The Things They Carried by Tim O' Brian Essay Example | Topics and Well Written Essays - 1000 words

The Things They Carried by Tim O' Brian - Essay Example Every one of them finds numerous things to fault, and they all, now and again, additionally accuse themselves. Two characters specifically feature the battle for an approach to allot fault, to be specific the fighter Norman Bowker and the creator/storyteller Tim O’Brien. This paper clarifies that the purpose of the book is to delineate how warriors ought to acknowledge moral obligation just for admitting reality with regards to what occurred, and apportion all the fault and blame to aggregate or generic organizations like possibility, nature, god, or the human condition. The character of Norman Bowker speaks to a reasoning warrior who experiences a genuinely standard Vietnam War understanding. His mindful nature is represented toward the beginning of Speaking of Courage when his more youthful self is portrayed â€Å"talking about dire issues, agonizing over the presence of God and hypotheses of causation† (p. 132). These are very typical distractions for a youngster, and it is focused on that this hypothetical theory happens before there was any indication of the war, in the delightful wide open of his childhood. Indeed, even in this romanticized, blameless state, Bowker takes note of that useless catastrophe could happen. He reports â€Å"the lake had suffocated his companion Max†¦Ã¢â‚¬  (p.132). After the war is finished, Norman is spooky by what he sees as his own blame in the demise of his friend in arms Kiowa. He believes that in the event that he had acted in an unexpected way, perhaps he could have accomplished something, yet he experiences issues communicating to the regular people around him. He figures they won't comprehend, and, as his mom puts it he wouldn't like to be a trouble to them. Norman keeps in touch with the Tim O,Brien/storyteller character requesting Tim, who is an essayist, to recount to the account of â€Å"the horrendous slaughtering intensity of that crap field† (p. 153). He is alluding here to the smelling sloppy field into which the respectable character Kiowa’s dead body sank. On one level, at that point, Norman understands that that the regular

Compare the way old age is treated in the poems Essay Example For Students

Analyze the manner in which mature age is treated in the sonnets Essay Think about the manners in which mature age is treated in the sonnets Old man, elderly person and Warning. Cautioning is sonnet by the writer Jenny Joseph. This sonnet manages adulthood and mature age. The sonnet challenges societys perspective on mature age; this is prefigured in the title of the sonnet. Thus, Old man, elderly person is sonnet by U A Fanthorpe; this sonnet investigates the progressions of adulthood and the progressions brought by mature age. The subject of the sonnets is very extraordinary, Old man, elderly person investigates the changing connection among father and little girl in the over a significant time span and how mature age influences their relationship. Differentiating to the subject of Warning which challenges society perspective on mature age and her insubordination to societys desire for her to settle down and have a peaceful existence. Clearly, the two sonnets feature the viewpoint of mature age. Cautioning sees mature age as an opportunity to celebrate and have a ton of fun during this time we are to eat up tests in shops and figure out how to spit, clashing with the portrayal of mature age in elderly person, elderly person. This storyteller reveals to us that the elderly person was the epicurean of nuts yet presently has gotten tenacious in his contracted world. Moreover the tone of two sonnets are radically extraordinary as the tone of Old man, elderly person is introduced in two times, over a wide span of time, in the past the sonnet manages, anguish because of the bombed connection among father and little girl. Thus, in the present the tone is very comparative because of the bitterness, the girl deciphers from her dad in his defenseless circumstance. Subsequently, this varies in Warning as the tone is a lot of insubordinate as the storyteller attempts to affirm her privileges throughout everyday life while she is an elderly person. The tone of caution is additionally brimming with energy at the vision of encountering the opportunity of mature age and the loss of any duty that empowers us to become young people by and by. Jenny Joseph makes this effect by making her character sound defiant and emphatic with the utilization of solid intense language such When I am old, I will The character of the sonnet passes on that the elderly person will do as she expects to and will be disobedient. The incessant utilization of and just as the immature language mirrors the way that the writer sees mature age as an opportunity to lose obligation and accuse any of lifes issues for mature age. The sonnet manages the internal sentiments of the character that accepts that when she is old she will be an inverse to the cliché renditions of elderly people ladies. She proclaims this by saying that she will figure out how to spit. In any case, Old man, elderly person, a sonnet by U A Fanthorpe investigates the changing connection between a little girl (the storyteller) and father. The sonnet is an account of a man depicted through his recollections of what he resembled through his reality. The sonnet can be broken into two definitions; right off the bat, it is depicted in both the past and future tense of the keeps an eye on life. In the past tense of he sonnet the elderly person is alluded to as a man of power, world position and expert of nut and screws. Previously, the elderly person is likewise alluded to as a man who did it without anyone's help. Where as in the present the elderly person is portrayed as powerless and effortless, this differences to his freedom and bloat, as he is currently delicate and subordinate. .u4e0d94b935085a5fb692a29555659a27 , .u4e0d94b935085a5fb692a29555659a27 .postImageUrl , .u4e0d94b935085a5fb692a29555659a27 .focused content zone { min-tallness: 80px; position: relative; } .u4e0d94b935085a5fb692a29555659a27 , .u4e0d94b935085a5fb692a29555659a27:hover , .u4e0d94b935085a5fb692a29555659a27:visited , .u4e0d94b935085a5fb692a29555659a27:active { border:0!important; } .u4e0d94b935085a5fb692a29555659a27 .clearfix:after { content: ; show: table; clear: both; } .u4e0d94b935085a5fb692a29555659a27 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; obscurity: 1; progress: haziness 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .u4e0d94b935085a5fb692a29555659a27:active , .u4e0d94b935085a5fb692a29555659a27:hover { murkiness: 1; change: mistiness 250ms; webkit-progress: murkiness 250ms; foundation shading: #2C3E50; } .u4e0d94b935085a5fb692a29555659a27 .focused content territory { width: 100%; position: rel ative; } .u4e0d94b935085a5fb692a29555659a27 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content improvement: underline; } .u4e0d94b935085a5fb692a29555659a27 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u4e0d94b935085a5fb692a29555659a27 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-fringe span: 3px; content adjust: focus; content design: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .u4e0d94b935085a5fb692a29555659a27:hover .ctaButton { foundation shading: #34495E!important; } .u4e0d94b93 5085a5fb692a29555659a27 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u4e0d94b935085a5fb692a29555659a27-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u4e0d94b935085a5fb692a29555659a27:after { content: ; show: square; clear: both; } READ: Poetry Analysis A Poison Tree EssayHe is embarrassed to concede annihilation to mature age so he minds his own business not requesting help. He is depicted as a man who has lost control of his opportunity he once had, as he became self-downgraded in his nineties to cleaning up and now is frail. The little things, for example, losing a mallet trouble him to disappointment of his old agedness. The storyteller, who the peruser accepts that is the old keeps an eye on girl, needs to support him and let him depend on her. All things considered, as he is difficult and reluctant he doesn't permit her in. The inner self of the elderly person is closing out the storyteller. The storyteller cherishes the elderly person and his vulnerability and needs to support him. Readily the storyteller needs to walk the elderly person to Drury Lane and discover his sledge. The storyteller is endeavoring to assist him with easily overlooked details and is eager to be imperceptible yet be there for him. The elderly person obviously conceals his feelings and emotions from his girl. The storyteller argues to support the elderly person and consoles him she might be a cloud. Differentiating, the character of Jenny Josephs sonnet is anticipating turning out to be old she makes it smooth that she will be affirming her privileges and wants as an elderly person. The lady expects on breaking the cliché viewpoint of elderly folks individuals; she emphasizes her point that she will be free and a stunning elderly person. The elderly person watches mature age as a period for getting free and having no duty, as she says that she will, go out in my shoes in the downpour and pick the blossoms in different people groups gardens. The sonnet additionally sounds entertaining and makes you need to grin but at the same time is inciting the internal contemplations and sentiments of the elderly person who accepts society has striped her of her uniqueness and chance to communicate. The style of Warning and Old man, elderly person differentiate marginally between the three tenses of the past, present and future. In Old man, elderly person, the words and descriptors are passed on through power are related principally with the man in his past dissimilar to his shortcomings which are related with the man in his present. In the past of the elderly person, he is perceived as the long lasting agent and has world power. Expressions related with the keeps an eye on shortcoming situated in the present, as now his life is ruins among intimations. The differentiation between the over a wide span of time speak to the progressions the elderly person has experienced. Verse three of Warning identifies with the womans adulthood, presently (in the present) she should acclimate and act in a dependable and solid style. In contrast with Warning, Old man, elderly person utilizes sporadic line length the enjambment of sentences reflects the ruins and confusion of the old keeps an eye on life edifying the peruser of the old keeps an eye on inconveniences. The tone in verses one and two of Old man, elderly person have a pitiful tone as they take a gander at the adjustments in the elderly person and his life. The elderly person was a specialist in DIY, he was a jack of all trades. The tone of verse one and two change into a progressively lovely tone though in refrain three and four as they are applauding the man of his autonomy. Also, verse nine and ten go to a progressively close to home viewpoint as it centers around the little girl and her emotions with her dad, as the elderly person is free and needs to remain autonomous. Refrain eleven finishes and summarizes the entire sonnet and gathers together the little girls feeling. In Warning, the sonnet has a funny and taunting tone. In refrain one, the tone is defiant, funny, and astonishing. The tone has a feeling of fervor as the elderly person is anticipating the future possibility of encountering opportunity of mature age and the freedom. Jenny Joseph discusses how individuals see wear horrible shirts and eat thee pounds of wieners at a go a horrendous way of life. Refrain three has an extraordinary tone, which varies to verse one and two. .u6f8b3d9ec689e64cc18ccaf3879cdfee , .u6f8b3d9ec689e64cc18ccaf3879cdfee .postImageUrl , .u6f8b3d9ec689e64cc18ccaf3879cdfee .focused content zone { min-stature: 80px; position: relative; } .u6f8b3d9ec689e64cc18ccaf3879cdfee , .u6f8b3d9ec689e64cc18ccaf3879cdfee:hover , .u6f8b3d9ec689e64cc18ccaf3879cdfee:visited , .u6f8b3d9ec689e64cc18ccaf3879cdfee:active { border:0!important; } .u6f8b3d9ec689e64cc18ccaf3879cdfee .clearfix:after { content: ; show: table; clear: both; } .u6f8b3d9ec689e64cc18ccaf3879cdfee { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; progress:

AP Literature Vocabulary chiasmus, zeugma Essay Example

AP Literature Vocabulary chiasmus, zeugma Paper asyndeton discarding conjunctions between words, expressions, or conditions. It is a rundown of terms. Model: On his arrival he got awards, praises, treasures, titles, notoriety. polysyndeton The utilization of a combination between each word, expression, or provision. Model: The read and contemplated and composed and bored. chiasmus Switch parallelism The second piece of a sentence is adjusted or resembled by the initial segment, just in invert request. Model: We live beyond words bite the dust to live. zeugma Incorporates a few comparative expository gadgets, all including a linguistically right linkage of at least two grammatical features. Model Pride opresseth quietude; disdain love, remorselessness empathy. absolute opposite sets up an unmistakable, differentiating connection between two thoughts by consolidating them or comparing them, regularly in equal structure, making an unequivocal and efficient connection between thoughts. Model: To blunder is human, to pardon, divine. anaphora Is the redundancy of a similar word or words toward the start of progressive expressions provisos, or sentences, generally related to peak and parallelism. Model: In books, I locate the dead as though they were alive; in books I predict what might be on the horizon; in books warlike issues are presented; from books approach the laws of harmony. bracket Comprises of a word, expression, or entire sentence embedded as an aside in the center of another sentence. Model: But in whatever regard any other individual is intense (I talk in stupidity), I am should as strong myself. punctuation Interferes with the conversation or talk and addresses legitimately an individual or embodied thing, either present or missing. Model: O books, who alone are liberal and free, who provide for all who ask of you and emancipate all who serve you faithfull! appositive A thing or thing subsitute set close to another thing to be portrayed or characterized by appositive. Model: Henry Jameson, the manager of the activity, consistently wore a red baseball top. juxtaposition To put next to each other, particularly for examination or complexity anastrophe Reversal of the normal or regular word request ideal world perfect or immaculate society oppressed world a general public portrayed by neediness, filthiness, or abuse conundrum A lot of apparently opposing components which by the by mirrors a basic truth. Model: Come, Lady, pass on to live Shakespeare non-serious inquiries An inquiry that doesn't anticipate an express answer. tactile subtleties (symbolism) Utilizing the five faculties to portray something saying A short articulation that passes on a general truth. Model: total force debases completely confusing expression A picture of opposing terms Model: Bittersweet, really appalling, mammoth economy size Synecdoche A hyperbole that uses a section as illustrative of the entire Example: All hands at hand implication A reference contained in a work. Metonymy An interesting expression in a delegate term is utilized for a bigger thought. Model: The pen is mightier than the blade similitude An examination of two not at all like things. Model: eye of ice logic Significant reason: All well evolved creatures are warm-blooded. Minor reason: All dark pooches are warm blooded animals. End: Therefore, all dark pooches are warm-blooded. doublespeak a replacement for an articulation that may insult or recommend something undesirable to the recipient, utilizing rather a pleasant or less hostile articulation, or to make it less problematic for the speaker Model: Death: kick the container nod off overstatement distortion comparison Examination of two not at all like things utilizing like or as embodiment The doling out of human characteristics to lifeless things or ideas Expression Creators words/jargon Linguistic structure Linguistic structure of writing and verse Idiom An expression that is normal in regular, unconstrained discussion Subject the exercise that the creator needs you to learn Similar sounding word usage first consonant is rehashed red room sable clad shape standing erect low and enraged Consonance last consonant of the word is rehashed wet grass and tempest beat scours dark clock Sound similarity vowel is rehashed dark column sable clad shape standing single rocks and projections Style Analysis Breaking down the individual words a creator is utilizing, particularly the signification and meaning of the words Break down separate into parts, and rework them so as to make/find new importance. Indication word reference significance of a word Implication passionate significance of a word pride an all-inclusive illustration with a mind boggling rationale that oversees an idyllic entry or whole sonnet song type of stanza, frequently an account set up with a good soundtrack tribute A sort of sonnet committed to the recognition of an individual, creature, or thing.An tribute is generally written in a raised style and regularly expressesdeep feeling. A model is Ode on a Grecian Urn, by John Keats. villanelle a section type of French cause comprising of 19 lines masterminded in five tercets and a quatrain. The first and third lines of the primary tercet repeat on the other hand toward the finish of each ensuing tercet and both together toward the finish of the quatrain free section section that doesn't follow a fixed metrical example epitaph a melancholy or mournful sonnet or melody, esp a regret for the dead incline rhyme rhyme in which either the vowels or the consonants of focused on syllables are indistinguishable, as in eyes, light; years, yours. manly rhyme a rhyme of yet a solitary focused on syllable, as in scorn, grumble. interior rhyme a rhyme made by at least two words in a similar line of section. accurate rhyme Close accurate reiterations of end-sounds sestina a sonnet of six-line refrains and a three-line emissary, initially without rhyme, in which every verse rehashes the end expressions of the lines of the main verse, yet in various request, the agent utilizing the six words once more, three in the lines and three toward the end. work a sonnet, appropriately expressive of a solitary, complete idea, thought, or feeling, of 14 lines, as a rule in poetic pattern, with rhymes organized by one of certain unmistakable plan ladylike rhyme a rhyme both of two syllables of which the second is unstressed (twofold rhyme), as moving, thought, or of three syllables of which the second and third are unstressed (triple rhyme), as in lucky, urgent. time misplacement a person or thing that isn't in its right verifiable or ordered time, particularly a thing or individual that has a place with a prior time: The blade is a time misplacement in present day fighting. carpe diem Latin . hold onto the day; appreciate the present, rather than setting all expectation later on. We will compose a custom article test on AP Literature Vocabulary chiasmus, zeugma explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on AP Literature Vocabulary chiasmus, zeugma explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on AP Literature Vocabulary chiasmus, zeugma explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer

The Quiet Radicalism of Jane Austens Emma - Literature Essay Samples

â€Å"Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of existencewith very little to distress or vex her.† (Emma, V.1,Ch.1) This opening character summary of the heroine in Austen’s novel Emma should instantly set off alarms in the minds of any avid Austen reader. In Emma, we have an Austen heroine who is attractive, wealthy, and even described as possessing â€Å"the best blessings of existence†; this seems far too good to be true. Indeed, Emma is unlike all other Austen heroines in that she is both financially independent and lacking most of the romantic sensibilities plaguing the young ladies of her time in that she does not see marriage as a goal worth aspiring to. Her wealth gives Emma the privilege of marrying solely for love, and not in hopes of attaining financial security. Yet, despite Emma’s nonconformity to the standard Austen protagonist, she still finds happiness in matrimony at the end of Emma. One interpretation of the frequent, happily-married endings in Austen novels might be that they belie Austen’s feminist stance on the patriarchal nature of marriage in the nineteenth century. In nineteenth century literature, marriage is often presented as a gendered hierarchy that requires the submission of the female protagonist to her male counterpart, losing a part of herself in the end. However, further analysis of Emma suggests that Austen actually subverts the marriage trope such that marriage actually adds to Emma rather than subtracts from her. Austen uses pedagogy and self-development to track the emotional growth of her protagonist. Through her descriptions of Emma’s childish machinations before and after she realizes her love for Mr. Knightley, Austen implies that Emma’s maturation is the sole prerequisite to her finding true love with Mr. Knightley. In doing so, Austen makes the point that marriage itself is not the focus of the story and not the goal of her protagonist , supporting the feminist interpretation of Emma. To properly assess Emma’s maturation throughout Emma, one must first understand Emma’s initial shortcomings as a character, as well as her motivations behind befriending Harriet Smith. For a woman of her time, Emma has an extraordinary amount of financial independence and societal agency, especially compared to her fellow Austen heroines. Thus, one of the first things we learn about Austen’s protagonist is that Emma sees no point in marriage for a lady of her station, saying to Harriet, â€Å"I have none of the usual inducements of women to marry. Were I to fall in love, indeed, it would be a different thing! but I never have been in love; it is not my way, or my nature; and I do not think I ever shall. And, without love, I am sure I should be a fool to change such a situation as mine. Fortune I do not want; employment I do not want; consequence I do not want: I believe few married women are half as much mistress of their husband’s house as I am of Hartfield† (Emma, V 1, Ch. 10) Not only is Emma under no financial compulsion to marry, she also considers being in love out of her â€Å"nature†, and doubts that it will ever be within her nature. Emma also seems to eschew the power dynamic inherent to marriage, doubting that the household power she would have as a married woman would parallel her unquestioned power as â€Å"mistress† of Hartfield. In fact, the narrator tells the reader that the only â€Å"real evils† plaguing Emma â€Å"were the power of having rather too much her own way, and a disposition to think a little too well of herself.† (Emma, V. 1, Ch. 1) In short, these quotes reinforce Emma’s power within her household, her power in her community, and her power over the people closest to her, such as her father and her former companion, Mrs. Weston. With the problems of economic and social disparity disqualified as possible sources of conflict for this novel, one is left to wonder what Austen could possibly use to plague her heroine. Actually, it is Emma’s mistreatment of those less fortunate than her that highlight her character flaws, mark her character’s improvement throughout the novel, and pave her path to true love. Harriet Smith, Emma’s ill-fated protà ©gà ©, is the first source of conflict in the novel. Harriet is the â€Å"natural daughter of somebody† ( Emma, V. 1, Ch. 3), and a parlour-boarder at the local boarding school. It is Harriet’s beauty that first catches Emma’s attention, and thus Emma decides that, â€Å"She would notice her; she would improve herdetach her from her bad acquaintance, introduce her into good societyform her opinions and her manners. It would be an interesting, and certainly a very kind undertaking; highly becoming her own situation in life, her leisure, and powers.† (Emma, V. 1, Ch. 3) Emma’s intentions, though probably kind-hearted, are quite condescending, a fact that is apparent to the reader but not to Emma herself. Emma’s savior complex masquerades as righteousness as she resolves to â€Å"notice† and â€Å"improve† Harriet. Emma also believes that her â€Å"situation in life, her leisure, and powers† qualify her for the role of mentor. However, her faults as a mentor quickly become apparent. As the director of Harriet’s reformation, Emma often steers her protà ©gà © down paths that make Emma’s life more interesting, without using Harriet’s best interests as a compass. For instance, Emma encourages Harriet, a woman of little wealth, to forget her â€Å"course and unpolished† (Emma, V. 1, Ch. 3) farmer Martin. Emma convinces Harriet to, instead, look beyond her social class and aim for a wealthier husband so that she can remain in Emma’s social circle. But her plans go awry when the chosen vicar Mr. Elton jilts a heartbroken Harriet. Emma’s naivetà © stems from her privilege, and it blinds her from seeing the harm this social climbing project could do to Harriet. Though Emma is right in believing that, as a woman with the power and resources she has, it is her responsibility to help those less fortunate, Emma fails to realize her social function and potential as a leader. She instead toys with Harriet’s fate solely because her reformation would be an â€Å"interesting undertaking†. The problem with Emma is that she is incapable of seeing the weight her actions carry, and the long term implications they could have on Harriet’s future happiness. Though Mr. Martin truly cares for Harriet, he is not part of the fun project Emma has in mind, and is thus useless to her. What saves Emma as a heroine in the eyes of the reader is the fact that Emma does not hate Harriet; her ignorant machinations seem to stem from a genuine desire to help her friend. Emma hopes that her matchmaking will lay the foundation for Harriet and Mr. Elton’s relationship, and in her heart she truly believes that Mr. Elton is â€Å"in the fairest way of falling in love, if not in love already† (Emma, V. 1, Ch. 6) with Harriet. Her good-natured ignorance keeps the reader invested in the growth of her character, hoping Emma will gain the maturity she needs to put her intelligence, wealth, and social consequence into good use. The reader certainly supports Mr. Knightley when he berates Emma by saying that whoever had raised Harriet surely did not â€Å"plan to introduce her into what you would call good society [they] thought [Mr. Martin] good enough for her; and it was good enough† (Emma, V. 1, Ch. 8). He caps his statement by announcing that Emma has been â⠂¬Å"no friend to Harriet Smith† (Emma, V. 1, Ch. 8). At the time, Emma â€Å"did not repent what she had done† (Emma, V. 1, Ch. 8), but after Mr. Elton proposes to her and not to Harriet, Emma’s attitude changes. She says, â€Å"The first error, and the worst, lay at her door. It was foolish, it was wrong, to take so active a part in bringing any two people together. It wasassuming too muchshe was quite concerned and ashamed, and resolved to do such things no more.† (Emma, V. 1, Ch. 16). In this quote, Emma both recognizes the implications of her actions and, most importantly, is repentant, even though her repentance is belated. This guilt stemming from a girl who once had â€Å"very little to distress or vex her† is remarkable growth indeed. Not only does she call her actions â€Å"foolish† and â€Å"wrong†, she also admits that her role as matchmaker â€Å"[assumes] too much†, implying that there are things she should not cont rol even though she has the power to. In the end, Emma’s inaction finally allows Harriet to happily marry her Mr. Martin. Her friendship with Harriet teaches Emma that she has the power to affect the lives of others, positively and negatively. However, her friendship with Harriet is not the last lesson Emma must learn before her maturation process truly comes to its conclusion: her treatment of the Bates family also forces Emma to acknowledge her social consequence and ability to influence society. The narrator describes Miss Bates as being in the â€Å"very worst predicament in the world for having so much public favour† (Emma, V. I, Ch. 3): after having lived an unexceptional youth and middle of life, she remains a spinster throughout Emma, and is financially dependent on her mother’s paltry income. Though her and her mother are in Emma’s social circle, their wealth is diminishing quickly and thus they rely heavily on the charity of other Highbury residents. Austen sets up Miss Bates as a pitiable, likeable character, and Emma admits that as a resident of Highbury she has a subtle duty to â€Å"contribute what she ought to the stock of [the Bates’] scanty comforts† (Emma, V. II, Ch. 1). However, it is a duty she often shirks because she finds it â€Å"very disagreeablea waste of timetiresome women† (Emma, V. II, Ch. 1). Because the reader pities Miss Bates, Emma’s apathy is jarring and immediately rejected in the eyes of the reader. In the first chapter of Volume II, Emma brings herself to visit the Bateses, even though her reasons for the visit are slightly selfish. Throughout her visit with the Bateses, Emma finds Miss Bates’ loquaciousness extremely tiresome, and ends the visit quickly. Her inner derision does not become a true problem, however, until later in the novel. At a Box Hill picnic scene, Emma’s internal dislike of the Bateses becomes an external matter. As part of a picnic game, Miss Bates, Emma, and the other picnic attendees are tasked with saying one statement that is clever, two that are moderately clever, and three that are dull. As Miss Bates prepares to say three dull statements, Emma quips â€Å"Ah! ma’am, but there may be a difficulty. Pardon me—but you will be limited as to number—only three at once† (Emma, V. II, Ch. 7). Austen prefaces Emma’s cruel remark with â€Å"Emma could not resist,† making the author’s intention in highlighting the compulsory nature of Emma’s remark unclear. Thus, the reader is left to wonder whether Austen means to reprimand or excuse Emma’s insensitivity. However, one thing is clear: Emma cannot resist using her privilege and intelligence as leverage to make fun of those less fortunate. Rather than responding with anger at the obvious quip, Miss Bates responds by saying, â€Å"Ah!—well—to be sure. Yes, I see what she means and I will try to hold my tongue. I must make myself very disagreeable, or she would not have said such a thing to an old friend† (Emma, V. II, Ch. 7). Though Emma’s observation is the truth, it is a truth that her social circle has implicitly agreed to ignore in the name of decency and out of respect for Miss Bates. Another reason for their forbearance is revealed in Mr. Knightley’s reproach of Emma’s actions as they wait for their carriages after the picnic. He says, â€Å"Emma, I must once more speak to youHow could you be so.insolent in your wit to a woman of [Miss Bates’] character, age, and situation?—Emma, I had not thought it possible Were she your equal in situation—but, Emma, consider how far this is from being the case You, whom she had known from an infant, whom she had seen grow up from a period when her notice was an honor, to have you now, in thoughtless spirits, and the pride of the moment, laugh at her, humble her—and before her niece, too—and before others, many of whom (certainly some,) would be entirely guided by your treatment of her.† (Emma, V. II, Ch. 7) Mr. Knightley, as usual, gets to the root of Emma’s cruelty; the reason why Emma’s quip was so inappropriate was because, not only is Miss Bates not her equal in status, wealth, or intelligence, but also because Emma’s elevated social status could set a precedent for how the rest of Highbury society treats Miss Bates. Mr. Knightley aptly points out that Emma’s actions and words carry enough weight to give her power, and her power has the ability to hurt Miss Bates. Despite the brashness of her comment, there are signs of growth in Emma’s character that were absent in her dealings with Harriet. Different from the instance with Ms. Smith, as soon as Mr. Knightley begins talking, Emma â€Å"recollected, blushed [and] was sorry,† (Emma, V. II, Ch. 7). As she ruminates on the incident privately she feels â€Å"vexednever had she felt so agitated, mortified, grieved, at any circumstance in her lifeHow could she have been so brutal, so cruel to Mis s Bates!† (Emma, V. II, Ch. 7) The weight of her social consequence and responsibility finally dawns on Emma: as a leader of her society, she has the power to set a standard of behavior. Often, a sign of maturity is being able to shift one’s focus away from themselves and fix onto those around them. Towards the end of Emma, our heroine sincerely pays a visit to the Bateses, no longer prompted by duty but by her new-felt responsibility to her community. Miss Bates played an important role in Emma’s maturation process and journey towards self-knowledge. Throughout the novel, there is one character that functions as Emma’s moral compass, holding her accountable for her actions and words: Mr. Knightley. He articulates a vision of individualism for Emma, both recognizing and working to amplify her power. Early in the novel, he explains his function by saying that correcting Emma when she missteps is something he considers â€Å"a privilege rather endured than allowed, perhaps, but I must still use it. I cannot see you acting wrong, without a remonstrance† (Emma, V. II, Ch. 7). Within the novel he often speaks for the reader, recognizing Emma’s potential before she does. As he reprimands Emmas treatment of Harriet, he says, â€Å"Emma, to hear you abusing the reason you have, is almost enough to make me think so too. Better be without sense, than misapply it as you do† (Emma, V. I, Ch. 8). He never doubts Emma’s potential to grow, but instead laments the misapplication of her â€Å"reason† and à ¢â‚¬Å"sense†. He never shies away from telling her what he thinks she needs to hear, even if it earns him her scorn or hate. Emma’s gradual maturation is exactly what makes her and Mr. Knightley’s convergence at the end of Emma so fulfilling for the reader, because marriage to Mr. Knightley isn’t submission, but rather a fulfillment of the power of Emma’s individualism. Her sudden realization of her love for Mr. Knightley is especially touching: she says, â€Å"It darted through her with the speed of an arrow that Mr Knightley must marry no one but herselfthere never had been a time when she did not consider Mr Knightley as infinitely the superior, or when his regard for her had not been infinitely the most dearShe had herself been first with him for many years past. She had not deserved it; she had often been negligent or perverse, slighting his advice, or even willfully opposing him, insensible of half his merits, and quarreling with him because he would not acknowledge her false and insolent estimate of her own but stillwith an endeavor to improve her, and an anxiety for her doing right, which no other creature had at all shared† (Emma, V. II, Ch. 12). Her ability to finally acknowledge Mr. Knightley as a romantic figure, though sparked by her jealousy of Harriet, is only possible because she is able to see just how much of an instrumental role he has played in her maturation. Though she has been â€Å"negligent or pervers e†, often ignoring his advice and resenting his censure, he guided her â€Å"with the endeavor to improve her†. Because he is the only character that has guided her towards self-development, her love for Mr. Knightley is the emotional manifestation of her maturation. To realize her feelings for Mr. Knightley, she had to learn to broaden her scope outside herself and find value in the needs of others, such as Harriet and Miss Bates. In this sense, love in Emma represents pedagogy and a guided maturation towards a better self for Emma. Though Austen’s Emma might seem conservative in its feminist views by eventually marrying Emma off in the end, the novel makes a rather radical statement. This novel is about the representation of an individual, not about the subordination of a woman in marriage. No other character in Emma experiences personal change in the novel, making Emma’s growth all the more conspicuous. Austen does not make marriage, love, and courtship the personal goal of her protagonist, so by the end of Emma, our heroine’s marriage to Mr. Knightley seems almost incidental. Emma’s love story is only made possible as she gains a better understanding of herself, and the influence she wields in her community. Through her interactions with both Harriet and Miss Bates, Emma learns that a consequence of her privilege is that her actions and words carry weight, and thus she has the power to hurt those close to her. In other Austen novels, the fulfillment of the love and marriage narrati ve is often what the reader looks forward to the most towards the conclusion of the story. However, because Emma does not initially seek a husband and does not immediately view Mr. Knightley as a romantic figure, the reader is distracted from the love plot. Instead, in Emma, it is the maturation of the heroine that the reader looks forward to most because her growth both salvages her character and catalyzes the beginning of her love story with Mr. Knightley.

The World War I And The Great War - 1560 Words

World War One , also known as the Great War was a global war fought between the allied powers and the central powers from July 1914 to November 1918. The assassination of Franz Ferdinand led to the outbreak of world war one. Franz Ferdinand was the arch duke of Austrian-Hungarian Empire and was considered as the heir of the Empires monarchy throne. However there was many other factors that caused world war one. Alliances which is an agreement between two or more countries which gives help if one country needs it. Alliances were common during the war. The allied powers which were the winning side consisted mainly of France, the British Empire (Australia, United Kingdom, and New Zealand) and Italy while the central powers consisted of the Ottoman (Turkey), German and Austrian-Hungarian empires. Australia, a young country which was federated about a decade after the war started, was so still incensed with its mother country, England. Australia has had a long history with England prior to the start of the war. Since England colonised Australia in 1788 when the First fleet arrived, Australia has many things in common with England. This includes the culture and the same language in both countries. Another reason why England was Australia’s mother country was because most Australians had a British heritage. On the day England declared war with the German and Austrian-Hungary empires, Australia had strong defence and trade ties with England. Military ties kept on expandingShow MoreRelatedThe Great War : World War I894 Words   |  4 Pages The Great War: World War I World War I, otherwise known as the Great War, began as a small battle that eventually developed into a prodigious uproar between several countries. WWI’s beginnings are controversial and historians throughout the world have several theories about the destructive event. Said to be one of the most disastrous and ruinous struggles between nations, The Great War lasted from July 1914 until November 1918. Referred to as a World War because of the global participation andRead MoreWorld War I And The Great War1472 Words   |  6 PagesWorld War I was usually suggested to as The Great War. The war began sometime in 1914 and lasted four years, ending in 1918. America endorsed, in this era, a great amount of devastation. Throughout those four years alone approximately nine million casualties occurred and in addition millions more were mutilated, grief-stricken, handicapped, or traumatized. World War I is referred to by some, the first catastrophe, man-made, of the twentieth century. Many historians continue to contemplate the essentialRead MoreThe Great War Of World War I1490 Words   |  6 PagesThe Great War also considered to be World War I, although not initially named that due to not knowing that there would have been a second one. The war lasted from 1914-1918 and was one of the most violent wars known to history. Before war broke out many of these countries were flourishing economically and wanting to advance their country. During this time period many of the countries were unified and if there was one country that were to engage in war with one then it would cause a major war. ARead MoreWorld War I And The Great War1004 Words   |  5 PagesWorld War I or the Great War as it became known, occurred due to many causes, some of which are still unknown. The obvious trigger was the assassination of the heir to the AustriaHungarian throne archduke Ferdinand and his wife Sophie on the twenty-eighth of June 1914. But a great portion of the cause dealt with past disputes between the Great Powers and such aggressive principles as Nationalism: the strong feeling of pride and devotion to one s country, Imperialism: the domination of one countryRead MoreWorld War I And The Great War1249 Words   |  5 PagesWhenever you come across World War I, don’t you ever deeply think about how it all started? Who would have known that just 2 pulls of a trigger could have triggered a demoralizing World War? World War I, also known as â€Å"The Great War,† was a war that primarily took place in Europe. It officially started on the 28th of July in 1914 and it unexpectedly lasted until the 11th of November in 1918 (about 4 years). The most predominant countries that fought in this war include Great Britain, France, RussiaRead MoreWorld War I And The Great War1147 Words   |  5 Pagesperspective of being the First World War, it truly lived to the name of â€Å"The Great War†. While no war is ever simple, this one was very complex for its time. It was a vast war with a revolutionary impact on military advances. The end result of the war, catastrophic. It was a conflict on a global scale that later involved over thirty nations. If anything it was a war on politics, and really illuminates what poor political stamina can result in. With all of this in mind the question stands, â€Å"What madeRead MoreThe Great War And World War I Essay1198 Words   |  5 PagesBetween 1914 and 1918, many of the worlds leading countries were neck to neck in a bloody and gruesome battle known as the Great War or World War I. The United States practiced its policy of isolationism, a policy of remaining apart from the affairs or interests of other countries. However, in April 1917 the United States officially entered the war. Although the United States only fought in two battles, at St. Mihiel and the Meuse-Argonne, the fighting took a heavy toll on American lives. In anRead MoreWorld War I And The Great War1196 Words   |  5 Pagesfrom this 20th century time period under the influence of mass media. World War I, or the Great War, was one of the bloodiest wars of all time. It was a war sparked by militarism, alliance, imperialism, and nationalism. However it’s affliction laid the groundwork for post war prosperity. Nearly all social classes felt its benefits. Workers rights improved, taxes were lowered, technology advanced, and industry boomed. The war was brutal and th e roaring twenties were a chance for the United StatesRead MoreWorld War I And The Great War1509 Words   |  7 Pagespower. World War I, also known as the Great War was the outcome of many tensions and a sequence of calamitous incidents that plunged Europe into a disaster zone. Due to the use of the machine gun and trench warfare, most of the war was a battle of attrition between the â€Å"Triple Alliance† and the â€Å"Triple Entente†. Millions of people fought and died in this war, among them thousands of Canadians. There have been many attempts to reconstruct experiences and battles of the First World War in proseRead MoreWorld War I : The Great War1747 Words   |  7 PagesHistory p.7 Thesis Paper World War 1- Hell for Soldiers World War I, also known as the Great War, started in 1914 when Austria-Hungary declared war on Serbia. This conflict was originally rather minor, but soon, a multitude of different nations were becoming involved. The reason for this was mainly because of the alliances that different countries had made with each other. These countries, such as Germany, Russia, Great Britain, and France quickly became involved in the war. Troops were sent off to

Chapter 6 Homework free essay sample

If you need to convey information that contains good- or neutral-news, you should a. use letters but not e-mail or voice mail. b. use e-mail but not letters or voice mail. c. use e-mail and letters but not voice mail. d. use e-mail, memos, or voice mail. 2. A Business messages should be organized based on a. a prediction of the receiver’s reaction to the main idea. b. the deductive sequence. c. the inductive sequence. d. a reflection of the writer’s mood and personality. The strategies for structuring effective good- and neutral-news messages a. follow the inductive sequence. . vary dramatically from one company to another. c. can generally be applied to cultures around the world. d. are generally consistent among North American audiences. 4. CWhich listing presents the steps for the deductive sequence approach for a good-news message? a. Begin with the details, state the main idea, and end on a friendly thought. We will write a custom essay sample on Chapter 6 Homework or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page b. Begin with the main idea, provide details and explanation, and end on a future-oriented closing thought. c. Start with a friendly thought, provide details, and end with the main idea. d. None of the above 5. DMary has a neutral message to deliver to a co-worker. What delivery options would be the most effective? a. Letter, e-mail, or telephone b. Memo, instant messaging, or voice mail c. Letter, web site, or in person d. Memo, e-mail, or telephone 6. DWhich of the following is NOT an advantage of the deductive sequence approach for a good- news message? a. The first sentence receives attention since it is in an emphatic position. b. The good news in the first sentence puts receivers in a good frame of mind. c. The organization is persuasive and calls for action. d. The receiver can understand the important idea and skim the supporting details. BWhich of the following is recommended advice when writing an appreciation message? a. Time the message to arrive two to three weeks following the action or event. b. Use slight exaggerations to communicate your favorable attitude. c. Avoid specific remarks about the receiver’s performance or achievement. d. Send a copy of the appreciation message to the individual’s supervisor. 8. A Sending a sincere apology message to a customer for a serious mistake made could be considered a. a negative news message. b. an attempt to preserve a relationship. c. unnecessary, since a verbal apology is more meaningful. d. mistake. 9. D Your staff has worked hard to successfully complete a project for a large advertising client. Which of the following is the best way for you to express thanks to the staff? a. Thank them at the staff meeting next week. b. Post a note on the company intranet. c. Ask your administrative assistant to post a note in the lunchroom. d. Send an email immediately to all staff. 10. A Ignacio is asking for a refund or a replacement for a malfunctioning DVD player; his request for the refund or replacement would be considered a a. persuasive claim. b. complaint. c. routine claim. d. negative news message.

Using Writing Services to Learn Math

Using Writing Services to Learn MathThere are many ways to learn the concepts of mathematics through the help of tutors and writers. But these people who work in Math/Science/Engineering/Math/Science or Biology classes are mostly the professional people and they lack the interest for homework and no time to spend in learning the basics of math.If you have the interest for research papers and other academic papers, then you can perform this task with the help of tutors and writers. But if you want to get a perfect score on your exams, then you should have the skills and knowledge of math. There are many writing services available in which people who write and make math problems give the assignments.Writing is a skill that is widely used by all the people who make math problems. Thus you can search for online writing services or tutoring services on the internet. You can always find the writing services providing tutoring services by people who do not have the ability to write. They ju st copy and paste some words and put numbers on it to make math problems.Many people always find it difficult to write for simple tasks such as filling in forms. You need to write a complex sentence to write a complex subject. If you want to learn something and are working on your essay or research paper, then you need to make sure that you can write correctly. These essays and research papers should be written with confidence and not by individuals who do not know the basics of math.There are also many writing services available in which people who make math problems give the assignments. Such people should not be written as people who do not have the ability to write. Therefore, there are numerous advantages of using tutoring service writing services over the individuals who make math problems.Most of the tutoring services provide tips and the solutions of math problems. These tips and the solutions can be downloaded from the Internet. Some of the article writing services are prov ided by freelance writers who write different articles and sometimes the article is related to math and science and sometimes the articles are not related to the subject. These writers have all the interest in solving math problems.Online writing services provide simple tutorials and research papers for the students. If you want to know more about various aspects of math, then online writing services will help you.There are many writing services available in which people who write and make math problems give the assignments. If you want to learn something and are working on your essay or research paper, then you need to make sure that you can write correctly.