Examples Of Essay Papers

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Examples Of Essay Papers Examples Of Essay Papers
 Fiber And The Home And Fiber
[1]T. Koonen, Fiber to the home/fiber to the premises: What, where, and when, in Proc.
IEEE, vol. 94, no. 5, pp. 911 934, May 2006.
[2]C. H. Lee, W. V. Sorin, and B. Y. Kim, Fiber to the home using a PON infrastructure,
J. Lightw. Technol., vol. 24, no. 12, pp. 4568 4583, Dec. 2006.
[3]M. Abrams, P. C. Becker, Y. Fujimoto, V. O Byrne, and D. Piehler, FTTP
deployments in the United States and Japan Equipment choices and service provider
imperatives, J. Lightw. Technol., vol. 23, no. 1, pp. 236 246, Jan. 2005.
[4]R. E. Wagner, R. W. J. R. Igel, M. D. Vaughn, A. B. Ruffin, and S. Bickham, Fiber
based broadband access deployment in the United States, J. Lightw. Technol., vol. 24,
no. 12, pp. 4526 4540, Dec. 2006.
[5]J. D. Angelopoulos, H. C. Leligou, T. Argyriou, S. Zontos, E. Ringoot, and T. V.
Caenegem, Efficient transport of packets with QoS in an FSAN aligned GPON, IEEE
Commun. Mag., vol. 42, no. 2, pp. 92 98, Feb. 2004.
[6]Ethernet in the First Mile, IEEE Standard 802.3ah, 2004.
[7]Gigabit Capable Passive Optical Networks: Physical Media Dependent Layer
Specification, ITU T Standard G.984.2, 2003.
[8]Y. H. Oh, S. G. Lee, Q. Le, H. Y. Kang, and T. W. Yoo, A CMOS burst mode optical
transmitter for 1.25 Gb/s ethernet PON applications, IEEE Trans. Circuits Syst. II, Exp.
Briefs, vol. 52, no. 11, pp. 780 783, Nov. 2005.
[9]C. Su, L. K. Chen, and K. W. Cheung, Theory of burst mode receiver and its
applications in optical multiaccess networks, J.
 Gender Roles And Norms Of The Movie Bros Before Hos,
The...
Whether we recognize it or not, our everyday actions and ideas are directed by the
normal actions of our gender. Although the last century has been the most revolutionary
in terms of gender rights, gender norms and roles still continue to push back and
damage every aspect of society. Both Michael Kimmel, author of the story Bros Before
Hos, The Guy Code and Junot Díaz, author of the essay How To Date A Browngirl,
Blackgirl, Whitegirl, or Halfie illustrate that genderroles and norms are incredibly
detrimental to everyone in society. As a result, both texts implicitly explore how gender
roles damage everyone regardless of gender as well as every aspect of society, result in
separation rather than unification, and actively change our... Show more content on
Helpwriting.net ...
Our idea of gender norms shape not only how we act around others, but how we treat
others as well. Diaz utilizes the narrator s point of view and imagery to demonstrate
how gender norms let us quickly judge others, often not for the best. He states, A local
girl will have hips and a nice ass but won t be quick about letting you touch her. She
has to live in the same neighborhood as you do. She might just chill with you and then
go home. She might kiss you and then leave. Or she might, if she s reckless, give it
up, but that s rare. Kissing will suffice. A white girl might give it up right then. Don t
stop her. She ll take her gum out of her mouth, stick it to the plastic sofa covers, and
then move close to you. You have nice eyes, she might say (Diaz 650). Diaz describes
what his character believes is the norm for the girls he is attempting to have sex with.
Rather than actually get to know a girl and have a relationship, the author chases after the
norm of flirting around and as a result ends up objectifying the very women he is trying
to impress. As demonstrated in the text, masculinity and being the man are the most
important ideas in the minds of some men and as such, cause men to not only disregard
their own feelings and ideas, but to also ignore and condemn the individuality of others.
By putting these expectations and limitations on both women and men, we
 Identity Essay
Identity Most people, unless they choose to be an outsider, want to be considered cool.
Whether it s to fit in with a peer group, or clique, or to impress someone in particular,
like a member of the opposite sex, or a potential mate. Or possibly to gain something
from an individual for financial or social gain (see Scamming ). What are the limits of
how far you would go to be considered cool? For example, do your beliefs or your
religion hold you back or have an effect on the level of coolness you want to achieve? Do
you draw the line at wearing T shirts with logos? Maybe you would wear blue jeans that
are Bedazzled , but not jeans that are pre bleached in areas? How about shoes with
tassels or curled up toes? Can you be... Show more content on Helpwriting.net ...
Oh, yeah, slang and vulgarity are often used to make a statement or description a little
more colorful. I don t ever hear you re an anal orifice , or eat feces and die , or
fornicate yourself , or excrete and fall back in it , although I find them colorful. I do,
though, draw the line at maternal fornication (or paternal for that matter), but it s to
my understanding that there are some southern states where it s distasteful to breed
outside of your family. If you re a polygamist, this would still give you lots of options,
eh? I wonder if polygamy is cool? Maybe if you re a Mormon or something. Who s to say
what s cool, and what s not? I guess it goes back to who you are trying to impress!
What s cool to a Mormon may not be considered cool by a cannibal, and vice versa.
And what kind of fashion accessories would be considered cool at a nudist camp?
Maybe body piercings? (Ouch, that s just wrong!) Whatever floats yer boat! I don t
think I d put a lot of effort there. So cliques and peer groups are the main reasons
people to want to be cool. I know, because I just said so. And that s the same
psychology the media uses to sell people on what s cool . There are a lot of celebrity
news programs and the E channel, telling the viewers Who s hot and who s not or what
kind of clothes are trendy, or Jennifer Aniston s hair is the bomb, or Angelina Jolie has
great lips, etc. I think it s a good thing we have Joan Rivers and Kathy Griffin to put their
 The Common of Ellison s Battle Royal and Hemingway s...
The authors have created these characters in the short stories to undergo changes, which
help make it through tough events. The character development in the stories is important
because it shows the changes and events that help shape and create the main characters of
the story. Both authors shape the characters through contrasting events, making the
characters change from a static to a dynamic characterby the end of the story. The authors
tie in both the past with the present to create a twist on the future of the main characters.
Soldier s Home, by Ernest Hemingway, and Battle Royal, by Ralph Ellison, are both short
fictional stories sharing a common literary characteristic of character development,
influenced by the other... Show more content on Helpwriting.net ...
This character looks to others for answers and reactions which he expects to hear and
recognize when telling his stories because he is a veteran. Much like the character from
Ellison s Battle Royal, Krebs is introduced by the author as having expectations of others
interest and perceptions on himself, as well as his war stories.
Although the main characters in each of the stories are influenced by contrasting
characters and events, both stories share a focus on the character development by these
influences. These particular influences change the character from what is defined as
static, to a dynamic character. Ellison creates an influence by the words of a supporting
character on the main character, which haunt the character throughout the story. The
grandfather s last words were used as a symbol that puzzled the family, so it would be up
to the boy to interpret what it had meant. At first the character felt anxiety and confusion
from these words, but carried them with him throughout the story. According to Ellison,
It had a tremendous effect upon me, however. I could never be sure of what it meant.
Grandfather had been a quiet old man who never made any trouble, yet on his
deathbed he had called himself a traitor and a spy, and he had spoken of his meekness
and dangerous activity. It became a constant puzzle which lay unanswered in the back of
my mind. (Page 181, Paragraph 3, ll 5 10)
The character is discussing the effect that his grandfather s last
 Risk Assesment for Unit 3 Health and Social Care P3
GENERIC RISK ASSESSMENTS CONTENTS PAGE 1.All educational visits 2.Travel
on educational visits 3.Residential visit accommodation 4.Use of tour operator or
provider of activities 5.Ski trip 6.School exchange visit with a school abroad 7.Walks in
normal country 8.Walks in remote terrain 9.Indirectly supervised walks (Duke of
Edinburgh expeditions and similar) 10.River walks, gorge or stream scramble as an
adventure activity 11.Field study by or in water 12.Rock climbing 13.Swimming during
educational visits 14.Visits to coastal locations 15.Visits to farms 16.Cycling 17.Standing
camps 18.Lightweight camping (Duke of Edinburgh expeditions and similar)
19.Canoeing/kayaking Assessments completed... Show more content on Helpwriting.net
...
| Injury, death, separated from group.| Pupils, staff.| * Coach from a reputable supplier.
DCC approved supplier * Coaches have seat belts that staff ensure a re used. * Buses
without seatbelts are avoided if possible and never used on high speed roads. *
Sufficient supervision * Suitable embarkation points used (for example, coach park,
onto wide pavement). * Close supervision and head counts during any breaks in
journey and getting on and off coach.| Contact DCC passenger transport dept.| Low|
Use of private vehicles.| Injury, death.| Pupils, staff.| * All use in compliance with
DCC driving at work policy * Seatbelts worn at all times. * Specific permission
obtained from parents.| Refer to driving at work policy| Low| Minibus travel.| Injury,
death, separated from group.| Pupils and staff.| * All use in compliance with DCC
Notes and Guidance on the Use of Minibuses and legal requirements * Care always
taken in parking in suitable place for disembarkation. * Close supervision and head
counts during any breaks in journey and getting in and out of bus.| | Low| Service
station and other breaks in journey| Injury, death, left behind/ separated from group.|
Pupils| * Brief pupils on: * purpose and timings of stop. * how and where to contact
staff. * Remain in pairs or threes (buddy system each responsible for named other)