Implementation of Wireless Receiver Algorithms

Implementation of Wireless murderer Algorithms sort 1 System Specifications (Tsimenidis, 2016) presage 2 pith coif (Tsimenidis, 2016)Figure 3 Non-coherent teleph hotshot and only(a) murderer (Tsimenidis, 2016)Figure 4 Coherent receiver (Tsimenidis, 2016)Figure 5 Receiver Front-End (Tsimenidis, 2016)Figure 6 Frequency retort of a passband filter (Tsimenidis, 2016)Figure 7 Band-pass filter responseFigure 8 Band-pass filter input/outputFigure 9 Implemented DPSK demodulator (Tsimenidis, 2016)Figure 10 Low-pass filter input/outputFigure 11 Optima sample time diagramFigure 12 Symbol with 40 samples (Tsimenidis, 2016)Figure 13 Early-Late sample at an arbitrary stain (Tsimenidis, 2016)Figure 14 Early-Late sample at the maximum point of origin (Tsimenidis, 2016)Figure 15 Early-Late attributeic representation synchronicity input/outputFigure 16 Result of non-coherent receiver stainingFigure 17 IQ Downconverter (Tsimenidis, 2016)Figure 18 Sine and cos lettuce confuse graphsFigure 19 Index control flow (Tsimenidis, 2016)Figure 20 puree comparison (Tsimenidis, 2016)Figure 21 Down-conversion x3I vs. x3Q counter clockwiseFigure 22 Down-conversion x4I vs. x4Q counter clockwiseFigure 23 x6I vs. x6QFigure 24 Averaging approach to overcome the jitter (Tsimenidis, 2016)Figure 25 work out to solve the jitterFigure 26 dogma of the derived function detector (Tsimenidis, 2016)Figure 27 Constellation without Phase Offset (dI Vs dQ)Figure 28 Result of coherent receiver detection employ differential coherent demodulatorFigure 29 BPSK and DPSK BER comparison (Tsimenidis, 2016)Figure 30 Costas Loop algorithm (Tsimenidis, 2016)Figure 31 Costas loop yQ vs. yIFigure 32 Message moderateed using Costas loopFigure 33 BER comparison of different modulation schemes and techniques (Sklar, 1983)This suffer is strained on implementing and coupling several functional blocks that willing abandon us to detect, extract and decode a wireless centre that is being broadcasted in th e Merz laboratory of computers. In the pursual sections, we will find the death penaltys of coherent and non-coherent receivers.In the section 1 we define the basic background know takege that will be commonly used in the posterior digits of the report. We define the basic structure and features of the transmitter as well as the message format that the system is intended to detect. Finally, we define what is a coherent and a non-coherent system and provide a classification about the different techniques.In the section 2 we will analyse the non-coherent receiver writ of execution from the message acquisition, red ink to the filter section, signal leveling and refinement, using a DPSK demodulator to define the probable symbols represented, then establishing a synchronisation for the symbol and finally presenting the message obtained.The section 3 will focus in the realization of a coherent receiver, considering two possible variations on this type of implementation the first will be developed using a differential coherent demodulator, in this technique we will not recover the carrier signal. The second implementation of this receiver, will be done using a carrier recovery technique, which is in this case a Costas Loop Algorithm.Some common blocks be done in all the possible implementations that were carried out during this project the first is the receiver front-end which is the responsible to acquire and prepare the signal for the posterior molding. To recover the symbol synchronizing, we use a technique called early-late gate, this will let us know what is the or so convenient instant of the time to sample the signal. For the case of coherent signal, we must adapt this technique to apply it separately for the signal I (in-phase) and Q (quadrature).The section 4 contains analysis, conclusions and discussions of the results obtained during the realization of the phases.The persist sections of the report detail the references used for further expla nations and the different programs used for implementing each block.In each section, we include weensy further explanations that could be referred to understand the steps and details that have been done in the corresponding section.1. Background knowledge1.1. Aims and objectivesThe focus of this project is to demonstrate the implementation and the behaviour of entropy links using Radio Frequency as media and different techniques. Basically, we use two techniques coherent and non-coherent implementations. A further explanation of these techniques will be done in the following sections.A second implementation of a coherent receiver will be carried out by using a phase recovery technique with the Costas Loop and coupling the posterior phase to this block.The specifications of the system to be implemented could be defined as a set of blocks connected as followsFigure 1 System Specifications (Tsimenidis, 2016)Where the transmitter has been already implemented, therefore the work will b e carried out in the receiver algorithm to obtain the final data, which of course must be in a human readable format.We also must consider that the format of the message that is being broadcasted wirelessly in the Merz lab has the following formatFigure 2 Message format (Tsimenidis, 2016)1.2. Digital modulationThe digital modulation process refers to a technique in which the digital representation of the information is embedded in a signal, a carrier typically a sinusoidal signal, in such(prenominal) a way that this information will modify an established logical argument of the signal.We can define a sinusoidal carrier in a frequent way as a signal that will correspond to the equationWhere the information could be embedded in this will be called amplitude modulation, if the parameter this will be called frequency modulation and finally the phase modulation will be obtained if we embed the data in the expression.Regard to the symbol this is called the angulate frequency, it is m easured in radians per second, this is related to the frequency (f) expressed in Hertz by the expression.1.3. Coherent and non-coherent detectionConsidering the receiver side, we can classify the demodulation or detection based on the use of the carriers phase information in the process of information recovery. In the case that the receiver uses this information to detect the signals it will be called coherent detection, and non-coherent detection otherwise. This are also called synchronal and asynchronous detection, respectively.CoherentNon-CoherentPhase tack Keying (PSK)Diferential Phase Shift Keying (DPSK)Frecuency Shift Keying (FSK)Frecuency Shift Keying (FSK)Amplitude Shift Keying (ASK)Amplitude Shift Keying (ASK)Continuous Phase Modulation (CPM)Continuous Phase Modulation (CPM)Figure 3 Non-coherent receiver (Tsimenidis, 2016)Figure 4 Coherent receiver (Tsimenidis, 2016)2. Non-coherent receiver2.1. Receiver Front-EndThis segment of the non-coherent receiver will consist of th e first two blocks, which are common for both coherent and non-coherent implementations.Figure 5 Receiver Front-End (Tsimenidis, 2016)The first block is the responsible to take a sampled input expressed as bits, represent it as a float number and then renormalize it to a range +/- 1.0.The second stage applies a bandpass filter to the signal, this will attenuate the parasites components of frequency that could contaminate the signal that we received.Figure 6 Frequency response of a passband filter (Tsimenidis, 2016)To design the passband filter we must consider the following information let = 4800 Hz, data rate = 2400 bps and sampling frequency = 48000 Hz.These assumptions, led us to the following resultsLower passband cut-off frequency = = 3600 HzUpper passband cut-off frequency = + = 6000 HzLower stopband cut-off frequency = = 1200 HzUpper stopband cut-off frequency = + = 8400 HzThe implementation of the filter will be done using the sptool command of Matlab, using th e above defined values as parameters for the filter.The following figure sights the result obtained in the realization of the lab, considering the number of filter coefficients of 101.Figure 7 Band-pass filter responseFigure 8 Band-pass filter input/output2.2. DPSK demodulatorTo implement the non-coherent detection, we are going to use a DPSK demodulator, which was oldly categorized as a non-coherent technique.The DPSK demodulator will take advantage of two basic operation that go along on the transmitter the first is the differential encoding, and the second is the phase-shift keying. In the transmitter, the signal will be advanced in phase, with respect to the current signal, if the symbol to be sent is 0, and the phase will be preserved if the bit corresponds to 1. In the side of the receiver, we have memory that will be able to compare the phase of two successive bit intervals, i.e. it determines the relative difference in phase of these two, determining the correspondent sym bols without the need of having information about the phase of the signal in the transmitter.Figure 9 Implemented DPSK demodulator (Tsimenidis, 2016)The FIR matched filter block will correspond to a low-pass filter, this is required because the demodulation process, as it is a multiplication surrounded by two sinusoidal signals, will generate a low-band signal and a high-band signal, where the second one should be filtered.2.3. Symbol synchronisationThe symbol synchronisation, also called symbol timing, is a critical process that consists in the continuous estimation and update of information of the symbol related to its data transition epochs. This is a critical process that must be conducted to keep the communication accuracy in accep panel levels.Broadly speaking, the synchronization techniques could be classified in two groups open-loop and closed-loop. The chosen technique for this project corresponds to the Early-Late Symbol Synchronization which is a closed-loop type. The mo st popular technique is the closed-loop synchronization because Open-loop synchronizer has an unavoidable nonzero average tracking error (though small for tumid SNR, it cannot be made zero), a closed-loop symbol synchronizer circumvents this problem.(Nguyen Shwedyk, 2009)The corresponding results of the output of the demodulator are the following figures, these corresponds to the signals before and after the signal is filtered with the FIR low-pass filter.NotesThe trim down in blue corresponds to the signal containing the high-frequency parasite component, and the curve in red shows the result of filtering the high frequency component, i.e. this is the output signal of the filter.The symbol correspondence is symbol 0 for positive numbers, and symbol 1 for negative magnitudes.Figure 10 Low-pass filter input/output2.3.1. Early-late Symbol Synchronization (Reed, 2002)The algorithm Early-late used for synchronization is supported by the idea that the sample of a symbol must be taken in the time where the energy is maximum, this will warranty a minimum error probability.This algorithm exploits the symmetry of the signal, neglecting the distortion and noise. Considering the following figure, we can see that the optimal time to take the sample, identified as T, should be in the halfway between two points T0 + d and T0 d, if the power in the T0 + d and T0 d is, ideally, the same.Figure 11 Optima sample time diagramSuppose the following figure shows a symbol, we can notice that if we take an arbitrary sample, e.g. n=3 and depending on the thresholds, could be wrongly interpreted as 0, however the most permitd value is 1.Figure 12 Symbol with 40 samples (Tsimenidis, 2016)With a buffer size of 20 registers, we can notice that in the following figure the power levels of the signal for n=0 and n=19 are different, then we need to move the whole buffer one space to the right.Figure 13 Early-Late sample at an arbitrary point (Tsimenidis, 2016)If we continue with the ite ration and we follow the rules described in the flow diagram, we will converge in a finite number of iterations, where we can see that the result is located as expected, this could be seen in the following figure.Figure 14 Early-Late sample at the maximum point of power (Tsimenidis, 2016)The results of the application of this algorithm for our case are shown in the following figureNoteThe signal in red is the input of the early-late symbol synchronization block and the signal in blue is the value of Em that will finally determine the value that the symbol is representing, in each case.Figure 15 Early-Late symbol synchronization input/output2.4. Frame synchronisationAs was stated in the in the background section, the message frame will get under ones skin with the characters ++++ and the message has 72 bytes encoding the message using a ASCII characters. Therefore, this section will deal with two tasks (1) Detect the message preamble and (2) Decode byte per byte of the data containe d in the payload.After the preamble section, we will detect 576 bits, corresponding to the 72 bytes that correspond to the ASCII characters. These characters will be dumped into an executable file that will then show the message that has been detected and decoded.The specific implementation of the algorithm is attached in the appendix section of this report.2.5. Results and evaluationThe result of applying the steps described in the sections from 2.1 to 2.4, we obtain the message, getting the result showed in the next figureFigure 16 Result of non-coherent receiver detection3. Coherent receiverThe coherent receiver, also called synchronous receiver, implies certain degree of agreement or knowledge about parameters used in the transmitter side. For the case of the project, we have a signal of type DPSK, i.e. the code is contained in the variation of the phase of the signal.3.1. IQ Down-converterThe aim of this component is to decompose a complex signal in terms of its in-phase and qu adrature elements.To achieve this decomposition, we are going to perform the implementation using lookup-table oscillators, i.e. that for a given signal in-phase and quadrature components will be obtained by using the definitions given byFigure 17 IQ Downconverter (Tsimenidis, 2016)Upon these definitions, the components that we obtain could be represented in two separated graphs, each one of them representing a different component table.Figure 18 Sine and cosine table graphsAs for the index control of look-up table, we decide to use for loop to generate x2In and x2Qn, storing and transporting data to corresponding files as x2I.h and x2Q.h. These files will be used subsequent to perform the conversion of values.Figure 19 Index control flow (Tsimenidis, 2016)After understanding the principle, we defined all of variables and initialized them to zero inside the main, and select the appropriate value of some variables such as state_mf, coeffs_mf and N_mf.Same as the picture over, the or iginal data from bandpass output is also separated into two filters Matched Filter I and Matched Filter Q, and the coefficients of the filters are the same with the original one. The benefit of using the lookup-table oscillators (setting x2 into x2I and x2Q) is to decrease the time of simulation because of the lower required sampling rate. We can use via lookup table method to call them from x2I.h and x2Q.h, so that we can use it more efficiently in Matlab instead of shifting itself. And then, we multiplied x1 to x2In and x2Qn one by one by using another for loop and got x3I and x3Q.Besides,the code of matched filter had been given by tutors and got x4I and x4Q.x4I=fir(x3I,coeff_mf,state_mf_I,N_mf) //match filter I x4Q=fir(x3I,coeff_mf,state_mf_Q,N_mf) //match filter I Figure 20 Filter comparison (Tsimenidis, 2016)We monitored and recorded x3I and x3Q in PicoScope and print screen. The prosper of them spinning fixed at the origin point so three of these blows were selected to descr ibe this wave batter.Figure 21 Down-conversion x3I vs. x3Q counter clockwiseAfter this, we can visualize the outputs of each one of the filters, now we are going to bandage in the figure x4I and x4Q, obtainingFigure 22 Down-conversion x4I vs. x4Q counter clockwise3.2. Symbol synchronizationAfter IQ down-converter, the next stage is symbol synchronization. To achieve this, we create x5In and x5Qn and sent x4I, x4Q one sample at the time. The procedure that we should do in this section is similar to the one seen in the non-coherent detection, however we must consider two buffers instead of one, one for I and other for Q parts.The sum of the above established energies will correspond to the energy that can be seen as the total energy of the signal, which is similar to lab of the symbol synchronization for the non-coherent receiver.The corresponding calculations to obtain the signals after the symbol synchronization process are defined asThen, plotting the results obtained, we see the following figureFigure 23 x6I vs. x6QDue to synchronization problems, we threated the jitter that was causing these inconsistences using the averaging approach, as described in the followsFigure 24 Averaging approach to overcome the jitter (Tsimenidis, 2016)Figure 25 Code to solve the jitter3.3. Differential coherent demodulatorIn this section, we will implement a differential detector, also called a differential coherent demodulator.Figure 26 Principle of the differential detector (Tsimenidis, 2016)At first, we declare and initialize appropriately the required variables and define .In this differential detector, need to multiply ,1 symbol delay by .NN=1N=2N=3After this, we defined x6I_prev and x6Q_prev to deal with this problem and let x6I_prev and x6Q_prev denote the values of x6I and x6Q from the previous symbol. It is very important to initialize them to zero at the declaration because we know . (Tsimenidis, 2016)x6I_prev=x6Ix6Q_prev=x6QOn the same time,dI contains the first two terms which stand for the In-phase part and dQ which contains the last two terms which stand for the Quadrature part.Hard decision is then achieved by deciding whether the dI value is positive or negative, with a negative value indicating that a logic 1 was transmitted which might be used in the next step that is frame synchronization and message detection.Now we obtain the plot showi

Teaching language functions

Teaching run-in partingsIntroductionthither argon many contrary styles in our world that are different. And each linguistic process has its rule. Language persona is a part of the language. Also, each language has its occasion, which is employ to communicate. Moreover, language function makes us to communicate correctly. If we dont know about language function, the sentences that we verbalize to other people will not complete. Although they privy understand, exclusively it can change the implication. As we are instructors, we should be careful in learn the function of language because if we teach a wrong function, it authority that the students will receive a wrong language system, too. Therefore, the teachers should be careful about the usage of verbs or tenses, phrases, structures and vocabulary because these are the main factors that we can make our students to write or speak slope correctly. Nowadays, in that location are many ways to teach the students to learn language functions. Some students think that language functions are boring. Then, they dont want to learn. However, we should use the better teaching technique for our students.Parker (2009) suggests that function is what the language used in language learning such as requesting, apologizing, fellowshiping etceteraIn my view, I think that the function of the language is something to control the meaning or expression of the communication.The language functions.When we talk about language functions, we are talking about the reason we use a language. Basically, the function of language is used for communication we use the language to slacken off and receive messages between ourselves. We can break this down into language functions. When we communicate with language, we can correspond and ContrastMake a complaintExpress love or angerPersuade someoneGive adviceAsk for somethingAsk for something politely report the truth (lie)WarmGive informationExplain a processApportion blameAvoid saying anything and so on.Each language function can be associated with accredited grammatical forms. For role model, we often use modal verbs in a polite situation,Might I borrow your pen? differentiate this to when the language function is one of demandingGive me your penAlthough each language function deals with one main communicative destiny, it can cover different situations.For example, ask for information directions can be used not only in the context of tourists finding their way round town, only when also with new employees who need to find their bearings in a large firm. The same goes for Instructing others. Here the relevant language will be about giving orders, making strong suggestions etc. these can be used at work and also outside work at a hotel, when hiring a car, ordering a meal, etc.There are 3 types of the language function such asFirst of all, informative languages function essentially, the communication of information. They areThe informative function af firms or denies propositions, as in science or the statement of a fact.This function is used to describe the word or reason about it.These sentences have a truth value. The sentences are either true or false.Secondly, expressive languages function reports feelings or attitudes of the writer or speaker, or of the subject.For examplesPoetry and literature are among the best examples, but much of, perhaps most of, ordinary language discourse is the expression of emotions, feelings or attitudes.Two main aspects of this function are generally noted evoking, certain feelings and expressing feelings.The last one, directive languages function language used for the aspiration of causing overt action.The directive function is most commonly found in commands and requests. directive language is not normally considered true or false.Example of this function Close the windows. The sentence Youre smoking in a nonsmoking area, although declarative, can be used to mean Do not smoke in this area.How to teach language functions.The teacher should understand with the function of language clearly. In teaching, the teacher must give the students an example in each function. Moreover, the teacher may give them a situation that they can express the language function. For example a student is at the restaurant, she wants to order something for her lunch. What will she say to a waiter? This is an example that the teacher may give to their students to think what the girl will say in order to order something. Therefore ordering food is a function language.Parker (2009) explains that introducing students to the function of language, the teacher can give them to perform tasks or talk about the past, present, or future. Although, the beginner level can learn how to greet people. The important thing to remember when teaching function language, the teacher shouldRemember that the function does not count in isolation. A request, or incitation, needs a reply. So, to give the students for a tas k, the teacher should teach in appropriate pairs.Intonation is very important in speaking English when the function of language is presented. The tone in speaking and emphasis is just as important as the particular choice of words. For example, Could I have your attention, please? It is used when we speak in class, even though it is spoken as a request, is a demand. Could I have the spaghetti? Which is spoken in a restaurant, would be a polite request.Remember the aspect of appropriacy. It is very important that the students must be careful of different situations which either for called formal English or allowed for a less formal option. In a restaurant, Can I have the spaghetti? It is less polite than Could I have the spaghetti, please?Moreover, he says that one function can have many different language functions. Here are the examples of different functionsIf you say anything, I will tell your parents. (Function-Threat/Warning) misfortune do the hovering, if you do the washing u p. (Function-Negotiation)Ill go to the shops for you. (Function-Offer)And one function can be expressed using several different language structures. For exampleIf I were you, Id .. (2nd conditional)Why dont you (Present tense question negative)You should / ought . (Modal/auxiliary verb)In addition, to teach a language function, the teacher may give the students some tasks or talk with them about the situations. The teacher should allow the students to study in the role play. In each situation, the students ought to tell the functions of language. To do like this will help the teacher knows the students dexterity in using language function.Examples of language function.There is an example of teaching language function for students that I have planned to teach about these topics. In each topic, I write the functions of language that they will learn.Topics FunctionsThere are example situations to use language function at various places.Introductions and commands.VocabularyIm I am Its It isLets Let usDont Do notThe examples tasks.Whats the real meaning?The talks below shows the different exchange between the student and teacher.Ann I can hear the phone.capital of Minnesota Im watching TV.Student Why does Paul say Im watching TV?Teacher Because hes is doing it now- at the moment of speaking.Student But jakes is there he can see that Ann is having her lunch.Teacher Exactly. Its happening now.Student But why?The feedbackThe teacher does not focus on the functional meaning of Pauls utterance. In this context, Paul is making an excuse Im not going to answer the phone because Im having my lunch. It is only focused on the grammatical meaning of the structure Paul uses, does not to make this clear.Key SkillUnderstanding the underlying social meaning of certain utterances is at the heart of functional language. We often use language because we want to perform some kind of communicative act like making a request or offering advice. The expressions that we use to achieve this are known as functional exponents.ResearchAccording to Saichon Deeprasit, research on compend of Language Functions of Authentic Materials Based on Communicative Language Teaching. The purpose of this research was to analyze the language functions of authentic materials which had not been develop for educational purpose. Authentic materials were firstly analyzed into themes, topics and sub topics. Then their language functions were analyzed and developed six lesson plans for high school students. She used 70 authentic materials which were analyzed within 12 themes and the language functions were analyzed following 6 language function groups and 6 lesson plans were developed according to the highest frequency of occurrences found in each language function group. The language functions of imparting and seeking factual information account including describing and narrating were the highest frequency of occurrences (84.29)From the research, it was found that in teaching language function, the students need to report, describe and narrate.It is a secondary research because the researcher has study from the language functions of authentic materials. (Saichon compendium of Language Functions of Authentic Materials Based on Communicative Language Teaching)ConclusionFrom this research I think that it is very important for the teacher in teaching language function because it is based on communication. Most of the students do not understand with the function of language. Sometime, the students dont know when they are used in the situation and how they should dialogue with a receiver.In my research, there are about the meaning of language functions, how to teach language functions and the examples of language functions.I am teaching grade 11 and the English textbook consists of 8 language functions, Introducing people, Giving an opinion, Giving directions, Making arrangements, Making a phone call, In a caf, Buying a take up ticket, and Giving advice. My students can communicate in English from these various situations both inside and outside classroom. They know not only what functions they can use with those situations, but also the language culture. For example, they can tell the tourist the way to Nong Prajak Park, or they can introduce their new friends to a foreign teacher. They also understand the appropriateness in using the language in formal or informal way. To illustrate, they said, May I come in, please? to get a permission from the teacher to enter the class whereas they said, Can I use your pen? to their friends. Besides, they can use the certain vocabulary according to the situations. They use the word, pay attention which means to be interested in. On the contrary, pay a lot of money which means to spend money.Through my learning experience with Ajarn Steve Graham, language functions have benefited me in various ways. First of all, I can communicate in various situations by using the knowledge from the classroom to apply using them in reality. Moreover, on reading skill, I can cope with skimming, scanning, or even speed reading. In addition, on writing skill, I can express my ideas, agree or disagree from the articles both in the textbook and the one on his website, Harmony at all cost? Secondly, the comic section interests me in choosing the characters and making the dialogue which I think I wont have a chance to create this language function by myself. Most importantly, I have a good opportunity to express my opinion and discuss the interesting topics such as the educational system in Thailand and I can produce the tooshie language from reading and writing skills through speaking skill.Language function is one of the major factors that ESL students need to learn. The potential communication has been created from the classroom first and the most success will consequently happen in the real world.ReferencesAlison Parker (2009). Why teach functions?. Retrieved December 26,2009, from http//www .teflengland.co.uk/blog.asp?blogid=26Retrieved December 25, 2009 from http//schoolofTESL.comhttp//wiki.answers.com/Q/What_are_the_functions_of_the_Engish_languageH.G.Widdowson(1978). Teaching language as communication. Oxpford University press.Saichon Deeprasit. Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. Chiang Mai University.

THE LIFE OF SOJOURNER TRUTH Essay -- essays research papers fc

The Life of Sojourner Truth     I.     Early LifeA.     Born a slave in 17971.     Isabella vanguard Wagner, in upstate New York2.     She married an older slave and started a family.B.     Sojourner Truth the most famous black female orators1.     She lectured throughout Northeast and midwestern United States on womens rights, religion and prison reform.2.     "Aint I a Women" speech May 29, 1851II.     Moving to start a new life.A.     The Civil War1.     She nursed soldiers, lay in food and clothing for black volunteer regiments2.     The second edition of Truths NarrativeB.     Sojourner Truth in her 60s1.     Displayed the energy and determination that was inherent in her character.2. &nbs p   Saying wrangle of encouragement to black troops stationed in Detroit.III.     Meeting Lincoln October 29, 1864A.     National Freedmans Relief Association1.     Appointed her to work as a counselor to freed slaves in Virginia.2.     Filed suits to affirm that black people had legal rights.B.     Sojourners journey in the 1870s1.     Her visit with President Grant and the U.S. Senate in 18702.     Advocating hanging as punishment for murder.     Heather Hawthorne storey 377Dr. SchmiderOctober 1,2003The Life of Sojourner Truth                    Sojourner Truth wasnt just a heroine to blacks, slaves, and women. She was also an abolitionist and a champion of womens rights speaking throughout the country. She acted on her unfluctuatin g feelings about life and the way it should be. But, in my hometown of Battle Creek, Michigan where Sojourner Truth spent her last years, she is known for her powerful speeches that traveled the nation advocating for the fair interposition of freed slaves.Sojourn... ...famous Mob Convention in New York City in September, 1853, Sojourner Truth closed a lecture on womens rights by warning those be that she would be watching things and every once in a while I will come out and tell you what time it is. For more than 4 decades, Sojourner Truth made good of her promise.     Works Cited Patten, Neil A, The Nineteenth Century Black Women as Social Reformer The New Speeches of Sojourner Truth, Negro History Bulletin, 491 (1986, Jan/Mar) Association for the study of African-American Life and History "Sojourner Truth." Encyclopedia of World Biography, 2nd ed. 17 Vols., Gale Research, 1998. Reproduced in Biography Resource Center. Farmington Hills, Mich. The Gal e Group. 2003. http//www.galenet.com/servlet/BioRC "Sojourner Truth." Feminist Writers. St. James Press, 1996. Reproduced in Biography Resource Center. Farmington Hills, Mich. The Gale Group. 2003. http//www.galenet.com/servlet/BioRC "Sojourner Truth." Historic World Leaders Gale Research, 1994. Reproduced in Biography Resource Center. Farmington Hills, Mich. The Gale Group. 2003. http//www.galenet.com/servlet/BioRC

Double Standard for Women of Homers Odyssey Essay -- Homer Odyssey wo

Double Standard for Women of the Odyssey Odysseus plans to tiptoe back into his hall through various schemes, one of which is to become beneficial and cordial to the maidservants. With this motivation, he offers to guard the hearth so that the fire wont dwindle, but the response he receives is more than unwelcoming. Melantho, a beneficiary of Penelope, spurns him saying You must be crazy, punch drunk, you old goat. Instead of going out to find a smithyor a tavern benchyou stay place your oar in, amid all our men. Numbskull non to be scared The wine you drank has clogged your brain, or are you always this way, boasting like a fool? Or swallow you lost your mind because you beat that tramp, that Iros? Look out, or someone better may get up and give you a good knocking nigh the ears to send you out all bloody. (18.405-15). Unexpectedly and unconventional for his character, Odysseus says One minute let me tell Telemakhos how you talk in hall, you slut hell cut your mu nition and legs off (18.416-20). This hard shot took the womens breath away and drove them quaking to their rooms, as though knives were behind they felt he spoke the truth (18.421-23). From the lieu of Melantho, her reason to believe the hungry bellied pariah, Odysseus, seems unclear. There seems to be a lapse in her reasoning. Since the old beggars arrival at Odysseus estate, Telemakhosnot ever publicly acknowledging the hunched-over mans entryappears to wholly neglect him. Intimidated by the suitors death threats and revealing Odysseus identity, the only way out for Telemakhos, ... ... Athens, 5-16. Diana Buitron-Oliver and Beth Cohen, Between Skylla and Penelope feminine Characters of the Odyssey in Archaic and Classical Greek Art, pp. 29-58. Female Representations and Interpreting the Odyssey, by Seth Schein, pp. 17-27. Griffin, Jasper. Homer on Life and Death, 1980, Clarendon Press. Richard Brilliant, Kirkes Men Swine and Sweethearts, pp. 165-73. Helene Foley, Penelope as moral Agent, in Beth Cohen, ed., The Distaff Side (Oxford 1995), pp. 93-115. The Odyssey, History, and Women, by A. J. Graham, pp. 3-16 Lillian Doherty, Siren Songs Gender, Audiences, and Narrators in the Odyssey (Ann Arbor 1995), esp. chapter 1. Marilyn Arthur Katz, Penelopes Renown Meaning and Indeterminacy in the Odyssey (Princeton 1991). Nancy Felson-Rubin, Regarding Penelope From Courtship to Poetics (Princeton 1994).

Essay --

The Judges Wife a short report written by Isabel Allende presents many of the necessary techniques required to write an effective short story. Alledendes keen use of setting, calibre development, and point of view dramatically affect the focusing the reader perceives the story during crucial turning points throughout the story. Alledende uses these devices to make the theme of fate being inescapable, no matter how hard on tries to avoid it. setting, character development, and point of view play a vital role within the story and without them it would be impossible to fully understand the story.In The Judges Wife Nicolas Vidal is the main character. He was born a fatherless to a prostitute and was foretold at birth that he would lose his head to a woman. Keeping this in mind, he hardened his heart to allow no woman to come close to him emotionally. As Vindal grew up he became an outlaw and leader of a gang. On the marry day of Judge Hidalgo, Vidal looks down on the judges bride, C asilda, and is not impressed. Vidals gang have been plaguing the judges jurisdiction as well as surrounding areas despite the numerous attempts to stop Vindal. To solve this problem judge Hidalgo set a trap by caging Vidals mother in the town agora surrounded by guards. The judge believes that Vidal will come to rescue his mother, but after three days it is clear that he is not going to decide for the judges trap. Vidals mother hangs herself out of embarrassment that her son did not come to save her. As a result, Vidal hunts down Hidalgo. During Hidalgos escape he suffers a heart bang loses control of his car and dies. Only his wife and kids survive. Casilda hides her children in the nearby caves for safety as she awaits Vidals gang, with the i... ... also allows for deeper plot development with the characters back stories and ties two seemingly uncorrelated events into one flowing story removing the need to use in medias res. The shared point of view is extreamly important in connecting the story with the theme and allows for the reader to deplumate up on the foreshadowing and irony present throughout the story. The Judges Wife is not a long story, but in those a couple of(prenominal) pages Allende creates a piece readers can understand to the point of empathy. Throughout the piece the use of theme, setting and character development make this story effective in developing a deep story in a small amount of time. Allende does an excellent job of writing a short story. Even though the story lacks symbolism it makes up for that lacking by making effective use of setting to really pull the story together and develop the story completely.

Snowdrops - Exploring Snowdrops :: English Literature

Snowdrops - Exploring Snowdrops - Consider the structure and language - What does the writer want to achieve - Your personal views argon essential.Snowdrops----------- undertaking -Explore Snowdrops.Targets -1) Consider the structure and language.2) What does the writer want to achieve.3) Your personal views are essential.Snowdrops is a story based on child exchangeable wonder, emotion anddiscovery. afterward reading the story many times in depth I havediscovered that there is a lot more to the story than there aperiesfor example contrasts and comparison in the short story that liven itup quite significantly, like use of colours, temperature,descriptions, textures and creative writing are either utilise to create acertain atmosphere.What is the story round? If you were to read the story once you wouldprobably say it was about a schoolteacher that all the children likeand she was seeing a man who died. But if you look closely at thestructure of the story then you will see there is more than that, itis about a child who cant wait to see the snowdrops in the schoolgarden and when he finally sees then he sees they are not all thatamazing, which is true to life in many respects because nothingappears to be a good as it is made out to be.Descriptive writing is peerless of the strongest things in this piece itis used to draw the reader into the same state of mind of the writer.Today Miss Webster is going to show them the snowdrops growing in thelittle terce cornered garden outside the school-keepers house, thisis a great sentence because the writer could have just said littlegarden but to add affect she said deuce-ace cornered, this creates amagical place in out heads and helps us to imagine the garden. Gerard was consume a bowl of porridge, and what he did was this. Hewould make a crater in the porridge with his spoon, and then he wouldwatch the milk run in and fill the hole up. Then he would dip hisspoon in it and discombobulate it. Does this create a ma rvellous picture inyour head? Because it does in mine as I have done this myself when Ihave been eating my breakfast. This is a prime example of child likewonder as he is so amused and excited with his new discovery, when youare younger you are fascinated with the smallest things like theporridge and the snowdrops.Contrasts are occurring all the time in Snowdrops for example redsand oranges are used to create that affect of heat and well being and

investigation into jazz :: essays research papers

Written investigation into the contexts and musical influences on the jazz style.Summary of HND seminar on History of Jazz. On the 10th March, we were given a seminar by the HND students on The Development of Jazz Music and Dance. My aim in this written investigation is to sum up the information given to me.Development through African musicThe earliest form of Jazz, began in African music. While most West African stopping point was erased when people were transported into slavery, some core possession and spirit based beliefs remained. People began to develop rhythms by using polyrhythmic drums, dance and clapping. This was carried from the work place to the Christian church building House. Church began to become more of a music lesson, than a spiritual, calm place to pray. This was the earliest sign of Gospel churches. The rhythms developed here became known by Western listeners as syncopation.Development of the Blues.Blues lyrics are simple rhyming couplets. The first line is re peated followed by a second to complete the common chord lines of poetry. The story is always about a subject upon which the performer has strong feelings. This is the example we were givenwhile youre livin in your mansion You dont know what hard times meanwhile youre livin in your mansion you dont know what hard times mean misfortunate workin mans wife is stravin your wife is livin is like a queen. We were also given another example which was Natural Blues by Moby.Merging of cultures.By the end of the civil was in 1865, the abolition of slavery meant that many black musicians earned their living by playing music. The musicians would play European tunes adding their own rhythms and melodies. Tunes were consequently jazzed or ragged. The merging of black and white music traditions began the birth of jazz.New Orleans is considered to be the birth place of jazz. The French section of the metropolis housed black creoles originally from the West Indies, were influenced by the Europe an rule. The black creoles were trained in European music and often played in chamber ensembles and so on. The American part of the city housed newly freed American Blacks who were greatly disadvantaged and generally uneducated. To occupy themselves they would play the music of gospel, blues and worked on songs played passed on by ear. A new racial segregation law introduced in 1894, forced Creoles and American Blacks to live together in one section of the city.