Analysis Of The Book The Devil Of The White City

The Intrigue of Chaos Part 1: The Devil in the White City is a true crime novel that takes place during the building, during, and aftermath of the 1893 Chicago World’s Fair. There are 2 main narratives,the first is Daniel Burnham, one of the main architects and designers of the World s Fair. This plot line shows the extreme stress that all of the Architects experienced, as the construction was slow to start, slow to build, and was filled with shortages, deaths, and awful communication. The second narrative is centered around H.H. Holmes, one of America’s first notorious serial killers. His narrative takes place in his â€Å"Murder Castle† and shows his complicated history and his numerous credit scams, identity scams, and most importantly,†¦show more content†¦(48 Larson)† Good Literature is what it sounds like it’s good but nothing amazing. It is for example, the Hunger Games, where it is a fun and exciting read, but doesn’t spark a change or awakening. This distinction between good and great is vital to the gradual understanding of what makes the human mind tick. Good literature might be nice for a quick and easy read on the beach, but Great literature or nonfiction will change one’s view point and requires detail and focus to extract its full meaning. Our group established 5 criterions to state what makes great literature. Our first criterion was â€Å"A great book must contain a message that applies to not only those who have experienced situations in the book, but provide perspective to those who have not.† A message that can be understood by numerous groups of people is vital to a great piece of literature. Our second criterion is that in order to teach a lesson it must expose a fault in human nature or in society. Our society is just as flawed as humanity is. Acknowledging these flaws is the first step in overcoming the trials of society and man. Our third criterion is centered ar ound the craftsmanship of the literary work. This can apply to a groundbreaking new approach to narration. Or even complex characters and a unique and individual style (Faulkner.) In summary, the 3rd criterion tries to move past just the message itself, and to focus onShow MoreRelatedAnalysis Of The Book The Devil Of The White City Essay1331 Words   |  6 PagesHaley Triplett Tyler Johnson World History 25 November 2016 The Devil in the White City Non-Fiction Book Report That night that the Titanic sinks, on board the Olympic on April 12, 1912, Daniel Hudson Burnham search mindfully for quite a while at his years arranging the Chicago World s Fair of 1893, held to respect the 400th commemoration of Columbus disclosure of America. In 1890, Chicago is a quickly developing city and needing to substantiate itself something particularly to the moreRead MoreAnalysis Of The Book The Devil Of The White City : Murder, Magic, And Madness At The Fair2200 Words   |  9 Pagestogether in the turbulent and chaotic environment of Chicago in the late 1800’s. The Devil in the White City: Murder, Magic, and Madness at the Fair That Changed America by Erik Larson is a Non-Fiction book, but it gives essential information necessary to understand where the concepts of architectural design and the depraved mind of serial killers began in the U.S.. The book reviews help illuminate the highlights of the book and the balance between good and evil. H.H. Holmes is considered America’s firstRead MoreSummary Of Erik Larson s The Devil s The Red Devil And Where Is The White City1176 Words   |  5 Pages2003 book â€Å"The Devil in the White City†, including a summary, an analysis of the book s structure, and a discussion of the real-life individuals and events at the heart of the story. !!!Who s the Devil, and Where is the White City? When Leonardo DiCaprio and Martin Scorsese team up to make a big-budget movie based on your book, you know you ve arrived. This doesn t happen to most nonfiction authors, but it s happening to Erik Larson, best known for his 2003 book The Devil in the White City:Read MoreThe White City By Erik Larson887 Words   |  4 Pages Erik Larson’s literary nonfiction novel â€Å"The Devil in the White City† surrounds the events of the 1893 Columbian Exposition World’s Fair in Chicago. Larson does a magnificent job intertwining the lives of two men who were changed by the events of the fair. Daniel H. Burnham, the brilliant architect behind the legendary 1893 World s Fair and Dr. H. H. Holmes, the cunning serial killer who used the fair to lure his victims to their death. The purpose of this review is not only to summarize Larson’sRead MoreRhetorical Analysis Of The Devil In The White City764 Words   |  4 PagesDevil in the White City Rhetorical Analysis Essay How can two people be so different, yet so similar? The World’s Columbian Exposition was a major event in the 19th century. The fair was something that’s never been done before in history triumphing the famous Eiffel Tower. As spectacular as the fair was there were murders being committed without any signs of slowing down. The Devil in the White City tells a story between the architect Daniel Burnham and the infamous serial killer H.H. Holmes. ErikRead MoreDevil in a Blue Dress Rhetorical Analysis Novel vs. Film Essay2428 Words   |  10 PagesDevil in a Blue Dress: Novel vs. Film The hardboiled mystery novel, Devil in a Blue Dress, by Walter Mosley was first published in 1990 and was acknowledged by former U.S. President, Bill Clinton, as one of his many favorite novelists (Easy Writer). Taking place in post-war Los Angeles, the story is narrated by an African American laborer, Easy Rawlins, who is transformed into an L.A. detective after being pulled in to the affairs of local townspeople. The successful novel continued onto screenRead MoreWhen Art Imitates Art757 Words   |  3 Pagesof dismissing anything that is not considered fine art as culturally and intellectually inferior. The restrictive nature of this approach leaves us with an elitist viewpoint and a sense of supremacy. And when talking about supremacy, whether it is white, black or even cultural, it is in no way something positive. Albeit, it is difficult to control the feeling of superiority when talking to someone who genuinely loves and admires singers with lyrics like: â€Å"Been around th e world, dont speak the languageRead MoreGood And Evil : Nel And Sula1577 Words   |  7 Pagesharsh line drawn by the people of the Bottom as to what good and evil looks like, making it apparent that morality is not black and white but more ambiguous. Good cannot be the direct opposite of evil, if those who represent good and evil are both good and evil themselves. The idea that Sula is evil while Nel is good is torn down in Nel’s mind as well, as near the book s end she reflects on the death of Chicken Little. Morrison writes â€Å"All these years she had been secretly proud of her calm, controlledRead MoreReview of James H. Cones Martin Malcolm America: A Dream or A Nightmare1310 Words   |  6 PagesReview of James H. 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We learn that almost all the people in maycomb county are part of the KKK. Character

Essay on Unseen Consequences in Organizational Change

Unseen Consequences in Organizational Change I currently work for command Zulu, which is a detachment from the headquarters located in Virginia. Zulu employs two officers and four enlisted personnel whose primary job is conducting inspections on all East Coast Trident submarines. The two officers fill the roles of Officer in Charge and Assistant Officer in Charge. The four enlisted personnel are specialists in the areas of security, safety, technical operations, and administrative programs. An organizational change occurred a couple of years ago that shifted our chain of command to a higher headquarters. Command Zulu’s organizational culture significantly changed after the reorganization left the trust and customer relationships†¦show more content†¦Strategy The strategy for change implementation was haphazard and not well thought-out. A plan for change did not exist nor did it include any of the recommendations that Spector (2012) discussed as effective tools f or managing organizational change. Specifically, none of the elements of Kurt Lewin’s three stages of change implementation that Spector discussed as unfreezing, moving, and refreezing organizational norms were directed. Instead, Command Zulu reorganized without fully explaining the reasons to the customers (e.g. inspected units). The lack of understanding resulted in negative relationships for at least a year. Leadership never considered associated risk without a plan for change and what Bruch, Gerber, and Maier (2005) explained as creating a haphazard or improvised plan and failing to determine whether the organization needs change. Command Zulu leaders never once conducted dialogue or diagnosis to determine if the organization was ready for change. Leadership never developed a method of diagnosis that Cummings and Worley (2009) explained as a necessary part of change implementation through data collection for future intervention points. Additionally, command Zulu le adership did not implement change in the correct sequence which Spector (2012) discussed as having the potential of negative results or even failure associated with change not implemented sequentially. Not having a solid plan resulted in negativeShow MoreRelatedBody Cameras Improve Police Accountability Essay1469 Words   |  6 PagesAgainst the Police: A Randomized Controlled trail states, â€Å"Getting caught breaking rules is often registered as behavior that can potentially lead to negative consequences such as sanctions, an outcome most individuals wish to avoid.† ( ) Cameras are likely to deter people from behaving as they normally would. 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Introduction Organisations have been faced with a more and more competitive environ-ment and technological change over the last 30 years (D’aveni; Volberda, cited in Riordan, Vandenberg, and Richardson 2005, p. 471). Thus, nowa-days, employees have to be more flexible and in possession of high skills. Because of these requirements organisations have to choose

Clan

Clan-X Essay Theres a new kid at school, his name is Leigh, he thinks he is such a big shot-know all. When he rocked up at school on his very first day, he tried to do a fancy bunny-hop on his crappie, smashed up old bike and stacked it. It was hilarious, especially when he tried to get back on. He just fell straight over it again and broke three of his spokes and started to cry. He walked around school the entire week, showing off in front of everyone, telling them how good he was, trying so hard to be everyones friend, but we made sure nobody liked him. We were part of a Clan I started called Clan-X. My gang members were: Rene, Grant, Mark, Trent, Tim, Daimien and myself, Cameron. We basically just pushed people around for kicks. Usually people that were half our size and walked around by themselves. We liked to blow up peoples letter boxes the most, usually just at random. Whenever any new kids came to our school, we used to tease and make fun of them, so they felt unwelcome and had no friends. Usually they left the school, we loved it when they did that. Anyway, back to the story On Friday afternoon, just after school, we were all walking home talking about how much of a loser this new guy was. By the time we got to the end of the street, we had all agreed that we should do something totally outrageous to his cat because he had been bragging about it all week. On Saturday, we all met up at the local park and brought along little tools which we thought might come in handy for this sinister exercise. Grant and Rene brought some rope and a switch-blade. Trent and Mark brought a bottle of methylated spirits and some matches. Tim and Daimien brought a voice scrambler and a mobile phone and I brought some explosives, which I got from the local markets. We thought about what we were going to actually do. Finally, I stood up and said, Okay, First, I will jump Leighs back fence and grab the cat. Ill take Tim and Daimien with me just in case I cant find it. Grant and Rene can then tie it up to a tree and cut its whiskers off. Then Trent and Mark can saturate it with methylated spirits, making sure not to drown it, as we want it to burn alive. You guys can start to run down the street and Ill call up Leigh on the mobile phone and say Madness takes its toll, please have exact change. Then Ill throw a K0205 at his front door. When it goes off Ill light the cat up and run. Well all meet back at the school. Oh, and dont forget, if you get caught, Ill take the heat, my parents couldnt care less if I was at the cop shop. Everyone was silent, Grant and Rene gave me sick grins. Tim quickly stood up and said, Sure, we toast his cat, and scare the crap out of him, but what does he learn from it? and then Daimien butted in, Yeah, his right, we should like leave a note or something. I thought for a second and said, Okay, when I get home Ill write him a note out of news paper clippings. Well leave it under his door-mat or something. Everyone put your stuff in my bag here and then wed better get back to our homes. Be back here at 10:00pm tonight. As I was walking home, I was thinking how funny the look on Leighs face would be when I lit up that helpless cat, and how confused he would be when he heard the words Madness takes its toll, please have exact change. I simply couldnt wait. When I finally got home, I went through all the news papers and all the magazines I could find. After about an hour I had finished the letter. It read: IF YOU DONT LEAVE THIS SCHOOL BY THE END OF THE WEEK, IT WILL BE YOU THAT BURNS. .ub9acdef949ac1bf0b0c1851dab6f7e7b , .ub9acdef949ac1bf0b0c1851dab6f7e7b .postImageUrl , .ub9acdef949ac1bf0b0c1851dab6f7e7b .centered-text-area { min-height: 80px; position: relative; } .ub9acdef949ac1bf0b0c1851dab6f7e7b , .ub9acdef949ac1bf0b0c1851dab6f7e7b:hover , .ub9acdef949ac1bf0b0c1851dab6f7e7b:visited , .ub9acdef949ac1bf0b0c1851dab6f7e7b:active { border:0!important; } .ub9acdef949ac1bf0b0c1851dab6f7e7b .clearfix:after { content: ""; display: table; clear: both; } .ub9acdef949ac1bf0b0c1851dab6f7e7b { 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; } .ub9acdef949ac1bf0b0c1851dab6f7e7b:active , .ub9acdef949ac1bf0b0c1851dab6f7e7b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub9acdef949ac1bf0b0c1851dab6f7e7b .centered-text-area { width: 100%; position: relative ; } .ub9acdef949ac1bf0b0c1851dab6f7e7b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub9acdef949ac1bf0b0c1851dab6f7e7b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub9acdef949ac1bf0b0c1851dab6f7e7b .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; } .ub9acdef949ac1bf0b0c1851dab6f7e7b:hover .ctaButton { background-color: #34495E!important; } .ub9acdef949ac1bf0b0c1851dab6f7e7b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub9acdef949ac1bf0b0c1851dab6f7e7b .ub9acdef949ac1bf0b0c1851dab6f7e7b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub9acdef949ac1bf0b0c1851dab6f7e7b:after { content: ""; display: block; clear: both; } READ: The Red Room by HG Wells with The Signalman by Charles Dickens EssayBUDDY LOVE CLAN-X. When I got to the park at 10:00pm everyone was already there, waiting for me. It was dark and everything was silent. Leigh only lived around the corner from the park. I found his address from the very helpful Telstra operator. When we arrived at Leighs house Daimien and Tim, without saying a word jumped the fence, I followed. We found the cat asleep on the back door mat. I grabbed it quickly and we all jumped back over the fence. It was a lot easier then we thought it would be but the second I handed it to Grant, it started scratching us. Rene quickly tied it to the tree, extra tight so it could hardly breathe. Grant cut its whiskers off and it stopped scratching him. Mark hesitated as he poured the methylated spirits on it, but Trent hurried him as he saw the lights in the house turn on. I stared at the lights for a moment and then whispered, You guys wait up the road, just in case they give chase, youll get a head-start. They started jogging up the dark road, Daimien tripped over Tim, but apart from that, it was all going smoothly. I dialed Leighs number, I could hear the phone from outside. He answered, Hello. I pushed the button on the voice scrambler and said, Madness takes its toll, please have exact change. Before he could say anything, I lit up the K0205. It started to flare and I threw it at his door step. It exploded it sounded like a bomb. He came rushing out and I stared into his colorless eyes, as he saw his cat tied to the tree. The innocent cat gave a helpless meow as I set it alight. I ran down the street towards the others laughing wickedly as they tried to find reason to what we had actually done. I heard Leigh scream as I yelled Cmon, get the hell outta here. We all started running towards the school. When we got there I said as my breathe was returning, Damn, I forgot to put the note in his letter-box. You guys go home. Ill finish it off. Ill see you all at school tomorrow. They all left immediately without saying a thing. I searched for the note in my back pocket and then running as fast I could, I put the note in his locker and began to walk home. As I was walking home I began to ask myself questions I had never really thought about Why am I such a bully? What have the people I pick on ever done to me? What do people think of me? What do I think of me? Am I insane? At that moment it seemed clear. I was insane. I began to run home, thoughts were rushing through my head. I pictured myself shooting hundreds of people, then myself. I could see myself lighting a petrol bomb and throwing it into a crowd, burning people just for fun. My head began to spin and I rushed into the house. I remembered that there was a gun somewhere in the garage, with heaps of ammunition. I raced into the garage and grabbed the gun out of the second-draw. It was a pump-action shotgun, next to a nap-sack full of ammunition more than enough for what I was about to do. I loaded the gun and threw the bag on my back and crept into my parents room. I shot Dad first. My mother sat up and screamed then I shot her dead. After having a quick cigarette, I walked outside, it was about 11:30pm. A Police car raced down the street and came to a screeching halt in front of my house. Someone must have heard the shots and the screams and called the Police. I loaded up the gun and shot straight through the front window of the car. The driver was dead. I shot again, this time at the other Police officer. I grinned and walked towards the car. .u3dd6f5ef22dcdd733920448f764019a0 , .u3dd6f5ef22dcdd733920448f764019a0 .postImageUrl , .u3dd6f5ef22dcdd733920448f764019a0 .centered-text-area { min-height: 80px; position: relative; } .u3dd6f5ef22dcdd733920448f764019a0 , .u3dd6f5ef22dcdd733920448f764019a0:hover , .u3dd6f5ef22dcdd733920448f764019a0:visited , .u3dd6f5ef22dcdd733920448f764019a0:active { border:0!important; } .u3dd6f5ef22dcdd733920448f764019a0 .clearfix:after { content: ""; display: table; clear: both; } .u3dd6f5ef22dcdd733920448f764019a0 { 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; } .u3dd6f5ef22dcdd733920448f764019a0:active , .u3dd6f5ef22dcdd733920448f764019a0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3dd6f5ef22dcdd733920448f764019a0 .centered-text-area { width: 100%; position: relative ; } .u3dd6f5ef22dcdd733920448f764019a0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3dd6f5ef22dcdd733920448f764019a0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3dd6f5ef22dcdd733920448f764019a0 .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; } .u3dd6f5ef22dcdd733920448f764019a0:hover .ctaButton { background-color: #34495E!important; } .u3dd6f5ef22dcdd733920448f764019a0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3dd6f5ef22dcdd733920448f764019a0 .u3dd6f5ef22dcdd733920448f764019a0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3dd6f5ef22dcdd733920448f764019a0:after { content: ""; display: block; clear: both; } READ: It's the journey not the destination that matters EssayI opened the drivers side door to the Police car and pulled the lifeless body of the driver out. The other police officer seemed to be breathing, so I pushed him out of the car, reversed over him and the speed off down the street. I drove straight down to Leighs house. He was sitting at the table with his parents, I could see the whimp crying, I think his mother was too. When they saw the Police car pull up, his mother rushed out with the burnt body of the cat in her arms, his father followed. When they saw me she dropped the cat and tried to run, but I shot out her legs. Leigh screamed a fearful, No!!! and while his f ather tried to understand what was actually happening I shot him in the stomach. There was blood all over Leighs front lawn. His father was almost dead and his mother was trying to crawl away. I saw Leigh race into the kitchen just after I pulled the trigger and shot both of his parents dead. I reloaded the gun and walked calmly into the kitchen. I knew that I wouldnt leave this kitchen alive, I could feel it in my stomach. Leigh charged at me and stabbed me in the middle of my chest. I pulled the trigger on the gun and Leigh flew through his kitchen window, he was still alive, but only just. As I was about to pull the knife out of my bloody chest, I could hear millions of people screaming, then they all began to ask me different questions, and then they all began to talk to each other. I couldnt think. My head began to spin and everything was blurring. I quickly pulled the knife out of my chest, I think that hurt more then when Leigh stabbed it into me. I slashed my ankles, and then my wrists. There was blood everywhere, then I vomited. I could feel chunks of blood flowing out of my mouth, like water flowing over a waterfall. Then, in a final act of insanity, I rammed the gun down my throat, ready to pull the trigger. At that moment, everything was calm and silent. It seemed as if nothing had happened and the world was a beautiful place. Then I pulled the trigger. A flash of white came rushing through my head. This lasted for only a few seconds. Then I blanked out. When I woke up I wondered where I was. I looked at my chest there were no scars at all. I looked around, the room it seemed very familiar. I heard a voice yell, Cameron, dont be late for school! It was my mother. I sat up and ran around the house, faster then I had ever ran in my life. I was home! Did God give me another chance? I didnt really care, but when I went to school that day, there was a new guy in my class, his name was Leigh. He was a really great guy my best friend, in fact. We got on like a cat on fire. By the time I went to bed that night, I had an idea of what had happened. I had dreamt all of that Clan-X stuff I think. It just seemed so real! Well, I guess I will never know what actually happened, but I do know one thing I am going to write it all down.

Mac Flecknoe as a Satire free essay sample

Brower (1959) comments him that the whole account of poetic composition indicates clearly that Dryden sought for intellectual strength and rational precision in form. This indication is found as well in Mac Flecknoe. Dryden’s role as a poetic prophet to his literary society is emphasized through his use of satirical form. Its disparity and humour display â€Å"true wit,† the aim of any seventeenth century author. Mac Flecknoe represents the popularity of satire during Dryden’s day. Clarence Hugh Holman and William Harmon define satire as â€Å"a literary manner that blends a critical attitude with humor and wit for the purpose of improving human institutions or humanity† (447). This literary convention, known for its use of clever and unusual conceit, seeks to both inform and educate readers about social decorum and moral values. About the poem (MacFlecknoe) Oliver Gold Smith in his article The Beauties of English Poetry (1967), as it is quoted by Wheatly writes: The severenity of this satire, and the excellence of its versification give it a distinguished rank in this species of composition. We will write a custom essay sample on Mac Flecknoe as a Satire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At present, an ordinary reader would scarcely suppose that Shadwell, who is here meant by MacFlecknoe, was worth being chastised, and that Dryden, descending to such game, was like an JIBS (Jurnal Ilmu Bahasa dan Sastra) Vol. 1/ Nomor 2/ Juli Desember 2001 127 eagle stooping to catch flies. The truth however is, Shadwell at one time held divided reputation with this great poet. Every age produces its fashionable dances, who, by following the transcient topic or humor of the day, supply talkative ignorance with materials for conversation. Wheatly, 1967: 161). zsdbn holding up vice or folly to ridicule or lampooning individuals. The use of ridicule, irony, sarcasm, etc. , in speech or writing for the ostensible purpose of exposing and discourage vice or folly. Such a work uses the elevated style of the classical epic poem such as  The Iliad  to satirize human follies. A mock epic pretends that a person, a place, a thing, or an idea is extraordinary when—in the authors view—it is actually insignificant and trivial. For  example, a mock epic about an inconsequential U. S. resident such as Millard Fillmore might compare him to such rulers as Pericles,  Julius Caesar, Saladin, Louis XIV, and George Washington. . In writing Mac  Flecknoe,  John Dryden  imitated not only the characteristics of Homers epics but also those of later writers such asVirgil,  Dante, and  Milton. In its opening lines of MacFlecknoe introduce Flecknoe who is comparable to emperor Augustus who has power in the realms of nonsense. The faculty of the poet in creating satire is on his giving value on any eleme nt that he considers valueless. Dryden praises Richard Flecknoe for his ignorance in poetic world. In John Dryden and His Satire MacFlecknoe (Joseph Supardjana) 128 this condition he decides to settle the question of succession. While looking for a successor he has decided on Shadwell who must reign. The reason is, it is Shadwell who can imitate the bad poetry Richard Flecknoe had written. This idea is in line with the following lines of MacFlecnoe. ’tis resolv’d; for nature pleads that he Should only rule, who most resembles me: â€Å"Sh†¦.. lone my perfect image bears,Mature in dullness from his tender years. Sh†¦.. alone of all my sons, is he Who stands confirm’d n full stupidity† MacFlecknoe  can be read as a satire directed against a representative of what Dryden perceived as a bad poet or dramatist. He stands for dullness and fog as opposed to sharp wit. He is the king of mediocrity. The poem is also a commentary the on Art and its’ relation to Nature. Dryden saw Art as â€Å"Nature’s handmaid†, that is, true Art should imitate nature as closely as possible. The flaw of MacFlecknoe’s poetry is that it is unnatural – poetry doesn’t flow naturally from his pen – his creative process is compared  to labouring – he threshes  out forced metric lines: â€Å"thy Paper in thy Thrashing-Hand†. Even the music in his plays is antithetical to nature: â€Å"The Treble squeaks doe fear, the Bases Rore;† Thus, Shadwell’s work is not true art because it is not a mirror of nature. 1  Part of this conception of a non-masculine and unnatural art emerges in images of pregnancy or fertility which do not result in creative output – what Dryden calls â€Å"Pangs without birth, and fruitless Industry†. ) Historically speaking Flecknoe assumed the throne as King of Nonsense. .When the time comes for him to choose which of his sons is worthy to succeed him and â€Å"wage immortal war with wit† (line 12), Flecknoe decides that the son most like him should receive the honor. That son is Thomas Shadwell, who has been â€Å"mature in dullness from his tender years† (line 16) and is the only one of his offspring who stands â€Å"confirmd in full stupidity† (line 18). . So Shadwell inherits the throne as  Mac  Flecknoe (son of Flecknoe). . Shadwell is so witless (and, therefore, perfect for the throne) that he does no more thinking than a monarch oak shading a plain. There are others with similar virtues, such as Heywood and Shirley. However, other writers are no match for Shadwell—not even his father. True, Flecknoe was a renowned dunce, but he was merely a  harbinger, a forerunner, to prepare the way for the ultimate dunce, his son. Nitwit writers who came before Shadwell occasionally displayed the dimmest glimmer of intelligence. But Shadwell never wrote a line that made any sense. The proud father of Shadwell hopes that his sons domain will one day encompass all the earth and that he will produce new dull plays to delight the dimwitted. â€Å"The people cryd amen,† the narrator says. Satire focus rather on those things which we can correct in order to be better than we are. It invites us to scorn the target in order to spurn that activity,so is seen in Mac Flecknoe when Dryden mocks at Shadwell. At the basis of every good traditional satire is a sense of moral outrage or indignation. Dryden found an inordinate reliance on the idea of Humours to be  crippling to the art of characterization in dramaturgy. He found an antipathy to the use of Wit and quick repartee an equivalent  to dullness and fogginess  which are prevalent throughout the poem in descriptions of Flecknoe  and MacFlecknoe. They are â€Å"scourge of  Wit, and flayle  of Sense†, and Flecknoe chooses the son â€Å"who most resembles [him]† to â€Å"wage immortal war with  Wit†Ã‚  and â€Å"Ne’er to have Peace with  Wit, nor truce with Sense†, since he perceives Shadwell and his group as adversaries of Wit. Dryden defines the humors as employed in Shadwell’s plays in the following terms: â€Å"A Humour is the Byas of the Mind,By which with violence ‘tis one way inclin’d: It make’s our Actions lean on one side still And in all Changes that way bends the Will. † Dryden goes on mocking Shadwell by widening the idea of succession. Flecknoe recommends Shadwell to imitate bad dramatist of Elizabethan period, Heywood and Shirley. Dryden names these two dramatists â€Å"prophet of tautology† which means perfect imitators. Dryden writes: â€Å"Heywood and Shirley were but type of thee, Thou last great prophet of tautology Even I, a dunce of more renown than they Was sent before but to prepare thy way. â€Å" In MacFlecknoe everything is regarded upside down. The same thing happens to literary world. Shadwell, the worst poet who uses tautologies becomes the successor to the throne of â€Å"dullness†. Compared to Heywood, Shirley and Flecknoe, Shadwell is the worst poet who inherits the crown of dullness. Flecknoe supports Shadwell to be his successor by a certain reason. For him, Shadwell is comparable to ancient Greek musician in Greek mythology whose name was Arion. It was told that in a ship some sailors threatened Arion to play lyre. He jumped into the sea where dolphins carried him safely to shore. Flecknoe JIBS (Jurnal Ilmu Bahasa dan Sastra) Vol. 1/ Nomor 2/ Juli Desember 2001129 has a great hope for Shadwell’s future as Dryden writes: here stopped the good old sire, and wept for joy/ In silent raptures of the hopeful boy. Dryden describes that Flecknoe has ever entered the â€Å"nursery†, a London theatre for boys and girls to study drama. In that place, the name of Simpkin, a representation of a bad poet, is noted as the member of the nursery. At this place, Flecknoe designs Shadwell’s throne, Mockingly Dryden describes, instead of carpets there are piles of the limbs of mangled poets. Unknown authors emerge from their hidden place. Flecknoe is on the throne. Shadwell vows to uphold the dullness so successfully maintained by Flecknoe. Dryden continuously mocks Shadwell who has to advance ignorance and fruitless industry. The phrase fruitless industry is an irony for Shadwell indicating that Shadwell is unproductive writer. It is underscored by a long time that he has spent to write The Virtuoso. Shadwell is a slow writer. Flecknoe advises Shadwell to John Dryden and His Satire MacFlecknoe (Joseph Supardjana) 130 let dullness naturally comes to him. The quotation above is a bitter attack to Flecknoe. As an obedient â€Å"son† Shadwell is agree with everything Flecknoe advises him. 3) This moral basis helps to explain why a satire, even a very strong one which does nothing more than attack unremittingly some target, can offer a firm vision of what is right. By attacking what is wrong and exposing it to ridicule the satirist is acquainting the reader with a shared positive moral doctrine, whether the satire actually goes into that doctrine in detail or not. Dryden in Mac Flecknoe does not discuss what good literature is; but by attacking bad literature, he makes it clear what needs to occur if literature is to be valued. In MacFlecknoe, Dryden’s definition of good art also comes to be  strongly associated with class. When he says that bad poetry laden with â€Å"Pure Clinches† or puns is inspired by the  Ã¢â‚¬Å"suburban Muse†, his implication is that it is only the genteel circles of London that produce and read good poetry – thus, Bun-hill and Watling  Street are down-market parts of London which   by virtue of their economic demography can only produce low art. The world that MacFlecknoe  reigns over is the world of artistic production which thrives in burroughs of London which weren’t seen as respectable – and it is this underbelly of the city: brothels â€Å"of lewd loves, and of polluted joys†, actors, and public playhouses which Dryden deems â€Å"realms of nonsense absolute. † To lampoon Shadwell, Dryden employs the form of the mock epic. He uses the metaphor of kingship and succession, but inverts notions of heroism associated with the exploits of the prince to describe the epic proportions of his dullness and stupidity. It does this to magnify the mediocrity of  his work. It uses notions of lineage to speak of Shadwell as the inheritor of a lowly and artless poetic legacy. Through parallels with heroes of the past, the absolutely unheroic qualities of the mock-hero become even more pronounced. Dryden also uses opposing parallels simultaneously to indicate  the nonsensical nature of Shadwell/MacFlecknoe’s status as heir-apparent of the realm of low art. For example, he simultaneously compares him to Ascanius  that is, to the figure of monarchical authority as well as the enemy to Hannibal – the enemy of the State that Ascanius  is supposed  to protect. By implication, then, Shadwell is a threat to the very realm of art which he is supposed to rule. These contradictions make it a realm of artistic meaninglessness. Joseph Addison, an early eighteenth century critic, explains that Dryden’s own definition of wit is â€Å"propriety of words and thoughts adapted to the subject† (Norton Anthology 2497). Although this definition is wide enough to encompass a variety of literature, one can assume through his criticism of Shadwell that unspecified rules for propriety existed in Dryden’s consciousness. As such, the challenge of exhibiting â€Å"true wit† would not have been taken lightly. Political circumstances of the late seventeenth century gave Dryden plenty of material for writing satirical verse. According to the Penguin Dictionary, this time period between the late seventeenth century and early eighteenth century is widely identified as the â€Å"golden age of satire† (783). As many other poets of his time, Dryden’s writings reflect the societal differences shaped during and after the Glorious Revolution. Thomas H. Fujimura, twentieth century Dryden critic, examines the historical context for Dryden’s work in his article, â€Å"The Personal Element in Dryden’s Poetry. Political and religious controversy saturated late seventeenth century England, and Dryden could not be immune from the turmoil surrounding him. Mac Flecknoe deals with public themes, such as carnival and prophecy, one may deduce that he intended literature to relate to community issues. Barbara M. Benedict, Trinity College professor of English literature, declares: â €Å"Dryden exemplifies the fusion of high and low culture† (659). Dryden’s classic epic form relates to local events, demonstrating his response to Britain’s changing literary culture. Like a prophet, Dryden presents literary truths for all people and warns of impending doom, if Shadwell continues to â€Å"rule† and promote poor-quality literature. CONCLUSION MacFlecknoe does engage in part in a discussion on what consists of bad literature, and thus, by corollary, arrives at a sort of definition of good literature in its discussion on the Humours versus Wit and the relation of  Art to Nature, but most often betrays personal prejudices against the origins and beliefs of his rival poet Shadwell and uses these against him, offering many clear instances of lampooning.  MacFlecknoe is a satiric poem which becomes the corner-stone of Dryden success in his poetic career. It strengthened his position as a successful poet in his lifetime. Both as a poem and a satire MacFlecknoe.

South Americas Uruguay and Its Geography

South America's Uruguay and Its Geography Uruguay is a country located in South America that shares its borders with Argentina and Brazil. The country is the second smallest in South America, after Suriname, with a land area of 68,036 square miles (176,215 sq km). Uruguay has a population of just over 3.5 million people. 1.4 million of Uruguays citizens live within its capital, Montevideo, or in its surrounding areas. Uruguay is known as being one of South Americas most economically developed nations. Population: 3,510,386 (July 2010 estimate) Capital: MontevideoBordering Countries: Argentina and BrazilLand Area: 68,036 square miles (176,215 sq km)Coastline: 410 miles (660 km)Highest Point: Cerro Catedral at 1,686 feet (514 m) History Prior to European arrival, the only inhabitants of Uruguay were the Charrua Indians. In 1516, the Spanish landed on Uruguays coast but the region was not settled until the 16th and 17th centuries due to hostilities with the Charrua and a lack of silver and gold. When Spain did begin to colonize the area, it introduced cattle which later increased the areas wealth.In the early 18th century, the Spanish founded Montevideo as a military outpost. Throughout the 19th century, Uruguay was involved in several conflicts with the British, Spanish, and Portuguese. In 1811, Jose Gervasio Artigas launched a revolt against Spain and became the countrys national hero. In 1821, the region was annexed to Brazil by Portugal, but in 1825, after several revolts, it declared its independence from Brazil. It did decide, however, to maintain a regional federation with Argentina.In 1828 after a three-year war with Brazil, the Treaty of Montevideo declared Uruguay as an independent nation. In 1830, the new country adopted its first constitution and throughout the rest of the 19th century, Uruguays economy and government had various shifts. In addition, immigration, mainly from Europe, increased.From 1903 to 1907 and 1911 to 1915 President Jose Batlle y Ordoà ±ez established political, social and economic reforms, However, by 1966, Uruguay was suffering from instability in these areas and underwent a constitutional amendment. A new constitution was then adopted in 1967 and by 1973, a military regime was put in place to run the government. This led to human rights abuses and in 1980, the military government was overthrown. In 1984, national elections were held and the country again began to improve politically, economically, and socially.Today, due to several more reforms and various elections throughout the late 1980s and into the 1990s and 2000s, Uruguay has one of the strongest economies in South America and a very high quality of life. Government Uruguay, officially called the Oriental Republic of Uruguay, is a constitutional republic with a chief of state and a head of government. Both of these positions are filled by Uruguays president. Uruguay also has a bicameral legislative assembly called the General Assembly that is made up the Chamber of Senators and the Chamber of Representatives. The judicial branch is made up of the Supreme Court. Uruguay is also divided into 19 departments for local administration. Economics and Land Use Uruguays economy is considered very strong and is consistently one of the fastest growing in South America. It is dominated by an export-oriented agricultural sector according to the CIA World Factbook. The major agricultural products produced in Uruguay are rice, wheat, soybeans, barley, livestock, beef, fish, and forestry. Other industries include food processing, electrical machinery, transportation equipment, petroleum products, textiles, chemicals, and beverages. Uruguays workforce is also well educated and its government spends a large part of its revenue on social welfare programs. Geography and Climate Uruguay is located in southern South America, with borders on the South Atlantic Ocean, Argentina and Brazil. It is a relatively small country with a topography consisting mostly of rolling plains and low hills. Its coast regions are made up of fertile lowlands. The country is also home to many rivers and the Uruguay River and the Rio de la Plata are some of its largest. Uruguays climate is warm, temperate and there are ​rarely, if ever, freezing temperatures in the country. More Facts About Uruguay 84% of Uruguays terrain is agricultural88% of Uruguays population is estimated to be of European descentUruguays literacy rate is 98%Uruguays official language is Spanish Sources CIA - The World Factbook - Uruguay. Central Intelligence Agency.Uruguay: History, Geography, Government, and Culture- Infoplease.com. Infoplease.com. (n.d.). Uruguay. United States Department of State.Uruguay - Wikipedia, the Free Encyclopedia. Wikipedia.com.

How to Start Tutoring From Home

How to Start Tutoring From Home Recently, I started a tutoring business in addition to my classroom teaching. This works really well for me at the moment because I am teaching part-time, so I have plenty of time and sanity left for a few hours of one-on-one tutoring in the afternoons. If you’re teaching full-time, I would not recommend adding any other responsibilities to the mix, much fewer ones that involve more time spent with other people’s children! However, if you are in a situation where tutoring would enrich your life and/or your bank account, then I’d like to help you out by giving you an overview of how I planned and implemented my tutoring business plan. Think of the Big Picture What subjects are you qualified to teach? How can you prove to prospective clients that you have the knowledge and experience for these subjects? Ive found that there is the most demand for high school math tutors. If you are competent and comfortable teaching Algebra and Geometry, you will have way less trouble finding clients. I am a little rusty on these subjects, but I am taking a lot of time right now brushing up on my high school math. I figure that I only have to do it once and then I will be back on track to tutor math for the foreseeable future with no worries. Consider Your Possible Clients What age group would you like to work with? You’ll also want to decide on a reasonable radius from your home that you’d be willing to accept clients from. For example, I made the mistake of accepting a client that lives 20-minutes away from me and I will have to drive on the freeway through traffic to get there and back. Not ideal, by any means. But I was just starting out and I felt desperate for clients and I said â€Å"yes† before I let myself ponder if it would really work for me and be worth the money. If you think about this beforehand, you won’t be caught off-guard on the phone, saying yes when you really mean no. Now, I plan to only accept clients that are in my immediate neighborhood. Marketing Techniques Think about the best way to reach your target audience. Some of the options include: Flyers with tabs on the neighborhood mailboxesFlyer delivery service to your target areaPost on CraigslistSign up for an online tutoring referral servicePut up flyers on the communityAdvertise in community publicationsSend a letter and business cards to the guidance counselors at local schools Ive had the most success with mailbox flyers and Craigslist, believe it or not. One of the best things about tutoring is that theres very little start-up costs. As your client list grows, word-of-mouth will be your best way to gain new clients. Collect reference letters from long-term clients and start to build up your reputation as a trusted neighborhood tutor. Figure Your Hourly Rates Do some precise market research to see how much other tutors in your area charge. Don’t sell yourself short and once you set your rate, be careful about compromising and lowering your rate. I made the mistake of agreeing to a slight discount in order to land my first few clients. Now, I’m stuck tutoring for a lower rate that I am not totally comfortable with. At the same time, I’ve lost a potential client or two because they said my rates were too high. However, if you research it properly, you shouldn’t have to lower your rates very often at all. The Nitty-Gritty of Where and When   Will you travel to clients or ask that your students come to your home? Ideally, of course, we’d all love to have our clients arrive neatly and promptly on our doorstep ready to learn. However, if you’re just starting out, you probably won’t be able to demand such a thing. As you build your resume and references, perhaps you can make this idea more of a reality. I try to emphasize that my house is very client with no distractions, which can be appealing to parents who have chaotic homes that would make your tutoring sessions far less productive. As for the â€Å"when† part of the question, be realistic about how much time you need in between appointments and how many hours you can actually accommodate in one afternoon. Alright, the time, place, and rate are all set. Now, heres what you should do during the tutoring session itself.

Developing a Close-Out Plan in Procurement Management Plan Research Paper

Developing a Close-Out Plan in Procurement Management Plan - Research Paper Example This calls in the legal advice from either the corporate legal counsel or an outside lawyer. This is a matter of withdrawing from the provisions of the outsourced contract. Usually the terms and processes for terminating a contract before time are spelled out in the initial contract. This section of the contract is called the termination clause. This clause is there for the protection of both the buyer and the seller, since termination before time can severely damage the interests of either party. Most procurement contracts usually require that the party who wants to terminate the contract before time must notify the other party within a reasonable amount of time, failure to which can result in severe financial penalties for that party. Another aspect of termination clause is the substitute provider. The party who wants to forfeit being part of the legal contract will have to find an alternative provider for the other party if it wants to get out of the contractual relationship. Such provisions and contingencies depend on the parties to the contract. There is no hard and fast rule to this as both parties make the rules themselves of earlier termination in the initial contract (Beyond the Information Systems Outsourcing Bandwagon, 2005). If a contract has a written provision that any modification or termination by agreement should be in written form, then any termination or modification cannot be made effective otherwise. But as stated earlier, this agreement is made by the parties to the contract and termination or modification can be made possible and legally effective orally, in written form, by an act, by staying silent or by inaction, if the initial contract contains such a provision (Viscassilas, 2006). Categorizing the differences in termination of contracts There are three general scenarios in which one party feel the urge and have legal approval to end the contract; Scenario A: Termination for Cause or Default (Seller’s Gaffe) This is a classic f ault from the seller’s side in which the buyer is not satisfied by the quality of the products or the delivery timings. In brief, the seller doesn’t fulfill his contractual obligations in the way he is bound to fulfill them. ‘Failure without legal excuse’ is the key term here that defines the seller’s breach. Seller fails to complete his critical obligations and the buyer is fully defensible in terminating the contracting immediately. Breach from the seller’s side should be ‘material’, which means that the damage to the buyer must be significant enough to give him the legitimate excuse to lay off the contract. Scenario B: Closure for the Suitability (of the Buying side) This tort is inspired by the Federal Acquisition Law which states that the federal government reserves the right to end the procurement contract for its convenience. Many other governmental agencies have followed this law since and have acquired the same legal pos ition in their procurement contracts. These governmental agencies can end the contract if and when they see fitting. These governmental bodies represent state, county and local and many industries are following this legal trend. If the buyer terminates the contract before it is legally expired, he/she needs to notify the seller at a reasonable time so as to not hurt him financially. After sending the notice, both parties must come to the negotiation table to sort

Viewing the Globe in 2006 and 2056 Part 3 Essay Example | Topics and Well Written Essays - 500 words

Viewing the Globe in 2006 and 2056 Part 3 - Essay Example We live in a three-bedroom apartment in the suburbs of Nairobi. The building we live in is home to ten other families mostly from other parts of Africa and a few from various Asian ethnicities. My kids go to a nearby public school that offers a wide variety of courses and English as a medium of instruction. My day starts at six am in the morning when I get up to make breakfast and send my kids to school. Then, my husband and I get ready for work and go to our offices. I fetch my kids from school and drop them to a childcare facility located nearby my place in the break time and go back to work. When my day ends, I pick them from the centre on my way back home. However sometimes, my kids have to stay for a little longer since transport and urban mobility has been a growing concern of the city. The over-crowding has also led to health issues concerning water sanitation and hygiene. For instance, in the last week Parent-Teacher meeting at Josh and Eesa’s school. I found many pare nts complaining about their children turning sick. Also, they city is ever expanding and I have been hearing a lot of debate about the diminishing energy and water supply. Recently, my husband and I are encountering various apprehensions about our children.

Axia College of University of Phoenix Essay Example for Free

Axia College of University of Phoenix Essay The purpose and meaning of life, is to live it in the most meaningful way a person can. I work hard on this daily, and try to show the younger generation that life can be so beautiful in a lot of positive ways if you lead it the way you want it. My personal narrative will be away to express myself like I have not done before by using theories in my readings. I am a thirty-year-old man who is very energetic, outgoing, hard working that not only values my life, but everyone else’s as well. The past five years of my life have been a five-part movie that could have big as the Lord of the Rings series. I started school, two businesses, regular job I got promoted, and bought a new house. I have had to take a back seat on being there for all my family, and friends like I am use to, because for once I had to utilize time for myself. My meaning of life stayed the same thru out these years; I think these things have made me more mature on things, and to love myself a little more. The major thing that made me really evolve in the past 5 years I believe is starting school. Six years prior to me starting at UOP I dropped out of college, because I had no clue what I wanted to use my skills for, I was very lost, unhappy, and I was doing nothing for myself it was for everyone else. That single event by enrolling back in school changed my personality over night for the better. The next day I started weeding people out of my life that where imputing nothing but negatives in it. That was defiantly the turning point for me without a doubt. This event came at the right time also in my life since I was in a very dark place at the time, so I guess you can say it was meant to be. Then I started two business ventures that I had wanted to start which proved to me that I could do something for myself to benefit my life and stability. I now have more than enough responsibilities that I did not have before, like keeping my business in order supplies to maintaining my customer relationships. My new house has been the biggest ordeal and not in a bad way it has been extremely difficult to get it to my standards, and since I am so busy I have not taking time just for my house. These challenging changes in my life now are very hard to deal with, but I would not make any changes at all, because this is the happiest I have been. I have been hard on myself, but not to the point of stressing. Happiness proves to be an interesting window through which to view continuity and change in personality (McAdams, 2006). With that said it shows in my everyday life that no matter what I am faced with today my life is a lot better now than then. I took a lot growing up without a father from not being able to afford things I wanted to not having the self-confidence in myself to make change. When you receive that unexpected high grade on a tough assignment, you are likely to feel good, and your well-being shoots way up (McAdams, 2006). Starting my businesses, buying the house, and getting promoted where some very tough assignments in the past five years, but I feel so much better about who I am with a better well being. What roles have religion, race, culture, family, and gender played in the development of my personality, well the major thing that played a role was family. My family pushed me so much to a point where failing would not be expectable in any manner. My girlfriend has never stopped believing in me she always said I will be somebody, and no one can take that from me. My race, and religion beliefs did not have a huge factor in any part of this, but my personality got me sixty percent of what I have today. Looking back on the past seeing the transition that has taking place in my life from five years ago is something in itself to boost my ego. Five years ago without UOP I can honestly say that there is no way I would be where I am now. Life is a wonderful thing to have, we make our own destiny, and being rich or poor should not make us who we are, but being in love with life and our good talents that we possess should play a huge part of what we are. McAdams, D. (2006). The person: a new introduction to personality psychology. (4th ed. ). Hoboken, NJ: John Wiley Sons.

Womens Rights in Pride and Prejudice & Persuasion by Jane Austen Essay

â€Å"Are women allowed to say No†, in Pride and Prejudice / Persuasion by Jane Austen Pride and Prejudice (whose original title was First Impressions) was written in 1796-1797 when Jane Austen was 21 years old and first published in 1813. It tells us the story of Elizabeth Bennet and Mr Darcy, who will overcome the pride and prejudice they feel towards each other to find mutual happiness. Persuasion was written between 1815 and 1816. The main character, Anne Elliot, has suffered unhappiness after taking her family’s and friend’s advice to reject a man she loves. The â€Å"truth universally acknowledged† in the opening lines of Pride and Prejudice â€Å"that a single man in possession of a good fortune must be in want of a wife† defines the plot of the novels and highlights the importance of marriage and of marrying well. It is Mrs Bennet’s â€Å"business† of life to get her five daughters married and in Persuasion it is in her role as surrogate mother to Anne that Lady Russell has persuaded Anne to turn down a marriage she considers beneath her. Given this background, I have chosen to angle this essay towards a question that is also valid today, namely, are women allowed to say no? Austen writes of the small gentry, the rural elite, and in considering this question, it is crucial to have an understanding of the prevailing social distinctions, the expectations for women of this class and the limited options available to them, as well as the inheritance laws of the time. The rural elite of Austen’s novels are members of the upper middle-class. They are not the aristocracy (although Mr Darcy belongs to the aristocracy), but their connections and education give them the right to mix with high society, as well as to marry with people of h... ...vailing attitudes and inheritance laws, it would be considered perfectly normal, wise even, for women to enter into a marriage which was financially advantageous, although loveless, in order to ensure financial security for themselves and the other members of their family. In other words, it would be entirely normal for women not to be allowed to say â€Å"no†. Bibliography: AUSTEN, Jane, Persuasion, Penguin Classics, 1998 AUSTEN, Jane, Pride and Prejududice, Oxford World’s Classics, 2004 CRIPPEN RUDERMAN, Anne, The pleasures of Virtue, Rowman & Littlefield Publishers, 1995 MUKHERJEE, Meenakshi, women Writers, Macmillan, 1991 FERGUS, Jan, Jane Austen A Literary Life, Macmillan Literary Lives, 1991 WILTHSHIRE, John, recreating Jane Austen, Cambridge University Press, 2002 York Notes Advanced, Longman York Press www.sparknotes.com www.pemberly.com

Maturity and Emerging Adulthood

In his article â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties† (2000) Jeffrey Arnett proposes that a new term be put to use for the period between adolescence and adulthood. Arnett claims that â€Å"emerging adulthood† is a better label for those people between the ages between 18 and 25. With little prior attention given to this age span, theories from researchers such as Eriksen (1968), Levinson (1978) andKeniston (1971) tended to lump the youthful period starting at age 11 or so and continuing until the mid-20’s along with adulthood, making no distinction between the earlier and later phases. It is Arnett’s belief that due to the numerous changes, explorations, experimentations and explorations that occur when a young person leaves high school, there should be a completely separate categorization.Adulthood, as defined by Arnett through his research, is a period in one’s life in which demographics, subje ctive perceptions and identity explorations are no longer ambiguous (Arnett 474). He points to differences between the 1950’s and the 1990’s regarding the age in which a person perceives himself to be an adult– in an earlier time period most persons in their early twenties had already married, held jobs and had one or more children, defining them as adults. In the 1990’s not only did most of his subjects not hold jobs, they were unmarried, without children and attending school.Consequently, the age at which most researchers of an early period defined adulthood changed along with the population which not only no longer adheres to such standards to define adulthood but usually does not attain the stability and responsibility to be considered adults until their 30’s. Emerging adulthood is not adolescence, the â€Å"forgotten half† or young adulthood and Arnett proves it by pointing out the limitations of each.Article #2: â€Å"Growing up is ha rder to do†In an article from the American Sociological Association, Furstenberg et al (2004) refers to the period between the ages of 18 and 25 as early adulthood. The researchers make the assertion that becoming an adult now takes longer than it once did and is defined differently than it was in the period immediately after World War II. In the 1950’s, couples were usually married by their early 20’s, the husband held a job and most likely they had one or more children.Citing demographic trends, Furstenberg, et al. claims that now it is more likely that people in their early 20’s are getting an education and relying on their families for financial and other support. They point to several reasons for this lag in becoming an adult: the changing role of women in society, the establishment of Social Security benefits which made it unnecessary for young couples to take care of their aging parents by working after completing high school and changing economic f orces which require the acquisition of more skills before being able to land a good job that in order to support oneself (Furstenberg et al 39). It is taking longer for adolescents to reach adulthood and the growing demands on this age group occur because of â€Å"new demands on families, school and government† (40). Furstenberg and his colleagues expect that reforms must take place in both the school system and the military to ease the transition and cause young adults to grow up and become self sufficient more quickly.Maturity and Emerging Adulthood: A New Phase in Life?Recently, both sociological and psychological research has introduced the advent of a new phase in life referred to as either â€Å"emerging adulthood† or â€Å"young adulthood†. These terms apply to a nebulous period in a person’s life, roughly between the ages of 18 and 25, when an enormous amount of existential changes take place. Two theories were examined for the purposes of this pa per: â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties† Arnett, 2000) and â€Å"Growing up is harder to do† (Furstenberg et al, 2004). It is Arnett’s theory that â€Å"emerging adulthood† is the proper way to categorize this period while Furstenberg et al prefers to refer to it as â€Å"young adulthood†.Both sets of research point to the differences between the era of the 1950’s and more current times, making the assertion that the concept of adulthood, as well as its reasons for occurring later have changed due to a number of factors. The logos, ethos and pathos of each article will be examined and compared, showing that even without the scientific jargon used in the Arnett article, the Furstenberg treatise makes an arguably better case for defining the years following high school and college as â€Å"young adulthood† through its easy to understand concepts, its logical reasoning for the chang es taking place and its exploration of current circumstances regarding family, education and lifestyle.Arnett (2000) begins his research article by defining the period he deems emerging adulthood in terms of age, based on analogies to previous research which tended to lump together both the years of youth and the early years of adulthood. He presents a theoretical background on the subject, supporting evidence, explanation of the term emerging adulthood and a final cultural context.He appeals to readers’ sense of logic by citing the research findings and then defining the demographics which identify his characterization. Arnett narrowly defines the demographics of his studied group and further relates statistics which show changes in residence, responses to questions regarding a subjective definition of adulthood and respondents’ answers and a graph showing peak exploratory behavior. Using specific terminology and definitions, Arnett makes his point by employing terms which evoke a sense of scientific and psychological accuracy in his findings.Furstenberg, et al (2004) also use logos in their rhetoric. Citing survey results accomplished by other teams in both the 1950’s and closer to 2000, the findings are presented logically but without the use of scientific terminology. Factual data is used to show the differences between survey respondents’ definition of what it means to have reached adulthood. Analogies are made between the two groupings of subjects studied with allowances made for the particularly different roles of women in the two eras in order to indicate that there are now less people in the age group of 18 – 25 who are considered to be â€Å"adults† through a traditional definition of the term.Their study, in a manner similar to Arnett’s, makes a case for the introduction of a new defining period of life which they call young adulthood by pointing to previous research as well as laying out facts regard ing the changes that have taken place since the 1950’s. The conclusion of the article urges readers to think about the implications inherent in modifying existing systems of school and military preparedness training for young people.In terms of ethos, Arnett employs reliability, competence and respect for the researchers who have gone before him in making strides towards defining life phases and everything that occurs to go along with them. His research is thorough and includes extensive study in the subject, with a slant toward the psychological aspects of the period of emerging adulthood. He gives credit where credit is due and interprets previous findings with a fair and balanced explanation. His use of terminology that is beyond the understanding of most people, however, tends to produce a work that, while considered ethical, is almost meant to be condescending.Ethically, the Furstenberg article also meets the criteria of demonstrating reliability in its research findings and summaries, competence through the use of its authors’ credentials and clear understanding of the subject and respect for its readers by portraying the research results and conclusions in language easily understood by a layperson. Several snippets of interviews with subjects falling within their defined age range show that the researchers took a â€Å"hands-on† approach to their study and portrayed these descriptions in a fair and balanced manner without making judgment.An interesting facet of the study is their assertion that socio-economic levels play a key role in the development of a young person into an adult as defined in their study – those subjects in lower socio-economic levels tended to grow up much faster due to the increased urgency to find stable work, marry at a younger age and support a family and its needs. The ethos of the article is arguably more favorable in that it uses a more appropriate level of vocabulary.The article written by Arnett is least of all employing pathos to state its points. There is no visual imagery nor an emotional tone, example or emotion-invoking language. The study is very clear cut and a good example of a proponent of psychology attempting to convince the reader that his methods, rationale and findings are of a scientific nature. Not relying on emotions and keeping the article grounded in factual information ensures that it will not appeal to the subjective nature of its readers. Accordingly, pathos has no place in his writing and neither does Arnett attempt to rectify this lack.In contrast, Furstenberg et al clearly enjoy relating their research and its findings in a more conversational manner. Using visual images with corresponding descriptions of the people depicted within, the reader is given a sense of being introduced to some of their subjects. The readers of the article learn a bit about the lives of the respondents as well as their social and economic circumstances and the reasons they have reached the age of 25 or older without feeling they can be defined as an adult. Descriptions of life in the 1950’s when most couples in their mid-20’s were married and raising a family, evoke a good feel for the era and encourage the reader to relate these portrayals to â€Å"many of today’s grandparents† (33). An emotional response is the result, making the results of the study seem more relevant and interesting.Both articles made a valid point in demanding the usage of a new term for the period between youth and adulthood. Clearly, evidence from both Arnett and Furstenberg et al show that there are differences not only in the social structure of today’s society but also in the role of a young adult. After World War II, the GI Bill encouraged young men who had served in the military to receive an education through subsidies and then settle down to raise a family. No longer is there a need to support parents during this phase of life; convers ely it is usually the parents who provide financial and other support to their emerging adults. No longer do older children feel obligated to stay at home but often go through a variety of residences as they experience life in college, romantic relationships and explorations of the world at large.There has also been a change in economics not only in the United States but in the world at large. These changes are reflected in the lack of job security which often necessitates the need for further education and training (Smith). Women, in particular, have experienced a changing role due to economics. No longer expected to stay at home and be a mother, most couples find it financially necessary for the woman to obtain a job and in order to find one that is well-paying, she, too, must get an education. There is a greater percentage of young adults in today’s society who receive an education which is necessary to compete in today’s top job markets.The three indicators of adul thood which are agreed upon by both Arnett and Furstenberg et al are: financial independence, completion of education and a stable, independent home. Back in the 1950’s most were considered adults if they were married and had children while the husband held a job which could sustain his family. Today’s young adults are putting off marriage in favor of completing their educational requirements and exploring their independence. Many of them experience a delay of a decade or more between the completion of high school and the start of life as a couple (Smith).The research in both Arnett’s (2000) and Furstenberg’s et al (2004) articles is just the beginning of studying a life phase which merits further investigation. While both articles were well-written and appealed to the logos and ethos of their readers in a comprehensive manner by citing appropriate research and evidence, it was Furstenberg’s study â€Å"Growing up is harder to do† however, t hat a made for a more compelling read based on its use of pathos in the writing style. The concepts and facts outlined were compelling and it will be interesting to note what further research comes about based on their conclusions and recommendations for reform of educational and military establishments.Works CitedArnett, Jeffrey J. â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties†. American Psychologist, May 2000. 55:5, 469-80.Furstenberg, Jr., Frank, Kennedy, Sheela, McLoyd, Vonnie C., Rumbaut, Ruben G. and Settersten, Jr., Richard A. â€Å"Growing up is harder to do†. American Sociological Association, 2004. 3:3, 33-41.Smith, Christian. â€Å"Getting a life†. Books & Culture, 2007. Retrieved December 11, 2007 from the Books & Culture Website: http://www.christianitytoday.com/bc/2007/006/2.10.html.

High School and School Teachers Essay

Abstract The report underscores the importance of the â€Å"skills that are most essential and associated with career and college readiness,† [Paul Weeks] says. Since many secondary school teachers aren’t familiar with the skills that have been identified as the most essential to succeed in college, high school educators cover a breadth of skills. â€Å"Postsecondary instructors would rather see more depth, not a broad range that are only an inch deep,† asserts Weeks. For example, two students can pass algebra but have vastly different experiences and their knowledge can vary greatly. Colleges review class titles but rarely evaluate the essential skills mastered in the class. â€Å"Now we know what skills lead to college and career readiness,† suggests Weeks. â€Å"And the more high school teachers are aware of those skills and can teach them, the better their graduates will perform in postsecondary education. † Boone County schools also are collaborating with Northern Kentucky University to develop basic math programs. â€Å"We want to make sure that every student is at that level of mastery. It drives everything we do,† [Karen Cheser] says. To prepare students to be college ready, it requires â€Å"conversations, transparency, and a willingness to put out data. It takes community-will and providing resources,† she remarks. Publication Title The Hispanic Outlook in Higher Education Publisher The Hispanic Outlook in Higher Education Date 08/2013 Study Explores Why many High School Graduates Are not Ready for College by Gary M Stern Content Type Journal Article Abstract The report underscores the importance of the â€Å"skills that are most essential and associated with career and college readiness,† [Paul Weeks] says. Since many secondary school teachers aren’t familiar with the skills that have been identified as the most essential to succeed in college, high school educators cover a breadth of skills. â€Å"Postsecondary instructors would rather see more depth, not a broad range that are only an inch deep,† asserts Weeks. For example, two students can pass algebra but have vastly different experiences and their knowledge can vary greatly. Colleges review class titles but rarely evaluate the essential skills mastered in the class. â€Å"Now we know what skills lead to college and career readiness,† suggests Weeks. â€Å"And the more high school teachers are aware of those skills and can teach them, the better their graduates will perform in postsecondary education. † Boone County schools also are collaborating with Northern Kentucky University to develop basic math programs. â€Å"We want to make sure that every student is at that level of mastery. It drives everything we do,† [Karen Cheser] says. To prepare students to be college ready, it requires â€Å"conversations, transparency, and a willingness to put out data. It takes community-will and providing resources,† she remarks. Publication Title. The Hispanic Outlook in Higher Education Publisher The Hispanic Outlook in Higher Education Date 08/2013 Study Explores Why many High School Graduates Are not Ready for College by Gary M Stern Content Type Journal Article Abstract The report underscores the importance of the â€Å"skills that are most essential and associated with career and college readiness,† [Paul Weeks] says. Since many secondary school teachers aren’t familiar with the skills that have been identified as the most essential to succeed in college, high school educators cover a breadth of skills. â€Å"Postsecondary instructors would rather see more depth, not a broad range that are only an inch deep,† asserts Weeks. For example, two students can pass algebra but have vastly different experiences and their knowledge can vary greatly. Colleges review class titles but rarely evaluate the essential skills mastered in the class. â€Å"Now we know what skills lead to college and career readiness,† suggests Weeks. â€Å"And the more high school teachers are aware of those skills and can teach them, the better their graduates will perform in postsecondary education. † Boone County schools also are collaborating with Northern Kentucky University to develop basic math programs. â€Å"We want to make sure that every student is at that level of mastery. It drives everything we do,† [Karen Cheser] says. To prepare students to be college ready, it requires â€Å"conversations, transparency, and a willingness to put out data. It takes community-will and providing resources,† she remarks. Publication Title The Hispanic Outlook in Higher Education Publisher The Hispanic Outlook in Higher Education Date 08/2013.

The Harlem Renaissance And Langston Hughes Essays - Free Essays

The Harlem Renaissance And Langston Hughes Essays - Free Essays The Harlem Renaissance And Langston Hughes Humanities 1020 November 29, 2000 The Harlem Renaissance and Langston Hughes The Harlem Renaissance was a great and powerful era in black history, It was an African American cultural movement of the 1920s and early 1930s that was centered in the Harlem neighborhood of New York City (Harlem Renaissance). Langston Hughes wrote Blues and Jazz flourished throughout the streets of New York, and young black artists began to arise [. . .] (63). An important part of this era had to be the inspirational writings of Langston Hughes. James Mercer Langston Hughes, born in Joplin, Missouri, February 1, 1902, was raised by his grandmother after his parents divorced (Sporre 551). He graduated from high school in Cleveland, Ohio and went off to Mexico to live with his father for fifteen months (Jackson 1). While in Mexico, Hughes lived a very rural life and wrote many of his first poems which, although never published, began to distinguish him as a writer. Hughes attended Columbia University for one year, then returned to home for a short period in 1923 before he joined the crew of the SS Malone bound for Africa (A Salute to Hughes). From there he visited many places including Paris, Venice and Genoa before once again returning to America to live in Harlem, New York, in November 1924 (Andrews 65-69). While working in Washington D.C. as a busboy, Hughes left three of his poems beside the plate of Vachel Lindsey, an American poet, who liked Hughes poetry and helped him publicize his writings (Jackson 3). Hughes first book of poetry, The Weary Blues, was published by Alfred A. Knopf in 1926 (Langston Hughes). He was a great writer who completed a two volume autobiography, and edited many anthologies and pictorial volumes. Hughes dazzled writing for forty years and never gave up protesting for the rights of African Americans. He gave many motivational speeches across the nation supporting the black movement. Hughes continued his career publishing many books of poetry and prose. Langston Hughes went on to inspire the world through his literature until his d eath in Harlem on May 22, 1967 (Sporre 551). Living in Harlem, he soon discovered the culture and literary circle of the Harlem Renaissance. As best said in the Norton Anthology of African American Literature, Hughes brought the spirit of the African American people to life, using blues and jazz as the basis of his poetic expressions [. . .] (Andrews 1252). This is evident in some works such as The Negro Speaks of Rivers, and The Weary Blues. Most of his influences came from fellow black writers. Names such as, Dubois, Locke, Jesse Redmonfaset, Jean Toomer, Arna Bontemps, and Carl Van Vechten, inspired Hughes in his form and writing style (Andrews 929-930). His poems often portrayed the trials, tribulations, struggles and thoughts of a young Negro growing up in the twenties through sixties. His main goal was to express concern about the treatment of African Americans in this country, and to pursue civil and social justice. One of his most famous works is his continuing sage of Jesse B. Semple, also known as Simple. Hughes wrote columns about this fictional character, who dealt with very non-fictional problems. Jesse, who was really Hughes voice, expressed the views and ideas of young black Americans (Andrews 1252-1253). Creating Simple to be smart, strong witted and wise, allowed Hughes to publish and undermine the standard of our pretentious society, while ironically and humorously pointing out the hypocritical nature of American Racism (Andrews 1257-1263). Hughes went on writing four series of writings about Simple. Hughes used a variety of themes in both his poetry and his prose. Nathan Irvin Huggins wrote His voice was very moving when he read his poems publicly. His voice was both rich and poetic and gave strong inspiration and love to the black community (Andrews 1253). One work of his is particularly interesting. It shows the emotion and creativeness of the Harlem Renaissance in a few short lines. Hughes named this poem Cross. My old mans a white old man And my old mothers black. If I ever cursed my old white man I take my curses back. If ever I cursed my black old mother And wished she were

French Expressions Using Pain

French Expressions Using Pain The French word le pain literally means bread and is also used in many idiomatic expressions. Learn how to say worthless, bankrupt, godsend, and more with this list of expressions with pain. Possible Meanings of Un Pain Loaf (of bread)Bar (of wax)Bar, cake (of soap)Block (of ice) Expressions with Pain Un arbre pain – Breadfruit tree Notre pain quotidien (religion) – Our daily bread Le pain et le vin (religion) – The bread and wine Pain dabeilles – Bee bread Pain dautel (religion) – Host Pain bà ©ni(t) – Consecrated bread Pain brà »là © (adjective) – Deep golden brown Pain eucharistique – Eucharist Pain grillà © – Toast Un pain de là ©gumes/poisson/etc. – Vegetable/fish/etc. loaf Une planche pain – Bread board; (informal) flat-chested woman Une tà ªte en pain de sucre – Egg-shaped head la mie de pain (informal) – Worthless, inconsistent Bon comme (du) bon pain – Good like good bread (extremely good) Long comme un jour sans pain (informal) – Interminable Pour une bouchà ©e de pain (informal) – Cheap, for a song Pour un morceau de pain (informal) – Cheap, for a son Avoir du pain sur la planche (informal) – To have a lot to do, have a lot on ones plate, have ones work cut out Avoir peur de manquer de pain – To be worried about the future Avoir son pain cuit – To be rich; to be condemned Enlever quelquun le pain de la bouche – To deprive someone Être leau et au pain sec – To be bankrupt; to be given only bread and water Être bon comme le pain – To be extremely good Faire de quelque chose son pain quotidien – To make something a habit Faire passer le goà »t du pain quelquun (informal) – To do someone in, to kill Faire perdre le goà »t du pain quelquun (informal) – To do someone in, to kill Gagner son pain – To make a living Manger son pain blanc (informal) – To be in a good situation temporarily Manger son pain noir (informal) – To be in a bad situation temporarily Manger son pain en son sac (informal) – To eat secretly / on the sly Manger un pain trempà © de larmes – To pay a lot for something Ne pas manger de ce pain-l (informal) – To avoid profiting from a sticky or illegal situation Mettre un pain quelquun (informal) – To punch/sock someone Mettre quelquun au pain sec – To punish someone by giving them only bread to eat Nul pain sans peine – No pain, no gain Ôter le goà »t du pain quelquun (informal) – To do someone in, to kill Ôter le pain de la bouche de quelquun – To deprive someone Se prendre un pain (informal) – To get punched or socked one Retirer le pain de la bouche de quelquun – To deprive someone Savoir de quel cà ´tà © son pain est beurrà © (informal) – To know what side your bread is buttered on (to be opportunistic) Tremper son pain de larmes – To be in despair Se vendre comme des petits pains (informal) – To sell very quickly, sell like hotcakes Vendre son pain avant quil ne soit cuit (informal) – To be presumptous, count ones chickens before theyre hatched Ne pas vivre que de pain – To not be materialistic Ça ne mange pas de pain. (informal) – Its not expensive, Its not important. Cest mon gagne-pain. (informal) – Its my job, Its how I make a living. Cest pain bà ©ni(t). (informal) – Its a godsend. Donnez-nous aujourdhui notre pain quotidien. – Give us this day our daily bread. Il a plus de la moitià © de son pain cuit. – He wont live long. Il pleure le pain quil mange. – Hes stingy. Il reste du pain sur la planche. – Theres still a lot to do. Il ne vaut pas le pain quil mange. (informal) – He is lazy. Je vais au pain. (informal) – Im going to get the bread. French Bread Related Expressions There are a lot of different kinds of French bread - here are some of the most common. Gros pain – Bread sold by weight Pain azyme – Unleavened bread Pain bà ©ni(t) – Consecrated bread Pain bis – Brown bread Pain de boulanger – Bakers bread Pain brià © – Hard-crusted, very dense bread from Normandy Pain de campagne – Farmhouse bread, country bread Pain chanter – Unleavened bread Pain au chocolat – Chocolate croissant Pain complet – Wholewheat / wholemeal bread Pain dorà © – French toast Pain dur – Dry bread Pain dà ©pices – Gingerbread Pain (de) fantaisie – Bread sold by piece rather than by weight Pain frais – Fresh bread Pain franà §ais (in Belgium) – Any long loaf of bread Pain de Gà ªnes – Sponge cake with almonds Pain grillà © – Toast Pain de gruau – Vienna bread Pain au lait – Sweet roll / bun Pain au levain – Traditionally leavened bread Pain long – Any long, cylindrical bread like a baguette Pain de mà ©nage – Homemade bread Pain de mie – Sandwich bread (with a thin crust) Pain mollet – Type of bread roll made with milk Pain moulà © – Bread cooked in a pan rather than directly on the oven rack Pain parisien – Long loaf of bread weighing 400 grams Pain perdu – French toast Pain polka – Bread marked with squares Pain quotidien – Everyday bread Pain aux raisins – Raisin Danish Pain rassis –Stale bread Pain de seigle –Rye bread Pain de son – Bran bread Pain de sucre – Sugar loaf Un petit pain – Bread roll

Situation Analysis (Marketing Reserch) Essay Example | Topics and Well Written Essays - 1250 words

Situation Analysis (Marketing Reserch) - Essay Example Like any large American company, GM has also diversified its operations to include strategic partnerships with other companies and has a part in making electronic components for aircraft as well as various parts for other equipment. GM’s core product is the manufacturing of automobiles. These products are divided into several divisions that have different brand names, each designed to appeal to a different demographic part of the market. For example, the company produces both the Chevrolet and Cadillac lines. Chevrolet vehicles are designed for the market segment that wants basic and affordable transportation. The Cadillac line, however, is made for the high-end consumer who wants performance or prestige and doesn’t mind paying much higher prices for a vehicle. The company also has products in many different countries that are specifically designed for the customers who live there. Industry Trends. The automotive industry is highly competitive, and requires GM to constantly consider what the customers want and how to efficiently provide for the demands in the market. One of the major trends in the automotive industry is the fragmentation of the market, due to competition from other manufacturers outside the country. This has required a change in the location of production plants. GM and other automakers used to follow production concept called the â€Å"regional branch concept† where, because automobiles are â€Å"bulky products fabricated from thousands of parts, automobiles were assembled as close as possible to consumers in order to minimize aggregate freight costs† (Rubenstein 137). Now, given the changes in the market, they employ a more centralized procedure that considers the primary consumer of that particular brand and build production plants in places that allow easy delivery to several markets. Another major trend in the industry is the move to hybrid vehicles. As

A Rhetorical Analysis of The Video of The New iPhone 5's Keynotes Essay

A Rhetorical Analysis of The Video of The New iPhone 5's Keynotes - Essay Example I think that the keynote address on iPhone 5 by Phil Schiller attained its objective through proper use visual aids, figures of speech and the speaker’s confidence among other factors. Cooks message was related to Schiller’s which offered a perfect transition for the audience to interconnect the company progress with the new invention. The introduction of the speaker through stating his position was appropriate for the audience to realize that the information being given is first hand, tested and professional. Schiller’s keynote address is a breakdown of three parts namely; the introduction, iPhone demonstration and summary, and conclusion or fade-out. The speaker used various features of language such as rhetoric and comparative analysis to capture the attention of the audience. His prowess in public address is portrayed through the use of rhetoric language. The instances seem to be well organized by a qualified public speaker as indicated by the use of less colloquial language such as â€Å"uhs†. The introduction is dominated by the speaker’s emphasis on the uniqueness and quality of the product through the use of hyperbolic statement s such as;†...it is an absolute jewel.†(00:13:48) and† †¦simply amazing!† (0:14:55). Use of hyperbole is meant to exaggerate the quality of the product in relation to other competitors in the market. What an incredible achievement to the company following the invention (0:12:36). This portrays the magnificence of the new product in reference to its performance in the industry. During the introduction, Schiller uses interrogation, â€Å"†¦and boy, they were right!† (00:12:53), when emphasizing the popularity that the product has gained in the market. This is in reference to the news on the time magazine that indicated that the phone has changed the phones forever. A detailed presentation of the product is ensured through the use of various technological demonstrations with the