Friday, May 3, 2013

hi

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Press and analysts will find the latest news about AMD here in our Virtual Pressroom. And since innovation never takes a vacation, we recommend you stop by frequently to get the most up-to-date information.

AMD Athlon™ 64 and

AMD Opteron™ News Product Spotlight

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Thursday, March 21, 2013

Hamlet (to be or not to be)

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Hamlet “To be, or not to be…” Modern Version

Which knows best, my heart (soul) or my head (mind)?

To live and follow my head will mean that I will grow nobler in the mind but suffer in my heart.

Life is a gamble, you win some, and you lose some, it is always a constant battle.

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What may come of my life to eradicate this gamble?

Is the gamble worth risking?

Risking a scarred heart for an unpredictable outcome may be a burden of heartaches where we are no longer capable to endure.

I pray my heart will listen to my head and hinder mans necessitate to subsist survival and relinquish, and the heaven’s will grant an end to this turmoil (sleep, dream).

A prayer of a mystifying eternal life will result in a rested soul and a mind put to ease from the calamities of life (sleep, dream).

How can a person live through the heartache of an unrighteous ruler (father’s death by Claudius “oppressor’s wrong”), a blow to the soul when it is at its most brittle state (Claudius’ insults “proud man’s contumely”), an iniquitous monarch (uncle and mothers marriage “pang of despised love”), the indolent action’s to one’s wrongs (Claudius has not paid yet “the law’s delay”), and the betrayal of royal blood (Hamlet’s uncle taking his position “insolence of office”), and the power that inferior people take over commendable people (“the spurns that patient merit of unworthy takes”).

When noble resolutions have not been made, the dagger will stop the breathe of the body and relive the mind and soul. Who would live a life of burdens only to carp about and struggle through life?(“who would fardels bear..”)

The only thing that holds me back is the unknown. What happens after that dagger kills the body?

There are no stories to learn from, no past experiences of the eternal life that will make our mind follow our heart and know what is best for us. Each is an unknown gamble and it is the volatility of that alternative that will lead us to go astray (“undiscover’d …not of?”).

The colour of our courage is masked is draped in dull thought and great chance and opportunity lose force. We start to analyze and dismantle our thoughts until they become ceased.

Ophelia, please pray for mercy on my sinned soul…



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Tuesday, March 19, 2013

HUCK FINN: RACISM

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The novel Huck Finn has been argued that it shows racist biased views and encourages slavery and poor family values. A few main points that the critics find are the use of “nigger” throughout the novel and Huck’s abusive father. The word, which is now very demeaning to the colored race, is used to coincide with time and place it was written for. This was when slavery was very abundant especially in the South. Many believe the word will make the black readers uncomfortable, but I think that it’s just to help the setting.

Huck’s father is uneducated, abusive and white. His father turns out to be one of the worst characters in the novel, yet even while Huck grew up with him as a role model he turned out fine with good values and morals. Other situations that are controversial, but I believe are very essential to the novel are such things as drinking, and greed. Huck’s father was always trying to drink or was drunk throughout most of the novel when he was involved. The King and the Duke were also ones who were trying to get enough money to get themselves drunk on, critics think that to the audience that this book is presented to in schools that alcohol should not be so accepted and the “normal”. As for greed, the main example here could be the Duke and King when always trying to steal as much as they possibly could from any ignorant people they could.

I believe that although the novel includes all of these aspects, nowhere does it promote these lifestyles. On the contrary the novel shows how Huck’s idea that all people who were well educated, rich and white were good people is shown to be quite wrong, especially when he meets the Gangerfords. They prove how although they fit Huck’s idea of good, they do not follow the description of it in any other way with their silly feud. The novel uses all these ideas to go along with the setting where all of these things were widely accepted.

Huck’s relationship with Jim shows how this novel does not promote these things. At the beginning of the book Huck has the idea that racism is normal and believes that it is all right to demoralize that race if they pleased. Throughout the book, Huck makes many realizations and understands that what is civilized and accepted is not always the right thing to do. By helping Jim to run away Huck knows what he has done is unacceptable, but he sees it as the right thing to do. Jim is portrayed as a dignified loving father who is not only helpful to his family and the family he worked for, but to Jim and Tom whenever they find themselves in trouble. He risked his freedom to help save them numerous times and although he is uneducated book-wise he is very smart and able to help out when others couldn’t.

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Saturday, March 16, 2013

Industrialization, Urbanization, and Technology

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English Essay Stargirl

Chris Rutigliano by Jerry Spinelli

Leo Borlock was an average High School kid until Stargirl came to Mica High. Different was the best way to describe her. She dressed different, acted different and didn’t care what anyone thought about her. She sang to kids at lunch, handed out cookies and carried around a pet rat. It made everyone uneasy, they thought she couldn’t be real. Then she brings out a school spirit that wasn’t there before and becomes popular and liked by all, but that doesn’t last long and before long everyone hates her. Stargirl is better at friendship and being a friend than Leo is.

There was something about Stargirl that Leo felt from the first time he saw her. When he finds a Valentine in his locker that says “I Love You” from Stargirl, Leo falls head over heels. It was great until Leo notices that no one in the school is talking to him. The school blamed Stargirl for the basketball teams loss because she helped an opposing player after he was injured. Leo has to decide, Stargirl or all his friends at school. He tries to change her into something she isn’t. She wants his friendship so much she starts dressing the same as everyone else and acting the same as everyone else, she wears make-up and even tells Leo to call her Susan, her real name. It doesn’t work; everyone still doesn’t talk to her.

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Stargirl wins the State Oratorical Contest and figures for sure that she will be liked by everyone now, but it doesn’t change anything. Stargirl decides that changing her appearance and even winning the contest didn’t change the way everyone felt about her so she might as well be herself. Leo avoids her. When she is playing her ukulele in the courtyard after school he leaves another way.

“I know your not going to ask me to the Ocotillo Ball. It’s okay.” And Stargirl gave Leo a smile of infinite kindness and understanding. She was right, Leo didn’t ask her. Leo didn’t go but Stargirl did, alone. At some point she has most of the kids there doing the bunny-hop around the country club and out onto the golf course. When they all finally return Hillari smacks her in the face and tells her she ruined everything. Instead of hitting Hillari back Stargirl gently kisses her on the cheek. When Stargirl leaves the dance no one ever sees her again.

Real friendship shouldn’t have conditions attached, and different isn’t bad. Peer pressure and acceptance made Leo act in ways he knew were wrong. He didn’t stand up for her the way a friend should. Stargirl was always kind and caring not only to Leo but to everyone. Her only fault being she was different. She did special things for people and didn’t need recognition for it, like a card or flowers or even a porcupine tie.





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Tuesday, March 12, 2013

Interpretations and explications of “Ethics” by Linda Pastan

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Interpretations and explications of “Ethics” by Linda Pastan

How many different ways are there to interpret a poem? Different approaches can be used to analyze a piece of literature. In the poem, “Ethics” by Linda Pastan many of these approaches need to be taken to interpret this poem.

This poem fits the characteristics of a narrative poem. A reason it is considered a narrative poem is a climax and conclusion exist in the poem. Another reason it is a narrative poem is, the reader knows who the main character is. The characters name is Linda. “Linda, the teacher would report” (15). The final reason it is a narrative poem is readers read a story of an event in Linda’s life.

The poem has relatively simple language used, but there are a few words that are difficult to understand. The first words that needed to be looked up were Rembrandt painting. The denotation of the words was a Dutch painter in the seventeenth century (American Heritage dictionary). The connotation of these words are expensive painting, luxurious brushwork, and rich color. The next word that needed to be looked up was opt. The denotation of this word is choosing or to be chosen from (American Heritage dictionary). The connotations of the word can be rather do, to choose one out of many options, or to replace. Another word that needed to be defined was eschews. The denotation of the word is avoided (American Heritage dictionary). The connotation of

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this word is ignoring, stop paying attention, and go around. Another word that needed to be defined was burden. The denotation is something oppressive or worrisome (American Heritage dictionary). The connotation of the word can be nuisance, inconvenience, and carried. The next word that needed to be defined is radiant. The denotation is bright and shinny (American Heritage dictionary). Connotations of the word are good-looking, show of love or affection, and beaming. The final word that needed to be defined is canvas. Denotation is a piece of cloth backed or framed as a surface for a painting (American Heritage dictionary). Connotations of the word are painting material and background.

The speaker of the poem is a student inside an ethics class. The student is the author Linda. We know the author is the speaker because she refers to her name Linda, inside the poem. “Linda, the teacher would report, eschews/ the burden of responsibility” (15-16). We know the speaker is asked a question about what her ethics are like. The question refers to an old painting and an old woman, and which you would rather save in a fire. The speaker, caring little for the question, answers without giving the question a lot of thought. Later in her life, the speaker has the event that happened in the question happen in real life. The speaker then figures out what the teacher implied by the question. Things we can learn from her personality are, to take the time to figure out the meaning of a question, they often mean more than what is implied.

The tone of the poem is boring, imaginative, and appreciative. The reader first learns the speaker is bored when the speaker states, “Restless on hard chairs/ caring little

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for pictures or old age/ we’d opt one year for life, the next for art/ and always half-heartedly” (6-). Next we learn the speaker is imaginative when she states, “One year,

feeling clever, I replied/ why not let the women decide herself” (1-14). Later on the speaker figures out the lesson the ethics teacher was teaching and the speaker is more appreciative of what the teacher had been trying to teach to her all along. The speaker states, “I know now that the woman and painting and season are almost one/ and all beyond saving by children” (4-5). No fundamental differences exist between what you get and what you expect. Irony plays an important role. The irony in the poem is the question that was asked to her when she was little, that later in her life the question turned into a real life situation.

An apostrophe in the poem is the speaker refers to the old woman borrowing her grandmother’s face. “The woman borrowed my grandmother’s face” (10). Another figure of speech in the poem is personification. The personification in the poem is, “Woman/ and painting and season are almost on and all beyond saving by children” (-5).

Sound doesn’t play a very important part in the poem. No rhyming scheme or alliterations that takes place in the poem. Some assonance involved in the poem. One instance of assonance the speaker uses is “hard chairs caring” (6-7). The words receive extra emphasis because the “ar” sound in the three words put together sound the same. Another example of assonance is when the speaker says, “always half-heartedly” (). The words receive extra emphasis because the “al” sound in the two words. The last assonance in the poem is “drafty, half imagined” (1). The words receive extra emphasis

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because of the repeating “a” sound. Another element of sound that is involved in the poem is euphony. The euphony is, “The browns of the earth/ through earth’s most radiant elements burn/ through the canvas” (1-).

Imagery is very powerful throughout the poem. Many words in the poem refer to a sense. The first image sentence is, “Sometimes/ the woman borrowed my grandmother’s face” (-10). This shows the inability of the children to actually picture the events that take place. Other words referring to our images are in the line, “Restless on hard chairs/ caring little for pictures or old age” (6-7). The image refers to our sense of sight. A person may visually see himself or herself sitting in a classroom listening to something they don’t particularly care for. The last image the reader receives is the description of the painting. The speaker states, “The colors/ within the frame are darker than autumn, / darker even than winter - the browns of the earth, / though earth’s most radiant elements burn/ through the canvas” (1-). The image allows readers to envision the painting.

A meter exists in the poem. The meter is in iambic pentameter. One example of this meter is, “In ethics class so many years ago” (1). Another example of the meter is, “One year, feeling clever, I replied” (1). All lines in the poem follow this meter.

This poem is in closed form. There is no rhyming scheme, but there is a meter that exist. The author doesn’t use stanzas is the poem. This would make the poem a black verse. The poem doesn’t fall into a type of closed form.

My interpretation of the poem is a person will not understand their ethics until a situation occurs that would test what their ethics are. At the beginning of the poem the

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audience listens as the speaker takes us back into a time in her life. She is having a flashback of time she had in ethics class. The speaker says, “In ethics class so many years ago” (1). The speaker is asked a question pertaining to her ethics or beliefs. The question

is, “If there were a fire in a museum/ which would you save, a Rembrandt painting/ or an old woman who hadn’t many/ years left anyhow” (-6)?

Now the speaker is in their early teenage years when she is sitting in this class. Characteristics of a typical teenager are they usually start caring less during school and start to think that they everything is dull and boring, except for what they are interested in. A normal teenager might say, “Restless on hard chairs/ caring little for pictures of old age/ we‘d opt for life, the next for art/ and always half-heartedly” (6-). The speaker uses the word “half- heartedly” to stress she isn’t trying to understand what the teacher is trying to tell her. A reader may get an image of when they were younger sitting through a class they might not have enjoyed. When thinking about the question, the speaker is daydreaming about her grandmother wondering through this museum, as she takes the place of the old lady. The speaker says, “Sometimes/ the woman borrowed my grandmother’s face/ leaving her usual kitchen to wander” (-11). The teacher soon becomes frustrated with the class and starts to ignore some of the comments the students say. “Linda, the teacher would report, eschews/ the burden of responsibility” (15-16). The author uses the word “eschews” and “burden” in the poem to give a sense of what the teacher’s intelligence is like.

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The reader is then brought to the present time. The speaker soon encounters a situation that occurs to her that happened in the question when she was a kid. Only she is the old woman. “This fall in a real museum I stand/ before a real Rembrandt painting, old woman, / or nearly so, myself” (17-1). She is older but doesn’t consider herself as old, only “nearly so.” The speaker knows that the painting is old and so has she, which tell a story of coming of age in two different ways. The speaker says, “I know now that

woman/ and painting and season are almost one/ and all beyond saving by children” (-5). Children cannot save the experience and wisdom that an old lady has. Therefore, if a child saves the old lady, the painting will burn and kids will never see the beauty and get the wisdom in the painting. If the child saves the painting, they will never see the beauty and get the wisdom in old lady.

Works Cited

Pastan, Linda. “Ethics.” Literature An Introduction to Fiction, Poetry, and Drama. Ed. X.J. Kennedy and Dana Gioia. 8th ed. New York Longman, 00. 17.

American Heritage Dictonary. 4th ed. New York Dell, 001. 118 - 707

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Saturday, February 9, 2013

if there were no news papers

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Women In India



The

Conflict of Women in 0th Century India Throughout recorded history,

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women the world over have been held to different standards than men.

They have been consistently oppressed in nearly all aspects of life,

from political to personal, public to private. In the 0th century,

great strides have been taken to end this oppression and level the

playing field. In India however, a number of deeply rooted

traditions have made this effort particularly difficult, and as a

result, womens triumphs over oppression in India are all the more

intriguing. To understand the position women found themselves in at

the dawn of the 0th century, one must have a general understanding

of the numerous historical womens conflicts unique to the

Subcontinent. It took the overwhelming success of Gandhis

nonviolent revolution to unite women politically and create the an

atmosphere whereby women, empowered by the times, could take a stand

for their equality. The 170s saw the beginning of a highly

organized modern womens movement in India. Violence against women

was one of the main focuses of the movement. Harassment,

wife-beating, rape, and dowry deaths were all too common, and police

enforcement was ineffective as were most attempts at prosecution.

Commonly called atrocities against women, these acts occurred

frequently. Why then, if these events were happening so often, was

there so much apathy towards them on the part of the courts and the

police? To answer this question one must look back upon a history

marked by religiously and culturally accepted forms of oppression

such as female infanticide, polygamy, purdah and sati. Purdah, still

practiced today in many Moslem societies, is the practice of

covering a women in cloth to protect them from the gaze of

non-family males, in order to maintain their purity. This practice

became common in India in the days of the sultanate. From a

traditional western perspective this is a very repressive

requirement. Gandhi took a particular pleasure in bringing women out

of purdah, and involving them in the political movements of the

times. Sati is another story. Early British rule in India was

careful to stay out of the traditions and private lives of the

natives. They ruled indirectly, typically demanding monetary tribute

from local leaders in exchange for allowing them to rule as they

pleased. This philosophy changed dramatically under the

governor-generalship of Lord William Cavendish Bentinck which began

in 188. He began a much more interventionist policy that included

the an increase in transportation facilities, industrialized cloth

production (which displaced the ancient commercial structure) and he

abolished the ancient tradition of sati (female infanticide was also

outlawed by the British). The last of which caused a great rift in

Indias intellectuals and businessmen. Sati is an ancient Hindu

tradition whereby a widow is burned in the cremation fire of her

departed husband. This practice was abhorred by British missionaries

and businessmen. However, to many of Indias intellectuals it was an

act of bravery and dedication on the part of the widow, to be

admired. This is evidenced by the first petition against the

intervention, which stated, Hindoo widows perform (sati), of their

own accord and pleasure, and for the benefit of their Husbands

souls and for their own, the sacrifice of self-immolation called

Suttee (another spelling of sati)- which is not merely a sacred duty

but a high priviledge(Stein, p. ). For those who did not take

part in this practice, the life of a Hindu widow was a very

restricted one. A census conducted in 1881 showed that one-fifth of

all women were widows, so these restrictions were very important.

The Dharmashashra of Manu (a Hindu text) talks about how a Brahmin

widow should act stating, … but she may never mention the name of

another man after her husband has died.(Stein, p.4) As child brides

were common in the Subcontinent, one often saw young widows unable

by traditional law to remarry and make an attempt at a new life.

Furthermore, they rarely had the education to support themselves.

Education was historically bestowed solely upon the males. In the

1th century only the wealthiest of families sought after any sort

of formal education for their female children, and there was no

movement in the government to change this. A survey of Madras found

over 5000 girls enrolled in Indian language schools, as against

17,000 boys(Stein p.68). This lack of concern for the formal

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Importance of Setting in Regret

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In “Regret,” Kate Chopin uses many details of setting to affect the character and the mood. The story is about a fifty year old woman, Mamzelle, who begins to regret never having children after babysitting her neighbors’ children for two weeks. The character and the mood are affected mainly by Chopin’s descriptions of physical surroundings, location, and objects and sounds.

Chopin’s description of the physical surroundings affects the mood of the story. At first the mood is happy. Chopin describes the pleasant odor of pinks in the air, laughter, and a flowering cotton field. These things portray happiness, and they also say that there is color, life, and growth, and that the character cares about her yard. In the end the mood is portrayed as lonely. The description of the red sunlight and the blue-gray twilight flinging a purple mist across the fields seems lonely and sad. The house being an empty mess and the description of evening shadows creeping and deepening around Mamzelle’s solitary figure makes the mood lonely.

The setting also explains how Mamzelle changes from liking being alone to regretting it. We can tell that Mamzelle likes being alone in the beginning because of the fact that she lives on a farm with only her dog. There is no close neighbors. We can also tell that she likes to be alone because of the fact that she never got married and she never had any kids. We can tell that Mamzelle started regretting being alone at the end of the story because of the details of the setting described in the second paragraph.

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Details about location, objects, and sounds help describe the character, Mamzelle. Details about the location and place of the setting help show that Mamzelle likes being alone. She lives on a farm with only her dog, some chickens, and some other farm animals. She lives all alone with no close neighbors except for the blacks who work on the farm. The descriptions of the objects and sounds help show how Mamzelle changes. When the kids arrive the sewing basket and aprons are brought down. Mamzelle gradually gets used to sewing the kids’ clothes and the messes the make. She also gets used to the constant sounds of laughing, crying, and chattering.

In conclusion, Chopin’s descriptions of physical surroundings, objects and sounds, and location affect the mood and the character. Her descriptions of the setting gives us many details about these things. The setting helps show how the character changes and why and what she regrets. The setting also shows the mood.

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