The Center For Public Policy - 968 Words

The focus group featured in the video was conducted for the Annenberg Center for Public Policy from the University of Pennsylvania with Peter Hart as the moderator. The group was made up of twelve undecided voters from Virginia. It had an equal number of male and female voters. A couple were referred to as being a part of the younger generation (probably in their 20’s or 30’s) while the rest appeared to be older. Some of the participants considered themselves to be leaning toward voting for Mitt Romney, while others considered themselves as leaning toward voting for Barack Obama. The point of the group was to find determine how these voters felt about the presidential candidates in the 2012 election, their positions, the issues and what†¦show more content†¦While the basic layout of the questions followed the suggestions found in the readings, the timing of the questions was an issue. At points, the questions and answers felt rushed and at other times the group stayed on one question for what felt like too long. At a couple points during the discussion, Hart mentioned the need to move on. Specifically, this happened after the Libya conversation. The focus group was becoming more of a debate about Libya than the candidates and the election. At other points, however, Hart called on a couple of people specifically and limited their time to answer. He mentioned the need to move on and to hear from other members of the group. The readings describe the need for a good moderator who can quickly respond to answers and ask follow up questions. Hart did this well. He paid attention to the interactions between the group. When one participant was speaking in reaction to what another had said about the candidates and the Libya situation, Hart pointed this out and asked her specifically what she was acting to. Also, he frequently repeated statements made by participants and added â€Å"because† to push them to more fully explain how they felt. A dditionally, different types of questions were used to more fully understand what the participants thought. After directly asking the

Odysseus vs. Gilgamesh Essay - 1464 Words

The epic poems The Odyssey, written by Homer, and Gilgamesh, translated by David Ferry, feature the struggles and triumphs of two epic heroes, Odysseus and Gilgamesh. Epic heroes exemplify six common traits. They are all strong fighters, complete with physical beauty and intimidation. The epic hero is dangerous yet protects ordinary people. There is always an encounter with death and the cosmos. They are superhuman, but they are not supernatural, although they come in contact with the supernatural. There are struggles with overwhelming difficulties while on a quest for self-discovery or some sort of goal, however all ordeals are overcome by quick intellect. Despite all the difficulties and obstacles, epic heroes always return from an†¦show more content†¦Odysseus does not leave his men behind when they are in the land of the Lotus Eaters. They all eat the lotus flower, which causes them to forget their homecoming and inspires them to stay on the island forever. Odysseus pull s his men from the island despite their protests. Gilgamesh is also a protector of the people in his city of Uruk. He is called the wise shepherd and protector of the people. Near death encounters and interaction with the supernatural is also a common trait with these heroes. Odysseus encounters gods and goddesses throughout the entire epic. Athena becomes his protector and Poseidon seeks revenge and attempts to kill Odysseus several times. Besides these encounters, Odysseus is seduced by Calypso and Circe. Gilgamesh challenges the gods as well. Ishtar becomes enraged when Gilgamesh refuses her as a mistress and sends the Bull of Heaven to kill him. The sun god, Shamash, is also a protector of Gilgamesh and assists in the killing of Humbaba. The supernatural presence is evident in almost every action inhibited by these heroes. Intellect is one final similarity between these two heroes. Odysseus trick the Cyclops called Polyphemus when he gets him drunk and stabs him in the eye, shor tly after introducing himself as Nobody. He is able to make a quick escape from the island. Gilgamesh uses intellect as well when he challenges the beast Humbaba, only attacking when his cloaks of fear are at its minimal. Besides all these similaritiesShow MoreRelatedOdysseus Vs. Epic Of Gilgamesh1772 Words   |  8 PagesMadison Aycock HST 328 Dr. Chang 20 Oct. 2017 Paper Topic One: Odysseus vs. Gilgamesh Sometimes it only takes a few seemingly small flaws to determine if one will live a lifetime of adversity, and this appears to be the case for both Odysseus in Homer’s Odyssey and Gilgamesh in the Epic of Gilgamesh. Unlike what their grand titles may suggest, these ‘ancient heroes’ were by no means perfect people, and, if anything, it would be more realistic to attribute the conceptRead MoreBiblical Vs. Classical Phenomenon2078 Words   |  9 PagesBiblical vs. Classical Phenomenon Throughout the semester, we have analyzed various texts that constitute some of the most important publications in the history of humankind. These myths and legends are known as the oldest in centuries and possibly the first sight of written text that humans have encountered. Dating back to the times of traditional oral-based stories, texts such as The Epic of Gilgamesh have given humankind a sense of emergence in the old times of script and literature. The Epic

Developing Fluency Requires A Balance And Connection...

Developing fluency requires a balance and connection between conceptual understanding and computation proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Understanding without fluency can inhibit the problem solving process. (NCTM, Principles and Standards for School Mathematics, 2000). Adding It Up (National Research Council, 2001), and influential research review on how children learn mathematics, identifies the following five strands of mathematical proficiency as indicators that someone understands (an can do) mathematics (Van de Walle, Lovin, Karp, Bay-Williams, 2014, p. 2). The five strands the National Research Council (2001) identified are: Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. These five strands are interdependent and interwoven, as the development of one strand aids the development of the other strands. Conceptual understanding is an important component of proficiency, along with factual knowledge and procedural competence. O’Connell SanGiovanni (2013) noted there are no â€Å"tricks† in math and the understanding math makes it easier (p. 6). Setting up opportunities for students to discover rules or generalizations allows them to exercise reasoning skills as they are making sense of math concepts. Once students understand the process of multiplication they are ready to focus on the number patterns andShow MoreRelatedFundamentals of Hrm263904 Words   |  1056 PagesChapter 2 UNDERSTANDING HRM The Dynamic Environment of HRM 2 Fundamentals of Strategic HRM 28 PART 2 Chapter 3 Chapter 4 THE LEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights and Discipline 84 PART 3 Chapter 5 Chapter 6 Chapter 7 STAFFING THE ORGANIZATION Human Resource Planning and Job Analysis 110 Recruiting 132 Foundations of Selection 154 PART 4 Chapter 8 Chapter 9 TRAINING AND DEVELOPMENT Socializing, Orienting, and Developing EmployeesRead MoreProject Mgmt296381 Words   |  1186 Pagessystem (.1) 6.6 .2.1 Time performance 7.2.3.1 Cost baseline development 7.3.2.1 Earned value system (F.4) 7.3.2.4 E.V., performance status report 7.3.2.2 E.V., forecasts 7.3.2.3 EV., to complete index (EAC) 7.3.2.5 Schedule and cost variance Developing a Project Plan 4.2.2 Planning tools 6.2 Sequence activities [1.2] 6.5.1 Bar and milestone charts 6.5.2 Critical path method (.2) 6.5.2.6 Lead and lag activities [6.2.3] F.3 Project duration Chapter 14 Project closure Closure report 4Read MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 Pages............................................... 720 xi STRATEGIC HUMAN RESOURCE MANAGEMENT Table of Contents xii SECTION ONE STRATEGIC HUMAN RESOURCE MANAGEMENT Section One An Investment Perspective and Human Resources The conceptual framework for this text begins with an investment perspective for guiding managerial strategic decisions regarding human resources. Human resource management practitioners and management scholars have long advocated that human resources should be

The Fundamentals of Leadership in the Workplace - 1373 Words

The Fundamentals of Leadership in the Workplace For centuries there have been leaders and people have debated what makes a great leader. Leadership goes back to the time of the ancient Greeks. During the 1500’s, there was an Italian statesman Niccolo Machiavelli, who wrote The Prince, which he described methods for leaders to use in acquiring power (Leadership 2003). This all led to the recent activity dating to the early 1900’s and what has been developed and used in today’s society. There are many theories of what a leader should possess and the fact that leaders throughout history have been men who were looked up to as leaders and well respected. This paper discusses the history of leadership, diversity between men and women in†¦show more content†¦You make the decision. In reality most leaders are male, generally speaking. But, there are some important statistics when it comes to men and women in the workplace as leaders. Here are some statistics to take into consideration: Women are slightly more likely than men to say they are very confident in their ability to keep pace (61% vs. 57%); only 56% of women were very interested in continuing with their careers, vs. 69% of the men; fewer than half of the online professional’s surveyed feel that women receive equal pay for equal work in the industry: 55% of men, vs. 29% of women (Woods 2001). The article entitled Leadership as a Boss in the Workplace gives ideas and tips that may come in to use in the workplace. The author Charles Williams makes good points throughout this article. For example, you have to love what you do in order to teach and guide others and you also must believe in your people and your company to be successful (Williams 2007). I believe that this is true in all aspects of leadership. Unless, you know what you are doing, it is hard to give people something they can take with them and apply later. He states that â€Å"if you have those who are not working as a team then it hurts everyone including the company.† It is important to apply leadership in the workplace and with it you can all join together to get the job done together as a team. When you are working withShow MoreRelatedLeadership Professional Standards For Nurses1280 Words   |  6 PagesLeadership Professional Standard Leadership, one of the seven professional standards outlined by the College of Nurses of Ontario (CNO), discusses how nurses are to be leaders in the workplace and with patients. This includes teaching health practices as well as promoting good health. Good leadership is demonstrated through educating future nurses, leading within the workplace, and being part of a nursing groups and organizations. Nurses should be working together to improve the care for all patientsRead MoreEffective Leaders Motivate And Motivate Followers And Achieve Collective Goals1599 Words   |  7 Pagesnature of the workplace and the employment relationship has seen a shifting focus to the importance of establishing trust between leaders and followers, emphasising employee wellbeing and team orientated decision-making. However leaders who exhibit toxic traits have lasting effects, not only upon their followers, but also the organisation. From a psychological perspective, this essay aims to analyse the characteristics of a toxic leader, by investigating the ‘dark side’ of leadership, exploring theRead MoreChallenges Faced By The Leadership Field Essay991 Words   |  4 PagesFUNDAMENTAL III: CHALLENGE YOURSELF Challenging oneself is critical to learning leadership. Leaders have to seek new experiences and test themselves. There will be inevitable setbacks and failures along the way that require curiosity, grit, courage, and resilience in order to persist in learning and becoming the best. Research has shown that challenges, difficulties and setbacks are something that potential leaders will inevitably face in the leadership field. Exemplary leadership requires leadersRead MoreThe Leadership Skills Of The Workplace1545 Words   |  7 PagesInnovation in the workplace is a competitive force that give businesses like Apple and Samsung a competitive advantage over other competitors. Innovation is not a new concept for businesses in the workplace, it has been around for a long time. However, businesses are focusing on innovation because they understand the key benefits of innovation. Innovation is supported in organizations through different leadership practices. 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Newspaper Reading and relating to The Human bill of rights Free Essays

The first article (July 4) is about the growing dangers of Kuwait work trucks that travel on roads while being severely overloaded with logs, iron rods, furniture, and water. There are several reasons why these vehicles have become veritable road hazards responsible for numerous accidents. Reckless driving was cited as one of the highest cause of road accidents involving these trucks. We will write a custom essay sample on Newspaper Reading and relating to The Human bill of rights or any similar topic only for you Order Now Some citizens attested to instances showing drivers’ utter lack of consideration for pedestrians even to those who have physical disabilities. One man recalled an incident involving his cousin who was a cripple, who died after being run over by a lumber truck. Others cite poor vehicle conditions as another primary cause of accidents. One British expatriate living in Kuwait narrated how water tankers usually have bad brakes and how being overburdened with water makes it more difficult for truckers to maneuver. He also narrated about one instance of recklessness wherein the truck driver suddenly cut in front of him, almost killing him was he not able to step on his brakes. Another hazard was trucks with loose fastenings of furniture or iron bars. Such objects fall from the truck and cause trouble for motorists behind the truck. The article’s reporter discussed an incident about how he himself experienced one such incident. Safety measures taken to prevent hazards from vehicles on the road are vague. There are certain periods of time where the law prohibits trucks from driving inside the city but such laws are often violated by truckers and Kuwait’s local police seem to be inadequate in preventing such violations. This issue is clearly a violation of Article 3 of the Declaration of Human rights which seeks to protect the life, liberty and security of all persons. The truckers’ lack of discretion with regards to the pedestrians that they interact with constitutes an utter disregard to Article 3 which should be addressed by the Kuwait government, especially since the usual victims of such accidents are those who are disabled. The second article (July 5) is about how the Kuwait Parliament gives ardent attention to the needs of disabled individuals. The Parliament has released an order calling on state agencies to provide specialized services to people with special needs. Kuwait National Assembly member Saad al-Sharia discussed in the 4th Arab Parliamentary Symposium on Disabled Persons’ Disabilities how due attention should be provided to people with special needs especially in the aspect of integrating such people into society as productive individuals. The Parliament member gave emphasis on investing in the use of human resources in nation building and service. This move by the parliament is in respect of human rights. The parliament hopes to incarnate the deeper meaning of humanity and humanitarian causes towards the development of its civilization. Specifically, parliament aims to create specialized educational institutions to address the needs of special children who are not able to learn through conventional means. Parliament aims to establish more centers for rehabilitation research. It also aims to modernize such institutions that currently exist. The project will also create clinics and entertainment utilities that can cover people of all ages and of all physical, mental and psychological disabilities. The third article (July 6) reports the strengthening of the Kuwaiti resolve to provide better governmental services. It discusses how the state is funneling ample finances and gathering substantial human resources to raise public awareness of special needs in its continuing advocacy for human rights. In an interview with Secretary of the Arab Parliamentary Caucus of the National Assembly Jamal Al-Kandari, it was revealed that Kuwait has already â€Å"mapped out† specific plans for disabled individuals to be properly integrated into the society and assume roles that will be both productive and fulfilling. In the ongoing symposia for disabled individuals, legislation for the protection of the human rights of disabled individuals was also put into focus. Much emphasis was given on the current dangers that face disabled individuals in different parts of Kuwait. Dr. al-Shuraye’s lecture, he discussed that as these people are not as mobile as normal individuals, they are more prone to becoming victims of accidents especially on the road. It was concluded by the article that the Kuwaiti delegation will arrive at several useful recommendations to serve the interests of handicapped individuals in Kuwait. The fourth article (July 7) narrates how the Farwaniya Hospital in coordination with Kuwait’s Ministry of Interior has made the announcement of building a security kiosk at the entrance of the hospital. The move was made after several alarming actions taken by several individuals that threatened to harm both patients and doctors inside the facility. Several weeks prior to the announcement, it was reported that the hospital received an anonymous terrorist threat due to some of the relatives of the patients who were unhappy with hospital  management. Other instances involved violence perpetrated by relatives of patients who died while inside hospital care. The relatives of the deceased patients felt that the doctors were responsible for their relatives’ deaths and took matters into their own hands. Although no incident of serious injury has yet to be recorded inside hospital premises, hospital officials nonetheless became concerned with preempting any such possibilities from actually occurring. This prompted hospital officials to set up meetings to solve growing problems in securing hospital premises. It was brought up that the lack of means for proper visitor identification is the biggest risk that the hospital has of intrusion. This led to the forwarding of the idea of setting up a security kiosk that would be able to properly identify individuals visiting patients inside the hospital so as to secure hospital patients and personnel. The last article (July 8) discusses how Kuwait officials and concerned groups currently feel about Kuwait’s move to give emphasis to the human rights of disabled individuals in the region. Dr. Fahad Al-Wardan, the ministry’s Nursery Department Director stated that the government moves aimed at encouraging the disabled to exert more efforts in developing themselves educationally and morally. He said that this was also the aim of the movement for the general public; to have them well informed about the current issue of physical, mental, and psychological disabilities and in the process gets them to be involved in the government project. Dr. Al-Wardan discussed several findings with respect to research on disabled individuals, citing that both literature and actual research suggest that such individuals still have considerable potential to serve society. Dr Al-wardan also made references to the existing government efforts on improving disabled individuals’ lives prior to the government announcement, stating that it was a fulfilling activity both for the recipients and the volunteers. He expressed satisfaction in the current progress of the movement in the country, and anticipation at the recently announced project of the Kuwait Parliament to give emphasis of disabled individuals’ well-being. Dr. Al-Wardan hoped that included in the parliament’s proposed plan was to increase the pay scale for social workers who are currently one of the lowest paid sectors in society. He emphasized on the role of social workers in providing guidance and assistance to the disabled. He also gave due credence to the major role that donations from private organizations have made to the overall effort of helping disabled individuals. The five articles are linked together with respect to their relationship to upholding human rights. In the first article, the dangers to individuals by the recklessness of certain groups in society were discussed as a violation of the tenets of article 3 in the declaration of human rights. The second article provides a possible response of government, the main protector of the human rights of a particular citizenry, to uphold such rights of a disenfranchised group in society identified as the disabled individuals. This was strengthened by the 3rd article which gave in extensive detail the proposed government plan to alleviating the plights of disabled individuals. The fourth article saw a similar plight related to the article  3 of human rights. This was the right to security that both doctors and patients in the hospital in question required. The government acted on that right by helping the hospital set up security measures to prevent future incidents from occurring. Finally, the last article reaffirmed the human rights of disabled individuals in the perspective of current actors in the movement. In conclusion, it can be said that although the prevalence of human rights violations can still be seen in the area of Kuwait, government is doing what it can to solve the issue. Government should always work hand in hand with the private sector, concerned individuals and volunteers, and disenfranchised groups themselves in order to detect societal problems involving violations in human rights and provide for the appropriate means for these problems’ eventual alleviation. References: A license to kill on Kuwait roads. July 4, 2007. Retrieved July 9, 2007 from Kuwait Times website: http://www.kuwaittimes.net/read_news.php?newsid=Mzk3OTM4ODE4 Kuwait Parliament heeds people with special needs. July 5, 2007. Retrieved July 9, 2007 from Kuwait News Agency website: http://www.kuna.net.kw/NewsAgenciesPublicSite/NewsCastPage.aspx?=page=1language=endate=05072007 More Kuwaiti support for disabled people. July 6, 2007. Retrieved July 9, 2007 from Kuwait Times website: http://www.kuwaittimes.net/read_news.php?newsid=OTgyNjQ1NjQ3 Checkpoint at hospital. July 7, 2007. Retrieved July 9, 2007 from Kuwait Times website: http://www.kuwaittimes.net/read_news.php?newsid=NTU5OTA1MzM2 A humanitarian deed. July 8, 2007. Retrieved July 9, 2007 from Kuwait Times website: http://www.kuwaittimes.net/read_news.php?newsid=MTIxNTc3MjY5NQ== How to cite Newspaper Reading and relating to The Human bill of rights, Essay examples

class room observation Essay Example For Students

class room observation Essay Josh Van Coppenolle EDU 301 Social Studies Methods Mary Iandoli Classroom Observation Date: 9-30-96 Kindergarten teacher: Mrs. Debolt First grade teacher: Mrs. Casteluzo Location: Penn Yan Elementary Carrie and I were going to observe a kindergarten classroom social studies class that combined their lesson with a first grade class. We were scheduled to arrive at 2 PM. When I arrived at 1:50 PM, Carrie was waiting outside the school and informed me that she had already gone in and was told that there was going to be a fire drill in just a few minutes. We waited for the fire drill to finish and then went into the class. The time was about 2:10 at this point, so the teachers were running a little behind. When we entered the room it was empty, we had obviously beat the students back from the fire drill. This gave us time to look around. The kindergarten room was brightly decorated with lots of posters and students art work. The kids were working on colors because there was a strip on top of the blackboard that had the colors and things we might see in that color. The students desks were arranged in two rows, pushed together and facing each other. There were about twelve seats in each group, so there were about 24 students in the class. Apparently, the class had just been returning from a trip to the school library when the fire drill went off, so when they came in they were still carrying their library books. The students were asked to take their seats and they did so quietly. Everyones eyes were on Carrie and me. Mrs. Debolt asked us to introduce ourselves, which we did. She told the class that we were learning to be teachers and that we wanted to sit in on their social studies class. Each student sat at a little desk with their name laminated on the top. The students had laminated cards with their names on them tied around their neck with a long piece of yarn. I think that these were their library cards. Mrs. Debolt asked me to collect these, which I did. The students were pretty quiet while this was going on and followed directions well. Mrs. Debolt told the class that we were going to have a joint lesson with Mrs. Castiluzos 1st grade class. She asked everyone to come up to the front of the room and sit quietly on their bottoms, hands in their laps. The two classrooms are connected by a door and soon Mrs. Castiluzo, her aide, and the 1st graders came in. It was a tight squeeze but everyone got a little spot on the floor. You could tell the kids who like their personal space because they were uncomfortable in the tight space and tried to wiggle and scoot. Mrs. Debolt introduced Carrie and me and then started her lesson. She started with a story about a green bear who lived in the forest. He would change the color of his house as the seasons changed. Before she read she assess for prior knowledge. After she finished the book she led the group by questioning them about houses and families and health. Then we talked about healthy bodies and how we make healthy bodies by eating correctly. The teacher would ask a question and then call on someone who raised their hand. When there was a fun task to do, the teacher would call on a student that was doing something right, like sitting up straight. I noticed that the same students were always raising their hands. The teacher should have tried to involve all of the students. After the discussion of green and healthy, Mrs. Castiluza read a poem, but the children had already been sitting for 15-20 minutes and were not interested in the long poem at all. Then, Mrs. .u72dd2991ba88bd697f1e63961dc73e85 , .u72dd2991ba88bd697f1e63961dc73e85 .postImageUrl , .u72dd2991ba88bd697f1e63961dc73e85 .centered-text-area { min-height: 80px; position: relative; } .u72dd2991ba88bd697f1e63961dc73e85 , .u72dd2991ba88bd697f1e63961dc73e85:hover , .u72dd2991ba88bd697f1e63961dc73e85:visited , .u72dd2991ba88bd697f1e63961dc73e85:active { border:0!important; } .u72dd2991ba88bd697f1e63961dc73e85 .clearfix:after { content: ""; display: table; clear: both; } .u72dd2991ba88bd697f1e63961dc73e85 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u72dd2991ba88bd697f1e63961dc73e85:active , .u72dd2991ba88bd697f1e63961dc73e85:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u72dd2991ba88bd697f1e63961dc73e85 .centered-text-area { width: 100%; position: relative ; } .u72dd2991ba88bd697f1e63961dc73e85 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u72dd2991ba88bd697f1e63961dc73e85 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u72dd2991ba88bd697f1e63961dc73e85 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u72dd2991ba88bd697f1e63961dc73e85:hover .ctaButton { background-color: #34495E!important; } .u72dd2991ba88bd697f1e63961dc73e85 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u72dd2991ba88bd697f1e63961dc73e85 .u72dd2991ba88bd697f1e63961dc73e85-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u72dd2991ba88bd697f1e63961dc73e85:after { content: ""; display: block; clear: both; } READ: Pizza: Restaurant & Fast Food Industry Analysis Essay Castiluza brought out a bag of fresh vegetables that she grew in her garden. This got the kids interested again and we discussed how the greens of the vegetables were different. Then Carrie and I got 2 helpers and cut up lettuce, peppers, and cucumbers to make a salad. We all ate salad and talked about the different textures and crunchiness of the vegetables. The lesson was evaluated as the students ate their salad, the teachers informally walked around the room and spoke with the children, but not all of them. The kids finished, threw their paper plates away and .

Compare and contrast The Flea Essay Example For Students

Compare and contrast The Flea Essay Metaphysical poetry was type of poetry that was very popular during 17th century. Metaphysical actually comes from the Greek words Meta and physical. Meta meaning beyond or after and physical meaning physical. The poets wrote in contrast to the highly stylized Elizabethan Lyric poetry written by poets such as Shakespeare, Spencer and Wyatt. This poetry was quite traditional in terms of subject e. g. love poetry which was joyful, fluent and full of sweetness and melody. In contrast metaphysical poetry was quite rough in terms of sound and rhythm. Metaphysical poetry comprises several literacy devices such as conceits, and an usually simile or metaphor. A conceit is an extended metaphor with a complex logic that governs and entire poem or poetic passage. It is a far fetched idea which is made believable by the logical and powerful way it is argued. I will be comparing The Flea by John Donne and To His Coy Mistress by Andrew Marvell. Both poems were written in the 17th century, both poems have similar structures as they both have three stanzas therefore Im going to use the layout to organise my essay. I will compare each stanza with the same stanza from the other poem. The first poem of the two is called The Flea written by John Donne. Donne was born in 1572 and died on March the 31st 1631. He was a Jacobean poet, a metaphysical poet, and a preacher. He was also the representative of the metaphysical poets of the period. His works are notable for their realistic and sensual style and include sonnets, love poetry, religious poems. Latin translations, epigrams, elegies, songs, and satires. His poetry is noted for its vibrancy of language and inventiveness of metaphor, compared with that of his contemporaries. He is also famous for his holy sonnets. Donne came from a Roman Catholic family, and so he experienced persecution until his conversation to the Anglican church. The second poem is To His Coy Mistress Written by Andrew Marvell, born on the 31st of March 1621 in winstead-in-Halderness East riding of Yorkshire and died on the 16th of August in 1678. He was also a metaphysical poet, and the son of a church of a Church of England Clergyman (also named Andrew Marvell). As a Metaphysical poet, he is associated with John Donne and George Herbert, he was also a friend and a college of John Miton. His style of poetry was often witty and full of elaborate. Donne begins stanza one of The Flea with very forceful language. We see an example of this when he begins the poem with an imperative straight away, telling the lady of the poem to do something, without giving her the option of saying yes or no Marke but this flea, and marke in this. Its almost as if hes making her look at the flea and then make the comparisons between the option for them to have sex together and the flea. He does this to try and make her see that the choice for them both to have sex together isnt a major ordeal; hes basically saying look how small the flea is, thats how big the decision for us to have sex is. It is a very odd for a love poem to sound and be as direct as this, being very forceful and putting pressure on her for her to say yes. The way he puts forward his argument is very simple but very clever and powerful at the same time. Its as almost as if hes a lawyer trying to put forward his case at court. Also in the first stanza the women which he is talking to is not given a voice, however her opinions of sex are very clear. .u2ac9c8e769c7c22115162e9775a99af4 , .u2ac9c8e769c7c22115162e9775a99af4 .postImageUrl , .u2ac9c8e769c7c22115162e9775a99af4 .centered-text-area { min-height: 80px; position: relative; } .u2ac9c8e769c7c22115162e9775a99af4 , .u2ac9c8e769c7c22115162e9775a99af4:hover , .u2ac9c8e769c7c22115162e9775a99af4:visited , .u2ac9c8e769c7c22115162e9775a99af4:active { border:0!important; } .u2ac9c8e769c7c22115162e9775a99af4 .clearfix:after { content: ""; display: table; clear: both; } .u2ac9c8e769c7c22115162e9775a99af4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2ac9c8e769c7c22115162e9775a99af4:active , .u2ac9c8e769c7c22115162e9775a99af4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2ac9c8e769c7c22115162e9775a99af4 .centered-text-area { width: 100%; position: relative ; } .u2ac9c8e769c7c22115162e9775a99af4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2ac9c8e769c7c22115162e9775a99af4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2ac9c8e769c7c22115162e9775a99af4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2ac9c8e769c7c22115162e9775a99af4:hover .ctaButton { background-color: #34495E!important; } .u2ac9c8e769c7c22115162e9775a99af4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2ac9c8e769c7c22115162e9775a99af4 .u2ac9c8e769c7c22115162e9775a99af4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2ac9c8e769c7c22115162e9775a99af4:after { content: ""; display: block; clear: both; } READ: Oedipus The King: Free Will Vs Fate Persuasive EssayShe thinks sex is a sin unless married, and she is made out to think that if she commits this sin then she would be going against God. During the time of the Elizabethans they viewed sex as a mixture of blood and other fluids and in The Flea Donne says: Me it suckd first, and now sucks thee, And in this flea our two bloods mingled bee Hes basically saying that now the flea has bitten him and bitten her, that inside the flea both their blood is mixed together. The flea is acting almost like a marriage temple and that they have come together inside it. There is also a codicil at the end of this stanza which is like the summing up of an argument. He stops using forceful language and uses the word wooe trying his very hardest to make her fall in love with him. The very last line of the stanza is and this, alas, is more than wee would doe. He is again reminding her that the flea now has her blood inside of it, and that he has nothing to mark there relationship. Also that the flea has just taken what he wants whereas he should be trying to flatter and woo her. r Both poems have the same theme, of men trying to get their partners into bed. However they both do this very differently, Donne is pressuring her and using forceful language. He uses charm and wit to persuade her to agree to his wishes, he doesnt give her compliments, or any form of flattery. Whereas on the other hand, Marvell is very charming and flattering. Throughout the poem he gives her compliments and makes her feel loved, and in my opinion Marvell would be a lot more successful in achieving his aim and having sex as he expresses the fact that he loves her not only that he wants sex, but is he being truthful? Or being ruthless in the terms that he is willing to say anything to get her into bed. Whereas Donne is trying to sort of manipulate her, and doesnt show his love or affection for her in any way. The first stanza of To His Coy Mistress is very similar to Elizabethan Lyric poetry in the sense that Marvell is very flattering, complimentary, and constantly giving her praise. Marvell also exaggerates time throughout the first stanza, and what he would want them to do if they had plenty of it, for example: We would sit down and think which way to walk, and pass out long loves day

Quality Management and General Education in Saudi Arabia

Context: Case Description and Background Information Improving quality in the system of education is a tricky task that requires addressing a range of complex dilemmas.Advertising We will write a custom case study sample on Quality Management and General Education in Saudi Arabia specifically for you for only $16.05 $11/page Learn More Despite the fact that the process of enhancing quality standards in the system of the Saudi Arabian education is clearly a positive change to witness (Aldaweesh, Al-Karaghouli Gallear, 2012), the process may easily become convoluted due to the large amount of factors that need to be embraced prior to the provision of the required alterations. Moreover, the usefulness of the project in question has been basically proven by a range of outcomes of its implication, my experience being one of them. Unless the TQM model had been introduced into the framework of the Saudi Arabian education, students would have been deprived of a n opportunity to improve the quality of their performance, as well as boost their motivation rates and acknowledge the significance of learning. Retrospectively, the process of planting the idea of TQM into the Saudi Arabian educational setting in general and the school that I worked in particular may have inspired students to adopt the principle of lifelong learning. Therefore, teachers and learners are the key stakeholders in the specified case. Main principles of change management and Strategies Implemented The integration of the TQM model into the Saudi Arabian education setting can be viewed as a major breakthrough on the state’s way to improving the quality of education and broadening educational perspectives for students within the state. Over the course of my work as an assistant of a teacher in a Saudi Arabian college, I have noticed that some of the quality assurance principles have been altered significantly over the past few years after the integration of the so-c alled TQM model; allowing for a more efficient time management, creating a set of rather rigid standards, and improving the overall performance of the students. More importantly, the TQM model promotes a rapid and significant increase in the overall competency of the teaching staff; therefore, promoting better quality standards for teaching (Alruwaili, 2013). As a result, the Saudi students are enabled to acquire deeper knowledge and train their skills in a more efficient manner, therefore, contributing to the development of diligence I learners, making them more studious.Advertising Looking for case study on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Indeed, an overview of the existing researches on the effects of the TQM initiative promoted in the Saudi Arabian educational setting will show that the process of decision making in the Saudi Arabian education setting is improved with the help of the above-mentioned tool:  "The economy and the dynamics of technology and globalization were the key motivators for introducing TQM as a Ministry policy and in its procedures, management and leadership† (Alruwaili, 2013, p. 257). Therefore, the introduction of the specified model into the framework of the Saudi Arabian education will allow for a reciprocal improvement of the quality standards for teachers’ and students’ performance. Challenges, Key Concerns and Perspectives The implementation of the change in the specified background, in fact, received rater mixed responses from both teachers and students. While some of them considered the transfer to the QM model a major improvement, others perceived the change as a huge impediment to the teaching and studying process. Among the key arguments of the proponents of the system in question, Fullan (Selwood, Fung, O’Mahoney, 2012) deserves to be mentioned fist. Those, who were against the provision of the aforementioned change in the Saudi Arabian setting, stressed the negative effects, which the alterations required for establishing the TQM system, will trigger inevitably. Particularly, the fact that the introduction of the new system would require a complete rearrangement of the college policies and, therefore, will entail a number of issues concerning the college schedule, should be mentioned. Indeed, the alterations in the existing guidelines for quality management, as well as the standards of quality in general, will slacken the process of teaching inevitably, thus, possibly causing a backlash among teachers. The above-mentioned suppositions concerning the issues, which the TQM system was bound to cause in the Saudi Arabian school setting, in fact, proved right; in fact, the positive outcome of the framework implementation aligned with the suppositions voiced by a range of theorists (Aldaweesh, Al-Karaghouli Gallear, 2013).Advertising We will write a custom case study sample on Quality Management and General Education in Saudi Arabia specifically for you for only $16.05 $11/page Learn More However, apart from the people, who were against the change, there were just as many of those, who supported it and saw it as a solution to the problems that the college was facing at the time, including the issues related to students losing motivation for excelling in their studies. As the case described above shows, change is an essential part of success. As long as educators are willing to promote efficient knowledge acquisition among students, they must be able to accept innovative approaches towards teaching and informing students about the latest studying strategies. More importantly, the standards for evaluating students’ performance must be updated regularly. The significance of change has been stressed by a range of theorists, however, it was Fullan, who advanced the idea of change in educational setting and took it to an entirely new level (Fullan, 200 8). The change described above, in fact, aligns with the key tenets of the theory suggested by the researcher. Indeed, according to Fullan, the process of change presupposes altering not only materials and objects, but also beliefs and principles that a specific community represents. In other words, Fullan promotes the concept of moral purpose as the basis for carrying out any alterations within a specific community: â€Å"Moral purpose in educational change is about improving society through improving educational systems and thus the learning of all citizens† (Fullan, 2005, p. 54). The specified concept sheds a lot of light on the reaction of the Saudi Arabian students and teachers to the introduction of new principles of teaching and learning to them. Particularly, the theory that Fullan suggests promotes the creation of a strong foundation for the required alterations to occur; as a result, people will be able to get used to the new methods of teaching, learning and behavi ng in educational setting. Moreover, by creating his theory, Fullan practically spells out the importance of striving towards a consistent progress: â€Å"The change process is about establishing the condition for continuous improvement in order to persist and overcome inevitable barriers to reform† (Fullan, 2005, p. 55).Moreover, Fullan draws a rather thin yet noticeable line between innovation and innovativeness, thus, stressing the fact that change must be not merely tolerated, but embraced by every single member of the organization (Fullan, 2006).Advertising Looking for case study on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is only after the staff members change their minds about the outcomes of the alterations, which they witness, that a major improvement can be expected. Conclusion: Outcomes, Recommendations and Lessons Learned The change described above may not seem as significant as other tendencies in the Saudi Arabian education, yet its implications are bound to have a drastic effect on the overall process of students’ education. Its implications being long-term for the most part, the innovation described above can be viewed as a major foot forward in the process of facilitating affordable and multiple education options for Saudi Arabian students. Although some of the effects, which the specified policy is bound to have on the education of Saudi Arabian students, can be viewed as equivocal, most of the outcomes can be viewed as positive for the overall development of the state education system. More importantly, the change, which I witnessed in the course of participating in the Saudi A rabian educational program, will affect students in a positive manner, opening new opportunities for students and allowing them to gain an entirely new experience. In addition, the theoretical frameworks, which I have studied, have been very important in understanding the nature of change and the means of carrying out alterations without disrupting the system that an organization works according to. The theories learned provide an array of tools and strategies for making changes; however, apart from showing how a change should be done, these theories that have been provided as a prime example of promoting change show how to help people get accustomed to the alterations of the environment that they are used to. As a result, both students and teachers are capable of using the strategies that will help them deal with the change and learn new skills fast. Consequently, it is recommendable that the specified change should continue to occur in the Saudi Arabian setting; however, both teac hers and students should reconsider their responsibilities as the members of the existing education system and assume academic responsibility towards the goals and standards that they have to meet. Reference List Aldaweesh, M., Al-Karaghouli, W. Gallear, D. (2012). The relationship between total quality management implementation and leadership in the Saudi higher education: A review and conceptual framework. European, Mediterranean Middle Eastern Conference on Information Systems, 7(8), 461–467. Aldaweesh, M., Al-Karaghouli, W. Gallear, D. (2013). The Effective Implementation of Total Quality Management and Leadership in Saudi Universities: A Review and Framework to Enhancing H.E. Strategy. European, Mediterranean Middle Eastern Conference on Information Systems, 17(1), 1–21. Alruwaili, J. (2013). Total quality management in education directorates in Saudi Arabia: contrasting provincial case studies. Public Policy and Administration Research, 3(6), 26–34. Fu llan, M. (2005). 8 forces for leaders of change. In M. Fullan, The challenge of change: Start school improvement now! (pp. 54–64). Thousand Oaks, CA Corwin Press. Fullan, M. (2006). Change theory: A force for school improvement. Web. Fullan, M. (2008). The six secrets of change. Web. Selwood, I. D., Fung, A. O’Mahoney, C. D. (2012). Management of education in the information age: The role of ICT. New York, NY: Springer. This case study on Quality Management and General Education in Saudi Arabia was written and submitted by user T0adMen to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Easter Rising Of 1916 Essays - Members Of The 1st Dil,

Easter Rising Of 1916 The events of Easter Monday, the 24th of April, 1916 triggered a bloody confrontation that would have important ramifications both for the Irish people and the British Empire. What would later become known as the Easter Rising was an attempt to end British rule in Ireland. At the onset of the First World War in 1914 the Irish Home Rule Bill was suspended, returning the Irish people to direct rule by the British government. This was viewed as a slap in the face by many in Ireland. It became the primary source of tension between the Royal Irish Constabulary, an armed police force appointed by the British Crown, and opposing rebel groups. The Royal Irish Constabulary consisted of approximately 10,000 members throughout Ireland. Some 1,000 members were present in Dublin on Easter Monday. The Irish Republican Brotherhood was the principal rebel group, forming the backbone of the approximately 2,000 people who participated in the Easter Rising. Padraig Pearse and James Connolly led the rebels in the armed confrontation to seize control of several important buildings in Dublin. Among those were the General Post Office, the South Dublin Union, St. Stephens Green, and several train stations. Once control of Dublin was achieved the rebels used the General Post O ffice as their headquarters. At nightfall on the 24th rebels leaders signed a document declaring themselves as the provisional government of the Irish Republic. British troops were called in the next day in an attempt to force the rebels to surrender. A bloody standoff continued for the next week. Much of Dublin, including the General Post Office, was burned primarily due to British artillery shelling. Finally, on Saturday the 29th Padraig Pearse and James Connelly surrendered ending the bloodshed. It is estimated that approximately 200 buildings were destroyed. Over 500 casualties resulted and more than 400 of those were from the British side. Fifteen rebels, including Pearse and Connelly, were sentenced to death by firing squad. In addition, popular military leaders Michael Collins and Eamon DeValera were sentenced to prison, solidifying strong opposition to British control by a majority of the Irish people. While the Easter Rising was a short-term disaster for the Irish rebels it laid the groundwork for a movement that would lead to the formation of the Irish Free State in 1921. This was also the first of several steps that would lead cause the demise of the once mighty British Empire. European History

How to Write an Essay in APA format According to Structure

How to Write an Essay in APA format According to Structure An Essay in APA Format: Writing Tips Eventually, every college student faces one of the scariest writing assignments - writing an essay in APA format. From the first look, it seems like a daunting and time-consuming task, especially if you usually write your essays in a different style. However, this writing challenge is not as difficult as you may think. Learn the basics of APA before starting your essay and use our tips to format your essay properly. How to Write an Essay in APA Format You can find below advice that will be useful while preparing your essay. Do not be afraid to start writing an essay in APA format. Everything you need to know is gathered here. To write a great essay using APA format, you need to understand what is APA format. It is official publication style of the American Psychological Association. Usually, essays in this style are used in social sciences. This style of writing requires specific structure, as well as spacing and margins. Keep in mind that your teacher has strict requirements for the format of your essay, so do not gloss over it. Otherwise, you will lose some points. Guidelines to this format have pretty clear demands to formatting, however, always check instructions of your teacher. They may include some specific requirements. Lets dig into basics of APA format: Margins of the essay should be identical, preferably one-inch at each side of the paper. Your essay should have double spaces. Do not forget to add running head on every page at the top left (running head should be maximum 50 characters and include the shortened title of your essay). Add page number in the top right corner. Title page of your paper has been formatted in APA style. Crucial elements of your title page are the title of your essay, your name, and school affiliation. Add additional information if it is required in your teachers instructions (usually, course title, the name of the teacher and the date). Make sure that title is brief and clear. Also, it should define what your essay is about. The title of your essay should be 12 words maximum. One of the important components of the essay in APA format is a reference list. It should be located at the end of your paper and consist list of the sources that you cited in the paper. List reference list alphabetically. Font recommended to usage by American Psychological Association is Times New Roman size 12. Please keep in mind, that instructions of your teacher may be different! The structure of the essay in APA format is standard: title page; abstract; introduction; body; conclusion; reference sections. Writing an essay in APA format is a time-consuming but interesting task. If you learn our tips and be careful while writing your essay, you will get the desired grade. Remember that only practice makes perfect. Do not be afraid of challenging tasks and good luck!

Dulce Et Decorum Est Essays - Literature, Figures Of Speech

Dulce Et Decorum Est Essays - Literature, Figures Of Speech Dulce Et Decorum Est Reality Dulce et Decorum Est, an anti-war poem by Wilfred Owen, ( ) conveys a strong meaning and persuasive argument. The anti-war theme and serious tone is extremely effective at portraying war as horrid and devastating. Upon my initial reading of this poem I felt overpowered by blood, guts and death. Although my reaction hasnt changed much through numerous readings, my emotional reaction becomes more intense with each reading. This poem makes me feel like I am right there watching the soldier who cannot fasten his mask fast enough and suffers the full effects of deadly gas. This poem also makes me look beyond the death and question the pain inflicted on the mothers who kissed their sons goodbye as they went to defend their country. I imagine the mother receiving word her son has died and is told how noble and patriotic his death was. In his last moments, the soldier and his family become victims of The old lie (610). The precise dictation, vivid comparisons and graphic imagery are the thre e major elements that influenced my reaction to this poem. Through the precise dictation, I could clearly understand what the author is saying. Words like guttering, choking, and drowning jumped out at me and made my body shiver (610). Other words like writhing and froth-corrupted made me understand just how tragic war is. Not only do these words show how this man is suffering, but also they show precisely the level of pain and torment this man must endure. The fact that the gassed man was flung into the wagon convinced me that it is not sweet nor fitting to die for ones country (610). The authors use of dictation was extremely effective in convincing me of just tragic and pointless war is. In addition to dictation, the authors use of metaphor and similes also influenced my reaction to this poem. In the first line the author describes the troops as being Bent double, like beggars under sacks(610). This simile expresses the condition of the men and reinforces the hopelessness they feel. The authors comparison of the dyeing mans hanging face to a devils sick of sin dramatizes just how corrupt it all seems. The most powerful simile is when the author compares the sound of the gassed man gurgling blood in is lungs as obscene as cancer (610). The most effective metaphor is the vile, incurable sores that the author compares to the troops memories. This metaphor illustrates how the troops will never forget this experience. This pain will forever be with them. The author clears up any misconception that war is noble and convinces me that his beliefs are true. More effectively than metaphors and similes, the graphic imagery that this poem explodes with drastically influenced my reaction to this poem. Some of the images in this poem nearly made me feel nauseas. The images I experienced in the readings of this poem could never be forgotten, especially when I take my three sons to register with Selective Services. My emotional and physical reaction reinforces how effective the authors use of imagery is in this poem. The image of the troops drunk with fatigue and deaf to the gas-shells dropping softly behind is a chilling image (610). As someone yells Gas it is an ecstasy of fumbling and one is still floundring like a man on fire (610). Through the thick green light, as under a sea the speaker sees the man drowning and describes the gargling from the forth-corrupted lungs (610). Each of these images are disturbing to think about, but exposes the reality of war. These images made me feel disgusted at what war is capable of. The author ties this poem together in the last line. In Latin, the phrase Dulce et decorum est means It is sweet and fitting to die for ones country(610). The author calls the phrase the big lie (610). Although there are countless elements, dictation, vivid comparisons and imagery, are the elements that persuaded and moved me emotionally and intellectually. Even though I recognize deadly gasses are generally not used in war anymore, I will never react the same to the billboards or commercials saying, Be all you can be

Civil War Battle of Fort Pulaski

Civil War Battle of Fort Pulaski The Battle of Fort Pulaski was fought April 10-11, 1862, during the American Civil War (1861-1865). Commanders Union Major General David HunterBrigadier General Quincy Gillmore Confederates Colonel Charles H. Olmstead Battle of Fort Pulaski: Background Built on Cockspur Island and completed in 1847, Fort Pulaski guarded the approaches to Savannah, GA. Unmanned and neglected in 1860, it was seized by Georgia state troops on January 3, 1861, shortly before the state left the Union. For much of 1861, Georgia and then Confederate forces worked to strengthen the defenses along the coast. In October, Major Charles H. Olmstead took command of Fort Pulaski and immediately began efforts to improve its condition and enhance its armament. This work resulted in the fort ultimately mounting 48 guns which included a mix of mortars, rifles, and smoothbores. As Olmstead labored at Fort Pulaski, Union forces under Brigadier General Thomas W. Sherman and Flag Officer Samuel Du Pont succeeded in capturing Port Royal Sound and Hilton Head Island in November 1861. In response to the Union successes, the newly-appointed commander of the Department of South Carolina, Georgia, and East Florida, General Robert E. Lee ordered his forces to abandon the outlying coastal defenses in favor of concentrating at key locations further inland. As part of this shift, Confederate forces departed Tybee Island southeast of Fort Pulaski. Coming Ashore On November 25, shortly after the Confederate withdraw, Sherman landed on Tybee accompanied by his chief engineer Captain Quincy A. Gillmore, ordnance officer Lieutenant Horace Porter, and topographical engineer Lieutenant James H. Wilson. Assessing Fort Pulaskis defenses, they requested that a variety of siege guns be sent south including several new heavy rifles. With Union strength on Tybee growing, Lee visited the fort in January 1862 and directed Olmstead, now a colonel, to make several improvements to its defenses including the construction of traverses, pits, and blindage. Isolating the Fort That same month, Sherman and DuPont explored options for bypassing the fort using the adjacent waterways but found that they were too shallow. In an effort to isolate the fort, Gillmore was directed to build a battery on swampy Jones Island to the north. Completed in February, Battery Vulcan commanded the river to the north and west. By the end of the month, it was supported by a smaller position, Battery Hamilton, which was constructed mid-channel on Bird Island. These batteries effectively cut off Fort Pulaski from Savannah. Preparing for the Bombardment As Union reinforcements arrived, Gillmores junior rank became an issue as he was to oversee engineering activities in the area. This resulted in him successfully convincing Sherman to advance him to the temporary rank of brigadier general. As the heavy guns began to arrive at Tybee, Gillmore directed the construction of a series of eleven batteries along the islands northwest coast. In an effort to hide the work from the Confederates, all construction was done at night and covered with brush before dawn. Laboring through March, a complex series of fortifications slowly emerged. Despite work moving forward, Sherman, never popular with his men, found himself replaced in March by Major General David Hunter. Though Gillmores operations were not altered, his new immediate superior became Brigadier General Henry W. Benham. Also an engineer, Benham encouraged Gillmore to quickly finish the batteries. As sufficient artillerymen were not present on Tybee, training also commenced teaching infantrymen how to work the siege guns. With work completed, Hunter desired to commence the bombardment on April 9, however torrential rains prevented the battle from commencing. The Battle of Fort Pulaski At 5:30 AM on April 10, the Confederates awoke to the sight of the completed Union batteries on Tybee which had been stripped of their camouflage. Assessing the situation, Olmstead was disheartened to see that only a few of his guns could bear on the Union positions. At dawn, Hunter dispatched Wilson to Fort Pulaski with a note demanding its surrender. He returned a short time later with Olmsteads refusal. The formalities concluded, Porter fired the first gun of the bombardment at 8:15 AM. While the Union mortars dropped shells on the fort, the rifled guns fired on the barbette guns before switching to reduce the masonry walls at the forts southeast corner. The heavy smoothbores followed a similar pattern and also attacked the forts weaker eastern wall. As the bombardment continued through the day, Confederate guns were put out of action one by one. This was followed by the systematic reduction of Fort Pulaskis southeast corner. The new rifled guns proved particularly effective against its masonry walls. As night fell, Olmstead inspected his command and found the fort in shambles. Unwilling to submit, he elected to hold out. After sporadic firing during the night, the Union batteries resumed their assault the next morning. Hammering Fort Pulaskis walls, the Union guns began opening a series of breaches in the southeast corner of the fort. With Gillmores guns pummeling the fort, preparations for an assault to be launched the next day moved forward. With the reduction of the southeast corner, Union guns were able to fire directly into Fort Pulaski. After a Union shell nearly detonated the forts magazine, Olmstead realized that further resistance was futile. At 2:00 PM, he ordered the Confederate flag lowered. Crossing to the fort, Benham and Gillmore opened surrender talks. These were quickly concluded and the 7th Connecticut Infantry arrived to take possession of the fort. As it was a year since the fall of Fort Sumter, Porter wrote home that Sumter is avenged! Aftermath An early victory for the Union, Benham and Gillmore lost one killed, Private Thomas Campbell of the 3rd Rhode Island Heavy Infantry, in the battle. Confederate losses totaled three severely wounded and 361 captured. A key result of the fight was the stunning performance of the rifled guns. Tremendously effectively, they made masonry fortifications obsolete. The loss of Fort Pulaski effectively closed the port of Savannah to Confederate shipping for the remainder of the war. Fort Pulaski was held by a reduced garrison for the rest of the war, though Savannah would remain in Confederate hands until taken by Major General William T. Sherman in late 1864 at the culmination of his March to the Sea.

Black Studies Essay Example | Topics and Well Written Essays - 750 words

Black Studies - Essay Example will analyze the case of two â€Å"white† newspapers and one â€Å"black† newspaper as a means of identifying key differentials in the reporting of the same noteworthy incident. For purposes of analysis, an article from all three newspapers, The New York Times, The Wall Street Journal, and the New York Amsterdam News will each by discussed and analyzed. The subject matter that has been chosen for analysis between the three newspapers is that of the unveiling of a brand new statue of Rosa Parks within the rotunda of Capitol Hill. Whereas many white individuals have been immortalized by inclusion in the U.S. pantheon as it were, the exhibition of an African American within such austere company was never before realized. As a function of this, the black newspaper which will be analyzed The New York Amsterdam News recently published an article on the internet entitled, â€Å"A Statue of Rosa Parks Unveiled in the Capital Building† which opens by stating the following: â€Å"With a caramel-colored statue of Rosa Parks to his right, President Barack Obama offered a moving tribute to the great civil rights icon in the U.S. Capitol on Wednesday morning† (Boyd 1). This in and of itself is interesting due to the fact that although the other papers which will be discussed are forced to mention the importance that race has to do with the given subject matter, The New York Amsterdam News opens its piece by reaffirming the historic and current overarching importance that an understanding and appreciation of race has. Consequently, the article goes on to re-emphasize the importance of Rosa Park’s statute being the first African American depicted within Capitol Hill has on the national consciousness and the furtherance of the ongoing Civil Rights movement. Only after these topics have been thoroughly discussed does it deviate towards a historical approach to why Rosa Park’s contribution maintains a dominant and relevant role within the current times. In a way, the

Employee Motivation in IKEA Assignment Example | Topics and Well Written Essays - 1000 words

Employee Motivation in IKEA - Assignment Example The assignment "Employee Motivation in IKEA" analyzes the IKEA company management strategies, how it motivates its employees and how this motivation can be achieved. Several theories can be used to express the IKEA’s concern to employee motivation. It is stated that motivation occurs when the psychological needs of an employee are fulfilled and satisfied. As such, an employee that does not have any psychological issues will be dedicated to the productivity of the firm. Consequentially, there is an inverse proportion between the psychological satisfaction of an employee and employee’s productivity. Employees that have limited psychological issues as a result of psychological fulfillment are utterly productive. On the other hand, employees that have unlimited psychological issues in as a result of psychological dissatisfaction record dismal performance. With such considerations, IKEA has initiated an aspect of ensuring the employees are psychologically satisfied. According to the Maslow’s hierarchy of needs, employees need physiological needs for optimal performance. In this line, IKEA has ensured the employees are accessible t o basic needs. This is the provision of a better remuneration to the employees. As such, employees will have an easy time in catering for their food, water warmth, and rest. Employees are motivated by the provision of a safe environment. The security and safety of the employees motivate the employees to work for an organization for a long period. This limits employees working in paranoia.

Stocks Essay Example | Topics and Well Written Essays - 1000 words

Stocks - Essay Example (Maunder 3rd Ed).However Common Shareholders are entitled to rights of pre-emption in the event of the company decision of offering more stock. Preferred Stock:Preferred Stock pertains to the philosophy of "hybrid security", that is where there is a payment of a fixed dividend to its owners and this dividend does not fluctuate(it does not have to be paid this dividend if. Preferred stock can be either Cumulative( that is giving its owners the right to accumulate dividend payments missed before),Non-Cumulative (where no payment is made available for skipped dividends),Participating(stock with a higher rate of dividend) and Convertible(to shares). Trading in stocks is carried out at the stock exchange, by individual investors and hedge fund traders. However trading in stocks is no longer limited to the interaction at the Stock Exchange and stocks are also auctioned at the open stock exchange through "Open Outcry" and share purchases can also be made online.An example of the physical/conventional stock exchange model is New York Stock Exchange which is a listed exchange. How are stocks traded on a listed exchange Orders for the purchase of stock are entered through the exchange members and go on to the specialists Once a purchase has been made the specialist will close the difference taking into amount the time considerations. The details of the trade are recorded and sent back to the relevant brokerage firm.The modern day physical stock exchange is also highly computerised. An example of virtual listed exchange is NASDAQ which includes trading only over the computer and the traders will be matched through the computer system. Another example of an electronic stock exchange is the The Paris Bourse. Why are stocks and stock markets an integral part of the Economy Significant source of funding for large companies in a public way as stocks present a fairly liquid investment option unlike investment in property etc. Rising stock prices indicate a booming economy and good business investment. Stock prices are on the top agenda of financial regulators like the state/central bank as any unusual variation in these prices will adversely affect the health of the economy. Therefore the smooth exchange of stocks and shares facilitates entrepreneurial success and long term success in an economy. Currently there is an increased trend of investing in stocks rather than government based securities like bonds etc in the developed economic systems like

David Bowie and Performativity Research Paper Example | Topics and Well Written Essays - 1000 words

David Bowie and Performativity - Research Paper Example This paper aims to analyze a song by David Bowie using Butler’s theory of gender performance. The essay aims at developing an argument referring to David Bowie’s song titled â€Å"Rebel, Rebel† from his album Diamond Dogs. The argument is going to be based on how the song represents gender, sexuality and identity. It is also going to analyze how Bowie challenges narratives of authentic identity. Bowie’s ways of troubling gender and sexuality as stable, readable, and expressive categories are also going to be addressed. According to Butler, gender is not based on a stable identity but an identity that is constitutively created through time and molded through repetition (Leonard 134). This repetition of deeds has a set of meanings that are already established in society. Gender reality is a product of performativity, which means that its degree of realness is measured by the extent of the performance. In this context, some acts are interpreted as an expression of gender identity. These acts can either conform to the expected cultural norms or contradict these norms. The song â€Å"Rebel, Rebel† by David Bowie is about a boy who went against his parent’s wishes and started wearing girl’s clothes and make up. Additionally, in the same album, there is a song titled â€Å"Walk on the Wild Side† about a transvestite. ... In all the live stage performances of this song, Bowie is dressed in outrageous feminine clothes. This aspect of staging artistic shows where the established distinction between genders was overlooked led to the emergence of Glam. Glam is a controversial stage performance and presentation of artistry that incorporates gender-bending techniques (Leonard 150). It also included the depiction of drag queens and personalities in different levels of conveying the underlying undertones in their performances. Bowie appearing in drag as Ziggy Stardust portrays this in the song. The song â€Å"Rebel, Rebel† conveys the notion that gender is not a static phenomenon as exhibited by the glam and drag modes of staging live artistic shows. The song tries to establish the fact that gender is a state that is achieved through change in behavioral mannerisms rather than a static set inbuilt qualities. According to Judith Butler, gender is an achievable state that is acquired through practice and repetition. Unlike common belief that a person is born into a specified and predetermined gender dictated by their biological sex, gender is perceived as a cultural dictate. This means that at one point in time, the human society decided to assign status to people. There was no other better way to do this than create a distinction between male and female roles. This spawned what is today referred to as gender. The society then designed roles that were assigned specific acts or behavior patterns that acted as a measure of gender. The song by Bowie seeks to depict gender as something that is not tangible but an idea that is held by people. Through repetition, as described by Butler, the notion of gender is realised through performativity. This is in the

Peer response Assignment Example | Topics and Well Written Essays - 250 words

Peer response - Assignment Example The author vaguely states that,† I don’t believe that it will give you a bacon bowl â€Å"easily†.† He/she doesn’t state what grounds makes him/her believe so. Moreover, he/she doesn’t explain why he/she thinks the ad is ‘ridiculous’. The piece is well done. The author gives a detailed synopsis of the ad, the claims made and the methods used to convince people of the truth. Nevertheless, the author doesn’t state who is making these claim, which is an essential part of the assignment. The author should have elaborated how the system does slim the body fat. What is the science behind it? And is the method tested and proven to work? The author does make a few spelling mistakes e.g. he/she writes excerise instead of exercise and clincial instead of clinical. I also feel the author should have given his or her opinion on the claims made in the ad. He/she should make his/her stand known as to whether he/she thinks the claims are plausible or not and give reasons justifying the

Theories of deviance Essay Example for Free

Theories of deviance Essay Theories of deviance (1)The text describes issues of unacceptable behavior in the society. There was given 4 different theories that explain reasons and different aspects of deviance behavior. (2)In the beginning of the text author gives us the examples of deviance behavior: alcoholism, stealing, being nude in public places. Also there is a definition of deviance behavior: behavior that violates social norms and disapproval from the majority of society. However, the behavior which is deviant for one group of people may be acceptable for others. Science that explore deviance is criminology. (3)Differential-association theory. Edwin Sutherland, the author derive this theory to explain the processes of how people learn to violate. The key features of this theory is environment in which the person is and agents of socialization: family, friends, co-workers and media. People learn criminal behavior from the interactions with others, especially in small groups. The problem is that the vague terminology of the theory don’t let it to validate empirically. Anomie theory. Robert Merton defines the term â€Å"anomie† as situation in which social norms conflict or don’t even exist. Merton pointed the difference between social acceptable goals and opportunities that people have to reach this goals. With the example of achievement of wealth author shows that when people don’t have means to attain their goals, they can use deviance behavior as a response to injustice. Although, the theory does not explains the process of learning deviance. Control theory. Walter Reckless claim that people periodically may want to act in deviance ways, but most of them don’t do it. The key is in various restraints, like internal: conscience, values, integrity, and outer: police, family and religious authorities. Self-control plays an important role in preventing unacceptable acting. Development of self-control requires right  socialization, especially in early childhood. Critics use the examples of politics and businessmen’s that commit crimes. Labeling theory. The theory claims that acting become deviant only when society defines it deviant. Drug addicts, alcoholics, criminals, sex offenders, retarded people are labeled as deviant people. The consequences of being labeled can be very deep, for example people who are labeled as deviant are more likely to act against social norms as a result of the label. In support of the theory author gives the description of classic study (William Chambliss, 1973) into the effects of labeling. 1- Conclusion. 2- Introduction. 3- Arguments Explanations background information.

Why is Frankenstein Guilty?

Why is Frankenstein Guilty? I may die; but first you, my tyrant and tormentor, shall curse the sun that gazes on your misery. Beware; for I am fearless, and therefore powerful. -The Monster, Ch. 20 I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on. In Waltons final letter to his sister, he recounts the words that the monster speaks to him over Victors dead body. This eruption of angry self-pity as the monster questions the injustice of how he has been treated compellingly captures his inner life, giving Walton and the reader a glimpse into the suffering that has motivated his crimes. This line also evokes the motif of abortion: the monster is an unwanted life, a creation abandoned and shunned by his creator. Frankenstein was a man whose ambition led to a disaster; His actions led to evil. Is Frankenstein an innocent? In my opinion, he was not an innocent. The meaning of innocent is to free from evil or guilt. The word Frankenstein is defined in the dictionary (Encarta Dictionary) as a creator of something that causes ruin or destruction, or brings about a personal downfall, showing a well suited name. A common quotation is that One is innocent until proved guilty, If this quotation is applied to Victor Frankenstein, he would be innocent, for creating a human, which was morally and contextually incorrect; He would be innocent for allowing the murders of William, Justine, Elizabeth and Clerval to take place. It may be true that Frankenstein did not physically murder, however, he is the main cause, and the reason they died. Frankenstein never admitted to his families what he had done; he never took responsibility for his actions. The so called monster murdered for companionship, not to seek revenge from his victims, but to seek revenge from Frankenstein. The circumstances forced Frankensteins monster to do so, Victor was the instigator of these circumstances. My first thought was to discover what I knew of the murderer and cause instant pursuit to be made. But I paused when I reflected on the story I had to tell.(Frankenstein, Mary Shelley), This shows that Victor had the knowledge that he was the reason William was dead. Frankenstein didnt need to know about the murderer, because he indirectly was the murderer, through the circumstances he created for the monster, as I mentioned briefly before. Frankensteins reason for creating the creature was his interest in his studies, which led him to the idea of bettering mankind. Victor thought he was doing a service to humanity by creating a new human. A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. I might in process of time (although I now found it impossible) renew life where death had apparently devoted the body to corruption. This quote shows his ego behind these plans. He wanted to conquer death, something the average human could not do. He wanted to be revered highly by this so called perfect and beautiful creature. According to him, it may have been acceptable to play the role of god; maybe his being a scientist is why he didnt think of what was morally correct. However, the quote shows that right from the start, Victor had an idea of how he would somewhat be stepping into the shoes of a godlike figure, he outlines the fact that he would be superior, and he would have the power to renew the dead. This proves that he had no innocence, or naivety in terms of knowing precisely what he was doing and what it would lead to. After creating his creature, on the basis of aesthetics, he shunned it. He may also have shunned it because he already conquered death, so in his view, he may have already obtained the status of god, or a superior power, something no one had achieved. He didnt think about anything past the ugliness of the creature, or his personal benefits. His selfishness is what ultimately destroyed him and others as well. The creature he created is more like a project to Frankenstein, his aim is to conquer death, and once he has done so, the project is over. Not once does he consider the fact that he has simply given birth to a new human being, with feelings and emotion, a live creature who has to be taught the ways of life as if it is a baby. Frankensteins abandonment of the creature is another factor that proves him guilty, and not innocent. Frankenstein was wrong for being irresponsible, short sighted, and neglecting his creature. He didnt give his creature anything he needed. Its his own fault that the creature comes back saying I may die; but first you, my tyrant and tormentor, shall curse the sun that gazes on your misery. Beware; for I am fearless, and therefore powerful. The creature was deprived of the companionship, which he could only get from his creator. The creature figures that the only way he can get some attention, is by threatening his creator. This could be compared to a situation with a child and a parent. Frankenstein is somewhat the parent of his creature. His job is to nurture him, but because of his own ego, he runs away. If it were a parent and a child, the child would be defenceless because it hasnt even developed physically, however the creature is an example where he is an uneducated child, with a higher physical strength. Frankensteins creature thinks through intuition, as any child who hasnt learnt anything would do. He doesnt know whats right and wrong, so he doesnt know its wrong to threaten; he doesnt know its wrong to kill. Blaming him is like blaming a child for breaking a valuable, such as a vase. You cant blame the child because their knowledge hasnt developed, they havent yet learnt. However in the childs case, after making such a mistake, the child would be taught not to do so again, creating a basis of how it is wrong, this does not take place for the creature. It could be argued that the creature shou ld know through Victors fear, but does a child learn anything when it senses fear? No, it anything, it will only learn to keep intimidating. Frankensteins faults of his creation, or you could say his faults in parenting, in fact started from the very beginning. Frankensteins creature is described as having dark black hair, yellow skin, black lips and eyes sunk into his sockets (Shelly 56). Its quite ironic that Frankenstein feared his own creation, he is the one who hand-picked the features his so called perfect man would have. For him to say breathless horror and disgust filled my heart(56), towards a creation of his own, just shows his tendency towards aesthetics, and how backward he is in terms of being accepting, yet how forward he is in terms of doing something new. He is responsible for the way the creature turned out. This once more, proves his irresponsibility, and his view to the creation as a project. His attitude towards the creature is why he was irresponsible. He wasnt serious enough, or perhaps he wasnt ready to face negative consequences, seeing as he was a perfectionist. The background Frankenstein created in terms of nurture is what caused his creature to murder. Victor admitted to creating the monster, but he denied that he drove the monster to commit murder. He wouldnt admit to anyone; not himself, not his family, that he was the one who allowed the murders to take place. He allowed Clerval, his wife Elizabeth, his brother William and Justines death to take place because he didnt take the blame for his actions. If he had admitted to his actions earlier, less deaths would have been caused, if he had been responsible, and given the creature what it needed, he would not be guilty of four murders. In the end, Frankenstein was at loss of everything close to him, he blamed the monster, but it was his fault. He had a faint idea that it was his fault, although no one could possibly be able to admit to murdering the people close to you. The only way he could be innocent, is for not literally taking a knife and stabbing his relatives. However the pain he got from his creature was his own fault. Innocence lies in having no sense of guilt for any action of yours, this, Victor did clearly not have. The creature couldnt stop himself from destroying Victor, because Victor couldnt stop himself from creating the creature. The creature was an innocent; it only reacted to the actions of society. Victor was guilty in every way.

Epic of Beowulf Essay - The Author/Poet of Beowulf -- Epic Beowulf ess

The Author/Poet of Beowulf      Ã‚  Ã‚  Ã‚  Ã‚   Little is known about the poet who wrote Beowulf; we have only what information we can deduce from logically reasoning from whatever evidence scholars find in the poem itself.    First of all, consistency of style suggests that the poem was written by one person only (Thompson 14). There is no appreciable variation from uniform linguistic and metrical characteristics. Antithesis is a strong feature of the style:â€Å"This tendency to antithesis, frequently verging on paradox, and the constant play of irony are but stylistic manifestations of those movements of the poet’s thought which shape the very stuff of the poem† (Blomfield 58). There is the reference to the burning of Heorot woven into the description of its first glories, and the prediction of family strife while yet all is well in Hrothgar’s court. The writer’s style includes depth and vibrancy, and â€Å"a high degree of abstraction and formalism† (Blomfield 64). There are many digressions in the poem: â€Å"the poet’s digressive, revaluative style† (Tripp 64). The author is omniscient: â€Å"The poet reserves the right to say what people are thinking † (Shippey 39).    Secondly, the employment of several conventional poetic devices suggests that the author was an educated person. Beowulf is distinguished primarily by its heavy use of   allliteration, or the repetition of the initial sounds of words. The Old English poet would â€Å"tie† the two half-lines together by their stressed alliteration (Chickering 4). Each line of poetry ideally contains four principal stresses, two on each side of a strong medial caesura, or pause. â€Å"At least one of the two stressed swords in the first half-line, and usually both of them, begin with the same sound as... ...raki, translated by Jesse L. Byock. New York: Penguin Books, 1998.    Shippey, T.A.. â€Å"The World of the Poem.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Tharaud, Barry. â€Å"Anglo-Saxon Language and Traditions in Beowulf.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.    Thompson, Stephen P. â€Å"The Beowulf poet and His World.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.    Tripp, Raymond P. â€Å"Digressive Revaluation(s).† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000   

Marriage in 18th Century Europe Essays -- European History

Marriage in 18th Century Europe The major movement regarding marriage in the eighteenth century was from church to state. Marital laws and customs, once administered and governed by the church, increasingly came to be controlled by legislators who passed many laws restricting the circumstances and legality of marriages. These restrictions tended to represent the interests of the wealthy and uphold patriarchal tradition. Backlash to these restrictions produced a number of undesirable practices, including promiscuity, wife-sale, and divorce. Before the eighteenth century, marriage was far less complicated. Verbal consent and consumation constituted legal marriage: "once the knot was tied by such verbal exchanges it could not be undone: a valid marriage was technically indissoluble. Such vows could be made, moreover, by boys the age of fourteen and girls of twelve" (Outhwaite xiii). The laws that began to be passed in the 1700's were decidedly un-religious, designed mostly to protect patriarchy and wealth. Much of the marriage laws passed during this period reflect the prevailing opinion of women as childlike, frivolous, and simpleminded. As Rousseau put it, "little girls always dislike learning to read and write, but they are always ready to learn to sew." Custom made man "undisputed lord of the home" (Murstein 220) and laws were passed to solidify this position: "Upon marriage, husband and wife became one- and that one was the man. Her land became his, as did her debts." The structure of eighteenth century society made this necessary, especially for the lower classes; a family's income would be totally based on the earning power of the man. Thus, logic dictated that he control all the finances. Even so, some of the l... ...who could not afford several licences, and a big wedding or dowry. "Fleet marriages" were very common in the first half of the eighteenth century. These were marriages performed by "defrocked and disreputable" ministers for cash, often through the bars of a debtors prison on Fleet street. One such minister was so successful that "in the same one-year period that he performed 6000 marriages, only fifty regular contracts were solemnized in the neighboring St. Annes's church. Although this practice was banned by the Marriage Act of 1753, it just goes to show that marriage and love cannot be regulated by monetary concerns. Works Cited Murstein, Bernard I. Love, Sex, and Marriage Through the Ages. ???? Outhwaite, R.B. Clandestine Marriage in England 1560-1850. Hambledon Press, NY: 1995. Stone, Lawrence. Road to Divorce Oxford University Press, Oxford: l990.

Comparison of the first chapters of Pride and Prejudice and Great Expectations Essay

In the first chapter of Great Expectations, Dickens uses first person narrative to present a retrospective account of the narrator’s formative experiences. The narrator has obviously matured and learnt much since his days as a young boy, and he recounts his innocent imagination with some humour and disdain: â€Å"My first fancies regarding what they were like, were unreasonably derived from their tombstones.† Here Dickens uses authorial control to present a pitiful account of a lonely, orphaned boy; â€Å"and that Philip Pirrip, late of the parish, and also Georgiana wife of the above, were dead and buried.† And the fact that he mentions his parents death in the second paragraph shows just how significantly this has affected the young boy’s life. In Pride and Prejudice, Jane Austen also uses authorial control to immediately inform the reader of the central theme of the book, and establish a humorous, ironic tone. This is done through the famous first line: â€Å"It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife.† but unlike Dicken’s first person narration, Austen separates herself completely from the mind and viewpoint of the characters, using dialogue to show her contempt for the social expectation of marriage: â€Å"‘Oh! Single, my dear to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!'† Austen presents Mrs Bennet as a personification of the first sentence of the book, and uses humour and irony to satirise and mock her. Another comparison between the two first chapters is that Dickens is very descriptive in his opening paragraphs: â€Å"Ours was the marsh country, down by the river, within, as the river wound, twenty miles at sea.† whereas Austen does not give any background information on the characters and where they live until the end. At the end of the chapter Austen describes Mr and Mrs Bennet: â€Å"Mr Bennet was so odd a mixture of quick parts, sarcastic humour, reserve, and caprice.† and: â€Å"Mrs Bennet was a woman of mean understanding, little information, and certain temper.† This authorial comment tells the reader exactly how to interpret the conversation they have just read, and it also presents a contrast between the two books: as Dickens uses pathos to make the reader pity Pip, Austen makes no attempt to make her central characters likeable. Finally both authors use binary opposition to emphasize the attributes of the different characters. For example in Great Expectations, Dickens contrasts the young, innocent Pip against the old and experienced nature of the escaped convict. When Pip meets the old man he lets his fearful imagination take hold of him: â€Å"‘O! Don’t cut my throat sir,'† I plead in terror. ‘Pray don’t do it, sir.'† which shows just how little understanding of the world Pip has. In Pride and Prejudice Mr Bennet’s mildly sarcastic statements are lost on Mrs Bennet, who’s over enthusiasm makes her oblivious to Mr Bennet’s mocking tone: â€Å"Mr Bennet, how can you abuse your own children in such way? You take delight in vexing me. You have no compassion on my poor nerves.† The disparity between them is amusing, but it is also ironic, as the reader’s first view of marriage in a novel about finding marital happiness is one of a mismatc hed couple that cannot communicate.