Power, Propoganda In Communist China Essays - Chinese Communists

Power, Propoganda In Communist China Essays - Chinese Communists Power, Propoganda in Communist China Propaganda in China during the Cultural Revolution took on many forms; there were mass Red Guard demonstrations in Tianamen Square in support of Mao Zedong, pictures of Mao were put up in every conceivable location from restaurants to the wallpaper in nurseries, and pamphlets and books of Mao's teachings were distributed to every Chinese citizen. One of these propaganda publications Quotations from Chairman Mao which later became known as the Little Red Book contained quotes from Mao Zedong and was distributed to every Chinese citizen. The history of the Red Book provides one of the best ways in which to analyze Chinese propaganda during the Cultural Revolution and see the ways in which the Chinese government was able to produce and effectively indoctrinate the Chinese people with Mao Zedong Thought. Official Chinese magazines from the period of 1967 to 1970 are filled with many pictures of citizens holding, reading, and memorizing the Red Book. This proposal will trace the rise and fall of images of the Red Book in the official Chinese publication China Reconstructs. This proposal will use a graphical analysis of pictures in this publication from 1966 to 1973 to show that propaganda was not just a tool of the Communist party but also a reflection of internal power struggles within the party during the Cultural Revolution. The Red Book was written several years before it became the object of national adoration and a tool for the Cultivation of Mao's personality Cult. The history of the Red Book and its meteoric rise from a hand book for military recruits to compulsory reading for all Chinese citizens, is closely tied to its developer Lin Biao's rise to power. Lin Biao was born in 1907 and was fourteen years younger then Mao; he joined the communist party in 1925 and until the communists captured control of China was at various times in charge of resiezce forces, and armies of communist soldiers. When the communists took control in 1949 Lin Biao was behind Mao Zedong, Liu Shaoqi, Zhou Enlai, Chen Yun, and Deng Xiaoping in rank (Yan and Gao, 1996: 179). But eighteen years later during the height of the Cultural Revolution Lin Biao by winning favor with Mao by publishing and championing the Red Book and the Cult of Mao became second only to the Chairman in power and position (Ming-Le, 1983: 80). In 1959 Peng Dehua was dismissed as minister of defense and Lin Biao was appointed in his place. At an armed forces meeting for high cadres during September of that year Lin Biao, energetically started promoting the Cult of Mao saying, "Learning the writings of comrade Mao Zedong is the shortcut to learning Marxism-Leninism. Chairman Mao's writings are easy to learn and can be put to use immediately. Diligent work will pay dividends many fold." (Yan and Gao, 1996: 182) His references to "shortcut" and "quick dividends" in his speech went unnoticed at the time as few foresaw the effects of creating a Cult around Mao. But looking back on the Cultural Revolution and Lin Biao, we can see his using the Cult of Mao was indeed a shortcut that produced huge dividends both for himself and for Mao. Mao to the Chinese people was a symbol sovereignty and the construction of socialism; to them praise for Mao was fitting with his symbolic role in society. Starting in 1959 Lin Biao in front of military audiences in order to help buildup support for the Cult of Mao used such phrases as, "the dire necessity of acquiring Mao Zedong's thought," "to study the writings of Mao Zedong with questions in mind is to shoot arrows with target in sight," "we must arm our minds with Mao Zedong's thought" (Yan an Gao, 1996: 181). Lin Biao's goal of building up both himself and the Cult of Mao lead him in September of 1960 to pass a resolution at the meeting of the Military Commission, which called for more political education among the armed forces (Yan and Gao, 1996: 181) "Mao Zedong Thought is the compass for the Chinese people's revolution and socialist construction, the powerful ideological weapon against imperialism, and the powerful ideological weapon against revisionism

Tips Tricks How to Use the Control Panel

Tips Tricks How to Use the Control Panel Tips for Using the Control Panel When logged in, you will see a table with a list of all your orders. If you have a total of more than 8 orders, we will split your orders into pages. There are several columns in the table. Column Date shows the date when the order was placed. Deadline column only shows a deadline for orders that are currently in progress and will display late orders in red color. The Progress column displays the progress of the paper. Not every writer keeps the client notified of the progress, so if you feel like you need to know what is going on, click the Request progress update link from the Actions menu. The Writer column will show writer ID. It is done mainly to help you sort the orders by the writer ID, to have the idea how many of your orders are done by the same writer. In Quick actions column you have access to some quick actions you can perform with an order, without accessing the page for that order. Below you can also see a block that is called One-touch support request. This block will help you send a message for any order you have in progress without opening the corresponding order details page. You can send a message to staff or to the writer. This is useful when you have a quick comment for the writer, or when there is no update on the order and you want to notify staff about it. Click on the corresponding order to access a detailed information and actions page. On this page, you will be able to upload additional instructions, communicate with the writer or staff directly.

Written assignment 3 Essay Example | Topics and Well Written Essays - 250 words

Written assignment 3 - Essay Example b. Longs Peak in Rocky Mountain National Park, is 14,259 feet in elevation. Can you see Cheyenne, Wyoming (about 74 miles away at an elevation of 6,062 feet, so youll have to subtract to get the height to use in the equation) from its summit? Use part a! Explain your answer. (I—your facilitator—used to live pretty close to Longs Peak; I could see it out my office window, and my brother lives in Wyoming. Ive been able to test this by looking for Longs Peak from Cheyenne since being able to see Longs Peak from Cheyenne is equivalent to being able to see Cheyenne from Longs Peak. Ive also climbed Longs Peak, but I didnt look for Cheyenne when I was there. If you do the algebra correctly, you do in fact get the same answer that Ive observed. So, D = 1.32 * = 119.51 miles ïÆ'   this is the distance from the summit that an observer can view to the horizon and 74 miles is within this range, therefore, I would be able to see Cheyenne, Wyoming from the top of Longs

Negotiation plan Essay Example | Topics and Well Written Essays - 1000 words - 1

Negotiation plan - Essay Example (2005), sufficient preparation provide the opportunity to clearly describe the goals, recognition of core issues, understanding of parties involved and to assess the effectiveness of the strategies adopted for the negotiation. It is the successful preparation phase which ensures that delegation moves closer to the success as defined by the objectives of negotiation. Following is the preparation plan for negotiation of a Dairy Company XYZ with the employee union, the number of permanent and full time employees exceeds one hundred and all of them are members of this union. They approached the management with some demands and issues, several meetings were held and many issues were resolved but the parties still have differences on some of the crucial issues. Both the parties are eager to finalize the issues and differences in the upcoming meeting. As the leader of the delegation from the Dairy Company, I propose the following negotiation plan. Most of the issues including pay rates, classification structure, number o annual leaves, daily break for meal etc have been resolved in the previous meetings. Among five issues that require resolution in the next meeting include: The goal of the group is to achieve agreement on the three core issues including the life of the agreement, factors that will serve as basis for the increase in wages and hour’s roster. The union demands that the agreement should be for one year, wages should be increased according to the increase in the inflation and increase in the output from the beginning of the year 2011 to till date and roster hour should be set to 152 hours per four weeks cycle. The goals set by the group are to fix the agreement life for three years; wages should be increased with productivity rather than inflation and increase should be from the start of the agreement while the roaster hour should be flexible and company can change it on a notice of two days as compared to the five days demanded by the Union. The life

Employee Motivational Theories and Concepts Essay Example for Free

Employee Motivational Theories and Concepts Essay Numerous theories on the subject of employee motivation have been developed and published for the better part of this century. While early employers thought of their workers as just another input into the production of goods and services (Lindner, 1998), employees were becoming increasingly dissatisfied with working conditions and malevolent management. As post-war, labor tensions mounted in the 1920s, employers needed to change their approach to employee relations if they were to avoid costly, and sometimes violent, labor strikes. Early motivational theories set the foundation for the development of 20th century concepts, including the move to get â€Å"Googled† and motivational techniques based on business strengths found in the corporate toolbox. Early Motivational Theories George Elton Mayo, an Australian-born psychologist and Harvard Professor, began significant research in 1927 in an attempt to demonstrate that employees, if appropriately motivated, are more productive and can achieve greater return through appropriate human relationship management techniques (Trahair Zaleznik, 2005). This research, referred to as the â€Å"Hawthorne Studies,† found that employees are not only motivated by financial gain, but also by the behavior and attitude of their supervisors. During these studies, the employees responded positively to the mere fact that they were receiving attention from their supervisor as a result of the experiment. In his article, Gordon Marshall (1998) noted that â€Å"the term ‘Hawthorne effect’ is now widely used to refer to the behavior-modifying effects of being the subject of social investigation, regardless of the context of the investigation. More generally, the researchers concluded that supervisory style greatly affected worker productivity† (para. 1) and that â€Å"enhanced productivity therefore depends on management sensitivity to, and manipulation of, the ‘human relations’ of production† (para. 2). This represented a dramatic paradigm shift for employers and theorists alike. Subsequent to the conclusion of the infamous Hawthorne Studies, five primary motivational theories have developed that have increased the understanding of what truly motivates employees. They are Maslow’s need-hierarchy, Hertzberg’s two-factor system, Vroom’s expectancy theory, Adam’s equity theory, and Skinner’s reinforcement theory. Maslow identified that employees, in general, have five primary levels of needs that include psychological (e.g. air, food, shelter), safety (e.g. security, order, stability), belongingness (e.g. love, family, relationships), esteem (e.g. achievement, status, responsibility), and self-actualization (McLeod, 2007). Maslow further noted that, in order to provide motivation, the lower levels would need to be satisfied before one progressed to the higher levels. Hertzberg classified motivation into two, distinct factors. He believed that intrinsic factors (or motivators) produce job satisfaction through achievement and recognition while extrinsic (or hygiene) factors produce dissatisfaction. He identified extrinsic factors to be associated with compensation and perceived job security, or lack thereof. Vroom theorized that demonstrated effort would lead to performance which, in turn, would lead to reward (either positive or negative). The more positive the reward the more highly motivated the employee would be. To the contrary, negative rewards would result in a lesser motivated employee. Adams found that employees want to ensure that there is a sense of fairness and equity between themselves and their co-workers. He believed that equity is achieved when employees are contributing, in terms of input and output, at the same rate. Skinner’s theory was likely the most simplistic, He established that employees will repeat behaviors that lead to positive outcomes and eliminate or minimize behaviors that lead to negative outcomes. He conceived that, if managers positively reinforce desired behavior, it would lead to positive outcomes and that managers should negatively reinforce employee behavior that leads to negative outcomes (Lindner, 1998). James R. Lindner, Professor of Management and Research at Ohio State University, has conducted extensive research on this topic. In his paper â€Å"Understanding Employee Motivation,† he further extrapolated on the five theories, providing a comparative analysis, and offering a summary definition that focuses on the psychological process and â€Å"inner force† associated with the accomplishment of personal and organizational goals (Lindner, 1998). 20th Century Concepts In addition to studying popular theories associated with employee motivation, Lindner (1998) includes the methodology and outcomes of an independent study, conducted at Ohio State University, that sought to rank the importance of ten motivating factors. The results of this study were compelling; with â€Å"interesting work† ranking as number one over other more commonly identified motivators, such as wages and job security. In comparing these results with Maslow’s hierarchy of needs, among others, he found that the results are mixed, with the highest ranked factor (interesting work) being one of self-actualization and contrary to Maslow’s findings (Lindner, 1998). This presents a divergent result that challenges Maslow’s assumption that the lower needs must be satisfied before a person can achieve their potential and self-actualize (McLeod, 2007, para.16). This does not negate Maslow’s work, but rather demonstrates that a natural evolution may have taken place with the modern workforce due to the progression of motivation strategies. This is a credit to the work of early theorists, and a call to arms for those that continue this research. Get Googled But history has yet to definitively answer the question, â€Å"what is the best method(s) to motivate employees?† The imprecise answer continues to be: it depends. Many successful organizations incorporate a variety of programs aimed at motivating their employees, based on their specific population. Google Inc., for example, is leading the way to restructure management so that employees can streamline creative ideas that produce blockbuster new products. They are rewarding employees with perks like onsite swimming pools, allowing employees to bring their pets to work, providing onsite child care, and all the free food employees want (â€Å"How Google Inc. Rewards Its Employees,† 2010, Thinking Leaders, para.1). While this may not be realistic for every organization, there is something to be said about the fact that Google, Inc. is consistently ranked by Fortune magazine as the best place in the U.S. to work. However there are things that a company can do to motivate their employees that are low or no cost and likely already exist in their corporate toolbox. The Corporate Toolbox Most successful organizations pride themselves on their ability to promote their product or service to achieve the desired level of profitability. They develop strategic plans, set production goals and persuade their customers that they are best of the best in their field. They are advertisers and peddlers of wares. So what does this have to do with motivation? Robert Hershey, Director of James E. Rogers College of Law at the University of Arizona and contributing author to the Journal of Managerial Psychology, contends that there is a significant correlation between an organization’s ability to successfully promote their business and thrive at motivating their employees. He notes that â€Å"we do not need one more theory of motivation; we need better insight into the psychology of advertising. We can take some tried-and-true product advertising techniques that have been found to be effective and use them in a human resources and management context. But before we do that, the point must be made that, as a practical matter, our vocabulary and attention require a shift from the motivation jargon of needs, expectancy, two-factor theories, etc., to an emphasis on communications practices, because persuasion requires the transmission of information† (Hershey, 1993). If Hershey is correct, then an emphasis on communication and inclusion would create an environment ripe for employee motivation. One could also argue that, if communication is key, allowing input and empowered decision making is the next logical step to producing a motivated employee. Carolyn Wiley, Professor of Business at Roosevelt University, concurs with this notion and provides the following supporting statements in her article â€Å"Creating an Environment for Employee Motivation†: When employees have an opportunity to provide input, this increases their survival rate and their sense of commitment. In many very small companies, a natural sense of owners hip often develops among the employees. However, as companies grow, feelings of ownership and commitment start to decline. To increase commitment as the organization grows, managers must change how they define who retains control. Shared decision making is essential both to company success and employee survival. Workers generally do not resist their own ideas and decisions. Rather, they are motivated to fulfill them. (Wiley, 1992, para.14) While this may seem threatening to traditional leaders, it should not be viewed as surrendering control. Employees that are empowered through inclusion are ambassadors for organizational success. It is only through mutual success that both the employee and company thrive. It seems so simple, but eludes even the most progressive of companies. Most organizations are more inclined to spend thousands of dollars creating recognition programs, building home office environments, developing bonus structures and hosting employee appreciation events rather than recognizing that most employees are merely looking to be valued. The same attention that motivated the Hawthorne workers applies to the modern employee who just wants to contribute and receive credit for their effort. Conclusion There is certainly compelling evidence to indicate that employee motivation comes in many forms. Whether one places their belief in the theoretical assumptions of a Maslow or Hertzberg, their financial backing in the creation of a Google-esque environment, or capitalize on their organizational strengths to communicate and persuade, there is clear agreement that the ability to successfully motivate employees is essential for corporate success and sustainability. The concept of positive human relation management has finally taken its place at the forefront of organizational strategies and, with it, the evolution of employee motivation. References Trahair, R. Zaleznik, A. (2005). Elton Mayo: The Humanist Temper. New Brunswick, NJ: Transaction Publishers Marshall, G. (1998). A Dictionary of Sociology; Hawthorne Studies. Retrieved from Encyclopedia.com: http://www.encyclopedia.com/doc/1O88-Hawthornestudies.html Lindner, James R. (1998). Journal of Extension; Understanding Employee Motivation. Retrieved from http://www.joe.org/joe/1998june/rb3.php McLeod, S. A. (2007). Simply Psychology; Maslow Hierarchy of Needs. Retrieved from http://www.simplypsychology.org/maslow.html How Google Inc. rewards its employees. (2010). Retrieved from Thinking Leaders website: http://www.thinkingleaders.com/archives/517 Hershey, R. (1993). A practitioner’s view of motivation. Journal of Managerial Psychology, 8(3), 10-10. Retrieved from http://ezproxy.arbor.edu:80/login?url=http://search.proquest. com/docview/ 215865845?accountid=13998 Wiley, C. (1992). Create an environment for employee motivation. HR Focus, 69(6), 14-14. Retrieved from http://ezproxy.arbor.edu:80/login?url=http://search.proquest.com/ docview/206781828?ac countid=13998

Angola Millennium Goals Report 2010 Essay -- Goal Analysis

CONTENT 1. Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦3 2. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 3. 2.a. United Nations - Millennium Development Goals Project.......................................4 4. 2.b. Angola †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 5. The first goal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 6. 3.a What is the goal ? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 7. 3.b. Angola`s targets †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 8. 3.c.Angola`s challenges †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 9. 3.d. Will Angola complete the goal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..6 10. 4.The sixth goal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦........................6 11. 4.a.What is the goal ? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..6 12. 4.b.1. Angola`s target †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦...............................6 13. 4.b.2.Angola`s progress†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.............................6 14. 4.c. Angola`s challenges †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦.............................7 15. 4.d.WillAngolacompletethegoal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦...........................7 16. 5.Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....................7 17. References list †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 1. Abstract There are many regions of Africa involved in war, from the Ivory Coast in the west to sub Saharan Africa. Many of the issues are occur in Africa such as violence, AIDS/HIV diseases, poverty, famine, ethnic or religious conflict, corruption, and economic stagnation .This report analyses two goals from the Millennium Development Goals Project through Angola`s efforts to reach them(United Nation 2010 ). The aim of this paper is to explain the Millennium Development Goals in Angola as an underdeveloped country with a focus on two goals. The first one is reduction of e... ...ewed 17 June 2010 https://www.cia.gov/library/publications/the-world-factbook/geos/ao.html. ‘Litigation Report Corruption in Angola - A Human Rights Violation’, December 2008,pp 1-54 viewed 20 June 2010. . MDG Monitor 2010, ‘Tracking the millennium Development Goals‘, viewed 22 JUNE 2010, ‘National strategy plan on HIV-AIDS’, 2008, pp. 1- 49, viewed 17 June 2010 http://www.womenandaids.net/CMSPages/GetFile.aspx?guid=02a80000-587a../pdf United Nation 2010, ‘The Millennium Development Goals’, viewed 10 June 2010. http://www.un.org/millenniumgoals/. ‘The Millennium Development Goals report’ 2008, United Nation, viewed 10 June 2010. http://www.un.org/millenniumgoals/pdf/The%20Millennium%20Development%20Goals%20Report%202008.pdf.

The Doryphoros

Can you hear it, the mumbles of children everywhere at the just the mention of year around school, while the parents of these kids start to jump for joy. Would a year round school year help not only our nation but Oklahoma’s concerns about school performance? It is this simple question that starts the debate and battle of the school year. Should we or should we not have longer school days or just go for the gold to say and make school a year round institution. There are many who argue for year round school. They believe that more is always better. United States President Barack Obama is among them. The challenges of the new century demands more time in the classroom. † he stated. I for one think that more hours would not only help American but Oklahoma schools as well. We have all been there, coming in from a long summer break when out of the blue a teacher ask the dreaded question, do you remember how to work this problem? I can still see my blank stare at the chalk boa rd wondering who is going to save me. Shorter summer breaks means students are less likely to incur learning loss, and it may decrease the number of students being sent to remedial classes or to tutoring for help.Oklahoma’s kids are falling below average in science and math. We say that some kids just don’t test well, but it is not the case. The long summer breaks mean less time in the class room to keep their heads in the game. Without a long summer break that leaves less young minds in summer school and more time in the classroom and where the action is. School systems that are already year round have an advantage over the other states that are not. This would provide Oklahoma children with the ability to have a more global educational experience.Countries like Japan, China, and Korea already have this system in effect. Their children test higher, have a more developed level of learning, and they graduate College at a higher rate. The average test scores for U. S 4th grader in math was (539), whereas China’s average was well into the (800). They test better due to them retaining the knowledge learned during the year and years before. Students who test lower cost not only time but money to be spent on the longer educational process. We should not look at it as if it should happen but as in when to start.Before you think man is this person crazy, what about all the vacation plans we made during the summer. With the year round school program it will be easier to schedule family vacations and it will give students opportunity to rest their brain more frequently. It will also help cut down the need for these bright minds of our future to need the re-teaching of skills already learned. Allowing teachers to use classroom time more efficiently not only benefits the teachers but the kids as well. They will be learning more and keeping up with the rest of the world.We fail to realize our children are crying out for help. When we have seniors leavi ng high school with only the reading skill of a 5th grader can we say that as citizens of Oklahoma we did our best to help them achieve their best? I for one believe it is time for us to stand up and say no our children need and deserve more. A family with both mother and father working, that leaves who to care for the kids. Child care is expensive costing more during the summer break. Parents who are just making end meat to supply the house hold with enough to just get by would have more room to breathe.Families would be able to save as much as $750 per month. Families struggle pay the bills, put food on the table, and supply kids with clothing, why add another expense on the already tight budget. With all that being said there are some who believe that year round school would be more of a burdened than a source of help. The budget for food and other bills also raise a question with them. They even go to state that budgets and staffing issues simply may not allow for extended schoo l programs to happen. They say that school maintenance, day to day upkeep and the utilities do not justify the means.You may even hear that students who have difficulty with attention, due to disability are not ready to attend longer periods of time and that it will create some disorder in the classroom. Many budgets and staffing issues have been brought forward as well. How are we to pay qualified teachers the competitive way and it is hard to keep them as well. With all this information being said I for still believe that the pros out way the cons. We need to build a better foundation and it all starts in the classroom. Without the proper education our kids will not secede in the world.We as Oklahoma’s should care more about the education we are sending these children out with than the dollar amount. So as we sit down to listen to the children as they are against this we need to ask do they really know what is good for them. As adults and Oklahomans it is our job to ensure the children grow up with the knowledge need to advance in life. Without the proper education we are saying that we as parents, educators, and adults do not care about the education of our next president, teachers, doctors etc. It is time to take a stand and say yes our education system in Oklahoma needs a change and to place it into action. Before you decide look at the statics of all the other countries that go all year round. There are fewer drop outs, more college graduates and higher achievement in life. We all just want our children to be the best they can be and that starts in the classroom. Works Cited CNN. â€Å"Obama wants to overhaul education from ‘cradle to career' – CNN. com. † CNN. com – Breaking News, U. S. , World, Weather, Entertainment & Video News.Kristi Keck, 10 Mar. 2009. Web. 20 Nov. 2012. . â€Å"Fast Facts. † National Center for Education Statistics (NCES) Home Page, a part of the U. S. Department of Education. The National Center for Education Statistics, n. d. Web. 20 Nov. 2012. . Oklahoma. Oklahoma City: Oklahoma State Dept. of Education, 198. Print. Williams, Mary E.. Education: opposing viewpoints. San Diego, Calif. : Greenhaven Press, 2000. Print.

Is Faustus a Tragic Hero Essay

Much of the information in Dr Faustus is derived from a collection of semi-fictitious German stories (the ‘Faustbuch’) in which the life of German scholar and purported necromancer, Georgius Faust are narrated. Where the Faustbuch narrates a simple tale of sin and retribution, Marlowe creates a tragedy in which a human being makes a clear choice for good or bad, with some knowledge of the possible outcome. In order to do this, Marlowe has drawn on the conventions of classical Greek tragedy, many of which dictate the nature of the hero or heroine. In ancient times, a hero achieved heroic status not because of saintliness or wickedness, but because of the acts he performed in life. The hero should have a socially elevated status and suffer a reversal of fortune in which he experiences great suffering. This is all certainly true of Faustus, who is highly regarded as both a lecturer at the University of Wittenberg, and an accomplished scholar. During his life, he performs extraordinary feats, which were unlike anything experienced by lesser mortals. Even by modern standards, the notion of necromancy is disturbing; for a contemporary Elizabethan audience, for whom religion permeated all aspects of life, it would have been inconceivably horrific. Once Faustus is â€Å"glutted with learning’s golden gifts and surfeited upon cursed necromancy† he uses his powers to embark upon amazing adventures (for example learning the secrets of astronomy upon the summit of mount Olympus) which, again, are befitting of the tragic hero. Faustus reversal of fortune is also typically tragic. During the final scene of the play, in which we witness Faustus’ final hour before being taken off to hell, he is, like all heroes of classical tragedy, completely isolated. There is a poignant contrast in Faustus’ degeneration from the successful, revered conjurer of the previous scenes, to the disillusioned scholar we see here. In despair, he tries to conjure and command the earth to gape open but realises that, â€Å"o no, it will not harbour† him. His terror, desperation and frantic hopes are all conveyed by the final soliloquy, which is both graphic and physical in its nature. The dramatic moment of Faustus’ death, as his flesh is torn by devils, is at the same time horrendous and moving. His experiences the type of physical anguish reminiscent of the blind Oedipus, and this enactment of the spectacle of pain and death is at the heart of a true tragedy. In order for the audience to engage with the hero, and feel empathy and pathos as a result of his suffering, it is essential that he is presented with the opportunity to make conscious decisions about his fate, all be they the wrong ones. The plot of Dr Faustus contains several such opportunities. Faustus is given a chance to repent on several occasions; before signing the contract with Mephastophilis, he seems to heed the voice of the good angel, and is about to â€Å"turn to God again†, but denies this as a possibility because God does not love him. However, despite the â€Å"vain fancies† of God and heaven which clearly plague him, Faustus is resolute and clear about what he is committing himself to. Here, we see another trait of the classical tragic hero, hell bent on a course of action which he believes is right, even thought he knows it will eventually bring about his downfall. Even at the very end of his 24 years, when the hope of salvation comes along in the form of the old man, Faustus (fearful of the wrath of Lucifer) instructs â€Å"sweet Mephastophilis† to torture his would-be saviour. When Faustus chooses to kiss the image of Helen of Troy, whom he knows is nothing more than a demonic spirit in disguise, we feel that he must realise he has made a fatal choice. By now the tragedy is inevitable; of his own free will Faustus has rejected all hope of salvation and the audience waits in trepidation for his impending doom. The question of fate versus free will is a key theme in Dr. Faustus, and one which is important when considering Faustus himself as a tragic hero. If, indeed, Faustus has the freedom necessary to change or reverse his predicament then he is truly a tragic hero. The chorus’ assertion that â€Å"cut is the branch which might have grown full straight†, does seem to support the idea that Faustus was not doomed from the beginning, but was given choices and opportunities to repent his wicked ways. Mephastophilis sums this up perfectly when, in response to Faustus’ desperate, remorseful accusation: â€Å"thou hast deprived me of the joys of heaven†, he reminds Faustus that â€Å"’twas thine own seeking†¦thank thyself†. However, when we consider the religious beliefs held by most of Marlowe’s contemporaries, there appears to be a contradiction in Faustus’ apparent free will. In Elizabethan times, the ideas of a popular branch of Christianity known as Calvinism (of which Marlowe himself would certainly have been aware) were widespread. Calvinists held the belief that human beings, as a direct consequence of original sin, have no free will. Also, Christianity has traditionally taught of God’s omnipotence and omniscience- i. e. God knows all and sees all. It follows, therefore that God has planned our fate and knows it long before we are even born. If this is the case, then doubt must be cast upon the notion of Faustus as a true tragic hero; if his fate was already mapped out then all the ‘choices’ presented to him are rendered arbitrary. When debating with himself at the beginning of the play, Faustus does seem to have some awareness of this, reasoning that we are all inherently sinful and therefore are condemned to die, because â€Å"the reward of sin is death†. Despite the fact that Faustus essentially cheats, twisting quotes from the Bible in order to justify his intended pursuit, one cannot help but feel that he shows insight into the problems raised by fate/free will, concluding that what is meant to be shall be (â€Å"che sara, sara†). In conclusion I would say that for the most part, Faustus is the perfect example of the tragic hero. He is an engaging character who holds the audiences’ attention until the very last, even when we do not find his personality particularly appealing. Indeed, the arrogance and blasphemy apparent in many of Faustus’ speeches (â€Å"a greater subject fitteth Faustus’ wit†, â€Å"Faustus, try thy brains to gain a deity† etc) are characteristic of the classical tragic hero. For example, Faustus’ pride and arrogance (which the Greeks called ‘hubris’) is strikingly similar to that of Aeschylus’ tragic hero, king Agamemnon. As far as the issue of free will is concerned, I think that Faustus does have the opportunity to make his own decisions, despite Marlowe’s paradoxical portrayal of a God whom, whilst able to control our predestination, cannot (when it comes down to it) control or undo the contract which Faustus makes.

The Boy Who Taught Me How To read Professor Ramos Blog

The Boy Who Taught Me How To read Growing up I absolutely loved listening to stories. My mom read me a chapter of a book during our nightly bedtime rituals. I listened to every Laura Ingalls Wilder novel by the time I was in second grade; and although I absolutely loved hearing the stories read to me I blatantly refused to read them for myself. It was not anything to deep I just did not think I was the best reader so why even bother, I got read to everydays anyways.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  On about year three of my anti reading campaign was when the Harry Potter and the Goblet of Fire came into theaters. I was seven years old and   I had seen every movie leading up to it and was completely and utterly enthralled by the wizarding world of Harry Potter, and so was my sweet mother. So you can see the look of confusion and rage on my face when my mom told me she was leaving to watch it in theaters WITHOUT me. Before I could even inquire as to what in the world was going on she said â€Å"you can see the movie once you have read the book†. Okay mom I get it you think readings good for you or something   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  So after many tearful arguments I finally caved and my mom and I headed to the local bookstore, which just happened to be a Walmart, and picked up all seven GIANT books. My jaw dropped when I saw how long the first one was and when I saw the Goblet of Fire I almost started crying it was so big! The ride home was quite glum as I came to terms with the fact that I would not be watching the movies anytime in the near future. When I finally got home I set the books down on my shelf where they sat for a very long time collecting dust. Soon after I think as motivation my dear loving parent bought all the movies up to the Order of the Phoenix, but I just saw it as a tease. So to counteract their little scam I tried to throwing the books in the garbage.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After many heated arguments and tears one day I was just sitting in my room dead bored while my grandparents were visiting and I picked up Harry Potter and the Sorcerers Stone and by some fluke I actually fell in love with it. I read the first few pages intrigued until falling into basically a reading stupor I rarely left my room and always had my head in that book. While reading the book I realized how much of the story was left out in the movie and I was enraged. I moved on to the second one and was once again engross while also being enraged at the left out details in the film. The way I learned to read was excruciating and tearful. I literally just did not have the attention span to sit there and read a whole book. I would go about two sentences before falling over from boredom. So day by day I would set timers a little bit longer to help me read a little more. My mom helped me lots by showing me how to pronounce the big words and setting reading goals for me. As I reached these goals I became more and more confident in my reading skills, which overall helped a lot as part of my unwillingness to read came from not wanting to sound stupid. I still did not like it but i powered through it. I was set on watching the movie so little me read every word on every page of each chapter of the novel. I moved slowly but surely and when I eventually made it through an entire book I was so overjoyed with my achievement. Words I used to stumble over soon began to read smoothly and I could understand what words meant without pouring over a dictionary looking for a defini tion. By the time I reached The Order of the Phoenix I was not even feeling burnt out. Which was weird because I have always bored quickly. Through reading I was able to understand more of the world both reality and non-fiction I realized that it was not even half as bad as I had thought, I actually loved to read. I spent hours in both school and home trying to improve my reading skills. My teacher would give us timed oral reading tests once a week and I always wanted to score better than the last time. So basically I was set on being the best reader in the world. Each week the passages got a little harder but I still powered through them. I gained confidence with this new found ability. I liked being able to briefly leave the real world for somewhere magical. This new found love I thought would end after reading Harry Potter and the Deathly Hallows but it did not. I found myself picking up random little novels and reading them from start to finish. This wasn’t only a surprise to me but to my parents and teachers. I read through a lot of things it taught me a lot, I gained knowledge and culture and learned a handf ul of amazing lessons through my learning how to read. Now here I am a college freshman learning how to read, AGAIN. During high school I didn’t read at all except for Catcher in the Rye my junior year and maybe some pages of a history textbook. I remember going to pick up a book the summer after graduation and just being so overwhelmed looking at the first page. During high school I wrote a lot but reading just took up so so so much time so I just didn’t even. Now I’m here forcing myself to finish reading homework articles and class readings and after five weeks of it I’m already doing a lot better, and funnily enough what’s helped me out most is re-reading Harry Potter and the Sorcerers Stone.

Literary Devices 15 Literary Elements With Examples Tips to Use Them

Literary Devices 15 Literary Elements With Examples Tips to Use Them Literary Devices: 15 Literary Elements With Examples Tips to Use Them All writing is made up of literary devices whether you realize it or not.But what if you could intentionally uplevel your writing, make it better, more impactful, and crafting it in a way to hook readers from the introduction?What would it mean for you if you were able to guide your readers in a specific direction and interpret your words the way you want them to?Using literary devices is exactly how you can do thatand well teach you how with our list of literary devices.Although the term literary devices can be a wee bit intimidating, theyre actually pretty simple.In fact, youre likely using a ton when writing your book that you dont even know youre utilizing- and well touch on which those are in a little bit.Here are 15 literary devices to use in your writing: NOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Self:Allusion Example 1: Careful, now. You dont want to go opening Pandoras Box.In this example, the allusion is Pandoras Box. Because this is a reference to a real 2: He was a real goodguy ball:Diction Example 1: I bid you adieu.The diction present here is formal diction, as most people dont use bid and adieu regularly in everyday speach.Diction Example 2: I remember her hair in particular, because it was on fleek!Here, fleek is a slang term used to describe a womans hair, which means its slang diction.#3 AlliterationAlliteration is a literary device that uses the same letters or sounds at the beginning of words in a sentence or title.There are many nursery rhymes that use alliteration but this is also useful for creating something memorable within your writing.You can also use alliteration when choosing the title of your book, as it makes it easier to remembe r, as you can see in the example of alliterative titles above.Alliteration Literary Device Example:Alliteration Example 1: She sells sea shells by the sea shore.In this example, alliteration is present in both the sh sound and the s sound.Alliteration Example 2: He was a real goodguy ball:Allegory Example: One of the most famous works using allegory is George Orwells Animal Farm. The perceived story is about a group of farm animals who rise up and defeat humans but the underlying story is about the Russian Revoluation.Using an allegory is often telling a darker story in a way thats easier to understand and for readers to receive.#5 ColloquialismOne way to increase the world building in your book is to use colloquialisms.Colloquialisms are expressions, words, and phrases that are used in informal, everyday speech, including slang.You can use these a couple of different ways. Firstly, you can use these as slang in the real world and secondly, you can even create your books own collo quialisms for their world and culture, and even when writing dialogue.Colloquialism Literary Device Example:Colloquialism Examples:Bamboozle to deceieveGonna going toBe blue to be sadBugger off go awayOver yonder over thereDa bomb the bestYou can create your own coloquialisms within your own world to increase the realism.#6 EuphemismWe tend to think of euphemisms as sexual euphemisms, which is how theyre often used. However, euphemisms are actually any terms that refer to something impolite or unpleasant.We create phrases or other words in order to avoid using the actual term because theyre impolite, rude, or indecent. Those alternatives are considered euphemisms.This is often why we think of sexual euphemisms when we hear of this literary device. Most individuals would rather make a much lighter comment when referring to something as indecent as sex, but the same case is made for when someone dies.Euphemism Literary Device Example:Euphemism Examples:Before I go before I die Do the dirty have sexRear:You can even use flashbacks as a plot device, like in the example below.For example, in Vicious by V.E. Schwab, she uses flashbacks as a recurring element in her book. Every other chapter goes back in time and then back to the present for the next chapter as a way to structure the story itself.So in this instance, Schwab is using this literary device to shape the entire narrative of her story instead of simply using it as a single piece, which is a unique take on flashbacks.#8 ForeshadowingForeshadowing is when the author places elements within the writing that gives clues about what will happen in the future of the story.These can often be small bits and pieces that some readers might not pick up on the first read through. They might even look back and realize that certain elements were foreshadowing once they hit the climax or a big plot twist was revealed.Foreshadowing can be both literal and thematic.You can write a scene where theres a conversation t hat the reader cant fully understand the meaning of until more is revealed.You can also write a scene that has symbolic elements that foreshadow events, like placing a black crow in a scene that foreshadows a death, as crows are symbolic of this.If you really want to up your creative writing, you can even create themes to foreshadow within your own world.As an example of this literary device, you can create a culture in which rabbits are a known sign of change and conspicuously place a rabbit in a later scene.Foreshadowing Literary Device Example:Foreshadowing Example 1:In Back to the Future, one of the clocks in the opening credits has actor Harold Lloyd from the silem film Safety First hanging from the minute hand. This foreshadows Doc Brown hanging from the Hill Valley clock tower later in the movie as he tried to send Marty McFly back to the 1980s.Foreshadowing Example 2: In The Avengers Tony Stark makes a comment about one of the ships engineers playing a game called Galaga as they all get together for the first time. The objective of the game in real life is to defend Earth from alien invaders, which is what happens later in the movie.#9 ImageryThis is one that we briefly touched on above and also one you likely learned in school, though it may have been a while since then so well give you a refresher.Imagery is when you use visually descriptive or figurative language in your writing. Think of it more like showing versus telling in writing where you use more sensory language versus blunt, plain words.You would also use stronger verbs in order to present stronger imagery in your writing.Get Your FREE Strong Verbs List HereOver 200 strong verbs and the weak ones they replace! Imagery Literary Device Example:Heres an example of imagery from Hannah Lee Kidders anthology, Little Birds:Notice how Kidder uses visuals to bring life to her words. Youre very easily able to picture where this scene takes place and exactly what those rocks look like.#10 PersonificationPersonification is a literary device where you give human:Imagery Example 1:The wind whistled past my ears like a familiar tune Id long forgotten.Imagery Example 2:The moon yanked a blanket of silver light over the forest.Imagery Example 3:Squatting in the corner was a felt chair covered in the dust and damp of abandonment.#11 Juxtaposition Juxtaposition means placing contrasting elements next to one another in order to emphasize one or both, including words, scenes, or themes.This literary device can sound overly fancy but its quite simple.Many times, authors will use juxtaposition in order to create a stronger emotional reaction from readers.Think of when a happy moment in a movie or book is follo wed by a sad, heart:Juxtaposition Example 1:It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness. A Tales of Two Cities by Charles Dickens.Juxtaposition Example 2:I hate loving you.Juxtaposition Example 3:You will soon be asked to do great violence in the cause of good. The Yellow Birds by Kevin Powers#12 Metaphor/SimileThis is the most popular literary device that has to be used with caution because if used too much, metaphors and similes can reek of cliches and amateur writing.Metaphors and similes are comparisons used to create better clarification and understanding for readers. While these are similar, theyre quite different.MetaphorA metaphor is a comparison between two things that are NOT alike and replaces the word with another word.SimileSimiles are comparisons between two things that are NOT like a nd replaces the word with another word but uses like or as within it.Metaphors VS Similes Examples:Metaphor Example 1:She was drowning in a sea of her own despair.Simile Example 1:It was like she was drowning in a sea of her own despair.Metaphor Example 2:His heart was lead, weighed down by the memory of what hed done.Simile Example 2:His heart was as heavy as lead, weighed down by the memory of what hed done.Literary devices are used to make your writing stronger. However, you dont have to use every single device out there. These are the best to strengthen your writing.#13 OnomatopoeiaWhile its name may be confusing, this literary device is actually easy to understand once you get past its difficult spelling.An onomatopoeia is a word or phrase that shows you the sound something makes. Since we cant hear books, this literary device is best used to paint a clear picture and include the sense of hearing in your writing.When using this literary element in writing, the correct formatti ng is almost always to have the word italicized to show emphasis of the sound.Onomatopoeia Literary Device Example:BuzzZapSplatBoomSplashZingCrankWhooshBangCreak#14 SymbolismEvery story uses symbolism in some way. This literary device is the use of a situation or element to represent a larger message, idea, or concept.Many times, authors use symbolism as a way to convey a broader message that speaks to more readers. You can also use symbolism to foreshadow what will happen later in the story.Symbolism Literary Device Example:Crows are used to symbolize a bad omen, like deathThe color purple symbolizes royaltyThe color red can symbolize death, struggle, power, passionSpiders can symbolize spying, sneaky, or untrustworthiness#15 ToneThe tone of a book is something that conveys the narrators opinion, attitude, or feelings about what is written.This literary device has the power to shape the entire narrative. For example, if you want to catch a reader off-guard when something traumati c or intense happens, keeping the tone light and humorous before the event can increase the sensation of shock and tension.Tone can guide your readers right into the emotion you want them to feel in a particular scene.Ready to start your book?Writing a good book is much harder than it may seemAnd its not just about the book, either- not if you want it to sell and do well, that is.

Feminism Article Analysis Essay Example | Topics and Well Written Essays - 1000 words

Feminism Article Analysis - Essay Example Ann Tickner in her work â€Å"You Just Don’t Understand: Troubled Engagements Between Feminists and IR Theorists,† that is, the eradication and repudiation of gender inequality that traditionally characterized the relationship between man and woman. With it also is the breaking of the glass ceiling or the â€Å"objectification† of women either as a sexual subject or an entity that can be exploited or abused. I agree this has to be relegated to history and people should move forward with renewed vigour to pursue and work as equals to build a more harmonious, more productive and better society. Women, after all, compose a half of our population, which means half the talent that could make our lives better, and half the capacity to produce. Therefore, it is not only a matter of political propriety that women should be equal to men, but also as an economic and political imperative. This however is only limited to personal, economic and societal relations, and not to international relations. Thus, I disagree with Tickner’s approach of transcending the feminist perspective to international relations. Feminist theories and approaches just got it wrong in interpreting international relations in terms of the feminist approach. International relations cover a complex and wide array of interests that intersect with one another and require balancing, better judgement, relevance and efficacy. Resolving this complexity that characterizes international relations with the epistemological and ontological perspective of feminist body of knowledge is just too simplistic. For example, we can cite the Kantian tradition and solution as a workable approach to an economic problem such as the recent financial crisis that almost dragged the world into recession whose Kantian solution that have been adopted by many, such as Obama’s Stimulus Plan, and for most part it has succeeded in saving jobs and in general, the economy of the United States and most part of the

Gender Inequality in Dell Assignment Example | Topics and Well Written Essays - 2000 words

Gender Inequality in Dell - Assignment Example According to the World Bank (2011), the company discriminates against women who have been found to won most of the company’s business in the sense that they are the major customers of its products and services. The chosen technology would be strategy-based in that it would focus on the best strategy to make the company adjust from the issue of gender inequality to gender balance in all its activities. The case of gender equality has already been a major consideration by most of the organizations around the world (McCarthy, 2013). The fight against gender disparities among global communities and more specifically, the fight against women discrimination have promoted this aspect. The process of ensuring that women are in the leadership positions has remained a hot topic, as depicted in this case, but a technology for monitoring the course of promoting gender equality in Dell Inc. could save the company’s negative image as far as gender discrimination is concerned (Vehvilà ¤inen, Vuolanto, & Ylijoki, 2010). According to McCarthy (2013), the message of encouraging gender equality is seemingly working since the number of women being appointed and recruited into the top management ranks in organizations is increasing. Nevertheless, the rate of achieving a gender balance was at one time increasing, but the trend has changed significantly (McCarthy, 2013). This trend signors that organizations need to do something about its strategies that focused on ensuring gender equality within organizations. It seems that the pressures that were at one point imposed by clubs, associations, and campaigns do not play a key role in ensuring gender balance in organizations management and activities today. The need for internal actions within the organization is driven by this fact.