Shakespeare Sonnet 152 Analysis Essay Example

Shakespeare Sonnet 152 Analysis Essay Shakespeare’s Sonnet 152 â€Å"Shall I compare thee to a summer’s day? † The famous opening line of Shakespeare’s eighteenth sonnet still resounds in today’s educational setting. Little do many students know that William Shakespeare wrote 154 sonnets; all of them in the same format. Going through many of Shakespeare’s sonnets, a recurring theme of forbidden and secret love appeared. In his Sonnet 152, Shakespeare desperately pleads with an unknown love about their hidden love and how it affects their surroundings. Often Shakespeare was accused of making fun of other poets and authors of his time period, however this sonnet may have had a correlation with his complicated love life at the time. There is little known about Shakespeare’s love life, but the little known is quite scandalous. When Shakespeare was about seventeen or eighteen he courted and impregnated a woman named Anne Hathaway; she was eight years older than him and at the time they were not married. The age of consent to be married at that time was twenty-one and everyone was married through the Church since there weren’t any Registry Office marriages at the time. We will write a custom essay sample on Shakespeare Sonnet 152 Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shakespeare Sonnet 152 Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shakespeare Sonnet 152 Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This required Shakespeare to receive permission from his father (as he was under the age of consent), Anne’s family, and the Bishop to marry a pregnant woman. As if that wasn’t scandalous enough, there were two documents concerning the marriage. According to http://www. william-shakespeare. org. uk/, there are two different entries mentioned in the Episcopal Register at Worcester, one on November 27, 1582 and November 28, 1582. The entry on November 27th refers to the marriage of Wm Shaxpere et Annam Whateley de Temple Grafton while the entry on November 28th refers to the marriage of William Shagspeare and Anne Hathwey. Many historians and analysts question whether or not this was a misprint or if Shakespeare really was involved with two different women. Various spellings were also used at the time; there were at least sixteen different spellings of Shakespeare including Shakspere, Shakespere, Shakkespere, Shaxpere, Shakstaff, Sakspere, Shagspere, Shakeshafte and even Chacsper. Shakespeare always signed himself as Shakspere. In both entries Shakespeare does not sign his name as he normally would. This scandalous mystery still remains unsolved, but Shakespeare’s sonnets, pecifically Sonnet 152 point to some kind of struggle with an unknown ambiguous woman. If Shakespeare’s history is taken into consideration, this Sonnet could have possibly been written in response to his love for a woman that wasn’t his wife. Shakespeare states â€Å"In loving thee thou know’st I am forsworn† meaning that he knows he is breaking a promise by loving her. The sonnet continues, but never does it say what promise he is breaking. In this line Shakespeare could be referring to a number of things including his promise of love broken to his wife. However, how could one blame Shakespeare for this attraction towards another woman? A moment of young lust was the only thing that kept his wife and him together. This sonnet definitely raises questions about Shakespeare’s love life and to whom this sonnet was addressed. Sonnet 152 resumes by pointing out specific promises his lover has broken: â€Å"In act thy bed-vow broke†¦In vowing new hate after new love bearing. † Shakespeare’s lover has broken her vows with her husband by sleeping with another man, probably Shakespeare, but has vowed to hate her new lover. Why? The woman presumably feels guilty about cheating on her husband so has now tried her best to block this new lover, Shakespeare, out of her life. Shakespeare continues by telling this woman, â€Å"why†¦do I accuse thee, when I break twenty (vows)? † Shakespeare knows that he has no room to judge this woman because he himself knows that he has done many wrongs by sleeping with a married woman and possibly cheating on his own wife. This sonnet might have been a farewell to his secret relationship. In previous sonnets Shakespeare desperately struggles with the guilt of loving this unknown woman, but in the two sonnets after this sonnet, Shakespeare talks of how he has fallen back in love with his mistress. In this sonnet Shakespeare tells this woman, â€Å"all my honest faith in thee is lost,† meaning that he no longer is true to her. He then begins to tell of how much he praised and how he had â€Å"sworn deep oaths of thy deep kindness†¦thy love, thy truth, thy constancy,† though he knew all along that she was not these things as he states later in the sonnet. Shakespeare knows that he blinded himself in order to place this woman on a pedestal of fabricated perfection. Shakespeare’s feelings are extremely common upon today’s society. This universal sonnet displays how a man or woman feels, or should feel, after breaking a promise of marriage or love to another. Shakespeare’s guilt coincides with the sorrow he feels for himself after realizing that this woman is not perfect – he had only made her perfect in his mind. But isn’t that the case with most adulterers? The only reason they cheat on their wives or husbands is because they let the feeling of lust overcome their heart and good judgment. Once this has occurred, the adulterer attempts to make amends with themselves by saying that the actions they are taking are necessary because their spouse doesn’t make them happy and that this new lover does – fabricated perfection in its fullness. Shakespeare’s Sonnet 152 at first glance seems to be a wretched man wallowing in his adulterous sorrows. However, as one takes a closer look, themes of judgment and universal adultery can be applied to society today.

Resistance and Opposition in the GDR

Resistance and Opposition in the GDR Even though the authoritarian regime of the German Democratic Republic (GDR) lasted for 50 years, there had always been resistance and opposition. In fact, the history of socialist Germany started out with an act of resistance. In 1953, only four years after its creation, the Soviet Occupiers were forced to take back control over the country. In the Uprising of June 17th, thousands of workers and farmers put down their tools in protest of new regulations. In some towns, they violently drove the municipal leaders from their offices and basically ended the local reign of the â€Å"Sozialistische Einheitspartei Deutschlands† (SED), the GDR’s single ruling party. But not for long. In the larger cities, such as Dresden, Leipzig, and East-Berlin, large strikes took place and workers assembled for protest marches. The Government of the GDR even took refuge to the Soviet Headquarters. Then, the Soviet Representatives had enough and sent in the military. The troops quickly suppressed the uprising by brutal force and restored the SED Order. And despite the dawn of the GDR was coined by this civil uprising and despite there always being some kind of opposition, it took more than 20 years, for the Eastern German Opposition to take a clearer form. Years of Opposition The year 1976 turned out to be a crucial one for the opposition in the GDR. A dramatic incident awoke a new wave of resistance. In protest against the atheist education of the country’s youth and their oppression by the SED, a priest took to drastic measures. He set himself on fire and later died of his injuries. His actions forced the protestant church in the GDR to re-evaluate its attitude towards the authoritarian state. The regime’s attempts to play down the priest’s acts triggered even more defiance in the population. Another singular but influential event was the expatriation of the GDR-Songwriter Wolf Biermann. He was very famous and well-liked both German countries, but had been forbidden to perform due to his criticism of the SED and its policies. His lyrics kept being distributed in the underground and he became a central spokesperson for the opposition in the GDR. As he was allowed to play in the Federal Republic of Germany (FRG), the SED took the opportunity to revoke his citizenship. The regime thought that it had gotten rid of a problem, but it was deeply wrong. Numerous other artists voiced their protest in light of the expatriation of Wolf Biermann and were joined by a lot more people from all social classes. In the end, the affair led to an exodus of important artists, heavily damaging the GDR’s cultural life and reputation. Another influential personality of the peaceful resistance was the author Robert Havemann. Being freed from death row by the Soviets in 1945, at first, he was a strong supporter and even a member of the socialist SED. But the longer he lived in the GDR, the more he felt the discrepancy between the SED’s real politics and his personal convictions. He believed, that everyone should have the right to his own educated opinion and proposed a â€Å"democratic socialism†. These views got him expelled from the party and his ongoing opposition brought him a string of intensifying punishments. He was one of the strongest critics of Biermann’s expatriation and on top of criticizing the SED’s version of socialism, he was an integral part of the independent peace movement in the GDR. A Struggle for Freedom, Peace, and the Environment As the Cold War heated up at the beginning of the 1980s, the peace movement grew in both German Republics. In the GDR, this meant not only fighting for peace but also opposing the government. From 1978 on, the regime aimed at completely imbue the society with militarism. Even kindergarten teachers were instructed to educate the children in vigilance and to prepare them for a possible war. The Eastern German peace movement, that now also incorporated the protestant church, joined forces with the environmental and anti-nuclear movement. The common enemy for all of these opposing forces was the SED and its oppressive regime. Sparked by singular events and people, the opposing resistance movement created an atmosphere that paved the way for the peaceful revolution of 1989.

ACT Prep for ESL and Bilingual Students

ACT Prep for ESL and Bilingual Students SAT / ACT Prep Online Guides and Tips Unless a 4 year college has a test flexible policy, it requires the ACT or SAT from all its applicants. Since the ACT is meant to measure your academic skills for college classes that will be taught in English, there's no option for ACT dual language or ACT instructions in another language. ESL and bilingual students have to take the ACT for many colleges. In a lot of cases, they have to take the TOEFL or IELTS, as well, to demonstrate their English language proficiency. The ACT is a tough test for all students, and its time and verbal demands make it especially challenging for English language learners. Luckily, prepping for the ACT, once you have sufficient English language skills, can go a long way toward improving your scores. Let's go over what the ACT is all about and what you can do to get ready. What's Tested on the ACT? If you're looking for an ACT ESL or ACT in Spanish version, unfortunately you're out of luck. There's no option for ACT dual language for bilingual students. Having limited English proficiency doesn't count as a reason to get extended time, either. Only students with a documented disability may be approved for time accommodations. The ACT has four sections, all of them in English: English, Math, Reading, and Science. They always come in that order. There's also the option of taking the ACT with Writing, which adds a 30 minute essay at the end. A lot of non-native English speakers prefer the ACT to the SAT for a few reasons. One is that the essay is not required and not a part of the overall score, unlike on the current SAT. A second reason is that the ACT doesn't test as advanced, high level vocabulary as the SAT. Finally, a lot of students appreciate that the ACT has a Science section, which is more quantitative and less heavy on verbal skills. The English section tests your knowledge of grammar rules and structure. You'll have to identify and fix sentence errors within paragraphs, along with rearranging ideas for a more logical organization. The Math tests pre-algebra, algebra, geometry, and trigonometry and comes in one long 60 minute section. After Math is the Reading section. Reading presents passages and asks questions about main purpose, vocabulary, and inferences, among others. Finally, the Science section asks about biology, chemistry, physics, and earth sciences, but focuses less on facts and more on reasoning and interpretation skills within the field of natural sciences. It doesn't test very advanced content knowledge, so you may have all the scientific background you need by 9th or 10th grade. Because of the Science section's emphasis on skills of interpretation and reasoning, it's sometimes likened to the Reading section even more than to the Math. Even so, a lot of ESL students find they can score more highly on the Math and Science sections. The ACT is a time intensive, fast-paced test. You'll have to answer a lot of questions under limited time. this means you also have to have the language skills to answer questions accurately and quickly. The good news is that the test is very coachable, and preparation goes a long way. Before starting to prep, you should ask yourself, What's my English level? Am I ready to start prepping for the ACT? First step: measure your ESL level. What's Your English Level? What would you consider your level of English to be, beginner, intermediate, or advanced? Apart from your level in your classes at school, another way to measure your English skills is by taking the TOEFL. Many ACT experts agree that you aren't ready to start prepping for the ACT until you've scored between an 80 and 90 on the TOEFL. The minimum TOEFL score I've seen colleges require is a 79, while an Ivy League school like Yale requires at least 100. While ACT prep is essential and can help you achieve large score improvements, you have to have enough knowledge of the language to prep effectively. Let's look at what you can do to prepare yourself at each of these three levels. If you're High Beginner or High Intermediate, you can take advice from both sections and determine which approach best applies to you. ACT Prep for Beginner English Language Learners If you're in beginner level ESL, then you're probably not ready quite yet to start prepping for the ACT or to go directly into college level courses. You should focus on improving your English language reading, writing, listening, and speaking. You can begin to familiarize yourself with what's tested on the ACT, and that way you can make sure to learn relevant information, like math terms and grammar rules. Overall, the best approach you can take at this level is to continue learning English. If you're already a senior in high school, you might consider an ESL bridge program. A lot of colleges, like UMass Boston, University of New Hampshire, and Roger Williams, offer programs for ESL students to study English before moving into the undergraduate program. Another option is enrolling in community college, which may require the TOEFL but won't ask for the ACT. You can keep improving your English there and gaining college credits. When you're ready, you can then transfer to a 4-year college. In the end, your diploma will be from the 4-year college. As a beginner ESL student, you should contine building up your vocabulary, reading comprehension, writing skills, and knowledge of English idioms. Once you approach the intermediate and high intermediate level, you can begin to do more focused prep for the ACT. Start early to give your skills time to grow. ACT Prep for Intermediate English Language Learners If you're an intermediate ELL, then you could benefit from some ACT prep, but still will have challenges with English, Reading, and, if you choose to take it, essay section. If you want a more precise measure of your readiness, you might take the TOEFL or try sample TOEFL questions to see if you make that benchmark of 80 to 90. The first step in prep should be familiarizing yourself with exactly what's tested on the ACT. What do you need to know for the English, Math, Reading, and Science sections? Find out about the types of questions, what the instructions say, and how much time you have. Eventually, learn about strategies to save time and narrow down your answer choices. As I mentioned above, ESL students typically score higher on the Math and Science sections than on the English and Reading. For these sections, you want to make sure you've learned the content, like geometry and trigonometry, as well as brush up on your math and science vocabulary. You may be a whiz at trigonometry, but if you don't understand what a question is asking, you won't be able to show it. Native and non-native English speakers prepping for the ACT should focus their prep on the areas where they need it most. If reading comprehension and essay writing are most challenging for you, then spend the most amount of time reviewing, practicing, and going over your mistakes in those sections. For the English section, study grammar rules and read as much as you can with an eye for structure and organization of ideas. Another way you can root out your strong areas and weak points is by taking official ACT practice tests. Score them and find out where you did well and where you need to improve. Most intermediate students will still have a tough time scoring highly on the ACT, as it really requires advanced English skills. Your prep can help you improve both your performance on the ACT and your English at the same time. While you prep, though, you want to make sure you're using the most effective method. Let's consider the options. Choose the method of test prep that will best get you from Point A to Point B. Methods of ACT Prep for Intermediate Students There are a few main methods of prep for the ACT: self-studying with books, classes, online prep programs like PrepScholar, and one-on-one tutoring. Of these four methods, I would only recommend the last two for intermediate ESL students, online programs and one-on-one tutoring. The ACT is a challenging test, and coming up with and sticking to a study plan is tough as well. With books, you don't know if you're tackling the material in the best way. You also will probably run into confusion and not have anyone to help clear it up. A major part of test prep is reading through answer explanations and analyzing your mistakes. If you're unsure why you made a mistake, then you won't learn for next time. Instead, you'll repeat it over and over. The problem with classes is that few are geared toward ESL students. They move at too fast a pace and don't offer a ton of individualized attention. A class could end up discouraging you more than it teaches you. With online programs and one-on-one tutoring, you have the help and explanations you need. PrepScholar's program starts with a diagnostic pre-test, and then customizes the curriculum and study plan to best meet your needs. You'll know exactly how to prep, use high quality material, and have access to lots of strategies. Plus you'll get feedback on ACT essays. Tutors can also customize curriculum for you. The best ones have experience working with ESL students. The limitation here is the cost of tutoring, the skill of the tutor, and potentially infrequent meetings. With an online program, you can access it anytime you have internet. Prep takes a lot of time, dedication, and structure to do well. If possible, you should start a year or two out and leave yourself time to take the ACT more than once. Finally, this brings us to ESL students who are in the advanced level and/or fluent. How should advanced ESL students prep for the ACT? ACT Prep for Advanced English Language Learners The ACT is a demanding test for native and non-native speakers of English. Advanced ESL students sometimes have an advantage over native English speakers, because they usually explicity study the grammar rules and conventions of English. If this sounds like you, this technical understanding can help you out a lot on the English section. As an advanced student, you should start by learning about the ACT and then taking a practice test. Score your test and find out where you need the most prep. Take the time to thoroughly understand your mistakes and find ways to fill in your gaps in knowledge. While you shouldn't leave out studying for the Math and Science sections, you probably want to focus especially on English and Reading. Outside of using ACT materials, you should read widely to continuously improve your reading comprehension and ability to understand the meaning of vocabulary words in context. ACT Word of the Day and ACT Question of the Day are also a convenient way to gradually build up your knowledge. Advanced ESL students may benefit more than intermediate students from self-studying with books and in classes, but I'd still recommend online programs or tutoring to have that extra element of support. Not only will these last two options offer you help, feedback, and a customized plan, but you'll also get, at least with PrepScholar, feedback on practice essays. ACT essay scorers are looking for as few errors as possible in grammar, structure, and spelling. If you score highly enough on the Reading and English sections, then yourcolleges might waive the TOEFL requirement. For instance, Johns Hopkins waives the TOEFL if you achieve the high ACT bilingual scores of 30+ on both sections. Check with admissions offices to make sure you understand exactly what tests are expected of you as an ESL student, even if you're already fluent and took only one ESL course in high school. Determine your target ACT scores early and start reviewing content and learning new strategies. Read on for a possible game plan for your study schedule. Make a Plan for Your ACT Prep Consider how much time you have and your budget for test prep, along with what method works best with your study style. I recommend finding that extra support, if financially possible, that comes with an online program or a qualified, experienced tutor. The extra help and explanations you'll get will be a huge help in improving your scores. Based on your English level and potential colleges, you can figure out your target scores by section and composite score. Weigh the amount of time you have against the available test dates. Remember that the fall of senior year is probably your last chance to test ahead of college deadlines. To give yourself a lot of time to prep and retest, you could take the ACT for the first time in the spring of sophomore year after studying a few hours each week throughout the year. Unless you're satisifed with your scores, you could study more intensively over the summer and take it again in the fall of junior year. Then you might have about two more chances to test, in the spring of junior year and fall of senior year. There are more test dates in between, but you shouldn't have to take the official ACT many more times than this. You'd be better served putting your time into studying and taking practice tests. This schedule might be too early if you haven't learned the algebra, geometry, trigonometry, or lab skills yet to tackle the Math and Science sections. Again, familiarize yourself with the test to know if you have the content knowledge to understand the material. All of this prep for the ACT will help you not just earn the test scores you need for college, but also further sharpen your English language and study skills. All of this will help you succeed once you reach the college level. What's Next? We have a ton of free resources for ACT prep and strategies for students at all scoring levels. Check out these guides and explore the many more articles we have to help you excel on the ACT! The 21 ACT Tips You Should Be Using Today How Science/Math People Can Do Well on ACT Reading The Ultimate Study Guide for ACT Science: Tips, Practice, and Strategies The Complete Prep Guide for ACT Reading The Full Study Guide for ACT English What ACT Target Score Should You Be Aiming For? How to Stop Running Out of Time on ACT Math The Best Way to Approach the ACT Reading Passage ACT Writing Tips: 15 Strategies to Raise Your Essay Score Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Chem lab module 7 Essay Example | Topics and Well Written Essays - 750 words

Chem lab module 7 - Essay Example The solution and the solid were separated by decantation. I divided the remaining solid available to perform vinegar. Since no bubbles were seen, the possible compounds were narrowed down to Plaster of Paris and cream of tartar. On addition of hydrochloric acid, the precipitate didn’t dissolve, thereby, confirming the solid precipitate to be Plaster of Paris. Moving to the solution part, a violet color was obtained on carrying out the pH test, which narrowed down the compounds to table salt, glucose and sucrose. On copper sulphate test, no reddish brown precipitate was observed; hence presence of glucose was not possible. The only other sugar that could be present otherwise was sucrose. I took 2g of the given unknown mixture in a test tube and added water. After decanting the solution from the solid, I carried out the identification tests separately on the solid and the solution parts. I, first, carried out the iodine test on the solid precipitate and got a negative result. Next I performed the vinegar test and observed bubbles rise from the test tube, hence confirming the presence of baking soda. In the remaining solid part, which I had previously separated into another test tube, I added hydrochloric acid. Since the precipitate didn’t dissolve, the other constituent of the mixture was identified as Plaster of Paris. I added 2g of mixture 2 in a test tube followed by 10 ml of water. After separating the solution from the solid, I performed the pH test on the solution and obtained green color. To distinguish between the possible presence of drain opener and washing soda, I added vinegar, after taking 2ml of the solution in another clean test tube. Bubbles were seen to rise in the tube, hence confirming the presence of drain opener. In the solid part, I performed the iodine test, followed by vinegar test only to be met by a negative result. The possible compounds were narrowed

Managing People Essay Example | Topics and Well Written Essays - 3500 words

Managing People - Essay Example If the geographical scope, financial strength, and wide customer base fail to persuade someone about the prominence of Starbucks as an icon of the corporate world, one can come up with a long list of laurels and awards that the company holds under its name, highlighting its success and reputation (Clark, 2007, p. 427; Michelli, 2006, p. 387). Zagat’s Survey of National Chain Restaurants for the year 2010 identified Starbucks as â€Å"No. 1 Best Coffee† and â€Å"No.1 Most Popular Quick Refreshment Chain†. For the past decade, it has appeared on the Fortune’s list of â€Å"Most Admired companies in America† and â€Å"The 100 Best Companies to Work for† (Mangold, 2010, p. 82). Quite understandably, a significant portion of this impeccable success enjoyed by Starbucks comes from its ability to manage, effectively and efficiently, its human resource. As a service oriented business, employees determine the customer service quality of the company, represent the company and their productivity determines the overall productivity of the organisation (Hellriegel & Slocum, 2007, p. 97). This paper is an attempt to discuss the leadership, organisational culture, organisational structure, organisational learning and employee motivation techniques employed by Starbucks. The paper argues that the prime leadership for Starbucks comes from Howard Schultz, for most parts, has appeared as a transformational leader. In fact, fitting the profile of a transformational leader, has allowed Schultz to inspire and create many more leaders in the company who have assisted in driving the growth by providing a wonderful customer service experience (Behar, 2007, p. 489). The culture of the company can be classified as collaborative work culture, one where much importance is placed on employee empowerment, employee engagement and worker welfare. More importantly, it is the decentralised, flat and matrix structure is the prime entity, which supports s uch as a work culture through promoting open and efficient communication amongst employees (Gilbert, 2008, p. 111). Moreover, the employee motivation at Starbucks can be understood through the application of Expectancy theory and Equity theory of Motivation. Besides, the above mentioned points, the paper will also outline a change management processes for the company and would provide recommendations based on the findings and analysis. Findings and Analysis Leadership There is evidence to believe that, Howard Schultz has been a transformational leader for Starbucks. The prime reason for it is rooted in the fact that Schultz, right from the very beginning had a vision in mind. It was in the early 1980s Howard Schultz, the current CEO, Chairman and President of the company, joined Starbucks as head of marketing. Schultz, after a trip from Italy, realised that to those people, coffee meant much more than just a drink. It was an experience, glue holding together people and their convers ations and bringing them closer (Schultz & Yang, 1999, p. 27). Schultz landed upon the idea of creating coffee houses where coffee becomes an enchanting and relaxing experience rather than a mere product. Jerry Baldwin had left the

Modern Art Essay Example for Free

Modern Art Essay The Post-Industrial Era in which we live in now is characterized by the extraordinary rate in development of technology. In sixty years we have managed to completely redesign every aspect of our lives in a way in which we allow technology to do most of the work. Whether we like it or not technology will keep evolving, and as it evolves it will impact aspects of society differently. The evolution of technology has had a very negative impact on artistic values in society and in aesthetics. In his essay â€Å"The Art of Collecting Lightbulbs,† Kimmelman exposes characteristics and qualities contained in art making. As Richard Restak explains in his essay â€Å"Attention Deficit: The Brain syndrome of Our Era,† Technology serves not only as an ally but also as a distraction from our daily activities. As a distraction it also serves as an escape from peoples daily routines, a place formerly occupied by art. Technology also facilitates the process of critical thinking and inhibits creative imagination, this turns out to be gravely detrimental to artistic development. As Technology distracts more people it will take away from the small group of people who are actually passionate about art. Technology now provides an escape from reality to those who need it. This niche was formerly occupied by art. Before Post-Industrial times people would rely on art to release their thoughts, whether it was on a canvas or a sheet of music. Modernly it is much easier to watch TV, play video games, or browse the web, than to set up a canvas to paint. The ease that technology brings with it makes our brains lazy. More often than not we chose to do those activities, which require less energy. This generally wouldn’t be a problem if the issue was choosing the elevator over the stairs, but when it begins influencing the activities we chose to do as a pastime, energy/thought intensive activities, such as art, will suffer. As stated by Restak, â€Å" In our contemporary society speed is the standard applied to almost everything that we do.†(339) This turns out to be very true when analyzed using a quote by David Shenk used by Restak. â€Å" We often feel life going by much faster than we wish, as we are carried forward from meeting to meeting, call to call, errand to errand. We have less time to ourselves and we are expected to improve our performance and output year after year.†(337) With this type of pressure we are not to blame for wanting to take the easy way out, but technology is. As we find lest time for ourselves, we find less time to release our, already hindered, creative thoughts in the form of art. Undoubtedly, if the dentist from Kimmelman’s essay lived in today’s world he would not have half of the time he had in his days to collect light bulbs. That is because I took an extraordinary deal of dedication, and most importantly, attention for him to collect over 75,000 light bulbs (217). Before it affects the time that we actually have to conduct artistic activities, technology already thwarts our ability to think creatively. As Restak quotes â€Å"The clutter, noise, and constant barrage of information that surround us daily contribute to the hectic pace of our modern lives, in which it is often difficult simply to remain mindful in the moment† (336). Being flooded with imagery, sound and text messages, our brain has to divide its attention to respond to all of these simultaneously. â€Å"Our brain literally changes its organization and functioning to accommodate the abundance of stimulation forced on it by the modern world† (Restak 332). So that even if we do have time for art our mind is divided and not able to think creatively. Hugh Alfred Hicks shares a story with Michael Kimmelman in which he was in Paris at a metro station and spotted a tungsten light bulb from the 1920s and took it for his collection (Kimmelman 217). It would be much more difficult for him to spot the same light bulb in a metro station in Paris today, as he would be bombarded by images, live changing screens with times, and advertising. His thoughts about his collection would likely the last thoughts in his mind. Creative thinking is on a downhill spiral. With the Internet we don’t have to wonder about anything anymore. Long gone are the days where we would have to imagine what the Great Wall of China looks like. We no longer have to yearn for answers with passion and fulfill a newly carved void in our minds; all we have to do now is Google images: â€Å"Great Wall of China.† This instant gratification (although convenient) overwhelms our ability to imagine. Our brains are lazy and after years of instantly answering our own questions, we become unable to create pictures in our head. This turns out to be harmful to creating art, as the first ingredient for art making is creativity. Not only is creative thinking decreasing due to technology, so is the actual population of artists. Not modern artists (as in graphic designers etc.) but classical artists. Technology provides us a virtual reality in which classical art is not involved. Although this is seen by most as the evolution of art, it is actually the demise of classical art. The wonderment of impressionist or French realist art has become a rarity. In the modern world we have not time or enough attention span to concentrate on such elaborate pieces. This is partly due to a phenomenon described by Restak, â€Å"The most widespread consequential speed-up of our time is the onrush in images- the speed at which they zip through the world, the speed at which they give way to more of the same, the tempo at which they move†(339). This seemingly never ending onrush of imagery takes away from our ability to sit still and analyze one single image. Since we are accustomed to quick changes in images and visual stimuli, we lack the patience to appreciate classical art pieces. A quote used by Restak of Blaise Pascal provides a good illustration of why this art is on the decline. â€Å"Most of the evils in life arise from a man’s being unable to sit still in a room†(334). As if we weren’t already disperse with all the technology that we carry around, being worried about our texts and tweets, our thoughts are also dispersed, this allows only for quick less elaborate imagery to get through to us. Since our brains are lazy and take the path of least resistance, most classical forms of Art cannot fill that niche. There are very few people left who can actually appreciate 40 minute long Mozart concertos. The radio now plays 4 minute longs songs and actually speeds them up so that they are shorter. Restak explains that our lack of attention has actually become somewhat normal. â€Å"Many personality characteristics we formerly labeled as dysfunctional, such as hyperactivity, impulsiveness and easy distractibility, are now almost norm†(335). In a world where these attributes are norm there is no room for overly detailed portraits or grand escalating music pieces. Our brains are rewired for instant gratification, a gratification seldom found in classical art. As technology helps our society advance to create a more highly efficient less wasteful machine, we can expect leisurely activities to suffer, mainly art. Technology makes it so that we are in more than two places at once whether we like it or not. This creates a split of thoughts in our brains. We try but are unable to, process two tasks at once. Our brains are pushed to jump back and forth between two or more different sections, which handle different parts of our thought process. While all of this is going on, the last thought in our brains is art. As we devote more and more time to our gadgets and videogames, we devote less time to creating and appreciating art.

Constructivism :: essays research papers fc

Students need to be able to learn how to become effective problem solvers. They should be able to identify problems, evaluate those problems and then decipher a way to transfer their learning to those problems in a way that will bring about a solution. If a student is able to perform in a problem solving situation a meaningful learning should then occur because he has constructed an interpretation of how things work using preexisting structured. This is the theory behind Constructivism. By creating a personal interpretation of external ideas and experiances, constructivism allows students the ability to understand how ideas can relate to each other and preexisting knowledge. A teacher must then recognize the importance of the cognative and social approaches for learning and teaching so that she may aid the students' development in constructivist learning. Both approaches are valuable because one will emphasize the role of cognative processes and the other will emphasize culture and social interaction in the role of meaningful learning. One, however, may wonder how to go about enforcing these approaches. One method is through scaffolding, providing a student with sufficient information to be able to complete a task on his own or, to present a gradual decrease in the amount of help availible allowing the student the capacity to work independantly. Situated learning will present the student with a set of learning tasks placed in realistic contexts. This will include the abilities to use knowledge in a functioning learning approach and acquiring inert knowledge based on the learning of isolated facts in limited conditions. Lastly, students should, through the use of multiple perspectives, be able to view problems and ideas. These ideas presented will then be able to shed light on the nature of problem solving. There are three most common types of problems, the first being well-structured problems. Well-structured problems are ones clearly stated with known solution procedures and evaluation standards; an example being a mathamatical process. Another type of problem are those that are ill-structured; they are stated vaguely, have unclear solution procedures, and vague standards of evalalution. The third type, issue problems, are ill-structured problems that will arrouse srtong feelings in the students. The first step in helping students become adaquate problems solvers is assuring they realize that a problem does exist. Once a problem is identifiedm students should be expected to understand the nature of the problem. The next logical step would then be for those students to compile all relevant information to their problem allowing them to formulate and carry out a solution. Lastly, the students would then be required to evaluate their solutions working out the

Reflection on Law Enforcement and Advancement of Policing

The police system in today’s society and back during the seventeenth century both have the same agenda which is enforcing the law and keeping the peace amongst the people and the city, state or town. Although the two different time frames adopted the same mission they also demonstrated police corruption. The differences between modern day policing and the police system back in history is that, in today’s society they have access to better transportation, outlets for communication, better technology, and different divisions of the police force that specializes in specific crimes. In the early seventeenth and eighteenth century the police system usually consisted of rangers, sheriffs, deputies. The sheriff offices back then had limited effectiveness in crime prevention and controlling those that broke the law. As stated in the text â€Å"the sheriff’s responsibility was for conduct of civil processes, administration of the county jails, and in some cases the collection of taxes† (Inciardi. , 2010, p. 158). Whereas in modern day society there are so many divisions that specialize in a certain police force such as, SWATS, Tactical Units, Specialized Police Units, Homicide Detectives, Web Police and others. With all the advancement in a new era of technology it is much easier to detect criminals while maintaining some form of control throughout the city and or town. I’ve never had an encounter with any police, but I’ve seen how they treat others and how they target and even profile certain ethnicities. Many times the law enforcement will turn the other cheek when crime is being committed depending on ethnicity. Now days many police officers utilize force to get a handle on situations and sometimes take their forcefulness too far. In maintaining peace the police have rules that they must follow that will not go against citizen’s rights. Law enforcement have evolved from the way crimes and criminals were handled many years ago, and I think that in some circumstances the police approach in controlling order is designed to protect civilians but can also contradict some rights that civilians have.

Famous Psychologist Essay

Throughout psychology’s relatively brief history, there have been many famous psychologists who have left their mark both on psychology and on the world at large. While some of these individuals do not necessarily fit today’s definition of a ‘psychologist’, a term which indicates a doctoral-level degree in psychology, their influence on psychology is without question. Learn more about psychologists by browsing through this list of some of the most famous thinkers in psychology history. Alfred Adler Public Domain Alfred Adler is known as one of the most influential thinkers in psychology. While he was initially a member of the Vienna Psychoanalytic Society, Adler eventually departed from Freud’s theories and developed his own perspective, which he called Individual Psychology. He had a strong influence on a number of other eminent psychologists, including Carl Rogers, Abraham Maslow and Karen Horney. Mary Ainsworth Mary Ainsworth was a psychologist best known for her research on attachment theory and the development of the â€Å"strange situation† assessment. Her work played an important role in our understanding of child development and has influenced other fields including education. Gordon Allport Gordon Allport was a psychologist perhaps best-known as one of the founding figures of personality psychology. He also developed a trait theory of personality that described three broad categories of personality traits. Solomon Asch Solomon Asch was a pioneering social psychologist. His famous conformity experiments demonstrated that people will claim that something is correct when it obviously is not due to social pressure from peers. Asch also had an important influence on psychologist Stanley Milgram, whose own obedience experiments were inspired by Asch’s work. Albert Bandura Albert Bandura is a psychologist known for his famous â€Å"Bobo doll† experiment as well as his concepts of self-efficacy and social learning. Bandura’s work is considered part of the cognitive revolution in psychology that began in the late 1960s. His theories have had tremendous impact on personality psychology, cognitive psychology, education, and therapy. Alfred Binet Public Domain Alfred Binet was a French psychologist famous for his development of the first widely used intelligence test. He is often described as one of the most influential thinkers in psychology history and his original test still serves as the basis for modern measures of intelligence. Mary Whiton Calkins Mary Whiton Calkins was the first female president of the American Psychological Association. She studied at Harvard with famous teachers including William James and Hugo Munsterberg. Despite completing all of the requirements for a doctorate degree in psychology, Harvard refused to grant her degree simply because she was a woman. James McKeen Cattell Image courtesy Library of Congress James McKeen Cattell was the first U.S. psychology professor. He is an important figure in psychology thanks to his work in intelligence, his use of quantitative methods and his focus on establishing psychology as a legitimate science. Raymond Cattell Image from Wikimedia Commons Raymond Cattell was a pioneering thinker who is perhaps best known for his use of multivariate analysis and his 16-factor personality model. Mamie Phipps Clark Mamie Phipps Clark was a pioneering psychologist known for her important research on child development and self-concept among minorities. As the first black woman to graduate from Columbia University, she faced discrimination because of her race and her gender. Her research with her husband, Kenneth Clark, played a major role in the Supreme Court’s decision in the pivotal Brown vs. Board of Education case. Mihaly Csikszentmihalyi He’s an important contemporary psychologist, but one of your first questions is probably â€Å"How do you pronounce his name?† (It’s me-HIGH chick-sent-me-HIGH-ee, by the way.) Learn more about his work and contributions to modern psychology in this brief biography. John Dewey Image courtesy Wikimedia Commons John Dewey was an American psychologist, philosopher, writer and educational theorist. His work had a vital influence on psychology, education and philosophy and he is often considered one of the greatest thinkers of the 20th-century. His emphasis on progressive education has contributed greatly to the use of experimentation rather than an authoritarian approach to knowledge. Erik Erikson Public Domain Erik Erikson’s well-known stage theory of psychosocial development helped generate interest and inspire research on human development through the lifespan. An ego psychologist who studied with Anna Freud, Erikson expanded psychoanalytic theory by exploring development throughout the full lifespan, including events of childhood, adulthood and old age. Hans Eysenck Image from the Wikimedia Commons / Sirswindon at en.wikipedia Hans Eyesenck was a very prolific psychologist, publishing more than 75 books and 1600 journal articles. Prior to his death in 1997, he was the living psychologist most frequently cited in scientific books and journal articles. He was also a very controversial figure, and his outspoken views of subjects ranging from psychotherapy to intelligence made him the subject of criticism. Leon Festinger Leon Festinger was an influential social psychologist who is well-known for his theory of cognitive dissonance as well as his social comparison theory. Anna Freud Anna Freud began her career influenced by the theories of her father, Sigmund Freud. Far from living in her father’s shadow, Anna made important contributions of her own to psychology. She founded child psychoanalysis and summarized the ego’s defense mechanisms in her book The Ego and the Mechanisms of Defense (1936). Sigmund Freud Public Domain Sigmund Freud may be one of the best known figures in history, but he is also one of the most controversial. He was the founder of the school of thought known as psychoanalysis. The legacy of his life and work provokes both impassioned acclaim from his supporters and disdain from his detractors. While some view him as a cultural icon and others see him as a pseudo-scientific charlatan, there is no question that Freud left an indelible mark on psychology as well as other disciplines. Erich Fromm Liss Goldring / Erich Fromm Estate Erich Fromm was a neo-Freudian psychoanalyst who had a major influence on humanistic psychology. Today Fromm is remembered for his concept of freedom as a fundamental component of human nature.

How did Thomas Hardy use description to portray Tess emotions Essay Example

How did Thomas Hardy use description to portray Tess emotions Essay Example How did Thomas Hardy use description to portray Tess emotions Paper How did Thomas Hardy use description to portray Tess emotions Paper Essay Topic: Literature Thomas Hardy has been a very successful writer. He was penalised for writing novels in which were not proper at the time he wrote it. Tess of the DUrbervilles was said to be pessimistic and immoral by critics of the 19th century. This meant Tess of the Durbervilles was one of Hardys last ever novels. The public at this time were clearly not ready for Hardys abrupt style of writing. It was only later given the attention it deserved. Thomas Hardy wrote many other books such as Mayor of Casterbridge and Far from the Madding Crow. When criticised he turned towards poetry, and succeeded doing that as well as novels. He was born in 1940 in Upper Bockhampton, in Dorset. He was a lover of music and had a good education thanks to his parents, and quit doing architecture to keep writing thanks to his wife, Emma Gifford. Hardy was a very opinionated man, and in his twenties lost his religious faith. This was not uncommon as Charles Darwins origin of species speech caused many people to turn their backs on the bibles teachings, and turn towards science, the more believable view. His own thoughts of the suffering in the world meant Hardy could no longer believe there was a loving God. Local ways were strongly kept in Dorset, but in 1847 the introduction to the railway mean town and country gradually started to merge together. People would seasonally leave for jobs, and leave doing farm work altogether, to replace with city work. Hardy preferred to feel a sense of belonging to one place. Hardy eventually left the country, but wrote a lot about it and its inhabitants in a serious way. He did not support the industrial revolution, he put the threshing machine in a bad light when Tess is at Flintcomb-ash. Women were not supposed to lead life as Tess did in that time. Tess was forced to work, and her journey through rape, motherhood, working, travelling, marriage, break up, friendship and even murder, created a complicated, yet expressive plot. It seems people were not ready to handle a storyline like this in the 19th century. All of Thomas Hardys modern views were put into the book, yet they were not accepted by others. People did not see Tess as a pure woman, as Hardy did. It caused much controversy, as it questioned views on society, sexual morality and religion. Tess of the DUrbervilles is about a normal country girl who ends up leading an extraordinary life. She leaves home with a relative named Alec DUrberville. She returns home after he rapes her, to have his baby that later dies. She is later requested to go to a dairy farm, in which she falls in love with the charming Angel Clare. They get married, but when he discovers Tess past, he leaves her. He goes to Brazil and after a year of not replying to Tess letters, she turns back to Alec DUrberville. Her stressful working days are over, as he supports their family. However Angel returns, to find her with Alec, and she tells Angel to leave. But her growing hate of DUrberville means she kills him, and runs to the arms of Angel, yet after a few days on the run, blissfully with Clare, she is caught. Justice was done and she is hanged. An important part of the book was for the reader to feel the emotions Tess felt, so as to think how Tess felt, and how Hardy felt about society. Tess of the DUrbervilles was written to show the emotional rollercoaster women like Tess could possibly face. Hardys use of description enhances the readers understanding of Tess emotional state in the novel in many ways. Page 109 uses the personification that the sun is God-like. He looked down upon youth like it was interesting for him. The sadness of Tess at this time correlates to how hazy the sun is. Even though it seems Tess does not love her baby, she truly does. The sun fades and goes in, as if turning against Tess. The sun represents a God, and this personification represents the views Thomas Hardy had about God, and how he turned against God when he saw the suffering in the world, and the unpredictable misfortunes Tess constantly faces, portrays this suffering. It shows God is not with people all the time, as the sun is not either. It seems the sun that is so bright in spring and summer giving life to new things can turn dull, with the ability to take away life. His description of the weather depicts Tess emotions well, and he tries to make a point of how anyone can get hurt by an unloving God. Hardy describes Tess on page 111 as a girl, not Tess by name, as if he does not know her. It shows how people might think Tess had been changed by her experiences, but carried on as every other woman did. His description of Tess shows how alone and isolated Tess feels, living as a stranger and an alien here. Society at the time viewed Tess badly, and would not accept Tess as a pure woman, as the books subtitle suggests she is. People she knew looked down upon her for this, whereas is modern day she would have more attention and love for being a victim of Alec Durberville. The end of the chapter is dark and depressing; it is at the end of the day, as well as the babys life. Hardy makes clear how he feels about vicars and religion. A little baby that had died of illness is cast aside from the church, and is not permitted to have the respect of a proper Christian burial. This is all because of how it came about, and it is buried along with notorious drunkards, suicides and others of the conjecturally damned. Tess of the Durbervilles tells a story of how harsh and unfair the world, society, and especially the church can be. The vicar hears Tess circumstances, yet still refuses to let the baby have a proper burial. The little jar of flowers signifies how Tess cares for the baby, and is the only small piece of spring left in the harshness of winter, as if Tess love for the baby is the only piece of happiness left. By chapter 16 spring has come and with it Tess hope and happiness; Some spirit with her rose automatically as the sap in the twigs- clearly stating how as spring comes, Tess mood began to improve. She leaves home three years after her baby dies- silent reconstructive years. Page 133 describes amazing beauty of the countryside around her, and the air and new sights, along with Tess being able to enjoy the scene without anyone watching her, that sent her spirits up wonderfully. Once again the weather improves as she does, but this time the weather itself improves her mood, rather than the weather only representing how she feels. Tess sees as dark patch, which turns out to be the tomb of her ancestors. This gives some inclination of her destiny, and a warning that she should not go that way. It was the information about her ancestors that led her to Alec DUrberville in the first place, and the downward spiral to her tragic fate at the end of the book. This premonition may not be seen whilst reading the book unless looked at carefully. Hardy has incorporated key clues to what will happen to Tess. She accidentally came across it, representing how she came to die at an unexpected time, as she was so young. The countryside scene along with the Talbothays Dairy encourages the reader to think Tess was to have a good future. Describing trivial things, such as the cows, shows how happy she is, as at Talbothays there are no longer any problems left to describe. Hardy also uses lots of complimentary adjectives, such as glossy smoothness, homely figures, succulent, and dazzling brilliancy, to describe the countryside, and how at home she feels there immediately. The place is made out to be beautiful, as Tess contentment soars at this time. This is almost wholly because of Angel Clare, whom she falls in love with. This is one of the happiest moments in the book. A lot of chapter 17 is based around Angel Clare and Tess talking, and flirting, which seems to be a bit of a relief from the heavy plot for the reader so far. Phase the fifth-the woman pays, is a very dramatic section. Tess life goes from its happiest, to its worst. Hardy again uses personification, by using the objects around Tess to represent how isolated and uncared for Tess feels. He either says how they are engrossed in their own problems, or simply dont care. All material objects around announced their irresponsibility with terrible iteration. If Tess feels not even objects care, how will she feel about people? This is the chapter where Angel Clare tells her she is not the woman he thought she was, and that he cannot forgive her. He merely says to Tess that she is another woman in your shape. When Tess realises Angel will never view her as he once did, Hardy describes the change in Tess beautiful face. Her face turns white, her cheeks flaccid, her mouth dry, and like a small round hole, her eyes making Angels flesh creep. Not only does the weather react with how beautiful Tess is, but her looks too. It appears Tess is in disbelief, as she staggers, implying she cannot handle the terrible news she is hearing. She then bursts into self-sympathetic tears. In the 19th century Angels decision and thoughts would be understandable. Women were supposed to be innocent and pure when they got married, men did not have the same restrictions as women, and this seems unfair nowadays. But Hardy is trying to make the point that she is still pure, she did not choose what happened to her, she labels herself as a victim. On her way there to Flintcomb-Ash, Tess feels lonely without Clare, and depressed, back to how she felt when she got raped and her baby died. She ends up spending a night sleeping outside. But while she is there she hears a noise, and realises that there are wounded pheasants around her. Some of the lucky ones are dead, whilst others lay in pain. Tess does the nicest thing possible and puts them out of their misery. Tess says to suppose myself the most miserable being on earth in the sight o misery such as yours! She feels bad for ever feeling so sorry for herself, and using comparisons to the awful tortures these animals faced, Hardy describes how Tess finds the reason to go on and stay strong. She does not have much left emotionally, but she is still healthy. She is ashamed of herself. She realises it is only human society that has condemned her to the awful punishment she has received from Angel, and people around her, not nature itself, which has not hurt her yet, as it has done to the poor darling pheasants. Flintcomb-Ash is completely different to Talbothays farm; it is the worst moment of Tess life. She has a horrible boss, only one friend, a huge amount of work that will never be finished, and the safety net that she once had when at the Dairy has gone, as Angel has gone. She can only produce a flattened purse- she runs out of money. Yet pride stops her from asking Angels parents for it. She stays working at the awful farm, in which keeps her labouring all day, as she needs money and time away from her family, and people she knows, as it is clear she feels humiliated by what has happened. Patience keeps her going, the hope that she will see Angel soon. Her and Marian talk of better times, to forget how unpleasant Flintcomb-Ash is. Green, sunny, romantic Talbothays is how the dairy is described, whilst Flintcomb-Ash is a starve-acre place. The descriptions of the warm Talbothays reflects how happy she was there, compared to the weather at Flintcomb-Ash, which is dreary, depressing and cold, like Tess feelings at this time. The start of chapter 43 describes Tess and Marians tedious work, and the way Hardy describes how bad it is, makes the readers realise just how much Tess feels the need to keep her pride. She does not like to be dependant on others, or a burden, and it proves that her spirit has not yet been broken by all that has happened to her. Hardy compares the two girls to flies on a brown face, which shows how insignificant they look. It also shows the dirtiness of the farm, how it was brown and filthy. He compares them using flies earlier on in the book as well, to show the differences between the two farms. In the earlier chapter he compares how flies have an impact on a billiard table, to show how green the vast fields at Talbothays were. Hardy picks the character with the least depth, to be at Flintcomb-Ash with Tess. This creates an even heavier look of depression on Tess. Men and women had to face harsh conditions when working on the threshing machine; it seems from Hardys description. He is trying to portray his dislike of mechanisation. The machine at Flintcomb-Ash is like a monster that must be fed and maintained. The workers have lost their identity and their ability to communicate when working on it. This farm seems to be using machines that are old, unlike the modern tools at the dairy; Flintcomb-Ash is miserable, dead and old. The workers are made to stand out in the cold, doing the same repetitive sequence over and over again. This was boring, and bad for the health of the workers. This does not help Tess already unstable emotions. She is grateful for her health when she sees the pheasants dying, without that, along with sheer determination, she has nothing. Alec DUrberville returns in this scene, which inflicts even more stress and anxiety upon Tess, along with the stress caused from the expectations of her insulting, uncaring boss, Farmer Groby. Eventually Tess gives up on Angel. You can see this start to happen as Tess says to Alec once a victim always a victim. It is a sad view on life, but Tess has come to think this, and worst of all accept it. She seems to hate herself for it and turns to self-pity. When her family falls apart, she helps them by succumbing to Alecs offers. Angel enters Sandbourne looking for Tess, and the first thing described is the artificiality of the town. This again goes alongside how Tess feels, how fake Tess and Alecs relationship is. Their love is not based on love but of obsession, and security. Angel wonders where Tess, the cottage girl, could be amongst all this wealth and fashion. She is not where she is happy and comfortable. She is also not happy and comfortable with Alec. Sandbourne has a fashionable watering place, piers, detached mansions, promenades, gazebos and fanciful residences. Angel sees it as a fairy place suddenly created by a stroke of a wand. This implies that this place is all pointless, like a figment of someones imagination. It does not matter compared to real things, such as the love Angel has for Clare, Alec just replaced it with material objects. When Tess sees Angel she is wearing an expensive cashmere dressing gown, with matching embroidered slippers and a frill gown, and has clearly been changed by Durberville. Alec wants her to look good rather than feel good. This then makes Angel feel inferior to her. This shows how in a place like Sandbourne, relationships start to be based on looks, not real love. Angel later thinks that she is not the same girl he fell in love with, that her spirit had drifted away from her body, in a direction dissociated from its living will. Through all the harsh times Tess has been through, once she gave up, her spirit that Angel loved so much was no longer with her-she had been engulfed by the artificiality that was Alec DUrberville. In the end it seems her spirit returns back to her. She kills Alec to be with Angel. And that evening the night is solemn and still. This shows how Tess is calm, and content, yet sad and reminiscent now back in the arms of Angel Clare. I think this is probably the happiest moment of Tess life, not at the dairy. She was a nai ve girl then, but after all she has been through, she is even more appreciative of having Angel there. When she is caught for the murder she seems ready to die, because all that time she had been working, depressed and lonely, and killing Alec was worth it, for those few days with Angel. In conclusion Hardy used description in an original and imaginative way. He uses many different methods to help the audience understand the emotions Tess feels. He wrote the book to get people to feel attracted to Tess as a character, and then used her to help people see his opinion of society, women, sexual morality and religion. He used a lot of the surroundings around Tess to portray how she felt and what she was going through. The artificiality of Sandbourne demonstrates the artificiality of Alec and Tess relationship, whilst when she is happy there is good weather, and when she is depressed the weather turns bad. He uses personification to illustrate what she thinks everyone thinks of her, and what they really do think of her, and uses it to show Tess slight paranoia that even objects have bad opinions of her. He says a lot about how she feels towards the different characters, and her thoughts are often reflected in her actions, he tells us of how her strong-willed personality helps keep her emotions under control, and how her beauty is reflected in how she feels, and affects how other people feel about her. I think this is a moving novel with a well thought out plot, yet with a very original use of description, and has created a lot of new opinions to be formed about the world, whether or not it was accepted when it was first written in the 19th century. Thomas Hardys Tess of the Durbervilles will remain an incredibly expressive, remembered classic for a long time.

Watership Down Quotes

'Watership Down' Quotes Watership Down is a novel by Richard Adams. Its popular on many high school reading lists. The work is an allegory: a fantasy about a group of rabbits in search of a warren. Here are a few quotes from Watership Down. The Threarah doesnt like anything he hasnt thought of for himself.- Richard Adams, Watership Down Note: This quote refers to the chief rabbit, and it tells us a little bit about the leadership in the rabbit community. This is the type of example that the younger generations have to followthe leaders they have to look up to. Its very self-centered  and does not consider what is best for the community. El-ahrairah, your people cannot rule the world, for I will not have it so. All the world will be your enemy, Prince with a Thousand Enemies, and whenever they catch you, they will kill you. But first they must catch you, digger, listener, runner, prince with the swift warning. Be cunning and full of tricks and your people shall never be destroyed.- Richard Adams, Watership Down Note: This quote reminds us of many of the trickster-like tales and legends. In Watership Down, the quote is derived from Dandelions myth. As in many of the other mythic tales were familiar with in literary history, gifts are given: intelligence (cunning), speed (runner), and strength (digger). Rabbits need dignity and above all the will to accept their fate.- Richard Adams, Watership DownTheyd altered what rabbits do naturally because they thought they could do better.- Richard Adams, Watership Down Note: Animals in the wild will act (and react) in certain ways that seem natural, but are also part of learned responses. When they learn that those behaviors are no longer required, some animals begin to act in unnatural ways. They could have comfortable burrows (for example), but buck rabbits wont (cant) dig. Their (natural) way of life has been changed. I think we ought to do all we can to make these creatures friendly. It might turn out to be well worth the trouble.- Richard Adams, Watership DownThe truth is, youre just a silly show-off.- Richard Adams, Watership DownWe all have to meet our match sometime or other.- Richard Adams, Watership DownI have learned that with creatures one loves, suffering is not the only thing for which one may pity them. A rabbit who does not know when a gift has made him safe is poorer than a slug, even though he may think otherwise himself.- Richard Adams, Watership DownIf a rabbit gave advice and the advice wasnt accepted, he immediately forgot it, and so did everyone else.- Richard Adams, Watership DownIf my authority goes, where will yours be in half a day.- Richard Adams, Watership Down

Looking for Parity in the Gender Pay Gap Essay Example | Topics and Well Written Essays - 2750 words

Looking for Parity in the Gender Pay Gap - Essay Example The gender pay gap remains a major hindrance to gender equality. There are a number of theoretical explanations of this phenomenon that help identify the various forces contributing to the gender segregation process. These theories can be classified into three: institutional, structural, and individual. This essay discusses these three theories, but it is the contention of the author that no particular explanation is adequate to completely give explanation for the presence of gender segregation. Every theory provides a distinctive explanation of how gender segregation works. The first section briefly discusses the historical roots of gender pay gap, particularly in the UK. The discussion then focuses on the theories, the supply- and demand-side. Basically, this essay critically assesses the argument that gender pay gap is fair in that it reflects the differing work and care priorities of men and women. Historical Roots of Gender Pay Gap In the 1940s, the post-war welfare state in the UK was rooted in the idea that men are the breadwinner while women are the housekeepers. Both the occupational system and the benefit system relied on this idea of a male breadwinner. Nevertheless, the idea was subjected to heavy scrutiny in the 1960s and 1970s, driven by the evolving labour market conditions and by the demands of the Women’s Movement (Bagilhole, 2009, p. 11).... The differences between the occupational profile of men and women, the comparative gap between full-time and part-time employment, and the level of participation of women in the labour market are commonly emphasised as having a considerable effect on the GPG (Grimshaw & Rubery, 2007; Blau & Kahn, 2001). The discourse on the importance of individual objectives against structural limitations has an extensive history in the social sciences. This section discusses two theories of gender wage inequality: Hakim’s Preference theory/Rational Choice and the Human Capital theory. Hakim disputes what she believes is the prevailing feminist perspective on the patterns of female employment. She believes that part-time employment or career breaks are decisions made by women willingly because of their obligations at home and the inadequate availability of childcare services (Davis, Evans, & Lorber, 2006). Instead, the underprivileged position of women in the labour market manifests the conse quences of their changing work preferences. Hakim explains that both men and women are the driving forces in their own lives, hence â€Å"self-classification as a primary earner or secondary earner is determined by chosen identities, rather than imposed by external circumstance or particular jobs† (Davis et al., 2006, p. 255). Basically, the core assumption of Hakim is that the employment experiences of women are mostly the outcome of these women’s decisions. Hakim illustrates, more accurately, that part-time employment is preferred by women, referred to as ‘grateful slaves’, mostly committed to their domestic obligations. On the contrary, ‘self-made women’,