Oppression of Women in Chopins Story of an Hour and Gilmans Yellow Wa

Oppression of Women in Chopin's Story of an Hour and Gilman's Yellow Wallpaper    "The Story of an Hour" by Kate Chopin and "The Yellow Wallpaper" by Charlotte Perkins Gilman share the same view of the subordinate position of women in the late 1800's. Both stories demonstrate the devastating effects on the mind and body that result from an intelligent person living with and accepting the imposed will of another. This essay will attempt to make their themes apparent by examining a brief summery of their stories and relating them to their personal histories. It will reveal this theme further through analysis of setting, visual and conceptual symbolism, and by exploring the relationships between the characters in each story. In the "Story of an Hour", we are told that Louise has a bad heart condition. A friend of the family has discovered that there was a bad accident at her husband?s job and he is on the deceased list. Louise?s sister carefully tells her this distressing news; however, instead of falling apart, Louise finds herself feeling as if she has a new lease on life because she will finally be able to live for herself. Suddenly, her husband walks in the door, and shocked, Louise drops dead of a heart attack. The physician says it was from "a joy that kills" (341-342). In "The Yellow Wallpaper", the main character is attempting to heal from a nervous disorder. Her physician prescribes the "rest cure" which allows her to do nothing: no housekeeping, no writing, and no visiting with family or friends. She cannot even play with her baby. Her husband insists that she stay in a room upstairs and she eventually goes insane. Both Chopin and Gilman borrow from real events in their lives when writing these stories. Kat... ...V. Roberts and Henry E. Jacobs. Upper Saddle River, New Jersey: Prentice-Hall Inc. Simon Schuster/ A Viacom Company, 1998. 542-553. Gilman, Charlotte Perkins. "Why I Wrote ?The Yellow Wallpaper?" Ed. Catherine Lavender; The College of Staten Island of the City University of New York, Fall Semester, Oct. 1997. (25 Jan 1999)   Ã‚  http://www.library.csi.cuny.edu/dept/history/lavender/whyyw.html McChristie, Pat. "Women Need to Work" Copyright: 1998. Cyberwoman (30 Jan 1999) http://www.cyberparent.com/women/needwork.htm Wyatt, Neal "Biography of Kate Chopin" English 384: Women Writers. Ed. Ann M. Woodlief Copyright: 1998, Virginia Commonwealth University. (26 Jan. 1999) http://www.vcu.edu/engweb/eng384/katebio.htm "Why are Women Leaving Marriage in Droves?" Marriage. Copyright: 1998. Cyberwoman (30 Jan 1999) http://www.cyberparent.com/women/marriage1.htm

Huntsville Project

Karen Brown PROJ586 Huntsville Project November Term Week Three Question #1 Estimated Completion Time of Project According to the requirements that we have set for this project we will not be able to complete it by the expected date of November 2013. With the amount of resources that we need to complete the project our new projected end date is January 30, 2014. There are a few options that we can take to reduce the amount of time needed to complete this project by the proposed date of November 2013. Proposed Changes to ScheduleWe can expedite the project by reducing the amount of time we have slated for some of our larger tasks. By recalculating and essentially shortening the schedule we can decrease our project by 10%. â€Å"A change in the estimated duration of any activity on that path will cause a corresponding change in the slack for that path. † (Gido and Clements 167). Currently we have several tasks that we can reduce time: * Recruiting & Training Managers 6 weeks (CP ) * Creating Building Design 6 weeks (CP) * Building Construction 40 weeks (CP) Procuring Equipment 24 weeks * Procuring Truck Fleet 8 weeks (CP) Of the five tasks identified, four of these tasks are along our critical path and attribute to 60 weeks or a little more than a year. If we were able to reduce tasks along the critical path by 30% it would provide us an extra 18 weeks or four-and-a-half months to complete the schedule. According to our current schedule we are exceeding our schedule by two-and-a-half months. I am proposing that we reduce all of the aforementioned items by a total of 0% will save us two-and-a-half months on our schedule and should provide adequate time to complete the project in the specified time. Proposed Weekly Allotments * Recruiting & Training Managers 5 weeks (CP) * Creating Building Design 5 weeks (CP) * Building Construction 36 weeks (CP) * Procuring Equipment 21 weeks * Procuring Truck Fleet 7 weeks (CP) Reallocating Resources In order to reduce the amount of time we have for each project, we will also need to change how we currently have our resources allocated.The largest impacts we potentially face are hiring additional staff increasing our costs and scope. In order to complete the building construction in 36 weeks, we will need to hire additional construction workers through our general contractor. The other tasks will require looking at the task leads and reallocating their percentage of responsibility and possibly moving someone to from task to another to complete on time. Question #2 After reviewing the Allocated Resources Reported we are currently over allocated in the beginning phases of the project.The Facility Specialist is has about 110% of responsibilities in the first week of the project. There are a couple of options that we have available to combat this problem. Reassigning Tasks This can be resolved by having the Project Management in a more active role selecting an architect. By increasing the Project Manager s workload to 10% it allows for us to reduce the Facility Specialist load to 50%, leaving him at 100% for the first couple of weeks of the project. Resource Leveling Another approach that we can take to rectify our over allocation is to level the project.Leveling the projects that are over allocated will result in one project being placed on hold until another project is complete (Gido and Clements 234). The task that is over allocated, selecting an architect, has no successors so it will not directly affect any of the other tasks in the Work Breakdown Structure. Resource-Limited Scheduling This option will allow for us to create a new truncated schedule that equally matches our staffing capacities. Instead of spending two weeks to look for an architect we can shorten that timeframe to one week. That additional week will allow for staff to spend time on their other assignments.All of these tasks have a positive slack, meaning they have some time to be completed because they are not along critical paths, and should not change the date in which the project will be completed. Of the three options that are available, Resource Leveling will be the most efficient to achieving our goals an d having the right amount of expertise involved in the project. References Gido, J. & Clements, P. (2011). Successful Project Management, Fifth Edition. South-Western College Pub. , 2011. A Guide to the Project Management Body of Knowledge (PMBOK Guide), Fourth Edition. Pennsylvania: Project Management Institute, 2008

Simple Crier (to Shout) Verb Conjugations in French

To shout or to scream in French uses the verb  crier. Its an easy one to remember if you remember that you cry out when you scream. Transforming it into the past, present, or future tense requires a verb conjugation and a quick lesson will show you how its done. Conjugating the French Verb  Crier The conjugations of French verbs  are a little complicated. You must, of course, change the ending to match the tense, but theres also a new ending used for each subject pronoun. That means you have more words to commit to memory. The good news is that  crier  is a  regular -ER verb  and it follows a very common verb conjugation pattern. The infinitive endings you see here are the same youll find in conjugations of  crà ©er  (to create),  fà ¢cher  (to make angry), and countless other verbs. To study these conjugations, pair the subject pronoun with the proper tense. For instance, I shout is je crie and we will scream is nous crierons Practicing these in various contexts will help with your memorization. Subject Present Future Imperfect je crie crierai criais tu cries crieras criais il crie criera criait nous crions crierons criions vous criez crierez criiez ils crient crieront criaient The Present Participle of Crier Adding -ant  to the verb stem  cri-  creates the  present participle  criant. This is a verb, of course, though you may also use it as an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © The  passà © composà ©Ã‚  is another form of the past tense. It requires the  past participle  crià ©, which is attached to the subject pronoun and a conjugation of  avoir  (an  auxiliary, or helping, verb). Putting the passà © composà © together is rather simple: I screamed becomes jai crià © and we shouted is nous avons crià ©. More Simple Crier  Conjugations The subjunctive verb form is used when the action of shouting is questionable, subjective, or uncertain. Similarly, the conditional verb form implies that the action may not happen unless something else happens. Primarily found in literature, you may not use the passà © simple nor the imperfect subjunctive yourself. However, you should be able to recognize them as a form of  crier. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je crie crierais criai criasse tu cries crierais crias criasses il crie crierait cria crià ¢t nous criions crierions crià ¢mes criassions vous criiez crieriez crià ¢tes criassiez ils crient crieraient crià ¨rent criassent A very useful form of  crier  is the imperative verb form. This is used for exclamations and when using it, you can skip the subject pronoun: use crie rather than tu crie. Imperative (tu) crie (nous) crions (vous) criez