Self Respect

Self-respect means to have respect yourself. It’s a term that means something different to everyone one. But it’s something everyone wants, not many have, and few want to give out. Self respect is one of the most important values a person can have. To gain respect you have to be confident in yourself. Also you have to have respect for others to fully achieve it. Self respect goes along with self esteem. The way you see yourself means everything in order to build strong character. If you don’t see yourself in a positive light then you don’t really have respect for yourself.Many people seek attention in negative ways because they have a low self esteem. When people do this they are not respecting themselves and they are allowing people to walk all over them. For instance, girls who have poor self esteem look for attention anyway they can. An example of how they would do this is by sleeping around with numerous guys that shows them the slightest bit of intere st. They do this to make them feel loved and wanted but in reality it creates a bad name for them. Inevitably this has a bad effect causing them to feel even worse than before.So in the end you should always value yourself and be confident about whom you are because that’s what really makes someone have self respect. The way you treat other people is also a way of showing you have self respect. When you show people consideration for their problems and you actually listen to them when they talk your showing them you have respect for them and they will respect you back. This also goes along with not letting people disrespect you. Someone with self respect doesn’t let someone treat them badly and when someone is disrespecting them they do something about it.For example, when someone walks all over you and you don’t want to be say something because you don’t want to loose that person your showing a sign of weakness. You should be able to confront that person and tell them how they are treating you bad and if they don’t stop you just wont be around them anymore. When people do this it shows that you have true respect for yourself. In the end its clear that people don’t get far without self respect. Its what builds your character so you have to embody all the attributes that go along with it. You have to have a positive self esteem and you have to be able to have respect for the people around you. Self Respect Self-respect means to have respect yourself. It’s a term that means something different to everyone one. But it’s something everyone wants, not many have, and few want to give out. Self respect is one of the most important values a person can have. To gain respect you have to be confident in yourself. Also you have to have respect for others to fully achieve it. Self respect goes along with self esteem. The way you see yourself means everything in order to build strong character. If you don’t see yourself in a positive light then you don’t really have respect for yourself.Many people seek attention in negative ways because they have a low self esteem. When people do this they are not respecting themselves and they are allowing people to walk all over them. For instance, girls who have poor self esteem look for attention anyway they can. An example of how they would do this is by sleeping around with numerous guys that shows them the slightest bit of intere st. They do this to make them feel loved and wanted but in reality it creates a bad name for them. Inevitably this has a bad effect causing them to feel even worse than before.So in the end you should always value yourself and be confident about whom you are because that’s what really makes someone have self respect. The way you treat other people is also a way of showing you have self respect. When you show people consideration for their problems and you actually listen to them when they talk your showing them you have respect for them and they will respect you back. This also goes along with not letting people disrespect you. Someone with self respect doesn’t let someone treat them badly and when someone is disrespecting them they do something about it.For example, when someone walks all over you and you don’t want to be say something because you don’t want to loose that person your showing a sign of weakness. You should be able to confront that person and tell them how they are treating you bad and if they don’t stop you just wont be around them anymore. When people do this it shows that you have true respect for yourself. In the end its clear that people don’t get far without self respect. Its what builds your character so you have to embody all the attributes that go along with it. You have to have a positive self esteem and you have to be able to have respect for the people around you.

Chinese vs American Culture

Sarah Gonzalez Chinese Culture VS American Culture It doesn’t matter what kind of ethnicity you are, or how you were brought up. Everyone is deeply rooted in their own culture. â€Å"Culture† has a different meaning to everyone. Comparing American culture to Chinese culture we will find many different meanings to the word â€Å"culture†. For example, we Americans are always looking for something bigger and better for our future, and the Chinese are content with a small reserved lifestyle with no intentions of changing it for something bigger.A culture is a way of life of a group of people-the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and are passed along by communication and imitation from one generation to the next. Growing up in America we are taught to never settle for less, that we can do anything that we set our minds too, and when we grow up we can be anyone we want to be. After all we are the â€Å"ho me of the brave and the land of the free†, right? The Chinese are more set on if you are a girl you are too be the homemaker, and the men are too make the money doing physical labor.The story â€Å"I Answer to Elaine† concluded it all perfectly to me. â€Å"She continued to sign Father’s name. I threatened legal action: â€Å"That’s forgery! It’s not your name†. [Example from I Answer to Elaine] This shows that the Chinese believe that the men are dominate, head of the household, the only say so. In the American home mom and dad have a shared liability for the children and both set of parents go out into the work force. â€Å"A deep frustration set in. I was sickened by her statement’s implication for my future.I hated helplessness, believing it unique to her alone† [Example from I Answer to Elaine]. I feel like Elaine is frustrated with her mom because she knows because of her gender her mom doesn’t expect mush out of h er other than to be a care giver. This has to be confusing to Elaine when she sees all over her American friends dreaming about their big futures and what they will do. Elaine should be able to grow bigger than just a housewife. Believe it or not, but American and Chinese culture do have something’s in common. They see eye-to-eye on some aspects.Like providing for their children â€Å"Parents work together for the well-being of their children† [Example from Article]. It is true that parents do the best they can to work towards a better financial life for their kids. That’s why many Chinese parents come over to the states, so that they can provide a better life, and a better education. They would also go to great lengths for their children no matter what the cause â€Å"Parents will risk their life for their children† [Example from Article]. Any parent would risk their life for their children no matter what ethnicity, or cultural aspect!There is no bond li ke a parent and their child. Chinese and American culture has a lot more differences than similarities. To the Chinese reputation of the individual is very important. If an action will humiliate someone or ruin a reputation, it is avoided. When shame occurs, the person sacrifices their job or whatever it is that will heal the shame. In America, reputations come and go overnight and in the end usually does not matter. â€Å"Go to an American home in exurbia, and almost the first thing you do is drift towards the picture window† [Example from American space, Chinese Place].It is true that we American’s always want something more than what we have in front of us. We are always looking forward to the big picture of our future. â€Å"Consider the traditional Chinese home. Blank walls enclose it† [Example from American Space, Chinese Place]. The Chinese are very content with what they have, and have no intensions of a â€Å"bigger picture†. They keep what they have close to them. All in all, I think we can see the difference and the similarities between the two cultures. The Chinese are set on their morals.One is to respect all others, the men is the runner of the household, and keep your opinion to yourself. Americans don’t always follow the rules. When we don’t agree with something we are going to speak out about it, and give them out opinion. In the households sometimes there is a man of the house, and sometimes it’s a single mother running the house. I think the Chinese have a better wrap around the meaning of â€Å"culture† they stick to what they believe, and it stays that way for years. Rather than American’s missing the meaning of â€Å"culture† and worrying about what the future has to hold for them.

Ece Lab Manual Ece 315

LABORATORY MANUAL ECE 315 MICROPROCESSOR BASED SYSTEM DESIGN LABORATORY 1 TABLE OF CONTENTS S. No. Title of the Experiment Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i). Write a program to add two 8-bit numbers. (Or) Write a program to add two 16- bit numbers. (ii) Write a program to subtract two 8-bit numbers. (Or) Write a program to subtract two 16-bit numbers.Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Write a program to multiply two 8 bit numbers by repetitive addition method (Or) Write a program to multiply two 8 bit numbers by rotation method. (ii)Write a program to divide 16-bit number by 8-bit number. Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Finding 1’s and 2’s complement of an 8-bit number. (ii) Finding 1’s and 2’s complement of an 16-bit number.Perform the following using 8085 Simulator an d 8085 Microprocessor kit in assembly language: (i) Write a program to count number of 1’s in a program. (ii) Split hex data into two nibbles and swap the higher nibble and lower nibble of that number. Write a program to convert a 2-digit BCD number into its binary equivalent number. Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Write a program for displaying BCD down counter. Counter should count numbers from 99 to 00 and it should increment after every 1 sec. (ii) Write a program for displaying binary up counter.Counter should count numbers from 00 to FFH and it should increment after every 0. 5 sec. Interfacing of Seven segment display with 8085 microprocessor. Interfacing of D/A converter with 8085 microprocessor to generate RAMP wave. Interfacing and control of stepper motor using 8085 microprocessor. Design 8085 Microprocessor based Traffic light control. Page No. 1 3 2 7 3 11 4 15 5 17 6 19 7 8 9 10 21 23 25 26 2 Exper iment 1 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to add two 8-bit numbers. (Or) Write a program to add two 16bit numbers. ii.Write a program to subtract two 8-bit numbers. (Or) Write a program to subtract two 16-bit numbers. Equipment required: 8085 microprocessor kit 2. Learning Objective: a. To acquaint with 8085 microprocessor performance. b. To determine the addition and subtraction of two numbers. 3. Program Program ( i. a ): Program (i. b): 3 Program ( ii. a): 4 Program ( ii. b ): 5 4. Required Results: Input: 1st number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2nd number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Addition of two numbers: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Subtraction of two numbers: †¦Ã¢â‚¬ ¦.. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. . Learning outcomes: Mathematical operations using 8085 kit. 6 Experiment 2 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to multiply two 8 bit numbers by repetitive addition method (or) write a program to multiply two 8 bit numbers by rotation method. ii. Write a program to divide 16-bit number by 8-bit number. Equipment required: 8085 Microprocessor kit. 2. Learning Objective: a. To acquaint with 8085 microprocessor performance. b. To determine the division and multiplication of two numbers. 3. Program Program (i. a): 7 Program ( i. b): 8 Program (ii):MVI E, 00 : Quotient = 0 LHLD 2200H : Get dividend LDA 2300 : Get divisor MOV B, A : Store divisor MVI C, 08 : Count = 8 NEXT: DAD H : Dividend = Dividend x 2 MOV A, E RLC MOV E, A : Quotient = Quotient x 2 MOV A, H SUB B : Is most significant byte of Dividend > divisor JC SKIP : No, go to Next step MOV H, A : Yes, subtract divisor INR E : and Quotient = Quotient + 1 SKIP:DCR C : Count = Count – 1 JNZ NEXT : Is count =0 repeat M OV A, E STA 2401H : Store Quotient Mov A, H STA 2410H : Store remainder HLT : End of program. 9 4. Required Results: Input: 1st number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2nd number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Multiplication of two numbers: †¦Ã¢â‚¬ ¦.Division of two numbers: †¦Ã¢â‚¬ ¦.. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Mathematical operations using 8085. 10 Experiment 3 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Finding 1’s and 2’s complement of an 8-bit number. ii. Finding 1’s and 2’s complement of an 16-bit number. Requirements: 8085 Microprocessor kit. 2. Learning Objective: Complement of a number using 8085 kit. 3. Assembly language: Program (i. a): Program (i. b): 11Explanation: This program finds the 2’s complement of an 8-bit number stored in memory location 3000H. Let us assume that the operand stored at memory location 3000H is 85H. The operand is moved to accumulator from memory location 3000H. Then, its complement is found by using CMA instruction. One is added to accumulator by incrementing it to find its 2’s complement. The result is stored at memory location 3001H. Program (ii. a): Explanation: This program finds the 1’s complement of 16-bit number stored in memory 3000H3001H. There is no direct way to find 1’s complement of 16-bit number.Therefore, this can be accomplished by finding the 1’s complement of two 8-bit numbers. Let us assume that the operand stored at memory locations 3000H-3001H is 45H-6AH. The operand is loaded into H-L pair from memory locations 3000H-3001H. The lower-order is moved from register L to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register L. Then, the higher-order is moved from register H to accumulato r. Its complement is found by using CMA instruction. The result obtained is moved back to register H. Now, the final result is in H-L pair. 12 The result is stored from H-L pair to memory locations 3002H-3003H. Program (ii. b): Explanation: ? ? ? ? ? ? ? ? ? ? ? ? ? This program finds the 2’s complement of 16-bit number stored in memory locations 3000H- 3001H. There is no direct way to find 2’s complement of 16-bit number. Therefore, this can be accomplished by finding the 1’s complement of two 8-bit numbers and then incrementing it to get 2’s complement. Let us assume that the operand stored at memory locations 3000H-3001H is 12H05H. The operand is loaded into H-L pair from memory locations 3000H-3001H.The lower-order is moved from register L to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register L. Then, the higher-order is moved from register H to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register H. H-L pair is incremented to get 2’s complement. Now, the final result is in H-L pair. The result is stored from H-L pair to memory locations 3002H-3003H. 4. Required Results: Input: 8-bit number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16-bit number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 Output: 1’s and 2’s complement of 8-bit number: †¦Ã¢â‚¬ ¦. 1’s and 2’s complement of 16-bit number: †¦Ã¢â‚¬ ¦. . Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Student will be able to learn how to use logical instructions. 14 Experiment 4 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to count number of 1’s in a program. . ii. Split hex data into two nibbles and swap the higher nibble and lower nibble of that number. Requirements: 8085 M icroprocessor kit. 2. Learning Objective: Swapping of lower and higher nibble of a number. . Assembly language Program ( i ) : MVI B,00H MVI C,08H MOV A,D BACK: RAR JNC SKIP INR B SKIP: DCR C JNZ BACK HLT Program ( ii ) : LDA 2200H ; Get the packed BCD number ANI F0H ; Mask lower nibble RRC RRC RRC RRC ; Adjust higher BCD digit as a lower digit STA 2300H ; Store the partial result LDA 2200H ; Get the original BCD number ANI 0FH ; Mask higher nibble STA 2301H ; Store the result LDA 2300H ; Get the contents of memory location 2300H into accumulator MOV B, A ; save the contents in B register LDA 2301H ; Get the contents of memory location 2301H into accumulator.STA 2300H ; Store the contents of accumulator at address 2000H. MOV A, B ; Get the saved contents back into A register STA 2301H ; Store the contents of accumulator at address 2200H HLT ; Terminate program execution 15 4. Required Results: Input: Enter the number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: number of one’s in number: à ¢â‚¬ ¦Ã¢â‚¬ ¦. Result after swapping: †¦Ã¢â‚¬ ¦. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn mathematical operations using 8085 kit. 16 Experiment 5 1.Aim: Write a program to convert a 2-digit BCD number into its binary equivalent number. Requirements: 8085 Microprocessor kit. 2. Learning Objective: BCD to binary conversion of a number. 3. Program: Sample problem: (2200H) = 67H (2300H) = 6 x OAH + 7 = 3CH + 7 = 43H Sample Program: LDA 2200H : Get the BCD number MOV B, A : Save it ANI OFH : Mask most significant four bits MOV C, A : Save unpacked BCDI in C register MOV A, B : Get BCD again ANI FOH : Mask least significant four bits RRC : Convert most significant four bits into unpacked BCD2 RRC RRC RRC MOV B, A : Save unpacked BCD2 in B register XRA A : Clear accumulator (sum = 0) 7 MVI D, 0AH : Set D as a multiplier of 10 Sum: ADD D : Add 10 until (B) = 0 DCR B : Decrement BCD2 by one JNZ SUM : Is multiplication complete? i if not, go back and add again ADD C : Add BCD1 STA 2300H : Store the result HLT : Terminate program execution 4. Required Results: Input: Enter 2 digit BCD number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Equivalent binary number: †¦Ã¢â‚¬ ¦. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. . Learning outcomes: Student will be able to learn the use of stack pointer and subroutines. 18 Experiment 6 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language : i. ii. Write a program for displaying BCD down counter. Counter should count numbers from 99 to 00 and it should increment after every 1 sec. Write a program for displaying binary up counter. Counter should count numbers from 00 to FFH and it should increment after every 0. sec. Requirements: 8085 Microprocessor kit. 2. L earning Objective: Implementation of BCD down counter and Binary UP counter. 3. Program ( i ) : LXI SP, 27FFH : Initialize stack pointer MVI C, 99H : Initialize counter = 99 BACK:CALL Display : Call display subroutine CALL Delay : Call delay subroutine ADI 99H : See Addition below DAA : Adjust for decimal CPI 99H : Compare with last count JNZ BACK :If no, repeat HLT 19Program ( ii ) : LXI SP, 27FFH : Initialize stack pointer MVI C, OOH : Initialize counter BACK: CALL Display : Call display subroutine CALL Delay : Call delay subroutine INR C : Increment counter MOV A, C CPI OOH : Check counter is > FFH JNZ BACK : If not, repeat HLT : Stop Delay Routine: Delay: LXI B, count : Initialize count BACK: DCX D : Decrement count MOV A, E ORA D : Logically OR D and E JNZ BACK : If result is not 0 repeat RET : Return to main program 4. Cautions: a. Before enter the program press RST key on 8085 kit. b.Proper care must be taken while handling the microprocessor kit. 5. Learning outcomes: mathem atical operations using 8085. 20 Experiment 7 1. Aim: Interfacing of Seven segment display with 8085 microprocessor. Requirements: 8085 Microprocessor kit, Seven Segment LED & wires. 2. Learning Objective: Seven segment interfacing using 8085 kit. 3. Circuit Diagram: 4. Program: MVI A, 80H OUT CR K: LXI H, 2000H MVI B, 10H KK: MOV A, M OUT PA CALL DELAY INX H JNZ KK 21 JMP K HLT Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 5.Inputs: 2000: 40H, 79H, 24H, 30H, 19H, 12H, 02H, 78H, 00H, 18H, 08H, 03H, 46H, 21H, 06H, 0EH 6. Result: On the Seven segment LED we can see all the Hexadecimal no’s displayed with some delay as mentioned. 7. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 8. Learning outcomes: Students will be able to learn how to interface seven segment with 8085. 22 Experiment 8: 1. Aim: Interfacing of D/A converter with 8085 microprocessor to generate RAMP wave.Requireme nts: 8085 Microprocessor Kit, DAC0808, 100nF(2), 1k, Op-Amp 741. 2. Learning Objective: Digital to analog converter interfacing. 3. Circuit Diagram: 4. Program: MOV A, 80H OUT CW MVI A, 00H KK: OUT PA CALL DELAY INC A JMP KK RST 5 Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 23 5. Result: On the CRO we can see a RAMP wave generated. 6. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 7. Learning outcomes: Students will be able to learn how to interface digital to analog converter with 8085. 4 Experiment 9 1. Aim: Interfacing and control of stepper motor using 8085 microprocessor. Requirements: 8085 Microprocessor kit, Stepper Motor, Motor driver circuit (ULN2003) & wires. 2. Learning Objective: Stepper motor interfacing with 8085. 3. Program: i) To rotate in Clock Wise direction MVI A, 80H OUT CR MVI A, 44H KK: OUT PA CALL DELAY RRC JMP KK RST 5 ii) To rotate in Anti-Clock Wise directi on MVI A, 80H OUT CR MVI A, 44H KK: OUT PA CALL DELAY RLC JMP KK RST 5 Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 4.Result: Stepper motor rotates in Clock wise & Anti-clock wise direction. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn how to interface and control stepper motor with 8085. 25 Experiment 10 1. Aim: Design a 8085 Microprocessor based Traffic light control for figure shown below with the following conditions: Allow traffic to flow from N to S & S to N for 1sec Glow all Yellow lights for 0. sec Allow traffic to flow from W to E & E to W for 1sec Glow all Yellow lights for 0. 2sec Make this process continues. Requirements: 8085 Microprocessor Kit, 9 LED’s, 5K resistors (9) 2. Learning Objective: Traffic light control system using 8085. 3. Circuit Diagram: 4. Program: MVI A, 80H : Initialize 8255, port A and p ort B OUT CR ;(CR) : in output mode START: MVI A, 09H OUT PA; (PA) : Send data on PA to glow R1 and R2 MVI A, 24H OUT PB; (PB) : Send data on PB to glow G3 and G4 MVI C, 28H : Load multiplier count (40 ) for delay 26CALL DELAY : Call delay subroutine MVI A, 12H OUT PA; PA : Send data on Port A to glow Y1 and Y2 OUT 81H ;PB : Send data on port B to glow Y3 and Y4 MVI C, 0AH : Load multiplier count (10 ) for delay CALL: DELAY : Call delay subroutine MVI A, 24H OUT 80H ;PA : Send data on port A to glow G1 and G2 MVI A, 09H OUT 81H; PB : Send data on port B to glow R3 and R4 MVI C, 28H : Load multiplier count (40 ) for delay CALL DELAY : Call delay subroutine MVI A, 12H OUT 80H : Send data on port A to glow Y1 and Y2 OUT 81H : Send data on port B to glow Y3 and Y4 MVI C, 0AH : Load multiplier count (10 for delay CALL DELAY : Call delay subroutine JMP START Delay Subroutine: DELAY: LXI D, Count : Load count to give 0. 5 sec delay BACK: DCX D : Decrement counter MOV A, D ORA E : Check whe ther count is 0 JNZ BACK : If not zero, repeat DCR C : Check if multiplier zero, otherwise repeat JNZ DELAY RET : Return to main program 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn how to design microprocessor based traffic light system using 8085. 27

An Astrologer’s Day Essay

An Astrologer’s Day is a story of an astrologer who conducts his business near a court. He starts his work almost at midday . He spreads his professional equipment, which consist of a dozen cowrie shells , a square piece of cloth with obscure mystic charts on it, a notebook and a bundle of Palmyra writing . He’s a fine get-up of an astrologer, with his forehead shinning with sacred ash and vermilion. He has dark whiskers and sparkling eyes. To crown the effect, he wears a saffron-colored turban around his head. He sits at a place which’s frequented by all sorts-of people. Many hawkers cry loudly near him. And when its dark he gets light from a neighboring hawker. The astrologer was devoid of any professional training. During his youth he used to drink, gamble and quarrel. Once he hit a fellow villager hard on his head and assuming the person dead, he pushed him into a well. To hide himself from the police he ran away and settled as an astrologer in a town. Even though he lacked training, he had all the shrewdness and understanding of human mind and the causes of human worries. Thats why he could answer convincing questions to his clients. Once he had an encounter with a person before winding up his day’s work. The man wanted to get satisfactory answer to the question â€Å"Whether he’ll be able to find his enemy or not. The astrologer recognized him as his enemy in that dim light. He was the person whom he pushed into a well thinking he was dead. The astrologer struck a bargain with him. He gave such convincing answers to his questions that the man was fully satisfied. The astrologer told him that his enemy was crushed under a lorry and now he show never travel southward to avoid anymore trouble in his life. In this way he bade him good bye and got rid of his enemy. Reaching home the astrologer told his wife that a great burden was off his head as the person whom he thought to be dead was alive. He narrated the past incident to her. After this, he yawned and stretched himself on the pyol.

Latin American Woman Essay Example | Topics and Well Written Essays - 1000 words

Latin American Woman - Essay Example Generally the cases represented in this scenario are the low class, middle class or the upper class and the variety of the classes of people has a completely direct effect between the people, their relative powers and status in the society (Ninenth, 2002). In the actual life situations, the members of the upper class always have more political power and influence on the decisions made within the society compared to all the other classes of people. This people include the politicians and the wealthy and stable business individuals in the society and issues to do with major decisions in the society. This population is small and comprises of about 1 or 2 percent of the communities mostly born within this social class. The middle class individuals fall in a category of the society which clearly faces the most of contention in relation to the societal perception because it falls within the periphery of the high class and the middle class and can either ascend to the high class or descend to the low class members of the society. They form the people of white collar jobs and either is working or the individuals with stabilizing businesses with good capital able to sustain almost their entire capital needs and demands. It is generally believed especially in Latin America that the low class individuals and families are living in crime ridden areas with poor infrastructure. The areas are perceived to be having decaying environment with almost zero civil services and the poor characterisation of basic amenities. The low class members of the society are characterised by the homelessness and the rampant and wide spread characterisation of unemployment of the individuals within the society. (Galeano, 1999) The social classes of the individuals has a completely great repercussion on the lives of the individuals plus the lives of their children for example the individuals social class will probably determine the kind of school an individual attends or the kind of facilities he is to use especially for learning and recreation and this will have either a negative addition to his learning or general development especially of the young individuals. The variety of the classes also has effect on the health of an individual in relation to the attention he obtains from the medical personnel and the ability to pay for better and more efficient health services. The jobs also vary according to the classes, those individuals in the middle or upper classes are always enjoying greater freedom in their jobs whereas the individuals in the low classes face job opportunities with great constraints hence don’t have enough freedom of issues herein. The courts and policing are also biased in relation to the social classes in the society favouring mostly the middle and high classes in relation to the low class. The women in Latin America face a number of issues especially of socio economic aspects like the deprivation of their human rights to education and their genera l empowerment to ensure that they fully achieve the ultimate goal of life. In Latin America women make up to 50 % of the HIV/AIDS patients while globally the percentage of the affected males is higher than the females and the examination of the prevalence in the Latin America is showing that the prevalence and rations of the infection of women to men affected in Latin America is significantly narrowing down (Hillary, Karen, &

American Short Story Research Paper Example | Topics and Well Written Essays - 500 words

American Short Story - Research Paper Example As Michael J. Cummings (2006) maintains, the local-color writers, also called ‘local colorists’, presented their narratives in a regional dialect and â€Å"attempted to portray life in the various sections of burgeoning America. Harte, for example, focused many of his stories on the gold-mining camps and towns. However, rather than writing soberly realistic stories, local colorists tended to write stories infused with ‘eccentrics as characters’ and ‘whimsical plotting’†¦Ã¢â‚¬  (Cummings) Therefore, it is fundamental to realize that Bret Harte celebrates many of his essential features as a short story writer in â€Å"The Outcasts of Poker Flat†. This paper makes a reflective analysis of the short story by Harte in order to make out the distinguishing features of the short story, its themes, the major action, the characters, etc. As aforementioned, â€Å"The Outcasts of Poker Flat† is a central example of the author’s c oncern for regionalism and local color. It is through the use of the Western setting and local color that Harte attempts to be a model for his contemporaries and his story is set in the rough and tumble days of the California Gold Rush.

Topic Proposal Essay Example | Topics and Well Written Essays - 1000 words - 2

Topic Proposal - Essay Example Men object strongly to wearing a condom every time they have sex and would certainly object to the intrusiveness of any law requiring them to do so, but have no compulsions about demanding that a woman destroy her body because they didn’t. 1. Women, as independent free citizens of the world, have a right to make their own choices regarding their own bodies. Pregnancy can present numerous serious health risks and even more minor risks. At the least, the woman will experience weight gain, varicose veins, stretch marks and a potential caesarian scar if they go through with a pregnancy. 2. Women will continue to exercise their right to decide the direction of their own body even if it is taken away by law as ample evidence regarding illegal and unsafe abortions abounds from the era before it was made legal. 3. The Constitution protects the rights of women as U.S. citizens and therefore gives them the legal right to determine what to do with their body and places protections in place for her health and well-being. The fetus, not yet born and therefore not a U.S. citizen yet, has no such protections in place, nor should it at least until it is viable (able to survive outside of the womb). 4. Fetuses in fertility labs are destroyed all the time and thousands of pregnancies are never brought to term for a variety of natural and unnatural reasons so it is unreasonable to attempt to protect the rights of the not-yet-born, particularly when they infringe upon the rights of the already living. 1. Evidence exists to illustrate that the fetus is able to feel pain well before it is viable outside the womb, indicating that it is a living, feeling being and therefore should be protected under the law. 2. Legal abortions introduces the possibility for men to bully women into having an unwanted abortion or to use her unwillingness to have this abortion as an excuse to continue beating her or otherwise abusing her. By