tragic hero...Oedipus essays

tragic hero...Oedipus essays A tragic hero is the character who is between two different extremes. He's not "preeminent in virtue and justice," but, isn't guilty of "vice or depravity," just a bad "mistake." He is a person of importance, from a "highly renowned and prosperous place," a king,such as Oedipus. The best tragic plot moves the hero from prosperity to misfortune, not by bad luck but by some great mistake he makes. Aristole's four characteristics for "the perfect tragic hero" are depicted in his writing. His first exampler is "a good character will be one whose choices are good."Oedipus has compassion and seeks truth. He also wants to be a savior to the people but is not entirely good . He also is very self-interested, not entirely altruistic. He wants to find the killer, not just to fulfill the oracle which he usually does not follow, but because the killer may come after him next! Men can be domineering or "manly" is aristole's second characteristic for the "perfect tragic hero." Oedipus shows the appropriate stateliness and intelligence you would expect from the ruler of a great city. He is smart, cominating and indearing. Oedipus shows how manly his postion is in the role of a tragiv hero. A tragic hero should not be godlike, but like real human beings, says Aristole. Oedipus is obviously human. He has human strengths and weaknesses. There's nothing supernatural about him, nor godlike. Once a character is established as having certain traits, these shouldn't suddenly change is the last step in becoming a tragiv hero. Oedipus' character traits, revealed during the play, remain steady. He's a truth-seeker and riddle solver. He's after self-knowledge and wants to be a savior for his people. He's also very proud, a little arrogant, and he has a real temper. All of these character traits never fade, they all remain close to Oedipus' self image and personality. It is not ironic that Oedipus fits each description ...

Free Essays on A Rose For Emily

Sybolism In the short story, â€Å"A Rose for Emily† by William Faulkner, symbolism is used frequently throughout the story. There are several different symbolic subjects in this story such as the house, Miss Emily as a â€Å"monument,† Homer and the â€Å"Yankee† views, and Miss Emily’s old Negro servant who represents death in the story. Miss Emily is compared to her house in many different ways, there is the description of the decaying house which symbolizes Miss Emily’s physical and emotional decay, and as well as her mental problems. The representation between Miss Emily and the house is shown through the constant neglect that is given to her from the neighbors and people in the town. Faulkner in one point makes, the house is described to be â€Å"stubborn and unrelenting,† as Miss Emily portrays the same aspects. Miss Emily shows her stubbornness when she doesn’t let the new guard attach metal numbers above her door. Also many other signs of this stubbornness is when Miss Emily refuses to believe that her father is dead and when she refuses to pay taxes. This retracts back to the house on how it rejects progression and updating, so does Miss Emily, as they become decaying symbols of their dying generation. Miss Emily really is representing the â€Å"Old South,† her southern heritage an d her points of view are given through her actions. That’s where she gets her stubbornness and attitude from the strong characteristics of her Southern heritage. She refused to believe that the times where changing and refused to change into the new society like everyone else in the town was doing. The Southern heritage is also represented through Miss Emily’s strict and repetitive ways. The story basically addresses the changes in the South after the Civil War. Miss Emily is considered a â€Å"monument† of the Southern manners and her past values that she has. The Old South generations were dying quickly by the changing in traditions and to t... Free Essays on A Rose For Emily Free Essays on A Rose For Emily In William Faulkner’s short story, â€Å"A Rose for Emily†, Faulkner chooses to use the community as a narrator because they are not only telling Miss Emily Grierson’s story, they are also observers of Emily’s life. Using the town as the narrator is crucial to the story because it gives the reader a positive outlook on Miss Emily, the narrator recalls past events that took place in the town, the narrator gives the reader insight into Miss Emily’s problems, and the view of the narrator gives the reader a feeling of pity for Miss Emily. By Faulkner telling â€Å"A Rose for Emily† from the townspeople’s point of view, it allows the readers to have a more positive view of Miss Emily. The townspeople viewed Miss Emily as their â€Å"property†. â€Å"Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town† (Faulkner 75). The community regards Miss Emily as â€Å"tragic and serene† (Faulkner 77). This shows readers that the town Miss Emily lives in respected her and her family. Another purpose of using the community as the narrator is the recollection of past events by the narrator. Without knowing Miss Emily’s history, the reader would just assume Miss Emily was born crazy. Instead, the narrator gives the reader past events that give the reader insight into why Miss Emily is so strange. The narrator tells how Miss Emily’s over-protective father was responsible for Miss Emily’s solitude after his death. â€Å"We remembered all the young men her father had driven away, and we knew that with nothing left, she would have to cling to that which had robbed her, as people will† (Faulkner 77). After Miss Emily’s father’s death, Emily has no one to turn to because Miss Emily’s father has not let Miss Emily live a â€Å"normal† life. The townspeople also recall that Miss Emily did not have to pay taxes in the town. After her father’s death, Colonel Sartoris felt pity... Free Essays on A Rose For Emily Letting Go When people begin to age they are often faced with many psychological and physical changes. In the short story, â€Å"A Rose for Emily† by William Faulkner, Miss Emily leads a difficult life. Letting go is one of the common problems older people are faced to deal with because of their fear of being alone. Many older people have trouble letting go of those who are close to them. Miss Emily has a lot of trouble letting go of her father, of her friend Homer Barron, and of her old traditions. In â€Å"A Rose for Emily† William Faulkner demonstrates ones troubles of letting go of someone close to you. Everyday millions of people have to say good-bye to someone they love. Miss Emily, an older woman from Jefferson, Mississippi, has trouble saying good-bye to the ones she loved. In this short story, Faulkner shows us through Miss Emily how older people have trouble letting go of the ones they love. Miss Emily lives in a very old house that needs to be repaired dramatically. â€Å"An eyesore among eyesores,† is how Faulkner describes the house in the story to show that Miss Emily has a problem letting go. This house is the house that her father lived in and died in which she remains living in showing her troubles of letting go. When her father died Miss Emily told everyone that came to give their condolences that he was still alive (p. 52). Miss Emily could not let go of her father when he died so she kept him in the house in fear of being alone with no one to love or be loved by. The thought of her father not being there is very disturbing to Miss Emily. This is the reason she is alone when her father dies. Her father was there her whole life telling her what to do. Her father was her everything and the only one she had in her life, so she could not let go of him even when they took him away to be buried. â€Å"Just as they were about to resort to law and force , she broke down and they buried her father quickly (p.52).ï ¿ ½... Free Essays on A Rose For Emily A Rose for Emily: An analysis of â€Å"A Rose for Emily† A Rose for Emily, written by William Faulkner, first came out in 1930. It was considered one of Faulkner’s darkest stories he ever wrote as a writer. However, there is a theme to this story. Many ideas underlie this story and should not be taken as a simple horror story. Through the plot and characterization, the reader feels an emotional impact when completing this story due to the realism and details given. Faulkner chose a point of view that contributes to the overall affect of the story. The narrator used a distinctive manner of telling the story, which I will explain in more detail. One of Faulkner’s unique writing talents is his ability to use detailed and creative description. The use of description shaped my views on the characters, Miss Emily’s house as well as the whole town. When writing A rose For Emily, Faulkner used a first person minor point of view. Emily’s story is told after her death; therefore, an outside perspective was necessary. Another reason William Faulkner chose this point of view is that it is a limited point of view. The result is that readers cannot truly understand what the characters are truly thinking and feeling. The â€Å"true story† is not known until the townspeople enter the bedroom where Homer’s corpse is. The point of view keeps readers in a questionable matter of suspense. As of who the narrator is, is never disclosed at all to the readers. The dialogue indicates a town’s person is most likely the narrator. This works for the overall effect because everything comes together at the end of the story. The narrator in this story seemed to have a distinctive manner in telling the story. The sequences of events were not told in chronological order, which at times became confusing. The narrator begins th e story by telling us of Miss Emily’s death and how everyone in the town attended her funeral. Then the narrator starts into th... Free Essays on A Rose For Emily Before this class I had heard of A Rose for Emily, but I had never read it. To be honest, I don’t completely understand it. At first Miss Emily seems like a depressed person who is in mourning, but as the story goes along she never changes. She never gets over her mourning. When the people of the town see her with Homer Baron, they see her through a different light. She seems to have found someone with whom she will share her life. They town people think that that they will be married and at one point they think that they did get married. But then he disappears and everyone think that he has left her. Years later when Miss Emily dies, they find out that they were wrong. Homer never left her. He died there in the house. This is where I am confused. Miss Emily’s gray hair is in the bed next to him. There is an imprint of a head on the pillow next to him. This would lead me to think that she had been lying in the bed next to him. If so, this would mean she was loving and couldn’t let go of him. She had a hard time letting go of her father after his death. Maybe she decided that she wasn’t going to let go again because of the lo9neliness that she had felt. She did buy arsenic before she met him. This leaves open the possibility, that she poisoned him. I think that it was the first thought. I think that Miss Emily loved Homer and she didn’t want to be alone so she didn’t let him go. She sound like she was probably lonely and depressed after her dad died. Homer was the other man that had been in her life. She didn’t want to be alone again.... Free Essays on A Rose For Emily â€Å"A Rose for Emily† Generally speaking, a work of fiction moves from one set of circumstances or relationships into another. Observing this phenomenon, Francis Ferguson, Sterling Professor of Humanities at Yale, developed his theory of action. For the purpose of discussion, Ferguson distinguishes three phases of the action: purpose, passion, and perception. Ferguson’s theory will be applied to William Faulkner’s â€Å"A Rose for Emily† in an effort to elucidate its major theme. Purpose, according to Ferguson, â€Å"is the movement of the psyche towards that which it wants.† Purpose is found in the Central character who happens to be a southern aristocrat named of Emily Grierson. In this essay Emily embodies a â€Å"fallen monument†. She was a monument of the old southern values, and felt so strongly about them that her purpose was to stop time. In a well-structured story purpose is shared analogously by the other characters either positively or negatively. The characters who share the purpose positively represent the past in which Emily was bound. For instance Tobe her servant, he catered to all of Emily’s needs, and helped confine her psyche to the past by keeping the house impervious. Col. Satoris, and Judge Stevens also played a role which would help stop time. The Board of Alderman who accepted the Colonel's attitude toward Emily and rescinded her taxes was instrumental in Emily’s campaign against time. Sharing the purpose negatively was the narrator. From what I’ve gathered the unnamed narrator in this story is the present day town. The town is in a state of transition from the old to the new which is detrimental to Emily’s purpose.... Free Essays on A Rose For Emily A Rose for Emily, must be the last rose that was presented to Emily’s lifeless body in her eternal state. This story from my perspective, paints a picture in my mind on how Miss Emily Grierson’s life unfolds from a third person’s point of view. The story starts off with Emily being kept in her house by her father. Emily’s father eventually dies and Emily cannot let go of her father’s ephemeral life. Emily stays inside the house for a period of time until she eventually musters the courage to go outside where she meets Homer Barron, a homosexual. Emily and Homer ride around town in his buggy leading everybody in town to think that she will marry him. Suddenly Homer disappears and is not seen again until the end of the story, where Homer’s lifeless body is found in Emily’s home. The purpose of this paper is to analyze the story using the moral and intellectual approach method. According to what I read, the moral of the story is; you should let go if a loved one passes away. That is why as human beings we go through bereavement. Consistent with the text, â€Å"She told them that her father was not dead. She did that for three days, with the ministers calling on her, and the doctors, trying to persuade her to let them dispose of the body.†(Faulkner, 104). It is good to cry in a time of grief, it is the first step in the process of acceptance of death of a loved one. To help me live a better life, as stated by the text, ‘ â€Å"I want some poison,† she said to the druggist. â€Å"Yes, Miss Emily. What kind? For rats and such? I’d recom-† â€Å"I want the best you have. I don’t care what kind.† ’ (Faulkner, 105). The way I perceive this excerpt is that rejections from the opposite sex are sometimes hard to take, but sometimes fatal-attraction occurs. There have been many cases in my life, in which the hurt party has taken away the life of the one that they mostly loved because of rejection. For the better understandi... Free Essays on A Rose For Emily An Analysis of â€Å"A Rose for Emily† In William Faulkner’s â€Å"A Rose for Emily†, the role of the community plays a major part in the story. The community’s feelings and viewpoints affect the events that are portrayed in the story. The narrator of this story is a member of the community. Therefore, the reader views Emily through the eyes of the community. Miss Emily is a very respected woman in her town. Her Grierson name is one reason the community holds her in such high regard. However, not all of the community feels this way about Emily. Many people in the town disapprove of the relationship between Miss Emily and Homer Barron, which affects the reader’s view of Miss Emily as well. Miss Emily is also unable to let go of her past. Her inability to leave her past behind causes the community to wonder if something is wrong with Miss Emily. The reader gets mixed emotions and feelings of Miss Emily because the community is narrating the story. In â€Å"A Rose For Emily†, Miss Emily is greatly respected by the community; everyone in town knows about Miss Emily. The respect of Miss Emily begins with her father, Mr. Grierson. Her father was a very strict but also respected man. His strictness was shown through his dating restrictions for Emily. He didn’t think any man was good enough for Miss Emily. Having the last name Grierson made Emily a respected woman just like her father. A tale made up by Colonel Sartoris helped make Miss Emily and her father respected. Colonel Sartoris made up a story about Miss Emily’s father that he loaned money to the town. He then told Miss Emily that he emitted her taxes. Colonel Sartoris did this because he respected Miss Emily and felt sorry for her, and this was the only way he could pay her back for her father’s loan. These stories sculpt the reader’s perception of Miss Emily. The older generation in Miss Emily’s life respected her more t han the younger generatio... Free Essays on A Rose For Emily Sybolism In the short story, â€Å"A Rose for Emily† by William Faulkner, symbolism is used frequently throughout the story. There are several different symbolic subjects in this story such as the house, Miss Emily as a â€Å"monument,† Homer and the â€Å"Yankee† views, and Miss Emily’s old Negro servant who represents death in the story. Miss Emily is compared to her house in many different ways, there is the description of the decaying house which symbolizes Miss Emily’s physical and emotional decay, and as well as her mental problems. The representation between Miss Emily and the house is shown through the constant neglect that is given to her from the neighbors and people in the town. Faulkner in one point makes, the house is described to be â€Å"stubborn and unrelenting,† as Miss Emily portrays the same aspects. Miss Emily shows her stubbornness when she doesn’t let the new guard attach metal numbers above her door. Also many other signs of this stubbornness is when Miss Emily refuses to believe that her father is dead and when she refuses to pay taxes. This retracts back to the house on how it rejects progression and updating, so does Miss Emily, as they become decaying symbols of their dying generation. Miss Emily really is representing the â€Å"Old South,† her southern heritage a nd her points of view are given through her actions. That’s where she gets her stubbornness and attitude from the strong characteristics of her Southern heritage. She refused to believe that the times where changing and refused to change into the new society like everyone else in the town was doing. The Southern heritage is also represented through Miss Emily’s strict and repetitive ways. The story basically addresses the changes in the South after the Civil War. Miss Emily is considered a â€Å"monument† of the Southern manners and her past values that she has. The Old South generations were dying quickly by the changing in traditions and to t... Free Essays on A Rose For Emily William Faulkner’s â€Å"A Rose for Emily† uses the character Emily Grierson to show contrast between the past and present, specifically of her life as it was, in the town of Jefferson, located somewhere in the southern United States. The narrator begins with the funeral of Emily. Miss Emily is referred to as a â€Å"fallen monument† (ARE 531, NIL). This indicates to us that Emily represented what was left of the prominent Grierson name, long time, and upstanding citizens in the town of Jefferson. She was the ideal of past values but fallen, because of her passing. Emily is the product of an earlier era and surrounds herself with reminders of the past. After the death of her father, his crayon portrait is given prominence in her house and is hung above her coffin upon her death. The image of Emily trying to hold back the encroachment of new generations is shown in the description of her house, which is of a traditional style mansion, of southern well-to-do families, despite being surrounded by newer buildings. Faulkner writes: â€Å"Only Miss Emily’s house was left, lifting its stubborn coquettish decay about the cotton wagons and the gasoline pumps† (ARE 532, NIL). Her home was an eyesore amongst the newer, yet different buildings in her neighborhood. A description of her home â€Å"the house smells of dust and disuse–a close, dank smell† (ARE 532, NIL) and a description of Emily in relation to her home is disclosed by the narrator â€Å"She looked bloated like a body long submerged in motionless water, and of that palled hue (ARE 532, NIL). We can see the comparison of the two and find they are closely related. Emily did not always have a drab-used appearance. In the crayon picture Emily with her father, which hung in the home, she had a slender figure and looked the part of that era. After her father’s death, she cut her hair â€Å"looked like a girl with a vague resemblance to those angels in colored church windowsï ¿ ½... Free Essays on A Rose For Emily A Rose for Emily In Faulkner’s short story A Rose for Emily has a underlying theme of loneliness. A character like Miss Emily is with out a doubt depressed and lonely. Emily has a strong potential disposition for mental instability. The story was intentionally written in a dreary tone making way for the horrifying conclusion. For the most part the story gives us insight into the dark side of human personality. Miss Emily is a character that leads a repressed life caused by her upbringing and developing into a depressive state. For some time in the story Emily is portrayed as a very depressed person who never leaves the house and never sees anybody. A person like that is really seen to have a mental disorder or was the main objective to cover-up a murder? Most likely in Emily’s case it is both going on at the same time. I think it is assumed that Emily had emotional scars but the story doesn’t focus on that alone. It is really up to the reader that judges the scale of Emily’s emotional distress. I think it is true that Emily’s emotional state was on a downward spiral after she poisoned Homer. Emily didn’t murder because she was mental. The murder came more from emotional hardship than anything else. After she murdered homer she became increasing insane. The fact is that she had to deal with the consequences of killing another person such as the disposal of the body, suspicion by others, and mental capacity to deal with the after affects. Emily couldn’t deal with another emotional scar. She might have taken her own life if she was emotional stable. Instead she is fixated on how things could have been which turns into the story of her life. Emily’s loneliness is manifested in her depressive state and emotional detachment from the world.... Free Essays on A Rose For Emily Letting Go When people begin to age they are often faced with many psychological and physical changes. In the short story, â€Å"A Rose for Emily† by William Faulkner, Miss Emily leads a difficult life. Letting go is one of the common problems older people are faced to deal with because of their fear of being alone. Many older people have trouble letting go of those who are close to them. Miss Emily has a lot of trouble letting go of her father, of her friend Homer Barron, and of her old traditions. In â€Å"A Rose for Emily† William Faulkner demonstrates ones troubles of letting go of someone close to you. Everyday millions of people have to say good-bye to someone they love. Miss Emily, an older woman from Jefferson, Mississippi, has trouble saying good-bye to the ones she loved. In this short story, Faulkner shows us through Miss Emily how older people have trouble letting go of the ones they love. Miss Emily lives in a very old house that needs to be repaired dramatically. â€Å"An eyesore among eyesores,† is how Faulkner describes the house in the story to show that Miss Emily has a problem letting go. This house is the house that her father lived in and died in which she remains living in showing her troubles of letting go. When her father died Miss Emily told everyone that came to give their condolences that he was still alive (p. 52). Miss Emily could not let go of her father when he died so she kept him in the house in fear of being alone with no one to love or be loved by. The thought of her father not being there is very disturbing to Miss Emily. This is the reason she is alone when her father dies. Her father was there her whole life telling her what to do. Her father was her everything and the only one she had in her life, so she could not let go of him even when they took him away to be buried. â€Å"Just as they were about to resort to law and force , she broke down and they buried her father quickly (p.52).ï ¿ ½... Free Essays on A Rose for Emily A Rose For Emily By William Faulkner When Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old manservanta combined gardener and cookhad seen in at least ten years. It was a big, squarish frame house that had once been white, decorated with cupolas and spires and scrolled balconies in the heavily lightsome style of the seventies, set on what had once been our most select street. But garages and cotton gins had encroached and obliterated even the august names of that neighborhood; only Miss Emily's house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumpsan eyesore among eyesores. And now Miss Emily had gone to join the representatives of those august names where they lay in the cedar-bemused cemetery among the ranked and anonymous graves of Union and Confederate soldiers who fell at the battle of Jefferson. Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town, dating from that day in 1894 when Colonel Sartoris, the mayorhe who fathered the edict that no Negro woman should appear on the streets without an apronremitted her taxes, the dispensation dating from the death of her father on into perpetuity. Not that Miss Emily would have accepted charity. Colonel Sartoris invented an involved tale to the effect that Miss Emily's father had loaned money to the town, which the town, as a matter of business, preferred this way of repaying. Only a man of Colonel Sartoris' generation and thought could have invented it, and only a woman could have believed it. When the next generation, with its more modern ideas, became mayors and aldermen, this arrangement created some little dissatisfaction. On the first of the year they mailed her a tax no... Free Essays on A Rose For Emily A Rose For Emily is a story of a southern women and the secret she has kept for 40 years. A Clean, Well-Lighted Place takes place in a cafà © in a Spanish country. There are three characters in this story, two which are waiters, and an old drunk man. This story is very mysterious just as A Rose for Emily. Both stories are told in an omniscient point of view. A Rose for Emily begins off telling us that Miss Emily has now died and people have come to her funeral. We see how the men have come out of respectful affection yet the women have come because of their curiosity, since no one has seen her in years except the gardener, manservant, and the cook. We really do not get a time frame expect the fact that it is after the death of Miss Emily now. A Clean, Well-Lighted Place begins straight off with taking us into the story at the cafà ©. We get the picture of the old man drinking and the two waiters observing him and understanding he was drunk. Unlike A Rose for Emily we find out a little more about the character when we find out that the old man is deaf and is a regular client at this cafà ©. We also get a better depiction of the scene, â€Å"†¦In the daytime the street was dusty, but at night the dew settled the dust†¦Ã¢â‚¬  Ernest Hemingway also sets up a time frame for us. He lets us know that it is late at night. We can also compare the last paragraph of each story. In both stories we get a revelation at the end. In A Rose for Emily it is discovered that next to the dead body of old Homer Barron in Miss Emily’s room, is a pillow where Miss Emily would lay. This ending is really grearisome and grotesque. In A Clean, Well-Lighted Place, we get a realization of what the title of the story is all about and how the older waiter feels. He explains how he prefers a clean-well lighted cafà © over a bar or bodega. We also hear how he can not sleep at night and much prefers to sleep in the daylight, a weird case of insomnia. Bo... Free Essays on A Rose For Emily Time Throughout the story â€Å"A Rose For Emily† William Faulkner uses different people, places, and things to validate his continuous southern themes. Faulkner’s themes are that nobody shall control our lives except ourselves and that traditions are difficult to change and let go of. â€Å"A Rose for Emily† communicates that when we let other people control our lives we can end up very lonely and sad. There are two things that happen as a result of this concept. The first thing that can occur is a loss of one’s self and value. The second thing that occurs is that the controlling factor will gain a sense of power and will eventually want to control you entire life if you let them. This kind of domination can occur in our lives at anytime; it could happen between friends, husband and wife, siblings, and a parent and child. As in Emily’s case, a child does not willing give up their freedom of choice to their parents but rather it is taken when they are young. This happens because when children are young they need the guidance of their parents wisdom and knowledge. They are not fully capable of making certain decisions and need to have these made for them in conjunction with their age. However, many children when never given a choice do not realize they even have this power. This occurs when the parent abuses their power and continues to make decisions for their child, controlling their lives even into adulthood. As this story is a play on past and present, the past which Emily refused to let go of was a complete contradiction of what was happening as a result of post Civil War. The Chivalric Code because contaminated with sexism and racism. Because this story uses past and present as a theme to represent much of Emily’s life story the reader is shown the changes that are taking place even in town. For example, when the town receives a free mail service Emily refuses to have them install the numbers on the ou... Free Essays on A Rose For Emily In the short story â€Å"A Rose for Emily† Emily, an old spinster, has difficulty acknowledging that death and change are inevitable. Emily’s reluctance to let go of the past is a representation of the â€Å"dying south†. The author, William Faulkner, is able to reveal the story’s theme through various forms a symbolism. Faulkner begins the story with the narrator describing the funeral of the aristocratic Miss Emily. Faulkner mentions: †our whole town went to the funeral with a sort of respectful affection for a fallen monument† ( p.28). By characterizing Emily as a â€Å"fallen monument† Faulkner deliberately makes Emily a symbol of the south’s transition from grandiosity into a modernized less refined society. . The choice of the word monument reveals that Emily was the last of her kind and that with her death, the past that she represented will only be a memory of a dying institution. â€Å" †¦The ladies sibilant and macabre; and the very old men†¦confusing time with its mathematical progression†¦ to whom all the past is not a diminishing road but instead, a huge meadow which no winter ever quite touches, divided to them now by the narrow bottleneck of the most recent decade of years.† (p. 34) Emily surrounds herself with reminders of the past as if surrounding herself with old things will prevent the years from passing. Faulkner gives this impression by pointing out that Emily looks like someone that has been submerged in â€Å"motionless water†. This evokes in the reader a feeling of stillness as if time were stagnant around Miss Emily. â€Å"She looked bloated, like a body long submerged in motionless water, and of that pallid hue.† (p. 29) After Emily’s father died his portrait was given prominence in her home. This symbolizes Emily reluctance to let go of the past. Her father’s portrait hangs as if he was still watching over her. â€Å"On a tarnished gilt easel before the fireplace... Free Essays on A Rose For Emily The Character of Emily In the story "A Rose for Emily" by William Faulkner, Miss Emily is the main character, the protagonist. Several main points surface with regards to this character. It is apparent that Emily does not like change or advancements in technology. She cannot be alone as, it is evident, she always needs a man in her life. Emily’s family, the Grierson’s, are a prominent and wealthy family in town. Being a descendant of the Grierson family, Emily expects exceptions to be made for her and demands respect. Emily is a monument in the town; everyone knows of her and is always wondering what she is hiding. When Miss Emily was thirty years old she appeared to be slender with haughty black eyes (Faulkner, 58). When she had been sick for a long time and came back her hair was short, which made her look young (57). Later in her life, Miss Emily had grown fat and her hair was turning gray, like pepper and salt iron gray (57). Her physical appearance seemed important, yet she was never described as being clean. She was presented in a way that left you wondering that something did not seem right about her. One thing never changed about Miss Emily's appearance; that being she always held her head high with dignity. Emily Grierson had many notable traits. She was respected by the town and was known as an idol. Her personality traits painted a picture of her being better than others; as stated, none of the young men were good enough; she thinks she is better than everyone (57). When people came over, she did not ask them to sit down, coming across as being rude. She was very strong-minded; she would not let people bother her about her taxes. Miss Emily also had a lot of unusual or wretched traits. She was a hermit, never leaving her home; she kept herself secluded from outside her domain. Emily did not want to be alone even when her father died; she did not release the body for three days. She a... Free Essays on A Rose For Emily How the North and South are represented in A Rose for Emily In the short story â€Å"A Rose for Emily† Faulkner symbolizes the north and south through two individual people. Miss Emily Grierson represents the south, and Mr. Homer Barron represents the north. Faulkner displays these traits all through the story. Miss Emily demonstrates the characteristics of the south all throughout the story. Emily Grierson has a sense of tradition that makes it very difficult for her to accept change. In the beginning of the story Miss Emily’s father passes away. Miss Emily does not accept that her father is dead and does not let anyone into the house to get the body. Finally after three days of trying to get into the house the get the body miss Emily lets the men into the house. After her father’s death Colonel Sartoris out of pity for Miss Emily says that her father has donated so much charity to the town that she does not have to pay taxes. Somewhere around 10 years after Colonel Sartoris’s death the town tried to get miss Emily to pay her taxes, but she refused saying, â€Å"See Colonel Sartoris, I have no taxes in Jefferson†.(28). The biggest thing that Miss Emily does that lets shows how hard it is for her to accept change is when she kills her lover Homer Barron. Homer Barron was a man whose job took him from place to place, and Miss Emily knew this. So Miss Emily did what she had to do to keep him with her always even if that meant killing him. Even after she killed him, she kept his body in her house and continued to sleep in the same bed as him. The south has some of the same problems that Miss Emily has. The south does not like change, so when they heard that the south wanted them to end slavery the south did not oblige. And even today the south still fly the rebel flag sometimes as a sort of racist remark to the blacks. The south is also very old fashioned just like Miss Emily. Miss Emily lived in a very old style h... Free Essays on A Rose For Emily A Rose for Emily creates a character in Emily Grierson that is very dynamic. She is a strong woman with a great sense of tradition but at the same time she suffers from a very skewed perception of the world. While her seeming insanity drivers her to murder it also seems to be balanced by her character and her strong inner sense of pride, both in herself and in her family. Throughout most of this story Emily Grierson gives us the sense of strength. She shows strength when she rebuffs the men who come to collect her taxes, even though her source of proof has been dead for several years. She seems to show strength even when the men are creeping around her house putting down lime to block out the smell. But this strength that she shows is merely a front. It is merely a cover to hide her inner insecurities and doubts about herself. What Emily Grierson shows on the outside is a front to protect her from the world as she sees it has changed. Another thing that strongly shows in Emily Grierson's character is her deep respect, and sometimes even reliance, on the past and her ancestry. Emily Grierson comes from an "old style" southern family. While most of the town changes she does not. She relies on the past to dictate how she should act. In the situation where she is involved with Homer Barron, the man working for the city, she seemingly tries to persuade him to stay with her. She acts with him as she would have in days gone by. But this is another situation where her underlying mental problems intercede and she goes to far to protect herself, killing Homer with arsenic then sleeping with his dead body every night until her death. Emily Grierson does not like change and is unwilling to do so. Emily Grierson is a dynamic character in this story in only one aspect. After her father dies she, does the unexpected and takes a liking to man who would ordinarily be beneath her. On the contrary she is very stubborn as well. Emily Gri... Free Essays on A Rose for Emily William Faulkner a man from the south with very little education became one of the most famous southern writers of his time. He wrote the story, â€Å"A Rose for Emily,† that contained one of the strangest characters I have ever encountered in a story. This character is Emily Grierson who lived in Mississippi, which was where Faulkner was from. Emily Grierson is viewed an anomaly for her gender and time period. An anomaly is one that is peculiar, irregular, abnormal, or difficult to classify. The social life, and social status of Emily Grierson is one way that she is so different from any woman. Emily is looked at as a very powerful woman due to the prestige of her father who was a war veteran. She lives in a very nice house that had at one point been on a very select street. She is looked at very highly from other people’s views, and she knows that she has power. The woman refuses to pay taxes to the town of Jefferson. â€Å"Perhaps he considers himself the sheriff†¦I have no taxes in Jefferson.† (Page 31) She believes that she doesn’t have to pay because of her father who has been past away for ten years. When her father did die, Emily did not want to dispose of the body. She kept telling the ministers that her father was not dead. In her mind, she tells the men who came to collect the taxes to see Colonel Sartoris. Obviously, she is so deranged to believe these men can go talk to her father, and that she is so powerful she doesnâ⠂¬â„¢t have to pay taxes. The social life that Emily does not have. She has not let anyone into her house in years. The only person who really saw the inside of her house was the manservant, and Homer Barron who wishes he probably never did. That is no way for any person to live. People need to interact and see other people because it is essential for a healthy life. The poor woman didn’t have any friends to come to her house, or anywhere for her to go. Along came this Negro man ... Free Essays on A Rose for Emily A ROSE FOR EMILY A Rose for Emily takes place after the Civil War and into the 1900’s in the town of Jefferson, Mississippi- a town very similar to the one in which William Faulkner spent most of his life. It is a story of the conflict between the old and the new South, the past and the present- with Emily and the things around her steadfastly representing the dying old traditions and the present expressed mostly through the words of the narrator but also through Homer Barron and the new board of aldermen. The issue of racism also runs throughout the story. In part I, Faulkner refers to Emily as a "fallen monument", a monument to the southern gentility that existed before the Civil War. Her house is described as having once been white- the color of youth, innocence and purity, and also of the white society- but decayed now and smelling of dust and disuse. It stands between the cotton wagons (the past) and the gasoline pumps (the present)an "eyesore among eyesores". Emily comes from an upper class family and grew up privileged and protected by her father. An agreement between her father and Colonel Sartoris- a character we assume was a veteran of the Civil War and who also represented the old South with his edict that no Negro woman should appear on the streets without an apronexempted her from paying taxes. The authorities decide to pay Emily a visit to try to collect the taxes due the town. When we are introduced to Emily, she is described as being in black- the color of death- and her eyes are lifeless†¦"two small pieces! of coal". The description of Emily is not unlike that of her house, and I thought of a corpse when reading that "she looked bloated, like a body long submerged in motionless water, and of that pallid hue."the dying old traditions. The tarnished gold head on her black cane is the one reminder of her affluent, upper class position of years ago. An... Free Essays on A Rose For Emily â€Å"Time which destroys and renews all things has placed us here.† This quote can be analyzed through William Faulkner’s A Rose for Emily. This story is about an old woman who was held in high regard in her society. She lives a lonely life due to the overbearing wishes of her father, who did not allow her to socialize as a young lady. Once her father dies, the town sees it as a duty to care for Emily as a way to pay respect to her dead father. Emily, at the end of her life, meets a gentleman and takes a great interest in him. The two of them are seen all over town as if they were an intimate couple. One day the man disappears and is never seen again. It is not until the end where he is found dead in a locked room in Emily’s house. Emily could not change the past and therefore could not change the future. She had shocked the community with her secret; her decision to â€Å"stop time.† As a young child, Emily is deprived of friendship. Her father is a well-respected member of the community and holds his daughter to the same standards. Her father would not approve of any of her male suitors; nobody was ever good enough for Emily. She has to rely solely on her father for love and support. When her father dies, she is left alone with nobody to fill the loveless void in her life. It is at this point in time that her life is â€Å"destroyed† and it is not until she meets Homer Baron that her life is â€Å"renewed.† With Homer in her life she felt more alive and walked around with â€Å"her head high.† Although, it is ironic that she takes an interest in a laborer knowing that her father would have forbid it. Emily is rebelling against her father and taking control of her own life, even though it is late in her life. It is towards the end of the story that the idea of â€Å"you can never go home again† is presented. Homer decides that he is going to go back up North. When Emily hears of this news she does not know what to ... Free Essays on A Rose for Emily Adapting to Change William Faulkner examines the theme of adapting to change in â€Å"A Rose for Emily.† In the story, Emily Grierson lives a life almost completely free of change. The people around her have taken control of her life, leaving her confused about making a life of her own. Emily allows herself to become trapped from reality. Instead of facing reality, some people find it easier to trick the mind, never adjusting to change. Faulkner shows that people caught in controlling relationships will have a hard time adjusting to change, leaving them lonely and with a loss of reality. Faulkner explains that victims of controlling life styles have a hard time adapting to change. Emily allowed her father and other people in her community to control her. Throughout her life, the town’s people described Emily as a â€Å"hereditary obligation upon the town†, almost as though she owed them her life (81). After the death of her father, the town believed she wanted to â€Å"cling† to him because she had allowed him to be the only man in her life (84). It is expected that we would want to hold on to someone if they were all that we knew. Emily was so strictly controlled by her father, that she would become lost without him. She did not have a life of her own. She was even described as â€Å"the background† of her father (84). The narrator recalled all of the men in her life that â€Å"her father had driven away† (84). Even at thirty years old she â€Å"was still single†, implying that by allowing someone else to control your personal life, you could still be affected long into adulthood (84). But the town’s people agreed that she would never change her father’s ways, saying that she â€Å"would not think seriously† about dating a man like Homer Barron (84). They also felt that she held â€Å"her head high† to prove that she deserved dignity because of her family’s last name (85). The town’s people believed that Emily wo... Free Essays on A Rose For Emily A Rose for Emily as a Metaphor for Life Life is fickle and most people will be a victim of circumstance and the times. Some people choose not to let circumstance rule them and, as they say, "time waits for no man". Faulkner’s Emily did not have the individual confidence, or maybe self-esteem and self-worth, to believe that she could stand alone and succeed at life especially in the face of changing times. She had always been ruled by, and depended on, men to protect, defend and act for her. From her Father, through the manservant Tobe, to Homer Barron, all her life was dependent on men. The few flashes of individuality showed her ability to rise to the occasion, to overcome her dependency, when the action was the only solution available. Like buying the poison or getting money by offering china-painting classes. Life is sad and tragic; some of which is made for us and some of which we make ourselves.Emily had a hard life. Everything that she loved left her. Her father probably impressed upon her that every man she m et was no good for her. The townspeople even state "when her father died, it got about that the house was all that was left to her; and in a way, people were glad being left alone. She had become humanized" (219). This sounds as if her father’s death was sort of liberation for Emily. In a way it was, she could begin to date and court men of her choice and liking. Her father couldn’t chase them off any more. But then again, did she have the know-how to do this, after all those years of her father’s past actions? It also sounds as if the townspeople thought Emily was above the law because of her high-class stature. Now since the passing of her father she may be like them, a middle class working person.Unfortunately, for Emily she became home bound. She didn’t socialize much except for having her manservant Tobe visit to do some chores and go to the store for her. Faulkner depicts Emily and her family as a high soc... Free Essays on A Rose For Emily â€Å"A Rose for Emily† by William Faulkner is a remarkable story of a Miss Emily Grierson, who at the beginning of the story is deceased and her funeral drew the attention of the entire population of a small southern town named Jefferson. An unnamed narrator suggests that the narration were done in the 3rd Person Omniscient. This narrator, who somewhat is considered to be â€Å"the town† or at least the collaborative voice of it, aligns key moments in Emily’s life, including the death of her father and her brief and weird relationship with Homer Barron, a man from the north. The story basically addresses the symbolic changes in the South after the civil war, the transition from Old South to New South. The Grierson House symbolizes neglect and the new changes in the town of Jefferson. Beginning with Emily’s funeral, throughout the story Faulkner foreshadows the ending and suspenseful events in Emily’s life, and Emily’s other awaiting circumstances. This story tells the tale of Emily, a young woman who lives and abides by her father’s strict rationale. The rampant symbolism and Faulkner’s descriptions of the decaying house, coincide with Miss Emily’s physical and emotional decay, and so emphasize her mental degeneration, and further illustrate the outcome of Faulkner’s story. Miss Emily’s decaying house, not only lacks genuine love and care, but so does she in her adult life. Faulkner best uses characterization to examine the theme of the story, too much pride can end in homicidal madness. Miss Emily, the Protagonist of this story, lives for many years as a recluse, someone who has withdrawn from a community to live in seclusion. Faulkner characterizes Emily’s attempt to remove herself from society through her actions. She wouldn’t go out a lot after her sweetheart went away and people hardly saw her at all. The death of her father and the shattered relationship with her sweetheart contributed to her seclusi... Free Essays on A Rose For Emily â€Å"A Rose for Emily† In William Faulkner’s story â€Å"A Rose for Emily†, we are introduced to a multitude of characters. Our main character in the story is Miss Emily Grierson. As we read the story we get an insight into her life as a young woman up until her death. How from her early years as a young lady she has lived under the rule of her father and then after his death becomes a surrogate child of the town of Jefferson. But what is it that has driven Miss Emily to commit the murder of Homer Barron. What does the town of Jefferson do, if anything, that allows her to do this and what influence her father had on it. Miss Emily lived under the strict rule of her father up until his death. He did not allow her to live or enjoy life as she would please, he â€Å"had robbed her† (Faulkner 624) of all the â€Å"young men† (624) in her life. Her family was of great importance to the town of Jefferson, so important in fact that upon the death of her father the mayor of Jefferson, Colonel Sartoris, â€Å"remitted her taxes†¦into perpetuity† (622). This act was the beginning of the â€Å"foster care† it would extend to Miss Emily. We learn years later that the Board of Aldermen tries, without much success, to get Miss Emily to pay her taxes. After sending out the tax notice they would wait until â€Å"February came, and there was no reply† (622). The mayor â€Å"wrote her himself† (622) and offered â€Å"to call or to send his car for her† (622) but all attempts had gone ignored. Miss Emily’s neighbors did not have much luck with her either. They had noticed a â€Å"smell† (623) protruding from her residence and requested that Judge Stevens, the current mayor of Jefferson, speak to her about it but none of the â€Å"noble† gentlemen of the Board of Aldermen could bring themselves to confront Miss Emily and â€Å"accuse a lady to her face of smelling bad† (623). In order to correct the problem it was decided that at night â€Å"after midnight†...

Advanced HealthCare Management Essay Example | Topics and Well Written Essays - 500 words

Advanced HealthCare Management - Essay Example Conversely, a team may be defined as comprising a group of individuals. In such a way, it can be determined that a group can only develop into a team if there is a drive to reach some form of coordinated consensus or particular goal. Within such an understanding, the reader can come to the appreciation of the fact that the ultimate evolutionary goal of each and every group is to arrive at the â€Å"team† stage of development. Furthermore, an added level of differential exists between formal and informal groups. As one might expect, formal groups are created and/or maintained as a means of fulfilling certain and specific tasks with relation to the needs and demands of a particular entity and/or organization. Such a level of conscious and deliberate creation helps to constrain and formalize them into units that would not otherwise naturally exist or be spontaneously evidenced within the professional/business/or corporate environment. However, informal groups are the result of the spontaneous forces that can encourage individuals to come together while working to develop a variety of goals. Informal groups can be predicated on either useful or un-useful metrics. An example of a useful metric could be the fact that an informal group could come together as a means of tackling an extant problem that all stakeholders had come to notice (Hongseok et al, 2004). Conversely, an un-useful means by which such an info rmal group could be created would be based on a shared dislike for an individual or group of individuals. Although these organizational standards and means of application for teams, formal, and informal groups are all different, it must be understood that they each have their place in seeking to speak to the needs of the individuals and organizations that create and sponsor them. Hongseok, O., Myung-Ho, C., & Labianca, G. (2004). GROUP SOCIAL CAPITAL AND GROUP EFFECTIVENESS: THE ROLE OF INFORMAL SOCIALIZING TIES. Academy Of Management Journal,

Self-Evaluation Essay Example | Topics and Well Written Essays - 500 words

Self-Evaluation - Essay Example This is due to many factors in the interplay, which converge to create a learning atmosphere of any one learner (Jones & Jones, 2007). These factors are subjective and highly specific to each client, and the teacher will be bestowed with the challenging responsibility of creating such an environment that is suitable for most, if not all the students for optimal learning. While many teachers will take the idea of taking over the control of the classroom immediately after stepping in, I find that approach a little unnecessary. It is important to highlight the expectations when a classroom, and occasionally reminding the student. Taking the total control, however, beats down the students and in a way, benefits the teacher more than the learner. The teacher should help the student use their skills and previous knowledge to tackle issues, therefore, creating their own experiences. I have also successfully incorporated the idea of community in the class. Appreciating the cultures of my different students and involving the parents has successfully fostered a feeling of collective responsibility on the part of students (Weinstein, Tomlinson-Clarke, & Curran, 2004). Each student’s diversity is acknowledged, and these variations have been turned into productive learning experiences (Hershfeldt et al., 2010). This is because, as the teacher, I have acknowledged these diversities and used them for learning purposes in the class. This has successfully incubated the feeling of being recognized and acknowledged by the students that have added to the rich learning experience in my classes. I have also established an appropriate punishment-reward system for reinforcement both positive and negative reinforcement. I swiftly deal with bad conduct to discourage the spread and propagation of the same. I always acknowledge good class conduct, and I award it to reinforce the behavior positively. And since I am well vast with information on behavior management,

Innovations In English Language Teaching Essay Example for Free

Innovations In English Language Teaching Essay Within the inter-related fields of linguistics, psychology and specifically language learning it has been recognized that language acquisition depends on several cognitive and environmental aspects. When giving instruction in a foreign language, it is also necessary to consider the language of origin already mastered by the learner, as well as the peculiarities of culture that may interfere with or otherwise have an impact on the manner in which a given language is learned (Collier, 1995). In Singapore, innovations in language learning based on these criteria have already been made, but implementation has posed a challenge (Tucker Corson, 1997). The true language expert has a deep understanding these barriers and must be prepared to come up with ideas that facilitate the change that drives the actual implementation of these innovative processes (Reza-Hernandez Clifford, 2003; Garcia, 1994). In Singapore, English has been acknowledged as the language of business and commerce, and therefore it has become crucial for greater strides to be made in passing on its knowledge to the citizens (Tucker Corson, 1997). Singapore’s national university has instituted such innovations as the creation of computerized databases that hold â€Å"profiles of Singapore-based English† as a method improving the research and development in the area of English language teaching in the country (1997, p. 227). This type of research appears to enable language instructors to understand the general areas of English that need more or better instruction. Other innovations directly affecting Singapore include the new dictionary of Southeast Asian English as well as numerous conferences that promote the improvement of the language. This research hopes to add further innovations, including in the area of technology, that would build on the projects already begun and further enhance the learning of the language in the country (Chapelle, 2003; Parker, 2007; Reza-Hernandez Clifford, 2003; Klein et al. 2006). Research Objectives The aim of this research is to find new approaches to teaching English that can be easily implemented in the Singaporean context. These will include new instructional methods, teaching aids, and the use of technologies as an integral aspect of imparting the language experience to those who learn. Research Question: How does collaborative learning, using the primary learners as mediators of the language, affect English language instruction in Singapore? Methods The major theme of the implementation strategies will be the establishment of a community of English language learners using a core group of English language institute students as mediators of the language. The use of technology will enhance the project but not be the main focus. In community building, emphasis will be placed on building bridges between and among students of language-learning institution and other schools or groups within the community (Hones, 2000; Parker, 2007; Klein, et al. , 2006). Technology will come into play as computers and the internet will provide the means of uniting persons separated by distance. It will also be used to engage the participation of native speakers of English from the United Kingdom, the United States, Australia, and other English speaking countries of the world. Technology will also be used as a supplement to the activities performed in the language-learning setting (Kamhi-Stein, 2000). The study will therefore take the form of an action research in which the use of existing educational software, games, and activities in English are used within an integrative context. This integrative context will involve the exposure of the language-learning institute students to activities with native speakers, which they will in turn pass on to a group of Singaporeans within a given community—perhaps children or youth group. The types of activities used will include the following †¢ internet word-searches and studies †¢ webquests (Teclahaimanot Lamb, 2004) †¢ on- and offline word-game applications such as Scrabble †¢ watching and discussing movies in English †¢ reading and discussing books in English These will be done together with volunteers from English speaking countries who will be instructed to maintain constant dialogue with the institute student about the activities for the duration of the session. Group chats as well as one-on-one conversations will be used. Later the student will be expected to impart the knowledge gained from the session to members of the community. Activities will be monitored via reports and observation in order to provide the data for the research.

Juvenalian And Horatian Satire :: Satire Comedy LIterary Essays

Juvenalian and Horatian Satire "Satire is a sort of glass, wherein beholders do generally discover everybody's face but their own; which is the chief reason for that kind of reception it meets in the world, and that so very few are offended with it." Jonathan Swift (1667-1745), Anglo-Irish satirist. The Battle of the Books, Preface (written 1697; published 1704). Satire is known as the literary style which makes light of a subject, diminishing its importance by placing it in an amusing or scornful light. Unlike comedy, satire attempts to create humor by deriding its topic, as opposed to a topic that evokes laughter in itself. Satires attempt to give us a more humorous look at attitudes, advances, states of affairs, and in some cases ( as in Jonathan Swift's A Modest Proposal ) the entire human race. The least offensive form of satire is Horatian satire, the style used by Addison and Steele in their essays. A much more abrasive style is Juvenalian satire, as used by Jonathan Swift in the aforementioned essay A Modest Proposal. To better understand satire as a whole, and Horatian and Juvenalian satire in particular, these essays can provide for further comprehension than a simple definition of the style alone. Horatian satire is noted for its more pleasant and amusing nature. Unlike Juvenalian satire, it serves to make us laugh at human folly as opposed to holding our failures up for needling. In Steele's essay The Spectator's Club, a pub gathering is used to point out the quirks of the fictitious Sir Robert de Coverly and his friends. Roger de Coverly is an absolute character. His failure in an amorous pursuit have left him in the past, which is shown through his manner of dress, along with his somewhat dubious honor of justice of the quorum. This position entails such trying duties as explaining Acts to the commoners. Also present is a lawyer who is more versed in "Aristotle and Cognius" than in "Littleton and Coke"(Norton, 2193), indicative of lawyers more interested in sounding learned than being capable of practicing actual law. Near him, a wealthy merchant whose concerns lie mainly in the wealth of England and himself, and who views the ocean as his marketplace. Captain Sentry is an old military man well practiced in the art of false modesty, a trait he detests in others. Also there is a clergyman who is so frail that he would sooner wait until the Lord sees fit to smite him than get on with the business of leading his life.(Norton, 2192-2195). All of these characters present traits present in all

One Minute Manager Essay

Many people in today’s work world are always looking to become better organized and better people. In the book, The One Minute Manager by Ken Blanchard & Spencer Johnson, the main character does just that. He was looking for the best managers out there. He ran into â€Å"tough managers†, whose organizations won while their people lost. He also ran into â€Å"nice managers†, whose people won but their organizations lost. Until, one day he ran into a One Minute Manager and was intrigued to learn more because this One Minute Managers’ organization & people won. So the One Minute Manager Organized for the main character to speak to three of his employees so he could further his research. The first person he spoke to was Mr. Trenell, who told him about One Minute Goal Setting. Mr. Trenell explained first how One Minute Goal Setting is for your manager and you to be able to agree on the goals and show what is acceptable. Second, write all your goals on paper with less than 250 words. With doing all these correctly you and your manager should be able to read and re-read all goals in a minute and see whether or not your behavior matches your goals. Intrigued by all this the main character wanted to learn more. The second employee he went to speak to was Mr. Levy, who told him about One Minute Praising. He learned that with exercising One Minute Praising correctly he must first tell people up front that their performance will be watched and praised immediately. Secondly, tell people what was done right and how it makes you feel. After all that give them a moment to make everything sink in. After the moment, encourage more of the same behavior and shake hands to show your support. Even more intrigued than before the main character continued. The third employee he spoke to was Ms. Brown, who informed him about a One Minute Reprimand. A One Minute Reprimand, he learned, was pretty much like a One Minute Praising but in reverse. You still let people know that their performance is being watched and you reprimand immediately. This time instead of you telling them something right you tell them something wrong and your feelings towards that behavior. Give them a moment and then continue to reaffirm sides, value, and good behavior. The most important thing he learned about reprimands is that once it’s over, it’s over. Completely intrigued by this One Minute Managers employees’, he wanted to know why it worked so he re-visited the One Minute Manager. The Manager explained that since the steps: One Minute Goal Setting, One Minute Praising, and One Minute Reprimand, were so easy to obtain anyone can easily do it. Finally, after learning all the proper steps to become a One Minute Manager he decides to try it for his own work. He up front lets his people know he is trying something new so he could practice without much criticism. He eventually masters the technique and becomes a One Minute Manager.

Boys don’t cry versus the teena brandon story Essay

I have chosen to write about the difference between fact and fiction between a documentary and a docudrama. Between how important getting information out to the public and what sells to the viewing public for entertainment. I would like to state that I feel quite fortunate that I watched the documentary, â€Å"The Teena Brandon Story†, first then I watched the movie, â€Å"Boys Don’t Cry†. I had viewed the movie years ago; I had heard that this movie was a true story based on fact from the documentary. In my second viewing from an analytical standpoint, let me just say I was quite floored about how could they call, â€Å"Boys Don’t Cry† a docudrama when there were so many important facts that were excluded from this film. Both film and documentary did receive Academy Awards. â€Å"The Teena Brandon Story,† is a documentary about Brandon Teena (aka Teena Ray Brandon), a transgendered person, who was murdered along with Lisa Lambert and Phillip Devine in 1993 in Falls City, Nebraska. The story is told through interviews with the people who loved and hated Brandon for his difference. Recorded interrogation and trial transcripts, all of which showed that Brandon’s girlfriends thought he was a male. All talked about how he was the best boyfriend and so in tune with their feelings and so giving. Brandon Teena’s police tape, photographs, and file film footage. â€Å"Boys Don’t Cry†, is a film based on actual events. Brandon Teena is the popular new guy in a tiny Nebraska town called Falls City. He hangs out with the guys, drinking, cussing, bumper surfing, and becomes quite the ladies’ man in town. He has been warned by his cousin that â€Å"they† do not play like that down there. Brandon ignores the warning and becomes one of the guys and dating the local hometown beauty. He has forgotten to mention that he is wanted in his hometown of Lincoln for forgery, grand theft auto, stealing and most importantly that Brandon Teena was actually a born a woman named Teena Ray Brandon. When his friends find out they feel betrayed and lash out violently with murder. Trauma is the focus of â€Å"Boys Don’t Cry† and community is the focus of â€Å"The Teena Brandon Story†. The differences stems from narrative and documentary. Narrative creates a story around a character while a documentary creates an argument around a historical incident. Both films use the same material and they were released a year apart, although the character portrayal is negative in both films the narrative was sued for slander. The documentary displayed Lana Tisdel as white trash and in the film she was portrayed as white trash. The family sued the filmmakers and I believe why is because the documentary showed the actual Lisa Tisdel in her interviews and the filmmakers were sued because they captured her likeness maybe because it showed her as a druggie and alcoholic. â€Å"Boys Don’t Cry† and â€Å"The Teena Brandon Story† made sure to refer to Teena Brandon as Brandon and to call her â€Å"him† they did not follow the wishes of his mother and call him â€Å"she†. The suspicion that they were lesbians was not okay in the documentary and the film; it seems that they were more okay with her having a sexual identity crisis. Both pieces expose a core of homophobia among not only the killers but Brandon himself he insist that he is not a â€Å"dyke†. There was an attitude that she is going to get a sex change operation and that was â€Å"okay,† for some reason. One of â€Å"Boys Don’t Cry† biggest copycat moments of the documentary is the opening scene of the movie begins with the start of a long dark and lonesome road and flashing lights with a single line going down the pavement and â€Å"The Teena Brandon Story† begins the same way. Brandon Teena was murdered by John Lotter and Tom Nissen. When they found out that Brandon was actually a girl passing as a boy and dating their good friend Lana Tisdel the men became and enraged and killed her. The documentary tells the events of Brandon Teena leaving Lincoln, Nebraska and going to Falls City, Nebraska since people did not know him there. Too many people in his hometown started finding out that he was a girl and problems were arising more frequently. The documentary gave you a reason and a time frame of why and when Brandon left Lincoln and went to Falls City. The movie did this weird transition and maybe the only reason why I noticed it was because it was all so fresh in my mind and I was looking for differences but, â€Å"Boys Don’t Cry† did the transition of when Brandon went to Humboldt by showing him, I guess in the bar where Candace, also known as Lisa Lambert worked as a bartender. A barroom brawl breaks out and in to help him fight is John Lotter and that is how the friendship of him along with Tom Nissen began. They showed Brandon ending up in Falls City because John Lotter suggested they go to a party which Candace points out is seventy miles away. This is where he meets Lana Tisdel, the love of his life. The movie gave you the impression that Brandon was going to return to Lincoln until everyone in Falls City, Nebraska was accepting of him and did not know his secret. The movie gave off a feeling of a love story in a sense with certain circumstances gone bad, kind of like a Romeo and Juliet spin off rather than about someone passing for a man and getting into trouble all the time back home for passing as a man. In â€Å"The Teena Brandon Story†, all of the real names were used in the documentary and the parents gave permission and also gave testimony as well. In â€Å"Boys Don’t Cry†, the names were all used except for the female victim Lisa Lambert and her son. Their names were changed to Candace and Tanner, which poses the question of rights in the docudrama. This crime was actually a triple homicide not a double as they so blatantly portrayed in the movie. The people that were murdered were Brandon Teena, Lisa Lambert and Phillip Devine. Phillip Devine was a young black guy that was visiting Lisa Lambert at the time. He was in the wrong place at the wrong time. In my opinion, they did not see the relevance of mentioning the third murdered victim in this horrific incident. I feel that it was a cheap rip off in my eyes.

Free Essays on The Decline

Introduction NOFX starts out their song, â€Å"The Decline†, with a good, well-thought out, intelligent question: Where are all the stupid people from? Only to be followed by: How did they get to be so dumb? Upon first sight of this song, one might jump to the conclusion that NOFX isn’t an intelligent musical group. But it is NOFX’s pure disgust and hate for our government that makes them a fun and an interesting listen. â€Å"The Decline† is just what the title implies, the song chronicles events and actions of our government which lead to cause and effect relationships, these effects eventually lead to a â€Å"decline† of Western Civilization. This brilliant eighteen-minute masterpiece is unlike any song ever performed or recorded. Its sheer length along with its brutally honest and sarcastic tone leaves you listening for the full eighteen minutes. Not to mention NOFX’s highly diverse and complicated collection of guitar chords that keep the listener enthralled in its intense criticism of our government and the mess they created. NOFX pronounced â€Å"No Effects† is the first punk rock band that I ever had the privilege to listen to. I first received one of their CD’s, after requesting it on my Christmas gift list in 1996. The album entitled â€Å" White Trash T... Free Essays on The Decline Free Essays on The Decline Introduction NOFX starts out their song, â€Å"The Decline†, with a good, well-thought out, intelligent question: Where are all the stupid people from? Only to be followed by: How did they get to be so dumb? Upon first sight of this song, one might jump to the conclusion that NOFX isn’t an intelligent musical group. But it is NOFX’s pure disgust and hate for our government that makes them a fun and an interesting listen. â€Å"The Decline† is just what the title implies, the song chronicles events and actions of our government which lead to cause and effect relationships, these effects eventually lead to a â€Å"decline† of Western Civilization. This brilliant eighteen-minute masterpiece is unlike any song ever performed or recorded. Its sheer length along with its brutally honest and sarcastic tone leaves you listening for the full eighteen minutes. Not to mention NOFX’s highly diverse and complicated collection of guitar chords that keep the listener enthralled in its intense criticism of our government and the mess they created. NOFX pronounced â€Å"No Effects† is the first punk rock band that I ever had the privilege to listen to. I first received one of their CD’s, after requesting it on my Christmas gift list in 1996. The album entitled â€Å" White Trash T...

Top 10 Obsolete Grammar Rules - by Guest Blogger Steven Sawyer

Top 10 Obsolete Grammar Rules - by Guest Blogger Steven Sawyer Article by Steven Sawyer. Edited by Brenda Bernstein, The Essay Expert Following The Essay Expert’s post about using the â€Å"singular they,† some writers in one of my LinkedIn groups were talking about breaking English grammar rules. Several of us spent a few hours discussing the merits, or de-merits, of using â€Å"they† as a singular pronoun. We were essentially divided into two camps:   purists, who would never break a time-honored English grammar rule, and progressives, who know all the rules – and delight in breaking them.   By the end of the heated discussion, purists were still purists and progressives remained progressive. Purists love the predictability of our language and the grammar rules that govern it. They still remember how to diagram a sentence.   They can spot a dangling modifier at 50 yards and pick out a subject-verb agreement error faster than you can say â€Å"comma splice.† If you went to their houses you might find that they iron their underwear and alphabetize the canned foods in their pantry. (I know a couple of purists who do that.) Progressives, on the other hand, believe that breaking rules connects writers with the masses, who stopped thinking about grammar rules decades ago. (If you dont believe me just ask any passerby to locate the verb in a sentence.) Just last year, a group of Ivy League English language purists lobbied to have â€Å"Thou shalt not break English grammar rules† added as the 11th commandment. But language mavens, dictionary writers and even influential linguists are relaxing many writing standards. Some experts are equating this usage shift to the Great Vowel Shift that took place in England in the 15th century. So, my Purist grammar friends, what will you do? Will you suck it up and go with the changes in the language as they evolve?   Or are you determined to maintain pristine prose? Its really okay if purists remain purists. I believe theyll dwindle over time until they become an extinct species, but they do have their place in our culture today. Purists, heres what youre going to have to swallow if you want to keep pace with our ever changing language. Top 10 Obsolete Or Seldom Enforced Grammar Rules Don’t split infinitives. Who would want to shamelessly do that anyway? Active voice verbs are preferable to passive voice verbs. I will never part with this one. I have  encrypted  this rule in my memory’s hard drive. Passive voice will forever be stricken from my writing. That makes me a purist for this rule only. Never start a sentence with â€Å"And† or â€Å"But.† And why not? It gets easier every time you do it. See 5th paragraph, second sentence. Never start a sentence with â€Å"There is† or â€Å"There are.† There are many occasions when starting a sentence with â€Å"There is† or â€Å"There are† is perfectly acceptable. Boring, perhaps, but acceptable. E.g., There is more Canadian bacon in the United States than in Canada. It would be difficult to change the wording in that sentence without starting with â€Å"There is†. Never end a sentence with a preposition. Now that’s a rule we can all live without. Always use â€Å"more than† instead of â€Å"over† with numbers. Okay. Whatever. Math’s not my gig. But truly, either one is acceptable use today. So, purists, get over it. Data is plural, so the verb must always be plural. So data is what data does? Or data are what data do? If they say so. Anyone with a good ear for English knows the answer to this one. Don’t start a sentence with â€Å"This.† The grammar gurus now say that you can start a sentence with â€Å"This.†Ã‚   But (Ooops, there I go, breaking rule 3. See how easy that was?)   I believe that [practice] is okay and this [guideline] is perfectly acceptable. Don’t use â€Å"free† as an adjective.   E.g., â€Å"Can I get that laptop free?†Ã‚   Nay, nay, writing comrades. That’s purist speak. Feel free to use â€Å"for free.† E.g., â€Å"Can I get that laptop for free?† Don’t use â€Å"fun† as an adjective.   You purists make me giddy.   You’ve always used â€Å"fun† as a noun.   E.g., â€Å"We had fun at the game today.† But we progressives like to use it as an adjective. â€Å"It was a fun weekend reunion with my family.† English is an evolving language. A new word gets added to the language every 98 minutes, according to the Global Language Monitor. That’s 14.7 words per day.   As words get added, usage rules undergo changes as well. Will you adopt the new â€Å"rules† of grammar? Your answer determines which camp you’re in. Steven Sawyer is a blogger, author, editor and online English teacher and writing consultant.   Read his blog at https://stevensawyer.wordpress.com/. Category:Grammar Writing TipsBy Brenda BernsteinMay 15, 2011 14 Comments Penelope J. says: May 18, 2011 at 4:28 pm The above post on progressives vs. purists was both fun and enlightening. I agree that in some cases, we have to be open to change rather than stick to the more correct language usage. I agree with the above comment. Using Where you at? and got instead of have (or in many cases, buy) have become widely acceptable, but I cringe every time I hear them uttered. Things like/such as What you got? really get (to) me. Anyway, what does get to me actually mean? Also, using a word to express the opposite feeling, You kill me or Thats a killer has become the norm rather than the exception and is taken to excruciating heights on programs that my grandchildren watch such as American Idol. But the English language is evolving and devolving to such an extent that, at 14.7 new words a day, purists must be having a hard time making or expecting others to stick to the rules. However, is it too much to ask that some rules not be broken such as misuse of verb tense and pronouns? Log in to Reply The Essay Expert says: May 31, 2011 at 11:45 am Penelope, Im so glad you mentioned Where you at! When living in Brooklyn, if I were asking for directions on the street I would always say Do you know where such-and-such street is at? Im also guilty of using got instead of have. Its funny the things that still bug me, vs. the things Ive adopted. Im sure these things differ for each of us. Fun as an adjective still grates on my nerves. And I dont think its too much to ask to keep some rules in place but whos to decide which ones? I certainly have my opinions! Log in to Reply The Essay Expert says: May 31, 2011 at 12:00 pm Thanks Lynn. We all have our own pet peeves dont we? Mine are different from yours! (And lets not even start on different from/different than.) I have articles on its/its and lose/loose which I invite you to read and share! https://theessayexpert.com/blog/2011/05/31/the-day-my-dad-didnt-make-it-home-from-work-by-marianne-worley-business-writing-consultant-at-the-essay-expert/ and https://theessayexpert.com/blog/2009/09/13/common-spelling-mistakes-lose-vs-loose/ respectively. Log in to Reply The Essay Expert says: June 13, 2011 at 3:57 pm Thanks for your comment Rick. I agree! Log in to Reply Marion Suarez says: June 3, 2012 at 1:29 pm I feel as though proper usage of fewer/ less is almost entirely obsolete. I cant find anyone who still understands the distinction or honors it. Log in to Reply The Essay Expert says: June 3, 2012 at 3:34 pm Thanks for your comment Marion. Its funny, I see 10 Items or Fewer now in many grocery stores, and I almost want them to change it back to the wrong way! Log in to Reply Mary Kent says: August 30, 2016 at 12:25 am Should we follow the rules regarding using the possessive form of nouns and pronouns with gerunds or is it a truly lost cause? Log in to Reply Brenda Bernstein says: September 2, 2016 at 10:20 pm Great question Mary! Ive been fighting for this one since I learned the rule at the age of eight. Im terrified by the number of times people correct me on this point when I am using correct grammar! Log in to Reply John T Mon says: August 7, 2017 at 11:02 pm Im mid-60s and I always wonder what happened to the use of A and An? Log in to Reply Brenda Bernstein says: August 8, 2017 at 6:55 am Do mean in spoken speech, John? It does seem like a lot of people say a when an would be grammatically correct. Log in to Reply Rebecca says: June 4, 2018 at 11:43 am I’m not a pure purist! Quirky, and especially regional, â€Å"impurities† make such entertaining conversation and writing. Still, why has the subjective compound pronoun become so accepted when used in the objective case? In speaking, I realize we all get tripped up, but I’ve seen it in writing and heard it from journalists. Log in to Reply Brenda Bernstein says: June 4, 2018 at 1:15 pm I’m right there with you, Becky. Drives me up a wall and the correct grammar seems so logical. Thanks for your comment! Log in to Reply Susan says: June 29, 2019 at 6:50 am The increased misuse of I and me when referring to another person and oneself is my beef. I am now hearing even professional speakers such as news announcers, pastors, etc. making statements such as, The taxi picked up my friend and I. In fact, I came across this article when again doing a search to see if this rule has changed. Log in to Reply Brenda Bernstein says: June 29, 2019 at 10:05 am Im with you, Susan. What did you find? Anyone saying the rule has changed? I think its more that very few people understand correct usage. Log in to Reply

Week 5 refrace Essay Example | Topics and Well Written Essays - 2250 words

Week 5 refrace - Essay Example In an organization, especially an account’s practice such as mine, leaders and disciples often trade places several times a day. In some cases, such an arrangement is referred to as distributed leadership. Across the board, the traits of authenticity, coupled with the dispositions of integrity and fidelity that vary between individuals, form the basic principles in the pursuit of conceptualizing good in my organization (this conclusion was drawn after rigorous action research (AR) that took form of interviews of members in informal settings conducted during the course of my dissertation module). Ben-Yoav, Hollander, and Carnevale (1983) discussed argumentatively the difference authenticity makes to a movement initiated by a member who aims to promulgate relationship building between members or project an action within the member community of the organization. The followers, in order to assist with the protagonist’s motion, must witness for themselves the goodness of his intent in order to be willing to follow and subsequently play their role as supporters when the situation leads to that. The focus of my paper is to assess the legitimacy of this statement. The aim is to highlight the ethical frameworks which develop into principles which help direct the participants to collaborate amongst themselves, as opposed to defining the ‘inside’ groups and the outside collaborators which proved deceptively hard to completely define. Thus, the underlying qualities of a leader were assessed in light of ethical and moral justness. In order to achieve this, the focus has been primarily placed on the communicative bridge called leader authenticity, a concept that dictates the flow of conscience amongst members which then enables them to follow their leader’s word (widely believed by the majority to be the best way to incite support and action with the prevailing cultural norms, subject to unforeseen changes). This notion translates to the fol lowing understanding,

The world's oceans, Should Ocean Protected Areas Exist Essay

The world's oceans, Should Ocean Protected Areas Exist - Essay Example Should Ocean Protected Areas Exist (increase the area/rate)? Overexploitations of marine resources and overfishing have necessitated the need for ocean protected areas. Today marine protected areas have been proved to be essential for restoring fisheries, promoting marine biodiversity and increasing marine productivity in the oceans. Even though marine resources play a pivotal role in the economic development of the nation scientific studies reveal that â€Å"many of our marine resources are overexploited and face external environmental threats† (Sanchirico, Cochran & Emerson 1). Such overexploitation or overfishing adversely affect fragile ocean habitats, damage ocean ecosystems, cause disturbances in food chains and result in the loss of unique marine life communities. Marine resources are so much important for the humans as â€Å"97 % of all the water on the Earth is in the oceans† (Yang) and because â€Å"71% of Earth’s surface† (Woods Hole Oceanographic) is covered by oceans. Stabilizing climate temperatures, e xchanging of climate gases, and increasing biodiversity are parts of benefits that the ocean yields us. Similarly, ocean produces half of the oxygen that the humans breathe and offers a great environmental condition that keeps organisms alive and growing. As Langreth has rightly pointed out ocean offers shelter to an estimated â€Å"five million species, most of which have not yet been classified† (Langreth). However, man’s indiscriminate actions such as dumping waste materials, oils, overfishing, and noise pollutions pose great threat to the marine life in oceans. Therefore, it is imperative that man protects and conserves marine life through such radical measures as the marine protected areas. ... Certain species such as bluefin tuna have already been destroyed or disappeared from the ocean. While overfishing has led to the disappearance of tens of thousands of bluefin tuna across the seas of Northern Europe in the 1930s and 1940s it has contributed to the vanishing of Halibut from the North Atlantic during the 19th century (Overfished and under-protected: Oceans on the brink of catastrophic collapse). Similarly, trawling towards is one of the methods for fishing and it is really harmful to the ocean. Bottom-trawling which involves dropping a large net, â€Å"around 60 meters-wide into the sea and dragging it along with heavy weights from a trawler cause ‘worst and unnecessary damage’ to many species of fishes† (Overfished and under-protected: Oceans on the brink of catastrophic collapse). Marine pollution is another major harm done by the humans to the ocean. Mostly, man’s indiscriminate dumping of such harmful materials into the sea as pesticides, herbicides, chemical fertilizers, detergents, oil, sewage, plastics, and other solids result in massive marine pollution. These have caused around 400 dead zones around the world and these harmful materials â€Å"rob the water of oxygen, leaving areas where little or no marine life can exist† (Marine Pollution). In addition, noise pollution such as sound waves from the cargo ships also kills a lot of organism in the ocean. It has been identified that the presence of loud or persistent sounds from ships, sonar devices, oil rigs, and even from natural sources like earthquakes can â€Å"disrupt the migration, communication, hunting, and reproduction patterns of many marine animals, particularly aquatic mammals like whales and dolphins† (Marine Pollution). Marine protection is possible only through competent and