University of Dallas Acceptance Rate, SAT/ACT Scores, GPA

The University of Dallas is a private Catholic university with an acceptance rate of 39%. Located ten miles from Dallas in Irving, Texas, University of Dallas welcomes students of all faiths. For students interested in studying abroad, the University of Dallas ranks among the highest in the country, with 89% participation, many at the schools campus in Rome, Italy. The university can boast of a 12-to-1 student / faculty ratio, and the schools strengths in the liberal arts and sciences earned it a chapter of the prestigious  Phi Beta Kappa  Honor Society. Considering applying to the University of Dallas? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, the University of Dallas had an acceptance rate of 39%. This means that for every 100 students who applied, 39 students were admitted, making UDs admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 4,846 Percent Admitted 39% Percent Admitted Who Enrolled (Yield) 20% SAT Scores and Requirements University of Dallas requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 72% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 570 680 Math 550 660 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of University of Dallas admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Dallas scored between 570 and 680, while 25% scored below 570 and 25% scored above 680. On the math section, 50% of admitted students scored between 550 and 660, while 25% scored below 550 and 25% scored above 660. Applicants with a composite SAT score of 1340 or higher will have particularly competitive chances at University of Dallas. Requirements University of Dallas does not require the optional SAT writing section. Note that University of Dallas participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements UD requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 48% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 23 34 Math 22 27 Composite 23 29 This admissions data tells us that most of University of Dallas admitted students fall within the top 31% nationally on the ACT. The middle 50% of students admitted to UD received a composite ACT score between 23 and 29, while 25% scored above 29 and 25% scored below 23. Requirements Note that University of Dallas does not superscore ACT results; your highest composite ACT score will be considered. UD does not require the optional ACT writing section. GPA In 2018, the average high school GPA of University of Dallas incoming freshmen class was 3.9, and over 70% of incoming students had average GPAs of 3.75 and above. These results suggest that most successful applicants to University of Dallas have primarily A grades. Self-Reported GPA/SAT/ACT Graph University of Dallas Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Dallas. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances University of Dallas, which accepts fewer than half of applicants, has a competitive admissions pool. If your SAT/ACT scores and GPA fall within the schools average range, you have a strong chance of being accepted. Keep in mind, however, that UD also has a  holistic admissions  process involving other factors beyond your grades and test scores. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of University of Dallas average range. In the scattergram above, the blue and green dots represent students who were accepted to University of Dalls. You can see that the majority of students had high school GPAs of B or higher, combined SAT scores of 1100 or higher, and ACT composite scores of 22 or higher. Many University of Dallas students had solid A averages in high school. If You Like University of Dallas, You May Also Like These Schools: Trinity UniversityRice UniversityUniversity of Texas - AustinUniversity of North TexasUniversity of HoustonTexas Tech UniversityTexas State University All admissions data has been sourced from the National Center for Education Statistics and University of Dallas Undergraduate Admissions Office.

The Lottery, By Shirley Jackson - 925 Words

It was a sunny summer day when all the villagers gathered in the village on June 27th for the annual Lottery. The actual event did not start until later on in the day, so there were little activities that the community members could do to keep them occupied. People would also go around looking for stones and collected them so they will have enough for the event. Mr. Summers is the person who conducted the Lottery. He has no kids so running the Lottery gave him something to do since he had a lot of time on his hands. Therefor he created the Lottery event and that was what he did to keep himself busy. The Lottery is the main reason of the villagers gathering together; at the event all the families from the village gather together to pick a slip of paper from a black box to determine who will get stoned by all the other villagers. In short story The Lottery, Shirley Jackson demonstrates the dangers of a culture that requires people to participate in traditions that may lead to death. As I stated before in the beginning of the event all the families get together to pick a slip of paper from the black box Mr. Summers presents in the middle of the crowd. Who ever picks the paper with the black dot in the middle of the paper, their family had to choose again, and the person who picks the paper they will get stoned by all the villagers including their family members. Tessie was the person who got stoned in the story. The annual Lottery was about to start and everyone in theShow MoreRelatedThe Lottery, By Shirley Jackson1195 Words   |  5 PagesOn the surface, Shirley Jackson’s short story, â€Å"The Lottery,† reads as a work of horror. There is a village that holds an annual lottery where the winner is stoned to death so the village and its people could prosper. Some underlying themes include: the idea that faith and tradition are often followed blindly, and those who veer away from tradition are met with punishment, as well as the idea of a herd mental ity and bystander apathy. What the author manages to do successfully is that she actuallyRead MoreThe Lottery by Shirley Jackson757 Words   |  4 Pagessucceed but many fail just like the main character Tessie Hutchinson in Shirley Jackson’s short story â€Å"The Lottery†. When someone hears the word â€Å"lottery†, he or she may think that someone will be rewarded with prize. But â€Å"The Lottery† By Shirley Jackson is different than what one thinks. In the story, a lottery is going to be conducted not like Mega Million or Powerball one play here. In the story, the person who wins the lottery is stoned to death instead of being rewarded with the prize. TessieRead MoreThe Lottery By Shirley Jackson931 Words   |  4 PagesIn 1948 Shirley Jackson composed the controversial short story â€Å"The Lottery.† Generally speaking, a title such as â€Å"The Lottery† is usually affiliated with an optimistic outlook. However, Jackson’s appr oach is quite unorthodox and will surely leave readers contemplating the intent of her content. The story exposes a crude, senseless lottery system in which random villagers are murdered amongst their peers. Essentially, the lottery system counteracts as a form of population control, but negatives easilyRead MoreThe Lottery By Shirley Jackson1504 Words   |  7 Pagesâ€Å"The Lottery† by Shirley Jackson In The Lottery Shirley Jackson fills her story with many literary elements to mask the evil. The story demonstrates how it is in human nature to blindly follow traditions. Even though some people have no idea why they follow these traditions. The title of the story plays a role in how Shirley Jackson used some literary elements to help mask the evils and develop the story. The title â€Å"The Lottery† serves as an allegory. When people think of the lottery majorityRead More`` The Lottery `` By Shirley Jackson894 Words   |  4 Pagesshort story â€Å"The Lottery†, author Shirley Jackson demonstrates Zimbardo’s concepts in three different areas: Authority figures, Tradition and Superstition, and Loyalty. The first concept Jackson portrays in â€Å"The Lottery† is the authority figures. Jackson indicates that the lottery is being held in the town center by one authority figure, Mr. Summers, annually on June 27th. Every June 27th, without fail, townspeople gather in the town square to participate in the annually lottery even though mostRead MoreThe Lottery, By Shirley Jackson1510 Words   |  7 PagesShirley Jackson’s â€Å"The Lottery† illustrates several aspects of the darker side of human nature. The townspeople in Jackson’s â€Å"The Lottery† unquestioningly adhere to a tradition which seems to have lost its relevance in their lives. The ritual that is the lottery shows how easily and willingly people will give up their free will and suspend their consciences to conform to tradition and people in authority. The same mindless complacency and obedience shown by the villagers in Jackson’s story are seenRead MoreThe Lottery By Shirley Jackson8 11 Words   |  4 Pagesâ€Å"The Lottery† was published by Shirley Jackson. The story was true expression of Jackson’s genuine thoughts about human beings and their heinous competence in an annual village event for corn harvest . First, her used to word symbolized main point of the story. Second, Jackson was inspired by few historical events happened in the past and a life incident in her life. Lastly, She was able to accomplish the connection between historical and biographical with the story. Therefore, Shirley Jackson’sRead MoreThe Lottery By Shirley Jackson934 Words   |  4 Pagesâ€Å"The Lottery† by Shirley Jackson signifies the physical connection between the villagers and their unwillingness to give up their tradition. â€Å"The Lottery† is very unpredictable and quite misleading. The black box has no functionality, except every June 27th. Shirley Jackson depicts the black box as an important and traditional tool. Although the villagers in â€Å"The Lottery† are terrified of the goal of the lottery and the black box, they are unwilling to let go of the tradition. Shirley Jackson portraysRead MoreThe Lottery by Shirley Jackson799 Words   |  4 Pagesthe mood and to foreshadow of things to come. The Lottery by Shirley Jackson is a story in which the setting sets up the reader to think of positive outcomes. However, this description of the setting foreshadows exactly the opposite of what is to come. In addition, the theme that we learn of at the end leads us to think of where the sanity of some human beings lies. The story begins with the establishment of the setting. To begin, Shirley Jackson tells the reader what time of day and what time ofRead MoreThe Lottery by Shirley Jackson1764 Words   |  7 Pagesfilled with excitement and eeriness, leaving the reader speechless. The Lottery , a short story written by famous writer Shirley Jackson, created an uproar on June 26, 1948, when it was published in the magazine The New Yorker (Ball). The gothic thriller, set in an unknown time and place, shares the tradition of a small town, a little larger than three hundred people, in which a drawing is held once a year. In this â€Å"Lottery,† each family’s husband draws a slip of paper from a black box. The husband

Prepubescent Strength Training Essay Example For Students

Prepubescent Strength Training Essay STRENGTH TRAINING AND PREPUBESCENT YOUTHThe value placed on the importance of winning in professional sports has hit an all-time high. The astronomical amount of money being spent in the entertainment field of athletics has dictated a win-at-all-costs mentality that has trickled all the way down to negatively affect our youngest athletes the prepubescent. The athletic world has forever been exploiting our youth as a source of athletic potential, sacrificing the health, safety and welfare of these child-athletes to satiate the intense nationalistic pride of the country and more dishearteningly in the name of the Almighty Dollar. This has caused coaches and athletes to take drastic measures which are sometimes illegal and usually unethical in order to improve performance levels. One of the most controversial training practices center around the impact of strength training in prepubescent children. There has recently been increasing scrutiny debating the merits of strength training in our youth and more importantly the unsafe and unethical training practices that tend to be utilized in implementing strength training programs in all levels of amateur athletics. These controversies have enabled many people associated in medical and exercise sciences to take a further look at the field of prepubescent athletics and their impact on the developmental patterns of the children involved. The research in the field has provided feedback regarding the physiological, mental and social effects negative and/or positive that strength training influences over prepubescent growth and development. American society has entered into an era in which strength training has become the standard and most popular method of keeping the musculature of the body in aesthetic shape. Fitness centers and personal home gyms have emerged as important catalysts for people, providing everyone with equal opportunity and incentive to exercise and strength train in safe and instructional settings. This fitness boom along with the growing concerns and questions regarding the safety of prepubescent exercise has spurred several gatherings of pediatricians, fitness center owners, exercise physiologists and other related exercise scientists. Together, these groups are involved in active research studies, discussion of the methods, safety issues and effects of strength-training on prepubescent children. Subsequently there have been numerous articles documenting the effects of prepubescent strength-training many of which are incorporated into this paper.Exercise physiology has previously proven that in ord er to increase muscular strength and endurance, the frequency, intensity and duration components of a workout must be gradually and independently increased. This has brought up several important questions regarding the effects of strength training in the burgeoning field of prepubescent exercise physiology. The most important and most asked question is can and/or will prepubescent strength training cause developmental-inhibiting musculoskeletal injuries such as epiphyseal plate fractures. These types of fractures can lead to the stunting of limb growth in the affected area(s) and are obviously injuries that can negatively affect the normal development of our youth (Thomas, 1995). The next obvious question was two-fold; what are the benefits, if any, of prepubescent strength-training and do the benefits warrant risking possible physical harm? The last and the least obvious question asked wanted to know what exactly was prepubescent strength-training and what were its safety guideline s?For the purposes of these studies and this paper, strength training will be defined as the use of progressive resistance methods such as body weight (i.e. pushups), free weights, isotonic and isokinetic machines utilized in an attempt to increase ones ability to exert or resist force (Cahill, 1995). Prepubescence will be defined as a child, male or female, typically no older than 16, who has not yet developed secondary sex characteristics. More simply put, the individual has not yet hit puberty(Buturusis 1994). Prepubescent strength training can be defined exactly by what it says it is, the practice of resistance training by an individual who has not yet reached puberty. Typically the weight lifted by prepubescents is specifically designed to be less than the weight adolescents and adults of similar weights and heights are capable of lifting. There are two reasons for using the lesser weight, prevention of growth-inhibiting injuries and from the necessity created by the physiologi cal differences between pre and postpubescent lifters that limit overall strength gains. The reasons for the physiological differences in overall strength come from several reasons, one in particular. In both prepubescent boys and girls it is thought to occur due to the absence of testosterone in the body. This lack of testosterone prevents any significant muscle growth from occurring regardless of the amount or intensity of training. Interestingly enough, it is this same lack of testosterone in postpubescent females that puts women at a distinct disadvantage in the sport of bodybuilding. Since females never produce significant amounts of testosterone the major limiting factor in pre and postpubescent strength training gains (Conn, 1993). The last area to be looked at is the frequency of workouts. Whereas adults involved in moderate to serious strength training are in the weight room anywhere from a minimum of three days to a maximum of five days a week, the prepubescent should be in the weight room a maximum of two sessions per week. It is also recommended that prepubescent weight lifters have a minimum of two full rest days between exercise bouts as opposed to a one rest day minimum for mature weight lifters. REASONS TO IMPLEMENT STRENGTH TRAININGThroughout the country and the world there are literally hundreds of sports and athletic programs, both organized and recreational, in which children can participate. It is thought that the children who are involved in these programs can benefit from strength training in many ways. Adequate strength has been proven to be an important part of health-related fitness and optimal physiological function for children (Thomas, 1993). In addition, two other national organizations, the National Strength and Conditioning Association and the American Orthopedic Society for Sports Medicine have suggested that pre and postpubescent children and young adults can improve their strength and significantly reduce their chance of injury by the use of properly supervised strength training programs (Dunn et al, 1988). A similar report written by the American Physical Therapy Association concluded that the poor physical conditioning of young athletes is most likely the leading cause of injury in youth sports. They concluded their study by emphasizing the fact that a properly designed resistance training program will develop and prepare the muscles for not only sports competition but for the daily stresses placed upon the body. (Micheli, 1988) Since all sports place abnormal demands on the muscles, tendons, ligaments and bones of the body, there is a growing consensus among physicians and exercise scientists that increasing an athletes strength will simultaneously enhance the level of performance and significantly reduce the likelihood of injury. In fact, a recent study reveals that middle school boys and girls who participated in a year-round strength training program only incurred one half the injuries and needed only one half the preparation time of athletes who did not participate in a strength training program (Cahill, 1995). BENEFITS OF PREPUBESCENT STRENGTH TRAININGThere are many other positive and consequential health benefits gained by prepubescent who participate in a safe, youth-oriented strength training program. The most important benefit for people to look at in regards to prepubescent athletics is the decrease in injury associated with increased flexibility and joint stability. It has been well documented that the appropriate strengthening of muscles and other connective and supportive tissues and structures can notably decrease the rate and severity of certain sports injuries common to the prepubescent athletic population (Buturusis, 1994). It has also been shown that strength and flexibility are directly related, and by properly increasing them they will markedly reduce the risk of injury in sport. Another benefit of understated importance stems from the immeasurable potential psychological boost that can gained through the improvement of a childs physical and self-image. Strength training serves as a means for sculpting ones own body to an image more compatible with their wants and dreams. Children who have participated in strength training programs and have achieved an increase in their overall muscular strength and their general muscle tone seem to improve their self-esteem and self-image. (Cahill, 1994) Concurrently, the children show gains in the psychosocial realm. Socialization skills, mental discipline, and self-conception may increase following a strength training program. (Faigenbaum, 1995) Unlike some other sports and activities, strength training provides an opportunity for virtually all participants to be continually challenged and to feel good about their successes.(Faighenbaum, 1995) With proper guidance, children will perceive themselves as having increased their overall strength; they may actually see themselves lifting more weight and be able to document these strength gains in their workout logs. Thus the psychosocial benefits of prepubescent strength training will not likely be related to muscle hypertrophy (increase in muscle size) but rather to an increase in self-efficacy and self-concept (Feigenbaum, 1995). Macbeth Persona EssayAnother risk in prepubescent strength training is a risk also common to inexperienced adult lifters, the problem of weight lifters blackout and hypertension. Inexperienced lifters have a tendency to subconsciously hold their breath when exerting a maximal force against an object. As lifters continue to hold their breathe and strain forcefully it is possible for the lack of oxygen coupled with an increased carbon dioxide level to force the body to knock itself unconscious to prevent further damage. Obviously if a person is lifting a weight and they pass out the resulting consequences of falling unconscious while holding weight above your head can be quite dangerous. There was no evidence of this occurring in any of the prepubescent subjects during bouts of weight lifting in any of the studies. (Sale, 1989)The final risk looked at in regards to prepubescent strength training are the effects strength training has on individuals who have been diagnosed with either normal hypertension or sustained hypertension. Hypertension is blood pressure in excess of the normal range for a persons age and sex. It can be the dangerous result of an acute exercise bout in an unhealthy or untrained individual but usually returns to a normal level post exercise. Sustained hypertension on the other hand refers to a state of permanently elevated (and usually unsafe) blood pressure suffered by many individuals, even at rest. People who suffer from sustained hypertension must be medically supervised and dont really warrant attention for the purposes of this paper. There is evidence that strength training, particularly strength training involving maximal weight, can directly contribute to increasing adult subjects normal blood pressure levels. (Ramsay et al, 1990) Studies have shown no correlation between prepubescent strength training and an increase in blood pressure. This is thought to be explained by the fact that prepubescent children have relatively clear and clean veins and arteries due to their limited (in terms of longevity) exposure to high fatty foods that clog the arteries and increase blood pressure. (Sale, 1989) However this is not to say that there is no chance of this occurring, prepubescent children need to be imparted with the proper knowledge of the fundamentals and safety aspects involved in strength training in order to prevent them from lifting too much weight and from holding their breath when lifting. It is also critical that each prepubescent child have a thorough physical performed by a doctor to ensure their health be fore they begin to lift. RESULTS OF PREPUBESCENT STRENGTH TRAINING STUDIESSix research studies involving prepubescent strength training were analyzed. Three out of the six studies included both females and males. All of the studies lasted a minimum of two months ample time to develop a noticeable increase in overall strength. From these six studies, six different categories were compared with the emphasis obviously placed on whether or not there strength increases in the participating individuals. All six studies were able to statistically demonstrate noticeable strength increases. This evidence supports the underlying hypothesis of prepubescent strength training advocates that strength increases are and can be possible in a safe and knowledgeable environment. CONCLUSIONS REGARDING PREPUBESCENT STRENGTH TRAININGA review of the present scientific literature does indeed substantiate the risks of injury to the prepubescent athlete involved in strength training. However, the evidence shows that most of these injuries are not inherent to the actual strengthening process, and may be minimized by proper techniques and practices. In addition, data generated to date substantiates and infers significant that significant benefits may be obtained with strength training for the prepubescent athlete. My analysis of the strength training literature, both pro and con, has established the clear need for ongoing research into the effects that strength training has on the prepubescent athlete and the need for enhanced safety precautions necessary for improving the overall quality of current prepubescent strength training procedures. BIBLIOGRAPHYButursis, Duane. Prepubescent Strength Training. National Strength and Conditioning Association. 1-7. 1994. Cahill, Bernard R. Proceedings of the Conference on Strength Training and the Prepubescent. American Orthopeadic Society for Sports Medicine. 1-11. 1995. Dunn, George et al. National Strength and Conditioning Association. National Strength and Conditioning Association Journal. 7. 27-29. 1985. Faigenbaum, Avery D. Psychological Benefits of Prepubescent Strength Training.Strength and Conditioning. 28-31. April, 1995. Metcalf, James A. and Scott O. Roberts. Strength Training and the Immature Athlete: An Overview. Pediatric Nursing. Vol. 19. 325-332. August, 1993. Michli, L.J. Strength Training in the Young Athlete. Competitive Sports for Children and Youth. 96-97. 1988. Rians, C.B., et al. Strength Training for Prepubescent Males. American Journal of Sports Medicine 15:483-489. 1987. Sewall, R., et al. Strength Development in Children. (abstract). Medicine and Science in Sports and Exercise. 16:158. 1984.

The Grinder Review Essay Example

The Grinder Review Paper Essay on The Grinder Intercepting the course of the current year, the Mighty humanitarian novel ever dressed a la I feel so comfortable, Bykov Spelling is a collection of touching stories (stories) D. Rubina Astral flight of the soul in the Classroom Physics, it is inarticulate nostalgic novel the handwriting of Leonardo, the rustic romance with church M. Kucherskaya God of rain has to offer to the end of the year, I suddenly realized that in the highest degree not familiar with modern Russian prose. the annoying feeling lost and unserved and rhetorical lament the lack of BP Meni contributed to the fact that I came across on the net on a nice review of the debut novel of Russian emigre journalist, the current New Yorker journalist, in the literal and figurative sense, Michael Idowu grinder. And may have elapsed since the emigration of some 11 years, the novel came out in English, which gives rise to, and the way the content offers not only an excuse to carry a novel to American literature, or more precisely non-Russian. As with all pan-Americanism of the US population the country of clean water, a pair of every creature, even with its own rules. The burden is our 70 years of imprisonment with a heavy national-imperial legacy, unfortunately or not, but does not integrate into the slender threads of globalization. But Im not in vain mentioned Russian literature: it is a rare case when the author himself translated (though, according to him, he would have gladly given the palm tra nslation collaborator his wife), thus like writing another novel and, willy-nilly, inscribing itself in the Russian literature. However, he himself still does not think in any literature, he simply wrote a novel We will write a custom essay sample on The Grinder Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Grinder Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Grinder Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And the novel was quite nice A couple of young people -.. Nina and Mark going and open cafe in the Viennese style. Why is the coffee shop? Tribute to European tradition, although the Russian reader may well give coffee additional meaning linked to the famous cafe Saigon at the corner of Nevsky and the Vladimir, in which beer drink of freedom and Weller, and Dovaltov and Brodsky. But as far as going well / is not got kofenoe business, and so resonate relationship of the main characters. The plot is quite simple and easy to guess where the tree will fall if it is already falling. Another thing is that the whole book it is rather not stupid, though neglubinnye, observation New Yorker for the environment and is in this environment Mark and Nina -. Modern intelligentsia (that does not mean for me as a rather bohemian ). Mark, paying tribute to its roots, the authors son Leningrad emigration of intellectuals, trades review of the novel and the young, in his eyes, not very talented authors. Nina, I thought, the writer read it does not create, and to describe its image suit and a pair of adjectives originally from South Asia, the daughter of a very wealthy Madame pragmatic, introverted, loves photography. He tries to express it more through the quotes, for example, of the Three Sisters, or general statements such as the place of Wenders and Jarmusch in the cinema world, but this is only the outline of the image. The author even the biography of Mark dedicated space where more than Nina. In general, the book is a lot of quotes and references direct and punning, which is already possible to conclude that non-Russian novel, nationality, and quote the words of Irina of the Three Sisters It looks timid and a tribute to the roots of its own brand, as, indeed, and homage to Nabokov. He prefers rather to joke and refer to something modern and non-Russian The Matrix and sailor Popayya, Rocky Horror Show horor and Monty Python. And this is not an accusation a statement The novel is a modern full of labels: from scarves of Hermes and the restaurant Rebyushon to score some there episodic character-optics brand that  «Cutler amp. ; Gross  »- he did not fail to mention. Brand is certainly already endowed with cultural and semantic content, in any case there, but these savory jogging on the well-known brands even decorates the geography of the novel and Manhetenna, on which the action takes place (and runs from Midtown to Lower East Side with a hook through Soho) but too smacks of product placement. To love money is not a sin, but sin and desire that the novel was a success, but although it may be so fashionable. The language, despite assurances from the critics to the contrary, to be honest recognition of Michael, yet synthetic (assimilation took place successfully). Among the fairly good / good language in which you can find beautiful swollen, there is a gag like bristle (although nice word) and many many forcibly Russified foreign influence: stupas-Salem, obesfizhenny (it even Google is not recognized) .., hipster, bodega, etc. However, in the preface, he clearly expressed his thought: to risk it is to write in a language in which there is an untranslatable word petty themes own peril. And rather it refers to the language than to the subject because of the whole story of one coffee shop has a feeble statement of the ethical schism between money and culture. Despite the kind of infantilism, idealism, ineptitude and a certain snobbish narcissism Nina and Mark, sympathize with those guys, trying to create a place in which it is possible for aynshpennerom (mocha in a tall glass) to talk about things a little more complex and higher than the troubles at work and sale in the Hermes, and where you can earn a little bit. Yes, maybe its petty themes, but disillusionment is always painful, and even dangerous. But not all so serious the author has a good sense of humor and no fool fair share of self-irony, which makes reading easy and fun P.. C. An interesting observation of the readers Idowu as a journalist were disappointed when they learned that the novel is not a guide for the opening of the cafe That is because .

Franz Kafkas The Metamorphosis Study Guide

Franz Kafka's The Metamorphosis Study Guide Franz Kafka’s well-known story â€Å"The Metamorphosis† begins with a description of a disturbing situation: â€Å"As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect† (89). However, Gregor himself seems most disturbed by the possibility of missing the train to work and losing his job as a traveling salesman. Without asking for aid or alerting his family to his new form, he attempts to maneuver his unwieldy insect body- which has several tiny legs and a broad, hard back- out of bed. Soon, however, the chief clerk from Gregor’s company arrives at the apartment. Gregor is determined â€Å"to show himself and speak to the chief clerk; he was eager to find out what the others, after all their insistence, would say at the sight of him† (98). When Gregor finally opens his door and appears, everyone in the Samsas’ apartment is horrified; Gregor’s mother cries for help, the chief clerk flees the premises, and Gregor’s father, â€Å"hissing and crying ‘Shoo!’ like a savage,† mercilessly drives Gregor back into his bedroom (103-104). Back in his room, Gregor reflects on the fine life he had once provided for his family and wonders â€Å"if all the quiet, the comfort, the contentment were now to end in horror† (106). Soon enough, Gregor’s parents and sister start adapting to a life without Gregor’s earnings, and Gregor adapts to his new insectoid form. He develops a taste for rotten food and forms a new hobby- scurrying all over the walls in his room. He also feels grateful for the caring attention of his sister, Grete, who â€Å"tried to make as light as possible of whatever was disagreeable in her task, and as time went on she succeeded, of course, more and more† (113). But when Grete forms a plan to remove Gregor’s bedroom furniture and give him â€Å"as wide a field as possible to crawl in,† Gregor, determined to hold on to at least a few reminders of his human form, opposes her (115). He rushes out of his usual hiding place, sends his mother into a fainting fit, and s ends Grete running for help. In the midst of this chaos, Gregor’s father arrives home from work and bombards Gregor â€Å"with fruit from the dish on the sideboard,† convinced that Gregor is a danger to the family (122). This attack on Gregor makes â€Å"even his father recollect that Gregor was a member of the family, despite his present unfortunate and repulsive shape† (122). Over time, the Samsas become resigned to Gregor’s condition and take measures to provide for themselves. The servants are dismissed, Grete and her mother find jobs of their own, and three lodgers- â€Å"serious gentlemen† with â€Å"a passion for order†- come to stay in one of the Samsas’ rooms (127). Gregor himself has stopped eating, and his room is becoming dirty and crowded with unused objects. But one night, Gregor hears his sister playing the violin. He emerges from his room, feeling as if â€Å"the way were opening before him to the unknown nourishment he craved† (130-131). After seeing Gregor, the lodgers react angrily to the â€Å"disgusting conditions† in the Samsa household, while the anguished Grete declares that the Samsas must, despite their past efforts at accommo dation, finally get rid of Gregor (132-133). After this latest conflict, Gregor retreats to the darkness of his room. He feels â€Å"relatively comfortable.† In the early morning, his head sinks â€Å"to the floor of its own accord and from his nostrils came the last faint flicker of his breath† (135). The dead Gregor is quickly removed from the premises. And with Gregor’s death, the rest of the family is reinvigorated. Gregor’s father confronts the three lodgers and forces them to leave, then takes Grete and Mrs. Samsa on an excursion â€Å"into the open country outside the town† (139). The two elder Samsas are now confident that Grete will find a â€Å"good husband, and watch hopefully and optimistically as â€Å"at the end of their journey their daughter sprang to her feet first and stretched her young body† (139). Background and Contexts Kafka’s Own Professions: Like Gregor Samsa, Kafka himself was caught up in the world of money, commerce, and day-to-day bureaucracy. Kafka wrote â€Å"The Metamorphosis† in 1912, at a time when he was employed by the Workers’ Accident Insurance Company of the Kingdom of Bohemia. But even though Kafka remained at the Company until a few years before his death, he viewed another kind of activity- his writing- as his most important and most challenging life’s work. As he wrote in a 1910 letter, highlighting the daily difficulties that devotion to writing can bring: â€Å"When I wanted to get out of bed this morning I simply folded up. This has a very simple cause, that I am completely overworked. Not by my office but by my other work.† While Gregor gradually forgets his professional habits and discovers the power of art as â€Å"The Metamorphosis† progresses, Kafka was firmly convinced for much of his adult life that art was his true calling. To quote another Kafka letter, this time from 1913: â€Å"My job is unbearable to me because it conflicts with my only desire and my only calling, which is literature. Since I am nothing but literature and want to be nothing else, my job will never take possession of me.† Modernism Art and the Modern City: â€Å"The Metamorphosis† is but one of many early 20th-century works that depicts city life. Yet metropolitan commerce, technology, and living conditions evoked very different reactions from the various writers and artists of the modernist era. Some of this period’s painters and sculptors- including the Italian Futurists and the Russian Constructivists- celebrated the dynamic, revolutionary potential of city architecture and transportation systems. And several important novelists- James Joyce, Virginia Woolf, Andrei Bely, Marcel Proust- contrasted urban transformation and upheaval with calmer, though not necessarily better, past lifestyles. On the basis of bleak urban narratives such as â€Å"The Metamorphosis†, â€Å"The Judgment†, and The Trial, Kafka’s own stance toward the modern city is often understood as a position of extreme criticism and pessimism. For a story set in a modern city, â€Å"The Metamorphosis † can feel remarkably closed-in and uncomfortable; until the final pages, the whole of the action takes place in the Samsas’ apartment. Envisioning and Illustrating â€Å"The Metamorphosis†: Even though Kafka describes certain aspects of Gregor’s new, insect body in great detail, Kafka opposed efforts to draw, illustrate, or represent Gregor’s full shape. When â€Å"The Metamorphosis† was published in 1915, Kafka cautioned his editors that â€Å"the insect itself cannot be drawn. It cannot be drawn even as if seen from a distance.† Kafka may have given these directions in order to keep certain aspects of the text mysterious, or to allow readers to imagine Gregor’s precise shape on their own; nonetheless, future readers, critics, and artists would attempt to pin down Gregor’s exact appearance. Early commentators envisioned Gregor as an overgrown cockroach, yet novelist and insect specialist Vladimir Nabokov disagreed: â€Å"A cockroach is an insect that is flat in shape with large legs, and Gregor is anything but flat: he is convex on both sides, belly and back, and hi s legs are small. He approaches a cockroach in only one respect: his coloration is brown.† Instead, Nabokov hypothesized that Gregor is much closer to a beetle in shape and form. Direct visual representations of Gregor have in fact appeared in the graphic novel versions of â€Å"The Metamorphosis† created by Peter Kuper and R. Crumb. Key Topics Gregor’s Sense of Identity: Despite his disturbing physical transformation, Gregor holds on to many of the thoughts, emotions, and desires that he exhibited in his human form. At first, he is incapable of understanding the extent of his transformation and believes that he is only â€Å"temporarily incapacitated† (101). Later, Gregor realizes that he is a horror to his family adopts new habits- eating putrid food, climbing all over the walls. But he is unwilling to give up mementos of his human state, such as the furniture that remains in his bedroom: â€Å"Nothing should be taken out of his room; everything must stay as it was; he could not dispense with the good influence of the furniture on his state of mind; and even if the furniture did hamper him in his senseless crawling around and around, that was no drawback but a great advantage† (117). Even towards the end of â€Å"The Metamorphosis†, Gregor is convinced that elements of his human identity have remained intact. His thoughts turn to his inner human traits- affection, inspiration- as he hears Grete’s violin playing: â€Å"Was he an animal, that music had such an effect on him? He felt as if the way were opening before him to the unknown nourishment he craved. He was determined to push forward until he reached his sister, to pull at her skirt and let her know that she was to come into his room, with her violin, for no one here appreciated her playing as he would appreciate it† (131). By turning into an insect, Gregor displays deeply human traits such as artistic appreciation- traits that were uncommon to him in his over-worked, business-oriented human state. Multiple Transformations: Gregor’s stark change of shape is not major change in â€Å"The Metamorphosis†. Because of Gregor’s new tradition and its negative effects on his family, the Samsas’ apartments undergo a series of alterations. Early on, Grete and her mother attempt to remove all of Gregor’s bedroom furniture. Then, new characters are brought into the Samsas’ property: first a new housekeeper, an â€Å"old widow, whose strong bony frame had enabled her to survive the worst a long life could offer;† then the three lodgers, picky men â€Å"with full beards† (126-127). The Samsas even transform Gregor’s room into a storage space for â€Å"superfluous, not to say dirty, objects† in order to make the lodgers comfortable (127). Gregor’s parents and sister change considerably as well. Initially, the three of them live in comfort thanks to Gregor’s earnings. Yet after the transformation, they are forced to take jobs- and Mr. Samsa transforms from a â€Å"man who used to lie wearily sunk in bed† into a bank messenger â€Å"dressed in a smart blue uniform with gold buttons† (121). Gregor’s death, however, sparks a new series of transformations in the Samsas’ ways of thinking. With Gregor gone, Grete and her parents are convinced that their jobs are â€Å"all three admirable and likely to lead to better things later on.† And they decide to find new living quarters, too- â€Å"a smaller and cheaper but also better situated and more easily run apartment than the one they had, which Gregor had selected† (139). A Few Discussion Questions 1) Do you understand â€Å"The Metamorphosis† as a work that confronts political or social issues? Is Kafka using Gregor’s strange story to discuss (or attack) issues such as capitalism, traditional family life, or the place of art in society? Or is â€Å"The Metamorphosis† a story with few or no political or social concerns? 2) Consider the issue of illustrating â€Å"The Metamorphosis†. Do you think that Kafka’s reluctance to show exactly what the transformed Gregor looks like was justified? Despite Kafka’s reservations, did you have a strong mental image of Gregor? Could you, perhaps, draw his insectoid body? 3) Which character in Kafka’s story is most deserving of pity and sympathy- the hideously transformed Gregor, his persevering sister Grete, the rather helpless Mrs. Samsa, or someone else? Did you find yourself siding with different characters- for example, liking Grete more and Gregor less- as the story moved forward? 4) Who changes the most in the course of â€Å"The Metamorphosis†? Gregor is an obvious choice because of his new shape, but you should also think about the changes in the characters’ emotions, desires, and living situations. Which character undergoes the strongest shift in values or personality as the story progresses? Note on Citations All in-text page citations refer to the following edition of Kafkas works: The Complete Stories, Centennial Edition with a New Foreword by John Updike (â€Å"The Metamorphosis† translated by Willa and Edwin Muir. Schocken: 1983).

The 31 Literary Devices You Must Know

The 31 Literary Devices You Must Know SAT / ACT Prep Online Guides and Tips Need to analyze The Scarlet Letter or To Kill a Mockingbird for English class, but fumbling for the right vocabulary and concepts for literary devices? You’ve come to the right place. To successfully interpret and analyze literary texts, you’ll first need to have a solid foundation in literary terms and their definitions. In this article, we'll help you get familiar with most commonly used literary devices in prose and poetry. We'll give you a clear definition of each of the terms we discuss along with examples of literary elements and the context in which they most often appear (comedic writing, drama, or other). Before we get to the list of literary devices, however, we have a quick refresher on what literary devices are and how understanding them will help you analyze works of literature. What Are Literary Devices and Why Should You Know Them? Literary devices are techniques that writers use to create a special and pointed effect in their writing, to convey information, or to help readers understand their writing on a deeper level. Often, literary devices are used in writing for emphasis or clarity. Authors will also use literary devices to get readers to connect more strongly with either a story as a whole or specific characters or themes. So why is it important to know different literary devices and terms? Aside from helping you get good grades on your literary analysis homework, there are several benefits to knowing the techniques authors commonly use. Being able to identify when different literary techniques are being used helps you understand the motivation behind the author's choices. For example, being able to identify symbols in a story can help you figure out why the author might have chosen to insert these focal points and what these might suggest in regard to her attitude toward certain characters, plot points, and events. In addition, being able to identify literary devices can make a written work's overall meaning or purpose clearer to you. For instance, let's say you're planning to read (or re-read) The Lion, the Witch, and the Wardrobe by C.S. Lewis. By knowing that this particular book is a religious allegory with references to Christ (represented by the character Aslan) and Judas (represented by Edmund), it will be clearer to you why Lewis uses certain language to describe certain characters and why certain events happen the way they do. Finally, literary techniques are important to know because they make texts more interesting and more fun to read. If you were to read a novel without knowing any literary devices, chances are you wouldn't be able to detect many of the layers of meaning interwoven into the story via different techniques. Now that we've gone over why you should spend some time learning literary devices, let's take a look at some of the most important literary elements to know. List of Literary Devices: 31 Literary Terms You Should Know Below is a list of literary devices, most of which you’ll often come across in both prose and poetry. We explain what each literary term is and give you an example of how it's used. This literary elements list is arranged in alphabetical order. Allegory An allegory is a story that is used to represent a more general message about real-life (historical) issues and/or events. It is typically an entire book, novel, play, etc. Example: George Orwell’s dystopian book Animal Farm is an allegory for the events preceding the Russian Revolution and the Stalinist era in early 20th century Russia. In the story, animals on a farm practice animalism, which is essentially communism. Many characters correspond to actual historical figures: Old Major represents both the founder of communism Karl Marx and the Russian communist leader Vladimir Lenin; the farmer, Mr. Jones, is the Russian Czar; the boar Napoleon stands for Joseph Stalin; and the pig Snowball represents Leon Trotsky. Alliteration Alliteration is a series of words or phrases that all (or almost all) start with the same sound. These sounds are typically consonants to give more stress to that syllable. You’ll often come across alliteration in poetry, titles of books and poems (Jane Austen is a fan of this device, for example- just look at Pride and Prejudice and Sense and Sensibility), and tongue twisters. Example: "Peter Piper picked a peck of pickled peppers." In this tongue twister, the "p" sound is repeated at the beginning of all major words. Allusion Allusion is when an author makes an indirect reference to a figure, place, event, or idea originating from outside the text. Many allusions make reference to previous works of literature or art. Example: "Stop acting so smart- it’s not like you’re Einstein or something." This is an allusion to the famous real-life theoretical physicist Albert Einstein. Anachronism An anachronism occurs when there is an (intentional) error in the chronology or timeline of a text. This could be a character who appears in a different time period than when he actually lived, or a technology that appears before it was invented. Anachronisms are often used for comedic effect. Example: A Renaissance king who says, "That’s dope, dude!" would be an anachronism, since this type of language is very modern and not actually from the Renaissance period. Anaphora Anaphora is when a word or phrase is repeated at the beginning of multiple sentences throughout a piece of writing. It's used to emphasize the repeated phrase and evoke strong feelings in the audience. Example: A famous example of anaphora is Winston Churchill's "We Shall Fight on the Beaches" speech. Throughout this speech, he repeats the phrase "we shall fight" while listing numerous places where the British army will continue battling during WWII. He did this to rally both troops and the British people and to give them confidence that they would still win the war. Anthropomorphism An anthropomorphism occurs when something nonhuman, such as an animal, place, or inanimate object, behaves in a human-like way. Example: Children's cartoons have many examples of anthropomorphism. For example, Mickey and Minnie Mouse can speak, wear clothes, sing, dance, drive cars, etc. Real mice can't do any of these things, but the two mouse characters behave much more like humans than mice. Asyndeton Asyndeton is when the writer leaves out conjunctions (such as "and," "or," "but," and "for") in a group of words or phrases so that the meaning of the phrase or sentence is emphasized. It is often used for speeches since sentences containing asyndeton can have a powerful, memorable rhythm. Example: Abraham Lincoln ends the Gettysburg Address with the phrase "...and that government of the people, by the people, for the people shall not perish from the Earth." By leaving out certain conjunctions, he ends the speech on a more powerful, melodic note. Colloquialism Colloquialism is the use of informal language and slang. It's often used by authors to lend a sense of realism to their characters and dialogue. Forms of colloquialism include words, phrases, and contractions that aren't real words (such as "gonna" and "ain’t"). Example: "Hey, what’s up, man?" This piece of dialogue is an example of a colloquialism, since it uses common everyday words and phrases, namely "what’s up" and "man." Epigraph An epigraph is when an author inserts a famous quotation, poem, song, or other short passage or text at the beginning of a larger text (e.g., a book, chapter, etc.). An epigraph is typically written by a different writer (with credit given) and used as a way to introduce overarching themes or messages in the work. Some pieces of literature, such as Herman Melville’s 1851 novel Moby-Dick, incorporate multiple epigraphs throughout. Example: At the beginning of Ernest Hemingway’s book The Sun Also Rises is an epigraph that consists of a quotation from poet Gertrude Stein, which reads, "You are all a lost generation," and a passage from the Bible. Epistrophe Epistrophe is similar to anaphora, but in this case, the repeated word or phrase appears at the end of successive statements. Like anaphora, it is used to evoke an emotional response from the audience. Example: In Lyndon B. Johnson's speech, "The American Promise," he repeats the word "problem" in a use of epistrophe: "There is no Negro problem. There is no Southern problem. There is no Northern problem. There is only an American problem." Hemingway, deep in thought about what quotation to choose for his epigraph. Euphemism A euphemism is when a more mild or indirect word or expression is used in place of another word or phrase that is considered harsh, blunt, vulgar, or unpleasant. Example: "I’m so sorry, but he didn’t make it." The phrase "didn’t make it" is a more polite and less blunt way of saying that someone has died. Flashback A flashback is an interruption in a narrative that depicts events that have already occurred, either before the present time or before the time at which the narration takes place. This device is often used to give the reader more background information and details about specific characters, events, plot points, and so on. Example: Most of the novel Wuthering Heights by Emily Brontà « is a flashback from the point of view of the housekeeper, Nelly Dean, as she engages in a conversation with a visitor named Lockwood. In this story, Nelly narrates Catherine Earnshaw's and Heathcliff's childhoods, the pair's budding romance, and their tragic demise. Foreshadowing Foreshadowing is when an author indirectly hints at- through things such as dialogue, description, or characters’ actions- what’s to come later on in the story. This device is often used to introduce tension to a narrative. Example: Say you’re reading a fictionalized account of Amelia Earhart. Before she embarks on her (what we know to be unfortunate) plane ride, a friend says to her, "Be safe. Wouldn’t want you getting lost- or worse." This line would be an example of foreshadowing because it implies that something bad ("or worse") will happen to Earhart. Hyperbole Hyperbole is an exaggerated statement that's not meant to be taken literally by the reader. It is often used for comedic effect and/or emphasis. Example: "I’m so hungry I could eat a horse." The speaker will not literally eat an entire horse (and most likely couldn’t), but this hyperbole emphasizes how starved the speaker feels. Imagery Imagery is when an author describes a scene, thing, or idea so that it appeals to our senses (taste, smell, sight, touch, or hearing). This device is often used to help the reader clearly visualize parts of the story by creating a strong mental picture. Example: Here’s an example of imagery taken from William Wordsworth’s famous poem "I Wandered Lonely as a Cloud": When all at once I saw a crowd,A host of golden Daffodils;Beside the Lake, beneath the trees,Fluttering and dancing in the breeze. Irony Irony is when a statement is used to express an opposite meaning than the one literally expressed by it. There are three types of irony in literature: Verbal irony: When someone says something but means the opposite (similar to sarcasm). Situational irony: When something happens that's the opposite of what was expected or intended to happen. Dramatic irony: When the audience is aware of the true intentions or outcomes, while the characters are not. As a result, certain actions and/or events take on different meanings for the audience than they do for the characters involved. Examples: Verbal irony: One example of this type of irony can be found in Edgar Allan Poe’s "The Cask of Amontillado." In this short story, a man named Montresor plans to get revenge on another man named Fortunato. As they toast, Montresor says, "And I, Fortunato- I drink to your long life." This statement is ironic because we the readers already know by this point that Montresor plans to kill Fortunato. Situational irony: A girl wakes up late for school and quickly rushes to get there. As soon as she arrives, though, she realizes that it’s Saturday and there is no school. Dramatic irony: In William Shakespeare's Romeo and Juliet, Romeo commits suicide in order to be with Juliet; however, the audience (unlike poor Romeo) knows that Juliet is not actually dead- just asleep. Poe was a fan of irony- and ravens. Juxtaposition Juxtaposition is the comparing and contrasting of two or more different (usually opposite) ideas, characters, objects, etc. This literary device is often used to help create a clearer picture of the characteristics of one object or idea by comparing it with those of another. Example: One of the most famous literary examples of juxtaposition is the opening passage from Charles Dickens’ novel A Tale of Two Cities: "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair †¦" Malapropism Malapropism happens when an incorrect word is used in place of a word that has a similar sound. This misuse of the word typically results in a statement that is both nonsensical and humorous; as a result, this device is commonly used in comedic writing. Example: "I just can't wait to dance the flamingo!" Here, a character has accidentally called the flamenco (a type of dance) the flamingo (an animal). Metaphor/Simile Metaphors are when ideas, actions, or objects are described in non-literal terms. In short, it’s when an author compares one thing to another. The two things being described usually share something in common but are unalike in all other respects. A simile is a type of metaphor in which an object, idea, character, action, etc., is compared to another thing using the words "as" or "like." Both metaphors and similes are often used in writing for clarity or emphasis. Examples: "What light through yonder window breaks? It is the east, and Juliet is the sun." In this line from Romeo and Juliet, Romeo compares Juliet to the sun. However, because Romeo doesn’t use the words "as" or "like," it is not a simile- just a metaphor. "She is as vicious as a lion." Since this statement uses the word "as" to make a comparison between "she" and "a lion," it is a simile. Metonym A metonym is when a related word or phrase is substituted for the actual thing to which it's referring. This device is usually used for poetic or rhetorical effect. Example: "The pen is mightier than the sword." This statement, which was coined by Edward Bulwer-Lytton in 1839, contains two examples of metonymy: "the pen" refers to "the written word," and "the sword" refers to "military force/violence." Mood Mood is the general feeling the writer wants the audience to have. The writer can achieve this through description, setting, dialogue, and word choice. Example: Here's a passage from J.R.R. Tolkien's The Hobbit: "It had a perfectly round door like a porthole, painted green, with a shiny yellow brass knob in the exact middle. The door opened on to a tube-shaped hall like a tunnel: a very comfortable tunnel without smoke, with panelled walls, and floors tiled and carpeted, provided with polished chairs, and lots and lots of pegs for hats and coats the hobbit was fond of visitors." In this passage, Tolkien uses detailed description to set create a cozy, comforting mood. From the writing, you can see that the hobbit's home is well-cared for and designed to provide comfort. Onomatopoeia Onomatopoeia is a word (or group of words) that represents a sound and actually resembles or imitates the sound it stands for. It is often used for dramatic, realistic, or poetic effect. Examples: Buzz, boom, chirp, creak, sizzle, zoom, etc. Oxymoron An oxymoron is a combination of two words that, together, express a contradictory meaning. This device is often used for emphasis, for humor, to create tension, or to illustrate a paradox (see next entry for more information on paradoxes). Examples: Deafening silence, organized chaos, cruelly kind, insanely logical, etc. The Penrose stairs = a classic example of a paradox. Are they going up or down?! Paradox A paradox is a statement that appears illogical or self-contradictory but, upon investigation, might actually be true or plausible. Note that a paradox is different from an oxymoron: a paradox is an entire phrase or sentence, whereas an oxymoron is a combination of just two words. Example: Here's a famous paradoxical sentence: "This statement is false." If the statement is true, then it isn’t actually false (as it suggests). But if it’s false, then the statement is true! Thus, this statement is a paradox because it is both true and false at the same time. Personification Personification is when a nonhuman figure or other abstract concept or element is described as having human-like qualities or characteristics. (Unlike anthropomorphism where non-human figures become human-like characters, with personification, the object/figure is simply described as being human-like.) Personification is used to help the reader create a clearer mental picture of the scene or object being described. Example: "The wind moaned, beckoning me to come outside." In this example, the wind- a nonhuman element- is being described as if it is human (it "moans" and "beckons"). Repetition Repetition is when a word or phrase is written multiple times, usually for the purpose of emphasis. It is often used in poetry (for purposes of rhythm as well). Example: When Lin-Manuel Miranda, who wrote the score for the hit musical Hamilton, gave his speech at the 2016 Tony’s, he recited a poem he’d written that included the following line: And love is love is love is love is love is love is love is love cannot be killed or swept aside. Satire Satire is genre of writing that criticizes something, such as a person, behavior, belief, government, or society. Satire often employs irony, humor, and hyperbole to make its point. Example: The Onion is a satirical newspaper and digital media company. It uses satire to parody common news features such as opinion columns, editorial cartoons, and click bait headlines. Soliloquy A type of monologue that's often used in dramas, a soliloquy is when a character speaks aloud to himself (and to the audience), thereby revealing his inner thoughts and feelings. Example: In Romeo and Juliet, Juliet’s speech on the balcony that begins with, "O Romeo, Romeo! Wherefore art thou Romeo?" is a soliloquy, as she is speaking aloud to herself (remember that she doesn't realize Romeo's there listening!). Symbolism Symbolism refers to the use of an object, figure, event, situation, or other idea in a written work to represent something else- typically a broader message or deeper meaning that differs from its literal meaning. The things used for symbolism are called "symbols," and they’ll often appear multiple times throughout a text, sometimes changing in meaning as the plot progresses. Example: In F. Scott Fitzgerald’s 1925 novel The Great Gatsby, the green light that sits across from Gatsby’s mansion symbolizes Gatsby’s hopes and dreams. Synecdoche A synecdoche is a literary device in which part of something is used to represent the whole, or vice versa. It's similar to a metonym (see above); however, a metonym doesn't have to represent the whole- just something associated with the word used. Example: "Help me out, I need some hands!" In this case, "hands" is being used to refer to people (the whole human, essentially). Tone While mood is what the audience is supposed to feel, tone isthe writer or narrator's attitude towards a subject. A good writer will always want the audience to feel the mood they're trying to evoke, but the audience may not always agree with the narrator's tone, especially if the narrator is an unsympathetic character or has viewpoints that differ from those of the reader. Example: In an essay disdaining Americans and some of the sites they visit as tourists, Rudyard Kipling begins with the line, "Today I am in the Yellowstone Park, and I wish I were dead." If you enjoy Yellowstone and/or national parks, you may not agree with the author's tone in this piece. Time to become your own Sherlock Holmes! How to Identify and Analyze Literary Devices: 4 Tips In order to fully interpret pieces of literature, you have to understand a lot about literary devices in the texts you read. Here are our top tips for identifying and analyzing different literary techniques: Tip 1: Read Closely and Carefully First off, you’ll need to make sure that you’re reading very carefully. Resist the temptation to skim or skip any sections of the text. If you do this, you might miss some literary devices being used and, as a result, will be unable to accurately interpret the text. If there are any passages in the work that make you feel especially emotional, curious, intrigued, or just plain interested, check that area again for any literary devices at play. It’s also a good idea to reread any parts you thought were confusing or that you didn't totally understand on a first read-through. Doing this ensures that you have a solid grasp of the passage (and text as a whole) and will be able to analyze it appropriately. Tip 2: Memorize Common Literary Terms You won’t be able to identify literary elements in texts if you don’t know what they are or how they’re used, so spend some time memorizing the literary elements list above. Knowing these (and how they look in writing) will allow you to more easily pinpoint these techniques in various types of written works. Tip 3: Know the Author’s Intended Audience Knowing what kind of audience an author intended her work to have can help you figure out what types of literary devices might be at play. For example, if you were trying to analyze a children’s book, you'd want to be on the lookout for child-appropriate devices, such as repetition and alliteration. Tip 4: Take Notes and Bookmark Key Passages and Pages This is one of the most important tips to know, especially if you're reading and analyzing works for English class. As you read, take notes on the work in a notebook or on a computer. Write down any passages, paragraphs, conversations, descriptions, etc., that jump out at you or that contain a literary device you were able to identify. You can also take notes directly in the book, if possible (but don’t do this if you’re borrowing a book from the library!). I recommend circling keywords and important phrases, as well as starring interesting or particularly effective passages and paragraphs. Lastly, use sticky notes or post-its to bookmark pages that are interesting to you or that have some kind of notable literary device. This will help you go back to them later should you need to revisit some of what you’ve found for a paper you plan to write. What’s Next? Looking for more in-depth explorations and examples of literary devices? Join us as we delve into imagery, personification, rhetorical devices, tone words and mood, and different points of view in literature, as well as some more poetry-specific terms like assonance and iambic pentameter. Reading The Great Gatsby for class or even just for fun? Then you'll definitely want to check out our expert guides on the biggest themes in this classic book, from love and relationships to money and materialism. Got questions about Arthur Miller's The Crucible? Read our in-depth articles to learn about the most important themes in this play and get a complete rundown of all the characters. For more information on your favorite works of literature, take a look at our collection of high-quality book guides and our guide to the 9 literary elements that appear in every story! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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A Theology of 'Feed my sheep' ministry in the context of New Life Essay

A Theology of 'Feed my sheep' ministry in the context of New Life Church - Essay Example As examples of The Bible are analyzed additional measures to comprehending practical applications for the clergy. The lesson of John 21: 15-17 is an example of the analysis conducted. When analyzed, there is a deeper understanding to the call which received by Jesus and how this applies to the church with congruent applications for today. A. Brief Overview of the Problem The purpose of this paper is based on an examination of the meaning and interpretations of John 21: 15-17. The meaning related to John 21: 15-17 carry a variety of symbolical interpretations and expectations with the conversation of Jesus to Peter. The interpretations not only expand with the basic interpretation of the Bible in the commentary, but the structure and meaning also carry different explanations used within the context of the church. The concept is not only based on exploration of the main context for the event which occurred but also applies to using the expression as a basis for ministry today and applying the context of the event to the needs of today’s church. Exploring the true meaning of John 21.15 – 17 and understanding the meanings related to the overall words then provides a deeper application for ministry today. When exploring the main story, one is able to create an overall understanding of mechanics required for the functioning of the church. B. The Aim of the Study The aim of this study is to first explore all possible interpretations of John 21. 15-17. This follows with ways in which the interpretation applies to today’s church and the understanding of how the explanations apply to practical needs for the 21st century church. Defining the explanations that are a part of the general context today then allows an expansion of possibilities for the church and ministry while linking back to the metaphors, symbols and interpretations that began with the stories and references in the Bible. The importance of this expression is not only one which provides a variety of insights from the potential meaning. The aim also shows how this applies to the current context in society and the relations associated with the church. C. Significance of the Study There are several areas of significance with the story in John 21. 15-17. This begins with the symbolism of Jesus asking Peter the same question three times, which has symbolic and other meanings related to the main concept. The concept combines with potential symbolism and interpretations with the response given by Jesus about feeding his sheep and with the love which Peter states he has for Jesus. The dialogue which occurs has various meanings and is able to apply to the needed concepts for today’s society. Understanding the historical, symbolic and overall meaning of the Biblical passage then becomes important in the context of understanding more of the relationships in the Bible and of creating a deeper meaning for those living in today’s society. D. Methodology Chosen There are three main methodologies used together to compliment the interpretations of John 21. 15-17. The first is observations that occur when reading and interpreting the ideology. From the observations, certain conclusion and ideologies are interpreted through the context of the phrase. The observations come from the literary interpretation that is often used with this r evelation. This is important to note because it is the most common recognition when using the story and testimonial and is currently applied in the context of observation and ministerial interpretation. This is followed with scholarly research that is a part of others who have interpreted the meaning of this phrase through a

Middle Eastern Studies Essay Example | Topics and Well Written Essays - 750 words - 4

Middle Eastern Studies - Essay Example The Constantinople Agreement of 1915 was struck in light of the collapse of the Concert and in fear of the fall out by either France or Russia from the entente powers at the eve of World War 1. To this end, the entente powers were given right to compensation for fighting their enemies (in this case the central powers) which was primarily to be curved out of the Middle East (Gelvin). Subsequent dealings further strengthened this offer stipulating compensation to be in form of direct European control over territories under the Ottoman Empire at the end of World War 1. They included the Treaty of London and Saint-Jean de Maurienne. However, the exact genesis of Middle Eastern predicaments is the secret dealings that accompanied these treaties. Territories so formed had significant ethnic and religious differences-and therein communities-become too rigid in the 19th century that affiliations formed the basis for claiming shares in the political landscape. The present Iraq and Iran are evidence to this geo-social annexation. The US initiated the formation of the League of Nations in order to end this scramble for partitioning of the Levant and Mesopotamia which ironically have survived almost a century and still throbs at the helm of current politics and economics in the Middle East (Gelvin). European investors subsequently shunned these mandated territories and as a result industrial development languished. The United States and other western states suffer high criticisms from the pan-Arabists who view these divisions as both unnatural and deliberate. These calls stretch into voiced support against Israeli occupation of Palestine and perceived US foreign aggression on Iraq. The rallying cry for better education and health is based on two principle ideals (Richards and Waterbury): Furthermore, there seems to be congruence in economic thought of both neoclassical and Marxist economists. The former postulating

Bangkok Sukkha Phapdi Hospital Essay Example for Free

Bangkok Sukkha Phapdi Hospital Essay The Bangkok Sukkha Phapdi Hospital (BSPH) was opened on 1 January 1997. It is a private hospital offering a omprehensive array of medical treatments and is particularly well looked upon by patients in the USA and in the Middle East. BSPH was opened on 1 January 1997. From the start, the hospital adopted a different business approach from the other typical hospitals. The hospital’s outpatient foyer can outshine a five-star hotel’s lobby. The wards are warmly decorated to resemble a hotel. There are separate floors to deal with patients arriving from the USA, Asia or the Middle East. Chefs are able to cook a variety of food to please the palate of visitors from the USA, the Middle East and Asia. An in-house travel agency offers visa extensions. And almost every process is digitised and connected with latest wireless technology. For the past 16 years, its administrators have been acquiring state-of-the-art technology and experts from all over the world. Eight years ago, it replaced its paper records with a ‘homegrown, all-digital system’. The solution was developed by Bangkok-based Global Care Solutions (GCS), a company developing enterprise health solutions. The solution efficiently manages clinical workflow, billing, regulatory compliance and medical records. International patients make up about 42% of the patient volume, but about 55% of the revenue because the patients who come to BSPH from international settings come for a mix of procedures and a fair number of those are higher end procedures. They make up an important part of the overall patient base and BSPH has developed services over the years to respond to their special requirements. Senior management at BSPH have always recognized the importance of knowledge as a hospital is, after all, a knowledge-intensive organization. However, in recent times, they felt that a more formal approach to capturing and sharing knowledge created within and outside the organization is necessary. The aim is therefore to initiate a formal organizational knowledge management program. Knowledge has been recognized as one of the most important resources of the 21st century.

Who Painted the Leon? :: Chaucers The Canterbury Tales Essays

Who Painted the Leon? In Chaucer's The Canterbury Tales, a reader is introduced to a rather bizarre and heterogeneous group of people leaving for a pilgrimage. The Wife of Bath is the most interesting and lively character of the group. Her "Prologue" and "Tale" provide readers with a moral lesson as well as comic relief. The Wife's "Prologue" serves as an overture to her "Tale", in which she states a very important point regarding the nature of women and their most sacred desires. According to this character, women desire sovereignty, or power, over their men most in the world. This wish seems to be most appropriate for women of the time period in which Chaucer lived. However, women today no longer wish to dominate their men - sovereignty of women over men is not relevant in the twenty-first century. The reason is that women are no longer deprived of power and freedom. According to the Wife of Bath, sovereignty, or power, over their husbands is what women desire most in their lives: Wommen desire to have sovereinetee As wel over hir housbonde as hir love And for to been in maistrye him above (1044-1046). However, which powers exactly is the Wife of Bath talking about? It seems that materialistic power is what Alisoun means - women wish to control their husbands' estates and other economic holdings. In her "Prologue" the Wife of Bath describes her last, fifth, marriage to Janekin. After a huge fight with him, caused by Alisoun's ripping pages out of his book of wicked wives, Janekin grants her the control over the house and the land, what makes her very happy, and she treats her husband with kindness from then on: He yaf me al the bridel in myn hand, To han the governance of hous and land... After that day we hadde nevere debat. God help me so, I was to him as kinde As any wif from Denmark unto Inde...(819-820, 828-830). Therefore, according to the "Wife of Bath's Prologue," economic power over their husbands is what women wished to have. However, later, in her "Tale" the Wife of Bath presents another opinion - women wish to have emotional power over their husbands as well. The fact that the hag is able to decide for herself whether to turn into a beautiful wife or to remain in her present state, manifests her power over the husband. It is up to her whether to make the knight the happiest men on earth or to make him miserable for as long as she lives:

Child marriage Essay

Throughout the world, marriage is considered to be a happy moment in everyone’s life and is a moment of celebration but sadly, the practice of child marriage gives no such reason for celebration. Many young boys and girls get married before they can reach the age of 18. This shocking act takes place for a number of reasons. In order to get benefitted socially, physically and to decrease financial burdens, many parents and families throughout the world, promote the marriage of their young sons and daughters. Throughout the years, we have seen that child marriage targets more girls than boys. Boys are affected as well but in totality, the number of victims and the intensity of their sufferings are way higher for girls. After their marriage, girls live an exclusive life where they do not receive any kind of education, they are forced for performing huge amounts of household works, are impregnated without their approval and are forced to take the big responsibility of raising and taking care of a child when they themselves are not mature enough and are still kids. What problems can child marriage lead to? Read more:  Child Marriages Essay Child marriage is caused when two young or one young and one adult individuals are forced into the institution of marriage without their consent. According to researches by PBS, â€Å"Although the definition of child marriage includes boys, most children married under the age of 18 years are girls.† The kid or kids getting married are totally unaware of its significance and consequences it can lead to in future years. Usually when a child, commonly girl, is married and brought into the husband’s family in such a young age, they think they can design and built up her personality into anything and everything they want her to be. The girl child is then forced into various activities which harms her both physically and mentally. (PBS, II). Health problems After getting married, the girl child is then pressurized by her new family to do things that she doesn’t want to. She is forced by her husband to get into sexual activities and to have kids soon after. As she is not mentally prepared and physically mature, she faces various complications and health issues in the future and sometimes it also leads to death. The connection  between the maternal death and the age of the mother is very strong as the child bride is highly likely to get pregnant in a little while after her marriage causing their pregnancy to be premature. According to the digest by UNICEF, â€Å"Girls ages 10-14 are five times more likely to die in pregnancy or childbirth than women aged 20-24. Girls ages 15-19 are twice as likely to die.† Such young mothers also face a very high chance of getting into complications such as heavy bleeding, various infections, diseases like anemia etc. which can lead to death. As first time mothers, girls also face a high r isk of a disease called Obstructed Fistula, which is lead by obstructed labor. Obstructed labor is when a it is hard for a mother to give birth to a child and push it out of her body. This causes great pain and ofter results in death of the mother. According to PBS, â€Å"There are approximately 2 million girls living with fistula, and 100,000 new cases every year.† Girls suffering from this disease are usually neglected by their husbands and kept away from the society. There is this myth, according to which a lot of people around the world think that by marrying the child early, they can reduce the chances of their kid getting HIV aids but the opposite is true. Married girls are more likely to get HIV or other sexually transmitted diseases compared to the ones who aren’t married. This is mostly because they are not enough educated about sex, its consequences and the use of contraceptive and if by any chance they are aware about this, they are not able to obtain the sa me as because of limited autonomy or freedom of movement. They are also abused by their family, which is a form of domestic violence, and this makes them mentally ill leading to depression.(UNICEF). Domestic violence There is a very close relation between child marriage and Domestic violence. Most of the cases about domestic violence are of people who were married early ore were married forcefully. According to studies, â€Å"Girl child is usually married by a man who is much more older than her† thus proving that her in laws and husband is much more stronger than her and she possesses less control. Sometimes the young bride thinks that it is justified that she s getting beaten up by her husband as she is too young to differentiate between right and wrong. Studies by UNICEF say that, â€Å"women who marry early are more likely to be beaten or threatened, and more likely to believe that  husbands might sometimes be justified in beating his wife.† Also in Kenya, 36 percent of girls married before 18 believe that a man is sometimes justified in beating his wife, compared to 20 percent of married women .Girls who get proper education and are married later take more mature decisions an d raise their voices against such abuses. According to research by ICRW, â€Å"Girls who were married before 18 were twice as likely to report being beaten, slapped or threatened by their husbands as girls who married later. They were three times as likely to report being forced to have sex without their consent in the previous six months.† This indicates how girls have less power compared to the men in such kind of marriage. Girls who get into the institution of marriage after the age of 18 are much more knowledgeable compared to the young ones and they have a health husband-wife relationship as they use contraceptives and contains the strength to go and talk to their husbands about the future and their likes and dislikes. This creates a better understanding between them making them have a happy life ahead. While on the other hand, the child bride is like a puppet for their husbands as they can use them whenever they want and the child bride is too shy to go and talk to him about her life and her needs. (ICRW). What are the socio-cultural and economic reasons that lead to child marriage? There are a lot of reasons that lead to Child marriage. An integration of various cultural, regional, economical, social and religious causes makes up the roots of this act. Poverty Poverty is considered to be one of the most basic reasons for a girl getting married off in an early age. According to a fact sheet released by UNFPA, â€Å"The practice of child marriage has decreased globally over the last 30 years, it remains common in rural areas and among the poor.† There are a number of poor men who are not able to feed and run their family well. In order to feed their other children, clear debts or in exchange of some money, they decide to marry off their child, usually a girl to a man who is way older than her hoping for a better future. Such a decision just makes the life of the girl child difficult like hell and satisfies the needs of the bride’s family just for a short term but in no way helps anyone have a well settled life. (McGluain). Protection of Family’s honor Some parents and families also think that it is a good way to save their family’s honor by marrying their girl child in an early age. There are various cultures where there is a belief that if a girl loses her virginity before she marries someone, then it is very shameful for the family and thus spoils its reputation and honor. Therefore by marrying a girl in an early age presume the girl’s sexuality and that she is being married as a virgin protecting the family’s honor. This is very discouraging for the girls as by imposing family’s respect and honor on them; there family doubts her nature and this harms her self-respect and dignity. Girls are also expected to marry older man as they are more knowledgeable and sensible and can take care of the girl child as a parent but this is not the truth for almost all the cases in fact the opposite happens breaking the girl’s morals and leading her into depression.(UNFPA). Discrimination based on gender Another main reason for child marriage is discrimination based on gender. In various cultures and society, people regard girls as the week ones or the one who holds less or no power and devaluates and discriminates against them. According to a research by UNICEF, â€Å"often manifests itself in the form of domestic violence, marital rape, and deprivation of food, lack of access to information, education, healthcare, and general impediments to mobility.† In many cases of child marriage, the family gives the child bride less value and restricts her from doing things she want. The child is usually not enough educated to fight for her rights so she stays quiet and takes goes through the troubles her husband and in laws put her through. They are also disrespected by the society if they do a small mistake. They are not able to live a normal life and are forced into various unacceptable activities. They are also beaten up by their husbands and they use the girl the way they want. Thi s way either the girl ends up being destroyed mentally or sometime even dying. (UNICEF). Violation of laws In various countries there are various laws which restrict child marriage and are against them for example Pakistan and India. Even though such laws exist, the constitutions of these countries don’t take any strict actions if people violate them. The legal age for marriage in India is 18 years for girls and 21 for boys. Under the Child Marriage Prevention Act, 1929, any marriage before these ages is banned. Despite in presence of such laws, a huge number of child marriages take place everywhere and no one tries to stop it. According to the International Center for Research on Women (ICRW) â€Å"100 million girls will be married before the age of 18 in the coming decade.†(ICRW). What are the similarities and dissimilarities between present day child marriage and the ones in the past? There is not much difference between present day child marriage and the one that took place years back. People follow the footsteps of their ancestors and blindly believe them. In the past, people were married off early as they were unaware about the fact that it is a harmful practice and causes various problems. Year after year, as the time passed, people followed the same rules without changing or checking whether it is legit or not. In some places, people got educated and they studied about it. They understood about its good and bad points and on based on that they started changing the rules. Still in various parts of the world, there exists a lot of places where people, mainly the girls, are being married at a really young age. This is happening as these places are very backwards and lack education. According to UNFPA, â€Å" more than 100 million young girls will be marrie d off in the next decade†. (UNFPA). How does child marriage differ in different parts of world? Child Marriage is common in various places throughout the globe and is much more common with girls than boys. According to a survey by UNICEF, â€Å"One of every seven girls gets married before they turn fifteen and one of every three girls gets married under age, that is before they turn eighteen. The Highest rate of child marriage is in West Africa. It is followed by southern Asia, the Middle East and then the Latin America. The condition of some countries are so poor that they more than a half of the under aged female population f the country are married or are about to get married. According to UNFPA fact sheet, â€Å"76 percent of girls in Nigeria , 74 per cent of girls in Democratic Republic of Congo, 54 per cent of girls in Afghanistan , 50 per cent of girls in India and 51 per cent of girls in Bangladesh are married under age, that is before turning 18.† These countries lack  education and schools in rural areas so the most of the crowd is illiterate and are also la gging economically. Hence, it is proved that poverty and education is inversely proportional. There are customs in India which allow people to give away the kids on the auspicious day and event of ‘Akha Teej’. Families use this to get money and property. A lot of kids under the age of 10 are involved in it and some are toddlers of age 3 or 4. When it comes to Nigeria, studies by UNICEF shows that â€Å"44 percent of 20-24 year old women in Niger were married under the age of 15†. These people follow the idiosyncratic and traditional laws setup by their ancestors. Even in Bangladesh, girls are married as soon as they hit puberty just to save their family’s honor and to release financial burdens form the parents. As education increases, people get aware of the problems caused by such acts and they emphasize on learning which in return makes them prosperous and ensures a secure life ahead. Studies also shows that countries in East Asia like Taiwan, South Kore a, Japan etc. have almost removed the tradition of child marriage their prosperity is increasing rapidly day by day. These places are characterized by economic growth, opportunities, declines in death and birth rates, Increase in employment and educational options for girls etc. (UNICEF). How can it affect the lives of the future generations? One of the most essential and basic reasons because of which child marriage still exists is education. Studies have shown the important role that education plays in child marriage. Research by UNICEF shows that â€Å"the more education a girl receives, the less likely she is to be married as a child. Improving access to education and eliminating gender gaps in education are therefore important strategies for ending the practice of child marriage.† It is clear that if more and more girls will be educated, the will be more aware about the things going on around them and can have the power to stand for themselves and judge between right and wrong. (UNFPA). To conclude, child marriage is generally seen as one of the easiest ways established by poor to lower middle class families to make their and their child’s future safe but in almost all the cases, it is not true. It only  secures the family from poverty for a short time period but destroys the life of the girl child forever. With the marriage comes various issues and problems which the young brides go through and in most of the cases they end up dying as they are not strong enough mentally or physically to go through such pain. It also affects the future generations. The babies born to girls under 16 years of age are more likely to die during their first year of life and if they survive, they aren’t healthy like a child who is born from a 20 year old woman, and goes through various deformities in future. As the girls are being married in an early age, they are not able to get educated and this makes a big difference. Works Cited â€Å"Childinfo.org: Statistics by Area – Child Marriage – The Challenge.† Childinfo.org: Statistics by Area – Child Marriage – The Challenge. Web. 13 May 2013. â€Å"Child Marriage.† Forward. Web. 13 May 2013. Child Marriage â€Å"Child Marriage Factsheet: State of World Population 2005 – UNFPA.† Child Marriage Factsheet: State of World Population 2005 – UNFPA.Web. 14 May 2013. . â€Å"Child Marriage a Cultural Problem, Educational Access a Race Issue? Deconstructing Uni-Dimensional Understanding of Romani Oppression.† – ERRC.org. Web. 13 May 2013. â€Å"Child Marriage: Facts, Causes and Consequences.†Child Marriage-Facts Causes and consequences.Web. 13 May 2013. â€Å"Early Teen Marriage and Future Poverty.† Early Teen Marriage and Future Poverty. Web. 13 May 2013. â€Å"Early marriage, a harmful traditional practice†Early marriage. 13 May 2013. Web. McLaughlin, John. â€Å"Medieval child marriage:abuse or wardship?†Untitled Document. Web. 13 May 2013. â€Å"Marriage, Child Spouses.† Early marriage, child Spouses. Web. 13 May 2013 â€Å"Preventing Child Marriages: First International Day of the Girl Child â€Å"My Life, My Right, End Child Marriage†.† Reproductive Health. Web. 13 May 2013.

Italian Migrants to Australia

History Assignment- Extended Response Describe the experiences of the Italian migrants from their arrival after WW2, through to the multicultural period in the 1970s The experiences of the Italian Migrants have changed from the time of their arrival after WW2 to the present day. The Italian migrants were forced to leave Italy after the war due to the fact that many of them were displaced as a result of sheer destruction that some areas had undergone. What was once a home, was now no more than a pile of rubbish.Also, with many loved ones dead, leaving and making a new start was very tempting. When they first arrived in Australia, the Italians experienced considerable cultural shock. They found that Australia was insensitive to their culture and traditions and therefore expected them to change. The Italians were mainly like the â€Å"black sheep† of the population. The feud between the Italian migrants and the Australians got to a point were the Italians had to go out in groups in fear for their own safety. It also appeared that the Australian government was not well prepared to accept them.However, after their work on the Snowy Mountains Scheme and other enterprises, life changed for the better. The Italians overcame the resentment and social isolation to achieve a better future for themselves and their children. Australia was a country for white people. The migrants had to be white and from the British Isles of English speaking parts of the empire. However, after the bombing attack, Australia realised that their population was not big enough to defend itself and therefore, they must â€Å"Populate or perish†. Immigration was the only answer.On the border of Australia, the Italians had to pass a medical examination and if they passed they were allowed to live in Australia. If not, they were sent back. However, by this time Australia was 99%(most of the population being british) white, and the Australian public wanted to keep it that way. The Austra lian population reacted badly to the Italians and the minister was attacked by vicious criticism. When the Italians arrived in Australia, they were confronted with new and unfamiliar things, and were expected to change to match the â€Å"Australian way†.This was known as the policy of assimilation; think white act white. The Italians were allowed to migrate to Australia only if they left all their customs and traditions behind and lived the Australian way. Shortly after this was replaced by the policy of Integration. This policy allowed the Italians to practice their traditions and culture in the privacy of their own home, but still had to act Australian in public. Culturally based organisations were formed to help provide welfare and support for migrants.When the Italian migrants began to look for work, they had to travel to find jobs. The Italian Prisoners of War were barely seen as a danger and often worked on farms without guards. Most of the early Italian migrants were u nskilled and came from the poorer parts of Italy. Even those who did have skills, their qualifications were not recognised in Australia. As a result the Italians were forced to do tough, labouring work. One of the huge employment schemes such as the ‘Snowy Mountain Scheme’ contributed greatly to the multiculturalism of Australia.The work was hard and the conditions were tough however the Italians were attracted by the relatively high wages. Due to ninety-eight percent of the project being underground, there was a lot of tunneling, often through solid granite rock. Work conditions in the tunnels were dirty, wet, noisy, smelly and sometimes dangerous. More than 120 workers died in the projects twenty-five year period. Even though work was difficult and sometimes dangerous, it developed, on its workers, a sense of community and companionship. The ‘Snowy Mountains Scheme’ was the first real experience of multiculturalism in Australia.It gave the chance for peop le from many countries around the world to communicate, accept and understand the culture and background of others without judging. It also encouraged all these people to work together as a team and put aside all their differences as there was no room for racial prejudice. Multiculturalism accepts the notion that Australia is a nation of many different cultures but that, as Australians, we all live together as one people. The policy of multiculturalism was introduced by the 21st Prime Minister of Australia, Gough Whitlam.The Whitlam government keenly supported multiculturalism. Grants were made to ethnic organisations to promote their culture. Legislation was introduced to end discrimination and it was now illegal to discriminate people on the basis of their racial background. Some Australians did not want to see the British culture be diluted by other cultures. They had a fear of ‘invasion’ and that the Italians would take jobs from existing Australians. However, a maj ority of Australians were open minded to the new policy and began to look at the Italians form another perspective.Overall the experiences of the Italian migrants when they first arrived in Australia were difficult. They felt very much out of place and little was done to help them. They were not part of the Australian community. However their involvement in areas like the Snowy Mountains Scheme played an important part in helping the Italians because it gave them a decent wage, and also because it allowed them to work and bond alongside people of other races which made them work as a community and helped racism to greatly minimise. Italians nowadays have had a great impact on Australia.Italian migrants have made an enormous contribution to cultural and economical life. They introduced new foods and ingredients and their restaurants continue to be very popular. Their music is continued to be enjoyed by many Australians. Their contribution to building and construction is crucial. The italian migrants have made an economical effect on Australia by creating employment be opening large and small businesses. Also, they have had a large contribution in incorporating Italian teachings into the school curriculum.