Perrines Literature Structure, Sound, Sense 11th Ed. (Poetry) Essay Example

Perrines Literature Structure, Sound, Sense 11th Ed. (Poetry) Essay Example Perrines Literature Structure, Sound, Sense 11th Ed. (Poetry) Paper Perrines Literature Structure, Sound, Sense 11th Ed. (Poetry) Paper Essay Topic: Poetry Alliteration The repetition at close intervals of the initial consonant sounds of accented syllables or important words. From stem to stem. Cacophony A harsh, unpleasant-sounding choice and arrangement of sounds Imagery The representation through language of sense experience Personification A figure of speech wherein human attributes are given to an animal, an object, or a concept Stanza Equivalent of paragraph in poetry. A group of lines whose metrical pattern is repeated throughout the poem Simile A figure of speech in which an explicit comparison is made between two things essentially unlike. Metaphor A figure of speech in which an implicit comparison is made between two things essentially unlike Onomatopoeia The use of words that supposedly mimic their meaning in their sound. Cuckoo, honk, meow Didactic Poetry, fiction, or drama having as a primary purpose to teach or preach Rhetorical Poetry Poetry using artificially eloquent language, that is, language too high-flown for its occasion and unfaithful to the full complexity of human experience Sentimental Poetry Poetry that attempts to manipulate the readers emotions in order to achieve a greater emotional response than the poem itself really warrants Hyperbole Obvious and intentional exaggeration not to be taken literally. To wait an eternity. Assonance The repetition at close intervals of the vowel sounds of accented syllables or important words Consonance The repetition at close intervals of the final consonant sounds of accented syllables or important words Allusion A reference, explicit or implicit, to something in previous literature or history. Metonymy A figure of speech in which some significant aspect or detail of an experience is used to represent the whole experience. the bottle for strong drink, or count heads (or noses) for count people. Couplet Two successive lines, usually in the same meter, linked by rhyme Denotation The basic definition or dictionary meaning of a word Cannotation What a word suggests beyond its basic dictionary definition. A words overtones of meaning Oxymoron A figure of speech by which a locution produces an incongruous, seemingly self-contradictory effect, as in cruel kindness or to make haste slowly. Paradox A statement or proposition that seems self-contradictory or absurd but in reality expresses a possible truth.

Academic Writing A List of Essay Types

Academic Writing A List of Essay Types Here is a great list of most popular types of essays. Check it out, if you need any type of essay to be written by a professional essay writer, place an order. Academic Writing: What Is an Essay? An essay is a piece of writing, usually from an authors personal point of view. The essay must be well structured (i.e. organized) and presented in a way that the reader finds easy to follow and clear: it must look tidy and not present any obstacles to the reader. It must have a clear readable interesting style. Academic writing must contain an argument or claim. This means it must address an issue or raise a question and present the appropriate data or information to illustrate it in a logical sequence, and then analyze and comment on it critically both by reference to sources and by pointing out any illogicalities, such as inconsistencies or omissions. Students are assessed on their ability to select the appropriate and relevant information to illustrate their argument or claim. Good academic writing has a formal structure, unlike fictional or personal writing. Exploiting this means that readers know what to expect, which greatly helps the communication process. The burden of communication is not carried at the word or sentence level alone but through the overall structure and organization of the text. The content should be individual and reflect the writers argument and research. Essays contain the following basic elements. These may be in the form of paragraphs for undergraduate essays, or sections for postgraduate essays or dissertations. The overall structure of a thesis (as well as, to an extent, the chapters) will have a similar pattern. A definition of an essay is a rather vague, so far I havent seen a clear definition of what an essay is. It could be due to the reason that essay is multifunctional, i.e. it can be used for a variety of purposes, in a variety of settings, in different spheres etc. In view of academic work, lets try to define an essay from the academic standpoint. So, an academic essay can probably be best understood as a testing or trial of the value or nature of a thing. This kind of testing has been recently acquired as a pedagogical tool. In this case, the main purpose of essay writing is to improve students writing skills, to judge the comprehension and mastery of the material learned during classes. This helps to expose their analytical, organizational, critical thinking skills etc. A formal essay would normally ask the student to present his/her views on a given subject, thus making an essay strongly subjective. First person narration is usually strongly discouraged, if not prohibited. Normally an essay would comprise 5 paragraphs (essentially called a five paragraph essay), but there are many other types of essays: descriptive essays, narrative essays, compare and contrast essays, persuasive essays, argumentative essays, definition essays etc. Basically, you name the type of the essay according to the purpose it serves, here you can fi nd a more or less comprehensive list of essays: Art Essay Argumentative Essay Cause and Effect Essay Compare and Contrast Essay Classification Essay College Essay Creative Essay Critical Essay Current Event Essay Deductive Essay Timed Essay Analytical Essay Descriptive Essay Definition Essay Division and Classification Essay Evaluation Essay Exploratory Essay Expository Essay Feedback Essay Informal Essay Inquiry Essay Instruction Essay Interview Essay Scholarship Essay Test Essay Literature Essay Law Essay Narrative Essay Observation Essay Paragraph Essay Personal Essay Persuasive Essay Philosophy Essay Poetry Writing or Essay Process Essay Proposal Essay Pros and Cons Essay Reflective Essay Response or Reaction Essay Review Essay If you need help with any of the above-mentioned essay types, feel free to contact any of our writing professionals, who are always willing to provide you with a top quality paper, ensuring a top score. Here, at   we are available 24/7 to help you! is the service you can trust. Order an essay from a professional essay writer.

Cultural Awareness Essay Example | Topics and Well Written Essays - 1250 words

Cultural Awareness - Essay Example II. Culture and regions of the world: A case for South America. A. A look at the location of South America. B. The physical landscape and prominent features of the region that include the Andes, the amazon forests and the Atacama Desert. III. The expression of culture through history and developments give us a better understanding of the region. A. The military history of South America in itself brings out the nature of the region. B. The key infrastructural developments such as the Panama Canal give us the ancient history and interests of the region. C. Typical activities of the region such as Agriculture tell us about the abundance of rainfall in the areas, tourism also shows us the attractive nature of the region. IV. The people residing in the region and the activities they engage in tell us of the mixed cultures of the area. A. The mixture of ethnic groups tells us of the diversity of the regions culture. B. The different languages spoken by the people prove that culture is both specific to a group and a region. C. The different interests communicate the value of ideologies that are held by different groups. SSG Phippard SSG Johnson ALC Class 709-11 September 18, 2011 The Culture of South America Culture can be defined as that system of beliefs, values, norms, customs, behaviors and artifacts that members of a given society use to interact with the world and one another. It is that combination of thoughts, feelings attitudes, beliefs values and behavior patterns that are shared by racial, ethnic, religious or social groups of people (Urban Schools). The first characteristic of culture is language which is a set of symbols that are used to assign and communicate meaning. Language is both the spoken words and body movements. Language can be formal or informal depending on the environment and the people taking part in the communication process. Different dialects may symbolize different groups of people with different cultures. In non-verbal communication, di fferent cultures have different body languages. For example, there are cultures in which eye contact is seen as disrespectful while in others it signifies honesty. The second element of culture is norms, which are rules that govern behavior in a given society. Norms include taboos and rituals, which are specific to a given group of people or region. Norms are such that what is acceptable by one may be absurd for another. Ignoring these norms makes one unacceptable unpopular or an outcast within a given culture. The third characteristic of culture is values, which are things that members of a particular culture hold in high esteem or aspire to have. Values are not the same they change depending on the situation or the needs of people. Different cultures value different things, for example most Americans generally agree on the following as valuable: democracy, liberty and freedom. A typical African society values children, peace and hard work. The fourth characteristic of culture is b eliefs and ideologies. Beliefs refer to what members of a given culture hold to be true. Ideologies on the other hand refer to a set of beliefs and assumptions that are connected by a common theme. Social institutions or systems associate themselves with ideologies and they serve to make those institutions legitimate. The above two vary within cultures and serve to differentiate them. The fifth characteristic of culture is the attitude towards time. Time orientation is something

DIVERSITY IN THE WORKPLACE Coursework Example | Topics and Well Written Essays - 250 words

DIVERSITY IN THE WORKPLACE - Coursework Example All these cases negatively influence group performance and personal relationships between employees. According to Roberge et al. (2011), strong organizational culture, focus on team work, cross-cultural couching and fairness in HR practices are proved to be effective in coping with diversity-related issues. Value-based organizational culture creates a special field where people from different backgrounds share the same aims and values. HR team should implement practices which do not conflict with personal values and traditions of employees. For instance, there are some religious holidays which require influence working schedule of employees. Even if the company is neutral to religion in its internal practices, employees should have a right to have a day off when such a holiday takes place. In order to regulate relationships between employees, organizations pay great attention to codes of conduct. Usually, these codes consist of universal values which can be accepted by all employees. Good code of conduct helps them to develop a shared vision and understand each other better. In summary, it is a hard task to manage diversity in the organization; at the same time, it is a rewarding one. When different people work together, they can create new innovative solutions which consider different points of view. Diversity is a strong value; if people feel that their values and needs are considered by the organization, they become more loyal and productive. Finally, training for employees can help them to understand each other better if their diversity causes

How Americas Foreign Policy Shaped Essay Example for Free

How Americas Foreign Policy Shaped Essay Foreign policy determines how America conducts relations with other countries. It is designed to further certain goals, and to ensure America’s security and defense. Originally American foreign policy was based isolationism; however, as the United States began to become more powerful, its foreign policy evolved. Through the 19th century, America concentrated on creating a nation that spanned the continent, and it avoided foreign entanglements. Once industrialized and more prosperous, it began looking for foreign markets and colonies. Dollar diplomacy was one strategy used to increase American Influence abroad. In addition to the need to exert more influence in foreign affairs for political reasons, Americans had a belief that their own cultural, moral, and racial superiority justified an increased global involvement. This can also be referred to as the Whiteman’s burden. The late nineteenth century to the 1920s can generally be described as a change of the United States from a very regional power, to a dominant world power. This shift began with the Spanish-American war. This war gave the United States, for the first time, an overseas empire. This war was also a fulfillment of the U.S aim of the Monroe Doctrine, which was that the U.S should secure the western hemisphere of colonial European rivalry which could infringe on U.S economic and political interests. This is one of the reasons why the U.S went to war against Spain, to kick the Spanish out of nearby Cuba. Along with the threats to America from Central America, and Cuba, trouble was brewing over seas in Europe during the early 20th century. When WWI began, the U.S proclaimed a policy of strict neutrality. However, due to unrestricted submarine warfare and the Zimmermann Note, Wilson went to congress calling for a declaration of war on Germany. After being victorious in war, Wilson hoped to revolutionize the conduct of international affairs. He came up with the Fourteen Points, which attempted to restore territories occupied during car, eliminate imperialism, trade restrictions, secret treaties, and to set up global organization to prevent future wars. In addition to the Fourteen Points, the Dawes Plan was also enacted. This plan made the U.S banks lend money to Germany so that Germany could meet its reparation payments to countries such as France and United Kingdom. These countries in return, used these payments to service their war debts to the United States. I believe the most significant foreign policy development, is the transition from isolationist nation to an imperial power, as well as the rapid change from a conservative to progressive government, helped to shape America to be what it is today. At the dawn of the 20th century, the United States was in the midst of industrialization. But because the U.S was a different continent from Europe, it desired not to get involved in any of the entanglements of the European nations. However, due to the need for foreign markets to feed the industrial growth, foreign outreach was becoming a necessary evil, and the U.S needed to develop a less isolationist foreign policy.

Personnel Management (HRM) :: essays research papers

Personnel management - The renewed emphasis on the importance of human resources in the 1980s and 90s drew attention to the way in which people management was organized. Specifically, this meant a critical review of the functions of personnel management. Personnel management has been a recognized function in the USA since NCR opened a personnel office in the 1890s. In other countries the function arrived more slowly and came through a variety of routes. This excerpt from Human Resource Management in a Business Context looks at Personnel management from a historical perspective. Further notes: Traditional Personnel Functions †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Recruitment - advertising for new employees and liaising with employment agencies. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Selection - determining the best candidates from those who apply, arranging interviews, tests, references. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Promotion - running similar selection procedures to determine progression within the organization. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pay - a minor or major role in pay negotiation, determination and administration. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Performance assessment - co-ordinating staff appraisal and counselling systems to evaluate individual employee performance. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Grading structures - as a basis for pay or development, comparing the relative difficulty and importance of functions. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Training and development - co-ordinating or delivering programmes to fit people for the roles required by the organisation now and in the future. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Welfare - providing or liaising with specialists in a staff care or counselling role for people with personal or domestic problems affecting their work. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Communication - providing internal information service, perhaps in the form of staff newspapers or magazines, handouts, booklets, videos. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Employee Relations - handling disputes, grievances and industrial action, often dealing with unions or staff representatives. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dismissal - on an individual basis as a result of failure to meet requirements or as part of a redundancy, downsizing or closure exercise, perhaps involving large numbers of people. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Personnel administration - record-keeping and monitoring of legislative requirements related to equal opportunities and possibly pensions and tax. Personnel Management Personnel management has been a recognised function in the USA since NCR opened a personnel office in the 1890s. American personnel managers worked within a unitarist tradition, identifying closely with the objectives of their organization (key concept 1.3). It was natural for HRM to emerge comparatively smoothly from this perspective. In other countries, notably Australia, South Africa and the UK, the personnel management function arrived more slowly and came from a number of routes. Moreover, its orientation was not entirely managerial. In Britain its origins can be traced to the 'welfare officers' employed by Quaker-owned companies such as Cadburys.

Nature of Love in “A Midsummer Night’s Dream”

Love is a universal theme for many art forms.   More often than not, it is love that is spoken of, whether in songs or films.   This fact holds most true for literature. Countless poems, short stories, novels and plays revolve around the concept of love.   One notable piece of literature that thoroughly deals with love and its nature is A Midsummer Night's Dream by William Shakespeare. The story features four types of love through its characters: forced love, parental love, romantic love, and love between friends.   This essay aims to analyze all the aforementioned types of love in the play and how they are portrayed.Love has multiple dimensions; it comes in many forms. The play is a testament to that, as Shakespeare explores the various types of love within the story.   The play begins with the first type of love, which is forced love between Theseus and Hippolyta.   The story starts with both characters speaking of their upcoming marriage and how soon it will come (Shak espeare).   However, the duke and his bride will marry not because they fell in love with each other.   The union existed because Hippolyta was betrothed to Theseus.   In the play, Theseus said: â€Å"I woo'd thee with my sword,/ And won thy love, doing thee injuries;/ But I will wed thee in another key† (Shakespeare).Love formed through betrothal is considered forced because it was prompted by circumstance to exist.   One does not love another upon such imposition.   Rather, one learns to love the other.   Love is spontaneous; if love is to be learned, it means that one has to force himself/herself in loving the other.   In the play, Theseus and Hippolyta did not seem to have any problems with such arrangement.   Both were minor characters, so the details of their relation were not exactly revealed in the play.   In the past, betrothals are common and the arrangement did not seem to be problematic at that time.   However, in essence, forced love is not re ally love.   Love is a spontaneous emotion that is evoked, as opposed to one that is merely forced.The second type of love is the parental kind, as exhibited by the relationship of Egeus to his daughter Hermia.   In the play, Egeus complains to Theseus that while he had given consent to Demetrius to marry Hermia, it is she who seeks to disobey for her love of Lysander (Shakespeare).   Egeus warns that her disobedience may result in death, while Theseus presents another option which is becoming a nun (Shakespeare).Parental love is that which is received upon birth, a love expressed by parents to their children (Hammack 2).   Among all kinds of love, parental love is most continuous; it is the secure kind of love that remains throughout one's life.   There is nothing more fulfilling than being loved by and having a strong close relationship with the family.   However, this kind of love is not without fault.   Parents may have a negative effect on their children when the former force their will or decisions on the latter.For instance, in the play, Egeus believes that Demetrius is the one most fit to marry Hermia; in his resolve, he discards the feelings of his own daughter for his decision. Thinking his daughter’s life is not hers but his, Egeus says, â€Å"And she is mine, and all my right of her/ I do estate unto Demetrius† (Shakespeare).   As Hermia's father, Egeus acts like he owned her and made decisions with her in mind. Egeus may have preferred Demetrius to be Hermia's husband because he thought that was what was best for her.   Nonetheless, it was Lysander whom Hermia loved, and they did end up together eventually.The third kind of love featured in the play was romantic love.   In the story, two couples demonstrated this kind of love: Hermia and Lysander, and Helena and Demetrius.   In the case of Hermia and Lysander, the feeling was mutual.   They reciprocated each other's love, and it caused them to defy Athenian la w by eloping (Shakespeare).This is the typical concept of romantic love.   It is characterized by the fervent desire to have that special someone in one's life (Hammack 3).   It is also marked by a compromise, in which both shared and carried the load that came with the relationship. Lysander knew that his relationship with Hermia was in danger due to Egeus and Demetrius.   Not wanting to part from his beloved, Lysander suggested that they elope to a place in which the Athenian law cannot hinder their love (Shakespeare).Hermia complied, and together they struggled to overcome the obstacle in their relationship.   Such bold action can only be done by people experiencing romantic love.   One becomes willing to face hardships for the sake of the other, as there is a strong need to be with the beloved and make him or her happy (Hammack 3).The case of Helena and Demetrius is different because even if it still falls under romantic love, it initially involved unrequited love.   Helena is in love with Demetrius, but Demetrius has only eyes for Helena's friend Hermia (Shakespeare).   Hermia informs Helena of their elopement, hoping that she would keep it a secret.   She did not; instead, she thought of Demetrius' welfare and told him of Hermia and Lysander's plans.   She did betray her friend's trust, but she simply wanted to win Demetrius.   Despite the fact that he did not love her, she still wanted him to be happy.   That is why she told him of Hermia's plans.   Helena's love is a romantic one because she sought to make her beloved happy, even if it was at her own expense (Shakespeare).One aspect of romantic love is the desire to look after the happiness of the beloved (Hammack 3).   Helena did that to Demetrius; she knew he loved Hermia, so she told him her whereabouts.   Another aspect of romantic love, as was mentioned earlier, is the need to be with the beloved (Hammack 3).   Helena followed Demetrius in the woods, and even though h e made it clear that he did not want to be with her, she still pursued (Shakespeare).   If Oberon did not take pity on her and if Puck did not put the potion on Demetrius' eyes, Helena would have continued to suffer.   In the end, everything went well, with Demetrius declaring â€Å"The object and the pleasure of mine eye/Is only Helena† (Shakespeare).The last type of love portrayed in the play is a love that is shared by sisters, a love grounded on friendship.   Hermia and Helena shared a special friendship that was almost destroyed by Puck's error (Shakespeare).   Because of Puck, both Lysander and Demetrius fell in love with Helena.   This made Hermia think ill about her friend, making them argue in the process (Shakespeare).The love shared between friends is marked by concern for the welfare of the other (Helm).   This stems from the fact that it involves an extent of intimacy, which in part plays a crucial role in one's personal development.   Love between friends is also characterized by caring for one another (Helm).In the play, after Puck had committed the mistake, Helena thought that the declarations of love from Lysander and Demetrius were mere mockery (Shakespeare).   She also thought that Hermia was also involved.   That is the reason why she spoke about their friendship in detail.   Helena narrates that she and Hermia had a vow of sisterhood; for all the times they spent together, they were like two entities with a single heart.   Their friendship originated from childhood, and continued until their days in school.   That is why Helena was hurt when she thought that Hermia was also mocking her (Shakespeare).Hermia and Helena are bound by love that unites friends.   They are already like sisters. Because they have been together for a long time, they have developed a level of intimacy that they cannot share with others.   Their relationship which began as early as childhood made them responsible for each other's gr owth.   Because there is caring involved between friends, to be mocked by a friend would surely hurt.   Hermia's anger toward Helena when the former thought that the latter stole her lover away was out of the sense of betrayal she felt as a friend.Love indeed comes in many forms, and has numerous different variations. In the playA Midsummer Night's Dream alone, there are four types of love that Shakespeare openly explored: forced love, parental love, romantic love and love between friends.   All these are simply part and parcel of the universal concept that is love.Works CitedHammack, GS. â€Å"Different Types of Love.† Associated Content. 12 June 2006.   12 May 2008 ;https://www.yahoo.com/?err=404;err_url=https%3a%2f%2fwww.yahoo.com%2farticle%2f37378%2fdifferent_types_of_love.html%3fpage%3d3%26cat%3d41;.Helm, Bennett. â€Å"Friendship.† Stanford Encyclopedia of Philosophy. 17 May 2005. 12 May 2008 ;https://plato.stanford.edu/entries/friendship/;.Shakespeare, W illiam. A Midsummer Night's Dream. 13 November 2000.   12 May 2008 . Nature of Love in â€Å"A Midsummer Night’s Dream† Love is a universal theme for many art forms.   More often than not, it is love that is spoken of, whether in songs or films.   This fact holds most true for literature. Countless poems, short stories, novels and plays revolve around the concept of love.   One notable piece of literature that thoroughly deals with love and its nature is A Midsummer Night's Dream by William Shakespeare. The story features four types of love through its characters: forced love, parental love, romantic love, and love between friends.   This essay aims to analyze all the aforementioned types of love in the play and how they are portrayed.Love has multiple dimensions; it comes in many forms. The play is a testament to that, as Shakespeare explores the various types of love within the story.   The play begins with the first type of love, which is forced love between Theseus and Hippolyta.   The story starts with both characters speaking of their upcoming marriage and how soon it will come (Shak espeare).   However, the duke and his bride will marry not because they fell in love with each other.   The union existed because Hippolyta was betrothed to Theseus.   In the play, Theseus said: â€Å"I woo'd thee with my sword,/ And won thy love, doing thee injuries;/ But I will wed thee in another key† (Shakespeare).Love formed through betrothal is considered forced because it was prompted by circumstance to exist.   One does not love another upon such imposition.   Rather, one learns to love the other.   Love is spontaneous; if love is to be learned, it means that one has to force himself/herself in loving the other.   In the play, Theseus and Hippolyta did not seem to have any problems with such arrangement.   Both were minor characters, so the details of their relation were not exactly revealed in the play.   In the past, betrothals are common and the arrangement did not seem to be problematic at that time.   However, in essence, forced love is not re ally love.   Love is a spontaneous emotion that is evoked, as opposed to one that is merely forced.The second type of love is the parental kind, as exhibited by the relationship of Egeus to his daughter Hermia.   In the play, Egeus complains to Theseus that while he had given consent to Demetrius to marry Hermia, it is she who seeks to disobey for her love of Lysander (Shakespeare).   Egeus warns that her disobedience may result in death, while Theseus presents another option which is becoming a nun (Shakespeare).Parental love is that which is received upon birth, a love expressed by parents to their children (Hammack 2).   Among all kinds of love, parental love is most continuous; it is the secure kind of love that remains throughout one's life.   There is nothing more fulfilling than being loved by and having a strong close relationship with the family.   However, this kind of love is not without fault.   Parents may have a negative effect on their children when the former force their will or decisions on the latter.   For instance, in the play, Egeus believes that Demetrius is the one most fit to marry Hermia; in his resolve, he discards the feelings of his own daughter for his decision.Thinking his daughter’s life is not hers but his, Egeus says, â€Å"And she is mine, and all my right of her/ I do estate unto Demetrius† (Shakespeare).   As Hermia's father, Egeus acts like he owned her and made decisions with her in mind. Egeus may have preferred Demetrius to be Hermia's husband because he thought that was what was best for her.   Nonetheless, it was Lysander whom Hermia loved, and they did end up together eventually.The third kind of love featured in the play was romantic love.   In the story, two couples demonstrated this kind of love: Hermia and Lysander, and Helena and Demetrius.   In the case of Hermia and Lysander, the feeling was mutual.   They reciprocated each other's love, and it caused them to defy Athenia n law by eloping (Shakespeare).This is the typical concept of romantic love.   It is characterized by the fervent desire to have that special someone in one's life (Hammack 3).   It is also marked by a compromise, in which both shared and carried the load that came with the relationship. Lysander knew that his relationship with Hermia was in danger due to Egeus and Demetrius.   Not wanting to part from his beloved, Lysander suggested that they elope to a place in which the Athenian law cannot hinder their love (Shakespeare). Hermia complied, and together they struggled to overcome the obstacle in their relationship.   Such bold action can only be done by people experiencing romantic love.   One becomes willing to face hardships for the sake of the other, as there is a strong need to be with the beloved and make him or her happy (Hammack 3).The case of Helena and Demetrius is different because even if it still falls under romantic love, it initially involved unrequited love .   Helena is in love with Demetrius, but Demetrius has only eyes for Helena's friend Hermia (Shakespeare).   Hermia informs Helena of their elopement, hoping that she would keep it a secret.   She did not; instead, she thought of Demetrius' welfare and told him of Hermia and Lysander's plans.   She did betray her friend's trust, but she simply wanted to win Demetrius.   Despite the fact that he did not love her, she still wanted him to be happy.   That is why she told him of Hermia's plans.   Helena's love is a romantic one because she sought to make her beloved happy, even if it was at her own expense (Shakespeare).One aspect of romantic love is the desire to look after the happiness of the beloved (Hammack 3).   Helena did that to Demetrius; she knew he loved Hermia, so she told him her whereabouts.   Another aspect of romantic love, as was mentioned earlier, is the need to be with the beloved (Hammack 3).   Helena followed Demetrius in the woods, and even tho ugh he made it clear that he did not want to be with her, she still pursued (Shakespeare).   If Oberon did not take pity on her and if Puck did not put the potion on Demetrius' eyes, Helena would have continued to suffer.   In the end, everything went well, with Demetrius declaring â€Å"The object and the pleasure of mine eye/Is only Helena† (Shakespeare).The last type of love portrayed in the play is a love that is shared by sisters, a love grounded on friendship.   Hermia and Helena shared a special friendship that was almost destroyed by Puck's error (Shakespeare).   Because of Puck, both Lysander and Demetrius fell in love with Helena.   This made Hermia think ill about her friend, making them argue in the process (Shakespeare).The love shared between friends is marked by concern for the welfare of the other (Helm).   This stems from the fact that it involves an extent of intimacy, which in part plays a crucial role in one's personal development.   Love bet ween friends is also characterized by caring for one another (Helm).In the play, after Puck had committed the mistake, Helena thought that the declarations of love from Lysander and Demetrius were mere mockery (Shakespeare).   She also thought that Hermia was also involved.   That is the reason why she spoke about their friendship in detail.   Helena narrates that she and Hermia had a vow of sisterhood; for all the times they spent together, they were like two entities with a single heart.   Their friendship originated from childhood, and continued until their days in school.   That is why Helena was hurt when she thought that Hermia was also mocking her (Shakespeare).Hermia and Helena are bound by love that unites friends.   They are already like sisters. Because they have been together for a long time, they have developed a level of intimacy that they cannot share with others.   Their relationship which began as early as childhood made them responsible for each other 's growth.   Because there is caring involved between friends, to be mocked by a friend would surely hurt.   Hermia's anger toward Helena when the former thought that the latter stole her lover away was out of the sense of betrayal she felt as a friend.Love indeed comes in many forms, and has numerous different variations. In the playA Midsummer Night's Dream alone, there are four types of love that Shakespeare openly explored: forced love, parental love, romantic love and love between friends.   All these are simply part and parcel of the universal concept that is love.Works CitedHammack, GS. â€Å"Different Types of Love.† Associated Content. 12 June 2006.   12 May 2008 .Helm, Bennett. â€Å"Friendship.† Stanford Encyclopedia of Philosophy. 17 May 2005. 12 May 2008 .Shakespeare, William. A Midsummer Night's Dream. 13 November 2000.   12 May 2008 .

Health or wealth, which is better ? Essay

God, and value it next to a good conscience: for health is the second blessing that we mortals are capable of. a blessing that money cannot buy†. – Izaak Walton These are words of wisdom and none would question their validity. But there are times when people do value money over health. When a person has been deprived of a thing for too long, he longs for it: and as money is the commodity most in demand people want money to fulfill their eeds. It can help rent or build a house. It can buy medicines, clothes, fruit and food: it can pay for the small pleasures of life as well as the big ones – from a cup of tea to a holiday abroad. Aesthetic and cultural enjoyment – tickets for the latest play, an evening at the opera, an expensive book, the latest L. P. – all these money alone can buy. There are far too many things which are out of the reach of the middle and the working classes. A good education, expensive sports and games like skating and golf, raveling in comfort, owning the gadgets which add comfort to life – these are things which people with limited incomes cannot buy. The unprecedented unemployment of the thirties was responsible for a great deal of human misery and resulted in the loss of self-respect and dignity. It also forced people to recognize the worth of money and resulted in a disproportionate attachment to the material world. There is no denying the value of money and the pleasure of enjoying it: but there are basic issues involved. If money can be got only after a huge amount of sacrifice, is it worth t? Is it really necessary for human beings to go on increasing their needs and temporary pleasures? Or would it be wiser to impose a self-restraint on one’s needs? People get so busy in getting money that they forget how to enjoy it. Engaged in getting money, man has no time for his family or his friends and at times no time even for his health. On the other hand, the pursuit of money may adversely affect both his physical and spiritual health. He may overcome his initial scruples in his desire for power and money. The question then is how much evil is Justified to get to he good. If one has to choose and even if there is no choice, health is better than wealth. A healthy person can look after not only himself but also others. He can be a useful member of society and of a family. He can be generous and sympathetic and be constructive in his thinking. An ailing person whether man or woman is a drain on others. And money can buy medicines, pay for a visit to a health resort or long hospitalization but it can neither buy health nor happiness. It is immaterial that a man can buy an expensive pair of shoes, if he has no shoes. Ultimately it is equally irrelevant whether a man is dressed up in the most expensive clothes, or drives the latest model of an expensive car. What is important is how good a human being he is. And for this he needs health. If he is healthy, his whole approach to life will be governed by this factor. Ask a man who has been through a long illness and an equally long spell of poverty and he will chose health. Money is the value of the man- made world – not of the world God created. Health is a god-given grace and let us be grateful for it.

Anne Frank

Anne Frank Free Online Research Papers â€Å"Anne Frank: The Diary of A Young Girl†, is a diary written by a Jew girl named Anne. During World War II, the Jews were being chased by the German armies, so the Frank family went to live for 3 years to a secret place. During her time in the â€Å"Secret Annex†, Anne went through different maturity stages. But all these changes happened because of the social issues, physical settings, and the political views that Anne had. The most interesting thing is that Anne realized how she grew, internally and externally. The maturity stage that Ann reached at the end, helped her deal with all the final conflicts, before they were caught. Through the 3 years, the social issues were a problem that Anne faced. The constant fights with Mrs. Van Daan were a big influence based on Anne’s maturity. Anne was really upset when Mrs. Van Daan criticized her with the food, although she controlled herself, and she realized it. Also Anne had her constant fights with her mom because they have different personalities, although sometimes Anne tried to do the best so that they would not fight, but when Anne was really upset, with her harsh words, she could make her mummy cry. A great influence on Anne’s feelings was the romance that happened between Peter and her. Before going to the â€Å"Secret Annex†, Anne had the attention of all the boys, but Harry was the one that caught her attention. Harry used to take Anne to the school every day, but when the war started Anne never say Harry again. Because she was used to having all the boys’ attention, she wondered why Peter did not liked her. After some time liv ing in the Annex, Anne started falling for Peter. And it was a good thing, because she was not depressed anymore because her life had an â€Å"object† now. Although all her social issues were complicated, some of them had a positive effect on her life. Certainly, the physical settings were a factor that made Anne’s mood depend on that. The â€Å"Secret Annex† certainly did so. There were some days that were really hot. Anne was a little altered with that situation. Because of this temperature, the butter was melting and it was so hot that Anne could not wash the dishes because her legs hurt too much. But sometimes Anne felt lucky to be on the Annex; when she thought of what was happening on the outside world, she felt like if it was a paradise compared to the outside. The outside world made Anne feel anxious and nervous because she did not know what was happening. The burglars altered not only Anne but the whole family. There was a burglar in whom the people stole the food coupons and some money. The constant movements made suspicious the warehouse man, although they went over this problem easily. All these troubles made Anne more mature by making her go through problems where she could overcome. The major impact that influenced Anne’s maturity was the Political views. The Franks and the Van Daans heard the radio every day. But what affected the most to Anne was that the war was not stable, it changed throughout the course of each day; there were invasions one day and the other one Italy was winning, and the next day Germany was winning territories. The Jews taken away made Anne really worried. She spends tons of time thinking about if her friends were alright, but she thought of Lies the most. Anne wondered if Lies was alive, if she was in a concentration camp, or if she was dead. One of the most important news was the D- Day. It made the Franks’ hopes be a little higher because the invasion has begun, and it would certainly help the Jews. But there were fake hopes because of the news. Because of the D- Day Anne thought that they might be able to survive, but they did not make it through the war. Anne’s difficulties across this process made her maturity levels raise. This novel shows us that Anne overcame some these problems and had a good experience in some of them. The maturity level that she reached made her be prepared so that she could know how to pass this stage of sorrow and pity. And with the help of Pim she was able to figure out that she was changing from being a girl to a woman. The question left is: If she had not been on the â€Å"Secret Annex† would she be able to overcome all these difficulties that happened after and during her life in the â€Å"Secret Annex†? Research Papers on Anne FrankThe Effects of Illegal ImmigrationAssess the importance of Nationalism 1815-1850 EuropeRelationship between Media Coverage and Social and19 Century Society: A Deeply Divided EraEffects of Television Violence on ChildrenAppeasement Policy Towards the Outbreak of World War 2The Hockey GameHip-Hop is ArtQuebec and CanadaThe Relationship Between Delinquency and Drug Use

How to Deal With Discipline Problems in the Classroom

How to Deal With Discipline Problems in the Classroom Discipline problems challenge most new teachers and even some veteran educators. Good  classroom management combined with an effective discipline plan helps keep bad behavior to a minimum so the entire class can focus on learning. Classroom rules  must be easy to understand and manageable. Make sure that you dont have such a large number of rules that your students cant consistently follow them. Set an Example Discipline starts with you. Begin each class period with a positive attitude and high expectations. Itll help create a positive learning environment. If you expect your students to misbehave, they probably will. Come to class prepared with lessons for the day. Reduce downtime  for students to help maintain order. Work on making transitions between lessons smooth. For example, as you move from whole-group discussion to independent work, try to minimize the disruption to the class. Have your papers ready to go or your assignment was written on the board so you can move quickly through the process. Many disruptions occur in transitional times during lessons. Be Proactive With Discipline Problems Watch your students as they come into class and look for signs of discord. For example, if you notice a heated discussion before class starts, deal with it then. Give the students a few moments to work things out before you start your lesson. Separate them if necessary and try to gain agreement that during your class period at least, they will drop the issue. Post a discipline plan that you follow consistently to govern student conduct. Depending on the severity of an offense, this should provide a warning or two before formal punishment. Your plan should be easy to follow and cause minimal disruption to your class. For example, first offense: verbal warning; second offense: detention with the teacher; third offense: referral. Use humor when appropriate to diffuse touchy situations. For example, if you tell your students to open their books to page 51, but three students are so busy talking with each other that they do not hear you, resist the urge to yell. Smile, say their  names and ask them calmly to please wait until later to finish their conversation because you would really like to hear how it ends but you have to get this class finished. This should get a few laughs but also get your point across. Be Firm But Fair Consistency and  fairness  are essential for effective classroom management. If you ignore disruptions one day and come down hard on them the next, your students wont take you seriously. You will lose respect and disruptions will probably increase. If you appear unfair in how you enforce the rules, the students will resent you. Address disruptions with in-kind responses. In other words, dont elevate disruptions above their current significance. For example, if two students keep talking in class, dont disrupt your lesson to yell at them. Instead, simply say the students names and issue a verbal warning. You can also try asking one of them a question to bring their focus back to the lesson. If a student becomes verbally confrontational, remain calm and remove them from the situation as quickly as possible. Do not get into yelling matches with your students. And do not bring the rest of the class into the situation by involving them in the disciplinary process. Prioritize Safety When a student becomes visibly agitated, you must maintain a safe environment for the other students. Remain as calm as possible; your demeanor can sometimes diffuse the situation. You should have a plan for dealing with violence that you discussed with students early in the year. You should use the call button for assistance or have a designated student get help from another teacher. Send the other students from the room if it appears they could get hurt. If a fight breaks out in the classroom, follow your schools rules concerning teacher involvement as many administrators want teachers to stay out of fights until help arrives. Keep an anecdotal record of major issues that arise in your class. This might be necessary if you are asked for a history of classroom disruptions or other documentation. Most importantly, let it go at the end of the day. Classroom management and disruption issues should be left at school so you have time to recharge before coming back to another day of teaching.

Conservative Muslims In Liberal Britain Essay Example | Topics and Well Written Essays - 750 words

Conservative Muslims In Liberal Britain - Essay Example It emerges that despite the desire by the Muslim parents that their children embrace the liberal culture in Britain, there is still a high incidence of segregation in terms of education that is offered to the children. The parents who insist on taking their children to the Muslim schools majorly fuel the segregation. Young Muslims between the age of 16 and 24 years who are better educated as compared to their parents in Britain are more conservative. Thisgroupstronglysupports sharia laws, anti-gay activities and even dem and death penalties for the act. Itthusshowsthatdevelopment in a close-knit society with a Muslim education makes the children more conservative. It emerges that despite the desire by the Muslim parents that their children embrace the liberal culture in Britain, there is still a high incidence of segregation in terms of education that is offered to the children. The parents who insist on taking their children to the Muslim schools majorly fuel the segregation. Young Muslims between the age of 16 and 24 years who are better educated as compared to their parents in Britain are more conservative. Thisgroupstronglysupports sharia laws, anti-gay activities and even dem and death penalties for the act. Itthusshowsthatdevelopment in a close-knit society with a Muslim education makes the children more conservative. The social and the cultural way of life of the conservative Muslims are also put to question in the program with eliciting of response from the leaders of Islam.