‚ 5 PagesOffice of Governme nt Ethics website, the laws specify that Ã¢â‚¬Å"Ethics officials should be alert for possible violations of the criminal or civil statutes or the Standards of Ethical Conduct for Employees of the Executive Branch. When ethics officials find evidence that an employee has violated an ethics criminal statute or regulation, they must refer that evidence to the appropriate authority for action. Depending on the circumstances and the legal authority at issue, an executive branch employee may be

Tuesday, May 5, 2020

Teen Credit Cards free essay sample

DonÃ¢â‚¬â„¢t you think life wouldÃ¢â‚¬â„¢ve been easier if you had a credit card when you were younger? Most people wouldnÃ¢â‚¬â„¢t think, but you more than likely would have had a better future. Given a credit card and proper instruction, college bound teens would more than likely know how to better prepare for debt. ItÃ¢â‚¬â„¢s likely that learning about credit cards at an earlier age, maybe 14 or 15, would help in the long run. You donÃ¢â‚¬â„¢t even really need to have one, just learn about the risks and benefits. Maybe youÃ¢â‚¬â„¢re down in your luck, stuck on the endless rollercoaster of credit card debt. But maybe this wasnÃ¢â‚¬â„¢t always inevitable. ItÃ¢â‚¬â„¢s likely that if your parents allowed you and taught you how to own a credit card when you were younger, you would know how to act in a debt situation. Many parents should, Ã¢â‚¬Å"Consider starting your teen off with a credit card tied to your account. Not only will your teen inherit your good credit rating, but it will also allow you to see how much they are spending. Consider having your teen only use the credit card for emergencies to start with, and then encourage only charging what can be paid off in-full when the bill arrives. This hopefully will curb your teen from taking advantage of the credit card, as it is very easy to let charging get out of controlÃ¢â‚¬ (Tips for your). But you probably wonÃ¢â‚¬â„¢t actually have to own a credit card if you donÃ¢â‚¬â„¢t believe youÃ¢â‚¬â„¢re ready. Maybe all you need is an understanding. Ã¢â‚¬ WhatÃ¢â‚¬â„¢s funny is that it would be great if, by the time you get to college, you actually already had a background in what credit cards are, how they really work, what they want you to do, what they donÃ¢â‚¬â„¢t want you to do, and the truthful role that they play in your future finances. ItÃ¢â‚¬â„¢s one thing to establish a FICO Score, which everybody needs. ItÃ¢â‚¬â„¢s another thing, however, to emerge from college with a bad FICO Score, which most students do today. Because students donÃ¢â‚¬â„¢t nderstand that when they get one of these credit cards, if they go over their credit limit, if they are not on-time in paying their credit card bills, that in fact thatÃ¢â‚¬â„¢s reported to the credit bureauÃ¢â‚¬ ¦One of the easiest ways to establish credit, believe it or not, is when you are younger, when you are 12, 13, 14, if your parents have good FICO scores, if your parents are responsible, if your parents simply added you on Ã¢â‚¬ â€œ at that time Ã¢â‚¬â€œ to all of their cards as an authorized user, they donÃ¢â‚¬â„¢t have to give you a card, they donÃ¢â‚¬â„¢t have to let you know that they did that, then their FICO scores would become your FICO scores. You would establish credit based on their historyÃ¢â‚¬ (Orman). So parents, that means at early ages, a teens credit card is partly your responsibility, and the teen has to learn everything from you. Having a credit card isnÃ¢â‚¬â„¢t just about money and learning money management, even though thatÃ¢â‚¬â„¢s what it seems like. ItÃ¢â‚¬â„¢s also about teaching life lessons like responsibility. Ã¢â‚¬Å"Many parents choose to give their teenager a credit card because it increases their sense of responsibility and because it helps to educate them about handling money. Issuing credit cards for teens is a safe and convenient way for kids to learn about credit cards, budgeting, and general finances. Learning proper money management is a big advantage for a teenager and will be useful in the futureÃ¢â‚¬ (Garrett). Not only does having a credit card give a sense of responsibility, but also a small amount of debt can have positive influences in a teenÃ¢â‚¬â„¢s self-esteem and self-view. Researchers have had two competing views of how debt might affect peopleÃ¢â‚¬â„¢s self-concept, Dwyer said. Some have said debt should have positive effects because it helps people invest in their futureÃ¢â‚¬ (Grabmeier). So even with debt, owning a credit card is a rewarding experience. Even though giving younger teens a credit card to help them would be a great idea on paper, sometimes it can be risky because teens probably wonÃ¢â‚¬â„¢t know everything, and might end up in a tight spot. Say, for instance, there is a teen that believes they should get whatever they want, no matter what it costs, like a $300 t-shirt, Ã¢â‚¬Å"That type of behavior goes into college, where sheÃ¢â‚¬â„¢s now given a credit card, and she now starts to rebel and she buys everything and anything she wants on that credit card because she wants to look like the other kids, she wants to feel like the other kids. The truth of the matter is you have to think beyond thatÃ¢â‚¬ ¦ think beyond this one sweater or this one, cool deal on eBay, or on Amazon, and that youÃ¢â‚¬â„¢re saving money. ItÃ¢â‚¬â„¢s not. Are you saving money? Ã¢â‚¬ ItÃ¢â‚¬â„¢s, Ã¢â‚¬Å"Is this a need? Or is this a want? Ã¢â‚¬ Because when you graduate college, when you are on your own, as life goes further on, you may be the one responsible for the student loan debt that youÃ¢â‚¬â„¢ve created (Orman). Not only is irresponsibility sometimes a big issue with credit, but there are also many other dangers, such as identity theft. Ã ¢â‚¬Å"Young people, 18-29 years of age, are the number one target for identity thieves, according to Quest, a communications company that is working to raise awareness of the issue (Schonberger). Identity theft can happen at any time, and any place, and some teens might not know how to handle it if it ever happens. However, if a teen is taught early by their parents that everything that they do will have an impact on their future, and that the credit card isnÃ¢â‚¬â„¢t just a piece of plastic that hands out free money with no strings attached, then teens would have a much smaller chance of forcing themselves into debt and may be more cautious with their credit card safety. The keyÃ¢â‚¬ ¦ is the involvement of parents in teaching children how to use both credit and debit cardsÃ¢â‚¬â€and in monitoring their childrens use of plastic. You dont give a child a musical instrument and say, Ã¢â‚¬ËœPlunk around on this for a while a see if you can learn to play,Ã¢â‚¬â„¢ she said. Ã¢â‚¬ËœThe act of giving kids a credit card or a debit card isnt going to give them good money-management habits. There has to be teaching and practicingÃ¢â‚¬â„¢Ã¢â‚¬ (Levine). Parents always play an importa nt role in their teenÃ¢â‚¬â„¢s education; why stop with school, when you can teach something useful. Younger people should get credit cards or at least an education in them, because it would apply necessary life lessons and prepare them for their future. Sending a teen headfirst into life without help or guidance probably isnÃ¢â‚¬â„¢t the best idea. If you donÃ¢â‚¬â„¢t think your teen is ready for a credit card, play it safe and set them up with a secured credit card. Secured credit cards, where you or your children (or both) deposit a certain amount into an account, and your children can learn how to manage money the way most adults do.