The Red Badge Of Courage Essay :: essays research papers

The Red Badge of Courage isn't a war novel. It is a novel about existence. This tale represents the hardships of regular daily existence. Stephen Crane utilizes the war as a correlation with regular day to day existence. He is semi-saying that life resembles a war. It is a battle of warriors—the consistently people—against the chances. In these clashes of regular day to day existence, individuals can change. In The Red Badge of Courage, the primary character, Henry Fleming, experiences a character change that shows how individuals must conquer their feelings of trepidation and the undetectable obstructions that keep them away from being the best people—warriors, as in life is war—they can be. Henry has a character change that speaks to how all people have general feeling of dread of the obscure that must be survived. Â Â Â Â Â In the initial segment of the novel, Henry is an adolescent that is unpracticed. His intentions were unclean. He was an egotistical and self-serving character. He enters the war not for the premise of serving his nation, yet for the achievement of brilliance and esteem. Henry needs to be a legend. This speaks to the regular human trait of narrow-mindedness. People have a need and a need to fulfill themselves. This was Henry's principle thought process all through the initial segment of the novel. Over and over Henry is made plans to that regular self-centeredness of people. After Henry understands that the fulfillment of greatness and courage has a cost on it. That cost is by wounds or more terrible yet, passing. Henry at that point becomes self-serving in the way that he needs to get by for himself, not the Union armed force. There is numerous when Henry needs to legitimize his regular dread of death. He is at a point where he is addressing abandoning the fight; so as to legitimize this, he asks Jim, the tall officer, on the off chance that he would run. Jim announced that he'd pondered it. Without a doubt, thought Henry, if his partner ran, it would be okay on the off chance that he himself ran. During the fight, when Henry really took flight, he supported this childish deed—selfish in the way that it didn't assist his with controlling hold the Rebs—by normal sense. He announced to himself that if a squirrel took flight when a stone was tossed at it, it was okay that he ran when his life was on the line.

I tried to eat healthy for two weeks Essay Example | Topics and Well Written Essays - 500 words

I attempted to eat well for about fourteen days - Essay Example Additionally cheap food is likewise made out of such fixings which can be unsafe to the body. So as to have a solid existence one needs to adjust his wholesome admission with the goal that he doesn't expend unfortunate nourishments. These are the principle reasons as a result of which I attempted to eat well nourishment for about fourteen days by eliminating my eating routine. In my act of devouring solid nourishments I looked to remove on the things which I thought about undesirable for my body. To begin with I cut out on my every day soft drink utilization so as to evade any kind of carbonated beverage. I devoured water and tea as an option in contrast to soft drink as them two are equivalently more advantageous in my view than pop. Sound food was my point so I needed to remove on my utilization of cheap food. I was unable to accomplish this point in the event that I didn't cook at my home so I favored cooking at home as opposed to going out which end up being a fruitful arrangemen t in chopping down my eating routine of inexpensive food. I favored plate of mixed greens over different things as it has basic vegetables which are sound for my body.

SIPA offers new coding class to help students augment policy analysis COLUMBIA UNIVERSITY - SIPA Admissions Blog

SIPA offers new coding class to help students augment policy analysis COLUMBIA UNIVERSITY - SIPA Admissions Blog Computing in Context, a course in Columbia University’s Computer Science department, has added a new track designed for SIPA students that will teach computational concepts and coding in the context of solving policy problems. Enrolled students will be taught by both a computer-science professor, who lectures on basic computer and programming skills while teaching students to think like computer scientists, and by a SIPA professor who shows how those skills can augment traditional policy analysis. Projects and assignments will be geared for the policy arena to give students a command of technical solutions for problems they are likely to encounter in their classes and future work. SIPA’s is the first new track to be added since Computing in Context debuted in spring 2015 with tracks in digital humanities, social science, and economics and finance. Aimed at liberal-arts majors who might not otherwise take computer science, Computing in Context is the first of its kind to provide a contextualized introduction that combines algorithmic thinking and programming with projects and assignments from different liberal-arts disciplines. How much should students in the School of International and Public Affairs (SIPA) know about computer science? In a digital world when information is being collected at unprecedented rates and as government decision-making becomes more data driven, computer science is fast becoming fundamental to policy analysis. Computational methods offer an efficient way to navigate and assess a variety of systems and their data, and make it possible to comb even massive data sets for subtle patterns that might otherwise go undiscovered. A relatively small amount of code can replace tedious, time-consuming manual efforts to gather data and refine it for analysis. As machine learning and text mining turn texts into data analyzable by a computer, computational methods once reserved for quantitative data can now be applied to almost any type of documentâ€"emails, tweets, public records, transcripts of hearingsâ€"or to a corpus of tens or hundreds of thousands of documents. These new methods for computationally analyzing texts and documents make computer science relevant to humanities and social science disciplines that traditionally have not been studied computationally. Social science majors may analyze vast numbers of social media posts, English majors may automate stylistic analyses of literary works, finance students may mine data for new economic trends. Liberal-arts students have been increasingly skipping the cursory computer-science class intended for non-majors (1001) and enrolling in computer-science classes alongside computer-science majors.  Adam Cannon,  who has been teaching introductory computer science for 15 years has watched the number of liberal-arts students in his classes climb to the point where they have surpassed the number of computer-science majors. “These students want more than an appreciation of computer science,” he said. “They want to apply computer-science techniques in their own fields.” Computer science within a context Algorithmic thinking is critical for designing solutions to new problems and analyzing new data sets, but the nature of the problems and the data sets depends on the particular field of study. Different liberal-arts disciplines require different kinds of computational proficiency; for this reason, Computing in Context maintains separate tracks for each discipline, with each track taught by a different professor. The class debuted with three tracks: social science, digital humanities, and economics and financing. All students take the computer-science component and learn the same basic concepts, but then divide into separate tracks to learn how those concepts apply to their particular discipline. It’s a modular design that makes it easy to insert additional tracks as more departments and professional schools act to make computer-science part of their students’ curriculum. The first time a new track is offered, a professor from that department lectures live, and then records those lectures for future semesters. This flipped classroom approachâ€"where students view videos of lectures outside class and use classroom time to discuss the content of those videosâ€"helps make the class financially sustainable since each new track represents a one-time expense. SIPA’s is the first track to be added since Computing in Context was introduced and is being taught by  Gregory Falco, a Columbia adjunct faculty member who is also an executive at Accenture and is currently pursuing his PhD in Cybersecurity of Critical Urban Infrastructure at MIT. With an MS in Sustainability Management from Columbia University, Falco specializes in applying data, analytics, and sensors to solve complex sustainability and security policy problems. Having Falco teach a track within Computing in Context is part of SIPA’s commitment to deeply integrating technology courses into its curriculum and equipping students with a robust tech and computer-science skill set. It is one way Deans  Merit Janow  and  Dan McIntyre  are helping Falco pioneer the next generation of policy education. What SIPA students can expect For the first six weeks of the course, SIPA students will attend the twice-weekly lectures on computer science along with all other students. At the halfway point, the track lectures kick in, and SIPA students go to lectures given by Falco, who will also assign homework and projects geared specifically to public policy. While economics and financing students price options and digital humanities students run sentiment analysis on tweets, SIPA students might be troubleshooting sources of environmental pollution, evaluating the effectiveness of public housing policy, or determining the impact of local financial markets on international healthcare or education. Considering SIPA is a professional school, Falco’s lectures and assignments are aimed at helping students integrate and transition what they learn in the classroom to the professional setting and job market. Unlike other tracks, the SIPA track will always have live lectures each time it is given. The changing relevance of policy problems requires a class constantly evolving for current events. Also, the skills SIPA students learn in Computing in Context will be integrated into their capstone research projects that serve as graduate theses; since Falco teaches both Computing in Context and will advise research projects, his constant, in-class presence will provide a more continuous resource of expertise on data and computing for SIPA students. “This is a one-of-a-kind, very cool policy class because it enables SIPA students to think like computer scientists and see the art of the possible in relation to how technology, data analytics, and artificial intelligence can be used to address policy problems,” says Falco. “Beyond coding, the class helps foster the language of digital literacy which is invaluable in the professional world for policy practitioners.” The SIPA track will be the first test of how well Computing in Context can scale to meet demand, which is only expected to grow as more departments and schools like SIPA integrate computer science into their curricula. â€" Linda Crane Thanks to the Department of Computer Science. This article has been adapted from the longer  original version.