Business Information System IT Write-Up Free Sample for Students

Questions: 1.Why do you think the Previous CIO, Davies, Created Slush subsidize slack for Budgeting IT Projects? Under Davies, whose neck is in the noose if a Project turns sour? 2. Do you believe Barton's methodology of giving the best Information at the time is a superior methodology than Davies' methodology? Under Barton, whose neck will be in the noose if a Project goes bad?3.Should Barton attempt to assume responsibility for the whole IT spending plan? Would it be a good idea for him to request a level of the general Budget to be put heavily influenced by him? Or on the other hand would it be advisable for him to attempt to fix the Committee Structure set up by Davies? Answers: Motivation behind why the past CIO made slush finance stack for planning IT Projects and who to be accused on the off chance that anything turns out badly. He made the slush finance stack with the goal that he can utilize it for some other illegal purposes. The fundamental motivation behind executing slush subsidize stack was when there were no significant undertakings that should have been affirmed. This would assist them with accounting their costs all the more accurately however on the off chance that there were any IT anticipates, at that point the organization ought to be prepared to get that and make it justified, despite all the trouble. The CIO needed to keep the slush subsidize in light of the fact that he needed to utilize it for political pay off so as to make the organization progressively conspicuous (Baltzan Phillips, 2016). He additionally recommended that it would not be a ton of cash yet whatever gets gathered would be put away available for later for emergency and furthermore the sum would be sufficient that it would assist the organization with focusing more on other undertaking. He made this slush support stack for p lanning IT anticipates which didn't have right approval and furthermore didn't originate from standard choice procedure (Austin, Nolan Shannon, 2009). Another purpose behind making these slush reserves were that if at any point organization runs into any emergency state because of deficient IT anticipates, with the assets available for later can be utilized to balance out the organization. In the event that some way or another anybody comes to think about this slush subsidize stack, the entire organization and companys notoriety will be in question. Numerous individuals should lose their employment because of this illegal act of making slush subsidize stack and all their tie ups will reach a conclusion and no other organization will ever give any task to them and friends would need to confront serious misfortune lastly the organization must be shut (Galliers Leidner, 2014). Because of this training, numerous workers need to lose their position toward the end. So to put it plainly, everyones neck is in the noose on the off chance that anything turns sour. Bartons approach is progressively sensible and whenever applied who will be inconvenience. Bartons approach of giving the best data framework is obviously superior to the past CIO as Bartons approach is more methodological than the CIO as the CIO needed to make slush support stack with no reinforcement plan though Barton needed to close all the security gaps so nobody can sniff into their data framework however the issue with doing so is that no data framework is completely made sure about and on the off chance that they figure out how to hinder all the correspondence, at that point it would emerge a degree of uncertainty from the information experts likewise to make the framework increasingly secure, it would cost twice for setting up the framework and to make it progressively secure (Austin, Nolan Shannon, 2009). At any rate this would deny others from cresting into the framework and the organization despite everything can deal with the slush assets for which they don't need to give any clarification while in the event that they had gone with the CIOs plan, at that point there would be an opportunity of getting captured as somebody could investigate their frameworks and take the data which can be maintained a strategic distance from by making the framework progressively secure as it an onetime venture to make the framework secure (Bednarz, 2013). The issue of doing so is that in the event that they make their frameworks secure out of nowhere, at that point everybody around them will be somewhat dubious that there must be something that they are attempting to cover up on the grounds that there is no framework that is completely made sure about so in the event that they are spending excessively, at that point everyone's eyes will be on them. The ones who are to be in a difficult situation in view of this would be Barton. Fenton, Geisler and Davies that they are supporting such acts and helping them secluded from everything the cash by making slush subsidize stack. Barton ought to be put responsible for the whole IT financial plan and request the rate so as to settle on proficient choices. Indeed, Barton ought to be set in control as Barton is all around situated in the organization he knows the organization truly well from inside and is very experienced so he ought to be placed accountable for the whole spending plan as he speak to the interests of both the business and IT office (Cassidy, 2016). Pronouncing Baron as fixer, he could be given a lot of degrees to do the fixing yet just issue with this is in this procedure the noose will be in his neck just and nobody elses (Austin, Nolan Shannon, 2009). Barton ought to be given the risk to request the rate for IT spending plan with the goal that he can examine about the proposed financial plan and furthermore to hold them under his attentiveness so as to spare the secret data from getting released (Ward, 2016). This would likewise help Barton to lose the noose over his neck as others would be under a feeling that Barton is doing great for the organization. References Austin, R. D., Nolan, R. L., Shannon, O. Donnell.(2009).The Adventures of an IT Leader. Baltzan, P., Phillips, A. (2016).Business driven data frameworks. McGraw Hill Education. Bednarz, T. F. (2013). Morals in Business.Practical Ethics for Food Professionals: Ethics in Research, Education and the Workplace, 75-91. Cassidy, A. (2016).A useful manual for data frameworks vital arranging. CRC press. Galliers, R. D., Leidner, D. E. (2014).Strategic data the board: difficulties and methodologies in overseeing data frameworks. Routledge. Ward, T. (2016). Common society points of view on debasement and human rights.The Routledge International Handbook of Criminology and Human Rights.

Twilight 23. THE ANGEL

23. THE ANGEL As I floated, I envisioned. Where I glided, under the dull water, I heard the most joyful sound my brain could evoke †as wonderful, as inspiring, as it was frightful. It was another growl; a more profound, more stunning thunder that rang with wrath. I was brought back, nearly to the surface, by a sharp torment slicing my upraised hand, yet I was unable to discover my way back far enough to open my eyes. And afterward I realized I was dead. Since, through the overwhelming water, I heard the sound of a holy messenger calling my name, calling me to the main paradise I needed. â€Å"Oh no, Bella, no!† the blessed messenger's voice cried with dismay. Behind that ached for sound was another clamor †a terrible tumult that my psyche avoided. An awful bass snarling, a stunning snapping sound, and a high keening, out of nowhere breaking off†¦ I attempted to focus on the holy messenger's voice. â€Å"Bella, it would be ideal if you Bella, hear me out, it would be ideal if you if you don't mind Bella, please!† he asked. Truly, I needed to state. Anything. Yet, I was unable to discover my lips. â€Å"Carlisle!† the heavenly attendant called, desolation in his ideal voice. â€Å"Bella, Bella, no, goodness if it's not too much trouble no, no!† And the blessed messenger was crying tearless, broken cries. The heavenly attendant shouldn't sob, it wasn't right. I attempted to discover him, to disclose to him everything was fine, yet the water was so profound, it was proceeding me, and I was unable to relax. There was a state of weight against my head. It hurt. At that point, as that torment got through the haziness to me, different agonies came, more grounded torments. I shouted out, panting, getting through the dim pool. â€Å"Bella!† the blessed messenger cried. â€Å"She's lost some blood, however the head wound isn't deep,† a quiet voice educated me. â€Å"Watch out for her leg, it's broken.† A yell of fierceness choked on the heavenly attendant's lips. I felt a sharp wound in my side. This couldn't be paradise, right? There was an excess of agony for that. â€Å"Some ribs, as well, I think,† the precise voice proceeded. Yet, the sharp torments were blurring. There was another agony, a burning torment in my grasp that was dominating everything else. Somebody was consuming me. â€Å"Edward.† I attempted to let him know, however my voice was so overwhelming and moderate. I was unable to get myself. â€Å"Bella, you will be fine. Would you be able to hear me, Bella? I love you.† â€Å"Edward,† I attempted once more. My voice was a little more clear. â€Å"Yes, I'm here.† â€Å"It hurts,† I whimpered. â€Å"I know, Bella, I know† †and afterward, away from me, anguished †â€Å"can't you do anything?† â€Å"My sack, please†¦ Hold your breath, Alice, it will help,† Carlisle guaranteed. â€Å"Alice?† I moaned. â€Å"She's here, she realized where to discover you.† â€Å"My hand hurts,† I attempted to let him know. â€Å"I know, Bella. Carlisle will give you something, it will stop.† â€Å"My hand is burning!† I shouted, at long last getting through the remainder of the murkiness, my eyes rippling open. I was unable to see his face, something dim and warm was obfuscating my eyes. For what reason would they be able to see the fire and put it out? His voice was terrified. â€Å"Bella?† â€Å"The fire! Somebody stop the fire!† I shouted as it consumed me. â€Å"Carlisle! Her hand!† â€Å"He bit her.† Carlisle's voice was not, at this point quiet, it was horrified. I heard Edward rest with sickening apprehension. â€Å"Edward, you need to do it.† It was Alice's voice, near to my head. Cool fingers brushed at the wetness in my eyes. â€Å"No!† he howled. â€Å"Alice,† I groaned. â€Å"There might be a chance,† Carlisle said. â€Å"What?† Edward asked. â€Å"See on the off chance that you can suck the venom pull out. The injury is decently clean.† As Carlisle spoke, I could feel more weight on my head, something jabbing and pulling at my scalp. Its agony was lost in the torment of the fire. â€Å"Will that work?† Alice's voice was stressed. â€Å"I don't know,† Carlisle said. â€Å"But we need to hurry.† â€Å"Carlisle, I†¦Ã¢â‚¬  Edward dithered. â€Å"I don't have a clue whether I can do that.† There was distress in his excellent voice once more. â€Å"It's your choice, Edward, in any case. I can't support you. I need to get this draining halted here in case you will be taking blood from her hand.† I squirmed in the hold of the blazing torment, the development making the agony in my leg flare sickeningly. â€Å"Edward!† I shouted. I understood my eyes were shut once more. I opened them, edgy to discover his face. What's more, I discovered him. At long last, I could see his ideal face, gazing at me, turned into a veil of hesitation and torment. â€Å"Alice, make me something to support her leg!† Carlisle was twisted around me, taking a shot at my head. â€Å"Edward, you should do it now, or it will be too late.† Edward's face was drawn. I watched his eyes as the uncertainty was out of nowhere supplanted with a blasting assurance. His jaw fixed. I felt his cool, solid fingers on my consuming hand, securing it. At that point his head twisted around it, and his cool lips squeezed against my skin. From the start the agony was more terrible. I shouted and whipped against the cool hands that kept me down. I heard Alice's voice, attempting to quiet me. Something overwhelming held my leg to the floor, and Carlisle had my head secured in the tight clamp of his stone arms. At that point, gradually, my squirming quieted as my hand developed increasingly numb. The fire was dulling, centering into an ever-littler point. I felt my awareness slipping as the torment died down. I was hesitant to fall into the dark waters once more, apprehensive I would lose him in the murkiness. â€Å"Edward,† I attempted to state, yet I was unable to hear my voice. They could hear me. â€Å"He's privilege here, Bella.† â€Å"Stay, Edward, remain with me†¦Ã¢â‚¬  â€Å"I will.† His voice was stressed, however by one way or another triumphant. I murmured cheerily. The fire was gone, different torments dulled by a sluggishness leaking through my body. â€Å"Is it all out?† Carlisle asked from some place far away. â€Å"Her blood tastes clean,† Edward said discreetly. â€Å"I can taste the morphine.† â€Å"Bella?† Carlisle called to me. I attempted to reply. â€Å"Mmmmm?† â€Å"Is the fire gone?† â€Å"Yes,† I murmured. â€Å"Thank you, Edward.† â€Å"I love you,† he replied. â€Å"I know,† I inhaled, so worn out. I heard my preferred sound on the planet: Edward's calm chuckle, frail with alleviation. â€Å"Bella?† Carlisle asked once more. I grimaced; I needed to rest. â€Å"What?† â€Å"Where is your mother?† â€Å"In Florida,† I moaned. â€Å"He deceived me, Edward. He viewed our videos.† The shock in my voice was miserably fragile. Yet, that reminded me. â€Å"Alice.† I attempted to open my eyes. â€Å"Alice, the video †he knew you, Alice, he knew where you came from.† I intended to talk critically, however my voice was weak. â€Å"I smell gasoline,† I included, astonished through the dimness in my cerebrum. â€Å"It's a great opportunity to move her,† Carlisle said. â€Å"No, I need to sleep,† I grumbled. â€Å"You can rest, darling, I'll convey you,† Edward calmed me. What's more, I was in his arms, supported against his chest †drifting, all the torment gone. â€Å"Sleep now, Bella† were the final words I heard.

Animal-Assisted Therapy for Social Anxiety Disorder

Animal-Assisted Therapy for Social Anxiety Disorder Animal-assisted therapy (AAT) is sometimes used in the treatment of social anxiety disorder (SAD). Animals may be uniquely suited to help individuals with SAD, as they offer nonjudgmental support and a chance to learn about interactions with others.   History of AAT AAT dates back to the 1940s when an army corporal brought his Yorkshire Terrier to a hospital to cheer up wounded soldiers. It began in earnest in the early 1990s; however, it is still a relatively new field. AAT uses trained animals to enhance the physical, emotional, and social well-being of clients. AAT is defined by the American Humane Association as a goal-directed intervention in which an animal is incorporated as an integral part of the clinical health-care treatment process. AAT is delivered or directed by a professional health or human service provider who demonstrates skill and expertise regarding the clinical applications of human-animal interaction.   How Animals Are Used in Therapy for SAD Animal-assisted therapy does not follow one specific mode of treatment. For example, animals are included in everything from cognitive-behavioral therapy (CBT) to psychodynamic treatment.  The animal is there to assist in the therapeutic process, not to drive the process of therapy.   Animals used in therapy can be of all different types. Dogs and horses are the ones most people think of when they picture therapy animals, but even more exotic animals can serve in the therapy process. What role do animals play in therapy? There are several specific aspects of therapy for SAD that animals can help with: Animals can help you improve your self-esteem, develop social skills, and reduce symptoms of anxiety.In group therapy for SAD, animals may help to increase interactions between group members. Indeed, it is easy to imagine that a socially anxious group accompanied by a cute furry friend would be more likely to open up and talk to one another.In one-on-one therapy, an animal may help you to feel safer and build rapport with your therapist.  Animals such as horses and dogs pick up on cues in social relationships. Your therapist can use these reactions to guide therapy sessions. For example, your therapist may show you how your behavior (friendly or standoffish) will affect how the animal responds to you. This is a simple way to see how your behavior affects those around you.Research has also demonstrated that animals have a calming effect, reducing blood pressure and anxiety. Having an animal in your therapy sessions will help you to feel relaxed.Animals in therapy provide the opportuni ty to give affection and to receive it. This may be particularly helpful for children and teenagers struggling to find connections among family or peers.Animals in therapy may help to reduce depression and isolation. Among children, they may help in social expression.Finally, having an animal in your therapy sessions means that the focus is not all on youâ€"something that those with SAD may find overwhelming in the early stages. Animals used in therapy may work in any of the following settings: Nursing homesHospitalsSchoolsLibrariesCorrectional facilitiesRehabilitation centers Difference Between Therapy Animals and Psychiatric Service Animals for SAD Animals who assist with therapy are not the same as psychiatric service animals. Service animals live with individuals with psychological disorders and other disabilities to help them with activities of daily living, such as remembering to take medication or learning to identify the signs of an impending anxiety attack. Service animals fall under the protection of the American Disabilities Act (ADA) in this regard. Evidence Supporting Animal-Assisted Therapy There is a plethora of anecdotal information and case studies in support of animal-assisted therapy, but not much long-term controlled research has been conducted. A 1998 study published in the journal Psychiatric Services examined whether a single session of animal-assisted therapy reduced anxiety levels in 230 hospitalized psychiatric patients and whether these were related to their diagnoses. The results of the study showed that animal-assisted therapy was associated with reduced anxiety in hospitalized patients with a variety of psychiatric diagnoses. A 2007 meta-analysis of 49 studies found AAT to be associated with moderate effect sizes in improvements in four areas: autism-spectrum symptoms, medical problems, behavioral problems, and emotional well-being.  Surprisingly, aspects of the participants and studies did not show different outcomes. Overall, the research on AAT shows that it has promise when used alongside traditional treatments for some problems that may be related to SAD, such as anxiety and emotional well-being. More rigorous controlled studies are needed to determine the best methods for applying AAT for maximum benefit. How Does AAT Improve on Traditional Therapy for SAD? The use of animals during therapy for SAD may offer several advantages: Increased oxytocin levels leading to lowered blood pressure and heart rate. Oxytocin is a social hormone that is positively affected by human-animal interactions.Children and teenagers can touch the animalsâ€"something that they may be missing in their livesâ€"whereas touch during traditional therapy would be inappropriate.  Animals are nonjudgmental. They dont know your history or situation or details that others can sometimes judge you for, like being out of work or single. They accept you for who you are, flaws and all. They are forgiving and happy to see you and are consistently happy. While therapists can hope to achieve the ideal of neutrality, animals are naturals at it.For children with selective mutism, a condition in which a child fails to speak in one or more situations because of severe anxiety, animals can make therapy less threatening and help them to stay in treatment longer. Who Should Not Receive AAT For most people with SAD, there should be no reason that AAT would not be suitable. However, if any of the following applies in your situation, then AAT may not be advisable. You have a strong fear of animals. You will need to work through this fear first, and even then AAT may not be helpful for you.You are allergic to certain types of animals (others may still be suitableâ€"even dolphins do AAT!)You have reduced immunity due to HIV/AIDS, chemotherapy or radiation for cancer, or any immune-suppressive medications. Contact your doctor if any of these situations apply. How AAT Practitioners Are Governed There is currently no governing body that oversees AAT. However, organizations such as Pet Partners offer training of both animals and therapists. Dogs registered with Therapy Dogs International  must have yearly screenings by a veterinarian in order to participate in AAT.   In general, animals participating in AAT should be up-to-date on vaccinations and in good health. AAT Example What better way to illustrate how AAT works than with an excerpt from a case study? In this short excerpt republished from an article, licensed social worker Stephen Quinlan describes what it was like to use AAT with a child with selective mutism.   We made use of a tennis ball that I have in my office and had Layla first sit then wait while Charlie threw the ball. I then released Layla with an OK. She charged after the ball and returned it and I told her to drop. Charlie watched all of my doing this and then pointed to himself. I asked him if he would like to try. He nodded. To this point in treatment, Charlie had not uttered a single word to anyone. He was able to laugh and make sounds, but completely unable to speak. Si-t was the first word that Charlie sounded out in a choppy fashion. Wuh-ait, he continued, OO-KUH! he bellowed loudly. Layla again charged after the ball and Charlie screamed with delight. Duh-Ruh-op, said Charlie upon Layla’s return. In summarizing his experience, Quinlan notes that Layla had both set the bar for Charlie’s being verbal in session and given him a comfortable place to go back to when his anxiety was particularly high. Where to Find Animal-Assisted Therapy There are several options to try and find an AAT therapist in your area. Note that you may need to travel to the site where the animals work  rather than having the animal come to you. Contact the  American Humane Association  or the  American Counseling Association  to find out your options to receive animal-assisted therapy.Pet Partners  is a research organization that promotes animal-based treatments around the United States.Therapy Dogs International (TDI) is another organization that may be helpful to contact.

William Faulkner s A Rose For Emily And Charlotte Perkins...

The women in William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper are troubled protagonists that have been neglected, isolated, and pushed to the point of insanity. There are many contributing factors to their decent into psychosis. Both women have lost their ability to function in society due to their obsessive behavior and the controlling men in their lives. Although both stories have similarities, there are also differences in their paths that have led to their mental breakdowns. During the Victorian era, women were considered weak and emotional. In Gilman’s The Yellow Wallpaper, the narrator is being treated as a child by her husband. He is dismissive of her worries and â€Å"assures friends and relatives that there is really nothing the matter with one but temporary nervous depression† (Gilman 956). She was not happy with the decision to remove herself from society, but her husband felt it would be the best choice for her. She does not go against her husband because he is a doctor and knows what is best for her. His decision is also supported by her brother who is also a physician. He has restricted her every move, so that she can rest and get well. The isolation the narrator feels has contributed to her mental decline. She is unable to â€Å"stir without special direction† (Gilman 957) from her husband. Emily Grierson chose to isolate herself from family and the community even after her father’s death. The narrator’s choice wasShow MoreRelatedWilliam Faulkner s A Rose For Emily A nd Charlotte Perkins Gilman s The Yellow Wallpaper890 Words   |  4 Pageswomen cannot have their autonomy. In William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper, both of them are elaborating the women under patriarchy either father or husband, moreover, revealing the tragedy form under this authority. In A Rose for Emily, Faulkner depicts a young woman that was rigorous controlled by her father. After her father’s demise, she was still manipulated by this invisible power. In The Yellow Wallpaper, Gilman portrays a woman who was kept byRead MoreShort Story Comparison1241 Words   |  5 PagesScales 1! Katrina Scales David Miles ENC-1102 16 July 2015 A Yellow Rose It is likely that after reading short stories The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner, any sensible reader will feel disturbed in at least the slightest. Both texts contain neurotic women of unsound mind who have deathly obsessions. At first glance, these stories do not seem to have much in common; they have been written through opposite perspectives, one neglects to be chronologicalRead MoreIsolation in â€Å"a Rose for Emily† and â€Å"the Yellow Wallpaper†1222 Words   |  5 Pagesâ€Å"A Rose for Emily† by William Faulkner and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman are two well written short stories that entail both similarities and differences. Both short stories were written in the late 1800’s early 1900’s and depict the era when women were viewed less important than men. The protagonist in each story is a woman, who is confined in solitary due to the men in their lives. The narrator in â€Å"A Rose for Emily† is the mutual voice of the townspeople of Jefferson, whileRead MoreAnalysis of A Rose for Emily, by William Faulkner and The Yellow Wallpaper, by Charlotte Perkins Gilman2621 Words   |  11 Pages In the short stories â€Å"A Rose for Emily† written by William Faulkner and â€Å"The Yellow Wallpaperà ¢â‚¬ Ã¢â‚¬  written by Charlotte Perkins Gilman, the protagonists experience mental illness, loneliness, feelings of being in control of their lives, and feelings of being insane. Both main characters struggle against male domination and control. The two stories take place in the late 1800’s - early 1900’s, a time where men’s place in society was superior to that of women. Each story was written from a differentRead MoreThe Yellow Wallpaper, By Charlotte Perkins Gilman And A Rose For Emily895 Words   |  4 Pagesstories, â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman and â€Å"A Rose for Emily,† written by William Faulkner, have a lot in common regarding the main characters. Each narrative focuses on the lifestyle and behavior of a bizarre woman who has been kept away for a certain period of time. One could argue that these women were not initially deranged, though something must have occurred to send them on such a downward spiral. The main characters in each account, Jane and Miss Emily, endure situationsRead MoreComparison of William Faulkners A Rose for Emily and Charlotte Perkins Gilmans The Yellow Wallpaper815 Words   |  3 PagesThe two short stories â€Å" A Rose for Emily† and â€Å"The Yellow Wallpaper† are two very similar but at the same time very different. The main characters Emily Grierson, from William Faulkners A Rose for Emily, and the narrator, from Charlotte Perkins Gilmans The Yellow Wall-Paper, are both in the same boat that many women were placed in the late 1800’s and the early 1900’s. Both of these two stories were written in a generation that women were looked downed upon and made to feel less important thanRead MoreCriticalpaper And A Rose For Emily1653 Words   |  7 Pageswomen were pressured to fit into their societal roles. Both Charlotte Perkins Gilman and William Faulkner wrote stories inspired by those nineteenth-century social issues. E ven though Faulkner wrote his story, â€Å"A Rose for Emily†, 40 years after Gilman’s story, â€Å"The Yellow Wall-paper†, both stories portray several types of nineteenth-century social issues accurately. Because of their knowledge about these social issues, Gilman and Faulkner were able to portray the main characters’ struggles. Both mainRead MoreThe Yellow Wallpaper3202 Words   |  13 PagesEnglish 1302 22 November 2011 Main Character’s Outsider Theme In Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper†, the narrator, Jane, is struggling to deal with her depression that she is suffering in a confined room that her husband, John put her in. John believes that this will cure Jane and make her better from her depression. Instead, Jane is slowly losing herself within the yellow wallpaper in the room causing her to become insane. Jane is not able to express her feelings with her husbandRead MoreThe Yellow Wallpaper, By Charlotte Perkins Gilman1356 Words   |  6 Pagesstimulation will be reciprocated within the mind of the inhabitant. â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman in 1892, depicts a young, unnamed woman who is suffering with post-partum depression. In this time period, the treatment of mental illness typically did more harm than good as electroshock therapy, and the rest cure were the classic treatments of choice. Similarly, William Faulkner, the author of â€Å"A Rose for Emily†, written in 1930, gives the reader an inside look upon an elderlyRead MoreThe Cask Of Admontillado, By Edgar Allen Poe And The Yellow Wallpaper Essay1987 Words   |  8 Pagesauthority (Fisher and Silber). To better understand the role of fixed gender expectations, we will analyze four short essays namely: Eudora Welty’s â€Å"A Worn Path†; Edgar Allen Poe’s â€Å"The Cask of Admontillado†; William Faulkner’s â€Å"A Rose for Emily† and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper.† All these essays except Edgar Allen Poe’s â€Å"The Cask of Admontillado,† describe the lives of women protagonists in different environments which influence how they act in an era when women played second fiddle William Faulkner s A Rose For Emily And Charlotte Perkins... The origin of patriarchal control was defined by the productivity that men are stronger than women, so they acquired an ability to hunt in order to support the society. Indeed, these had improved the status of men. To date, patriarchal control is prevalent and still a profound issue that women live to be obedient and serve men, especially in late nineteenth century American society in which women cannot have their autonomy. In William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper, both of them are elaborating the women under patriarchy either father or husband, moreover, revealing the tragedy form under this authority. In A Rose for Emily, Faulkner depicts a young woman that was rigorous controlled by her father. After her father’s demise, she was still manipulated by this invisible power. In The Yellow Wallpaper, Gilman portrays a woman who was kept by her husband in a room with yellow wallpaper where she feel revulsion to stay in. Eventually, lose her mind. Both stories have their victims, obviously, the female characters are the victims of the patriarchal control. In both stories, Emily and Jane was approaching tragedy step by step, because the devastated of social, sexual/physical, and psychological oppression came from the patriarchal control. One of the reasons leading their devastation is the social oppression by the dominating male figures. In A Rose for Emily, Emily was born in a noble family which mean she stands above everyone.Show MoreRelatedWilliam Faulkner s A Rose For Emily And Charlotte Perkins Gilman s The Yellow Wallpaper1466 Words   |  6 PagesThe women in William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper are troubled protagonists that have been neglected, isolated, and pushed to the point of insanity. There are many contributing factors to their decent into psychosis. Both women have lost their ability to function in society due to their obsessive behavior and the controlling men in their lives. Although both stories have similarities, there are also differences in their paths that have led toRead MoreShort Story Comparison1241 Words   |  5 PagesScales 1! Katrina Scales David Miles ENC-1102 16 July 2015 A Yellow Rose It is likely that after reading short stories The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner, any sensible reader will feel disturbed in at least the slightest. Both texts contain neurotic women of unsound mind who have deathly obsessions. At first glance, these stories do not seem to have much in common; they have been written through opposite perspectives, one neglects to be chronologicalRead MoreIsolation in â€Å"a Rose for Emily† and â€Å"the Yellow Wallpaper†1222 Words   |  5 Pagesâ€Å"A Rose for Emily† by William Faulkner and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman are two well written short stories that entail both similarities and differences. Both short stories were written in the late 1800’s early 1900’s and depict the era when women were viewed less important than men. The protagonist in each story is a woman, who is confined in solitary due to the men in their lives. The narrator in â€Å"A Rose for Emily† is the mutual voice of the townspeople of Jefferson, whileRead MoreAnalysis of A Rose for Emily, by William Faulkner and The Yellow Wallpaper, by Charlotte Perkins Gilman2621 Words   |  11 Pages In the short stories â€Å"A Rose for Emily† written by William Faulkner and â€Å"The Yellow Wallpaperà ¢â‚¬ Ã¢â‚¬  written by Charlotte Perkins Gilman, the protagonists experience mental illness, loneliness, feelings of being in control of their lives, and feelings of being insane. Both main characters struggle against male domination and control. The two stories take place in the late 1800’s - early 1900’s, a time where men’s place in society was superior to that of women. Each story was written from a differentRead MoreThe Yellow Wallpaper, By Charlotte Perkins Gilman And A Rose For Emily895 Words   |  4 Pagesstories, â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman and â€Å"A Rose for Emily,† written by William Faulkner, have a lot in common regarding the main characters. Each narrative focuses on the lifestyle and behavior of a bizarre woman who has been kept away for a certain period of time. One could argue that these women were not initially deranged, though something must have occurred to send them on such a downward spiral. The main characters in each account, Jane and Miss Emily, endure situationsRead MoreComparison of William Faulkners A Rose for Emily and Charlotte Perkins Gilmans The Yellow Wallpaper815 Words   |  3 PagesThe two short stories â€Å" A Rose for Emily† and â€Å"The Yellow Wallpaper† are two very similar but at the same time very different. The main characters Emily Grierson, from William Faulkners A Rose for Emily, and the narrator, from Charlotte Perkins Gilmans The Yellow Wall-Paper, are both in the same boat that many women were placed in the late 1800’s and the early 1900’s. Both of these two stories were written in a generation that women were looked downed upon and made to feel less important thanRead MoreCriticalpaper And A Rose For Emily1653 Words   |  7 Pageswomen were pressured to fit into their societal roles. Both Charlotte Perkins Gilman and William Faulkner wrote stories inspired by those nineteenth-century social issues. E ven though Faulkner wrote his story, â€Å"A Rose for Emily†, 40 years after Gilman’s story, â€Å"The Yellow Wall-paper†, both stories portray several types of nineteenth-century social issues accurately. Because of their knowledge about these social issues, Gilman and Faulkner were able to portray the main characters’ struggles. Both mainRead MoreThe Yellow Wallpaper3202 Words   |  13 PagesEnglish 1302 22 November 2011 Main Character’s Outsider Theme In Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper†, the narrator, Jane, is struggling to deal with her depression that she is suffering in a confined room that her husband, John put her in. John believes that this will cure Jane and make her better from her depression. Instead, Jane is slowly losing herself within the yellow wallpaper in the room causing her to become insane. Jane is not able to express her feelings with her husbandRead MoreThe Yellow Wallpaper, By Charlotte Perkins Gilman1356 Words   |  6 Pagesstimulation will be reciprocated within the mind of the inhabitant. â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman in 1892, depicts a young, unnamed woman who is suffering with post-partum depression. In this time period, the treatment of mental illness typically did more harm than good as electroshock therapy, and the rest cure were the classic treatments of choice. Similarly, William Faulkner, the author of â€Å"A Rose for Emily†, written in 1930, gives the reader an inside look upon an elderlyRead MoreThe Cask Of Admontillado, By Edgar Allen Poe And The Yellow Wallpaper Essay1987 Words   |  8 Pagesauthority (Fisher and Silber). To better understand the role of fixed gender expectations, we will analyze four short essays namely: Eudora Welty’s â€Å"A Worn Path†; Edgar Allen Poe’s â€Å"The Cask of Admontillado†; William Faulkner’s â€Å"A Rose for Emily† and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper.† All these essays except Edgar Allen Poe’s â€Å"The Cask of Admontillado,† describe the lives of women protagonists in different environments which influence how they act in an era when women played second fiddle

6 Technological Advancements to Hone Your Academic Writing Skills

What do you do when you can’t get a paper started? Imagine yourself sitting in front of your laptop, staring at the screen, holding your fingers across the keyboard yet nothing happens. You can’t get anything off the ground, and as much as you â€Å"want to† do something, the â€Å"how to† is just as important. A decade ago we didn’t use the internet as much as we use it today, and most college students had to hit their local library to grab the information that they needed for writing assignments and make their academic papers sound polished and error-free. However, now it’s easy to overlook the vast amount of information because we have it at our fingertips. Did you know that today’s average student has access to 20 times more information than the president of the USA 50 years ago? Shocking, right? That is why we’ve prepared a number of essay writing tools for you to use these opportunities to the maximum and develop your academic writing skills. 1.Online Courses Now that we’re aware of the knowledge we have access to, it’s time to talk about using it to our benefit. It’s easier now than ever to get your writing skills honed to perfection with a few helpful websites and guides to get you started. We’re focusing on academic papers, so let’s look at a few free online courses to get you up and running: How to Write a First Year Report: The University of Edinburgh offers this course and it is aimed at newbie academic students. It provides a wealth of information on how to compose an introduction and it gives further insight on formatting literary references properly; Technical Writing: The New Jersey Institute of Technology offers this course and it is aimed at experienced writers. It provides excellent information on the hidden secrets of technical writing. 40 video lectures are made available, and each offers solutions to complex technical problems; The Writing Process: The Purdue University offers this course. Students are given access to the information on how to write the perfect academic paper. The topics included in the course are: proofreading tips, reverse outlining, pre-writing, audience analysis and more. 2.Grammar and Spelling Checkers Students today don’t have to spend hours checking and rechecking their papers anymore. The internet comes to the rescue. There are several amazing online grammar checkers students can use without spending a dime. These online tools help the student understand and correct mistakes. Two of the best spell checkers available right now are Ginger and SpellCheckPlus. 3.Research Tools for Students Wrong or unreliable information is bound to get you into trouble when submitting papers. Double check your sources and make sure to properly quote them. It will make your student life a lot easier. To help you understand how research tools work, the following online tools will make your paper look and sound exquisite. Google Scholar: an excellent web search engine with access to a wealth of reliable works for your papers; it detects all kinds of academic articles you can use, including journals, theses, patents, and more; Google Books: a free, trustworthy â€Å"online library† that students can use for their papers and academic writings; EBSCO: a diverse collection of e-books, digital archives, medical references, and full-text databases; JSTOR: a home to more than 2000 academic journals, JSTOR is a student’s best online source for research. 4.Vocabulary Builders Whether you’re an enthusiastic student or a newbie writer, it’s always good to expand your knowledge and enrich your vocabulary. Do you want to write the best papers and make yourself stand out in the classroom? Well, then you might want to check out the following online tools to help improve and widen your lexis: Merriam-Webster Dictionary, OneLook.com, Vocabulary.com, Synonym.com, Visual-Thesaurus.com, Free-Rice.com. 5.Writing Apps Correct writing skills are fundamental in college. Regardless of your academic level or discipline, it is important to know how to write and stay organized when doing so. Sound skills will help you develop excellent writing abilities, and that will definitely set your paper apart. Here are some online writing tools that you cannot ignore. Good Drive: a great app for sharing and editing files and folders; OmmWriter: particularly aimed at students who get distracted when writing their papers. The app crafts the perfect writing environment; it even allows students to set their own background and music; EasyBib: an app that makes text quoting run a lot smoother. It will assist with source managing and proper citing formatting; More. 6.Audio to Text Technology Transcribing audios can be a real challenge. Writing after dictation is nearly impossible, not to mention that adding timestamps manually can be a real struggle. An excellent tool you can use is Transbribe.Wreally.com. This tool makes audio transcribing a lot easier. Students can slow down the audio, and thus be able to write after dictation; they can also use the appointed keys to add timestamps automatically, pause and rewind, and then export their work onto a Word doc file. The bottom line is that it takes time and practice to create a decent academic paper. Don’t give up even when you feel like failing at capturing the core of what you want to express. Practice and patience will go a long way in making you a perfect writer.

How does William Blake use symbolism to comment on society in Songs of Experience Free Essays

string(86) " creator of the lamb and he compares the lambs’ characteristics to its creator\." William Blake was a revolutionary philosopher and a poet who felt compelled to write about the injustice of the eighteenth century. Blake was a social critic of the Romantic Period, yet his criticism is still relevant to today’s society. Blake encountered many hardships in his life, including an arrest for making slanderous statements about the king and country. We will write a custom essay sample on How does William Blake use symbolism to comment on society in Songs of Experience? or any similar topic only for you Order Now All of the events that Blake endured in his life had a great influence on his writing. When Blake wrote the Songs of Innocence, his vision of his audience might have been a little blurred. The audience that Blake’s writings were influenced by what were wealthy â€Å"soul murderers†, who bought young children from their poor parents for the purpose of enslaving them. They forced young children to perform jobs that were inapt and dangerous for humans to implement. An audience, therefore, have to take into consideration the mental state of the speaker created by Blake. In William Blake’s â€Å"The Chimney Sweeper† in Songs of Experience. The story is told by a little boy. In this particular poem, the speaker is â€Å"a little black thing among the snow†. The little boy is black because he is covered in soot from the chimney that he is forced to clean, but how are readers to know this unless we are familiar with the term â€Å"Innocence†? Later in this poem of â€Å"Experience† the little boy talks about smiling â€Å"among the winter’s snow†, giving the reader the impression of a white, snow-capped environment. The image we get from reading â€Å"The Chimney Sweeper† in Songs of Experience is that of a small, lost and abandoned, maybe an African-American child lying in the snow crying because his parents went to the church to pray for what they want, which is not him. This image does is not precise to the thoughts of William Blake and what he is trying to put across, but this poem is in ‘Songs of Experience’, so Blake expects the reader to have read some of the poems in ‘Songs of Innocence’, and to understand that when he says a â€Å"little black thing†, he is not referring to the racial background of the child. And when he talks about â€Å"thy father and mother†, Blake is not referring to a happily married couple. He is implying that society, religion, and the government share responsibility in the persecution and destruction of children. The ironic thing about this, however, is that a reader who does not understand Blake’s intentions can still enjoy this poem. There are many types of irony that Blake uses in his writing. In â€Å"The Chimney Sweeper†, for example, the little boy cries, â€Å"And because I am happy, dance and sing†. It is somewhat obvious that Blake’s speaker is being cynical and says the opposite of what he actually wants us to believe. By reading the rest of the poem, it is easy to perceive that the senses of joy and happiness do not subsist in the boy’s life. The main themes of Blake’s poem â€Å"The Chimney Sweeper† deal with four general areas of human existence: the nature of humanity, the nature of society, the nature of human-kind’s relationship with the world, and the nature of our ethical responsibilities. Blake wrote â€Å"The Chimney Sweeper†, with the intentions to proclaim his belief that everybody had a particular role in the community. The family one was born into determined what he or she would do for the rest of his/her life, no matter what aspirations or dreams he/she might have. This is the category the speaker of the poem falls into. He is a â€Å"Chimney Sweeper†. He was forced into this job without a choice, and so he says, â€Å"They think they have done me no injury†. Many people wonder, who are â€Å"they†? â€Å"They† are the same people who influenced Blake’s writing in the first place. In The Songs of Innocence, there is another poem called â€Å"The Chimney Sweeper† which is a complete anonym to the poem analysed previously. Although the two poems are different, they are both constructed from the same viewpoints. One is presentable to immature readers because it has more characterization. Characterization is the author’s presentation and development of characters. To understand the characterization in The Songs of Experience, one has to be able to understand â€Å"The Chimney Sweeper† in The Songs of Innocence. The only characterization is that of the little boy and his disapproval of his life and his unhappiness. Though the poem is short, it would still do the speaker an injustice to say that his character is simple, especially when it is extremely prevalent that Blake’s attitude toward his speaker is supportive. When considering a particular idea, event, or even a setting of William Blake’s poems, it is imperative to notice his choice of words when he describes the little boy. He gives the reader the impression that maybe he himself was somewhat of a deprived child. Blake is not straightforward in expressing his stance, but it is clear what he implies from the emphasized manifestations that he creates when he talks about the little boy â€Å"Crying † ‘weep,’weep,† in notes of woe! † In the examination of this poem, innocence, faith, and lack of self-worth are the predominant themes of the poem. By studying these themes, a very accurate picture of the speaker and learning about innocence and experience is gained. Unlike other poems, which illustrate innocence as something to be treasured, this poem illustrates a sad innocence that is better grown out of. In William Blake’s songs of Innocence and Experience, the gentle Lamb and the fierce Tiger contrasts between the innocence of youth and the experience of age. Blake makes it clear that the poem ‘The Lamb’ point of view is from that of a child, when he says â€Å"I a child and thou a lamb. Whereas the poem ‘The Tyger’ was written from the perspective of a more experienced person who had seen all of the evil in the world. Blake questions the creator of the lamb and he compares the lambs’ characteristics to its creator. You read "How does William Blake use symbolism to comment on society in Songs of Experience?" in category "Papers" In ‘The Lamb,’ William Blake explains that God can be like a child, meek and innocent, â€Å"He is meek, and he is mild/ He became a little child. † When one thinks of a child they see someone who is meek, pure, and unclear of the world. So a child is like a lamb someone who stands for purity. In this poem Blake is explaining that God considered himself to be like a lamb, innocent and meek when he says, † He is called by thy name, / For he calls himself a Lamb†. A person would never know that God has different faces until one really comes to understand by their own ideas on a personal level who God is and what he is capable of doing. In ‘The Tyger,’ William Blake explains that there is more that meets the eye when one examines the creator and his creation, the tiger. All throughout the poem Blake questions the creator of the tiger to determine if the creator is demonic or godlike. Blake asks â€Å"Did he who made the Lamb make thee? † Blake questions whether the same person that created the gentle lamb could be capable of making such a vicious beast, the tiger? Blake has no answer for this question; it is left up to the reader to decide. Blake relates the tiger’s environment to one during the Industrial Revolution when he says, â€Å"What the hammer? What the chain? / In what furnace was thy brain? â€Å". This symbolizes what Blake’s childhood was like to him and how society treated different people. It asks God why he made evil people as well as good people in the world, why make a society that could so easily go corrupt and sinful? This is one of Blake’s trains of thought between the poems ‘The Tyger’ and ‘The Lamb’ The one thing that makes Blake’s work slightly different and more original is that most of his poems are centered around his faith in God. Blake was a man of creativity, one that was widely misunderstood by society. To make poems about the faces of God is truly wonderful to people who share his beliefs. He demonstrates to the world that as a writer he personally understands some of the faces of the God he believes in. In these faces of God, Blake made some fascinating revelations on what society was becoming to be. He related these revelations by subtly making comments, and remarking on the faults of society in most of his poems, mainly from ‘Songs of Experience. ‘ The foundation for a lot of Blake’s poems was society and the things he found appalling in it. For example, in his reflection of â€Å"London,† William Blake laments the poverty faced by the lower class of modern, industrialised London, and he can find no note of consolation or hope for their future. Blake uses this theme to dramatically depict the conditions in which the oppressed lower class is forced to live; he develops the theme through the use of sounds, symbolism, and an ironic twist of words in the last line that expresses Blake’s ultimate belief in the hopelessness of the situation. The poem is dominated by a rigid meter that mirrors the rigidity and the helpless situation of the lives of the poor and the oppressive class system. The first stanza begins with Blake describing someone who sounds most likely to be himself walking through the â€Å"charter’d† streets of the city near the â€Å"charter’d† Thames. Every aspect of the city has been sanctioned and organized by the ruling class for example, seeing expressions of weakness and woe on the faces of all the people he meets. The streets and the river make up a network that has been laid out and chartered by the wealthy class to control the poor. The poet walks among the poor, participating in the drudgery of their daily lives; he feels their misery as they endlessly struggle to survive as pawns of the class system of the harsh society. In the second stanza Blake describes how in every voice of every person he perceives their â€Å"mind-forg’d manacles. The people are trapped, prisoners of the rigid class system that has been â€Å"forg’d† in the minds of the elite class, whose members have taken measures to prevent their wealth from ever reaching the poverty-stricken horde. This and all later stanzas focus on the sounds that Blake hears, particularly the cries of the poor, as he walks through the city. The third stanza marks a change in tone to a more abstract, symbolic depiction of a â€Å"black’ning Church† being â€Å"appalled† by the â€Å"Chimney-sweeper’s cry,† and the sigh of a â€Å"hapless Soldier† running in â€Å"blood down Palace walls. The Church is depicted as being allied with the insensitive elite class: the pleas of the chimney-sweeper, who is blackened with the soot of oppression and doomed to die young of lung disease, are spurned by the Church-the supposed source of pity and relief to the suffering-and in the process the Church â€Å"blackens† itself. The institution has become hypocritical because, while it still preaches pity, it fails to offer any remedy to the oppression of the poor. The soldier, who should be a symbol of the strength and glory of England, is nothing more than another poverty-stricken human, and so the depiction of his sigh running in blood down palace walls symbolizes that the beauty and glory of England, the palace, is marred and made grotesque by the oppression of the soldier class. The fourth and final stanza returns to a slightly more concrete depiction of what â€Å"most thro’ midnight streets [he] hear[s]†: the â€Å"youthful Harlot’s curse† not only â€Å"blasts the new born infant’s tear,† but also â€Å"blights with plagues the Marriage hearse. The unusual, poignant combination of â€Å"marriage† with â€Å"hearse† brings the mood of hopelessness to a peak; as a result of sexually transmitted diseases, marriage and sex are now connected with death, not life. In â€Å"London† Blake’s walk itself is chartered and deliberate, and the rhythm of the poem is as oppressive and inactive as the class system whose oppression it describes. Each stanza is further organized by a rigid rhyming structure-the rhyming words at the end of each line end in many r’s, w’s, and some that bend the sound of the vowels and give the words a heavy, plaintive, woeful, tone. For example: â€Å"How the Chimney-sweeper’s cry/ Every black’ning Church appalls;/ And the hapless Soldier’s sigh/ Runs in blood down Palace walls. † Intermixed with these plaintive sounds are words with sharp consonants and short syllables that seem to convey Blake’s spite for the horrible unjust system currently in society, for example, â€Å"Every black’ning Church appalls† and † . . . blights with plagues the Marriage hearse. † Not only is Blake saddened by the London scene, he is angry and spiteful that the elite class maintains it in an organised way designed to retain the wealth for the wealthy. Therefore Blake’s ultimate purpose for the poem is to protest the organised, chartered system of keeping the poor in a hopeless struggle for survival. Blake wrote â€Å"London† two hundred years ago, to protest the oppressive class system of the city he lived in, and yet his message is very easy to understand today. The fact is that there are many places in the world today where the poor are treated in much the same way as the people of London two hundred years ago. It is not a small-scale phenomenon-hundreds of millions of poverty-stricken people continue to struggle through the trials of daily survival, and their suffering weighs heavily on our consciences. This reveals that in this way society hasn’t changed a considerable amount compared to when Blake wrote ‘London’ although nowadays other issues of which Blake frowned upon have been improved. William Blake was a profoundly stirring poet, whose works were very much shaped by current events. He was, in large part, responsible for bringing about the Romantic Movement in poetry and was also able to achieve remarkable results with the simplest means. Blake’s research and introspection into the human mind and soul has resulted in his being called the â€Å"Columbus of the psyche†, and because no language existed at the time to describe what he discovered on his voyages, he created his own mythology to describe what he found there. He was an accomplished poet, painter, and engraver. Many of the works written by Blake reflect his feelings and attitude to the world in which he lived. Blake’s Songs of Innocence and Experience (1794) is tales in the form of poems of the innocent, pastoral world of childhood against an adult world of corruption and repression. Such poems as â€Å"The Lamb† represent a meek virtue, whereas poems like â€Å"The Tyger† exhibit opposing, darker forces. Thus the collection as a whole explores the value and limitations of two different perspectives on society in the world. Many of the poems fall into pairs, so that the same situation or problem is seen through the lens of innocence first and then experience. Blake does not identify himself wholly with either view; most of the poems are dramatic, meaning, in the voice of a speaker other than the poet himself. Blake stands outside innocence and experience, in a distanced position from which he hopes to be able to recognize and correct the mythical untruths of both. In particular, he pits himself against dictatorial authority, restrictive morality, sexual repression, and institutionalised religion; his great insight is into the way these separate modes of control work together to smother what is most holy in human beings in society. The Songs of Innocence dramatize the naive hopes and fears that inform the lives of children and trace their transformation as the child grows into adulthood. Some of the poems are written from the perspective of children, while others are about children as seen from an adult perspective. Many of the poems draw attention to the positive aspects of natural human understanding prior to the corruption and distortion of experience. Others take a more critical stance toward innocent purity: for example, while Blake draws, touching portraits of the emotional power of rudimentary Christian values, he also exposes over the heads as it were of the innocent, Christianity’s capacity for promoting injustice and cruelty. The Songs of Experience works by parallels and contrasts to lament the ways in which the harsh experiences of adult life destroy what is good in innocence, while also articulating the weaknesses of the innocent perspective (â€Å"The Tyger,† for example, attempts to account for real, negative forces in the universe, which innocence such as in ‘The Lamb’ fails to confront). These latter poems treat sexual morality in terms of the repressive effects of jealousy, shame, and secrecy, all of which corrupt the ingenuousness of innocent love. With regard to religion, they are less concerned with the character of individual faith than with the institution of the Church, its role in politics, and its effects on society and the individual mind. Experience thus adds a layer to innocence that darkens its hopeful vision while compensating for some of its ignorant blindness. The style of the Songs of Innocence and Experience is simple and direct, but the language and the rhythms are painstakingly crafted, and the ideas they explore are often deceptively complex. Many of the poems are narrative in style; others, like â€Å"The Sick Rose† and â€Å"The Divine Image,† make their arguments through various types of symbolism or by means of abstract concepts. Some of Blake’s favourite rhetorical techniques are personification and the reworking of Biblical symbolism and language. Blake frequently employs the familiar meters of ballads, nursery rhymes, and hymns, applying them to his own, often unorthodox conceptions. This combination of tradition and the unfamiliar, with Blake’s perpetual interest in reconsidering and reframing the assumptions of human thought and social behaviour depict that Blake’s philosophical thoughts have always questioned the ways of society of his time and the future, in many ways his thoughts extracted from his work were indeed correct and by using symbolism in words, metaphors, sounds, enjambments and narrators plus several other ways has commented on society through his personal point of view, he used religion, people’s classes, people’s occupations, other living beings and indications of emotions to get his ideas across, whether in agreement or not. Most of William Blake’s poems especially in ‘Songs of Experience’ are disagreeing with the ways of society and the rules. How to cite How does William Blake use symbolism to comment on society in Songs of Experience?, Papers

Moby Dick, Or The Whale Essays - Moby-Dick, Captain Ahab, Moby Dick

Moby Dick, or The Whale Moby Dick, or The Whale I. Author Information Herman Melville, was born in 1819, in a very "good" neighborhood in New York. A. Many influences on Melville's works were European literature, experiences in his travels, and tragedy in his life. B. Melville was born into the time when inspiring works of American literature began to emerge. Yet, European heritage in literature still had a strong hold on American writers of the time. C. Other contributions by Herman Melville were his narrative poems, and writings of other sea journeys. II. Setting Moby Dick is set in a time when whaling was a very well known trade, it was made popular because of the dyer need for oil for lamps. A. The time of the journey was started on a cold December day, where he enters with a carpet bag on his shoulder at the shipping port of New Bedford, and finds a room at the Spouter Inn with a massive South Sea Islander named Queequeg. " What a pity they didn't stop up the chinks and the crannies though, and thrust in a little lint here and there. But it's too late to make any improvement's now. The universe is finished the copestone is on, and the chips were carted off a million years ago." B. The setting, over all, suggests a rustic, hard seamens life on the open ocean, it being very hard on a man, but very fulfilling. III. Character Characters in this classic novel are very unique, in physical, emotional, and mental aspects. A. Ahab is a one-legged man, feared by most of the crew, he is the Captain of the Pequod, and he has sworn death on Moby Dick, the great white whale, whom left Ahab with only one leg. Emotionally and mentally Ahab is a scared man, from his last encounter with Moby Dick, he seemed like a man very determined in his ways, willing full, and moody. B. The characters of this work have many impacts on the feelings in the book, Ahab is the strong force, while Ishmal, the narrator, is the understanding compassionate man of the Pequod. IV. Plot The plot of Melville's work is very distinguished in all perspectives of the novel. A. The exposition is set at the beginning when Ishmal sets forth on the journey on the whaling ship, the Pequod, with Captain Ahab. In Ishmal's talking of the whale, and Ahab's craving to put death to the great fish, the narrative hook is created. As the sign ups for the Pequod are occurring the action rises as the would-be crew members hear the name of the captain, "Ahab". As the ship sets out on the water to sacrifice the "great whale", Moby Dick, the climax is reached when the altitude of the "chase" begins. The action falls as Ahab plunges th last harpoon into Moby Dick, and the rope grabs Ahab by the throat and both are pulled into the depths of the sea as the Pequod sinks. In the Revolution Fedalah's prophecies are fulfilled, and it was not the whale seeking Ahab, it was Ahab's evil seeking the whale. B. One of the many conflicts in this classic was having Ahab as the Captain, this is re! solved though through the crew learning to coupe with the strangeness, and moodiness of the determined old man. Another conflict is encountered between Ahab and the whale, which is resolved when the both parish, this is conflict that most stands out in one's mind after reading Moby Dick. V. Theme Many themes are represented through the setting, plot, and different situations created by the characters of Moby Dick. A. A "life lesson" learned by reading Moby Dick is that life is like the sea, in that in life men have fears they must overcome to gain a fuller understanding of life, just as Ahab, and his crew, had to overcome there fears to understand more of the presence of Moby Dick. VI. Evaluation A. Positives in this novel are prominent in the philosophy of Melville, and it's aspects which can be inferred in man's continual struggle with himself in this universe. This novel has influenced my attitudes and beliefs on the destiny of man and has shown me that there is more than one view of every object. It showed me that I need to be open minded and examine things from more than one viewpoint.