Rose and Graff free essay sample

Gerald Graff, on the other hand, feels that the problem moms from the lack of communication between professors, and that many of the times the students are taught the same concepts but through opposite understandings and in a bias fashion. Mike Rose met many struggling students at UCLAs Tutorial Center, the Writing Research Project, and the Summer program. He first describes the loneliness students feel upon arriving at college, and that as they try to find themselves, they all to often lose themselves because they are bombarded with ideas that are so foreign to them.He introduces his audiences to Andrea, a bright nouns girl out of high school who, despite hours of memorizing in her textbook, could not obtain a passing grade on her Chemistry mid-term. How is this possible if she spent so much time studding? Rose explains that she failed because in college, and in this course in particular, it is not enough for a student to know the material, but rather, to be able to apply it in a va rious amount of problems. We will write a custom essay sample on Rose and Graff or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Yet the problem Andrea faces is that she was never taught this in high school. Rose writes of other students he tried to help as they sat in front of him with eyes that were both sad and confused.From young, socks, to a twenty-eight year old mother, and an insecure girl that was so afraid to use her own ideas, she turns to plagiarism. Rose explains this situation in great detail, #822D;Students were coming to college with limited exposure to certain kinds of writing and reading and with conceptions and beliefs that were dissonant with those in the lower-division curriculum they Rose places great blame on the professors who assume that these students are culturally prepared to address, and analyze, ideas and concepts that they have never even heard of before.Students, ho come from different cultures and backgrounds, are not prepared (especially on their own) to give up everything that have spent the past eight- teen years believing in, in order to write the prefect college essay. Rose calls upon the professors of these new students to stop simply criticizing th ese students work, and instead, help them through analyzing their paper and (even if by step by step guidance) explain the concept of which is being discussed. Error marks the place where education begins . #8221; Gerald Graff, author of Other Voices, Other Rooms, also lames the professors. However, unlike Rose, he does not mention the personal identities of the students and the struggles they experience as the try to embrace this new life style. Instead, he feels that the problem is due solely to the lack of communication between the professors, and therefore creates a much larger problem: cognitive ; Because the professors do not consult each other, students may spend one class period learning the evils of communism, while in their very next class the professor phrases it.The students, Graff writes, therefore care more bout appeasing the professor, changing their opinion depending on that certain professors beliefs, in order to obtain one thing, good grades. Yet, since these students care more about their grades and future careers, they lose the essence of the concepts and convictions which are being presented before them. Most of the time, the students cannot even see this. #8220;What is learned seems so specific to a particular course that it is difficult for stude nts to see its application beyond. In another instance, in two separate courses the same ideas may be discussed, yet cause professors use different terminology, the students do not connect that the ideas they are learning in these two separate classrooms are actually one in the same. The students, for the most part, focus on the individual professor than the greater picture Of the actual course.After the final exam of a course, the students immediately try to clear their mind in order to prepare for the philosophy of the next professor, than preparing to embrace the actually philosophy which is to be discussed. This is the tragedy that Graff discuss#821 7; in his essay. In order to clarify his vision of incorrect schooling, he uses the analogy of teaching a student the game of baseball, in the same approach that they are taught different concepts. S as if you were trying to learn the game of baseball by being shown a series of rooms in which you see each component of the game separately: pitchers going through their windups in one room; hitters swinging their bats in the next; then infielders, outfielders, umpires, fans, field announcers, ticket scalpers, broadcasters, hot dog vendors, and so He goes on to explain that since the students view the concept of base ball in such a manner, one will never be able to achieve an accurate understanding of the game and how it is actually played.Mike Rose and Gerald Graff both feel that the concepts of the academics are presenting incorrectly to most college students. Rose feels that the only students who are prepared for the intense assumptions placed upon them by professors are those few students who come from elite and intense lower level schooling. However, because of and priorities, the public education can in no way prepare all students for what is expected of them in college.

Learn Proper French Pronunciation With Liaisons

Learn Proper French Pronunciation With Liaisons Part of the reason that French pronunciation and aural comprehension are so difficult is due to liaisons. A  liaison  is a phenomenon whereby a normally  silent consonant  at the end of a word is pronounced at the beginning of the word that follows it. Examples of Liaisons The sound files below show words such as  vous  (you), which have a silent s at the end, unless they are paired with a word like  avez  (have). When this occurs, the s is pronounced at the beginning of the following word, creating a liaison in French. In each instance, the words on the left contain a silent letter at the end; the words on the right show how the usually silent letter at the end of the word is pronounced at the beginning of the following word, creating a liaison. The word or words are followed by a transliteration to help you pronounce the terms and phrases as you hear them. French Word With a Final Silent Consonant Liaison vous [vu] vous avez [vu za vay] ont [o(n)] ont-ils [o(n) teel] un [uh(n)] un homme [uh(n) nuhm] les [lay] les amis [lay za mee] Pronunciation Key Use this pronunciation key as a guide to help you get the most out of the previous sound files. a   fathere   bedee   meetu   fool(n)   nasal n In addition, consonants in  liaisons  sometimes change the pronunciation. For example, an s is pronounced like a z when it is used in a liaison. Liaison Rules The basic requirement of a  liaison  is a word that ends in a normally silent consonant followed by a word that begins with a vowel or  mute h. This does not mean, however, that all possible liaisons are necessarily pronounced. In fact, the pronunciation (or not) of liaisons is subject to very specific rules, and liaisons are divided into three categories: Required liaisons (Liaisons obligatoires)Forbidden liaisons (Liaisons interdites)Optional liaisons (Liaisons facultatives) If you are a beginner, study just the required  liaisons  and forbidden liaisons, as these are the essential. If youre more advanced, study all three sections. It may be boring, but your pronunciation and ability to communicate at different levels of formality will improve dramatically. Liaison vs.  Enchantment There is a related phenomenon in French called  enchaà ®nement  (linking). The difference between enchaà ®nement and  liaisons  is this:  Liaisons  occur when the final consonant is normally silent but is pronounced due to the vowel that follows it (vous  vs.  vous avez), whereas  enchaà ®nement  occurs when the final consonant is pronounced whether or not a vowel follows it, such as  pour  vs.  pour elle, which translates as for vs. for her. Note that  enchaà ®nement  is simply a phonetic issue, while the pronunciation of  liaisons  is based on linguistic and stylistic factors. Additionally, scan the pronunciation chart below to see how various letters are generally pronounced in French liaisons. Letter Sound D [t] F [v] G [g] N [n] P [p] R [r] S [z] T [t] X [z] Z [z]

Amish and Modern American Society

Module B: Close Study of Text Text: Witness ‘Witness’, an American film, directed by Australian director Peter Weir, is a film set in 1985 about a clash of modern American society, and an idyllic Amish community. Maeri Saeli describes it as â€Å"the two worlds meet, but never merge† This is shown in the interaction between ideas, characters and techniques that make an impact on the audience. The main ideas represented in this text are Violence versus non-violence/ pacifism versus direct action, relationships, and the clash of cultures. Through exploring these ideas characterisation becomes evident and many techniques are used such as film techniques, symbolism and these can be recognised by analysing scenes. Violence versus non-violence is represented through the clashing of the two cultures and the differences of their cultural values and ideals. The modern American society, where Book is originally situated is evidently a society that uses much violence to achieve things whenever necessary. This type of society is visually implied by Peter Weir as being corrupted, seedy and violent in nature which is shown through darkness, and filming is often conducted under the cover of night, in crowded and cramped spaces, and by using artificial lighting. For example the scene conducted at the Happy Valley night club shows this type of violent and depressive society. Book grabs a suspect from inside the cramped and sordid bar, takes him outside into the night and slams his face into the car window, for Samuel to identify, where we see the shocked faces of Samuel and Rachel who wait inside a light blue car which represents their purity and innocence during this situation and this contrasts with the dark, violent and ‘foreign’ society that surrounds them. As this light coloured car is owned by Book, it is also suggestive that although he uses violence, Book is a good and moral man at heart which is revealed throughout the film. Thus these examples show that this modern American society is one where you cannot ‘judge a book by its cover’ and they allows the audience to observe the individualistic and greedy views of the modern American society. However, this American society is constantly juxtaposed by the peaceful, harmonic nature of the Amish, which seem to have a connection with their land and they possess much morality. They are a completely pacifist society, which means that they do not believe in resorting to violence under any circumstances. Their society is represented by light (natural lighting/daylight), pastel colour schemes, long shots of the sky, barns and open fields, particularly in the opening scenes, and they are shown as a community whereas those in the modern American society are represented as individualistic. Throughout the film, Book develops as a character and learns that violence does not necessarily have to be resorted to under every circumstance. This is specifically shown in the ‘showdown’ scene, when Book is able to disarm Schaeffer by persuasion rather than by violent means, and the Amish community all gather around to bear witness and thus act as an aid in persuading Schaeffer to give in. Witnessing is a reoccurring motif throughout the film and it is reinforced as a basis of the film through the title, as well as the audience who witness the narrative of the film unfold. The symbolism of the ‘gun’ represents the evil and corruption of humans; its creation was by humans and it is now used to kill other humans. This is shown through the corruption of Samuel against the Amish views, as he witnesses the murder, becomes curious of the gun and his corruption is shown ultimately when he states â€Å"I would only kill a bad man†. This scene involves the audience with purpose of raising the issue: who is to decide when a man is bad? This involves the audience as they are able to make their own opinion on the easy corruption of such an innocent and young character. Eli, Samuel’s grandfather is represented as an important mentor and role model for Samuel when he sits down to confront Samuel about the gun, so rather than avoiding the issue of violence and danger that has entered Samuel’s eyes he takes it as an opportunity to educate. The clash of cultures, and the understanding that they can never merge, comes through Book and Rachel’s relationship. The ‘Barn Dancing Scene’ clearly represents how their love is forbidden in the Amish community and that their culture differences could never let them be together, even though they are desperately in love. In this scene, the lyrics of ‘what a wonderful world it would be ’ are played through Book’s car stereo as they dance under the headlights of the car that he has been repairing in the barn – thus there is a juxtaposition here and ‘clash’ of the two worlds which is evident as the car does not look right in the setting of a barn. The lyrics suggest that although their relationship could be wonderful, the WOULD shows that it would never happen under the circumstances. The quick cut editing and close-ups as they dance show their ffection for each other, and the fun that they have in each other’s company, however this is interrupted by a shocked and angry Eli who represents the views of the Amish community and this strengthens the idea of forbidden love. The idea that the two cultures could never successfully cooperate with each other in the long term, and the idea that the Amish society are conformists and value community, and the modern Ame rican society functions under individuality and personal gain, is shown in a scene set in a nearby town of the Amish. When young American ‘rednecks’ insult and wipe ice-cream across Daniel’s face, Book get increasingly angry. However, Eli states to Book, â€Å"it is not our way,† whilst Book replies, â€Å"But it is my way. † The emphasis on OUR and MY represents the two different cultural ideals as well as reinforcing the different views on violence in the societies. Book has been trained to be a cop finds this belief in himself and his justification of violence very hard to deny, thus showing how he could not permanently give up his American lifestyle in order to live with the Amish, to be with Rachel. Although the Amish believe in pacifism, without Book’s help, Samuel would have most probably been murdered by Schaeffer and McFee and this would have caused much more devastation in the Amish community. Therefore the audience, and the Amish community, are thankful for Book’s contribution in the community. This acceptance of Book is shown in the ‘sendoff’ scenes where Eli says â€Å"Be careful among them English† to Book, showing that Book is now recognised as a good, valued man despite their differences and that Eli knows that Book is not the stereotypical ‘Englishman’ that Eli fears but that he is a much deeper and kind person than expected. Throughout the film, it is inevitably shown that Peter Weir possesses many skills in the art of film-making and his use of interaction between ideas, characters and techniques are effective in impacting on the audience.

Leadership Assignment Example | Topics and Well Written Essays - 1250 words

Leadership - Assignment Example However, a leadership style adopted should be the most appropriate in effectively achieving the objectives of the organization. It is on this premises that it may be asserted that leadership style actually matters to large extents. On the contrary, other people hold unto beliefs that it does not matter which leadership style a leader may adopt. Thus, what matters is not the leadership style, but the leaders themselves. It is on this basis that they assert that leadership is rather innate (Hill & McShane, 2006). This implicates that leadership is predetermined by a person’s distinctive dispositional characteristics during birth. Such a leader is deemed to be born leaders and therefore his leadership is effective irrespective of the leadership style he/she may adopt. Disregarding the leadership style, such people believe that leadership entails possessing power over others. Thus, leadership is a form of power and dominance to over others. This means that no matter what leadershi p style, a leader must always exercise power over people. This means that the type of leadership style does not matter at all. More often than not, those who profoundly discredit leadership style believe that, leaders are positively influential. This is to imply that employees perform well when under guidance of an effective leader. This is to mean that leaders make differences in the people. Thus, no matter what leadership style, leaders are expected to be influential to the people under them. In this regards leaders are deemed to entirely control the outcomes of groups. They are in total control of their groups’ achievements. Be that as it may, management experts have evidenced that leadership styles have palpable effects on a group’s performance. Thus, different styles are effective for different situations. In this regards, each of the leadership style is appropriate in specified circumstances. In determining which leadership style to adopt, it is important to cons ider the leader’s personal background. This may include the leader’s personality, experience, skills, knowledge, ethics and values. It may also be worthwhile to consider the employees being supervised. Indeed, employees are usually individuals with diverse personalities and backgrounds. In considering which leadership style to adopt, it is also important to look at the company’s traditions, philosophy and values as well. This may help in choosing the most suited leadership style that may be effective for the organization. It is therefore important to critically analyze the three major leadership styles with references to where they are most effective, with the aim of establishing that leadership style matters a great deal. To commence with, democratic leadership style defines a style whereby the leader shares the decision-making abilities with the members of the group. In this style, leadership involves the sharing of ideas, discussions, debates, consultations a nd encouraging employees to be part of the decision making. Thus, democratic leadership is otherwise known as participative leadership style. In a democratic type of leadership, the leader is considered as a coach who make the final decision, but this has to be done after consulting various staff members. Such type of leadership may produce high quality and high quantity work. Democratic leadership style is more effective in specific instance. In this regards, it may be the appropriate leadership style

Curfew Law Enforcement Case Study Example | Topics and Well Written Essays - 750 words

Curfew Law Enforcement - Case Study Example They are mostly enforced to help reduce the youth participation in activities that may be considered criminal and affect their lives, or endanger their and other people’s lives. The restrictions also enable parents to have better and clear supervision of their children’s activities on the afterhours. It has been proved through studies that cities with enforced curfew laws have had significant drops in youth participation in criminal activities. A 2011 study analyzed data from the Federal Bureau of Investigation’s Unified Criminal Reporting files from 1980 to 2004 for the 54 larger U.S. cities (180,000-plus residents) and enacted youth curfews between 1985 and 2002, focusing on arrests for both minor offenses (loitering and curfew violations) and more serious infractions (such as violent crimes and property crimes). The report showed that arrests of youths directly impacted by curfew restrictions dropped by almost 15% in the first year and approximately 10% in fol lowing years (Weigel, 2011). This paper will therefore weigh the facts of the plaintiff against the constitutional mandate and responsibility of the defendant of enforcing state laws and give a verdict. DISCUSSIONS Freedom of assembly is a fundamental part and a right that is provided and protected in the first amendment and should therefore be enjoyed by every citizen. If not properly enforced, curfew laws can greatly infringe on human rights and freedom of assembly and even freedom of expression. SUSIE MARKS CASE AGAINST RUTHLESS Susie after boarding Jerry and Kate’s truck against her will was seriously injured when the truck in which she was riding failed to negotiate a left turn. Notwithstanding that the state allowed persons to board the back of trucks without seat belts, Susie felt that given a choice she would have walked home or waited for Orson. Ruthless neither accorded her the freedom to express her wish and plan nor considered the implications of his actions havin g in mind that Jerry was a minor who had just been licensed to drive and therefore had insufficient experience. Ruthless told Jerry: "Get everybody out of here," and that "if you guys don't get out of here, curfew will be enforced." These words were also scaring especially for minors who feared that their actions if any against Ruthless would have â€Å"curfew enforced†. An example would be Hodgkins v. Peterson, SD Indiana 2004 when the judge ruled in favour of the defendants (Hodgkins) (Sandy, 2008). The arguments can be compared to Susie’s case given the fact that the law enforcer scared the minors through inappropriate words. In the Hodgkins case the argument was that For a person to file a claim that violates their First Amendments rights, they must prove that their speech was actually chilled. Just like in Hodgkins case, they deemed the ordnance unconstitutional because fear of criminal prosecution would have prevented, or did prevent them from going to late night protests, political rallies, or church events, which are protected First Amendment rights. (Sandy, 2008). RUTHLESS’ FACTS AND ARGUMENT Ruthless being a law enforcer was within his constitutional mandate of performing his duties and was right to order the kids to leave for home. As studies have shown young people under 16 were responsible for 62 percent of violent juvenile offenses, statistics also showed that teenagers were the most frequent targets of juvenile violence (Constitutional Rights Foundation, 2013).He also argued that Jerry had no problem dropping off Susie although he did not hear her out. Ruthless therefore having given the youngsters an

Death of a Salesman Essay Example for Free

Death of a Salesman Essay An essay on the use of dashes in Arthur Millers play, Death of a Salesman The dash is a handy device, informal and essentially playful, telling you that youre about to take off on a different tack but still in some way connected with the present course only you have to remember that the dash is there, and either put a second dash at the end of the notion to let the reader know that hes back on course, or else end the sentence, as here, with a period. __ Lewis Thomas How does a writer a good writer convey epiphanies exactly so that its grammatically appropriate for eureka! a dash is used placed just so to convey, establish a mood, feeling, tone a character feels whilst saying a line, monologue even an exclamation wherein characters experience a lot of feeling and dominance is implied when a line is ended by a dash interruption in short by another character allowing the reader to see feel the personality traits, characteristics of a character subtlety. This simple line the dash is a many faceted gem a treasure that can be used to highlight many ideas key terms certain events jump off the page because of the use of a dash rather than an ellipsis causes a noticeable break a sharp break unlike that of an ellipsis which immediately gives off the impression of abruptness just as it appears visually a sharp-edged line in the center of a line that breaks the fluidity of words just as the dash in a sentence breaks the flow of thought or conversation. Dashes menial as they are give substance to a pause, break charging it with emotion and meaning no number of words could do the same. Although dashes may seem like a punctuation mark so rarely used, it is an integral tool in writing conversations. The dash represents a discontinuation of an intended statement a visual representation of the abruptly derailed trail of a train of thought allows the writer to interrupt characters as is normal in an average conversation like most of Linda and Willys conversations. Lindas lines are often ended by a dash interrupted by another speaker subtlety informing the reader of Lindas subservient personality. The dashes imply the abruptness of Willys interruptions thereby insinuating that he doesnt listen to her including times when she expresses her adoration for him clarifying that Willys view behavior towards Linda is rather poor- which in turn personifies Willys personality. Linda: You are, Willy. The handsomest man. Youve got no reason to feel that- Willy: Ill make it all up to you, Linda, Ill- Linda: Theres nothing to make up, dear. Youre doing fine, better than- Willy: Whats that? Linda: Just mending my stockings. Theyre so expensive- Willy: I wont have you mending socks in this house! Now throw them out! (Page 39) This whole conversation establishes the relationship between Willy and Linda Willy being the dominant though insensible one, while Linda is the subservient although quite practical one as well as giving insight to Willys guilt over the woman all done with four appropriately placed dashes at the end of a characters lines. However, dashes are not only useful at the end of lines but in the midst of a sentence as well. Just as the dash on the page is a break from the stream of words a break in the voice is represented by a dash on the page. Thus, when a character is overcome by emotions, a dash is placed in the proper place in the sentences structure and a feeling of overwhelming portions is conveyed to the reader. In a tragic play such as Death of a Salesman, the proper use of the dash is essential to establish certain key conversations and the significance of the feelings of the character and their significance in the overall meaning of the story line. Such a conversation is seen when Willy is affirmed of Biffs love (Page 133) where there was placed four dashes upon the page in the span of the conversation each of which insinuates a great deal of emotion. It is these emotions that help build the tragedy in the story line characterizing Willy and Biff in the process. When Biff tells his mom or whoever it is he is speaking to to put Willy to bed Put him-put him to bed. the dash stresses the exhaustion that Biff feels his inability to finish his sentence implies a deep caring for his father an overwhelming emotion. It is the strength of this emotion that astonishes Willy and awakens Willy to the fact that Biff still loves him, and the following lines he says are also broken with dashes so choked with love and boundless joy is he That boy-that boy is going to be magnificent! (Page 133). These statements foreshadow Willys decision to kill himself for the sake of his sons making an impact greater or equal to that of Willys statement on page 98 where he states After all highways, and the trains, and the appointments, and the years, you end up worth more dead than alive. Both statements imply that Willy is going to commit suicide, playing against each other. The quote on page 98 establishes that Willy was considering the option the possibility while the conversation with Ben prior to Biffs outburst acknowledges the cause of Willys hesitance and indecisiveness the effect the suicide would leave on Biff the opinion that Biff would have of him afterward. Thus, when Willy is offered that which is all he really wants his life as it was before, with a loving relationship with his Adonis son and the admiration that this son once had for him through Biffs compassionate voice and tears Willy makes a definite choice as to what he intends to do first seen in his line That boy-that boy is going to be magnificent! (Page 133). It is this line that resolves the inner conflict that Willy feels over Biff and over his lack of success it is in this line that Willy decides to kill himself. Without the use of the dashes, the emotions would not have been conveyed to the reader appropriately losing its power and significance in the overall storyline. Another significant line dash in the play though not necessarily filled with emotion begins Biffs voyage into realization and truth. A dash can represent a hesitance changing of mind as to what must be said to convey the thoughts and sometimes feelings of the character. I tell ya, Hap, I dont know what the future is. I dont know-what Im supposed to want. The dash before what Im supposed to want, allows the reader to realize that Biffs restlessness and lack of success is not failure not in the true sense of the word, for Biff would have to truly attempt thus want success in order to fail. Biffs definition of success is different to that of his familys and this makes him uneasy insecure as to what his life really means. This dash allows the reader to acknowledge that Biff is at a loss of exact words to define what he means and the thoughts running through his head. It is this pause that changes the overall meaning of the sentence without the pause, the sentence would pass over unnoticed. The pause dash underlines Biffs uncertainty which continues throughout the play until Biff realizes the absurdity of his situation and awakens. The dash informs the reader that here lies Biffs conflict this dash is the resolution wherein the conflict is introduced. The dash is the conflict. As a modern tragedy, Death of a Salesman is when broken down an informal play, thus the dash is the perfect punctuation for the certain situations -and sentences that needed to be highlighted in the subconscious. The dash evokes an awareness that is subtle sliding beneath our minds eye to implant ideas emotions and feelings thereby creating importance to an event or phrase. When a dash is used, its used to emphasize and encourage analysis of a phrase. The involuntary response to a dash should be curiosity as to the purpose of this dash. A dash is not so easily used and is thus, so rarely seen. Therefore when a dash is used in writing be it at the end of a line or in the midst of a sentence so attention must be paid1! Bibliography: Arthur Miller (1949) Death of a Salesman Penguin Books USA Inc. 375 Hudson Street, New York, New York 10014, USA 1 Page 56 said by Linda. Jolene Kui September 6, 2002

Charlotte Smith’s Elegiac Sonnets Essay -- sensibility, nature, emotion

In Charlotte Smith’s Elegiac Sonnets, Smith uses nature as a vehicle to express her complex emotions and yearning for a renewal of her spirit. Utilizing the immortal characteristics of spring and the tempestuous nature of the ocean, Smith creates a poetic world that is both a comfort and a hindrance to her tortured soul. Even while spring can provide her with temporary solace and the ocean is a friend in her sorrow, both parts of nature constantly remind her of something that she will never be able to accomplish: the renewal of her anguished spirit and complete happiness in life once more. Through three of her sonnets in this collection, Smith connects with the different parts of nature and displays her sensible temperament with her envy over nature’s ability to easily renew its beauty and vitality. In â€Å"Written at the close of Spring,† Smith’s second sonnet, she focuses on the wonderful ability nature has in rejuvenating itself each year. Smith personifies Spring in the way it â€Å"nurs’d in dew† its flowers as though it was nursing its own children (â€Å"Close of Spring† 2). While it creates life, Spring is not human, because it has this ability to come back after its season has passed. Human beings grow old and die; we lose our â€Å"fairy colours† through the abrasive nature of life (â€Å"Close of Spring† 12). Smith is mournful that humans cannot be like the flowers of Spring and regain the colors of our lives after each year. Normally in comparing the age of sensibility with nature, we see this great appreciation of nature as a whole. In Smith’s poems, we do see this, but mostly in this sonnet we see a jealousy of nature. Smith is able to connect with the beauty of Spring on some level; it is something that brings her a small amount of... ... but she always realizes at the end that her happiness is forever gone and she only has despair to look forward to her future. While nature is a typical outlet for people with a sensible nature, like Smith, it can also just as easily create a desire in man that can never be attained. Works Cited Smith, Charlotte. "To Spring." Poem Hunter. N.p., n.d. Web. 18 Oct. 2011. . Smith, Charlotte. â€Å"Written at the close of spring .† Elegiac Sonnets. Ed. Stuart Curran. New York: Oxford, 1993. 13-14. Print. Smith, Charlotte. â€Å"Written in a tempestuous night, on the coast of Sussex.† Elegiac Sonnets. Ed. Stuart Curran. New York: Oxford, 1993. 58. Print. Smith, Charlotte. â€Å"Written on the seashore- October, 1784.† Elegiac Sonnets. Ed. Stuart Curran. New York: Oxford, 1993. 20. Print.

How does Wilfred Owen Create Sympathy in his Poem “Disabled” Essay

Wilfred Owen uses a variety of poetic devices to make the reader feel sympathetic for the disabled person portrayed in the poem. Many of Owens ideas of sympathy are not easy to find and the reader picks them up more subliminally unless he were to study the poem. Firstly, the most important point to convey sympathy is the theme of retrospect and tense in this piece and it runs clearly throughout. Owen starts the first stanza in the present tense and we immediately see that he is lonely and inactive. â€Å"He sat in a wheeled chair, waiting†¦Ã¢â‚¬  shows us that he is unable to move and can only sit, his life is controlled by doctors and his ability to make decisions is compromised by injury. Furthermore, the word â€Å"waiting† shows that all he can do is sit around and wait for things to happen, he cannot create or instigate something to cheer him. The poem then, in the fifth stanza he reminisces about what he thought war might be like, â€Å"†¦jewelled hilts† and glory. However, at the end he says, â€Å"Now he will spend a few sick years in institutes†. We feel sorry for the man as we think he has been cheated and lulled into a false sense of security. Owen also uses contrast to evoke sympathy in the way he rhymes at the end of the sentences. The rhyming words contradict or juxtapose one another. â€Å"Knees† and â€Å"disease† are used for contrast as having knees symbolise health and normal lifestyle and it’s what he had before the war. Disease on the other hand symbolises a lack of knees or bad health and it is what he was left with after the war. The juxtaposition of good and bad things makes us feel sad for the man and also make us feel his regret of joining up. Another vessel which Owen uses to make us feel sympathetic is metaphor and simile. He says, â€Å"Poured it down shell holes till the veins ran dry†. This shows us how angry he is with himself in the fact that he is saying he might just as well have poured his blood and his life away. He feels like he made no impact on the war and only bad has come out of it. Caesura is also used to break up sentences and disrupt the flow of a poem. They can create sympathy as sometimes they can be ironic or rhetorical questions. â€Å"He thought he’d better join – he wonders why† is a good example as it shows his remorse for joining the army and the fact that it is out of sync and without a rhyming pair makes it stand out in our memory as a definitive thought of his. The poem also ends with questions like â€Å"why don’t they come† which tell the reader that since the war he is completely reliant on others and he despairs with his lack of freedom. Owen also uses women and war officers to make us feel sympathetic. â€Å"Smiling, they wrote his lie† tells us that the officer signing him up knew that he was not eighteen and was not doing his job properly. It shows that the officers cared more about the numbers in the army than the actual wellbeing of English people. He also describes women as being shallow and their eyes â€Å"passed from him to the men that were whole†. This shows they do not care about a man’s personality and character, only his looks and sexual appeal. This makes us feel angry towards women for being so shallow and want them to not be so driven by seemingly unimportant things.

Part Two Chapter III

III Gavin cooked for Kay at his house that evening, opening tins and crushing garlic with a sense of ill-usage. After a row, you had to say certain things to secure a truce: those were the rules, everyone knew that. Gavin had telephoned Kay from his car on the way back from Barry's burial and told her that he wished she had been there, that the whole day had been horrible and that he hoped he could see her that night. He considered these humble admissions no more or less than the price he had to pay for an evening of undemanding companionship. But Kay seemed to consider them more in the light of a down payment on a renegotiated contract. You missed me. You needed me when you were upset. You're sorry we didn't go as a couple. Well, let's not make that mistake again. There had been a certain complacency about the way she had treated him since; a briskness, a sense of renewed expectation. He was making spaghetti Bolognese tonight; he had deliberately omitted to buy a pudding or to lay the table in advance; he was at pains to show her that he had not made much of an effort. Kay seemed oblivious, even determined to take this casual attitude as a compliment. She sat at his small kitchen table, talking to him over the pitter-patter of rain on the skylight, her eyes wandering over the fixtures and fittings. She had not often been here. ‘I suppose Lisa chose this yellow, did she?' She was doing it again: breaking taboos, as though they had recently passed to a deeper level of intimacy. Gavin preferred not to talk about Lisa if he could avoid it; surely she knew that by now? He shook oregano onto the mince in his frying pan and said, ‘No, this was all the previous owner. I haven't got round to changing it yet.' ‘Oh,' she said, sipping wine. ‘Well, it's quite nice. A bit bland.' This rankled with Gavin, as, in his opinion, the interior of the Smithy was superior in every way to that of Ten Hope Street. He watched the pasta bubbling, keeping his back to her. ‘Guess what?' she said. ‘I met Samantha Mollison this afternoon.' Gavin wheeled around; how did Kay even know what Samantha Mollison looked like? ‘Just outside the deli in the Square; I was on my way in to get this,' said Kay, clinking the wine bottle beside her with a flick of her nail. ‘She asked me whether I was Gavin's girlfriend.' Kay said it archly, but actually she had been heartened by Samantha's choice of words, relieved to think that this was how Gavin described her to his friends. ‘And what did you say?' ‘I said – I said yes.' Her expression was crestfallen. Gavin had not meant to ask the question quite so aggressively. He would have given a lot to prevent Kay and Samantha ever meeting. ‘Anyway,' Kay proceeded with a slight edge to her voice, ‘she's asked us for dinner next Friday. Week today.' ‘Oh, bloody hell,' said Gavin crossly. A lot of Kay's cheerfulness deserted her. ‘What's the problem?' ‘Nothing. It's – nothing,' he said, prodding the bubbling spaghetti. ‘It's just that I see enough of Miles during work hours, to be honest.' It was what he had dreaded all along: that she would worm her way in and they would become Gavin-and-Kay, with a shared social circle, so that it would become progressively more difficult to excise her from his life. How had he let this happen? Why had he allowed her to move down here? Fury at himself mutated easily into anger with her. Why couldn't she realize how little he wanted her, and take herself off without forcing him to do the dirty? He drained the spaghetti in the sink, swearing under his breath as he speckled himself with boiling water. ‘You'd better call Miles and Samantha and tell them â€Å"no†, then,' said Kay. Her voice had hardened. As was Gavin's deeply ingrained habit, he sought to deflect an imminent conflict and hoped that the future would look after itself. ‘No, no,' he said, dabbing at his wet shirt with a tea towel. ‘We'll go. It's fine. We'll go.' But in his undisguised lack of enthusiasm, he sought to put down a marker to which he could refer, retrospectively. You knew I didn't want to go. No, I didn't enjoy it. No, I don't want it to happen again. They ate for several minutes in silence. Gavin was afraid that there would be another row, and that Kay would force him to discuss underlying issues again. He cast around for something to say, and so started telling her about Mary Fairbrother and the life insurance company. ‘They're being real bastards,' he said. ‘He was heavily insured, but their lawyers are looking for a way not to pay out. They're trying to make out he didn't make a full disclosure.' ‘In what way?' ‘Well, an uncle died of an aneurysm, too. Mary swears Barry told the insurance agent that when he signed the policy, but it's nowhere in the notes. Presumably the bloke didn't realize it can be a genetic thing. I don't know that Barry did, come to †¦' Gavin's voice broke. Horrified and embarrassed, he bowed his flushing face over his plate. There was a hard chunk of grief in his throat and he couldn't shift it. Kay's chair legs scraped on the floor; he hoped that she was off to the bathroom, but then felt her arms around his shoulders, drawing him to her. Without thinking, he put a single arm around her, too. It was so good to be held. If only their relationship could be distilled into simple, wordless gestures of comfort. Why had humans ever learned to talk? He had dribbled snot onto the back of her top. ‘Sorry,' he said thickly, wiping it away with his napkin. He withdrew from her and blew his nose. She dragged her chair to sit beside him and put a hand on his arm. He liked her so much better when she was silent, and her face was soft and concerned, as it was now. ‘I still can't †¦ he was a good bloke,' he said. ‘Barry. He was a good bloke.' ‘Yes, everyone says that about him,' said Kay. She had never been allowed to meet this famous Barry Fairbrother, but she was intrigued by the show of emotion from Gavin, and by the person who had caused it. ‘Was he funny?' she asked, because she could imagine Gavin in thrall to a comedian, to a rowdy ringleader, propping up the bar. ‘Yeah, I s'pose. Well, not particularly. Normal. He liked a laugh †¦ but he was just such a †¦ such a nice bloke. He liked people, you know?' She waited, but Gavin did not seem able to elucidate further on the niceness of Barry. ‘And the kids †¦ and Mary †¦ poor Mary †¦ God, you've got no idea.' Kay continued to pat his arm gently, but her sympathy had chilled a little. No idea, she thought, what it was to be alone? No idea how hard it was to be left in sole charge of a family? Where was his pity for her, Kay? ‘They were really happy,' said Gavin, in a cracked voice. ‘She's in pieces.' Wordlessly, Kay stroked his arm, reflecting that she had never been able to afford to go to pieces. ‘I'm all right,' he said, wiping his nose on his napkin and picking up his fork. By the smallest of twitches, he indicated that she should remove her hand.

USS Lexington (CV-16) - World War II Aircraft Carrier

USS Lexington (CV-16) - World War II Aircraft Carrier USS Lexington (CV-16) - Overview: Nation: United States Type: Aircraft Carrier Shipyard: Fore River Shipyard - Bethlehem Steel Laid Down: July 15, 1941 Launched: September 23, 1942 Commissioned: February 17, 1943 Fate: Museum Ship, Corpus Christi, TX USS Lexington (CV-16) - Specifications Displacement: 27,100 tons Length: 872 ft. Beam: 93 ft. Draft: 28 ft., 5 in. Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shafts Speed: 33 knots Complement: 2,600 men Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft 110 aircraft USS Lexington (CV-16) - Design Construction: Conceived in the 1920s and early 1930s, the US Navys Lexington- and Yorktown-class aircraft carriers were designed to conform to the limitations set forth by the Washington Naval Treaty. This agreement placed restrictions on the tonnage of different types of warships as well as capped each signatorys overall tonnage. These types of restrictions were affirmed through the 1930 London Naval Treaty. As global tensions increased, Japan and Italy departed the treaty structure in 1936. With the collapse of the this system, the US Navy began designing a new, larger class of aircraft carrier and one which drew from the lessons learned from the Yorktown-class. The resulting design was wider and longer as well as included a deck-edge elevator. This had been employed earlier on USS Wasp (CV-7). In addition to carrying a larger air group, the new design possessed a greatly enhanced anti-aircraft armament. Designated the Essex-class, the lead ship, USS Essex (CV-9), was laid down in April 1941. This was followed by USS Cabot (CV-16) which was laid down on July 15, 1941 at Bethlehem Steels Fore River Ship in Quincy, MA. Over the next year, the carriers hull took shape as the US entered World War II following the attack on Pearl Harbor. On June 16, 1942, Cabots name was changed to Lexington to honor the carrier of the same name (CV-2) which had been lost the previous month at the Battle of the Coral Sea. Launched on September 23, 1942, Lexington slid into the water with Helen Roosevelt Robinson serving as sponsor. Needed for combat operations, workers pushed to complete the ship and it entered commission on February 17, 1943, with Captain Felix Stump in command. USS Lexington (CV-16) - Arriving in the Pacific: Steaming south, Lexington conducted a shakedown and training cruise in the Caribbean. During this period, it suffered a notable casualty when the F4F Wildcat flown by 1939 Heisman Trophy winner Nile Kinnick crashed off the coast of Venezuela on June 2. After returning to Boston for maintenance, Lexington departed for the Pacific. Passing through the Panama Canal, it arrived at Pearl Harbor on August 9. Moving to the war zone, the carrier conducted raids against Tarawa and Wake Island in September. Returning to the Gilberts in November, Lexingtons aircraft supported the landings on Tarawa between November 19 and 24 as well as mounted raids against Japanese bases in the Marshall Islands. Continuing to operate against the Marshalls, the carriers planes struck Kwajalein on December 4 where they sank a cargo ship and damaged two cruisers. At 11:22 PM that night, Lexington came under attack by Japanese torpedo bombers. Though taking evasive maneuvers, the carrier sustained a torpedo hit on the starboard side which disabled the ships steering. Working quickly, damage control parties contained the resulting fires and devised a temporary steering system. Withdrawing, Lexington made for Pearl Harbor before proceeding on to Bremerton, WA for repairs. It reached Puget Sound Navy Yard on December 22. In the first of several instances, the Japanese believed the carrier to have been sunk. Its frequent reappearance in combat coupled with its blue camouflage scheme earned Lexington the nickname The Blue Ghost. USS Lexington (CV-16) - Return to Combat: Fully repaired on February 20, 1944, Lexington joined Vice Admiral Marc Mitschers Fast Carrier Task Force (TF58) at Majuro in early March. Taken by Mitscher as his flagship, the carrier raided Mili Atoll before moving south to support General Douglas MacArthurs campaign in northern New Guinea. Following a raid on Truk on April 28, the Japanese again believed the carrier to have been sunk. Moving north to the Marianas, Mitschers carriers next began reducing Japanese air power in the islands prior to the landings on Saipan in June. On June 19-20, Lexington took part in the victory at the Battle of the Philippine Sea which saw American pilots win the Great Marianas Turkey Shoot in the sky while sinking a Japanese carrier and damaging several other warships. USS Lexington (CV-16) - Battle of Leyte Gulf: Later in the summer, Lexington supported the invasion of Guam before raiding the Palaus and Bonins. After striking targets in the Caroline Islands in September, the carrier commenced attacks against the Philippines in preparation for the Allied return to the archipelago. In October, Mitschers task force moved to cover MacArthurs landings on Leyte. With the beginning of the Battle of Leyte Gulf, Lexingtons aircraft aided in sinking the battleship Musashi on October 24. The next day, its pilots contributed to the destruction of the light carrier Chitose and received sole credit for sinking the fleet carrier Zuikaku. Raids later in the day saw Lexingtons planes aid in eliminating the light carrier Zuiho and the cruiser Nachi. On the afternoon of October 25, Lexington sustained a hit from a kamikaze which struck near the island. Though this structure was badly damaged, it did not severely hamper combat operations. In the course of the engagement, the carriers gunners downed another kamikaze that had targeted USS Ticonderoga (CV-14). Repaired at Ulithi after the battle, Lexington spent December and January 1945 raiding Luzon and Formosa before entering the South China Sea to strike at Indochina and Hong Kong. Hitting Formosa again in late January, Mitscher then attacked Okinawa. After replenishing at Ulithi, Lexington and its consorts moved north and commenced attacks on Japan in February. Late in the month, the carriers aircraft supported the invasion of Iwo Jima before the ship departed for an overhaul at Puget Sound. USS Lexington (CV-16) - Final Campaigns: Rejoining the fleet on May 22, Lexington formed part of Rear Admiral Thomas L. Spragues task force off Leyte. Steaming north, Sprague mounted attacks against airfields on Honshu and Hokkaido, industrial targets around Tokyo, as well as the remnants of the Japanese fleet at Kure and Yokosuka. These efforts continued until mid-August when Lexingtons final raid received orders to jettison its bombs due to the Japanese surrender. With the end of the conflict, the carriers aircraft commenced patrols over Japan before taking part in Operation Magic Carpet to return American servicemen home. With the reduction in fleet strength after the war, Lexington was decommissioned on April 23, 1947 and placed in the National Defense Reserve Fleet at Puget Sound. USS Lexington (CV-16) - Cold War Training: Redesignated as an attack carrier (CVA-16) on October 1, 1952, Lexington moved to the Puget Sound Naval Shipyard the following September. There it received both SCB-27C and SCB-125 modernizations. These saw modifications to Lexingtons island, the creation of a hurricane bow, installation of an angled flight deck, as well as a strengthening of the flight deck to handle newer jet aircraft. Recommissioned on August 15, 1955 with Captain A.S. Heyward, Jr. in command, Lexington began operations out of San Diego. The following year it commenced a deployment with the US 7th Fleet in the Far East with Yokosuka as its home port. Arriving back in San Diego in October 1957, Lexington moved through a brief overhaul at Puget Sound. In July 1958, it returned to Far East to reinforce the 7th Fleet during the Second Taiwan Strait Crisis. After further service off the coast of Asia, Lexington received orders in January 1962 to relieve USS Antietam (CV-36) as a training carrier in the Gulf of Mexico. On October 1, the carrier was redesignated as an anti-submarine warfare carrier (CVS-16) though this, and its relief of Antietam, was delayed until later in the month due to the Cuban Missile Crisis. Taking over the training role on December 29, Lexington began routine operations out of Pensacola, FL. Steaming in the Gulf of Mexico, the carrier trained new naval aviators in the art of taking off and landing at sea. Formally designated as a training carrier January 1, 1969, it spent the next twenty-two years in this role. The final Essex-class carrier still in use, Lexington was decommissioned on November 8, 1991. The following year, the carrier was donated for use as a museum ship and is currently open to the public in Corpus Christi, TX. Selected Sources DANFS: USS Lexington (CV-16)USS Lexington Museum

Mouse Factory Design of Experiments Statistics Project

Mouse Factory Design of Experiments - Statistics Project Example These will act as a basis for future improvements, modifications and prediction. The graph above shows the graphical distribution of the 381 observation in the experiment. As it can be seen from the chart the percentage shrinkage lies between 53.5 and 55.1. Therefore the mean shrinkage lies at about 54 percent. The mean percentage shrinkage for the initial settings is 54.35. The mode is 54.46 while the median is 54.37. These measures of central tendency are not significantly different suggesting that the data is normally distributed. This rhymes well with the graphical representation in the above figure. The variability of percentage shrinkage can be located by use of range, standard deviation and variance. The range which measures the difference between the biggest and the smallest observation is 1.88. The variance and the standard deviation of these observations are 0.16 and 0.40 respectively. The smaller the variability of the shrinkage the more the data is clustered around the mean and the more it is predictable. Considering the initial variable settings which represent the main input the mean shrinkage should lay in the following confidence interval; By taking a consideration of 95% confidence interval, sample size of 381, a sample mean of 54.35 and a standard deviation of 1.88, the confidence interval mean of the future shrinkage should lie between 54.16 and

Corporate social responsibility Essay Example | Topics and Well Written Essays - 1500 words - 1

Corporate social responsibility - Essay Example The primary object of business is to supply quality goods and services to the consumers through the creation of utilities. Peter Drucker (1974) enumerates 8 key areas in which objectives of performance and results are to be set. They are marketing, innovation, human organization, financial resources, physical resources, productivity, social responsibility and profit requirements. Every business organization like everyone, lives in the midst of laws of the land, government regulations, economic conditions, changing consumer preferences, technological changes, culture, values system and business ethics of the society. All these factors constitute the business environment. A business organization and its environment are mutually interdependent, interacting with each other continuously. Environment is the supra-system of which the firm is only a small subunit. It can survive and thrive only when the environment desires its output of goods and services and is prepared to approve of an end orse its activities. Business organization had grown from the time immemorial, with the advent of industrial revolution, business organization, controlled by few thrive towards profit maximization. Industrial revolution changed the whole concept of business and capitalistic approach and individual profit making takes the prime objective. But during the 20th century it has changed. More democratic governments and their control but a brake on profit maximization tendencies of the organization and diverted them towards employee welfare and social welfare activities. Governments through various legislations are safeguarding interest of employees. Later on due to technological innovations and global connectivity the whole concept of business has changed. Development of technologies posses’ opportunities and uncertainties as well as risk and challenges, which can make or mar the future of business. Economic environment such as changes in competition, demand, lifestyle, consumer