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“A Noiseless Patient Spider” and “Moby-Dick” Literature Analysis Essay

“A Noiseless Patient Spider” and “Moby-Dick” Literature Analysis Essay. Introduction This paper compares a poem by Whitman (1) titled, “A Noiseless Patient Spider” with an exclusive narration by Melville in his work titled, “Moby-Dick.” For comparison purposes, this paper analyzes their use of metaphors, artistic styles, and their representations of humanity. This analysis is in three sections that outline this essay. They appear below A Small Metaphor to Symbolize a Big Issue Both Whitman (1) and Melville (1) present a comprehensive view of the universe by using small symbolic elements of analysis. Whitman (1) uses the spider as a metaphor of humanity, drowned in a sea of uncertainty (the universe), while Melville (1) uses Pip’s ocean experience to represent peoples’ struggles in the world. As a tiny, detached and measureless creature, the spider explores its surrounding and tirelessly speeds through it. A deeper analysis of Whitman’s (1) spider metaphor also shows how human beings struggle to make sense of their surroundings by trying out different things. Still metaphorically, Whitman (1) shows that the trickiest part of the spider’s life is laying down eggs in a sea of confusion, characterized by endless attempts to make a web. This narration is symbolic of people’s attempts to connect their souls to one another. Melville (4) also uses a similar metaphor to explain his view of the world through Pip’s castaway experience. When Pip jumps out of the boat into the ocean, he becomes a small spectacle in a vast ocean. In fact, the author says, “The Sea had leeringly kept his finite body up, but drowned the infinite of his soul. Not drowned entirely, though. Rather carried down alive to wondrous depths” (3). Based on this statement, Melville’ uses Pip’s experience to explain the relationship between people and the universe. Pip is a tiny element in a vast universe. The vastness of his surroundings shows how distracted and detached we could be (as humans). The spider is the equal representation of the same feeling because although it is small, it represents the vastness of the human soul. Therefore, both Whitman (1) and Melville (3) use the same artistic style to depict the human experience in the universe. Use of Animals Using animals to depict human emotions, or to show human characteristics, is a common phenomenon in many artistic works. However, using animals, metaphorically, to represent the same issue is one unique artistic tool that Whitman (1) and Melville (2) have used successfully. Both authors used the spider and the whale metaphorically to represent the human emotions of patience and greed. Whitman’s (1) narration is direct because his title alone, “A noiseless patient spider,” shows the human characteristic (of patience) he strives to portray. While there is a consensus that nobody has ever been a whale or a spider, to know what characteristics they possess, both authors use their animal qualities (directly and indirectly) to explain different human qualities. For example, Whitman (1) uses the spider as a personification of patience and stealth. Similarly, he describes the spider as “noiseless” because he wants us to look at his story from an “outward-in” perspective, as opposed to an “inward-out” perspective. In other words, he wants us to know that there is a greater creature looking at the spider, as opposed to the spider looking at the greater creature. Here, the creature is the human soul, and the spider is its representation. Noiseless and patience are concepts used to represent the serenity of our understanding of the relationship between the spider and the human soul. Indeed, such attributes are often synonymous with our understanding of the human soul. Similar to how Whitman (1) uses the spider’s characteristics to explain the human soul, Melville uses the whale to represent human greed. When Pip and his crew went out fishing, they primarily wanted to catch whales and sell their meat. Understandably, many people engage in economic activities to make money. However, when they start looking at the whale as more valuable than human life, we get alarmed. In one extract of Melville’s work, Pip’s crew tells him, “Stick to the boat, Pip, or by the Lord, I will not pick you up if you jump; mind that. We cannot afford to lose whales by the likes of you; a whale would sell for thirty times what you would” (2). This statement shows that the fishermen valued the life of a whale more than they did that of another human being. Their love for money also explains why the fishermen abandoned Pip when he jumped into the water for a second time. They left him as they chased the whale. This analysis shows that the whale is the epitome of human greed. Its massive size and its potential to fetch a lot of money when sold in the fish market was a tactful strategy by the author to represent the size of human greed. Indeed, whales are the largest mammals on earth, and, deliberately, the author decided to use it to denote the kind of money people could get by simply selling it. Comprehensively, using the whale and the spider to represent intrinsic human emotions is a tactful strategy by Whitman (1) and Melville (2) to personify animalistic traits and use them to explain human characteristics. Representations of Humanity Albeit insightful, the “Noiseless Patient Spider” shows hopelessness in humanity. It discusses human struggles, metaphorically, but unlike Melville (3), who shows there is a light at the end of the tunnel, Whitman’s (1) poem leaves its readers in utter hopelessness of humanity. The endings of both articles are important for the reader to understand the authors’ narrations because both of them illustrate human weaknesses and struggles. Whitman’s (1) poem represents the latter, while Melville’s (1-3) story represents the former. Whitman (2) uses the spider’s personification of human instincts as a struggle of the human soul (the need to belong). Indeed, when the spider launches its filament, as a struggle to understand its environment, it fails to grip a wall. The failed attempt prevents it from making a web. The detachment is similar to the failure of the human soul to connect. At the end of the poem, the author shows that the “struggle” continues, almost hopelessly. Here he says, “Till the gossamer thread you fling, catch somewhere, O my Soul” (2). Comparatively, Melville (3) is optimistic about the human spirit. Although at first, he shows the excesses of human greed by narrating how Pip’s colleagues leave him behind as they pursued a whale, he expresses hopefulness when the colleagues come back for him. His narration ends when they reunite, and Pip tells them about his experiences with God. From this interaction, Melville (3) shows hope in humanity. Conclusion Based on an assessment of the above-mentioned literary works, this paper argues that both Melville (3) and Whitman (1) use similar artistic styles (use of metaphors to symbolize a bigger issue). Similarly, it shows that the two artists tactfully use animals to personify human characteristics of greed and patience. These insights show different points of convergence for both literary works. However, their point of departure is their representation of humanity and the hope that exists in it. Here, Whitman (1) shows no hope in humanity, while Melville (1-3) shows that, even in the confusion of life, humanity exists. Works Cited Melville, Herman. Moby-Dick. October. 1851. Web. Whitman, Walt. A Noiseless Patient Spider. March. 1891. Web. “A Noiseless Patient Spider” and “Moby-Dick” Literature Analysis Essay
Assignment 4: Earned Value Management (EVM).

Project managers often use Earned Value Management (EVM) if they want to compare the status of their projects to their project plans. Using the same project from Assignment 3, develop a project scenario to explain the amount of work that you have completed with the funds allotted.This assignment consists of two (2) sections:MS Project ExerciseEVM paperYou must submit both sections as separate files for the completion of this assignment.Label each file name according to the section of the assignment for which it is written. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.Section 1: MS Project ExerciseAssume that your project is using more resources (e.g., time, money, and / or other non-labor resources, etc.) than anticipated through 50% of the project duration.1. Update the project schedule to reflect related resource changes.2. Produce a series of EVM reports from MS project that illustrates your project’s performance. Note: Your reports should focus on the cost and schedule performance of the project.Section 2: EVM PaperWrite a two to three (2-3) page paper in which you:3. Summarize the resource changes of your project, and discuss the performance results of your project.4. Determine one (1) performance measurement baseline for your MS Project. Justify your response.5. Apply earned value analysis (EVA) in order to forecast future cost issues. Justify your response.Your assignment must follow these formatting requirements:Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.The specific course learning outcomes associated with this assignment are:Appraise the process of determining the cost and relevant budget required for a project component.Analyze quality assurance processes in project management.Use technology and information resources to research issues in project estimating and budgeting.Write clearly and concisely about project estimating and budgeting using proper writing mechanics
Assignment 4: Earned Value Management (EVM)

Create an instructional resources toolbox for teaching social studies in a selected grade level. Review the NYS Social Studies Essay

Create an instructional resources toolbox for teaching social studies in a selected grade level. Review the NYS Social Studies standards for that grade level and select content to be researched. Research and identify resources to be used in the following areas: History, Geography, Civics, and Economics. Each area must include the following types of resources: one website, two primary sources, one children’s literature book, and one artwork activity (creating or reproducing artwork). Follow the format below for each area. All resources must be aligned to the standards. Please see attached template and standards. Please use Grade 4.

LF 100A SJSU Contract Interpretation and Modification Case Discussion

essay writing help LF 100A SJSU Contract Interpretation and Modification Case Discussion.

(Great English is a must!! No grammar errors!) (Paper with grammar errors or incoherent sentences won’t be accepted) (IRAC Format,Law Task ——————————– Subject of the paper: Submit one response to the prompt Please use the IRAC format for your response. There is a 1,500-word limit for this assignment. The prompt and the explanation of the IRAC format are attached. Requirement: Prompt: Joey is 17 years old and has recently graduated from high school and moved out of his parents’ home. Joey suffers from a personality disorder that reduces his ability to control his impulses and causes him to act rashly and without thinking through the consequences of his actions. For that reason, Joey was a discipline problem at school and was in and out of counseling for much of his adolescence. Joey’s parents had placed him in counseling in an effort to suppress Joey’s impulsive tendencies. When money ran short, however, Joey’s parents had to take him out of counseling. Joey has been out of counseling for six months. However, he is still on medication to control his impulsive tendencies when he moves out of his parents’ home. After moving out of his parents’ home, and shortly after seeing a news story about semiautomatic “assault” rifles, Joey decides to purchase one. He has never owned a gun before, and knows very little about them; he just knows he wants one. He knows that the sale and possession of such rifles in the state where he lives are illegal. However, he heard on the news that there is no law prohibiting the sale of parts for assembly of such guns. Joey searches for a seller of such parts online, and finds Ned, a Gulf War veteran who sells gun parts online and lives in another state. Although his online gun business is successful, Ned has his own problems. He frequently has “flashbacks” to his experiences in the Gulf, and these flashbacks leave him affected for long periods of time during which he has difficulty sleeping and eating, he is sensitive to loud noises and bright lights, and he has difficulty “thinking clearly” (as he has explained it to his psychiatrist). Joey logs on to Ned’s website using a credit card he has stolen from his father and orders the component parts he will need to assemble his own automatic assault rifle for $750. Before confirming the purchase, Joey is taken to a page containing the terms of Ned’s sales contract. The page allows the customer to scroll down through the terms to read them, and check a box at the bottom of the page stating that the customer agrees to the terms. Joey checks the box without reading the terms. The terms include a clause wherein the customer represents that he is at least 18 years old, the age of majority in the states in which both Joey and Ned live. The terms also include a clause in which the buyer promises that the sale and possession of the parts the customer is buying are legal in the state to which the parts are being shipped. Finally, the terms include a provision that any dispute over the sale will be subject to arbitration in Guam and governed by the laws of Guam, where Ned has a vacation home and where the laws are favorable to gun merchants. Ned receives the order around midnight. He is up late checking his orders because he cannot sleep, having recently suffered a particularly debilitating “flashback.” He does not bother to verify that Joey has agreed to the terms of the sale, does not ask for verification of Joey’s age, and does not notice that the parts are to be shipped to a location in which the sale and possession of semi-automatic assault rifles is unlawful. Ned e-mails Joey a confirmation of the order, explaining that he will ship the parts immediately. Ned does not ask Joey what he plans to use the parts for, even though he is experienced enough in firearms to know what is required to assemble an assault rifle. The next day, the credit card company alerts Joey’s father to the suspicious charge on his credit card bill. Joey’s father informs the company that he did not make the purchase and requests that the transaction be cancelled. When Ned is notified by the credit card company that the payment is unauthorized, he e-mails Joey that he will not ship the parts until he receives payment. Assume that the elements of contract formation – offer, acceptance and consideration – are satisfied. (A) Ned brings a claim against Joey for breach of contract and tries to enforce the arbitration clause. What defenses can Joey raise? (B) Assume for purposes of this question only that after receiving Ned’s e-mail, Joey is able to scrape together the money to pay for the parts and offers to pay Ned himself. However, Ned refuses to go forward with the completed sale. If Joey sues Ned for breach of contract, what defenses might Ned raise? Other information: No plagiarism, No grammar errors Format: IRAC FormatNo plagiarism is acceptedOnly academic resources should be used, no older than 5 years oldAdhere to the requested number of words/pagesNo Grammar errors ( refunds will be asked for incoherent/ full of grammar errors papers) *** The work will be checked for plagiarism through Turnitin by the professor. It is essential for everything to be free of plagiarism otherwise sanctions will be imposed*** ——– Thank you for your support
LF 100A SJSU Contract Interpretation and Modification Case Discussion

American School of Business Split Pay System Specifications Questions

American School of Business Split Pay System Specifications Questions.

Based on your reading and study in the Systems Development Assignment Submission Link. Based on the system that is provided “Split Pay System Specifications” in the Systems Development Exercise Section, you should answer the questions and concerns that are listed below:What systems development model approach would you use to develop this system?Why is the system a good match for the systems development model you chose?What would be the advantage of using your chosen systems development model?What situations might you encounter that would be a problem for the model you chose?What would be your second choice of a systems development model for this system and why?Use the template provided below to record your answers to these questions. Make sure to edit the date, to, from, and subject information. Spell check, grammar check, and proofread your submission. Save your file as a PDF file, and use your”LastName SDLC” as the file name (e.g. “Shehane SDLC.pdf”) (remember the file extension .pdf is automatically added).
American School of Business Split Pay System Specifications Questions

Ava DuVernay’s Documentary: 13th, an Analysis

13th Documentary Close Reading Analysis In the mid-1960s, Malcolm X said, “If you stick a knife nine inches into my back and pull it out three inches, that it not progress. Even if you pull it all the way out, that is not progress. Progress is healing the wound, and America hasn’t even begun to pull out the knife.” And, to this day, Malcolm X’s words are just as salient and prophetic as they were during the Civil Rights Era. The exigent problem that American society recognizes but refuses to acknowledge is that black people have and continue to be excluded from the so-called white American humanity. Some Americans could argue that the 13th amendment left an encouraging and indelible impression on the racial fabric of American society. There is a historical and prevalent notion that America prides and extols herself in her pursuit for equality and justice. Furthermore, America worships herself on the alters of democracy, justice and equality. American patriots said that black people should be grateful for the 13th amendment. But, the problem, like an ominous shadow, remains. American patriots said that they acknowledged the error of their ways and consequently conferred former black slaves with the 14th and 15th amendments; yet, the exigent issue remains. American patriots told black people to show some gratitude for the Civil Rights Act of 1964, and yet, the problem akin to an individual who tirelessly struggles to extricate himself from the invisible shackles, remains. Though some could argue that the passing of the 13th, 14th and 15th amendments, and the Civil Rights Act of 1964 reflect the racial progress of America, I would argue that these same laws that sought to include black people into humanity reflects white American society’s estrangement and vehement opposition towards humanity. Furthermore, these amendments have also represented the painful struggle of black people’s quest to become legally human. In Ava DuVernay’s documentary, 13th, the use of storytelling is used to accent the reality that the legacies of the 13th amendment and slavery are still very visible in black communities. The storytelling in the documentary is didactic in form, and this didacticism is ultimately used to expose the reality that the further white America runs from the truth, the sooner the truth will find her. The use of storytelling in the DuVernay’s documentary is used to illustrate the legacies of slavery and the 13th amendment. According to the documentary, from Nixon’s time as president to the present, the war on drugs has become more insidious and more lethal. During his presidency, Nixon tacitly said that the black population was a menace to society. Thus, Nixon created a system that exclusively targeted black people without explicitly expressing the underlying motivations and inspiration of an unjust criminal system. Instead of a war on black people, Nixon proposed a war on drugs. During Regan’s presidency, the war on drugs was consecrated. Throughout time, ‘this war on drugs’ became more insidious and was born and reborn throughout various presidencies. To this day, the war on drugs is a war on black people. However, the primary users of illegal drugs are middle-class white people (Knafo, 2013). Interestingly, America’s illegal drug trade is a $151 billion-dollar industry (Knafo, 2013). Given the poverty and structural inequality in black communities, black people from urban settings such as the south side of Chicago, East Orange, New Jersey, or Compton, California are not the primary beneficiaries of this prominent industry. Through this, we witness the way state and federal governments use drugs to imprison black people. In turn, black people’s imprisonment has become a private venture. However, this is not a novel occurrence. There have been historical primordial forces that have contributed to the current racial inequalities and criminal injustices. Many American patriots view the 13th amendment as one of the most significant milestones in the history of America. Though the 13th amendment seemingly established all former slaves to legal human status, there was a caveat in the clause: “Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or place subject to their jurisdiction” (DuVernay, 2016). In essence, slavery was illegal except for those who committed a criminal offense, which means a black person can be re-enslaved. Before the 13th Amendment, most convicts in prisons were white people. However, after the 13th amendment, most prisoners were black people. In addition, these former slaves were imprisoned and fined for petty theft, vagabondage and lack of keeping a steady job (DuVernay). If black people could not pay the fines, some were sold to mining and timber companies whilst others were sold back to the southern plantations that they worked on before the passing of the 13th Amendment. Under the convict lease program, prisoners were forced to work in deplorable conditions and many convicts died from disease and abuse. In time, the convict lease program gave birth to chain gangs, in which black prisoners were chained together whilst undergoing laborious and menial work, effectively reinforcing and perpetrating the enslavement of black males (“Slavery by Another Name,” PBS). During the 1950’s, American society gradually illegalized chain gangs (“Slavery by Another Name,” PBS). Thus, American society forgot of the criminal injustices of the ancient past. The role of storytelling can be used to look at the current war on drugs and reflect on its historical utility in assuaging the conscience of white America. According to the documentary, the imprisonment sentence for the possession of crack cocaine is approximately 100 times more grievous than the sentence for the possession of powdered cocaine. Not only does the use of storytelling reveal the lineage of the 13th amendment, from convict leasing, to chain gangs, and ultimately to the epidemic of the prison industrial complex, but it also reveals that the legacies of slavery and the 13th amendment are still very visible in black communities today. In the documentary, the storytelling is didactic in form. Through this narrative storytelling, it seeks to re-educate American society, and challenge white America’s notions of democracy, justice and equality. Malcom X aptly said, “History is a people’s memory, and without memory, man is demoted to the lower animals.” I would argue that the didactic nature of the storytelling serves not only to educate, but to challenge white America. Furthermore, the instructive lessons of history that are characterized in this storytelling serves as a plea for America to wake up, and for America to claim the humanity that it has historically abandoned. In the early 1900s, it was common for southern whites to imprison black people in zoos for the general public’s entertainment and satisfaction (ABS Staff). In addition, mothers would pull their children out of school to witness the exhibition of black mothers, fathers and small children in zoos. The exhibition of black people in zoos was a deliberate action in characterizing black people as members of a criminal, savage, and suspicious race. In essence, these human zoo exhibitions sought to represent black people as innately primitive, brutish and uncivilized. Though, some may now say that we do not commit such unspeakable atrocities, I would argue that the past informs the present. In the documentary, contributors described the media promotion of imprisoned black people as innately primitive, unhinged, amoral, and dehumanized beings. Though, we may not throw bread crumbs to African-American male prisoners, we still throw proverbial bread crumbs, when the media exploits black male’s humanities. With the use of didacticism in storytelling, the narrative presented in the story seeks to re-educate, eradicate the amnesia of American society, and ultimately reveal the haunting reality: the further white America runs from truth, the sooner it will find her. In Ava Duverney’s documentary, 13th, the use of storytelling is used to accent the reality that the legacies of the 13th amendment and slavery are still very visible in black communities. The storytelling in the documentary is didactic in form, and this didacticism is ultimately used to expose the reality that the further America runs from truth the sooner it finds her. In both content and form, this documentary sought to educate, inspire, confront, challenge, and expose the legacies of the 13th amendment in hopes that white American society will begin to humanize herself. Works Cited 13th. Dir. Ava DuVernay. 13th. Netflix, 7 Oct. 2016. Web. 12 Mar. 2017. “Chain Gangs.” PBS. Public Broadcasting Service, n.d. Web. 13 Mar. 2017. Knafo, Saki. “When It Comes To Illegal Drug Use, White America Does The Crime, Black America Gets The Time.” The Huffington Post. TheHuffingtonPost.com, 17 Sept. 2013. Web. 13 Mar. 2017. Staff, ABS. “13 Shameful Pictures of Europeans Placing African People in Human Zoos.” Atlanta Black Star. N.p., 29 Dec. 2016. Web. 13 Mar. 2017.