System Development Lifecycle

System Development Lifecycle 1.1. Introduction According to Allerano and Taverz (2012), the system development lifecycle has dominated the information technology (IT) arena for numerous decades and remains one of the most commonly used methods in software development and acquisition. It is observed that, though the system development lifecycle has evolved over the years and has gone through a multitude of paradigm shifts with respect to building of software, at its core the process is resilient and its central tenets are applicable in business, industry and research (McMurtrey, 2013). Piccoli (2012), in his research, reflects on the SDLC system as being a dominant system development methodology in the 21st century, along with the method of prototyping. Langer and Langer (2008) define the system development lifecycle as one which promotes the planning, analysis, implementation and maintenance of information systems and which thereby serves as the foundation of the different activities associated with every phase of the SDLC. Accor ding to Hoffer et al. (2011), the process of systems development lifecycle can be broadly categorised into planning, analysis, design, development and testing so as to meet the stages of the various iterations and models of SDLC development. This report will focus on the importance of SDLC in different stages of system implementation and describe three methods of SDLC development. 1.2. Importance of SDCL in System Implementation According to Piccoli (2012), the SDLC is a guide to the project as it provides the flexible and consistent medium required to accommodate specific changes through the information system development and helps meet the objectives of the client. This section will examine the importance of SDLC in the investigation of a specific system through the different phases (Figure 1). This report argues that to date most system analysis and design books identify the need to promote SDLC from these five stages so as to help in the comparison of different models (Kendall and Kendall, 2011). Hoffer et al. (2011), however, criticise the system and argue that the systems analysis and design taking place in a cycle sometimes is pervasive and makes it difficult to develop and model a specific system. This research, however, will focus on the positives of the SDLC by identifying with its role in terms of its objectives to meet organisational requirements and its objectives during different stages of systems development. 1.2.1 SDLC Objectives According to Kendall and Kendall (2011), the use of the SDLC framework as part of systems development helps in ensuring the quality of systems. The authors contend that the SDLC should aim at promoting return on investment by enabling cost savings, product flexibility, improved decision support or promotion of strategic and operational planning. Leau et al. (2012) reiterate this view by indicating that through all the stages of the lifecycle development, SDLC helps relate a high degree of intrinsic quality. According to Khan et al. (2013), the importance of SDLC implementation for information system adoption is to provide a certain degree of management control. The author indicates that the use of the SDLC process should ensure that there is sufficient degree of information in terms of predictability (i.e. planning estimates for different stages of the project, the associated resources needed and the various stakeholders involved). It is also contended that the SDLC should promote management control by ensuring time for feedback from the management and the stakeholders. Leau et al. (2012) identify that the role of SDLC is to help in the maximisation of product performance by ensuring that the productivity of the project is promoted by meeting the ROI expectations. Hoffer et al. (2011) further indicate that the SDLC plays a primary role in delineating between the tasks and deliverables of a given project, thereby ensuring that resources are used in the most effective and efficient way possible. 1.2.2. Role of SDLC in Different Stages of the Project According to Hoffer et al. (2011), the use of SDLC in the planning phase is for three primary reasons: identification and selection of the system for development, assessment of project feasibility, and the development of project plan. Kendall and Kendall (2011) contend that in the planning stage the SDCL system is useful in focusing on the most ideal system which can help support the goals of the organisation. Boehm et al. (2000) further reiterate that the identification and selection of a system can be carried out by using specific strategic tools like value chain analysis (which helps identify the extent to which a new system is important to an organisation) and cost benefit analysis (the process by which the benefits and costs are compared). Nurmuliani et al. (2004) argue that the planning stage of the SDLC also helps identify the feasibility of a proposed system adoption and whether the same can be promoted from a financial, technical and organisational perspective. Therefore it is contended that the use of the SDLC is important in the development of the final project plan, wherein the activities of the system development are identified to ensure that the systems development is on time. During the analysis stage of systems development, the SDLC plays a vital role in the gathering and building of business requirements. The SDLC helps define the requirements of a system by identifying the needs of the project during the communication, documentation, management and change processes. Hoffer et al. (2011) contend that the development of a system using the SDLC process also helps in process modelling, wherein the entire system process and the flow of data within the system can be identified. The use of process models and data flow diagrams is to present a visual presentation of the system that is to be integrated with the organisational environment. The SDLC design stage involves the designing of the desired features into the system, wherein the design of the IT infrastructure and the systems model is important. According to Kendall and Kendall (2011), during the design of the IT infrastructure stage the identification of the type of networks, the type of clients and servers are identified, along with the type of database which is to be adopted. The authors further argue that the SDLC design stage helps in the designing of the system models, wherein the graphical user interface (GUI) and data models are used to help present a representation of the system model. In the systems development phase, the development of the IT infrastructure as per the design stage, along with the type of databases and programmes, is carried out. The final stage is the testing phase, where the errors, bugs and interoperability of the product are tested to ensure that the business requirements of the analysis are met. According to Devi (2012), the SDLC helps in the testing of project needs, project requirements and project transition based on the identification of defects and bugs in the project. 1.3. Different Models of Systems Development 1.3.1. Waterfall Model of Systems Development According to Munassar and Govardhan (2010), the first model of SDLC is the waterfall model, which is static in nature and approaches the process of system development in a linear manner, wherein one activity is to be completed before the next activity begins, thereby promoting a sequential approach. Fowler (2004) argues that the adoption of the waterfall style helps breaks up the project activities into requirements analysis (planning and analysis), design, coding (development) and testing. Pfleeger and Atlee (2006), on the other hand, identify the waterfall model as one which needs more detailed steps to present the phases of requirements analysis, systems design, program design, coding, unit and integration testing, systems testing and maintenance during operation. The author expands on the original waterfall approach, as he feels that there is a need to focus on the functioning of the systems after testing and the need to expand on the testing process. Fowler (2004) further conten d that the waterfall model is most effective for systems implementation, as specific goals for different phases of development are promoted. In this approach, once a single phase is completely developed, it proceeds into the next phase. This supports a structured and process centered approach, wherein every stage is clarified with respect to the objectives of the design (Figure 2). Fowler (2004) argues that though there is a period of handoff between phases and associated backflows, it is important to ensure that this is avoided. Researchers, however, contend that this is a primary drawback of the waterfall model, as there is an inherent inability to revisit a previous stage if there are any errors. For instance Adenowo and Adenowo (2012) contend that if there is an error detected during the implementation (coding) phase, there is limited opportunity to revisit the requirements analysis or the design phase to correct the error. On the other hand, Pfleeger and Atlee (2006), contend that the waterfall approach is promoted in structured systems development, wherein the alteration of the software after coding is prohibited. Over the years there have been improvements made to the waterfall model. McConnell (2010) identifies these models to be modified waterfalls, wherein phases of the project are allowed to overlap, where every phase is found to influence and is influenced by the next and previous phases of the model. The authors contend that the overlap of phases helps address the inherent limitations of lack of flexibility of the waterfall model. 1.3.2. Spiral Model According to Boehm and Hansen (2000), the spiral model of software development is one which places emphasis on risk analysis. The development of any system goes through the four phases of planning, risk analysis, engineering and evaluation. Boehm (1988) argues that the adoption of this model involves the system going through the phases in iterations. The baseline spiral is found to start with the planning phase, wherein the requirements of the system are gathered. The subsequent spiral is built on the baseline spiral, wherein the risks are identified, assessed and methods for risk mitigation are developed. At the end of the risk planning phase, a prototype is generated. The third spiral is the engineering spiral, which enables the development of the system, which is then evaluated by testing in the final phase. In this approach, the angular component represents the progress, while the radius of the spiral represents the cost of the model. 1.3.3. Agile Development According to Cohen et al. (2003), the adoption of an agile process of software development is based on promoting incremental and iterative development, wherein the phases of the development lifecycle are revisited a number of times. Dingsoyor et al. (2012) argue that the adoption of this approach involves the improvement of the software while using customer feedback to ensure that a convergence on the proposed solutions is arrived at. Nerur et al. (2010) identify that in the agile development model, when compared to other traditional models, the process of lifecycle development is not just divided into large phases, but there is use of smaller parts called increments or iterations, which help in promoting the development cycle. Cohen et al. (2003) summarise that the agile development process involves four primary attributes, including the early customer involvement, iterative development, self organising teams and adaptation to change. Nerur et al. (2010) argue that agile development methods are currently predominantly used, of which six primary approaches are promoted extensively, including crystal methods, dynamics development, feature driven development, lean development, extreme programming and scrum. This report will focus on one approach, extreme programming, and present its features. According to Dingsoyor et al. (2010), the adoption of the extreme programming approach relies on development and delivery of small increments in functionality. This process is largely dependent on the improvement in code in a constant manner. This process involves incremental planning where the requirements are recorded to be included along with the release. The key feature of extreme programming is the small releases, wherein the minimal useful set of functionalities providing business value is first developed. In this approach, there are frequent releases with improvement in product functionality. 1.3.4. Comparison of Different Methods This report contends that the agile development methods are better than the traditional development methods. This is because the agile development method promotes the successful delivery of results in a quick and inexpensive manner, with an emphasis on teams and customer collaboration. In contrast, the traditional methods of waterfall development and spiral methods focus on contracts, plans and processes with a one step involvement of the client (Cohen et al., 2003). It is also argued that since the development takes place in iterations, it is possible to change the direction of development at any stage with limited change in cost. Such an approach is effective in ensuring that the productivity and return on investment objectives are met. References Adenowo A.A Adenowo B.A (2012). Software engineering methodologies: A review of waterfall model and object oriented approach, International Journal of Scientific Engineering Research, 4(7), 427- 434. Arellano, M. M., Tavarez, J. M. M. (2012, June).A comparative analysis about Software Development Life Cycle Methodologies involving Business Processes and Web Services. InInformation Systems and Technologies (CISTI), 2012 7th Iberian Conference on(pp. 1-6). IEEE. Boehm, B. W. (1988). A spiral model of software development and enhancement.Computer,21(5), 61-72. Boehm, B., Abts, C., Chulani, S. (2000). Software development cost estimation approaches—A survey.Annals of Software Engineering,10(1-4), 177-205. Boehm, B., Hansen, W. J. (2000).Spiral development: Experience, principles, and refinements(No. CMU/SEI-2000-SR-008). CARNEGIE-MELLON UNIV PITTSBURGH PA SOFTWARE ENGINEERING INST. Boehm, B., Egyed, A., Kwan, J., Port, D., Shah, A., Madachy, R. (1998).Using the WinWin spiral model: a case study.Computer,31(7), 33-44. Cohen, D., Lindvall, M., Costa, P. (2003).Agile software development.Data Analysis Center for Software (DACS), New York. Devi, R. (2012). Importance of Testing in Software Development Life Cycle.International Journal of Scientific Engineering Research, 3(5), 1-5. Dingsà ¸yr, T., Nerur, S., Balijepally, V., Moe, N. B. (2012). A decade of agile methodologies: Towards explaining agile software development.Journal of Systems and Software,85(6), 1213-1221. Fowler, M. (2004).UML Distilled: A Brief Guide to the Standard Object ModelingLanguange. Addison-Wesley Professional. Hoffer, J. A., George, J. F. and Valacich, J. S. (2011) Modern Systems Analysis and Design. Prentice Hall, Boston. Kendall, K. and Kendall, J. E. (2011) Systems Analysis and Design, 8/E, Prentice Hall , Englewood Cliffs, NJ. Khan, M. F., Qazi, K. A., Shah, K. A. (2013).Performance Evaluation of Software Development Models.Software Engineering,3(1), 1-4. Langer, A. M., Langer, A. M. (2008). System Development Life Cycle (SDLC).Analysis and Design of Information Systems: Third Edition, 10-20. Leau, Y. B., Loo, W. K., Tham, W. Y., Tan, S. F. (2012). Software Development Life Cycle AGILE vs Traditional Approaches. In2012 International Conference on Information and Network Technology (ICINT 2012) IPCSIT(Vol. 37). McConnell, S. (2010).Rapid development: taming wild software schedules. OReilly. McMurtrey, M. (2013). A Case Study of the Application of the Systems Development Life Cycle (SDLC) in 21st Century Health Care: Something Old, Something New?.Journal of the Southern Association for Information Systems,1(1). Munassar, N.M.A Govardhan, A. (2010).A Comparison of Five Models of Software Engineering. International Journal of Computer Science, 7(5). Nerur, S., Cannon, A., Balijepally, V., Bond, P. (2010).Towards an Understanding of the Conceptual Underpinnings of Agile Development Methodologies.InAgile Software Development(pp. 15-29).Springer Berlin Heidelberg. Pfleeeger, S.L. Atlee, J.M. (2006).Software Engineering: Theory and Practice, 3rd Edition. US: Prentice Hall Piccoli, G. (2012) Information Systems for Managers: Text and Cases, John Wiley Sons, Inc., Hoboken, NJ.

Data Collection Activities in Algebra 1

Algebra has long been taught in the same way. This usually means teachers rely heavily on the textbook. Though some textbooks have changed in recent years, the central focus is till on paper and pencil, memorization of rules, and use of algorithms. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) asks mathematics teachers to seek activities that â€Å"model real-world phenomena with a variety of function† and â€Å"represent and analyze relationships using tables, verbal rules, equations, and graphs†.The standards also urge teachers to give students the opportunity to be actively involved in math through data analysis and statistics that are integrated into the curriculum. My hope is to show that these types of activities can be incorporated into an algebra I course as a way of teaching slope, y-intercept, and linear equations. I plan to teach a unit on linear equations during the third nine weeks of an eighth grade algebra I course next semest er.The project will begin with one class learning the material typically covered in most algebra textbooks. I do not plan to pretest the students because this is new material for them. This class will also go to the computer lab and complete a lesson on the computer covering linear equations. In addition, they will work in pairs using T1-82 graphing calculator to explore slope and y-intercept. All of these methods are what I have typically taught over the past 5 years.Another eighth grade class will be given several data collection activities as a unit of study for linear equations. The primary resource for this class will be Algebra Experiments I by Mary Jean Winter and Ronald J. Carlson. My focus will begin with a whole class participation data collection activity. The class will perform â€Å"the wave† in small sections at a time until the entire class has completed it. As a group will record the number of seconds it takes (for example) 3, 5, 8, 13, 15, 20, etc. to complet e the wave.Students will then use a prepared activity sheet that requires them to draw a diagram of the experiment, describe the procedure, identify the independent and dependent variables, create a table of data, graph data, choose two representative points to connect and create a â€Å"line of best fit†, find the slope and y-intercept of this line and describe it algebraically and verbally, then interpret the data through certain questions designed to create understanding of the purpose of the data and using the data to make predictions. This same format will be used for all subsequent activities uring the unit of study. The authors of the book say â€Å"Algebra Experiments I reflects the basic philosophy of the NCTM standards for learning, teaching, and assessment. Students have an opportunity to work collaboratively, to interact, and to develop communication skill. † The whole idea is to â€Å"bring the real world into your algebra classroom. † I plan to req uire the class that does the experiments to keep a daily journal. It will include hot they felt about the daily activities, a description of any specific new topic or topics they learned and a list of questions they still have.Each day the class will address any concerns from the previous day's activity. After several activities have been done by hand, I will instruct the class on how to analyze the data on the T1-82 graphing calculator. They will then be given the opportunity to use the calculator on another experiment. This class will also do the same graphing calculator activity on slope and y-intercept that the other class will do. I will give each class the same test and compare scores. I will also give each class a survey to compare attitudes, interest and understanding of the use of the material in a real-world application.My hope is that the students in the experiment class will have grasped the basic concepts of linear equations as well if not better than the other class an d be able to relate this knowledge in a very real way. My search for articles about my proposed topic was lengthy and I have chosen to comment on a few. My goal next semester is to read and use each of these articles in my actual action paper. I have only read one article in its entirety. What I gathered from the abstracts was the importance of using real-world applications and incorporating the use of the graphing calculator.Since my goal is to show that data collection activities can provide a way to teach the basic concepts of linear equations in a real-world setting, I tried to find articles that would bear this out. Mercer (1995) presents lessons that teach slope-intercept concepts of linear equations through the use of the graphing calculator. Held (1995) uses Computer-Intensive Algebra (CIA) to focus on the use of technology and real-world settings to develop a richer understanding of algebraic concepts. Dugdale (1995) has written about technology and algebra curriculum refor m. She focuses on â€Å"current issues, potential directions, and research question†.Assessment issues are addressed. Algebra is â€Å"a way of reasoning involving variables/functional relationships, generalizations/modes of representation and mathematical investigation/argument. Harvey (1995) was the keynote speaker at the Algebra Working Group of the Seventh International Conference on Mathematical Education in Quebec City, Canada. He spoke of how important technology was in new algebra curriculum reform based on the NCTM standards. Bell (1995) was also a speaker at the Quebec conference. He suggest curriculum modifications and reviews research on students' performance.Menghini (1994) â€Å"claims that, to be meaningful, algebra must be linked to real-work problems. † Wallace (1993) offers a data collection activity similar to one I have used in the past. I would like to include this one in my lesson plans. It â€Å"compares the trends of women's and men's world re cords for the 800-meter run using the linear and power Regression capabilities of a graphing calculator. A very promising article by Magidson (1992) â€Å"addresses the challenges, risks, and rewards of teaching about linear functions in a technology-rich environment from a constructivist perspective.Describes an algebra class designed for junior high school students that focuses on the representations and real-world applications of linear functions. † I hope this will help me next semester as I begin to encounter problems. References Bell, A. , (1995). Purpose in school algebra. Journal of Mathematical Behavior, 14 (1), 41-73. Dugdale, S. and others, (1995). Technology and algebra curriculum reform: current issues, potential directions, and research questions. Journal of Computers in Mathematics and Science Teaching, 14 (3), 325-57. Harvey, J. nd others. (1995). The influence of technology on the teaching and learning of algebra. Journal of Mathematical Behavior, 14 (1), 75- 109. Heid, K. (1995). A technology-intensive approach to algebra. Mathematics Teacher, 88 (8), 650-56. Magidson, S. (1992). From the laboratory to the classroom: a technology-intensive curriculum for functions and graphs. Journal of Mathematical Behavior, 11 (4), 361-37. Menghini, M. (1994). Form in algebra: reflecting, with Peacock, on upper secondary school teaching. For the Learning of Mathematics, 14 (3), 9-14.Mercer, J. (1995). Teaching graphing concepts with graphing calculators. Mathematics Teacher, 88 (4), 268-73. Wallace, E. (1993). Exploring regression with a graphing calculator. Mathematics Teacher, 86, (9), 741-43. Example 2 Use of Algebra Tiles to Enhance the Concept Development of Operations on Polynomials and Factoring in Ninth Grade Algebra Students The purpose of this action research project is to find out if the use of Algebra Tiles will enhance the concept development of operations on polynomials and factoring in ninth grade algebra students.Mathematics teachers a re guided by the Arkansas State mathematics Framework. The following three student learning expectations are covered by this research project. 2. 1. 5 Describe, visualize, draw and construct geometric figures in one, two, and three dimensions. 2. 3. 7 Represent problem situations with geometric models and apply properties of figures in meaningful context to solve mathematical and real-world problems. 2. 3. 8 Represent one, two and three-dimensional geometric figures algebraically. Algebra Tiles allow students â€Å"hands-on† experience with polynomials.The tiles give students the opportunity to model, to create a mental image, to draw, and to then symbolically manipulate polynomials. They are based on area and multiplication concepts that students are familiar with. Howden (1985) states â€Å"It is generally recognized that understanding the meaning of a mathematics concept, as opposed to merely performing the associated computation, is an essential element of true learning and achievement† and â€Å"research shows that modeling and visualization promotes such understanding†.Two units on polynomials will be taught in ninth grade algebra. One focusing on operations on polynomials and the other focusing on factoring. Two teachers will teach the same material using the same methods and tests. No pre-test will be given because ninth grade students have had no previous experience with these concepts. Both teachers will teach two of their own classes each of these two polynomial units. One class will receive traditional instruction by symbolic manipulation only. The other class will use the Algebra Tiles along with the traditional method.The student's scores for each unit using Algebra Tiles will be compared to the scores based on the traditional method only. Differences will be compared and noted. In addition, students receiving instruction with the tiles will keep a journal each day describing how they feel about using the tiles. According to Sharp (1995), students using algebra tiles â€Å"found it easy to think about algebraic manipulations when they visualized the tiles† and â€Å"the majority of students stated that the tiles added a mental imagery that made learning `easier. † Another possible comparison will be to see if there is any difference in scores or perception between boys and girls using the tiles. The goal of this research project is to see if Algebra Tiles or â€Å"modeling† will enhance the understanding of polynomials and make the process of factoring â€Å"easier†. References Howden, Hilde. Algebra Tiles for the Overhead Projector. New Rochelle, NY: Cuisenaire Company of America, 1985. Sharp, Janet M. Results of Using Algebra Tiles as Meaningful Representations of Algebra Concepts, ERIC search, 1995. Related article: â€Å"Study Guide Algebra†

Aline Deneuve

Case 1: Aline DeNeuve 1. What are the main issues in the case? The main issues in this case include staffs member’s attitudes problems and Aline’s misconception about relationship with her subordinates and colleagues. The staff members who were selected randomly have dissatisfactions and attitude problems with their jobs except only one person . They also do not want to attend the retreat. Heather is an administrative assistant and believes that her supervisor Jack did not give an opportunity to promote because she is a foreigner.As a result, she took off sick days many times and does not want to attend the retreat as well. She feels that she is being discriminated by her supervisor and said most staff members do not socialize each other. Jack is Heather’s supervisor and he also does not want to attend the retreat and have dissatisfaction about not promoting. He feels same as Heather; because he is black so could not promote. He also said some staffs have been ta king off office supplies at their home so company needs solution for this problem. In addition, he thinks the company needs better orientation and socialization program for new employees.June is manager of customer service and thinks the last retreat was just wasting time. She feels so stressed by her work. Before I explain about the staffs’ problems, I found that Aline also has some problems about her misconception. Even though, she has an experience about a training program on employee diversity with high degree of success in previous work place, her perceptions do not fit as a director of training and development. She disapproves of a friendly relationship with her subordinates and colleagues. She still does not realize that unfriendly relationship among the co-workers would affect their

Pride and Prejudice Research Paper - 2598 Words

Amber Kakish Professor Davis English 1A 12 December 2011 A Progressive Work in a Conservative Time Pride and Prejudice, a Jane Austen novel, is one of the most classical pieces of literature in history. It has been evaluated and critiqued a countless number of times, and has been adapted into several films. It can be argued that there is a lot to be retained by readers from this literary work, an important message that can be passed down from generation to generation. During Jane Austen’s time, in the early 1800’s, women were around to be married off, bear children, and cater to their man. Men were meant to work and instruct their women, and the more money you had, the more respected you were. A woman’s goal in life was to marry†¦show more content†¦At this point in the novel, Mrs. Bennet knows absolutely nothing about this man that she is more than willing to let one of her daughters go off with, other than his income and the existence of his wealth; yet she is still certain that it is a fantastic idea for on e of her daughters to end up with him. It is extremely relevant that Mrs. Bennet pays no mind to which daughter should be with him- it simply does not matter to her. She takes no time to think of which daughter may like him best or if any of them will even like him at all. She is primarily concerned with the surface level issues of her society, and the importance of marrying well in society without regard to the compatibility of the two people. All that matters to Mrs. Bennet is social ranking, wealth, and marriage. While these are all extreme conservative views, Austen is actually mocking Mrs. Bennet with the exaggerative manner in which she has Mrs. Bennet go about life. Austen describes Mrs. Bennet as â€Å"a woman of mean understanding, little information, and uncertain temper. When she was discontented she fancies herself nervous. The business of her life was to get her daughters married; its solace was visiting and news† (4). A woman of â€Å"little information† can only mean a woman without much of a brain or smarts. The fact that Austen would describe a character with such conservative views as an ignorant being proves that Austen’s goal of Pride and Prejudice was to stray away from conservativeShow MoreRelatedPride and Prejudice Research Paper2328 Words   |  10 PagesReasons for Marriage Jane Austen published one of her most famous works, Pride and Prejudice, in 1813 and it addresses many issues that are still around today. Jane Austen would often put many of her own personal qualities in some of her created characters. One such character is Elizabeth Bennet, the protagonist in Pride and Prejudice. Elizabeth is the second out of five siblings, who are all women. Elizabeth is witty, intelligent, loves to read, and believes in marrying for love, just as JaneRead MoreThe Function and Importance of Letters in Jane Austens Pride and Prejudice1272 Words   |  5 PagesThe Function and Importance of Letters in Jane Austens Pride and Prejudice Introduction In her classic novel, Pride and Prejudice, Jane Austen describes the tribulations of Elizabeth Bennett, one of five sisters, as she struggles to navigate the social mores and values of early 19th century England. During this period in history, correspondence was almost entirely through written letters but the postal system in London made deliveries a dozen times a day, meaning that it was possible to writeRead MoreLiterary Analysis : Pride And Prejudice 1420 Words   |  6 PagesLiterary Analysis Research Paper MLA format Minimum requirements: Pages 1-5 (Include at least one parenthetical citation for each source listed on Works Cited page.) Author/biographical writing style Short summary of 10 sentences using plot diagram Setting Major characters Theme Symbols/motifs Literary prose techniques Prose analysis Page 6 Reflections – your opinion of author novel (see your reaction journal) Page 7 Works Cited (minimum of 5 reliable sources) Felicia L. Cridland ProfessorRead MoreRace Relations And Social Inequality1610 Words   |  7 PagesIntroduction This Paper was written to discuss social inequality related to race relations. By comparing two articles â€Å"Ethno-Racial Attitudes and Social Inequality† and â€Å"What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations† this paper will explore racial social injustices with the intent to showcase the thinking about race relations and social inequality. Points of InterestRead MoreCivil War Movement : Martin Luther King Jr Malcolm X1212 Words   |  5 PagesEmuna Korenblit Research paper History 11.21 December 23, 2014 Civil War Movement: Martin Luther King Jr/ Malcolm X Many years after blacks had received citizenship and the right to vote there was still much bias against them. Because of their skin color African Americans hadn’t been treated fairly and did not haveRead MoreDiscrimination And Prejudice And Discrimination Essay1672 Words   |  7 PagesPeople can be can be prejudice or be discriminatory towards anyone for any reason. Prejudice and discrimination are two very different things, prejudice is the unfair feeling of dislike for a person or group because of their race, sex religion, etc. Discrimination is the unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, or sex. It can occur anywhere, in the workplace, shops, restaurants, schools or just walking down the street. OneRead MoreImpact Of Langston Hughess Contribution To Harlem Renaissance1697 Words   |  7 Pageswhere great artist hail from. The major boom in the Cultural Revolution was realized in the 1920s and it became popularly known as the â€Å"Harlem Renaissance† or â€Å"The New Negro movement†. This is a particular era that the African American people draw pride in. the era saw a cultural, social, music and art explosion of epic proportions. This was aimed at shifting the stereotypical view of black people as uneducated, intellectually deprived farmers to one of a complex, organized and intellectually equalRead MoreFrederick Douglass Should Be Considered A Maryland State1471 Words   |  6 Pagessociety at large are that, he achieved his elevation from a despised African-America slave into a figure of reference through his native energy, that was guided by wisdom and prudence. This research papers seeks to establish an argument that Frederick Douglass should be considered a Maryland State Author. The paper will establish that Frederick Douglass was born in Maryland and he used his impeccable skill s as a journalist, an orator, and a writer to fight for the rights of African-Americans, includingRead MoreLiterary Devices in Pride and Prejudice8198 Words   |  33 PagesUniversity named after K. Karasaev The Faculty of European Civilizations The English Language Department â€Å"Peculiarities of the Lexical Stylistic devices (Metaphor, metonymy, irony, simile, epithet) in the novel â€Å"Pride and Prejudice† by Jane Austen† DIPLOMA PAPER Scientific Supervisor: E. B. Jumakeeva Done by: Satarova Rahat, group: A08-2 Contents: Pages: Introduction Chapter I. GeneralRead MoreMy Writing Of Writing And Writing863 Words   |  4 Pages write biographies for famous writers, and research topic essays. Once, our teacher asked us to write an essay after reading the book Notre Dame De Paris, I have gotten completely lost on how to write after reading the book. At that time, I can only put the feelings I have experienced myself into words. The experiences of others could not have enough impact on me for me to be able to summarize my thoughts. I struggled and only received a C on that paper. At the age of 14, I came to America for high