A Paragraph Biography Essay Sample on JRR Tolkien

A Paragraph Biography Essay Sample on JRR TolkienA paragraph biography essay sample on JRR Tolkien can be a quick and easy way to add some special attention to your essay. The first paragraph of the example is the most important of all, as it will not only be one of the most read paragraphs in the entire essay, but will also give you a perfect opening to your article.I have decided to give you a little background on the subject in order to introduce you to a particular paragraph biography essay sample on JRR Tolkien. His writings are not only the subjects of scholarly interest, but are also the subjects of great interest to the hobbyist writer. Because of this interest, many of the passages in his works have been adapted into fantastic stories for the enjoyment of the reader. This practice has lead to a large number of materials which are now known as 'tolkien fanfic'.This fanfic usually features a certain passage from JRR Tolkien's writings, in particular his story The Hobbit, but i t can be any of the more than fifty letters from Tolkien. For this reason, the majority of fanfic in print consists of numerous paragraphs that revolve around one or a few specific passages of the Lord of the Rings.Fanfic is often found in the form of an essay and is often written in response to the following pattern: 'I was reading that (insert passage) chapter and I think I just might have to write a fanfic.' In other words, the fanfic is written because the author has enjoyed a particular passage, and therefore wants to express that enjoyment in the form of a brief 'fanfic' story. This style of writing is commonly referred to as 'linking a piece of literature with its corresponding story'.A paragraph biography essay sample on JRR Tolkien can be a very good resource for students who wish to write their own JRR Tolkien fanfic. A great portion of the fabric can be copied from this essay without much effort or concern for accuracy. The benefit is that this sample can serve as a good reference point for the students who wish to write their own fanfic.Unfortunately, there is not really a JRR Tolkien fanfic sample available for free. Fortunately, it is not difficult to find these essays for very low prices on the internet. This is a tremendous advantage, as the student can then choose a price that works best for their budget.A paragraph biography essay sample on JRR Tolkien can also be used in creative ways to help students write their own JRR Tolkien fanfic. If the student includes this information in their own essay, they may discover that they can use it to complete a character biography, and that there are many interesting characters that would be more easily added to the author's story.Finally, the passage from Tolkien fanfic can also be used to help teach the reader a bit of research skills. While the writers of these stories may appear to have knowledge about the works of JRR Tolkien, the true knowledge is only on the tip of the reader's tongue.

To Autumn free essay sample

„To Autumnâ€Å", the speaker experiences the beauty of autumn in its fullest way. What makes this ode so profound is the use of certain words which create a unique atmosphere and of course the clear structure which makes it easy to understand. The poem is an ode that contains three stanzas, each stanza has got eleven lines. Obviously, there is a change of pattern which makes this odes even more interesting. The rhyme scheme of the first stanza is: ABABCDEDCCE while the rhyme scheme of the last two stanzas is: ABABCDECDDE. As one can see, Keats creates the first four lines of each stanza equally. After that, he changes the scheme. Furthermore in line 15, third stanza, the word â€Å"wind† has to be pronounced differently so that it rhymes with the word â€Å"find† two lines earlier. All these little disharmonies create a certain atmosphere through the poem. In the beginning the speaker describes autumn as the â€Å"season of mists† which slowly builds up the melancholic atmosphere. We will write a custom essay sample on To Autumn or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This atmosphere continues through the whole ode. One can’t read this ode without creating certain images. For example, there’s the wonderful sun of autumn which helps the flowers to grow again so that the bees can continue their work (â€Å"And still more, later flowers for the bees†). By that Keats expresses the importance of autumn for the whole nature and the process of certain goods. So the speaker clearly glorifies autumn. In the second stanza it becomes even clearer. In the second stanza the speaker describes autumn as a goddess (â€Å"Thy hair soft-lifted by the winnowing wind† l. 15) who came to the land to guard the processes on earth. Again, because the speaker personalises autumn, there’s a certain magic which makes this ode so powerful and yet so melancholic. It seems as if the time stands still while the speaker tells us about the beauty of the goddess autumn. This shows the authors passion and intelligence to use exactly the right words so that he creates this unique atmosphere. Why does he describe autumn as a goddess and not as a mighty god? Maybe he wants to show the fragility of this beautiful season which is so underrated by many people. By describing autumn as a female god, the speaker underlines the aspect of romanticism and beauty. Even if autumn is not really interacting, the speaker can obviously feel the season’s power and aura so that he’s able to describe the â€Å"goddess autumn†. Autumn only watches over everything without interaction (â€Å"Thou watches the last oozings hours by hours† l. 22). In the third stanza, the speaker even raises the importance and strength of autumn. At the beginning of the third stanza, the speaker says that we can easily forget the sound of spring because autumn creates its own music. In this stanza, an important signification occurs: The nightingale and the swallows. The redbreast whistles from a garden-croft; And gathering swallows twitter in the sky. Again, Keats uses the nightingale as in his other ode, â€Å"Ode to a Nightingale†, to create a certain mood. The nightingale and the swallows who gather and disappear in the sky can be seen as a metaphor of humanity. Again, Keats discusses the themes of mortality, change and temporality. Even the themes of mythology and normal life appear by understanding the swallows as a metaphor of humanity. While nature and its beauty will always be there and will always have great power, the human being is not immortal and thus humanity will disappear one day. By describing autumn as a goddess, Keats even reinforces the idea of an immortal nature. A goddess clearly can’t die and therefore autumn will always be there. Plus, autumn is describes as a source of creativity; when autumn’s over, the whole scenery is going to change. The flowers won’t flourish anymore, the trees will lose their leaves and thereby their colour. Maybe we can even see the gathering of the swallows as a fear. Humanity fears nature with all its might and strength. To pick up the aspect of change and temporality, the swallows can also be seen as a symbol of change and disappearance. That means, autumn will be gone pretty soon and winter’s coming. Plus, the speakers describes a day that is dying and ending. (â€Å"While barred clouds bloom the soft-dying day† l. 25). As we can see, the ode really leaves much space for interpretations. Plus, this line is the most impressive of the whole ode. It leaves us nearly speechless but meditative. Will everything be gone one day and what if we won’t leave any traces behind? On the other hand, it even creates to me personally an image of helplessness because we can’t do nothing against the process of nature. We can’t stop the sun from going down or autumn from changing into winter. That reveals to me the vacuity of humanity compared to the whole universe and nature aspect. It is pretty impressive that Keats creates so many different emotions and thoughts by writing one ode. Even in one line he puts so many expressions and feelings that one could easily discuss the meaning of a certain word for a long term. Obviously, the speaker tries to create a certain atmosphere and a certain image of autumn which he again (like in â€Å"Ode to a nightingale†), puts indirectly in contrast with the mortality of humanity. Thus, he produces this strong melancholic feeling which leaves us contemplative.

Plastics essays

Plastics essays In this laboratory there will be a few things tested, and experimentally concluded. There will be a determination of the process window for a specific material/mold/machine combination from data collected from flow simulation software. The material that was used was a Bayer USA ABS. Also, to determine the process window using, mold-area and in-mold rheology diagrams. In test one, the part that was tested using the flow simulation software was drawn in solidworks, and there was a brief overview of moldflow. Test two involved the solidworks part being imported into mold flow and 25 analyses run. The Molding Area Diagram showed that the machine being used would be able to mold all of the parts, achieving the proper temperatures and pressures. Inside the mold area diagram is the optimum processing conditions. All of the points on the graph were feasible on the machine that was being used. The second diagram was the in-mold Rheology diagram which allows one to gauge where the viscosity was the most stable. With this graph, one is able to determine the optimum operating temperature, injection velocity, and melt viscosity. This experiment involved the use of both solidworks and moldflow. Solidworks was used to make the part that was going to be tested. Using line drawings solidworks was able to render a 3-D part. Figure one has a dimensioned drawing of the part including the runner and sprue. Figure One: Dimensioned Part for moldflow. Moldflow version 4.0 was used to run melt flow tests, on the filling portion of the injection process. There were two parameters adjusted, the melt temperature and the injection velocity. At each of the temperatures 200, 210, 220, 230, and 240C five different injection velocities were tested ranging from 1.27 to 6.35 cm/s. At each of the twenty-five tests several parameters were measured including: crossover pressure, location and value of m ...

Building a House Utilizing Traditional Brick and Block Construction Coursework

Building a House Utilizing Traditional Brick and Block Construction - Coursework Example This research tells that the construction of brick and block traditional houses begin with the digging of the trench. The trench is the site where the foundation will be laid on and should be well inspected before the concrete is laid. This must be done in accordance with the plan of construction. The plan is very instrumental precisely when revealing the load-bearing walls and the width of the tranches to be excavated. When building the wall the choice of brick and block to be used is very important. This affects the brick to be used in the foundation and when building the course block works as far as color and size are concerned. The foundation trench concrete is therefore laid down to a depth at least 150mm or as specified in the plan. After the laying of the concrete, the bricks and blocks are laid down in cavity wall construction depending on the planned design style. The construction of the two walls is done with the two skins constructed next to one another leaving a cavity in between them. The traditional brick and block develop a relative solid 9-inch wall. The main challenge despite the thickness is the risk due to exposure to moisture. However, with the cavity, it is difficult for water to get across the void between the two skins. To effectively prevent dampness, there is need to clear up the cement falling in between the walls during construction. This is primarily because if left there for long, it will pile up hence creates a bridge which will accelerate moistening the wall course. The builders also need to tie both the brick-work and block-work skins together but carefully and at a regular interval.

The MacLeod Report (2009) claims that engagement strategies are Essay - 1

The MacLeod Report (2009) claims that engagement strategies are desirable for organisations and employees. With reference to aca - Essay Example 5). Engagement strategies aim at the establishment of mutual respect for what employees can be and what they can do in the organization given the right context that is beneficial for all stakeholders including the organizations, the consumers of services, and the employees themselves. Although engagement strategies are desirable for all organizations, yet they are not desirable for all employees, though for a considerable population of employees, engagement strategies are desirable. Although engagement strategies are generally desirable for the organizations, yet the same cannot be generalized for all employees. These days, many employees keep looking for employment opportunities elsewhere that would offer them better salary and job privileges rather than wanting to stay in the same organization for a very long time particularly when they are not content with their salary and/or job benefits. In the present age, there is scarcity of jobs in many industries in a vast majority of count ries around the world. In such circumstances, employees tend to avail any opportunity that they get irrespective of whether or not they are being offered sufficient salary and meanwhile, keep looking for better employment opportunities. Hence, to say that engagement strategies are desirable for all employees is not logical. According to mspb.gov (2012, p. 2), there are three components of employee engagement for the federal government, namely employees’ discretionary effort to give goal-directed performance, commitment to the organization, and employees’ satisfaction with the organization. The Corporate Leadership Council (2004) defines emotional engagement as â€Å"the extent to which employees derive pride, enjoyment, inspiration, or meaning from something or someone in the organisation. While rational commitment is defined as the extent to which employees feel that someone or something within their organizations provides financial, developmental, or professional re wards that are in their best interests† (Corporate Leadership Council, 2004). This can be stated without doubt that employees’ satisfaction has been and continues to be one of the biggest challenges in front of the management in any organization. Accordingly, the desirability of engagement strategies for the employees is limited. According to Macleod and Clarke (2009, p. 66), there are four main factors that serve as barriers to effective engagement in an organizational context; firstly, leaders either do not know what employee engagement is, what its usefulness for the organization is or they are not aware of its importance. Secondly, leaders may be interested in engagement strategies but may lack the knowledge required to address the issue. Thirdly, leaders and managers may not consent upon the idea of employee engagement. While the leaders might emphasize upon engagement strategies, managers might be ill-equipped to implement them. Consequently, the organizational cu lture cannot deliver effective engagement. Finally, leaders that do emphasize upon engagement strategies vary in their perception of and commitment to it. Many leaders tend to underestimate the potential of employee engag

My brothers cried Essay Example for Free

My brothers cried Essay Originally is a poem set upon the main themes of growing up. By looking at the poem in depth, I have come to a conclusion that Carol Ann Duffy is the persona who is writing with a childs perspective as when she was a child. In verse one, The poet creates a sense of noise and chaos by saying how each member of her family are making noise and moving. Mother singing My brothers cried both of these quotes contribute to the feeling of noise and chaos. Two metaphors, which are found in the poem by Carol Ann Duffy, could be fell through the fields miles rushed back. They show that they were in the countryside. It also shows that they are using some form of transport, which may be train or car. I assumed by reading the poem that the reader was a young girl, and when she is sitting down where on the journey, it feels like you are stationary so it feels as if everything is rushing towards yourself. This demonstrates the Childs prospective. On the last line of the first verse, the metaphor shows that the young girl is looking at one of her toys, which maybe a bear with button eyes, and as she has grown up a fraction more than she was, she may now understand that toys do not have feelings, and they are only buttons as the eyes so they cannot really see things. She makes us feel like a child is commenting here because when youre at such a young age, you think that toys really do live on their own world and they have the same senses as us. I. e. touch, taste, feel, hear, pain etc. I think that the whole poem focuses mainly on sudden interruptions because from each paragraph is a different age section of her life. You can also see by the poem that as each paragraph develops, the way it is written and the style of wording develops, as if the child is becoming increasingly mature and adult-like. The Childs vulnerability is shown in verse two by using such words as big boys eating worms and shouting words you didnt understand perhaps this is hinting that maybe the big boys who were eating worms were swearing or saying words which she was too young to have come across. The last word in verse two is italicised because the narrator (who is a daughter) is speaking and it also shows that she is missing where she used to live as a child. In verse three, the child is less vulnerable now she has settled in because she is now used to everything. But then you forget this shows that now the narrator has lived for quite a few years, she tends to forget her past easier. The narrator now speaks in a comforted tone and gives away the idea of being a lot more worried about life in general as compared to when she was younger and slightly unsure about moving. Now that she has fitted in well, she now understands how it feels like to be part of their community. The change is compared to the shedding of a snakes skin. They are compared with each other because it is in conjunction with her voice changing i. e. maybe she has changed language or they use a different accent. Or simply her voice could have just changed with age. Now that she is used to the changes, she feels as if she has completely lost her old voice I lost a river, culture, speech, sense of first space This could potentially be a good or bad thing but we assume it is for good because she prefers being accepted and fitting in when she didnt think she would ever. The person created in the poem, we could comfortably say that it is a girl, even though no evidence backs up this statement. I assume by reading between the lines that she is around the age of 8-12 because on the journey, she sees thing not as clearly as adults do. My voice in the classroom sounding just like the rest This also shows that she is a school pupil so she must be fairly young. The setting in the poem is created by the feelings shown by the young girl. Fell through the fields This shows that they used to live in the country side, but they moved to a rural area where flats and estates can be found Pebble-dashed estates So maybe the girl is unsure of the area when she realises that where she is moving to is a lot more busy and lively. The use of 3 verses is a very good idea for several reasons. For one, it defines the maturing of her age, which is put across using methods such as different tones of voice, and more complex metaphors and sentences. The whole poem could be mapped out as journey. The first verse demonstrates the beginning of her life and when the family move. Second verse indicating the actual journey, and the becoming older stage, whilst trying to get used to moving. With the last verse when she has settled in her new area, and it has a quote on the last line which demonstrates her socialising with her friends, and seems to have fitted in really well.

Yeast Two-Hybrid Essay -- Biology, DNA

The initial transformation task required two yeast strains (both as Mav203; Leu–, Trp–, His–), with one containing the pDBLeuDa4 bait plasmid, and the other with just the pDBLeu plasmid. The two strains were each transformed with a pPC86DMID1(Y) prey plasmid, where (Y) referred to a full-length positive control (MID1) , a DBB strain (MID1DBB), and a DCC strain (MID1DCC). The transformation process with the two strains and three prey plasmid DNAs resulted in 6 (2x3) transformation mixtures (Table 1). The transformation mixtures were then spread-plated at 1x and 1/10x dilutions using half of each plate on an SC (synthetic complete) yeast growth medium minus selected amino acid(s); one plate without Leucine (SC-Leu), and two plates without Leucine and Tryptophan (SC-Leu-Trp). Plates were then incubated for 4 days at 30 ° C, however due to failed growth in the transformation plates for pPC86DMID1 (both yeast strains), and an additional set of results had to be obtained. The spread-plated results for each strain, transformation, result source, and their associated control cases can be seen in Table 2, with a â€Å"Yes† growth observation referring to confluent growth and â€Å"No† for non-confluent growth. Following the incubation period, each of the 6 transformation plates were sampled and underwent 4x 10-fold serial dilutions, which were then spot-tested to either an SC-Leu-Trp, or SC-Leu-Trp-His (minus Histidine) medium. Each strain-transformation occupied half of each plate, with a spot per dilution level (Figure 1). An additional set of spot-tests were also performed to test for auto-activation of the a4 bait protein, using a strain transformed with an unmodified pPC86 plasmid (MaV203+pDBLeuDa4+pPC86). Following another round of in... ...the DCC variant (for all spot dilution levels). The lack of growth for the DBB variant suggested the B-box region was a requirement for interaction/binding with the a4 protein, while the coiled-coil domain didn’t appear to be a requirement. Its removal however did result in noticeably decreased growth rates when compared to the full-length control test, suggesting its removed resulted in some level of decreased interaction with a4, whether it usually stabilised the binding process, or is removal disrupted the overall form and binding site is unknown, and would require additional testing. However given the external result source, it could have been that group’s sampling and dilution methods had resulted in decreased cell viability, though a simple retest could rule this out, and would be a good starting point to determine any interactions with the coiled-coil domain.