Break of Day in the Trenches by Isaac Rosenberg - 950 Words

This poem was written about and during the time of World War 1 from the perspective of Isaac Rosenberg. The poem is actually quite straightforward and simple despite its perplexing lines, and contains few allusions. One of the preeminent allusions was the one referring to the poppy. When he said, â€Å"As I pull the parapet’s poppy† (5), he was referencing the symbolism of the poppy which during the time of WW1 was the symbol of the war dead because it had a tendency to sprout up among the corpses of the fallen soldiers. By using the double meaning of the poppy Rosenberg was perhaps hinting at the inevitable death that awaited him and his comrades. The second allusion comes forth from the rat, which is observed throughout the poem. The poem†¦show more content†¦These tools help the flow of the poem. One tool he uses is long ‘e’ vowel sounds and internal rhyme, or slant rhyme. An example of slant rhyme in the poem can be found in line 12 due to th e pairing of the two words, â€Å"sleeping green† which is referring to the No Man’s Land that separated the opposing trenches of the English and the French during World War 1. These tools add on to the slow, drowsy feeling the poem emits. Rosenberg is a master of tone and creates a poem full of resignation, philosophical ideas, and death. This feeling is heightened by the words he uses, such as: crumbles, sardonic, droll, sleeping, torn, and still heavens. To create the overall feeling of the poem Rosenberg used personification to give humanistic qualities to the rat saying it to have, â€Å"cosmopolitan sympathies† (8). Personification is found numerous times between lines 4 and 19 regarding the rat and in line 17 the tool of personification is used to depict the graves of the dead soldiers as, â€Å"the bowels of the earth.† Personification is what the whole poem was based on because the base of the poem revolves around the rat and the characteristi cs that the poet muses it has. He also uses alliteration in line 5 when he wrote â€Å"parapet’s poppy†. The consonant sounds help add on to the slow pace of the poem. Then using metonymy in line 9 he references the entire English army by using one small part, â€Å"this EnglishShow MoreRelatedThe Murder Of Mankind By Isaac Rosenberg971 Words   |  4 Pagesand revealed the insanity and futility of war. Isaac Rosenberg was a recognised poet who revealed the hidden truth; he was a soldier who joined war in 1960, however, unlike others, he came from a Jewish, working class background which differed him from other well-known First World War poets. The perception of life and death, in which time is juxtaposed with setting, is reflected in Isaac Rosenberg’s unrhymed free verse poem, â€Å"Break of Day in the Trenches†. Through this anti-war poem, his inhuman experiencesRead MoreUniversity Of Oxford English Professor, Dr. Stuart Lee1318 Words   |  6 Pages as it has acted as an avenue to access the real emotions and difficulties faced by the people, including soldiers, caused by the cruelties of the war. The paper will explore O’Prey’s quotation through the poets Siegfried Sassoon, Wilfred Owen, Isaac Rosenberg, Vera Brittain and Charlotte Mew. Their works of poetry not only shed light on the conditions and occurrences of the war but also touch upon the way in which gender relations are viewed during the time of the conflict, which will be explored inRead MoreDifferent Responses to War of Four Ww1 Poets.2490 Words   |  10 Pagespresented in the works of the three most famous protesting War PoetsÂâ€"Wilfred Owen, Siegfried Sassoon and Isaac RosenbergÂâ€"as well as to contrast their poetry with the work of one of the most popular Georgian poets, Rupert Brooke. In 1914, at the beginning of the Great War, Rupert Brooke was already a well-established poet, whose poetry the English people knew and loved, while Sassoon, Owen and Rosenberg had not acquired any fame yet. In December of that year he published five sonnets, which constitutedRead MoreW.B Yeats Great War Poets Symbolism2893 Words   |  12 Pagesreturn, and the verb â€Å"loosed† alludes to the unleashing of the sphinx later in the poem, and thus the Second Coming. The sphinx is spotted â€Å"somewhere in the sands of the desert†[9]. The desert is symbolic of the temptation of Christ during his forty days and forty nights fasting by the devil. Therefore the sphinx can be associated with the devil in heralding the second coming of Christ. The city of Bethlehem mentioned in the last line of the poem is symbolic of the entering into the world of powerfulRead MoreBreak of Day in the Trenches1049 Words   |  5 PagesCourtney Zamarione Mr. Neuber Pre-Ap English II 1st hour February 8, 2013 In life, everyone has a time where they question their chance of survival or their mortality. In Break of Day in the Trenches, by Isaac Rosenberg, he makes a reference that a rat has a better chance of surviving that he does. That even someone more worthless than him is going to survive this terrible thing called war. In this narrative poem, he is at war fighting in France during World War I, questioning his chance ofRead MoreThe Tragedy Of World War II By Siegfried Sassoon1130 Words   |  5 Pagesfrom within the trenches. These men saw their fellow soldiers bodies inside the walls of the trenches, which was caused by wounds that were too extravagant to heal on their own, toxic fumes from poisonous dust that enemies caused, and the exhaustion of the never-ending battle of the war. Also, throughout the walls of the trenches, many massive rats withered their way into the flesh of the dead corpse of a fellow soldier. During the poem, â€Å"Break of Day in The Trenches† by Isaa c Rosenberg, he explainedRead MoreAnalysis Of Siegfried Sassoon s They And Men 1129 Words   |  5 Pagesbattles from within trenches. These men saw their fellow soldiers bodies inside the walls of the trenches, which was caused by wounds that were to extravagant to heal on their own, toxic fumes from poisonous dust that enemies caused, and the exhaustion of the never-ending battle of the war. Also throughout the walls of the trenches, many massive rats withered their way to the flesh of the dead corps of a fellow soldier. During the poem, â€Å"Break of Day in The Trenches† by Isaac Rosenberg, he explained theRead MoreAnalysis Of Siegfried Sassoon s The Great War 936 Words   |  4 Pagesand muddy, and multiple firearms always pointing at each other. Before the men began their journey into booby-traps of the war, many individuals encouraged them that fighting in the war was fun. However, it was far from fun: many soldiers fought in trenches, many became shell shock, an d many saw the world in a much more horrific view when returning back home. A famous poet, Siegfried Sassoon, wrote an outstanding poem, which explained how soldier’s mindset before entering the war was encouraged byRead MoreOrganisational Theory230255 Words   |  922 Pageswhich through experimental testing and ‘piecemeal tinkering. . . combined with critical analysis’, would enable human intervention to manipulate social processes in accordance with their intentions in order to solve the ‘practical questions of the day’ (ibid, pp. 58–59). At first thought, such aims might seem harmless – surely, social progress can be achieved by deploying social scientific knowledge in such a manner, and is this not the whole purpose of social theory anyway? Popper, however, remainsRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesCyr, Northwestern University Evelyn Dadzie, Clark Atlanta University Joseph Daly, Appalachian Stat e University Denise Daniels, Seattle Pacific University Marie Dasborough, Oklahoma State University Nancy Da Silva, San Jose State University Christine Day, Eastern Michigan University Emmeline de Pillis, University of Hawaii, Hilo Kathy Lund Dean, Idaho State University Roger Dean, Washington Lee University Robert DelCampo, University of New Mexico Kristen Detienne, Brigham Young University Doug Dierking

Midsummer Night’s Dream Love Isnt All You Need Essay

The love story is one of the oldest and most cherished traditions in any world culture. The prevalence of romantic works throughout history, whether Greek myths, Jane Austen’s dramatic narratives, or today’s dime-a-dozen romantic novels, ultimately encourages us to believe in the power of true love. We identify with the archetypal star-crossed lovers, who combat established convention in order to assert their romance, because we too yearn for our own â€Å"happily-ever-afters.† When used in conjunction with reason, love is the highest form of compassion – without it, we could not possibly interact productively with one another or develop as individuals. But when we take a new perspective and examine love as an independent,†¦show more content†¦William Shakespeare masters this art throughout A Midsummer Night’s Dream, building through his characters’ actions the faà §ade of love as pure and noble, but at the same time dashing thi s faà §ade by exposing weaknesses and flaws in these characters’ perceptions of love. Shakespeare does not show this irony in individual lines, but painstakingly develops it over entire scenes and acts. Eastman dubs this development â€Å"large-scale irony†: an author can create subtle irony throughout his work as a â€Å"sustained strategy of indirect attack† (Eastman 126). Throughout his play, Shakespeare uses this long-term, indirectly critical irony to sharpen his assertion that love is not benevolent, but willfully destructive. One of love’s most prominent characteristics is its ability to engulf the human mind in floods of pure emotion. In the short term, love is often associated with phrases such as hearts â€Å"skipping a beat† or â€Å"butterflies† in one’s stomach. As an act of intuition and instinct, love can have immediate physiological and psychological effects. As a result, love’s psychosomatic manifestations often lead their bewitched to direct as many efforts as possible toward winning another’s heart. With regard to this motif of physical and emotional infatuation, Shakespeare argues, being in love causes us to become inconsistent and to allow ourselves to be buffeted by the wild waves of our ever-changing desires. In the play,Show MoreRelatedA Midsummer Night s Dream852 Words   |  4 PagesIntro Paragraph:In the play A Midsummer Night’s Dream by William Shakespeare.Shakespeare portrays four different kinds of love,parental love,romantic lo ve and complicated love.The way I see what he shows us readers is that love is in a way connected to life because life is very unpredictable since no one’s what will happen tomorrow in a way love is the same way it is very unpredictable because you never know where is might end up. Just like in the play who knew if Hermia and Lysander will end upRead MoreThe Tempest by William Shakespeare1858 Words   |  8 Pagesplay A Midsummer Night’s Dream. In A Midsummer Night’s Dream, nature is shown to be mysterious presence that blurs the lines between reality and illusion; it is a magical force that is unreachable and incomprehensible for human beings. A Midsummer Night’s Dream gives nature a mischievous, playful, dreamlike feel because in this play nature interferes for the sake of love. The Tempest breaks down the barrier that divides human society and the natural world, a divide that is present in A Midsummer Night’sRead MoreComparing Shakespeare s Mi dsummer Night s Dream, Pride And Prejudice And The Great Gatsby2712 Words   |  11 Pagespresentation of love and marriage in A Midsummer Night’s Dream, Pride and Prejudice and The Great Gatsby. The main theme which brings A Midsummer Night’s Dream, Pride and Prejudice and The Great Gatsby together is the idea of how love and marriage is presented. Shakespeare, F. Scott Fitzgerald and Austen all portray love and marriage as being two separate issues, which rarely intertwine. The different contexts in which these texts are written have all had a huge impact on the way in which love and marriageRead MoreTwo of the Strongest Emotions A person can Feel1137 Words   |  5 PagesLove and hate are two of the strongest emotion a person has for two seemingly very different reasons. These two emotions are classified as total opposites, but I believe that they are closer than one might expect even though they have very different connotations. Love is classified as the stereotypical eccentric and bubbly emotion with a fairly positive connotation. When you feel love, you feel like you are walking on air and you don’t understand it but all you know is that you are feeling theRead MoreTheme Of Love Gone Love And A Midsummer Nights Dream1892 Words   |  8 PagesLiterature Theme Comparison Love is a popular theme in a multitude of literature pieces throughout the times. Forbidden love seems nearly as popular as does love gone wrong and unconditional love. Two tales that contain the theme of forbidden love, the theme of love gone wrong, and the theme of unconditional love are: William Shakespeare’s A Midsummer Night’s Dream and Fay Weldon’s â€Å"IND AFF or Out of Love in Sarajevo.† Though these stories were both written many years apart, they have a commonalityRead MoreModern-Day Adaptations of Shakespearian Plays3263 Words   |  14 Pages Adaptation is the process or state of changing to fit new circumstances or conditions, or the resulting change (Encarta#174; World English Dictionary #169; 1999 Microsoft Corporation. All rights reserved. Developed for Microsoft by Bloomsbury Publishing Plc.). When something adapts, or is adapted, it retains the basic content of its former self while taking on new qualities. When a story is adapted, either to a different medium than the one originally used or to a different time or place, theRead MoreEssay Act V in A Midsummer Nights Dream by William Shakespeare2868 Words   |  12 PagesAct V in A Midsummer Nights Dream by William Shakespeare A: The final act at first seems completely unnecessary to the overall plot of the play. After all, in Act Four we not only have the lovers intent on getting married, but there has been a happy resolution to the overall conflict. Thus, the immediate question which arises is why Shakespeare felt it necessary to include this act. The answer lies in part with the entrance of all the characters in the final sceneRead MoreThe Purpose of Authority in Shakespeares A Midsummer Nights Dream1157 Words   |  5 Pagesin A Midsummer Nights Dream Whether its Athens or London, cities have laws, and civilized life has rules. It is impossible to have a population that agrees with all the rules and laws of the state they are subject to. If a group disagrees with a rule or law enough to cause civil unrest it can be a major problem for the authority of the state. One way to mitigate civil unrest, and remind citizens of how good they have it, is through purposeful entertainment. In Act III:ii of A Midsummer NightsRead MoreTrue Love in William Shakespeares A Midsummer Nights Dream1928 Words   |  8 PagesTrue Love in William Shakespeares A Midsummer Nights Dream I have been studying A Midsummer Night’s Dream and exploring how the characters within this play deal with love and the consequences resulting from falling in love. I will be answering the question asked by providing quotes and examples of Shakespeare’s technique in showing that ‘The course of true love never did run smooth’ as well as providing answers as to why Shakespeare made this the case in the playRead MoreLa Story and Shakespeare1546 Words   |  7 Pagescredited with being a variation on A Midsummer Nights Dream. This is a more subtle lifting of the works. The similarities are limited to the device of the confused lovers, and the possible use of magic in order to bring the lovers to their correct partner. The similarities would probably have gone unnoticed were it not for the production notes that came as a supplement on the DVD, wherein Steve Martin bluntly says that he took the idea from A Midsummer Night‘s Dream. But as previously stated, the theme

Educating Rita Essay On Transition Example For Students

Educating Rita Essay On Transition Play It Again Rita The play Educating Rita by Willy Russell gained great popularity especially during the early eighties. There has also been a movie made from it starring Julie Walters and the more famous Michael Caine. As so often the case, the movie was more elaborate with additional scenes, some of which were spoken of or retold by the actors in the play. The movie also included several actors while the play only featured two, Frank and Rita. After having read the play and seen the movie I am struck by a number of differences. Seemingly subtle, many small details have a great impact on how the story can and is being perceived. The movie offers much more background information on other characters and events that are important to the story. The Screenwriters Bible by David Trottier offers a good insight in script writing and story structure. It deals with the basic elements of a typical screenplay, and explains what it actually is that an audience craves. Many of the principles can and should be applied to any story whether a screenplay, theatric play, novel or short story. The play is much more predictable in the sense that a great many things are bound not to happen on stage. In fact nothing taking place outside Franks office can be seen by the audience. All action is inevitably confined within these four walls. When Frank invites Rita to his home for dinner in the play the audience are not set up for suspension as to how it will turn out since they already know that whatever happens will not take place before them, but will be retold. The movie is several scenes richer. Some of these scenes are in the play retold by the actors and some of them are not there at all. Scene three in act two begins with Frank cursing Sod them-no *censored* them! Fuck them, eh, Rita? Neither Rita or the audience have the first clue as to what he is referring to. As the dialogue progresses they audience is informed that he is upset because the students reported him since he had been very drunk while giving his last lecture. The audience never get to see the actual scene where this happens. The can never witness Frank staggering and slurring in front of the class. They are not given a fair chance to make an assessment whether they accept Franks behavior and side with him, or if they think it serves him right to be reported. David Trottier claims Never tell what you can show. Be as visual as possible. Rather than two ladies at tea commenting on the fact that Darla skydives for relaxation, show us Darla actually jumping from a plane, or show her coming home with a parachute and trying to stuff it into the closet. The fact that the audience meet with only two characters in the play is limiting in the sense that a lot of information is implicit or even withheld. David Trottier says One key to making a drama dramatic is to create a strong central character with a powerful goal, and then provide a strong opposition character who tries to stop the central character from achieving this goal. This assures us of conflict. And conflict is drama. Denny, Ritas husband strongly opposes her spending time on education. He wants her to have a baby and become a house-wife and throughout most of the play he is trying make her quit what she is doing. Denny is definitely the opposition character. In the play Rita tells Frank that Denny has burnt all her books, and again the action is retold. In the movie we actually get to see the anger and frenzy of Denny, which gives a much more clear background and perhaps a deeper understanding of Ritas conflict with her husband. Another thing that sheds more light on things is the ending of the movie which makes for a more definite resolution. In the end of the last scene of the play Rita says Im gonna take ten years off you. .ufdadbf664d255012f93ef1f5fb6a2f97 , .ufdadbf664d255012f93ef1f5fb6a2f97 .postImageUrl , .ufdadbf664d255012f93ef1f5fb6a2f97 .centered-text-area { min-height: 80px; position: relative; } .ufdadbf664d255012f93ef1f5fb6a2f97 , .ufdadbf664d255012f93ef1f5fb6a2f97:hover , .ufdadbf664d255012f93ef1f5fb6a2f97:visited , .ufdadbf664d255012f93ef1f5fb6a2f97:active { border:0!important; } .ufdadbf664d255012f93ef1f5fb6a2f97 .clearfix:after { content: ""; display: table; clear: both; } .ufdadbf664d255012f93ef1f5fb6a2f97 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufdadbf664d255012f93ef1f5fb6a2f97:active , .ufdadbf664d255012f93ef1f5fb6a2f97:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufdadbf664d255012f93ef1f5fb6a2f97 .centered-text-area { width: 100%; position: relative ; } .ufdadbf664d255012f93ef1f5fb6a2f97 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufdadbf664d255012f93ef1f5fb6a2f97 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufdadbf664d255012f93ef1f5fb6a2f97 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufdadbf664d255012f93ef1f5fb6a2f97:hover .ctaButton { background-color: #34495E!important; } .ufdadbf664d255012f93ef1f5fb6a2f97 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufdadbf664d255012f93ef1f5fb6a2f97 .ufdadbf664d255012f93ef1f5fb6a2f97-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufdadbf664d255012f93ef1f5fb6a2f97:after { content: ""; display: block; clear: both; } READ: Poe's The Conqueror Worm: Deeper Meaning To the Essay.. and then proceeds to cut Franks hair. The movie takes us a little further. We get

Phillis Wheatley, One Of Americas Most Profound Writers, Has Co

Phillis Wheatley, one of Americas most profound writers, has contributed greatly to American literature, not only as a writer, but as an African American woman, who has influenced many African Americans by enriching their knowledge of and exposure to their Negro heritage and Negro literature. As one of Americas most renown writers, Wheatley, said to be the mother of African American Literature, is best known for her sympathetic portrayals of African American thought. Wheatleys literary contributions are vast in nature and distinguish her apart from most writers of her era. Her writings have helped in the molding of the African American tradition and are favored by people of all ethnic backgrounds. Phillis Wheatley was born on the West coast of Africa. Her exact birthplace is unknown; however it is assumed that she was born near Senegambia, a territory that today is divided between the nation of Senegal and Gambia. Wheatleys birthplace is assumed to be near Senegambia because it was in this territory that Wheatley and others were introduced into the vile conditions of slavery. Kidnapped by slave agents at the age of seven, young Phillis had to endure the struggle to America alone. "Frail young Phillis probably survived the grim voyage to America only because she was in a loose pack. If she had been part of a tight pack she might not have survived" (Franklin, 223) Phillis Wheatley arrived in Boston Massachusetts in 1761 at the age of eight. It was undoubtedly here where she was first exposed to the harsh conditions of the South. On the "stalls and auction blocks at the slave market", a wealthy Caucasian woman, named Susannah Wheatley purchased Phillis as "her personal servant an d companion" (Loggins,98). Phillis Wheatley acquired her last name from Susannah Wheatley--it was the norm during this time period for slave owners to give their slaves their last names. She was named Phillis ironically "after the ship that brought her to slavery" (Loggias, 101). As a child, Phillis Wheatley was blessed with the gift to recite poetry. Wheatley quickly mastered the English language as well as Latin, and soon began to write verses. During this time, is was uncommon for slaves to be as literate and proficient in the English language or any other language, as Phillis Wheatley was. Wheatley not only knew how to comprehend the language, she also knew how to write the language. This accomplishment made it evident that slaves were equally as intelligent if not more than their slave owners and perfectly capable of understanding any concept. Within sixteen months of her arrival, she was reading astronomy, geography, history, and British literature. Wheatley was able to break a language barrier that had held so many others of her race back. Her desire for learning increased and the quest for knowledge became embedded in her spirit, mind, and soul. By her teenage years, Wheatley was a well known author, reciting poems for the New England elite in homes w here blacks could not even sit at the table with whites. Phillis Wheatley made many contributions to American literature. Other than successfully representing and expressing the feelings of anger, frustration, and impatience of African American people abroad, she has paved the way for young aspiring African American writers. In 1771, Wheatley composed her first major work, "On an elegy to evangelist George Whitefield." After realizing Wheatleys potential for excellence, Susannah Wheatley arranged a London publication of Wheatleys poems. As a result of this, prominent Bostonians verified the books author as being Black. Britons praised the book, but criticized Americans for keeping its author enslaved. At this time, Americans were only interested in benefiting White America, and were not prepared for the fact that Britons would criticize their slave policy. In 1774, she wrote a letter repudiating slavery, which was reprinted and distributed throughout New England. The fact that she was able to publicly denounce slavery is evidence of influe ntial voice as an African American during this time. In 1775, Wheatley wrote "Reply" which was the first recorded celebration of African American Heritage by an African American. Wheatleys popularity among the elite of Massachusetts grew rapidly. As the first African American to compose a book of imaginative writing, Wheatley is the originator of the African

Literature Review and Research Methodology Draft Effects of Internet Addiction on Family Relationships among Teenagers

Literature Review and Research Methodology Draft Effects of Internet Addiction on Family Relationships among Teenagers Introduction Literature review pertains to cross-examining what other scholars have done in the field of study. This is based on the idea that knowledge is cumulative. Revisiting other people’s ideas and thoughts help in formulating both theoretical and conceptual frameworks. In this study, the researcher will employ some theories of motivation, which are part of theoretical literature.Advertising We will write a custom research paper sample on Literature Review and Research Methodology Draft: Effects of Internet Addiction on Family Relationships among Teenagers specifically for you for only $16.05 $11/page Learn More Conceptual literature will be revisited by scrutinizing what other researchers have concluded in their studies regarding to motivation of employees. Literature review is important because it offers a foundation to any study. Generally, literature review is related to determining how much is known. It is important because it keeps away un necessary duplication of data and gives more knowledge to the researcher (Lauby 2005, p. 7). The researcher can only avoid mistakes committed by other researchers if he/she reviews literature. Therefore, review of literature helps a researcher to formulate a study that stands the taste of time. Child Pornography Research shows that child pornographic material found on the internet is usually a result of abduction. This behavior has always threatened to interfere with the very survival of society since it has various effects to children. Children found engaging in pornography are normally victimized. In one of the studies conducted in the US, 100 victims were interviewed and the results had some similarities. First, victims complained about physical pain because they were forced to engage in activities that they are not used to doing. Children feel threatened because those taking them through such pains might even be their relatives (Dombrowski, Gischlar, Durst, 2007). Unwanted sexu al solicitation As shown in the graph below, adolescents are in danger of sexual solicitation. Since there is no enough data to support this claim, this study would try to prove that unwanted internet sexual solicitation affects family relations in one way or the other. Through the internet, the family is exposed to risky sexual behaviors. A study conducted in Dutch among the adolescents indicated that adolescents were likely to engage in sexual solicitation as opposed to adults. In the study, females were frequently solicited as opposed to men. In the study, the benefits of sexual solicitation were few as compared to the risks (Bourke, Hernandez, 2009).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion From the above information, it is eminent that research gaps exist hence it is pertinent to conduct a study to establish the extent at which the internet affects family r elations. Methodology The proposal would utilize quantitative research methods in conducting the study and collecting data. Quantitative research would be used since it aims at summarizing data mathematically. In this regard, the research will take the form of a survey, whereby the researcher will identify some individuals and post questionnaires to them. The sampled population will be selected randomly in order to eliminate biases (Hakim, 2000). The researcher will further make follow-ups, by conducting respondents on phone. Design There will be two key methods used to gather information in the proposal. The first one will be through a questionaire, which will be administered online to the selected victims and offenders. The questionaire will seek to capture various attutudes of victims and offenders as regards to child pornography and unwanted sexual solicitation. The second source of information that will be used in the proposal would be literature on various aspects internet har assment. The focus of the literature review will be to find information on effects of the internet on family members and also to determine the current state of research as regards to the effects of the internet. The questionnaire will have four Parts. The first part will seek to capture the biodata information of respondents. The second part will deal with the demography and gender of the respondents. This would ascertain the prevalence of views in varoius categories in order to ensure that if any differences come about, then they would be captured in their demographic space.Advertising We will write a custom research paper sample on Literature Review and Research Methodology Draft: Effects of Internet Addiction on Family Relationships among Teenagers specifically for you for only $16.05 $11/page Learn More The third part will deal with societal status and experience of both victims and offenders as regards to child pornography and unwanted sexual solicitat ion (Creswell, 2003). The motivation for this section came from the understanding that different sections of population respond differently to change, based on age and societal status. The fourth part will delve into the specific issues relating to the effects of the internet to victims and offenders, starting from the understanding of the concept to the possible effects it would have on respondents. Theoretical and Conceptual Framework The study will utilize deductive scaffold because some theories will be used to give a certain picture of the study. Deductive reasoning starts by analyzing some concepts before moving to the field to confirm the claims. The researcher will analyze some theories related to child pornography and unwanted sexual solicitation before moving to the field to collect data. The technique is constructive because it equips the researcher with relevant information. In other words, deductive reasoning moves from generalizations to the specific idea. Two theories will first be analyzed before moving to the field. Sampling Methods The most applicable sampling method for the proposal will be random sampling. Considering that the targeted population consists of children and adults in the families, there was no much risk of having biased data. If the survey needed to cover the entire family members, systematic sampling, coupled with stratified sampling would be ideal to ensure cross-sectional representation. However, the survey targeted children and their parents. Hence, random sampling would prove to be sufficient to collect required data (Crotty, 2003). References Bourke, M., Hernandez, A. (2009). The Butner Study, Redux: A Report of the Incidence of Hands on Child Victimization by Child Pornography Offenders. Journal of Family Violence, 24(3), 183–93.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Creswell, J. (2003). Research design: Quantitative, qualitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. Crotty, M. (2003). The Foundations of Social Research: meaning and perspective in the research process. London: Sage. Dombrowski, S., Gischlar, K., Durst, T. (2007). Safeguarding Young People from Cyber Pornography and Cyber Sexual Predation: A Major Dilemma of the Internet. Child Abuse Review, 16(3), 153–70. Hakim, C (2000). Research Design: Sucessful Designs for Social and Economic Research. New York: Routledge.

Ancient Greek Flood Myth of Deucalion and Pyrrha

Ancient Greek Flood Myth of Deucalion and Pyrrha The story of Noahs ark is not the only flood story in mythology: There are many others. The story of Deucalion and Pyrrha is the Greek version. Like the version found in the Old Testament, in the Greek version, the flood is a means to punish mankind. The Flood in the Context of Greek Mythology According to Hesiods Theogony, there were five â€Å"ages of man†: the Gold, Silver, and Bronze Ages, the Age of Heroes, and the Iron Age. The Golden Age was a time of virtue and plenty under the leadership of the Titan Cronus. This delightful period, however, ended in a war when the children of Cronus joined together to battle against the Titans.The Silver Age began after Cronus was deposed by his children, led by Zeus. Now, instead of the Titans, the world was ruled by the Olympians. Less brilliant as the Golden Age, the Silver Age was a time during which human beings refused to obey the gods. Zeus ended the Silver Age by killing the humans who had displeased him and sending them to the underworld.After a period of time, Zeus decided to create a new type of human being. The men of the Bronze Age were strong and aggressive, with weapons, armor, and homes made of bronze. These terrible men worshiped the war god Ares, ate the hearts of their enemies, and finally destroyed one another.Disappointed by the Bronze men, Zeus sent a great flood. The flood was followed by a new era called the Age of Heroes, during which the gre at Trojan wars were fought. Great men were born during this era; after their deaths, they spent eternity in the delightful Elysian Fields. Finally, after the heroes had played their role, Zeus created the Age of Iron. As with all the other ages, it is doomed to a final failure, at which point Zeus will return to remake the world. The Story of the Flood Warned by his father, the immortal Titan Prometheus, Deucalion built an ark to survive the coming Bronze Age-ending flood that Zeus sent to punish mankind for its wickedness. Deucalion and his cousin-wife, Pyrrha (daughter of Prometheus brother Epimetheus and Pandora), survived for 9 days of flooding before landing at Mt. Parnassus. All alone in the world, they wanted company. In answer to this need, the Titan, and goddess of prophecy ​Themis cryptically told them to throw the bones of their mother behind them. They interpreted this as meaning throw stones over their shoulders onto Mother Earth, and did so. The stones Deucalion threw became men, and those Pyrrha threw became women. Deucalion and Pyrrha settled in Thessaly where they produced offspring the old-fashioned way. Their two sons were Hellen and Amphictyon. Hellen sired Aeolus (founder of the Aeolians), Dorus (founder of the Dorians), and Xuthus. Xuthus sired Achaeus (founder of the Achaeans) and Ion (founder of the Ionians).

Business Plan Thesis Example | Topics and Well Written Essays - 9000 words

Business Plan - Thesis Example This has lead to the growth of online business across the globe and was the major reason for choosing the online form of business as it relates to Ortiz. The products produced by Ortiz are also in demand as footwear market has showed a steady growth rate over the past years. Additionally, continual changes in consumer’s preference, footwear demands continue to evolve and increase at a rate comparable to that of the apparel market. Factories producing the product line of Ortiz are currently located in the country of Colombia. As such, Ortiz plans to export its product from Colombia to European markets and sell these products through online marketplace to the end consumer. The products of Ortiz are manufactured to specifically keep the needs and preference of its target market in mind. As such, this target demographic includes younger and middle aged fashion conscious men and women who place a premium on footwear that is both stylish, fashionable, and comfortable. Objectives: To become a market leader in the online market for fashionable shoes To develop a superior reputation by allowing the customer to experience a streamlined and painless online shopping experience. To gain a reputation of reliable delivery in UK market and also for high quality shoes and design To determine the success of the business plan feasibility study was conducted in the online business sector and footwear market. It has been revealed that there exists a huge potential in the online business sector and also in the footwear market as the demand has increased drastically as compared to previous years. The feasibility research took into consideration five key areas, product/service, industry, market, organizational, and financial sectors. Next the business plan analyzes the business model. Ortiz implemented the affiliate business model and aims to earn revenue by its â€Å"pay per click† facility. The core strategy has been defined and explained in Chapter 4 under the heading business model. Chapter 5 analyzes the present and future scenarios of Ortiz and how the business prepared to perform in the future as well as where it expects to stand within the next few years of its operation. It can be said that the business is expected to generate positive cash flow as well as increase its overall brand awareness and image. In the process of conducting business there exists wide possibility of risk to be encountered by the online business and hence the likely risks which Ortiz might encounter have been stated in the business plan along with the remedies and how to manage the risk. The business plan also included the critical success factor which the company should implement to its business and earns profit and achieves success. Budget and investment planned by Ortiz will be shown in detail where the budgets have been prepared for three years starting from 2012 to 2014. As such, by the projections of this analysis, Ortiz is expected to break even by next year - 2013. Thus it can be concluded that the business aims to provide its target customers with innovate and stylish footwear and create a brand value in the UK and Europe market. Contents Executive summary 2 Contents 4 Chapter 1 7 Introduction 7 Structure 9 Business Model and Source of Information 10 Assumptions 10 Timescale 10 Chapter 2 12 The business concept 12 Product/Service 13 Target market 14 Value Added 14 Specific Features 16 Opportunity 16 Marketing and

The Mercy of Religion Essay Example | Topics and Well Written Essays - 1000 words

The Mercy of Religion - Essay Example However, despite all this, conflicts still makes the most part of the news today; the media is talking about violence from all corners of the world. It is devastating how Christianity is least influential on the struggles for peace and against violence in the USA. They have let the leaders whose lips are fast to talk about war and how the citizens should protect themselves dominate the arena. Christian religion has its focus and attention on understanding the past events, how they affect our society instead of the earlier and current occurrences in the society (Moore 23). Christian believers should be quite hiding in the past and focus on the current and fulfill its obligation in terminating the global violence. The USA should be first in peace negotiation and ending violence. In every social setting, a woman is equally important like the man because she performs the basic task in the family like ensuring adequate water for use in the family, looking after the sick, tending the gardens and other duties. The woman is the building blocks of any society and I belief without her, we would have a chaotic society where peace is no existence, malnourished children, and men, and many features that are more unexciting, (Rosemary 12). Despite the good things a woman can do, many cultures do not regard her and mostly assume her efforts and duties, for instance, she is considered the poorest in the family for money she gets is utilized for the well being of the society while the man uses his to buy luxuries like a radio. Religion puts the woman a compromising position in that she is required to be submissive to the man, support him and in some religions, he must not be adulterous but a man can. Many NGO have however been establish and are working towards promoting th e rights of the woman in the society and above anything the appreciation she deserves for the roles she plays. Since its inception after the

Female characters Essay Example for Free

Female characters Essay The Kite Runner by Khaled Hosseini is a novel published in 2003 which tells the story of Amir, a young Afghan boy with a traumatic past, a guilty conscience, a war-stricken homeland and a broken future. The Kite Runner explores many different issues throughout the novel; one such issue is the representation of females. Females can be seen as â€Å"material goods†, and are often shown as marginalized, weak, demeaned, and subject to many double standards in todays society, and throughout earlier history. The Kite Runner shows the idea of female representation through the development and construction of make and female characters, combined with the setting and culture in the novel. The idea of marginalized female representation is also shown in other texts such as A Lot to Learn, and Hamlet, all of which used character construction to portray these ideas. The Kite Runner portrays the idea of females as being marginalized in many different cases. There are only two females that have any backstory or focus in the book The Kite RunnerAmir’s wife Soraya, and Soraya’s mother. Hassan’s wife is also mentioned briefly. The fact that women are not focused on, and barely mentioned in the novel also show that in Afghan culture, women do not play a large role, they simply blend into the background and do as they are told. Hassan’s wife, Farzana, is described as a ‘shy woman’, ‘courteous’, and spoke in a voice just ‘barely higher than a whisper’. It seems that she cooks, cleans, and does most of the basic housework. The fact that she is so shy, polite, and quiet shows how women have been brought up in this culture. Farzana has been brought up to obey men, and to speak only when spoken to, to be polite and courteous, and to always be virtuous. The only time Farzana stood up for herself, and her family, was when Hassan was shot by the Taliban. She ‘came screaming and attacked them’ and the Taliban promptly shot her. The fact that the men could so easily and quickly shoot a woman, who was simply defending her house and family, shows again the way that women may be seen as almost worthless in the Afghan society. Soraya Taheri, Amir’s wife, on the other hand, was the complete opposite of Farzana. When we first meet Soraya, she is described as a ‘slim-hipped beauty’, ‘decent’, ‘hardworking and kind’, with a ‘princess-like’ beauty to her, and she speaks with confidence, which is unlike all of the other Afghan women described in the story. Soraya has a past that she, and everyone around her, is ashamed of. After arriving in America, Soraya saw the care-free environment, the way that women were accepted, and Soraya realized that maybe she herself could have independence too. Soraya ran away to Virginia at the age of 18; she was ‘rebellious’, she felt that she should be allowed to be independent. When she returns to her family and moves to California, the rumours spread like wildfire. All of the Afghanis here about Soraya’s shameful act, and everywhere she goes, whispers follow her. No suitable suitors appear at her doorstep, and no one forgets her ‘mistake’. ‘Its so fucking unfair’, she says, and it really is. A double standard in this society, where the men can do whatever they please and ‘no one does a god damn thing’, and when a woman does something of the same nature, they are shunned. There is a small amount of talk about Baba’s wife, who died giving birth to Amir. The Afghan community claimed that Baba would never be able to marry a woman like her; she was virtuous, clever, studying at university, and to to pit all off, she was of royal blood. Baba finally does marry this woman though, and refers to her as his ‘princess’. The way that this marriage is described accentuates the idea that men want women the way they would want material goods. The marriages are described almost as if the men are simply picking an object, and showing said object off to the world. Gertrude is seen as unequal to the the almost all-male cast. Gertrude is a female character from Shakespeare’s famous play Hamlet. The play is set in Denmark, early 14th century, and tells the story of a young prince, Hamlet, who gets a visit from his dead father’s ghost, and realizes that not all is right in the state of Denmark. Gertrude is Hamlet’s mother, and the queen of Denmark. After the death of her husband King Hamlet, Gertrude quickly remarries to the King’s brother Claudius. Hamlet depicts this sudden remarriage as betrayal, unfaithfulness, and the breaking of ‘sacred vows’. He feels disgusted that his mother would grieve so little, and move on so fast, and hatred for his mother beings to grow. The play Hamlet has been created so that we, as readers, see Hamlet’s point of view, but we do not see the way that the other characters think. I believe that this sudden remarriage was not simply because Gertrude was seduced, but because Gertrude could not hold her position of â€Å"power† without a male by her side. If we had Gertrude’s side of the story, I think we would realize that there were other motives to Gertrude’s marriage to Claudius. Gertrude could not run the state of Denmark, or even the castle, without a man in power with her; in the time Hamlet was set in, women were often demeaned, and were never seen as equals. To keep the state functioning as a whole, Gertrude realized she would need a new king to rule. Gertrude also may have realized how easy it would be for another man to take advantage; if they controlled Gertrude, they could control the state. Her marriage to Claudius at least guaranteed that the state was run by someone she trusted and could see as a ruler. None of these ideas were explicitly stated, because Gertrude was never really given a chance to defend herself and her actions, due to Hamlet being the focus of the story. ‘Frailty, thy name is woman’, Hamlet says, referring to poor Gertrude. He refers to the way that Gertrude was moulded so quickly to another’s will, the way her confidence faltered so soon, and how weak Gertrude really was. Hamlet is a character that has no respect for women. He holds a grudge against his mother, and as the play progresses, these dark feelings that he feels towards his mother grow stronger. Hamlet starts to feel so strongly to his mother ‘betraying’ him, that he starts to apply this idea to all women, even weak Ophelia. He seems to be under the impression that, though women are frail, weak, and delicate, all women deceive and take part in treachery. He does love Ophelia, but in the end, he feels that Ophelia would betray him, as all women do. He is applying a stereotype to all women, saying that they are will of weak and physical being, and treacherous at heart. Ophelia is also doted on quite a lot by her father and brother. Both men lecture Ophelia about staying virtuous, warning her not to ‘lose her heart’, but this is, again, a double standard. Laertes especially is being quite the hypocrite, since he, as a young man, would have been messing around with many young girls, and not had it held against him since it was socially accepted for men. Polonius also lectures Ophelia to keep her chastity, and talks to her as one would talk to a young child. He depicts Ophelia as being weak, innocent, nothing more than a child, and often gloats to the King Claudius about how ‘dutiful’ and ‘obedient’ Ophelia is as a daughter, as if she has no will of her own. He seems to be demeaning her, without even consciously meaning to, and Ophelia takes no offense to it; in that day and age, girls were simply brought up to accept it. ‘The object Ophelia’, Hamlet refers to Ophelia at one point. He says this the way he would say ‘the object of his affections’. He seems to be referring, yet again, to material goods, to objects, as if Ophelia is simply another prize he can add to his trophy cabinet. He also uses a great deal of sexual innuendos when around Ophelia, but neither Ophelia or any other members of the court find it offensive or out of context. He lays his head upon her lap and whispers comments that are obviously making her uncomfortable, but Ophelia never objects, simply because it was normal for women to be taken advantage of. Just like Ophelia being referred to as an object, the short story A Lot to Learn depicts an innocent girl as yet another material good. A Lot to Learn is a story about Ned Quinn, a scientist that has created the Materializer, a large machine that can create anything at the push of a button. The story tells the tale of Ned experimenting with the machine, and wishing for a girl. Before Ned mutters the word ‘girl’, he wishes for ‘money’, then a ‘martini’, then ‘beer’. These are two stereotypical goods that a person would probably wish for if he could have anything; money and alcohol. When Ned wishes for this girl, after wishing for two in-demand material goods, he seems to be sending a subtle message that perhaps he sees women as nothing more than objects of desire, yet another material good instead of a sentient being. If his experiment was a success, Ned would most likely hold on to this girl the way one would hold onto a trophy; a record of his achievements, simply for memories sake. The idea of being nothing more than an object is terribly demeaning, and another show of dominance from males. Women are very subtly discriminated and marginalized in this short story. As well as the idea of the girl being simply an object, Ned seems to be under the impression that this girl would obey him. Before wishing for a girl, Ned did not stop to think that maybe the girl would scream, or run in terror, or struggle; he simply assumed that the girl that appeared would obey. This is a show of Ned believing that women are weak both physically and mentally. This shows an immediate message about dominance, the way that Ned believes that this girl would do exactly as he wished. He seemed to be under the impression that because he was a man, he is strong, powerful, and has a sense of dignity and respect, therefor meaning that the woman that he expected to appear would simply obey. Ned seems to be very confident in himself and his invention. Though he is nervous as he wishes for each new object, he seems to be under the impression that everything will turn out fine. Ned comes across a slight hitch, however, when he mutters the word ‘girl’. In our society today, the word ‘girl’ often refers to woman, not literally a girl or child. Its a misconception, just a word in our culture that has developed to mean something else from the original meaning. Ned obviously does not want the small, innocent child that appears in the machine, as he curses ‘Hell! ’. Referring to a woman as ‘girl’ is almost demeaning in a way. The fact that Ned wishes for a girl as well is slightly disturbing. Upon reading it, most people would immediately assume that Ned wants this girl for nefarious purposes, to fulfil a fantasy or something of that drift. This is another symbol of the female representation being marginalized, shoved aside as the weaker gender. All of these different characters from these three stories easily show the idea of females being marginalized and disenfranchised. Characters such as Ned Quinn, Hamlet, and General Sahib are constructed to be dominant over the female characters. The settings and culture, when combined with these strong male characters, show the many double-standards that exist between females and males, and also show the idea of females being represented as trophy objects.

Canterbury Tales - Wife of Bath :: essays papers

Canterbury Tales - Wife of Bath â€Å"The Prologue to the Canterbury Tales† had numerous unique characters, but the Wife of Bath struck me as the most interesting personality. Through the narrator’s use of direct and indirect characterization, significant details, and motivations for actions I was able to analyze the distinct traits of â€Å"the worthy woman from beside Bath city.† The narrator was very successful in portraying the wife. The wealth of the wife was distinct. â€Å"Her hose of finest scarlet red† shows the fortune she possesses. The wife also had enough fortune to travel to the most important shrines in Italy, France, Spain, and Germany. The narrator’s described her appearance well. â€Å"Bold was her face, handsome, and red in hue† allows the reader to picture the wife as an attractive woman of her time. The middle-aged woman had impressive large hips and â€Å"gap-teeth† which express lust. Her corpulent figure was a very favorable aspect of the time; it indicated wealth and beauty. â€Å"She’d had five husbands, all at the Church door† allows the reader to grasp much about the wife. Having five husbands shows that she is sociable and interested in love and marriage. Her experiences with marriage allow her to be very knowledgeable of love, which is â€Å"an art in which she knew the oldest dances.† â€Å"†¦ All at the Church door† shows her devotion to tradition and her faith. Her dedication to the Catholic Church and the forbidding Church rules of the time, allow the reader to infer she did not divorce her husbands. Therefore, all of her husbands passed away, which allows us to conclude she may have married older men. This wealthy world-traveler, on a pilgrimage to Canterbury, is not motivated by her faith as she travels on this mediocre trip.

Painting Analysis in Jane Eyre Essay

From the opening chapter of Charlotte Brontà «Ã¢â‚¬â„¢s Jane Eyre the reader becomes aware of the powerful role that art plays. There is something extraordinary about the pictures Jane admires from other artists, as well as the work she creates herself. Her solitary pastime often operates as an outlet of pain, either past or present, and offers her the opportunity to deal with unpleasant emotions and memories. Jane’s art transcends her isolation by bringing her into contact with others who see it; it functions as a bridge between her desire to be alone and her need for companionship. Despite her struggles with inner conflict and the people in her life, Jane’s art helps her find personal power, marking her true identity as her own woman. Whether it is her love of drawings or the creations of her own, artwork has provide Jane a means of agency to survive the harrowing conditions afforded to the orphan child, allowing her to emerge as a wealthy, independent social equal. The first glimpse of Jane’s resourcefulness and mental escape comes from one of the first activities in the novel. She escapes from her powerless place in the hostile Reed household temporarily through a book â€Å"taking care that it should be one stored with pictures† (2). She retreats to a solitary window-seat, â€Å"having drawn the red moreen curtain nearly close†¦ shrined in double retirement,† and buries herself in Berwick’s A History of British Birds (2). The window offered protection, but not separation from the outside: â€Å"At intervals, while turning over the leaves of my book, I studied the aspect of that winter afternoon† (2). Through the images and quotes contained therein, Jane manages to acquire the only kind of power to she access to- knowledge, â€Å"Each picture told a story; mysterious often to my undeveloped understanding and imperfect feelings, yet ever profoundly interesting† (3). Her interpretation of the illust rations provides training for the young girl, who will later produce her own images. Her quest for identity and power has begun, and the young orphan begins to discover how she can begin her journey to find her place as a social equal. Interrupting her happy retreat, looking at the pictures, is her wretched cousin John Reed. He claims that Jane, as a dependent in his household, has no right to look at books without his permission. As punishment for her transgression, he throws her favorite Berwick’s Birds at her, physically knocking Jane down with its force (3-5). A fight ensues, with Jane comparing Reed’s actions to those of murderers, slave drivers, and Roman emperors. Adults intervene; Jane is blamed for the conflict and is confined to the â€Å"red room† where she experiences terrible suffering. In this incident, Jane’s visual pleasure takes the form of looking at art objects in prints and illustrated books. Instead of being a harmless leisure activity, â€Å"this looking is regarded by the male character as a provocation, setting off various stratagems aimed to reconfirm rights of ownership by laying down restrictive or subordinating conditions of access† (Kromm 374). Confron tations between Jane and male authority would follow her from her removal from the Reed home to her schooling at Lowood. Early on in her education at Lowood, Jane finds herself in a situation similar to that of the breakfast room incident at Gateshead. Trying to escape the notice of the headmaster Mr. Brocklehurst. With no massive curtain to shield her this time, she â€Å"held [her] slate in such a manner as to conceal [her] face† (62). The â€Å"treacherous slate† slipped from her grasp and crashed to the floor. As she â€Å"rallied [her] forces for the worst. It came† (62). In a humiliating flight of indignation, Mr. Brocklehurst, placing Jane on a stool for all to see, publically admonishes her for dropping school property. He further attempts to ostracize her from the others by condemning her a liar (information he received from Mrs. Reed, Jane’s wretched benefactress). Jane serves the time, designated by her punisher, sobbing and full of shame. She realizes that this wrongdoing would eliminate Miss Temple’s promise to teach her drawing and to learn French. Jane descends from the stool in search of Miss Temple, her beloved superintendent, who often â€Å"listens to Mr. Brocklehurst’s sermonizing in ladylike silence with her mouth ‘closed as if it would have required a sculptor’s chisel to open it’† (Gilbert 784). Miss Temple kindly allows Jane to speak in her defense, such an unfamiliar concept coming from the Reed residence. Once Jane’s story is corroborated she is rewarded with beginning lessons in drawing and French. Her subsequent years at the Lowood Institution, although glossed over by Brontà «, are when Jane emerges as an artist. Her first sketch is landscape with a crooked cottage whose graphic limitations bring about a daydream that evening in which she envisions a feast of â€Å"more accomplished imagery†(72). Each imaginary scene is one she anticipates producing with her own hands: picturesque landscapes with ruins, lowing cattle that recall Dutch painters like Cuyp, butterflies hovering near roses, birds pecking at fruit. Through this elegiac, bucolic, wish-fulfilling dreamscape, she sees herself become adept at making â€Å"freely-penciled,† rather than minutely copied, renderings of the natural world intensively and expansively observed. (Kromm 377-378) Jane’s goal is clearly much higher than reproducing other’s works. She sees herself acquiring the skills of a professional artist. Jane learns at Lowood that she can create and lose herself in alternate worlds when she draws and paints. She shows the ability to envision a cheerful life different from her circumstances. However, following Miss Temple’s departure from Lowood, Jane returns to feelings of isolation. Once again she finds solace gazing out a window, realizing the promise the other side has to offer . Her â€Å"restless desire† of life outside the classroom leads Jane to seek employment elsewhere. It is through her preparations to leave Lowood that the reader learns of Jane’s growth and achievement as an artist. Her â€Å"pictorial facility is a landscape, a watercolor given to the superintendent of Lowood, who had interceded on her behalf with Brocklehurst to obtain for Jane a reference and permission to leave the school† (Kromm 379). The painting was framed, and placed prominently â€Å"over the chimney-piece,† in the parlor at Lowood. Her painting is one of several accomplishments that impress Bessie, the Gateshead servant who visits upon learning of Jane’s departure for her next job at Thornfield. Bessie thinks the painting is beautiful: â€Å"It is as fine a picture as any Miss Reed’s drawing-master could paint, let alone the young ladies themselves, who could not come near it† (90). Jane now possesses the accomplishments of a lady, and â€Å"to a degree which will ensure her economic independence as a teacher. The picture Bessie sees is not described; it has no significance for Jane other than as a social gesture†¦it functions simply as a milestone on her advance to independence† (Milligate 316). Jane’s artistic confidence and her newly acquired â€Å"social status,† follow her to her next adventure at Thornfield. During her time as a governess, Jane’s art continues to gain the attention of others. Shortly after Rochester’s first appearance at Thornfield, he summons Jane and tries to get to know Jane’s qualifications as governess for Adà ¨le. Rochester asks to view again some of her work the young girl had shown him, adding, â€Å"I don’t know whether they were entirely of your doing: probably a master aided you?† (124). Jane vehemently denies his accusation, yet Rochester remains skeptical. He orders Jane to â€Å"fetch her portfolio,† and investigates her work, promising her, â€Å"I can recognize patchwork† (124). Somewhat satisfied after his perusal, that the work is from one hand, a hand that she confirms is her own. Focusing his attention on three watercolors he asks Jane, â€Å"Where did you get your copies?† When Jane replies â€Å"Out of my head,† he continues to goad her, â€Å"That head I see now on your shoulders?† (124). Jane passes his critical judgment without becoming unsettled. She offers her own critique of her work that is occupying Rochester’s attention: â€Å"her judgment upon them was ‘nothing wonderful’ because her manual skill was not quite able to capture the vivid subjects that she had imagined with her ‘spiritual eye’† (Gates 36). The watercolor landscapes, although produced at Lowood, are far from the scene that been so admired: â€Å"A seascape, a landscape, and polarscape respectively, each fantastic natural setting has the disturbing feature of a dead, fragmented, or cropped figure† (Kromm 379). In the seascape, a wrecked ship’s mast rises above the water in â€Å"composition dominated by rough seas and clouds.† A lone cormorant sits on the mast with a sparkling bracelet in its mouth â€Å"pecked from the arm of a woman’s corpse lying almost submerged in the foreground† (Kromm 379). The second painting shows a leafy, grassy hill with a large stretch of dark blue twilight sky. â€Å"Rising into the sky† is a bust-length view of a woman: â€Å"She is an allegorical figure, her gauzy lineaments and crown justifying her description as a ‘vision of the Evening Star.’ The pleasant otherworldliness of this princess-like delineation is subverted by the account of her features, which include wild-looking eyes and hair streaming in enervated disarray† (Kromm 379). The third watercolor is a polarscape whose winter sky is â€Å"pierced† by the peak of an iceberg against which a gigantic head rests, its forehead supported by two hands. The focus â€Å"is entirely placed on the singular head whose black, bejeweled turban registers a note of orientalist exoticism. The eyes of this giant are glazed, fixed, blank, communicating only a sense of despair† (Kromm 379). Her descriptions of her work display the limitless depths of her imagination. They are, as Rochester observes, like something Jane â€Å"must have seen in a dream† (126). He asks whether she was happy when she painted them and remarks that she must surely have existed â€Å"in a kind of artist’s dreamland while [she] blent and arranged these strange tints† (126). â€Å"Here Rochester catches the essence of surrealistic art, which tends toward the kind of involuntarism best known in dreams, aiming at automatism and toward the unconscious. Jane of course was not aiming anywhere† (Gates 37). Jane says she was simply ‘absorbed† and her subjects has â€Å"risen vividly on [her] mind† (126). Jane has the visions but lacks the skill to accurately portray them: â€Å"whereas the superintendent’s picture indicated accomplishments with social and economic value, these pictures reveal Jane’s emotional status†¦she has made little progress† (Millgate 316). Jane is still maturing. The paintings may evidence a halt in her artistic promise, however, the conversation with Rochester, about her artistic promise, ignites a sense of equality between the pair. Jane views Rochester’s investigatory comments as a, â€Å"breath of life†¦ he is the only qualified critic of her art and soul† (Gilbert 352). Jane and Rochester’s shared love of art plants the seeds of their mutual affection and appreciation of one another. Besides using her art as a means to access Jane’s thoughts, Rochester offers Jane’s work to the public. Rochester becomes, â€Å"the link that enables Jane to expand her ability to share imagination† (Cassell 112). She informs her reader, â€Å"One day he had company to dinner, and had sent for my portfolio; in order, doubtless, to exhibit its contents† (129). â€Å"Jane placidly accepts Rochester’s display of her work, perhaps as an affirmation of the value of her talent, or perhaps as a means to communicate her imaginative self with a larger audience† (Cassell 112). Jane takes a risk and allows herself, through her work, to be vulnerable to society’s scrutiny. Personal scrutiny, in addition to public, accompanies Jane’s work as it transitions from the familiar natural landscapes, to the unfamiliar world of portraiture. Here Jane uses her art as a sort of punishment for not seeing reality. The way Jane’s creative imagination goes to work on its materials is quite precisely revealed in the genesis of the pictures she actually completes while at Thornfield, those contrasting portraits of ‘a Governess, disconnected, poor, and plain’ and of ‘Blanche, an accomplished lady of rank’ which she intends as medicine for a mind which love of Rochester has infected with wishful thinking. (Millgate 317) Jane’s ivory miniature of Blanche Ingram is executed before Jane has laid eyes on Blanche and is based upon Mrs. Fairfax’s flattering description of her. When Jane asks Mrs. Fairfax for her opinion of Rochester, she says of the woman’s response, â€Å"There are people who seem to have no notion of sketching a character, or observing and describing salient points, either in persons or things: the good lady evidently belonged to this class† (104). However, when describing Jane’s rival for Rochester’s affection, Mrs. Fairfax’s word is bond. Studying her own face in the mirror, she finishes her a charcoal self-portrait in less than two hours, â€Å"omitting none of what she calls her defects, the harsh lines and displeasing irregularities of her face, refusing to exercise the artist’s option to use the chalk to soften or blur the sharp planes of her features† (Kromm 382). Jane paints Blanche’s portrait on smooth ivory, â€Å"taking a fortnight to finish it, and the result is a Grecian beauty whose features are called smooth, soft, sweet, round, and delicate† (Kromm 382). Looking at both portraits, she asks herself which woman Rochester would prefer: â€Å"The contrast was as great as self-control could desire† (162). The painting exercise becomes a means of self-discipline, and â€Å"a way of representing social hierarchical position through the creation of concrete images† (Azim 192). Contemplating the two works, and their disparities, she puts herself firmly in her place. She scolds herself for her romantic fantasies about Rochester that could ruin herself and her career. The contrast between the real and the ideal â€Å"is imagined and put forth, to keep in mind the distance between desire and reality†(Azim 193). Here Jane paints out of her mind’s eye, not in order to indulge her imagination, but to control it. Jane returns to Gateshead to visit her dying Aunt Reed. Bessie greats her kindly, but Jane otherwise receives a cold greeting from her aunt and cousins. Returning to such a disheartening place, coupled with missing Rochester, Jane uses her art as a means of comfort. She carries her art with her because art supplies her with â€Å"occupation or amusement† (250). â€Å"Her first sketch there shows her thoughts in line with Rochester’s as she sketches the characters that he often associated with her† (Cassell 116). She draws: â€Å"Fancy vignettes, representing any scene that happened momentarily to shape itself in the ever-shifting kaleidoscope of imagination: a glimpse of sea between two rocks; the rising moon, and a ship crossing its disk; a group of reeds and water-flags, and a naiad’s head, crowned with lotus-flowers, rising out of them; an elf sitting in a hedge-sparrow’s nest, under a wreath of hawthorn-bloom. (236-237) Her fantasies shift to real possibility, she sketches a face-Rochester’s, all in heavy black pencil and complete with flashing eyes (237). Jane describing her own work and the qualities she seeks to emphasize in the portrait – strength, determination, flexibility and spirit – reinforce what Jane finds attractive in Rochester. The portrait of Rochester is involuntarily made and, in fact, â€Å"helps to close the gap between the mind and the representational object: spontaneity, imagination, sexuality, and sexual desire combine to produce a portrait that faithfully represents the painter’s state of mind† (Azim 195). In a time of emotional need, she unconsciously conjures up â€Å"a speaking likeness† of the man she loves (237). After leaving Thornfield, following the interrupted marriage ceremony, Jane’s art provides a temporary asylum, as she grieves for Rochester. During her stay at the Moor house, her artwork earns her the admiration of Diana and Mary Rivers. They are so impressed with her talents that they give her all of their drawing supplies (360). Once again Jane attributes her talents with social status when she remarks, â€Å"My skill, greater in this one point than theirs, surprised and charmed them† (360). Their appreciation of her artistic skills, and their generosity help strengthen Jane’s weakened disposition. As Jane struggles to cope with losing everything that mattered to her, her artwork enlivens those around her-especially Rosamond Oliver. Jane’s art excites admiration, impressing Rochester with its â€Å"peculiar† power and â€Å"electrifying† Rosamond with surprise and delight. Jane’s painting and sketching quietly â€Å"satisfy an impulse toward a kind of display that is itself subordinated to pleasure in looking, as when she happily agrees to sketch a portrait of Rosamond: ‘I felt a thrill of artist-delight at the idea of copying from so perfect and radiant a model’† (Newman 157). Jane’s first description of Rosamond presents a figure seen entirely from an artist’s angle: â€Å"eyes shaped and colored as we see them in lovely pictures†¦the penciled brow†¦the livelier beauties of tint and ray†¦Ã¢â‚¬  (372). â€Å"The ease with which this terminology is manipulated shows a new detachment in Jane, as well as suggesting a certain superficiality in the figure she exams† (Millgate 319). Even though Jane can use her imaginative faculties to alleviate the pain of reality, she does not separate from reality (Cassell 116). She grieves constantly for the loss of Rochester and her identity. Her art does not offer the same gratifying rewards that it once did. Her work has continued to mature and is evident by Rosamond’s portrait. Mr. Oliver and St. John Rivers authenticate the precision of the portrait. The painting also â€Å"causes St John to admit to Jane what she already knows – that he is in love with Rosamond – and it is while he gazes at the picture that he allows himself to give way to his feelings for a set period of time – ‘a little space for delirium and delusion’, he calls it† (Losano 256). The painting also serves another function. The portrait of Rosamond Oliver brings to fruition, Jane’s aspirations for independence. St. John recognizes her as the rightful heir of a fortune. His proof of her identity consists of a signature in â€Å"the ravished margin of [a] portrait-cover,† which Jane confronts as if it belonged to another: â€Å"He got up, held it close to my eyes: and I read, traced in Indian ink, in my own handwriting, the words ‘JANE EYRE’† (392). Jane construes her signature as â€Å"the work doubtless of some moment of abstraction† and thus disowns it as the product of her own volition, even as it fulfills the conditions of he uncle’s will and her own desires to be financially independent and to belong to a family (Marcus 217). Jane Eyre’s art is mode of self-expression, revealing in rare glimpses her depth of character and aspirations for independence. As Millgate suggests, â€Å"her work is one means of charting her growth to maturity† (315). Beginning in the window-seat at Gateshead, a ten-year-old girl escapes abuse and neglect by escaping through images in her beloved books, through twenty years of creating herself through her art, Jane ends her career as an artist when she becomes Mrs. Jane Rochester. In the account of her married life in the final chapter, all her imaginative activity and visionary skill are devoted to the task of embodying in words, for the benefit of her blind husband. Her gift of words helps her to create a new artist identity-a storyteller. Works Cited Azim, Firdous. â€Å"Rereading Feminism’s Texts in Jane Eyre and Shirley.† The Colonial Rise of the Novel: From Aphra Behn to Charlotte Brontà «. London: Routledge, 1993. Brontà «, Charlotte. Jane Eyre. New York: Barnes and Noble, Inc, 2001. Cassell, Cara. The â€Å"Infernal World†: Imagination in Charlotte Brontà «Ã¢â‚¬â„¢s Four Novels. Diss. Georgia State University, 2001. Gates, Barbara. â€Å"Visionary Woe and Its Revision: Another Look at Jane Eyre’s Pictures.† ARIEL, Vol. 7 (1976): 36-49. Gilbert, Sandra. â€Å"Plain Jane’s Progress.† Signs, Vol.2 (1977): 779-804. Kromm, Jane. â€Å"Visual Culture and Scopic Custom in Jane Eyre and Villette.† Victorian Literature and Culture, Vol. 26 (1998): 369-394. Losano, Antonia. The Woman Painter in Victorian Literature. Columbus: Ohio State University Press, 2008. Marcus, Sharon. â€Å"The Profession of the Author: Abstraction, Advertising, and Jane Eyre.† PMLA, Vol.110 (1995): 206-219 Millgate, Jane. â€Å"Narrative Distance in Jane Eyre: The Relevance of the Pictures.† The Modern Language Review, Vol.63 (1968): 315-319. Newman, Beth. â€Å"Excepts from Subjects on Display.† Charlotte Brontà «Ã¢â‚¬â„¢s Jane Eyre: A Case Book. Ed. Elsie Browning Michie. NewYork: Oxford University Press, 2006. Starzyk, Lawrence. â€Å"The Gallery of Memory†: The Pictorial in Jane Eyre.† Papers on Language and Literature, Vol.33 (1997): 288-307.

Ka Ching Tone Assignment

In Margaret Atwood’s Ka-Ching!, the dominant tone of the passage is nostalgic and contemplative. When Atwood describes her first job, working for a small hotel coffee shop, she refers to it as being a clean, well-lighted, with booths, counters and waitresses. She is looking back on what seemed to be a poor experience.The basis of the Machiavellian characteristics was to do whatever it took to gain power and maintain that power. During the time of William Shakespeare being a ruler had nothing to do with being a good person, nor did it ever mean doing the right thing. The characteristics that Claudius possess are that he manipulates people, he is unapologetic, and extremely selfish.The dominant tone of the passage is cynical and satirical.The idea that a baby or child could be used as a snack is cynical and satirical. Swift presents his point of view on cannibalism as if it were something completely normal, ignoring the fact that it is taboo, and not socially acceptable. When re ading, we are able to understand that eating children would never happen, but due to his use of diction, a sarcastic and a cynical tone is used. With use of proper connotative diction the author allows us to understand the terrible conditions in Ireland and reveals the dominant tone. â€Å"I can think of no one objection that will possibly be raised against this proposal, unless it be urged that the number of people will be thereby much lessened in the kingdom.† It may seem that the narrator may be serious when proposing his solution, but we are able to detect plenty of cynicism.â€Å"For this kind of commodity will not bear exportation, the flesh being of too tender a consistence to admit a long continuance in salt, although perhaps I could name a country which would be glad to eat up our whole nation without it.† An awful lot of extremity is  portrayed when Jonathan Swift explains how humans could possibly be exported to other countries in order to be sold and eate n. This demonstrates plenty of sarcastic diction. The denotation of cynical is showing the belief that a person could be solely motivated by selfish concerns.In this passage Swift is able to support his points of view towards the conditions of Ireland with valid reasoning although not realistic. The denotation of sarcasm is not necessarily ironic, but rather a rude or bitter remark toward a thought or point of view. Again, Swift uses sarcastic diction in a connotative way in order to explain to the reader that eating and selling humans is a valid option to better the country and the citizens.

How to Get Good Grades

How to Get Good Grades 5 Tips for Boosting Your Grades Getting good grades in school isnt something that just happens. It takes persistence, patience and a lot of effort on your part. Going from getting mediocre grades into good grades isnt going to happen overnight. It takes time to get yourself organized and develop the skills you need to succeed. To help you boost your grades, here are a few simple tips you can start implementing today. TIPS FOR USING THE CONTROL PANEL 1. Attendance Isnt Optional You cant expect to learn anything if you arent actually in the classroom to take in the information being taught. Being present in the classroom is crucial to improving your grades. By just listening to what the teacher has to say, you stand a chance of being able to walk away with at least a C. When you take notes and study further about the subject matter at hand, you are going to boost your grade even further. The skipping class will cause you to lose points and make your grade suffer further. 2. Keep Distractions to a Minimum If there is anything around you that could be a distraction and prevent you from learning, you need to get rid of it. Dont play around with your phone, listen to music or sit so far back in the classroom that you cant see or hear what the teacher is talking about. Sit closer to the front of the room to make sure you can hear what the teacher is saying and take accurate notes. Dont allow other classmates who might not be interested in learning to distract you from bettering yourself. 3. Pay Attention to Your Note-Taking Whatever the teacher talks about in class, you can plan on it being on the exam. Because of this, you need to make sure you are taking accurate notes that you can study from before the exam. Most of the time, teachers discuss the things that they feel are the most important. With accurate notes, you should have no problem passing the test. Go over everything the teacher discussed and make sure you know the material inside and out. Make note cards, discuss the material with the teacher or a friend, do whatever it takes to come out ahead and make sure the material is embedded in your brain. 4. Read through Your Textbooks Regardless of how much your teacher might try to fit everything into their class session, it isnt going to happen. They only have so much time to go over all of the material. Because of this, you have to take it upon yourself to go through the textbook provided and do your own research and studying. For many students, the thought of reading through pages upon pages of text can be intimidating and overwhelming. This is where you need to implement techniques like scanning, skimming and spotting keywords. Skimming involves going through and reading just the most important parts of the content. Reading the first sentence of every paragraph can help you pick up what the text is about quickly. Scanning is where you look through the main parts in a book to figure out whether it relates to your given topic. By reading the preface, index, intro and conclusion, you can get a good idea whether the book is going to help you or not. Spotting keywords involve going through and picking out the important phrases or words within the text. Anything highlight in italics or bold tends to be the most significant piece of information in the text. Pay attention for this formatting when reading the text. 5. Compare Your Notes with the Textbooks The key to mastering the material at hand is reading, analyzing and memorizing the materials. Read through your notes, write down any questions you might have and ask your teacher for the answers. You can also search your textbook for answers to your questions. This will help your brain to retain all of the information being taught in class. So, what are the things we should remember in order to get good grades? By going through the tips above, you can begin improving your grades in no time at all. Before you know it, you will have the grades you want and be on your way to a new grade point average. There is also another way to get your A become our customer! Our team of professional writers and 24/7 support cant wait to help you!

Biography of Walt Whitman, American Poet

Biography of Walt Whitman, American Poet Walt Whitman  (May 31, 1819–March 26, 1892) is one of the most significant American writers of the 19th century, and many critics consider him the nations greatest poet. His book  Leaves of Grass, which he edited and expanded over the course of his life, is a masterpiece of American literature. In addition to writing poetry, Whitman worked as a journalist and volunteered in military hospitals. Fast Facts: Walt Whitman Known For: Whitman is one of the most famous American poets of the 19th century.Born: May 31, 1819 in West Hills, New YorkDied: March 26, 1892 in Camden, New JerseyPublished Works: Leaves of Grass, Drum-Taps, Democratic Vistas Early Life Walt Whitman was born on May 31, 1819, in the village of West Hills on Long Island, New York, approximately 50 miles east of New York City. He was the second of eight children. Whitman’s father was of English descent, and his mother was Dutch. In later life, he would refer to his ancestors as having been early settlers of Long Island. In 1822, when Walt was 2 years old, the Whitman family moved to Brooklyn, which was still a small town. Whitman would spend most of the next 40 years of his life in Brooklyn, which grew into a thriving city during that time. After finishing public school in Brooklyn, Whitman began working at the age of 11. He was an office boy for a law office before becoming an apprentice printer at a newspaper. In his late teens, Whitman worked for several years as a schoolteacher in rural Long Island. In 1838, he founded a weekly newspaper on Long Island. He reported and wrote stories, printed the paper, and even delivered it on horseback. By the early 1840s, he had broken into professional journalism, writing articles for magazines and newspapers in New York. Library of Congress Early Writings Early writing efforts by Whitman were fairly conventional. He wrote about popular trends and contributed sketches about city life. In 1842, he wrote the temperance novel  Franklin Evans, which depicted the horrors of alcoholism. In later life, Whitman would denounce the novel as â€Å"rot,† but at the time it was a commercial success. In the mid-1840s, Whitman became the editor of the Brooklyn Daily Eagle, but his political views, which were aligned with the upstart  Free Soil Party, eventually got him fired. He then took a job working at a newspaper in New Orleans. While he seemed to enjoy the exotic nature of the city, he was apparently homesick for Brooklyn. The job only lasted a few months. By the early  1850s  he was still writing for newspapers, but his focus had turned to poetry. He often jotted down notes for poems inspired by the busy city life around him. Leaves of Grass In 1855, Whitman published the first edition of  Leaves of Grass. The book was unusual, as the 12 poems it included were untitled and were set in type (partly by Whitman himself) that looked more like prose than poetry. Whitman had written a lengthy and remarkable preface, essentially introducing himself as an American bard. For the frontispiece, he selected an engraving of himself dressed as a common worker. The green covers of the book were embossed with the title â€Å"Leaves of Grass.† Curiously, the title page of the book, perhaps because of an oversight, did not contain the authors name. The poems in the original edition were inspired by the things Whitman found fascinating: the crowds of New York, the modern inventions the public marveled over, and the raucous politics of the 1850s. While Whitman apparently hoped to become the poet of the common man, his book went largely unnoticed. However,  Leaves of Grass  did attract one major fan. Whitman admired the writer and speaker Ralph Waldo Emerson and sent him a copy of his book. Emerson read it, was greatly impressed, and wrote a letter to Whitman: I greet you at the beginning of a great career. Whitman produced approximately 800 copies of the first edition of  Leaves of Grass, and the following year he published a second edition, which contained 20 additional poems. Evolution of Leaves of Grass Whitman saw  Leaves of Grass  as his life’s work. Rather than publishing new books of poems, he began a practice of revising the poems in the book and adding new ones in successive editions. The third edition of the book was issued by a Boston publishing house, Thayer and Eldridge. Whitman traveled to Boston to spend three months in 1860 preparing the book, which contained more than 400 pages of poetry. Some of the poems in the 1860 edition referred to homosexuality, and while the poems were not explicit, they were nonetheless controversial. Civil War Getty Images In 1861 during the beginning of the Civil War, Whitman’s brother George enlisted in a New York infantry regiment. In December 1862, Walt, believing his brother may have been wounded at the  Battle of Fredericksburg, traveled to the front in Virginia. The proximity to the war, to soldiers, and especially to the wounded had a profound effect on Whitman. He became deeply interested in helping the wounded and began volunteering in military hospitals in Washington. His visits with wounded soldiers would inspire a number of Civil War poems, which he would eventually collect in a book called  Drum-Taps. As he traveled around Washington, Whitman would often see Abraham Lincoln passing by in his carriage. He had a deep respect for Lincoln and attended the presidents second inauguration on March 4, 1865. Whitman wrote an essay about the inauguration, which was published in The New York Times on Sunday, March 12, 1865. In his dispatch, Whitman noted, as others had, that the day had been stormy up until noon, when Lincoln was scheduled to take the oath of office for the second time. But Whitman added a poetic touch, noting that a peculiar cloud had appeared over Lincoln that day: As the President came out on the Capitol portico, a curious little white cloud, the only one in that part of the sky, appeared like a hovering bird, right over him. Whitman saw significance in the odd weather and speculated that it was a profound omen of some sort. Within weeks, Lincoln would be dead, killed by an assassin (who also happened to be in the crowd at the second inauguration). Fame By the end of the Civil War, Whitman had found a comfortable job working as a clerk in a government office in Washington. That came to an end when the newly installed secretary of the interior, James Harlan, discovered that his office employed the author of  Leaves of Grass. With the intercession of friends, Whitman got another federal job, this time serving as a clerk in the Department of Justice. He remained in government work until 1874, when ill health led him to resign. Whitman’s problems with Harlan actually may have helped him in the long run, as some critics came to his defense. As later editions of  Leaves of Grass  appeared, Whitman became known as â€Å"America’s good gray poet.† Death Plagued by health problems, Whitman moved to Camden, New Jersey, in the mid-1870s. When he died on March 26, 1892, the news of his death was widely reported. The San Francisco Call, in an obituary published on the front page of the March 27, 1892, paper, wrote: â€Å"Early in life he decided that his mission should be to preach the gospel of democracy and of the natural man, and he schooled himself for the work by passing all his available time among men and women and in the open air, absorbing into himself nature, character, art and indeed all that makes up the eternal universe.† Whitman was interred in a tomb of his own design in Harleigh Cemetery in Camden, New Jersey. Legacy Whitman’s poetry was revolutionary, both in subject and style. Though considered eccentric and controversial, he eventually became known as â€Å"America’s good gray poet.† When he died in 1892 at the age of 72, his death was front-page news across America. Whitman is now celebrated as one of the countrys greatest poets, and selections from Leaves of Grass are widely taught in schools and universities. Sources Kaplan, Justin. Walt Whitman, a Life. Perennial Classics, 2003.Whitman, Walt. The Portable Walt Whitman. Edited by Michael Warner, Penguin, 2004.

The End of the World Essay Example | Topics and Well Written Essays - 1250 words

The End of the World - Essay Example He said that even if a small portion of the stuff leaks out, it will start producing more and more anti- matter and quite soon they will take over the earth. My head started throbbing after talking to him. I asked my cousin Laura if she knew about LHC. She said, "The Large Hadron Collider There's an article about it in today's New York Times " When I asked her about the end of the world, she laughed and read the article aloud, ".Next summer, the Large Hadron Collider, Europe's $9 billion investment in particle physics, will take a handful of ions, hurl them through 17 miles of circular tunnel and smash them together so hard they will shatter into the finest atomic shards anyone has ever observed. And if all goes according to plan, the glints and flashes from those shards will at last reveal the mysterious Higgs boson, the one particle that endows all others with the property of mass" (Hirsch, 2009. New York Times) After reading the full text, she said that it was a great achievement for science and there was no need to imagine the end of the world. This made me decide to do a little research on my own about the end of the world. First, I interviewed some people about their opinions on "The End of The World ". Of the seven people I interviewed, three were positive the world as we know it would end in the near future; two did not believe that the world would end, and the other two were not sure. Everyone gave a different reason for their belief. Mrs.J, the librarian said that the global financial meltdown showed the moral bankruptcy of our time. In her opinion, this showed that the end was near. Mrs. R also thought the end was near. "Why do you think Katrina and Ike were sent They are the warnings of the future things to come!" she said. Mr. Pradhan, a research scholar from India said that there have been many predictions in the past and none came true. He told the story of the tribal people who live in the jungles of Orissa in India. There was a scare about the end of the world on February 13, 2001. The tribals sold all the things they possessed, gathered in a place in the jungle a week before the 'doomsday' and ate and drank and danced and had an orgy of fun. When nothing happened on the 13th February, they went back to their homes in their villages, and had a bigger thanksgiving celebration in the temple. Mr. K said that global warming would very likely cause an end of the world as we know it. Ms. A ," not sure", was a bit confused by the scriptures who predict an end of the world and the rationalists who disagree. Both the men who did not believe that there would be an end of the world said the prophecies had never come true So .I decided to read up some predictions. The most famous of all prophecies were those made by Nostradamus. , a Frenchman who published his predictions in 1555. In the book "Centuries" he has predicted many historic events that would happen in the future. His predictions are in the form of 4-line verses called quatrains, which are difficult to interpret. I believe he had predicted the world wars, the nuclear bombs , aand9/11. He has also predicted the end of the world. After twenty years of the moons reign Another monarch will take hold for 7000 years When the sun takes the remaining days Then my prophecy is finally accomplished. According to the interpreter, this means, "Armageddon: The sun will consume the earth around the year 7000" (Haley. P.114) The dictionary meaning for

NIKE Co Research Paper Example | Topics and Well Written Essays - 1000 words

NIKE Co - Research Paper Example They gain a better work-related understanding of their own behavior and that of others hence, motivate, influence, and to succeed. Nike Company is dynamic in that it obtains raw materials from the environment and processes them into finished goods or services that are returned as outputs to the environment. From finished goods and services, Customers create a continuing demand of Nike Company products resulting to a circle known as a value chain (Nelson, Debra & James 25). How Nike Company Functions Organizational structure of Nike Company is centered in managers and their team leaders who foresee efficient running of the company. Their nature of managerial work revolves around planning, organizing, leading and controlling. They execute informational, interpersonal and decisional roles. Informational roles is whereby a manager exchanges and processes information through team leaders and also liaise with the employees in decision making for the betterment of the company. Effective man agers must integrate technical, human and conceptual skills. As well they must be sensitive to workforce dynamics while consistently adapting to their environment and understand broad applications of technology, focus on quality and customer service. In Nike Company, emphasis on managing emotions both personally and in relationships with others, is considered an important leadership competency since a manager’s emotional intelligence contributes significantly to their leadership effectiveness (Nelson et al. 30-5). Emotional intelligence is the ability to understand and deal with emotions such as self-regulation, relationship management and self-awareness. Positive organizational cultures in this Company tap the talents, ideas of employees, and their potential creativity. Therefore it makes the organization a better employer and helps it to effectively compete more in the job market. Diversity programs in Nike Company includes; emphasis on recruitment, selection, and retention of potential employees who provide a basis for more effective job satisfaction and productivity. In order to accomplish the diversity management in Nike Company, all levels of management in the company must be committed across all functions of the organization in order to get the best from the company. Diversity therefore, promotes creativity and innovation, social responsibility, reduced legal noncompliance costs and appreciating differences /value of inclusion. The mission statement of Nike Company describes and helps focus on the attention on the company’s core purpose, vision and future aspiration in a way that inspires commitment, innovation, emotion, and courage (Nelson et al. 45-6). Attitudes and Job Satisfaction in Nike Company Attitudes play an important role in employees work output in Nike Company. Managers should therefore be interested in their employees’ attitudes since attitudes give warnings of potential problems and influence behavior. If managers in Nike Company can improve employee attitudes, it will likely result in heightened growth of the company’s effectiveness. The key managerial goal in Nike Company is the employee’s job satisfaction. This is assessed through managerial observation and interpretation of employee’s attitudes and behavior by use of job satisfaction interviews and administering of