Fashion and Modernity Essay Example

Fashion and Modernity Essay Example Fashion and Modernity Paper Fashion and Modernity Paper Fashion is dress in which the key feature is rapid and continual changing of styles. Wilson, E. 1985 Adorned in Dreams: Fashion and Modernity London: Virago p. 3 How to identity and obsolescence contribute to this continual change? Illustrate your argument with reference to specific examples. Fashion today is one of the predominant cultural aspects of the Modern Society. We are consistently informed about its latest changes in the quality newspapers, on TV and even in films. Yet it is becoming more of a norm and not, as most of us think, creative. Fashion nowadays is not one established trend; its the multitude of trends. This has replaced the trend which until a few decades ago was the style introduced every fashion season. Therefore, fashion includes a broad range of possibilities now than it did in the first 6 or 7 decades of the last century or any of the past centuries. Whoever wants to be stylish abides by fashion. This causes continuous change. Fashion represents distinctiveness and ephemera. The fact of the ephemera itself is fascinating. Fashion, by description, changes constantly. Since the 1980s and the growth of the global economy, there has been massive growth in the world fashion. The biggest effect of globalization is on fashion, and the changing fashion trends are proof to the fact that the effect of globalization has significantly affected the fashion trends in the whole world. Americanisation is the nucleus of the global consumer society. It has become synonymous with commodification, the rationalising and material power of modernity and Westernisation. The influence of the United States of America on the cultures of other countries of the world is far more negative than positive. Consumers are constantly being manipulated by the foreign influence, which results in the loss of ones own individuality. : For centuries societies have used dress as a form of unspoken communication to show occupation, status and personality. What we wear and how and when we wear it provides others with information of a social situation as well. Even those who reject fashion are connected to it through their refusal. They refer to the current trends in order to break away from it. This is one example of conflicting nature of fashion with its constant changes of styles. These changes indicate reaction against what went before; although they may be self-contradictory too. A Twenties flapper might wear a masculine sweater as to undermine the femininity of her bell-shaped skirt or in the 70s young women wore feminine lace blouse and unisex jeans. Sometimes this paradox appeared pointless. Ever changing, fashion produces only orthodoxy, as the sensation of the never-before-seen adapts to the moralistic principles of the society. The nineteenth-century urban bourgeois, anxious to preserve their distance from the omnipresent gaze in the strangely inquisitive anonymity of the crowd where anyone might see you, developed a discreet style of dress as a protection (E. wilson, 1985 p. 137) Fashion is a modern European occurrence, which is inseparable from capitalism in Europe. It is the progress of the bourgeois 19th century and the industrial revolution. Fashion can only flourish and become a mass event in an industrialized society with developed technology, sound aesthetic taste and uniqueness, as well as wealth. Because fashion is the opulence one must be able to pay for. Both haute couture and mass-production fashion were quick to adapt the youth cult to mainstream fashion. (E. wilson, 1985 p. 174). Although today, in a time of mass production of cheap fashion for all, fashion becomes democratic. But this idea is misleading; even though everyone can be fashionable, fashion still plays the role of social distinction. But the decisive factor is not very emphasized; it shifted from the complete shape to details in preference in fabric and manufacturing. There are also factors such as the way of speaking and personal behavior that reflect social belonging. When dress was the only sign of status these factors werent as primary. Before fashion there was a traditional costume, or simply clothing. Clothing is the more broad term. It stresses the functional roles, such as protection from cold, heat and other environmental factors. But costume did not only protect the human body, it decorated it too, which proves that the core role of fashion has always been to adorn human body. But the difference between fashion and clothing is that the clothing has a sound function. Whereas with fashion it is not enough; we need it to express ourselves to the visually obsessed society through the way we wear clothes, jewellery and body art. We need fashion because others approve it and we always change it because it becomes dull and stops to serve its purpose of being unique.

Find Out What the Word Punic Means

Find Out What the Word Punic Means Basically, Punic refers to the Punic people, i.e., the Phoenicians. It is an ethnic label. The English term Punic comes from the Latin Poenus. Should we be using the term Carthaginian (a civic label referring to the city of North Africa the Romans called ​Carthago) or Punic when referring to the people of northern Africa fighting in the wars with Rome known as the Punic Wars, since Punic can refer to cities elsewhere, like Utica? Here are two articles that elaborate this confusion and may help you, too: Poenus Plane Est - But Who Were the Punickes?Jonathan R. W. PragPapers of the British School at Rome, Vol. 74, (2006), pp. 1-37The Use of Poenus and Carthaginiensis in Early Latin Literature,George Fredric FrankoClassical Philology, Vol. 89, No. 2 (Apr., 1994), pp. 153-158 The Greek term for Punic is ÃŽ ¦ÃŽ ¿ÃŽ ¹ÃŽ ½ÃŽ ¯ÃŽ ºÃŽ µÃâ€š Phoenikes (Phoenix); whence, Poenus. The Greeks did not distinguish between western and eastern Phoenicians, but the Romans did once those western Phoenicians in Carthage started to compete with the Romans. Phoenicians in the period from 1200 (dates, as on most pages of this site, are B.C./B.C.E.) until the conquest by Alexander the Great in 333, lived along the Levantine coastline (and so, they would be considered eastern Phoenicians). The Greek term for all the Semitic Levantine peoples was ÃŽ ¦ÃŽ ¿ÃŽ ¹ÃŽ ½ÃŽ ¯ÃŽ ºÃŽ µÃâ€š Phoenikes. After the Phoenician diaspora, Phoenician was used to refer to Phoenician people living west of Greece. Phoenician was not, in general, users of the western area until the Carthaginians came to power (mid-6th century). The term Phoenicio-Punic is sometimes used for the areas of Spain, Malta, Sicily, Sardinia, and Italy, where there was a Phoenician presence (this would be the western Phoenicians). Carthaginian is used specifically for Phoenicians who lived in Carthage. The Latin designation, without value-added content, is Carthaginiensis or Afer since Carthage was in northern Africa. Carthage and African are the geographic or civic designations. Prag writes: The basis of the terminological problem is that, if Punic replaces Phoenician as the general term for the western Mediterranean subsequent to the mid-sixth century, then that which is Carthaginian is Punic, but that which is Punic is not necessarily Carthaginian (and ultimately all is still Phoenician). In the ancient world, the Phoenicians were notorious for their trickiness, as is shown in the expression from Livy 21.4.9 about Hannibal: perfidia plus quam punica (treachery more than Punic).

Thinking about literature review Assignment Example | Topics and Well Written Essays - 250 words

Thinking about literature review - Assignment Example Technology and educational change have led to the rise of NBLT, which uses internet hence; increasing literacy in the information. However, Postman (1993) condemns that use of computers for having led to lose of confidence in human judgement and subjectivity. Nevertheless, the invention of internet has enabled students to use the Web for their research. Indisputably, a majority of students use the internet to begin their research assignment (Chen et al., 2010). The distance students are not able to reach their various libraries in order to access the books with relevant information (Chen et al., 2010). These students therefore get the information for research work from the internet. Neil Postman (1993) argues that technology has a monopoly of power in our society especially given that the society no longer use technology as a support system but because it is shaped by it. Postman argues that technology in communication affects the education as well as monopolizing reading habits of the youth. Postman (1993) adds that technology has led to information chaos besides cultural changes especially through printing and broadcasting. Even though the use of the internet has led information literacy, Postman argues that invention of technology has disadvantages too (Postman,

Leadership in context 2 Essay Example | Topics and Well Written Essays - 1000 words

Leadership in context 2 - Essay Example The general perspective of leadership focuses on the responsibilities given to both people and their performance. It is believed that moral efficacy helps to determine the reason why a leader acts upon his or her moral judgment while others fail on the same idea. Role of the Leader In Terms of Power and the Opportunity to Abuse their Role According to Hannah (2010) a highly developed moral leader is expected to perform a given task or work in his or her self-concept in order to achieve higher levels of agency in making the right decision. Modern governor’s plays an important role in leadership is concerned with the development of self concept which should be supported by ones knowledge in applying theories like cognitive and emotional. The individual on governors need to lead with a lot of power of their personal strength and charisma. Hannah (2010) argues that the governor has a primary goal of overlapping the powers of the political systems in the states. According to Albert Bandura (2004) social learning theory remains the most influential theories explaining about learning and development in relation to understanding the behaviors of leaders and their followers. The argument is more about the concept and exploration of leadership behaviors, which is perceived by observing other people behavior. Leaders have to set policy making processes in order to rule the state with the legitimacy procedures. The formal powers and the responsibilities assist in strengthening the constitutional rights. The behavioral focus separates social learning theory from the aspects of leadership hence it requires behaviors to be imparted even to leaders in future (Mayo 2007). Coalition Building Power Leaders should be in a position to have a certain character traits of the specific context, which defines an enormous success in an organization. The focus of leadership is based on the situational context by putting more effort on the individual part and CEO in believe that the individual is correct according to the new settings in the organization. The ability to succeed depends on the styles in ones self and the approach to fit in the culture and condition of the organization. State system should have the power to persuade the agreement between the governors and legislators in achieving their goals in building coalition. In order to achieve on the goals, the governor should be in a position to persuade the people towards their opposition. The governors should develop a strong support in the constitution rights to solve the problems like bureaucracy. Governors should have to offer some chances to the other members of the support on the proposed legislation in order to support the political goals. Role of Chief Legislature Context in leadership helps somebody pass through a hard life situations. Governors should have a clear goal to become the nations leading in the creation and innovation of agencies. The vision of leading in an organization determines a lot in solving the problem. A force for change helps in the sustainability leadership which is termed to be relational meaning that something extraordinary is imparted in people (Lynham 2006). Law making process needs to be monitored and evaluated in every organization in order to produce an effective work. Leadership is contextual because it needs somebody to get

Tube set to come to Croydon Essay Example for Free

Tube set to come to Croydon Essay Assess the costs and benefits of an extension of the tube line to Croydon Private costs can be defined as costs internal to an exchange, which are paid by an individual economic unit (i.e. producers and consumers). Examples include the price paid by the consumer and the costs facing the producer. In extending the tube line to Croydon, it is evident that there would be a huge cost to the government (e.g. capital, maintenance and operation costs). Furthermore, the cost of the research and development required to successfully engineer such a tube system in Croydon would also incur a hefty cost for the government. Private benefits can be defined as benefits internal to an exchange, which are received by an individual economic unit (i.e. producers and consumers). Examples include the gain felt by the consumer by consuming the good/service and the revenue/profit of the producer. The introduction of a tube line to Croydon would certainly benefit the government in that the sales of tickets and renting of space for shops in stations would generate huge levels of revenue, which could become profit over time. Another way in which this scheme could benefit the government is through the increased scope for advertising an extension in the tube system would create, meaning even more revenue would be generated for the government. External costs (or negative externalities) can be defined as costs from production or consumption that the price mechanism fails to take into account. They have a negative effect on a third party not involved in the economic decision and are shown by the difference between social costs and private costs. Possible negative externalities of this development include disruption to the public during construction time (i.e. sections of roads may have to be closed off while digging occurs underneath) and the pollution generated during the construction process. In the case of disruption to the public during construction, the marginal private costs faced by the producers (i.e. the construction firm and the government who commissions them) are clearly far lower than the marginal social costs (costs faced by society as a whole as a result of the pollution) where the price is P1 and the quantity is Q1 on Diagram 1, resulting in losses for the community (as shown by the divergence between marginal social benefit and marginal social cost, represented by the difference between P1 and P2. At price P2 and quantity Q2, the level (quantity) of disruption has been decreased by increasing the cost of disruption (most likely through some form of financial penalty enforced by the government). It is at this point that marginal social cost and marginal social benefit meet (i.e. are equal), as there are lower levels of disruption, and more money for the government to spend on the public. In the case of pollution, the marginal private costs faced by the producers while polluting is lower than the marginal social costs where the price is P1 and the quantity is Q1 on Diagram 2. This is clearly not a good outcome for society, as there is a difference between marginal social benefit and marginal social cost (i.e. the social cost is greater than the social benefit, represented by the difference between P1 and P2). At price P2 and quantity Q2, the quantity of pollution produced has been decreased by increasing the cost of polluting (most probably through some form of pigovian tax or financial penalty enforced by the government). It is at this point that marginal social cost and marginal social benefit meet (i.e. are equal), as there are lower levels of pollution, and more money for the government to spend on the public. External benefits (or positive externalities) can be defined as benefits from production or consumption that the price mechanism fails to take into account. They have a positive effect on a third party not involved in the economic decision and are shown by the difference between social benefits and private benefits. Possible external benefits of this development include the alleviation of congestion on existing modes of public transport (e.g. buses and trains) and the creation of employment opportunities (both short-term and long-term). In the case of the reduction in congestion, the marginal private benefits gained by producers (i.e. the private construction and maintenance firms and he government who regulates and commissions them) are met at Q1 on Diagram 3. In order to reach the social optimum in terms of reduction in congestion, the level of congestion reduction (quantity) would have to increase to Q2, which would represent the full marginal benefit that the community gains. The government would ensure congestion reduction up to Q1, where their marginal private benefit is balanced by the marginal cost of the development, construction and maintenance of the tube line. However, if the full social benefits received are taken into account, Q2 would be the optimum choice point: to get to this point, the government could possibly subsidise the use of public transport, the tube in particular. However, the government do not provide enough congestion reduction for the community to reach this social optimum at Q1. In the case of employment, the marginal private benefits gained by producers are met at Q1 on Diagram 4. In order to reach the social optimum in terms of employment, the quantity of jobs available would have to increase to Q2, which would represent the full marginal benefit that the community gains. The government would provide employment up to Q1, where their marginal private benefit is balanced by the marginal cost of the development, construction and maintenance of the tube line. However, if the full social benefits received are taken into account, Q2 would be the optimum choice point: the government do not provide enough employment opportunities for the community to reach this social optimum at Q1, as this would incur a higher marginal cost. Disruption to the public during construction may not be massive, as the majority of the construction would occur underground. However, depending on how far underground, it may not be safe for large vehicles to cross certain areas during construction. This may prevent lorries transporting goods from taking direct routes to their destinations, resulting in delays and financial losses, and mean workers find it harder to travel to work, make them more tired as they must travel for longer and thereby decreasing productivity and output. Disruption is nigh impossible to quantify and measure the cost of: the best one could do is a survey of commuters, and even this is susceptible to inaccuracies and unreliability. Pollution is a very serious problem, especially given that the world has become so environmentally aware in the face of global warming and rising sea levels, and the amount of machinery and resources such a development as the extension of the tube line would consume is substantial, meaning a great deal of pollution would be produced. As afore mentioned, the long term effects of the pollution could be the rising of the sea level, the creation of acid rain which could ruin crops and could also pollute river systems and a vast array of the bad consequences that come with pollution. The short term effects include more polluted air after the construction and development stage, which would create a lower general quality of life. However, it is also quite hard to judge successfully the extent of the cost to society that pollution produced during the construction of the tube line brings. The reduction in congestion on roads and in public transport (i.e. crowding of people on buses and trains) caused by the introduction of a tube line in Croydon would be highly noticeable, as long as the tube is seen as a viable alternative to buses, trams and trains in terms of cost and time: as long as the tube system complements the existing public transport infrastructure, the easing in congestion will be dramatic. Short term effects of this greater flow of transport would include greater commuter satisfaction and quicker transportation of goods on the roads. Long term effects would include reduction in overall pollution and greater appeal to tourists (which would in turn boost the local economy and community through the multiplier effect). The overall benefit of a reduction in pollution would also have to be measured using some sort of survey: it could be said that the larger the percentage of people who recognised and appreciated that there was a noticeable reduction in traffic, the greater the public benefit. There would certainly be a large increase in employment opportunities as a result of the development of a tube line in Croydon. Labour would be required for the construction, maintenance and operation of the tube line, meaning many people would need to be employed. The short term and long term effects of an increase in employment include more money being spent in the local area (by the new influx of workers), less government spending on benefits and more government revenue from taxes (if it is assumed the jobs spaces are filled by unemployed). However, it would be rather hard to measure the overall (not just monetary) benefit brought about by higher employment. In conclusion, the costs are outweighed by the benefits, as disruption would cease with the completion of the construction and pollution could be kept to the minimum with government intervention, and the reduction in congestion and higher employment would make Croydon as more pleasant and prosperous place to be. Therefore, the tube line should be extended to Croydon.

Graduation Speech -- Graduation Speech, Commencement Address

Well, this is it. These are the only seniors who were able to survive the culminating exhibition. If I had known that there would be this many open seats, I would have invited my third cousins from Norway. You know, it's funny. As I look around at the familiar faces in the student section, I am reminded about something. Our class, particularly the girls, have been very fashion-conscious over the last four years. Some even seem to be in competition with one another. Well girls, here we are on the most important day of your high school careers, and you're all wearing the same thing. The guys, on the other hand, could care less. I know for a fact that a couple of you aren't wearing anything underneath your tailored tarps. For those who know me, it's common knowledge that I don't shy away ...

“A Rose for Emily” by William Faulkner Essay

The tone in â€Å"A Rose for Emily† by William Faulkner expresses a sense of curiosity and fear. The curiosity of the woman’s life and the fear of the unknown is also established with the author’s diction. The two tones even roll over to the point of view of the story (or point of views for this particular story). â€Å"A Rose for Emily† is based solely on the curiosity and fear that lingers in the community in which Old Miss Emily lives. The tone and attitude of Faulkner’s short piece illustrates the desire to know but the fear of what could be found. The citizens of Jefferson want to know the happenings of the reclusive MissEmily Grierson simply because she does not roam and gossip as they do since the absence of her husband. Although they have the need to pry into her private life, they are scared to face her directly simply because few people have even tried. The theme of curiosity is cognizant with these actions and the tone with which they are portrayed. The theme is also carried throughout the story with the diction that William Faulkner chooses to use. He carefully crafts his work to present a want to expose the hidden life of the old woman. He gives her an awful appearance, a rude personality, and an unreasonable dissent to loneliness. His diction also proves the prying habits of others. Observers of Miss Emily always assume about her condition of life. The observers themselves represent the story in which the way it was depicted. Curiosity and also a little bit of innocence is used very significantly with the point of view of a citizen that characterize the point of view of the entire community of Jefferson. â€Å"A Rose for Emily† is told by one person, but the ‘we’ used throughout the plot signifies the communal viewpoint that is shared. The eyes through which the story emerges is nothing more than the perspective of a spectator retelling the stories passed down about Miss Emily. The design of the story is based solely on the wonders of people and their curiosity of others. â€Å"A Rose for Emily† by William Faulkner Essay â€Å"A Rose for Emily† is a tragic story about a woman named Emily Grierson who, for all her life has been controlled by her father. Once her father dies, Emily does not know, nor understand how to live her own life. At first she denies that her father dies; then after three days, with much pressuring from the locals and the doctors, she admits her father’s death and lets the townspeople bury him. Much of the town is wondering what to expect to happen to Emily. Emily becomes a recluse and sends her manservant, Tobe, who has served the family for generations, out to the market to do the shopping for her. One day, she met a Yankee day laborer named Homer Barron. Homer and Emily began seeing each other and eventually seemed to get serious about their relationship. Emily began to fall in love with Homer, but Homer did not have the same feelings for her. One day, Homer disappeared and was never seen nor heard from again. Many years passed and Emily died. Her cousins were curious and went to her home to see where she had lived her life. Upon their arrival, they find a corpse lying on a bed in a mysterious locked room upstairs. On the bed, next to the corpse there was a â€Å"long strand of iron-gray hair† (36). In â€Å"A Rose for Emily,† William Faulkner tells a story about a young woman who is overly-influenced and controlled by her father. Her father has made all the decisions for her and he chose whom she could and could not be courted by. After her father died, it took Emily three days to finally allow the townspeople to give her father a proper burial, because of her denial that her father had indeed, died. Emily had relied so heavily on her father for all of her life; she did not know what to do, or how to live. After her father’s death, Emily stays in her house where she felt safe, and does not go out into the outside world, regardless of what had happened and changed. As everything changed in the outside world, Emily still lived with the past. For example, when the new city authorities approach Miss. Emily about her taxes, she explains â€Å"See Col. Sartoris. I have no taxes in Jefferson† (31) – even though Col. Sartoris had been dead for ten years. Emily Grierson is described by Faulkner as a short, fat, and mysterious woman who does not accept change. A good example of Emily Grierson refusing any sort of change is when the town wanted to attach numbers on her house and a mailbox for mail service; Emily Grierson refused to conform to the new ideals. When  Emily met a man named Homer Barron, the townspeople are surprised to see this; â€Å"Of course a Grierson would not think seriously of a Northerner, a day laborer† (33). Miss Emily represents someone who lives in the South and could not accept the real thing that the North takes over the South after the Civil War. â€Å"When the Negro opened the blinds of one window, they could see that the leather was cracked; and when they sat down, a faint dust rose sluggishly about their things, spinning with slow motes in the single sun ray†(30) is an example of old things. Emily’s house with all the old things represents the Old south, which has to face a new moder n generation. The idea behind this story is about Emily’s inability to conform to the present and leave the past. Emily had been dominated by her father her whole life, because of this, when her father finally passed away, Emily cannot face the truth about her father’s death, or her loneliness. When Emily meets Homer Barron, she felt that she once again had balance and security in her life. She feared that Homer may also leave her one-day and she would be alone again. This is the reason that Emily poisons Homer Barron. It is not until the death of Emily Grierson that we find the truth about the death of Homer Barron and how deep Emily Grierson’s insecurity truly is. â€Å"A Rose for Emily† is a tragic story that tells the tale of a lonely and isolated woman. The tone, extremely morbid and dark, was set at the beginning. He began the story by telling us the ending. We already know that Emily Grierson has died. He then begins to draw a dynamic picture of how Emily had lived; â€Å"†¦only Miss Emily’s house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps-an eyesore among eyesores† (29). The tone that Faulkner starts off with the description of Emily Grierson’s residence is a very dramatic and powerful use of description. An outsider looking in to Emily Grierson’s livelihood narrates â€Å"A Rose for Emily† in the third person. This is a very effective way for Faulkner to write this story. By doing this, we are not led into the thoughts of Emily, but more importantly, we know how Emily Grierson is thought of by the locals. Faulkner utilized many symbols in this short story. He used the fact that Emily is stuck in the past, the time when her father was still alive, and the new alderman and townsfolk. These are symbols of the battle that Emily is experiencing between the old south  (past) and the new south (present). At the end of the story, it is shown what William Faulkner meant by a rose, in his title â€Å"A Rose for Emily†. The â€Å"rose† is all of her dust-covered treasures, especially those of her wedding that she wanted; â€Å"†¦this room decked and furnished as for a bridal:upon the valance curtains of faded rose color, upon the rose-shaded lights, upon the delicate array of crystal and the man’s toilet things backed with the tarnished silver, silver so tarnished that the monogram was obscured†(36). William Faulkner depicts a very morbid and darktheme. The theme itself fits entirely onto his character, Emily Grierson. I believe Faulkner did a very good job in not only writing this story with a strong theme, but he did it in such a way, in every aspect one could see the theme throughout his short story. I think the vivid drawings of how Emily once lived and who she became is extremely important in â€Å"A Rose for Emily†. Works Cited Kennedy, X.J and Dana Giolia. Literature: An Introduction to Fiction, Poetry, and Drama. Boston: Pearson Custom Publishing, 2005. A Rose For Emily by William Faulkner Essay There are popular sayings that goes â€Å"love moves in mysterious ways† and â€Å"love makes people crazy. † The amalgam of those sayings would somehow serve as a rough description of William Faulkner’s story â€Å"A Rose for Emily. † Since its publication, the story still captures the imagination of many present-day readers—although, in a disturbing way. The title is deceptively, and ingeniously for that matter, designed to make the story seem as a love story. It is important to note that a rose is a generally accepted symbolism for love. However, the story begins with the death of the protagonist. Actually, there are many points in the story that would lead the readers to the conclusion that Faulkner’s story is far from a love story. This reading will be standing beside the argument that â€Å"A Rose for Emily† is a love story that presents to the readers love in an unfamiliar form. Faulkner exquisitely described how Emily is madly in love with Homer. She even dreams of being married to him someday. Faulkner’s details resemble a layout of a typical love story. However, all of those beautiful renditions of Emily’s love are just diversions to the author’s twists. When Emily mentioned that she wants to be married to Homer, he replied that â€Å"he was not a marrying man† (366). The reader could almost picture Emily as a rose whose petals are torn by the sharp gust of wind of Homer’s subtle rejection. This particular event of her life had significantly contributed to her impending insanity. And because Emily loves Homer so much, Emily had devised a plan to keep him beside her. She had poisoned Homer, paralyzing him for a moment, and then for eternity. She then set Homer’s lifeless body in her bed, then slept with him—in every context of the word slept. Emily’s version of love could be described as unconventional. The story begins describing how the townspeople of Jefferson (Faulkner’s fictional city) treated her â€Å"†¦a sort of fallen monument† (Faulkner 5). Even though the townspeople treat Emily in a revered manner, it would be arguable that they have love for her. In the first part, Emily is already dead and her pitiful yet gruesome background would be unfolded as the plot progresses. A safer claim to make about the townspeople treatment to Emily is that they pity her at the same time disgusted by her life, or more particularly, her love life. The shocking ending, considered a classic, reveals to the readers that Emily had murdered the one she truly loves, Homer Barron. It is just understandable that the townspeople of Jefferson and the readers (of the real world) would raise the question: could this be considered love? If we would set aside the conventional notions of love (like couples promising to each other eternity, sincerely caring for one another, a mutual understanding, etc. ), Emily’s version of love would certainly be dismissed. However, we could still interpret Emily’s actions as out of love, but to put it more succinctly, it should be categorized as unrequited love. It should not be disputed anymore that anyone is capable love, even those with hints of insanity. Moreover, it is a general notion that a person who loves someone needs some kind of returned love. And if love is unrequited, the most likely effect on the unrequited lover would be a seemingly incurable misery. Emily’s murder of Homer is oftentimes interpreted as an act of desperation. On the other hand, it could also regarded as an reaction to the subliminal messages of her love and passion for Homer. As we know of love, through literature and real life, it could paint in our minds illusions of being easily loved back. Emily may have been genuinely convinced that she would someday marry Homer and that they would spend eternity in each other’s arms. The living Homer had rejected her proposal, she may have immediately though that the dead Homer may compromise. Moreover, she had set the dead body in a bed, a symbolism for marriage. In addition, it is implied that she had slept with the dead body of Homer. It is important to consider that the context of the story is a time period where the people are mostly conservatives, especially the aristocrats like Emily’s family. It could be interpreted that she did not slept with the body out of mere lust, it could be something close to being love itself. Emily’s life could be considered lacking love. The title, â€Å"A Rose for Emily†, suggests that she desperately needs to be loved. She loved her aristocratic lifestyle and her father who provides it for her. But when her father had passed away, she may have felt that all she loved had gone to grave with her father, â€Å"†¦being left alone and a pauper, she had become humanized† (366). Considering her mental state, she had found love in Homer, he does not want to be with her, it is just understandable that she would do anything to be with the one she loves. After all, the topic at hand is love, a term and a concept with no satisfying definition. Even science admits that love is more than just chemical reactions. If we would delve further in this attempt to understand love, we might just end up mad like Emily. Works Cited Faulkner, William. A Rose for Emily. An Introduction to Literature. Ed. Joseph Terry. New York: Longman, 2001 â€Å"A Rose for Emily† by William Faulkner Essay â€Å"A Rose for Emily† is a short story by American author William Faulkner. It tells about an old woman named Emily Grierson lives in the town of Jefferson. The tale sets in the early nineteen hundreds, it opens with the town finding out about Emily’s death. Through the whole story, people learn of the life and times of Emily, her relationship with the town, her father and her lover. People find out the truth that Emily was hiding at the end of the story. There are many different symbolisms in the story Among all of the symbolisms , the monument, the frame, the grey hair, the house and a rose are the most important and thoughtful ones throughout the entire story. The monument appears in the beginning of the story as the first symbolism. â€Å"When Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument†(A Rose For Emily). Faulkner calls Emily a â€Å"fallen monument†, it also could understand as an â€Å"idol in a niche†. It shows that how the town views her and to connect her to the idea of the old, genteel Southern ways. The modern townspeople don’t know what to do with her, and she is so closed off to them, but they respect her enough to just leave her alone. Like Faulkner states, she was like a statue — only representing a real, living person and â€Å"thus she passed from generation to generation — dear, inescapable, impervious, tranquil, and perverse.† In her old age she is seen as a monument to the past that is never seen outside of her house. All of the respect that her father had earned died with the old men and women of the town. Frames also seem to be symbolic in â€Å"A Rose for Emily.† One of the examples is the scene where the narrator is describing Miss Emily’s father as standing in the foreground and framed by the doorway as he held would be suitors at bay. Meanwhile Miss Emily is framed in the background. Emily’s father. Mr. Grierson is a controlling, looming presence even in death, and the community clearly sees his lasting influence over Emily. Also he references framing with reference to her crayon picture of her father in the gold frame. The whole story is framed in the idea of traditions dying out as time passes. monument† who left a part of her behind in the grey hair. The single grey hair on the pillow is another symbolism. The old hair on the pillow signifies that Emily is a history in the town now, lying with corpses as all that she has had to be proud of is also dead. Her desperate attempt to maintain a hold upon the past has failed and she is a â€Å"fallen angel’. The house that Emily lives in is a symbolism that shows the decay as Emily begin getting older and older. The house at one time was one of the most beautiful homes in the whole town of Jefferson. In Emily’s youth the house was always well kept. As Emily aged so did the house she lived in. The street she lives in from the symbolic of high class became the worst for the entire town. With faded paint and an unkempt yard it even began to smell at one point. The men of the old Jefferson would never tell a lady that her house smelled so they cured the smell themselves. It would seem that the house and Emily where connected in a way. Both of them had grown old and lost their brightness. The house was also looked at in the same way as Emily. Emily lost her mind and her looks. The house lost the beauty it once held due to old age. They where looked at as a monument to the past. The most important symbolism among the all in â€Å"A Rose for Emily† is in the title itself. The rose is most often thought of as a symbol for love in the case Homer is the â€Å"rose† or love for Emily. Her father thought there was no man was good enough for her or for the Grierson family. Therefore she was never able to experience passion or the rose of love until she met Homer. The rose for Emily is hope, and passion. However, there is another meaning of rose to consider. However, the rose in the title of the story could therefore stand for Emily’s secret; that is Homer her â€Å"rose† whom she cherished, loved and kept to herself even after his body was corrupted by the decay of time. While Faulkner had many symbolisms in â€Å"A Rose For Emily†, the symbolisms of the monument, the frame, the grey hair, the house and a rose are the most important and worthful ones throughout the entire story. Author William Faulkner truly wrote a wonderful story about an old women who loses her mind. â€Å"A Rose For Emily† uses different symbolisms to show the way in which people all grow old and decay, it tells a story of fallen angel Emily’s life. â€Å"A Rose for Emily† by William Faulkner Essay Love, obsession and Gossip In â€Å"A Rose for Emily,† William Faulkner uses the point of view of the townspeople to show their personal opinions and judgment’s of Miss Emily. He writes a story about a woman who is traumatized by the way her father has raised her and the effects of his strict and overprotective mentality. Because of her father’s death she finds it difficult to let go and live a normal life that involves social interaction. To make matters worse than her anti-social attitude, Emily is stereotyped and judged by those in her community. In light of her upbringing and the judgments of the townspeople, Emily becomes attached to anyone who shows her attention. In turn, she is very protective and insecure of herself in her ability to keep those who she cares about in her life. Emily’s father was a wealthy man who would stop at nothing to make his daughter happy, or so he thought. He was said to be so wealthy that he â€Å"had loaned money to the town† (432). He was very strict with Miss Emily in that he would not let any males come to visit or even come near her. Faulkner illustrates this characteristic in writing, â€Å"None of the young men were quite good enough for Miss Emily and such† (434). The relationships and love that Emily desired were brutally taken away from her because of her father’s struggle to maintain the family status. The author illustrates this by explaining her situation, â€Å"†¦ even with insanity in the family she wouldn’t have turned down all of her chances if they had really materialized† (434). Regardless if Emily wanted to date or not, her father would not let ny of her relationships flourish. Because of her father’s attitude, Emily grew to be very sheltered, and it was no surprise to the town that she was single at the age of thirty. Her father was selfish, and his selfishness abolished all hopes of happiness for her. She felt stuck in her father’s world with no way out. Not only did she feel alone, but she was also under extreme pressure to live up to her father’s name and maintain the families status in their town. Emily’s need to have someone in her life becomes so great that it leads her to stray from her father’s expectations. This is evident when Miss Emily begins to show interest in Homer Barron, a â€Å"Yankee† construction foreman. Emily’s actions raise a dispute of feelings among the townspeople, â€Å"†¦because the ladies all said, ‘Of course a Grierson would not think  seriously of a Northerner, a day laborer.’ But there were still others, old people, who said that even grief could not cause a real lady to forget noblesse oblige-without calling it noblesse oblige† (435). The difference in opinions of the townspeople suggests the generation gap and values of the different generations. The new and old generationsâ€℠¢ values conflict because they each believe in different ideas. The older townspeople want Emily to behave appropriately and live up to her family’s name. They are also more willing to help Emily in her endeavours because they think of her as proper and noble. The older generation of townspeople felt that her family was â€Å"a sort of hereditary obligation upon the town, dating from that day in 1894 when Colonel Sartoris, the mayor-†¦-remitted her taxes† (432). The older generation performed favors for Emily because of her family’s status and heritage. They wanted Miss Emily to fail because it would satisfy their hidden jealousies. The new generation on the other hand, is not as compassionate toward her because they are only familiar with her, not her past relatives, who were well respected and admired. The new generation was not favorable to her past situation. â€Å"When the next generation, with its more modern ideas, became mayors and aldermen, this arrangement created some little dissatisfaction† (432). The arrangement of Emily’s remitted taxes was not accepted by the new generation of town officials. Faulkner illustrates the difference in values near the beginning of the story to introduce the reader to Emily’s situation. Throughout the story, evidence proves that Emily’s every move is scrutinized by her community. For example, when the story opens, everyone in the town is at her funeral. Faulkner writes, â€Å"Our whole town went to the funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old man servant-a combined gardener and cook-had seen in at least ten years†( 431). The people of the town go to Miss Emily’s funeral, not out of respect, but out of hypocrisy and curiosity. The community views her as a â€Å"fallen monument.† The men in the town attend the funeral to respect her family’s name and her father’s suc cess while the women went solely to judge her home. In other words, she was once looked upon highly, but through the years she became a recluse and detached herself from society. Emily’s reasons for secluding herself from society go back to when her father was alive and he was her world. After her  father’s death, she has a hard time dealing with the fact that he has passed on because now she is alone. Her father kept her from finding anyone worth marrying, so now she will have to live by herself. The reader can reason Emily’s importance of her father from Faulkner’s writing, â€Å"On a tarnished gilt easel before the fireplace stood a crayon portrait of Miss Emily’s father† (432). The reader can assume that the portrait was drawn by her and she is trying to hold onto the only person left in her life. The loss of her father leads Emily to pursue a relationship with the northerner, Homer Barron. Emily becomes attached to him because she is lonely and feels rejected by the town. The traditions , customs, and prejudices of the South doom their â€Å"so-called† affair to end. Emily and him would take drives and attend church together, but according to Faulkner’s story Emily discovers that he is not attracted to women. She is already in an unstable state of mind and this information pushes her to the extreme. Emily’s relationship with Barron becomes an obsession rather than a love or compassion. Her obsession forces her to take things to the next level. Emily buys items which point towards marriage and the town begins to talk, as usual. According to Faulkner, Emily purchases â€Å"a man’s toilet set in silver, with the letters H.B. On each piece† and â€Å"a complete outfit of men’s clothing, including a nightshirt† (436). Emily’s beliefs that she was going to have this man forever cause her to buy these things. In Emily’s eyes, whether he wanted to be with her or not, she was determined to have him for her own. The reader does not discover that she has secretly poisoned Homer Barron with arsenic until the end of the story. Out of curiosity the townspeople search her home, but not until after her burial. Their findings satisfies their desire to know the real truth about her. Faulkner writes, â€Å"The body had apparently once lain in the attitude of embrace, but now the long sleep that outlasts love, that conquers even the grimace of love, had cuckolded him† (438). This statement proves that Emily kills Homer out of desperation because she new that by killing him he would never leave her like her father did, because this sleep would, â€Å"outlast love†. Miss Emily’s father had sheltered her so much that she could not possibly see herself alone again. All of Miss Emily’s actions throughout her life, prove that she did not kill Homer out of love, but out of desperation and loneliness. She became her father’s child and sheltered Homer like her father had once sheltered her.  Homer was Emily’s â€Å"rose† and she was not going to let it die.

The Differences of Teenagers in the 1940s Compared to Teenagers Today

The Differences of Teenagers in the 1940s Compared to Teenagers Today Elizabeth Ann Murphy Keller Regional Gifted Center, Chicago Teacher: Sandra Cap â€Å"Teenager† was not even a word until the late 1940s. Zoot suits, bobby-soxers, soda shops, do not sound familiar. These were all things 1940 teenagers know. A teenager's life in the 1940s and today is extremely different in the areas of high school life and home life. If you stepped into a classroom in the 1940s, you might see girls making dresses and boys training hard in physical education.At Crane Technical High School, physical education was very important because the principal wanted to keep all of the boys in tiptop shape for war. At Lucy Flower High School for girls, the students studied hat making, laundering, and beauty culture. Also, schools that had sewing classes, had a fashion show at the end of the year where the boys and girls alike would fashion what they had made. According to the Chicago Teen Exhibit at the Chicago Historical Society, the reason these classes are so different from today is â€Å"many poor and immigrant families saw little value in studying subjects like Latin and Botany.Educators knew that young people and their parents would choose school over work only if it served a practical purpose. In response, schools offered vocational and commercial courses from dressmaking to bookkeeping. Growing numbers of young people soon filled technical schools†. Schools taught lessons in family life, hygiene, and health. According to Joel Spring this was because â€Å"What do we do with sixty percent of students who aren't gaining anything from a college-prep curriculum? We will give them â€Å"life adjustment education†.In 1940, eight out ten boys who graduated from school went to war and more than half of the population of the United States had completed no more than eighth grade. In 1945 fifty-one percent of 17 year olds were high school graduates. Today, more than 13 million teenagers report to public high school classes across the United States. The Scholastics Aptitude Tests (SAT) began in 1941. They were used as a screening device for college admission and originally as an Army intelligence test. The SATs are a major part of today's teenager's life. To get into a good college, you eed to do well on the SAT, considering 60% of today' s jobs require training beyond high school compared to just 20% in the 1940s. Today's high school students take classes much different than the classes in the 1940s. They take classes such as English, Mathematics, Science (one Biology and one Physical Science), U. S. History, Civics, Economics, Physical Education, Health Education, and Elective, Art or Music or Vocational courses, Career and Technical Education, and a Foreign Language. At Illinois Mathematics and Science Academy (IMSA), an advanced high school, students take math classes such as Mathematics Investigation I to MI IV.They study in-depth mathematics , and some students even work into the Calculus series of mathematics. IMSA has numerous classrooms, an auditorium, and a swimming pool. In the 1940s, St. Michaels High School had a dark room, a gymnasium, a swimming pool, horses (for horse back riding lessons), and a bowling alley. At St. Michaels, on the first floor, there was the gymnasium and the music room, on the second floor the cafeteria, and on the third floor, the library and the chemistry labs. This school is much like today’s high school except the horses. After school, in the 1940s, a teenager might go home, change clothes, and go to work.If your family was poor, you would work very hard after school or you did not even go to school, but worked all day, and all of your earnings would go to your family. There were not a lot of high-paying jobs available in Chicago during the 1940s. Bill Flanagan, a teenage boy during the 1940s, claims â€Å"My first official job, I got when I was 14. I was a bus boy at the restau rant on the South Side. I got $0. 25 an hour. Good money. I got $5 a week. Of course, you could take a girl out on a date for $5. Believe me, $5 was a lot of money. † Eva Kelley, a teenager in the 1940s, was a YMCA locker room attendant for $0. 6 an hour. Yvett Moloney, a young teenager during the late 940s, had a rare job working in a mail order house for $3. 50 a day, and she worked at a telephone company. Other jobs did in the 1940s include working at the YMCA and teaching swimming, working at a pizza place, and working at a warehouse. Anna Tyler, an African-American teenager during the 1940s, worked at the men's club as a waitress, the office university club, Wiebolt's as a clerk, and an elevator operator. Jerry Warshaw, a teenager in the 1940s, had numerous jobs: delivery boy at the fish market, a soda jerk, at the TreasuryDepartment, and the post office. His most memorable job was an usher captain. He had 17 men under him and got paid $0. 45 an hour. Today we still have ushers, only they work in performance theaters and at sporting venues. Many teens today work at fast food restaurants and stores such as Jewel Osco and Walgreens. Today, most restaurants and grocery stores let teenagers work there as long as they are 16 or older. Many high school students today volunteer as well as have a job because service hours are required to graduate from high school. Because of World War II, there was rationing and victory gardens on the home front.There were scrap drives, war bond drives, and every sort of stamp for food or shoes. â€Å"The average gasoline ration was three gallons a week; the yearly butter ration twelve pounds per person, 26 percent less than normal; the yearly limit for canned goods thirty-three pounds, thirteen pounds under usual consumption levels; and people could buy only three new pairs of shoes a year†, according to historian Michael Uschan. Compare that to today. Today you can buy almost anything. â€Å"When traditionalists t alk about the Family, they mean an employed Father, a stay at home mother, and two school-aged children.This profile only fits 5% of United States families today,† according to historian Letty Pogrebin. During the 1940s, teenagers and there parents were usually very close. Some parents who supported the war effort left there teenagers unattended. This caused â€Å"renewed social alarm about juvenile delinquency. To answer the crisis, social guidance films shown in the classroom presented scenarios meant to shape teen behavior into more acceptable forms†, according to a history of American education. From Zoot suits to baggy pants; from sewing classes to biology; from radios to television, a teenager’s life in the 1940s is very different from today. From Susan Ansell â€Å"High School. Education Week: High School Reform†edweek. org/context/topics;/ issuespage cfm? id+cfm? id+15>, (Oct. 4, 2004); Stephen Feinstein â€Å"Decades of the 20th Century: the 1940 s, from World War II to Jackie Robinson, Chicago Historical Society, â€Å"Teen Chicago†; Eva Kelley interview, no date. (www. teenchicago. com); Yvett Mohony interview, (Nov 23, 2002); (www. teenchicago. com), Student Historian’s interview with Meghan Murphy, (Oct. 2, 2004); High School,‘‘ECS IssueSite: High School†, ecs. org/html/issue. asp? issueID=108 (Sept. 5, 2004); High School Curriculum Introduction, www. u46. k12. il. us/high_school_curriculum_introdu. html> (Oct. 10, 2004); Sara Mondale and Sara B. Patton, School: The Story of American Public Education; Letty C. Pogrebin, Family politics, Love and Power on an Intimate Frontier; Sammy Skobel interview Nov. 22, 2003. (www. teenchicago. com); Tom Snyder, â€Å"Educational Attainment: Literacy From 1870 to 1979†, www. nces. ed. gov/naal/historicaldata/edattain. asap (Oct. 4, 2004); Michael V. Uschan; A Cultural History of the United States: Through the Decades the 1940s. ]

With reference to a named country, evaluate the attempt to manage population change

With reference to a named country, evaluate the attempt to manage population change With reference to a named country, evaluate the attempt to manage population changeThailand had a massive population problem where in 1970 it had a large youthful population and an ageing population which can create a lot of problems for the economy and country in the future so Thailand had various schemes in order to fix this, these being split into social, economic and political solution.The main way to decrease population is to increase the amount of contraceptives used and available by the public so socially condoms became available anyway for example the cinema or festivals even traffic jams, this would mean that more people would have access to condoms and ultimately have less children. Although condoms became the main feature of the campaign, the Thai government also supported Mechai's efforts by making a wide range of contraceptives available to the public too for example the pill. Thailand was one of the first countries to use intravenous contraceptive DPMA and is one of the largest users.This was a successful as most Thais were open to accepting new ideas so were rooting for this new campaign, these contraceptive methods were spread to rural areas too so all of Thailand benefited from this. This also created free and readily available sterilisation which promoted the use of birth control, PDA offer free vasectomies at festivals on the king's birthday too. This success was due to the large egalitarian relationship between men and women, it is also higher than most developed countries in the world and this promoted family planning because of the contraceptive use which was available for both genders, also the advances and improvements in healthcare for mothers and children had a large role to play in the success of the scheme. Schools and university schemes helped to also teach...

Hosting a Book Launch Party on Facebook

Hosting a Book Launch Party on Facebook Whether or not you’re a Facebook fan, hosting an online launch party for your just-published book can gather readers and sell books.   Real-world book launches are useful for getting the word out about your print book via press releases to newspapers, but sometimes the response in terms of actual attendees leaves something to be desired. For a Facebook launch party, attendance is only limited Before you sign on to Facebook to create the event, you’ll need to design a header for the event page, the same size as your Facebook header (or get a design friend to put it together).   As in all design, colorful and eye-catching will draw the most interest.   Make sure the header gives all necessary info about the event in one glance (i.e., include the words â€Å"Book Launch†). Next, log on to your Facebook page and click on â€Å"Create an Event† on the right side of the page.   Upload your cover photo, choose the date, and fill in the rest of the fields.   One to two hours is a good amount of time- it takes a while for people to read and comment, and you don’t want to tire your fingers too much (once it DOES get going, you may be typing constantly).   When you’re done, click â€Å"Publish.† Post an opening comment to explain the event, and click on â€Å"Share† to invite your friends.   You can also add the event to your news feed.   You’re ready to go!   If there will be some time passing between the setup and the event, check the page regularly for questions (â€Å"How does this work?† comes fairly frequently). Now for an important tip:   Before the party starts, gather some snippets of information- short excerpts, a bit about why you wrote the book, the cover graphic, table of contents, a short

Asbestos in Industry Case Study Example | Topics and Well Written Essays - 250 words

Asbestos in Industry - Case Study Example Many of the individuals who were directly affected by the asbestos also unknowingly affected other people who are close to them. This of course led to Johns-Manville and other asbestos production and manufacturing companies to declare bankruptcy due to being sued overwhelmingly because of the deaths of their workers and its effect on those related to them. As much as it tried to lobby for aid from the US government, that did not work to their desired result. In my opinion, the responsibility really falls on the managers and shareholders of the Johns-Manville Company and the other asbestos producing and manufacturing companies. In the first place, it should be understood that they are aware of the products that they are producing and its effects on others. They are most likely aware of the risks involved to the employees and other individuals who are working in an asbestos filled environment. The indemnity should be carried out by the managers and the shareholders of these asbestos companies. At the same time, considering the massive amount of lawsuits against these companies that drove them to bankruptcy, a legal limit should be imposed on the amount of lawsuits that should be settled against them. For these companies to pay, they have to continue operating to make a profit in which an agreed amount would be set aside and allocated for payment of lawsuits. At the same time, there will be a queue for those making such lawsuits. The queue will be made in a manner wherein the asbestos companies could continue to operate and pay their indemnities without having to go

Asgnmt Assignment Example | Topics and Well Written Essays - 250 words

Asgnmt - Assignment Example terus, increased amniotic fluid, prolonged or rapid labor, medical instruments which cause trauma during delivery and placental problems such as placenta previa can lead to postpartum hemorrhage. In order to ensure the safety of the mother a thorough assessment is done by the nursing staff after labor. During the postpartum assessment nurses need to include any history of postpartum hemorrhage along with the present condition of the mother. The video clearly explains the various assessments and interventions that are required to be done. The video gives a clear explanation of the procedures for carrying out various preliminary investigations postpartum such as palpitation of the uterine fundus and determining the firmness of the uterus. Massage is given in case the uterus does not appear to be firm. In case of a full bladder the mother should be encouraged to void. The video also explains how to determine the amount and color of lochia and that increased bleeding could be indicative of risk of hemorrhage. Medication is administered in case of a prolonged uncontracted uterus by injecting into the IV fluid followed by constant monitoring. The labia and perineum are examined for pain. In addition the episiotomy and presence of hemorrhoids are also examined. The mother is taught about the various methods by which pain can be reduced using ice and analgesics or narcotics. Sprays are used to decrease topical discomfort and tucks can help decrease pain due to hemorrhoids. Immediate assessments also include recording of vital signs such as temperature and blood pressure, skin temperature and color and mucus membrane are also assessed. In case of a C-section, the mother is additionally examined for the level of consciousness in case of general anesthesia and for epidural anesthesia the feeling and movement of extremities are assessed. The respirations, oxygen saturation are also monitored in case narcotics have been used. In addition, the intactness of the surgical