Sylvia Plaths Novel, The Bell Jar Is Often Considered A Literary Clas

Sylvia Plath's novel, The Bell Jar is often considered a literary classic for its description of the protagonist's angst ridden journey through depression. In the autobiographical novel, Esther Greenwood, Plath's protagonist, sinks into a profound depression after her third year at college during the 1950's. Esther battles not only a deteriorating mental stability, but also a lack of a sense of individuality, which leads to her major depressive disorder. Esther is a sensitive and intelligent woman who feels oppressed by the obvious social restrictions placed upon her, along with the pressure she feels regarding her future. Esther feels overwhelmed and powerless to break free of the emotional burdens of her inner world of alienation and depression. Her story of the overcoming of depression leads the reader through a story of dependency, self-criticism, and inefficacy all to become healthy once again. The novel begins in New York City, during the summer after Esther Greenwood's third year at college. Esther spends the month of June interning at a ladies' fashion magazine in Manhattan, after winning a scholarship for her writing. During her time as an intern, she becomes uninterested in the work, despite her initial expectations, and increasingly unsure of her own prospects. Esther shows the beginning signs of depression, with self-doubt along with paranoia, when faced with the possibilities of career and success as a writer. Essentially an outcast among the other 12 girls who won scholarships, Esther's numerous attempts at social conformity fail, as her image of herself is incomplete and contradictory. When returning home to the suburbs of Boston, her mother tells her she did not make a writing course she applied to, a devastating blow to Esther also grows disenchanted with her boyfriend, Buddy Willard. Her sleep and eating patterns decrease and become irregular as she falls deepe r into the stages of depression. She goes to see a psychiatrist, Dr. Gordon but he proves to be not much help to Esther's condition and advises shock therapy, which she comes to hate. Meanwhile, Esther is obsessively contemplating suicide. She decides to overdose on sleeping pills, but her death is prevented. She is taken to a city hospital and then, through the financial intervention of a benefactor, to a private psychiatric institution. She is treated by Dr. Nolan, a female psychiatrist whom Esther grows close to. . Esther undergoes a more successful procedure of shock therapy, after which she feels the bell jar of depression lifting. Esther's therapy allows her to recover from depression, and she leaves the hospital patched, retreaded and approved for the road. Esther, along with the reader, is aware of her mood disorder throughout the whole novel. She suffers from the psychological disorder of major depression. Her recurrent depression lasts until her treatment in the hospital, towards the end of the book. Esther's symptoms begin with anxiety, fatigue, and agitated behavior. Her disorder interferes with her sleep patterns along with the ability to concentrate and interact with others. Esther's emotions increase and seriously threaten her health and life when it leads to suicide attempts. Depression often leaves its victims with the sense that it will go on forever and they are helpless, but luckily for Esther, she receives therapy to overcome it. Her first psychiatrist diagnoses Esther as depressive, and he recommends electrical shock therapy to help her. This proves to be ineffective, and she comes to loathe it. After attempting suicide, she is placed in a private mental hospital under the care of Dr. Nolan. Dr. Nolan prescribes anti-depr essive medicine along with the discussing Esther's problems and a different type of shock therapy. Slowly, Esther's condition begins to become better. The novel ends with Esther happily describing herself as ready to enter the world freely. The novel of Esther?s triumph over her depression is both an informative book on depression along as entertaining and intriguing. The emotional burdens she faces at the time result not only in Esther's social and intellectual isolation, but also her impending mental breakdown. The classic provides the reader with a revealing look into the disorder of depression through the year in the life of Esther Greenwood. I would recommend this novel for any mature reader.

How to Make Friends in College

How to Make Friends in College Lets be honest: making friends in college can be scary. If youre heading to college for the first time, chances are you only know a few people, if that. If youre at a school where you feel like you dont have any friends, it might seem like its too late to focus on making new ones. Fortunately, your time in college is like no other. It is forgiving and built for you to learn and explore, especially when it comes to making friends. Challenge Yourself Making friends in college is a challenge. Know that making friends at school is going to require a little effort on your part. While friendships can blossom naturally, it takes some energy to go out and meet your soon-to-be-friends for the first time. So challenge yourself to step outside of your comfort zone. Do some of the social activities during orientation week sound lame? Yup. But should you go to them anyway? Most definitely. After all, do you want to experience a little awkwardness (the event) for long-term benefits (meeting people), or do you want to experience a little comfort (staying in your room) in exchange for long-term disadvantages (meeting people who might turn into friends)? A little effort now can pay off quite a bit later when it comes to making friends in college. So challenge yourself to try something new, even if it sounds unusual for you or a bit scary at first. Know That Everyone in College is New If youre a first-year student, nearly everyone in your class is brand new. Which means that everyone is trying to meet people and make friends. Consequently, theres no reason to feel awkward or shy about chatting up strangers, joining a group in the quad, or outreaching to as many people as possible. It helps everyone! Additionally, even if youre in your third year in college, there are still new experiences for you. That statistics class you have to take for grad  school? Everyone in it is new to you, and vice versa. The people in your residence hall, apartment building, and the club are all-new, too. So reach out and talk to folks whenever you find yourself in a new situation; you never know where your new best friend is hiding. Know That Its Never Too Late to Start Over in College   One of the best things about college is that its designed to help you grow. Just because you were focused on figuring out what you wanted to major in during your first two years doesnt mean that you cant, for example, join a fraternity or sorority your junior year. If you didnt realize your love of reading and writing poetry until you took that rockin course last semester, know that its not too late to join the poetry club. People come in and out of social spheres and cliques all the time in college; its part of what makes college great. Seize those kinds of opportunities to meet new people whenever and wherever you can. Keep Trying Alright, so this year you wanted to make more friends. You joined a club or two, looked at joining a sorority/fraternity, but its now two months later and nothings clicking. Dont give up! Just because the things you tried didnt work out doesnt mean the next thing you try wont work, either. If nothing else, you figured out what you dont like at your school or in certain groups of people. All that means is that you owe it to yourself to keep trying. Get Out of Your Room If you feel like you dont have any friends, it can be tempting to just go to class, maybe go to work, and then head home. But being alone in your room is the worst possible way to make friends. You have 0% chance of interacting with new people. Challenge yourself a little bit to be around other people. Do your work in the campus coffee shop, library, or even out on the quad. Hang out in the student center. Write your paper in the computer lab instead of your room. Ask some students in your classes if they want to make a study group together. You dont have to be best friends right away, but you will end up helping each other with your homework while also getting some time to get to know each other. There are tons of ways to put yourself in situations where meeting people and making friends can happen organically- but being in your room all the time isnt one of them. Get Involved in Something You Care About Instead of making friends being your motivating factor, let your heart lead the way. Find a campus organization or club, or even one in your neighboring community, and see how you can get involved. Chances are, along with the good work youll be doing, youll find some people with similar values as you. And chances are at least one or two of those connections will turn into a friendship. Be Patient With Yourself Think back to when you were in high school and the friendships youve maintained from there. Your friendships probably changed and morphed from your first day of high school to your last. College is no different. Friendships come and go, people grow and change, and everyone adjusts along the way. If its taking you a little time to make friends in college, be patient with yourself. It doesnt mean you cant make friends; it just means you havent yet. The only way you will end up definitely not making friends in college is to stop trying. So as frustrating  as it may feel and as discouraged as you may be, be patient with yourself and keep trying. Your new friends are out there!

Adjectives vs Adverbs in SAT Writing Practice + Tips

Adjectives vs Adverbs in SAT Writing Practice + Tips SAT / ACT Prep Online Guides and Tips You may recall the good ol’ days of elementary school when you learned about adjectives and adverbs. If you had realized that you would have to know about these parts of speech for the SAT, perhaps you would have paid better attention instead of daydreaming about Nickelodeon and The Disney Channel. Don’t worry. If you’ve forgotten or never learned about these parts of speech, I’ll teach you everything you need to know about them for the SAT Writing section. In this grammarguide, I'll do the following: Define an adjective. Define an adverb. Review the comparative and superlative forms of adjectives. Explain how adjectives and adverbs are tested in SAT Writing. Provide practice questions to test you on what you've learned. What is an Adjective? Adjectives modify nouns or pronouns. Here are some example sentences with adjectives: He is disgusting. The adjective is "disgusting" because it modifies "he". I turned in my horrendous report. The adjective is "horrendous" because it modifies the report. My cat is docile. The adjective is "docile" because it modifies the cat. You can think of adjectives as words that describe nouns. What is an Adverb? So, in elementary school, you may have learned that adverbs modify verbs, but that’s not all. Adverbs modify verbs, adjectives, or other adverbs. This is an example of an adverb modifying a verb: He writes slowly. The adverb is "slowly" because it modifies the verb "writes". The adverb is used to describe how he writes. Check out this example of an adverb modifying an adjective: Her muscles are extremely large. The adverb is "extremely" because it modifies the adjective "large". The adverb is used to describe the degree of largeness of her muscles. The word "large" is an adjective because it modifies the noun "muscles". Here is an example of an adverb modifying another adverb: The politician speaks very well. The word "very" is an adverb because it modifies the adverb "well". The word "well" is an adverb because it modifies the verb "speaks". From looking at the example sentences, you may have noticed that adjectives and adverbs tend to have different constructions. Adverb Construction Adverbs are usually formed by adding "ly" to the adjective. For adjectives that end in "y", the adverb is formed by adding "ily". So, for example, "slow" becomes "slowly", "quiet" becomes "quietly", "careful" becomes "carefully", and "noisy" becomes "noisily". There are irregularly formed adverbs, such as "good" that becomes "well" in the adverb form. However, the SAT will not specifically test you on irregular adverbs. So, how will adjectives and adverbs be tested on the SAT Writing section? Adjectives Vs. Adverbs on the SAT On the SAT, adverbs and adjectives are switched with one another. Most often, an adjective will be underlined when the wordshouldbe in the adverb form. Less often, but occasionally, an adverb will be underlined when the word should be in the adjective form. This is an example of the type of sentence that may appear on the SAT: When I saw my doctor, he examined me careful. If you aren't reading closely, the example sentence might seem perfectly fine to you. However, the word "careful" is functioning as an adverb in the sentence. Why? The word "careful" modifies the verb "examined". Therefore, "careful" should be in the adverb form. This is the corrected version of the sentence: When I saw my doctor, he examined me carefully. This is an example of an adjective being incorrectly used as an adverb: Because her workout was excruciatingly, she could barely lift her fork to eat her dinner. The word "excruciatingly" is modifying the workout. Because "workout" is a noun, "excruciatingly" is an adjective and should not be in the adverb form. This is how the sentence should read: Because her workout was excruciating, she could barely lift her fork to eat her dinner. Here are some simple strategies to help you determine whether a word should be in the adjective or adverb form. Strategy Determine what word an adjective/adverb is modifying. Then, determine the part of speech of the word that is being modified. If a word modifies a noun, use the adjective form. If a word modifies a verb, adjective, or another adverb, use the adverb form. Let's use what we've learned to tackle some real SAT questions. Real SAT Writing Examples Try to determine if there is an adjective/adverb error in the following sentence. Explanation: At first glance, none of the underlined phrases may seem incorrect to you. However, let's take a look at answer choice C. The word "effective" is in the adjective form, but what is its function in the sentence? The word "effective" is describing how the effects have been described. The word "effective" is modifying the verb "have described". Therefore, "effective" should be in the adverb form, "effectively". Here's one more example from a real SAT. Explanation:So, this question is slightly more difficult. Is there an error? Yes. But where? The answer is A. So, â€Å"clever† is describing how the reservoir was designed. In the sentence, â€Å"designed† is actually a participle. A participle is a form of a verb that functions as an adjective. Here, â€Å"designed† is modifying the reservoir. However, even if you thought â€Å"designed† was a typical verb, the word â€Å"clever† should still be in the adverb form. The reservoir was cleverly designed. Also, "clever" is in the adjective form. The only noun "clever" could possibly modify is "reservoir". Would a reservoir be described as clever? No. The way the reservoir was designed was clever. It was cleverly designed. A cleverly designed reservoir The good news is that you won't see a harder adverb question than that one an your SAT. Now, let's take a look at another rule involving adjectives. Comparatives Vs. Superlatives (aka -er vs -est) Comparatives The comparative form of an adjective is created by adding "er" to the adjective or "more" plus the adjective. Examples of comparatives include "faster", "stronger", and "more exhilarating". You cannot use "more" and the "er" form of a word. You cannot write "more stronger" or "more faster". Also, the comparative form can only be used when you are comparing two things. Here is an example of the comparative form being used incorrectly: Between Britney Spears and Christina Aguilera, Christina is the more better singer. Again, you can't use "more" with the comparative form of a word. The word "better" is the comparative form of good ("better" is irregularly formed). This is the corrected version of the sentence: Between Britney Spears and Christina Aguilera, Christina is the better singer. The comparative form is used when you're comparing two things. What is the proper form to use when you're comparing three or more things? Superlatives When comparing three or more things, use the superlative form. A superlative is formed by adding "est" to the adjective or by putting "most" in front of the adjective. Examples of superlatives include "fastest", "strongest", and "most exhilarating". You cannot use "most" and the "est" form of a word together. You cannot write "most fastest" or "most strongest". Here is an example of an error with a superlative: Of all the breakfast cereals, Apple Jacks is the most tastiest. Be on the lookout for sentences with "most" and the "est" superlative form. You can only use "most" plus the adjective or the superlative "est" form of the adjective. You can never use both together. Apple Jacks are tastier than Cheerios. Comparatives and Superlatives on SAT Writing Most likely, you will only see a maximum of one or two questions on the SAT testing your knowledge of comparatives and superlatives. All you have to remember is proper construction of the comparative and superlative forms, and you need to know to use the comparative form when comparing two things and the superlative form when comparing three or more things. This is an example of the hardest type of comparative/superlative sentence I've seen on an SAT: Between Joe and his brother, Joe is the stronger and more intelligent. Often, students will be tempted to use the superlatives "strongest" or "most intelligent" in this sentence. However, because we are only comparing two things, we have to use the comparative form. The example sentence is correct. Strategy If you see a comparative, make sure only two things are being compared. Also, make sure that "more" and the comparative "er" form are not being used together. If you notice a superlative, make sure three or more things are being compared. Also, make sure that "most" and the superlative "est" form are not being used together. Now, let's check out an example from a real SAT. Real SAT Writing Example Determine whether there is an error in this sentence taken from an actual SAT. Explanation: Do you see the error? Hopefully. Find the incorrectly formed comparative. You cannot write "more stronger". The word "more" does not belong with the comparative "er" form of the adjective "strong". The answer is B. At this point, we've covered all the specific types of questions involving adjectives and adverbs on the SAT Writing section. Here are some tips to help you identify and correctly answer all adjective and adverb questions on the SAT. General Strategies for Adjectives and Adverbs on the SAT #1: If an Adjective or Adverb is Underlined, Make Sure the Word is Being Used Correctly In any of the subsections (sentence improvement, identify the error, paragraph improvement), if an adjective/adverb is underlined, make sure the word is being used correctly. Most adjective/adverb questions are found in the identify the error subsection. Generally, mistakes on adjective/adverb questions are due to carelessness. By checking to see that underlined adjectives/adverbs are being used correctly, you will be less likely to make a mistake. #2: Determine the Part of Speech of the Word that the Adjective/Adverb is Modifying If you know the functions of adjectives and adverbs and you can correctly determine the part of speech that an adjective/adverb is modifying, you should never miss an adjective/adverb question. #3: If a Comparative or Superlative is Underlined, Make Sure the Word is Being Used Correctly Keep in mind that comparatives compare two things and superlatives compare three or more. Comparatives are formed by placing "more" in front of the adjective or by adding "er" at the end of the word, but you can never use "more" with the "er" form. Similarly, superlatives are formed by placing "most" in front of the adjective or by adding "est" at the end of the word, but you can never use "most" with the "est" form of the word. I assume we feel comfortable with adjectives and adverbs now. Let's do some realistic SAT practice questions that I created for you. Additional Realistic SAT Writing Practice Questions Use the general strategies I provided and your knowledge of adjectives and adverbs to answer these practice questions. 1. For(A) most of my life, I have resided in the incredibly(B) diverse city of Los Angeles, a dense(C) populated urban(D) area in California. No Error (E) 2. After seeing(A) my uncle for the first time in ten years, I was shocked(B) by how dramatic(C) he had aged (D). No Error (E) 3. Between(A) the SAT and(B) the ACT, the SAT has more sections(C) and the ACT has the longest(D) sections. No Error (E) 4. When I visited(A) Marc in New York, I entered his filthy(B) room for the first time and was shocked by(C) how overwhelmingly disgusting(D) it appeared. No Error (E) 5. Even though she(A) struggles with grammar, Jamie was able to correctly(B) identify the error in the sentence by looking(C) at the sentence close. (D) No Error (E) Answers: 1. C, 2. C, 3. D, 4. E, 5. D What's Next? Continue your journey to total SAT Writing mastery. Make sure you know what's actually tested on SAT Writing. For detailed strategies on how to get that awe-inspiring perfect SAT Writing score, read about how to achieve perfection on SAT Writing from a perfect scorer. Are you hoping to get a perfect combined SAT score? Learn how to do that from somebody who got a perfect SAT score. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Consonants of the english language Essay Example | Topics and Well Written Essays - 2000 words

Consonants of the english language - Essay Example hangeable, more stable, the law of their mutations is more con ­stant, or at least better ascertained, and they frequently re ­main fixed in the written language, after they have been lost or changed in sound. Hence, in researches into the history of language they are of cardinal importance, and consequently have almost exclusively en ­gaged the attention of etymologists, while, on the other hand, their supposed permanence, immutability and distinctness of character have led them to be much neglected. But in fact, consonants are very far from being so well discriminated. It is true that their differences are generally more easily appreciated by the ear, though less easily imitated by the tongue, than those between vowels. The indistinct articulation of consonants in Danish, the con ­founding of the hard and soft sounds of g in some dialects of Arabic, and of I and r in the Polynesian islands, the sep ­aration in Italian and Spanish of consonants are united in English consonants. As a result the words often lose all resemblance from which they originated, and it is the suppression or change of consonants that disguises them. (Ladefoged Peter, 1988 p. 123) Chasm and other words of similar ending are popularly pronounced as dissyllables, and in blossom, be-torn, bosom, and chrisom introduced a written vowel. The consonant m does not readily unite even with a preced ­ing liquid, and hence the vulgar pronunciation ellutn, helium, for rim, helm, and the word alarum for alarm. It is perhaps in this reluctance of m to be linked with a preceding liquid, and the explanation of the suppression of the I balm, calm, and other words of similar ending are found. (Ladefoged Peter, 1988 p. 142) If we talk about the formation of consonants we should point out that sounds are made by modifying an airstream. There are many points at which that stream of air can be modified. Producing a consonant sound depends on the position of vocal folds, they are either opened or closed. If

Exhibition review interview Assignment Example | Topics and Well Written Essays - 250 words

Exhibition review interview - Assignment Example â€Å"High Noon† is also about betrayal and loyalty. For Kane’s part, it is loyalty even when everyone leaves him; he maintains his grounds, although it seems predictable that his action might lead to his death (High Noon). On the town’s part, it is betrayal. Most people in town agreed that they owe their success to Kane, but not help him because they believe that he is hopeless. In the film, the villain is Frank Miller and his gang who strive to revenge on Will and anyone person who is against him. In this film, the villain is the one who revenges. Miller’s gangs are Jack Colby, Ben (younger brother) and Jim Pierce who wait for Miller at the station. Will and Army have to fight Millers gang at all cost and secure the townspeople (High Noon). Towards the end of the story, Miller (villain) and his gang face Will and Amy. Amy and Will manage to kill Miler and his gang while the townspeople stare in amazement. â€Å"Un-forgiven† film is an entertaining western that pays homage to traditional western while expressing skepticism. The film was set in the 1880’s and the standard setting is BIG whiskey, somewhere between San Francisco and St. Louis. The film also demonstrates the existence of villains, who are a couple of cowboys. The cowboys slashes Delilah’s face (the prostitute). Instead of the sheriff, Little Bill Dagett, arresting the cowboys, he lets them go. The victim’s best friend, Strawberry Alice, becomes outraged. Delilah, Alice and the other girls offer a $1000 bounty for anyone who kills the cowboys. This film turns out to be a revenge of whores against the villains (Unforgiven). A group of men set out to collect the bounty, prompted by various economic necessities to kill the cowboys (villains). Among the hunters set to kill the villains is Bill Munny who is a widower. Munny is still striving to live down his

Explain Why the Treatment of Indigenous People Essay Example for Free

Explain Why the Treatment of Indigenous People Essay There were two main concepts that were thought to have motivated European countries to explore and colonize in America: the excitement and the profit of the New World. Throughout the 17th century England and Spain began to fight for control of the North American Continent, with different economic goals in mind. The success in the colonization of the New World depended on many factors one which included the treatment of the natives. Although the ideal treatment of natives within the countries colonies was identical by violently taking the Native American lands and turning them into outpost for their empires; however, their incentive for the treatment was different. The Spanish revealed a more systematic way of mistreating the natives because they intended to colonize America for gold and slaves without any obstacles, and the English colonized for land with no intention or preparation to interfere with the native people intensely until they necessarily had to. Francisco Vasquez de Coronado led a massive expedition bent on finding and conquering Seven Golden Cities of Cibola, while doing so, he embittered many Native Americans toward the Spanish. As the Spaniards trudged through the North American borders in search of gold and slaves, they established a labor system called the encomienda system which helped sustain control over the natives in North, Central, and South America, so they can have certain opportunities to roam the lands in search of gold without any unwanted interruptions. Conquistadors were granted trusteeship over the indigenous people they conquered, in an expansion of familiar feudal institutions, notably the commendation ceremony, which had been established in New Castile during the Reconquista. The conquistadors scrupulously adhered to the Spanish law of conquest by reading the Requerimiento, which ordered defiant Indians, in Spanish, to accept Spanish rule and Christian conversion immediately. If the Indians ignored this order, they deserved the harsh punishments of a just war. For example, as the Spanish encountered swift resistance at the mesa-top pueblo of Acoma, the Indians refused Spanish demands for provisions for an exploring expedition. Spanish troops captured the pueblo, killing eight hundred inhabitants in the process, forcing surviving men to have one foot cut off and along with the women and children, to be servants of the soldiers and missionaries. As for the English and their colonalization, they strived for the land of the Americas, with little rivalry from the natives as possible; therefore, unlike the Spaniards they did not have a systematic way of controlling the natives. At first all went well, the Native Indians eagerly traded and shared their corn. Given such abundance and native hospitality, the colonist wondered why they should work at all. Refusing to grow their own food they expected the Roanokes to feed them. However, the English had outlived their welcome, and fearing that the natives were about to attack, the English soldiers killed the Roanoke leader. Although some settlers were curious and open-minded about the Indians way of life, most assumed that Native Americans would submit to their authority and feed them while they looked for gold. The Spaniards had different ways of conquering the American land treating the indigenous people than the English people however, they each shared the same idea that the Indians needed to be controlled and cater to the needs of those who conquered them. They felt that they did not need to respect the culture, the religion, and the people of the land. The Europeans had a high self respect which they felt overpowered that of the natives. They wanted what was not theirs in order to better their economy without any compromise, while destroying another societys culture. Because of this they were able to come to the same conclusion that they could treat the Natives as they did. To conclude, the Spanish and the English had a similar perspective of how they wanted to treat the natives of the lands they conquered, however they differed in strategy in how they were able to confine them because of the goals they individually had in mind prior to their conquest. The English had a simple idea of coming into America sharing the land and the crops with the natives until they got afraid and too greedy, leaving violence as a resort. With the Spanish, they strategize according to the fact that they wanted the gold and to enslave the native people with no mercy, resulting in striping the natives away from their dignity.

Analysis of Martin Luther Kings Essay -- Rhetorical Analysis, Civil

Convincing, Indefatigable and influential are the best adjectives to explain Letter from Birmingham Jail. Martin Luther King Jr's astuteness is enhanced by the astonishing capability to show the unkind and heartless attitude against black community. Throughout the whole writing to the eight clergymen Jr. never get too far from the clash for fairness in Birmingham. As head of the South Christians Leadership Conferences (SCLC), Martin L. King, Junior., in the year 1963 acknowledged Birmingham, Alabama, as "possibly the most carefully segregated city in the United States". His decision to make Birmingham the next battlefield on which to implement his nonviolent civil disobedience strategy brought him condemnation and criticism from fellow clergymen, friends and enemies, black and white. Alabama, they argued, under the leadership of the new governor, Albert Boutwell, would be taking giant steps forward away from the racist and segregationist past promoted and maintained by former governor George Wallace. The prominent evangelist Bill Graham encouraged King to patiently wait, "to put the brakes on" (Miller, 69). Indirectly identifying King and his supporters as outsiders, ignorant of Alabama's true internal affairs and new promise of progress, eight local fellow clergymen, convinced that the courts, not demonstrations, were the appropriate venues through which to effect change, made their convictions known; and the Birmingham News published their views and sentiments in a 13-paragraph article titled "White Clergymen Urge Local Negroes to Withdraw from Demonstrations," on April 13, 1963 (Branch, 285). The men challenged King, rebuking the Birmingham demonstration as "unwise and untimely". Perhaps more important, "the clergymen invoke... ...es emotional appeal that attracted people. Works Cited Branch, Taylor. Parting the Waters: America in the King Years, 1954–63. New York: Simon and Schuster, (1988).p.285 Jr. Martin Luther King, I Have a Dream/Letter from Birmingham Jail Perfection Learning, (2007)p.45 King Martin Luther (Jr.), Lillback Peter A. Letter from Birmingham Jail The Providence Forum, (2003). P.85 King, Martin Luther, Jr. "Letter from a Birmingham Jail." In Martin Luther King, Jr.: I Have A Dream, Writings and Speeches That Changed the World, edited by James M. Washington, 83–100. San Francisco: Harper Collins Publishers, (1986).p.195 Miller, William Robert. Martin Luther King, Jr.: His Life, Martyrdom and Meaning for the World. New York: Avon Books (1968).p.69 Sernett Milton C. African American religious history: a documentary witness. Duke University Press (1999) p.98

How does Shakespeare create an effective opening to Hamlet? Essay

The key purpose with the opening of any piece of literature is to entice and enthral the reader and obviously Shakespeare having the fame and staggering success that he has had, must be well aware of this. If questions are left in the readers mind once reading the opening to this script or watching the play, they engage the audience as they want these questions answered and believe that as the play unfolds they will be. The attitudes and values of the characters that are introduced in the first act contribute greatly to the sense of suspense the audience feels. Shakespeare begins the play with the entry of two minor characters ‘two Sentinels’. By doing this the audience only get a second hand taste of what the key themes are going to be later on in the play. There is no omniscient feel to this first act, only an air of mystery. The very first line spoken by Barnardo, ‘Who’s there? ‘ even creates this sense of unknowing, and also implies that the Sentinels are on edge for some reason and perhaps even frightened. This question is then repeated by the second sentinel, Francisco, as Horatio and Marcellus answer. Again the ambiguity of the question, ‘has this thing appear’d again tonight? ‘ creates mystery and a feel of foreboding. A ghost then appears and it is absolutely clear that the sentinels are immensely frightened, ‘tremble and look pale’. The Ghost then disappears without speaking, despite Horatio’s efforts, ‘I charge thee speak’. This allows the audience to wonder what this Ghost has come to tell the Sentinels and as the characters discuss the Ghost, both the audience and characters are as bewildered at this entry of this supernatural being. When the ghost reappears it is hopeful that it will speak, however at the exact point it appears it is about to, Shakespeare again dangles the carrot under the audiences nose as a cock crows disrupting the Ghost and causing it to instantaneously disappear. The anonymity of the Ghost appearing in the first act instigates the audience to speculate over the significance of the Ghost and the anonymity of its appearance. Furthermore the appearance of the Ghost allows the audience to realise the importance of Horatio within the play, he is an educated ‘scholar’ who is clearly respected by the sentinels. However at this point it is unclear to the audience the reason for which he will play a key role in the play. Carrying on from this the setting in which this first scene is set also adds to the sense of unknowing and mystery. The scene is set outside the castle of Elsinore on a gun-platform; this suggests to the audience even at this early stage that war or battles will be present later on in the play as castles are built solely for the purposes of protect in conflict. It is also dark and night, this adds to the fear of the sentinels as they cannot see who it is that approaches them. This is clear with the opening line ‘Who’s there? ‘ spoken by Barnardo. Furthermore perhaps the dark night setting is intentional pathetic fallacy by Shakespeare, as the characters and even the audiences’ unknowing towards the Ghost is mirrored by the way in which the characters cannot see clearly and have to ask of who approaches them. This pathetic fallacy is carried on into the ending of the scene, as the cock crows and it becomes morning the sense of fear leaves the sentinels, this is shown with the semantic fields used in their speech, of ‘love’ and ‘life’. Although much is still unknown when this first scene ends many themes are vaguely introduced to the audience. Death is clearly evident with the spontaneous appearances and disappearances of the Ghost. There is a semantic field of death running throughout the dialogue, Shakespeare uses descriptive words like ‘look pale’, and also ‘dead hour’. This adds to the audiences feeling of unease as well as illustrating the characters. Also the old King Hamlet is said to be similar to the Ghost in appearance, this is a way of Shakespeare indirectly introducing the theme of the death of the King, and also as the death is obviously fresh in the mind of the sentinels and Horatio so it seems to be the case that this will be an avid theme within the play. Barnardo states when the Ghost first appears that it is ‘In the same figure as like the King that is dead’. Another key theme that is introduced is war, this is introduced through the setting itself as I have already mentioned, but also through the discussion of the guards and Horatio proceeding the departure of the Ghost. The Ghost was wearing the ‘armour he (the dead King) had on when he th’ ambitious Norway combated’. Suggesting perhaps there is still conflict going on, but Shakespeare is clever as he never explicitly lets the audience know what is going on in this first scene, grabbing their attention and interesting them further in what is commencing in the play. This first scene finishes with Horatio and the guards going to impart their news of the Ghost onto ‘young Hamlet’. This shows a great respect for Hamlet, it also implies that Hamlet is the King as the audience have previously been told that ‘Old King Hamlet’ has died. This is rather ironic as later the audience come to find out that in fact it is young Hamlet’s uncle that is now become King through an unconventional marriage. So putting this into perspective this could imply that some subjects, such as Horatio slightly resent the marriage of the Queen to Hamlets uncle. I conclude that this is an extremely effective opening written by Shakespeare as it constantly engages the audience, and makes the audience feel a need to know more of what the play is about. Intro 1para (this one) on characters DONE 1 para on setting DONE 1 para on themes introduced†¦ war, death, and mentions old king hamlet-suggesting he has only died recently as still fresh in minds. 1 para on lang n dramatic techniques Conc.

Chadwick Inc Essay

The business strategies that are included in the balanced scorecard for Norwalk Division are: maximising return on all development spending, satisfying customer needs, and the development of employee skills. The strategy that is not embraced in the balanced scorecard is the one in regard to driving management responsibility to the lowest level. This strategy was not included because there needs to be a balance in responsibility through the organisation. Employee targets and incentives are closely linked to the  performance of the division; more responsibility given to staff at lower levels could increase the possibility of managers setting strategies for their own benefit and division. This could lead to discrepancies between organisational goals and the goals set by management for a specific division. New measures that need to be developed and included in the balanced scorecard are return on research capital, product profitability, product development time, number of products under development, and number of employees participating in training programs. The measures developed need to be directly related to the objective and have the ability to provide feedback for that particular area. (b) A Balanced Scorecard developed for the organisation will differ to one that is specifically developed for a certain division in an organisation. The objectives of an organisation as a whole are marginally different to the objectives that are set for a division or department. Organisational objectives which are statements that articulate what the organisation hopes to accomplish will include all of the objectives across the different divisions of the company; where as divisional objectives are aimed explicitly at that division. This may result in different measures used in the scorecards to evaluate performance relating to the specific objective. For example, Chadwick Inc. operates in many businesses including personal consumer products and pharmaceuticals. The organisations overall objective is to produce high quality products and get them to the market faster at lower costs. For its part, the Norwalk Pharmaceutical Divisions objective is to increase the yield of new products and to reduce the time and costs of the product development cycle. This divisional objective becomes a part of the company’s current objectives and is the objective that is focused on when developing the divisional scorecard. The divisional balanced scorecard was decided by the president of Chadwick Inc. to be developed in a way ‘that was right for the division’. This decentralised decision-making and authority approach may create conflict  between divisional scorecards and those of the corporation. This approach to developing a divisional scorecard may give rise to negative consequences. Managers may focus too narrowly on their own units performance and strategies rather than attaining the overall organisations goals. It could also lead to inconsistencies at the organisational level. The advantages of decentralisation outweigh its limitations and should be adopted in the organisation. However, to overcome the conflict of discrepancy between organisational and divisional scorecards, top management needs to allow for decentralisation only to a certain extent and ensure that each division is being mindful and taking into consideration the overall organisational objective. (c) The business strategy of a company or division is used to illustrate how all the individual activities are coordinated to achieve a desired result. Developing a strategy is vital as it is used to set the overall direction of the business. The business strategy for Norwalk was developed by one individual and within a few minutes. For optimal results and clear direction, a strategy should be developed over a longer time period and the balanced scorecard should not be created until all the participants involved have a clear understanding and vision of the business. From the beginning of the project it could be said Greenfield was not committed to the development of the balanced scorecard for the Norwalk division. He did not believe how dedicated Chadwick Inc. was to the concept. Any Balanced Scorecard project will fail if it is seen as just another â€Å"management fad†. It needs sponsorship through active communication – communication that explains why the organisation needs the Balanced Scorecard and how it will benefit both the division and individuals. During the process there was also a lack of commitment from all the members, it took them several weeks before meeting and focusing on the project. The time spent developing a balanced scorecard is important, if it is rushed it could lead to negative consequences when it is implemented. The divisions of Chadwick were advised that only hard data (financial data) is to be used in the balanced scorecard. Financial data alone only provides short-term strategies; non-financial data offers a closer link to long-term  organisational strategies. Therefore by encompassing only financial data the balanced scorecard will provide only a short-term measure to evaluate the division’s performance.

Essay about 2255 Assessment 3 Final Report

Essay about 2255 Assessment 3 Final Report Essay about 2255 Assessment 3 Final Report Content Part A 2 ï  ¬ Question 1 2 ï  ¬ Question 2 3 ï  ¬ Question 3 4 ï  ¬ Question 4 6 ï  ¬ Question 5 8 ï  ¬ Question 6 9 Part B 13 ï  ¬ Question7 13 ï  ¬ Question 8 16 ï  ¬ Question 9 19 Part C 21 ï  ¬ Question 10 21 ï  ¬ Question 11 25 ï  ¬ Question 12 35 Part A Introduction Given the background that motorcycles registration growth faster in last year, the purpose the subject is to study different market differentiation among different brands. The variables are given and the data were collected in order to work out the relationship among variables and the price of the motorcycles. Question 1 Using Ordinary Least Square (OLS) method estimates the regression model. The below is the estimating model to help with model estimation (hint: use the estimated coefficients to write the regression equation based on the following model). Answer: Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) -438.487 775.027 -.566 .573 Bore .508 18.895 .005 .027 .979 Displacement 7.552 2.187 .567 3.453 .001 Clearance 259.345 44.955 .360 5.769 .000 Stroke 946.424 224.885 .216 4.208 .000 Wheelbase -11.057 22.872 -.039 -.483 .630 a. Dependent Variable: MSRP Figure A-1 The following formula is to estimate the regression model: MSRP = ÃŽ ²0 + ÃŽ ²1 BORE + ÃŽ ²2 DISPLACEMENT + ÃŽ ²3 CLEARANCE + ÃŽ ²4 ENGINE STROKES + ÃŽ ²5 WHEELBASE + ÃŽ µ Note: a) ÃŽ ²0 is constant, which means as a decisive factor of price, it does not change when the regressors or the random factor change. b) ÃŽ µ is the random error, we assume that the random error with a mean equal to 0 and constant variance As graph shows above, ÃŽ ²0 (constant)=-438.487, ÃŽ ²1 (Bore)=0.508, ÃŽ ²2 (DISPLACEMENT)=7.552, ÃŽ ²3 (CLEARANCE)=259.345, ÃŽ ²4 (ENGINE STROKES)=946.424, ÃŽ ²5 (WHEELBASE)=-11.057 Therefore, the outcome is: MSRP=-438.487+0.508 BORE+7.552 DISPLACEMENT+259.345 CLEARANCE+946.424 ENGINE STROKES-11.057 WHEELBASE Question 2 What are the a priori signs of the coefficients based on your experience or theories and are they the same as the signs of the estimated coefficients from the model in the SPSS output? Answer: The priori signs: Based on the experience of real life, Bore: ÃŽ ²1 (coefficient of Bore) should be positive. Because the larger the bore is, the higher price of the motorcycle would be. Displacement: ÃŽ ²2 (coefficient of displacement) should be positive. Because the larger displacement is, the higher cost of the motorcycle would be. Clearance: ÃŽ ²3 (coefficient of clearance) should be positive. Because the larger clearance is, the higher cost of the motorcycle would be. Stroke: ÃŽ ²4 (coefficient of stroke) should be positive. Because the larger stroke is, the higher cost of the motorcycle would be. Wheelbase: ÃŽ ²5 (coefficient of wheelbase) should be positive. Because the larger wheelbase is, the higher cost of the motorcycle would be. As Figure A-1 shows, the coefficient of priori signs are all positive besides Wheelbase which means that signs of the estimated coefficients of bore, displacement, clearance, stroke are the same as the a priori signs. However, the coefficient of priori sign for wheelbase is different. In conclusion, priori signs of the coefficients based on our experience or theories are the same as the signs of the estimated coefficients besides wheelbase from the model in the Figure A-1. Because a priori signs do agree with those in the estimated model, the regression may be worthwhile. Question 3 Interpret the estimated coefficients of the model and check whether these coefficients are significant Answer: Interpretation: According to the equation above, MSRP=-438.487+0.508 BORE+7.552 DISPLACEMENT+259.345 CLEARANCE+946.424 ENGINE STROKES-11.057 WHEELBASE ï‚ŸThe price of motorcycle increases by 0.508, on average, for the each 1 inch increase in Bore. ï‚Ÿ The price of motorcycle increases by 7.552, on average, for the each 1 cu inch increase in Displacement. The price of motorcycle increases by 259.345, on average, for the each 1 inch increase

Ceylon Tea Services Plc Marketing Essay

Ceylon Tea Services Plc Marketing Essay Introduction Ceylon Tea Services PLC which is a subsidiary of MJF group, is engaged in the manufacture, export and marketing of tea bags and packets under the brand name Dilmah. The company exports its products to the UK, the US, Canada,Australia, New Zealand and South Africa. The company primarily operates in Sri Lanka, where it isheadquartered in Peliyagoda which is 7.5 km from Colombo. Merrill J. Fernando the founder of Dilmah set out in the 1950s to offer tea drinkers the finest tea on earth. Whilst doing so, he desired to make a genuinely ethical brand. It took nearly four decades for Merrill to fulfill his mission, but in 1988 he launched his family tea – Dilmah – the first producer owned tea brand in the world, handpicked, perfected and packed at source and shipped within days to tea drinkers around the world. Key Milestones Table 1 – Company milestone Year Key Milestone 1930 Merrill J Fernando, Founder of Dilmah is born in Pallansena, a tiny village in S outh Western Ceylon 1950 Merrill begins his journey in tea, as a trainee Tea Taster in London 1981 The incorporation of Ceylon Tea Services, the company which markets Dilmah tea 1988 Launch of Dilmah Tea in Sydney Australia 2000 Dilmah launches in Sri Lanka 2001 Dilmah launches in United Kingdom 2005 Medinge honors Dilmah as a Top Brand with a Conscience 2006 Dilmah acquires ISO 22000 : 2005 status 2007 Dilmah receives accolades at the Best Corporate Citizen Awards 2009 Dilmah Conservation unveils first Elephant Information Centre in Sri Lanka Source: Dilmah website Dilmah operates both in B2B and B2C markets by producing tea, tea bags and packets. Its product range varies from different flavored tea as depicted in Table 2. Products and features Table 2 – Product Categories Product Categories Product Names Dilmah Tea Premium Singal Origin Tea The Original Gourmet Teas Exotic Fun Tea Other Products Asian Spice Tea Ceylon Green Tea Watte Single Estate Tea Green Tea Fruit Infusi ons Trax Pack Box Pack Almond Toffee Creamity Wafer Rolls Korento Cookies Fruit Cookies Good Choice Cookies Chocopie Cheese Ball Cracker Fruit Drop Candie Wafer Sticks Darling Jelly Source: Marketing Memo June 2010 Salient features of Dilmah tea brand includes, à ¢Ã¢â€š ¬Ã‚ ¢ Safe to use & consume à ¢Ã¢â€š ¬Ã‚ ¢ Non-toxic à ¢Ã¢â€š ¬Ã‚ ¢ Rich in aroma and taste à ¢Ã¢â€š ¬Ã‚ ¢ No side effects à ¢Ã¢â€š ¬Ã‚ ¢ Free from artificial ingredients à ¢Ã¢â€š ¬Ã‚ ¢ Secure Packaging Company Performance The company recorded revenues of Rs. 4,957.1 million (US$43.2 million) in the fiscal year ended March 2010. Its net profit was Rs.1,203.5 million (US$10.5 million) which is 25% in fiscal year 2010. Ceylon Tea Services PLC has a issued share capital of Rs.200 million (US$ 2M). Year over year, Ceylon Tea Services PLC has been able to grow their bottom line from 487.1M to 1.2B primarily through revenue growth (4.4B to 4.9B). For while the costs associated with cost of goods, SGA and income tax a ll increased as a percentage of sales, the growth in top line revenues contributed enough to still see net income improve. Figure 1 – Company Performance Source : Ceylon Teas PLC Audited Accounts Industry and Market As Dilmah operates in over 95 countries, competing in a global market place they fight for market share with both global and local players in each country. Therefore, the market share differs based on the country in which the organization cater. The MJF Group which is the parent company of Ceylon Teas PLC, caters to over 95 countries which include Australia, New Zealand, CIS, Eastern Europe -Poland, Baltics.

Edward Hopper's paintings Essay Example | Topics and Well Written Essays - 1750 words

Edward Hopper's paintings - Essay Example His paintings did not gain any recognition or income, as most of the people during his period were not interested in the realistic style paintings. He struggled to gain identification but was less successful in his attempts of exhibiting his artworks to the people. In 1923, he met Jo Nivison, who was an artist and later his wife, brought a breakthrough into his life. She modeled for nearly all of his paintings, and acted as a strong moral support to him in his career. Soon, he began his second gallery show at New York, a one-person exhibition, where he was far more prosperous and his works became more prominent, making it a commercial success. The reputation of his paintings soared in the coming years and in 1930, his painting, House by the Railroad, was placed among the permanent collections at the Museum of Modern Art. In his lifetime, he created more than 800 paintings, watercolor prints as well as many drawings and illustrations. Most of his works presented New York City architec ture, with stark interpretations of American life. â€Å"Hopper sought and explored his chosen themes: the tensions between individuals (particularly men and women), the conflict between tradition and progress in both rural and urban settings, and the moods evoked by various times of day.† Even though most of Hopper’s works were done with oil painting, he also mastered the technique of etching, which brought him commercial success. His works embodied an eerie mood of stillness and a sense of estrangement.