Boy in the Striped Pyjamas Film Essay Example for Free

Boy in the Striped Pyjamas Film Essay I am very distressed about living in this dreadful place. I absolutely hate it; I can’t believe we moved from the best house EVER!!! With 5 floors if you included the basement and the top floor with the window where if I stand on the end of my toes I could see the whole of Berlin, to this place which I’m pretty sure is the worst house ever. I miss Berlin so much but most of all I miss you and grandfather. This house is really small too, and I mean it is tiny! It only has 3 floors which means there is not a lot of exploring to be done like in Berlin, in Berlin I had explored every single place I could think of but then I find something new all of a sudden. Also mother and father don’t let me explore in the new back garden because it is ‘out of bounds’. What ever that means. There’s nothing to explore in the front garden either because it’s so small. Perplexed, I stood and gazed through my bedroom window. There were so many farmers working on one huge field with little huts that disappeared into the distance†¦ The thing that horrified me most of all was that even kids starting from the age of about 4 were working and they looked so anorexic. Each time the soldiers shouted the kids would huddle closer and closer together. They all seemed so scared as if they were being forced to, hmmm All of the farmers looked really skinny, almost anorexic. One of the farmers’ even works in our kitchen peeling all of the vegetables. I found it really tedious with nothing to do so I decided to make a swing. To make the swing I needed some rope which was easy to find, and a tire which was a little trickier I interrupted Gretel whilst she was flirting so I could ask lieutenant Kotler if he had a spare tire. After a long and boring chat he gave me one and I made my swing. Once I had finished building the swing, I enjoyed it really well. But then I fell and hurt my knee really bad. I thought I would bleed to death but then a farmer called Pavel that worked in our kitchen ran over and helped me. After he had cleaned and bandaged my cut mother had finally arrived. She had figured out what happened almost immediately, she did not look pleased.

Chivalry in Edmund Burkes Reflections on the Revolution in France Essa

Chivalry in Edmund Burke's Reflections on the Revolution in France ...But the age of chivalry is gone... Amidst a wealth of metaphors and apocalyptic maxims, this line is perhaps the most memorable from Edmund Burke's Reflections on the Revolution in France. He masterfully employs the concept of chivalry to express his anti-revolutionary sentiment, and he dramatically connects it to images of land, sex, birth and money to express the widespread disorder that accompanies a loss of chivalry. Nowhere is this idea more explicit than in the following passage: ...–But the age of chivalry is gone. —That of sophisters, oeconomists, and calculators, has succeeded and the glory of Europe is extinguished for ever. Never, never more, shall we behold that generous loyalty to rank and sex, that proud submission, that dignified obedience, that subordination of the heart, which kept alive, even in servitude itself, the spirit of an exalted freedom. The unbought grace of life, the cheap defence of nations, the nurse of manly sentiment and heroic enterprize is gone! It is gone, that sensibility of principle, that chastity of honour, which felt a stain like a wound, which inspired courage while it mitigated ferocity, which ennobled whatever it touched, and under which vice itself lost half its evil by losing all its grossness... (Mellor and Matlack, 16). To fully understand this passage, one must recognize Burke's rhetorical strategy as well as his choice of words beginning with the "age of chivalry" line. First, instead of declaring that this age of chivalry is "dead," he merely asserts that it is "gone." The temporality of this word is important as it sustains potential for chivalry to return. Burke l... ...rals and sentiments, no longer mix or when one takes over the other, as evinced by the French Revolution. Burke makes it explicitly clear that this divorce endangers order in all realms of life. And though the revolution does not exemplify a tragi-comedy, perhaps Burke's writing does. If his society heeds his forewarning and renews chivalry instead of adopting the infant-spirit of rebellion, it will avoid imminent tragedy and end happily in the comedic marriage of reason and emotion. Bibliography of Works Cited Brown, Lesley, ed. The New Shorter Oxford English Dictionary on Historical Principles. Oxford: Clarendon Press, 1993. Holman, C. and William Harmon, eds. A Handbook to Literature. New York: MacMillan Publishing, 1986. Mellor, Anne K. and Richard E. Matlack, eds. British Literature: 1780-1830. Fort Worth; Harcourt Brace College Publishers, 1996.

Reproductive System Essay

Discuss the purpose of the lesson. 2. Brainstorm with the class about body parts. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems including the location and function of each part. . Lead the activity labeling parts of the reproductive system. 5. Assign homework. This lesson was most recently edited on March 23, 2011. Public Health – Seattle & King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 1 Family Life and Sexual Health, High School FLASH Materials Needed Student Materials †¢ Reproductive System Worksheets (1 copy per student) †¢ Individual Homework: Anatomy (1 copy per student) †¢ Family Homework: Talking about the Reproductive System (1 copy per student) Classroom Materials †¢ Reproductive System Visuals 1-6 (contained in this lesson & also available online as a PowerPoint slide: www. ingcounty. gov/health/FLASH) †¢ Labeled body parts for classroom acti vity, one set per class †¢ Seven pairs of scissors Teacher Preparation Well in advance †¦ †¢ Review lecture notes due to the large number of terms and definitions. The day before the lesson †¦ †¢ Make copies of Materials Needed (see above) †¢ Prepare visuals for use on a SMART Board or projector. Note: When the lesson says â€Å"board,† use whatever is available in your classroom. Standards National Health Education Standard: †¢ Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health. Performance Indicator 3. 12. 4: Determine when professional health services may be required. Washington State Health Education Standard: †¢ Essential Academic Learning Requirement (EALR) 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. Component 2. 2: Understands stages of growth and development. Grade Level Expectations (GLE) 2. 2. 1: Analyzes the physiological and psychological changes throughout the lifetime. Public Health – Seattle & King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 2 Family Life and Sexual Health, High School FLASH Activities NOTE: Instructions to you are in regular font. A suggested script is in italics. Feel free to modify the script to your style and your students’ needs. 1. Discuss the purpose of the lesson. Identify the lesson as, primarily, a review of information that many students learned in earlier grades. Explain that being well-grounded in knowledge about the reproductive system will help them make sense of discussions later in the unit about pregnancy, birth control, and sexually transmitted diseases. Also, if they have health problems in the future, knowing body parts helps them explain to a health provider what they think the problem may be. 2. Brainstorm with the class about body parts. Write on the board in three columns: Male / Female / Both. Ask students to name reproductive system body parts, both internal and external, in the three columns. Fill in from the Teacher Master List (below) the parts that students don’t mention. As you list the parts on the board, briefly define each body part, where it is in the body and what it does. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems, including the location and function of each part. Use a document camera (or SMART Board, overhead projector, etc) to project the images on the board. Explain that the parts labeled as male, female, or both are for most people, but when people are intersex (i. e. , they have a disorder of sex development), there may be some differences †¦ differences that were present at birth. NOTE: Briefly review â€Å"what it does† (each part’s function, below) if students are unfamiliar with the physiology, as you point to the visuals. Please do not feel that you must convey every bit of information in the Teacher Background chart, below. Find more suggested language regarding the hymen and circumcision in Lesson 16, p 5. Teacher Background Male Part penis (made up of shaft, glans, and sometimes foreskin) foreskin †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Public Health – Seattle & King County What it Is / What it Does allows passage of urine and of semen provides sensation (has many nerve endings) the average penis measures 3-4† when it’s not erect (flaccid) and 5-7† when erect 1 protects the glans of the penis provides sensation males who’ve been circumcised don’t have one muscular sac which is shorter when cold, longer when warm holds testes controls temperature provides sensation ww. kingcounty. gov/health/flash scrotum  ©1988; revised 2011 Lesson 2 – Page 3 Family Life and Sexual Health, High School FLASH †¢ †¢ produce sperm and sex hormones (androgens, testosterone) each is made of 500-1,200 feet 2 of tightly coiled tubes allows maturation of sperm cell from a man (commonly called â€Å"sperm†) they carry strings of genes (called â€Å"chromosomes†) or DNA instructions in case the sperm cell meets with an egg cell and fertilizes it. uspend the testis supply blood to the testis provide sensation carry sperm from the testis provides storage for sperm allow passage of sperm as big around as sewing thread they lead into the abdomen, where (behind the bladder) they widen into storage sacs contribute fructose (sugar) to semen for nourishing the sperm helps sperm live longer and travel better about a teaspoon full per ejaculation produces most of the fluid that makes up semen pair of glands produce fluid called pre-ejaculate or â€Å"pre-cum† that cleanses the urethra of acid (from urine) to protect the sperm estes (also called testicles) singular = testis epididymis (plural = epididymes) spermatazoan (plural = spermatozoa) †¢ †¢ †¢ †¢ †¢ †¢ †¢ spermatic cords vas deferens (plural = vasa deferentia †¦ also called sperm ducts) †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ seminal vesicles semen prostate gland Cowper’s glands (also called bulbourethral glands) Female Part uterus (made up of muscular walls, a lining called the endometrium, and a cervix. The uterus is also called â€Å"womb†) cervix What it Is / What it Does †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ ouses and protects embryo/fetus/baby allows nutrient ; waste exchange with placenta nourishes an embryo, before a placenta grows the bottom section of the uterus produces fluids to help sperm travel produces a mucous plug to keep germs out during pregnancy allows passage of sperm produces fluids to cleanse and lubricate itself and to help sperm travel allows passage of shed endometrium during menstruation allows passage of baby provides sensation (has many nerve endings especially in the outer third) a collapsed tube, like a deflated balloon www. ingcounty. gov/health/flash vagina Public Health – Seattle ; King County  ©1988; revised 2011 Lesson 2 – Page 4 Family Life and Sexual Health, High School FLASH †¢ †¢ †¢ †¢ †¢ †¢ 3† long when not aroused, 5-6† wh en aroused, 3 but very stretchy is the middle of female’s three openings membrane partly covering vaginal opening ome girls are born without a hymen may be stretched during sexual intercourse or by using a tampon or with fingers carry strings of genes called chromosomes which mix with chromosomes of sperm to direct fetal development if fertilized and implanted in the uterus they dissolve in the Fallopian tube after about 24 hours if not fertilized.

Silent Spring Essay

The Death of Beauty Albert Einstein once said, â€Å"Our task must be to free ourselves by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty. † Similar to Einstein, the author Rachel Carson believed that human kind should embrace nature's and help preserve its beauty and life . In the passage from the book Silent Spring by Rachel Carson, the author informs and persuades her audience against the dangers and misuse of pesticides.Rachel Carson is a renowned writer, ecologist, and scientist who dedicated her life to the conservation of the environment. Throughout her career as an editor in chief, marine biologist, and environmental activist, Carson continued to educate the public about the wonder and beauty of the living world. She emphasized humanity's power to alter the environment, but in â€Å"Silent Spring† she begins to challenge the traditional practices that disrupt the balance of nature.Carson not only blames f armers for unnecessary violence towards the environment, reveals the dangers on pesticides to her audience, and blames higher authorities, for the damage to wildlife through the use of pesticides in order to persuade her audience to take action against the mistreatment and abuse of the environment. Through war like diction, Carson exaggerates the farmer's violence towards blackbirds, misguidance in the use of dangerous pesticides, and lack of emotion for bloodshed.Aiming to weaken the pesticide users reputation, Carson introduces her main argument by referring to the â€Å"habit of killing† as,† the resort to â€Å"eradicating† any creature that may annoy or inconvenience†(paragraph1). The word â€Å"eradication† is the word used by farmers to justify the use of pesticides. The farmers find it necessary to use dangerous chemicals for the sole purpose to wipe out a species entirely, a species who merely were an â€Å"inconvenience†. The word â €Å"eradicate† is a euphemism used by the farmers to cover up the severity of pesticide use.The word was meant to be less offensive, but ironically what the word implied was used to Carson's advantage. Carson instills fear among her audience at the farmer's lack of emotion towards bloodshed, leaving the reader to question who is to blame. Sparking the reader's interest, Carson introduces an authority, who she describes as having a direct affiliation with the farmers who were, â€Å"persuaded of the merits of killing by poison† (paragraph 2). The farmers are misinformed and act without reason, only following what was told to them.The violence against blackbirds provides benefits or â€Å"merits† of death that outweigh moral reasoning and the consequences of using â€Å"poison†. The war between an unknown authority and animals is a one sided one, which involves exterminating the helpless and the innocent with a substance that has deadly effects. Acting on o rders, without emotion, farmers made the fatal decision and, â€Å"they sent in the planes on their mission of death† (paragraph 2). Carson uses the term â€Å"mission of death† to symbolize the authorities sending in soldiers in a war who are ordered to kill anything in sight.Comparing a war to the farmer's actions brings memories of blood, fear, and endless suffering to the reader. Carson relates to the reader's experiences of war and uses the negative associations to connect it the farmers. Armed with planes, the farmer's â€Å"mission of death† resulted in the â€Å"deaths of over 65,000 victims of blackbirds and starlings†. Carson writes that â€Å"casualties most likely gratified the farmers†, that the deaths were the spoils of war. Just like a war, the birds were not the only ones caught in the crossfire.Countless rabbits, raccoons, and opossums who had never visited a cornfield were disposed of and forgotten. As the war and mission of exter mination intensifies, parathion's poison begins to spread, affecting everything it touches. Carson appeals to the audience's sense of guilt and urgency by using death imagery to show pesticide's potential to reach far beyond the destruction of nature's beauty and affect every animal, man, woman, and child. The destruction of pesticides is overwhelming, what was once a flock of colorful birds is eradicated, leaving behind the, â€Å"pitiful heaps of many hued feathers† (paragraph 5).The viewer is subject to the imagery of pesticides, destroying a beautiful creature until not even a body remains. There is a play with emotions, a beautiful bird should not be the victim of greed and ignorance. A bird a symbol of the freedom and serenity in nature; for it to be targeted means that nature itself is under attack. Those who are innocent are able to see the beauty in nature and children often are drawn to forests and streams, but what prevents pesticides reaching, â€Å"boys who roam through the woods or fields† (paragraph 4).Not only are animals affected by pesticides, but also blameless children who have always enjoyed nature as a place to explore and discover. Parents are immediately alarmed by the prospect of children being harmed and see pesticides as a threat to health, safety, and innocence. Nature is a part of childhood and it is imperative that parents protect what is precious to children. If it can reach children, it can reach anyone in the proximity of the, â€Å"widening wave of death that spreads out, like ripples when a pebble is dropped into a still pond† (paragraph 5).The imagery of a pebble being dropped into a pond is like a large bomb, dropped and resulting in the disturbance of the peaceful and still pond. The ripples of the pebble symbolize pesticides reaching much farther than the targeted area, spreading through water sources and fields. The metaphor of the pebble and pond suggests that no matter how the problem may seem, it can spread and endanger anything or anyone. In order to stop the spread, the public must take action.After analyzing the dangers and abuse of pesticides, Carson uses rhetorical questions to gain support from the audience against the questionable figures whose actions caused devastation towards nature. Carson involves the reader into her argument by directly addressing the audience and asking, â€Å"Who has made the decision that sets in motion these chains of poisonings? † (paragraph 4). Carson uses rhetorical questions to translate fear and guilt towards the harm of nature into feelings of urgency to know the authority's identity.Carson directly addresses the audience to imply that she knows the answer to who is activating these â€Å"chains† of deaths. Using parallel structure, Carson continues to ask questions, â€Å"Who guarded the poisoned area to keep out any who might wander in? † (paragraph 3). Both the audience and author know the answer. No one. Neithe r farmer nor authority cared about the public's, audience's, or children's safety. He was entrusted power by the people and has abused it, he has made the decision to benefit himself, â€Å"He has made it during a moment of inattention by millions† (paragraph 5).Whose fault is it really for causing it in the first place? Cason uses the phrase â€Å"inattention by millions† to point her finger at the very people she is trying to persuade. The ignorance towards nature has allowed power to be put into the hands of the untrustworthy. Carson uses the word â€Å"inattention† to suggest that the audience let the abuse of power happen, but now have a choice to take the power back and prevent the mistreatment of the environment. By revealing the harm to the environment and the harmful effects of pesticides, Carson convinces readers to take action against farmers and a higher authority.Through the power of language, Carson appeals to the audiences emotions, logic, and eth ics in order to persuade them to support her argument. Carson also informs the public about the importance and beauty of the environment and warns against its mistreatment. Through Carson's literary work, she ensures that the beauty of nature will remain. In modern times where life is disconnected from nature, it can be easy to forget all that the environment provided and still provides; but if everyone works together, this beauty can be protected and conserved for future generations.

Reasons Why Teens Choose to Have an Abortion

Reasons Why Teens Choose to Have an Abortion Teens facing an unplanned pregnancy choose abortion for similar reasons as women in their twenties and thirties. Teens ask the same questions: Do I want this baby? Can I afford to raise a child? How will this impact my life? Am I ready to be a mother? Coming to a Decision A teen considering abortion is influenced by where she lives, her religious beliefs, her relationship with her parents, access to family planning services, and the behavior of her peer group. Her educational level and socioeconomic status also play a role. According to the Guttmacher Institute, the reasons teens most often give for having an abortion are: Not wanting their lives changed by the birth of a babyNot being able to afford a babyNot feeling mature or responsible enough to raise a child Parental Involvement Whether or not a teen opts for abortion often hinges on a parents knowledge and/or participation in the decision-making. Thirty-four states require some form of parental permission or notification for a minor to obtain an abortion. For teens whose parents are unaware that their daughter is sexually active, this is an additional obstacle that makes a difficult decision even more stressful. The majority of teen abortions involve a parent in some way. 60% of minors who have abortions do so with the knowledge of at least one parent, and a large majority of parents support their daughters choice. Continuing Education...or Not The teen who worries that having a baby will change her life has a good reason for concern. Most teen mothers lives are negatively impacted by the birth of a baby; their educational plans are interrupted, which subsequently limits their future earning potential and puts them at greater risk of raising their child in poverty. In comparison, teens who choose abortion are more successful in school and are more likely to graduate and pursue higher education. They typically come from a higher socioeconomic family background than those who give birth and become teen mothers. Even when socioeconomic factors are taken into consideration, pregnant teens are at a huge educational disadvantage. Teen mothers are significantly less likely to complete high school than their peers; only 40% of young women who give birth before age 18 earn a high school diploma as compared to other young women from similar socioeconomic situations who delay childbearing until age 20 or 21. In the long run, the prospects are even grimmer. Less than 2% of teen mothers who give birth before age 18 go on to earn a college degree by the time they turn 30. Access to Abortion Providers Choice is not a choice when theres little or no access to abortion. For many teens in the U.S., obtaining an abortion involves driving out of town and even sometimes out of state. Limited access shuts the door on abortion for those without transportation or resources. According to the Guttmacher Institute, in 2014 90% of counties in the United States had no abortion provider. Estimates of women who obtained abortions in 2005 indicate that 25% traveled at least 50 miles, and 8% traveled more than 100 miles. Eight states were served by fewer than five abortion providers. North Dakota has only one abortion provider. Even when physical access is not an issue, the parental consent/parental notification laws which exist in 34 states in effect limit access for an underage teen unwilling to discuss the decision with a parent. Teen Pregnancy Before Legalized Abortion The fear and hesitancy teens express at the thought of discussing pregnancy with their parents is deeply rooted in our culture. Past generations regarded teen pregnancy as something deeply shameful. Prior to the legalization of abortion, a pregnant girl or young woman was often sent by her family to a home for unwed mothers, a practice that began in the early 20th century and remained until the 1970s. To maintain the secret, friends, and acquaintances were told that the girl in question was staying with a relative. Teens who were afraid to tell their parents they were pregnant often grew desperate to end their pregnancies. Some attempted self-induced abortions with herbs or toxic substances or sharp implements; others sought out illegal back alley abortionists who were rarely medical professionals. Many girls and young women died as a result of these unsafe abortion methods. Lingering Shame With the legalization of abortion with the Roe v. Wade decision in 1972, safe and legal medical means became available to most of the population, and the procedure could be done discreetly and quietly. Although the shame of teen pregnancy lingered, abortion was a way for a teen or young woman to hide her sexual activity and pregnancy from her parents. High school-aged girls who kept their babies were the subject of gossip and pity among students and parents. Media Depictions of Teen Pregnancy and Abortion Today, those views seem strange and outdated to the many teens who choose to become teen mothers. Mainstream media has come a long way in normalizing the idea of teen pregnancy. Films such as Juno and TV series such as The Secret Life of an American Teen feature pregnant teens as the heroines. Much rarer are depictions of teens choosing abortion- a taboo subject in the eyes of Hollywood. Because teen pregnancy has become almost commonplace in many high schools, the pressure to keep it a secret no longer exists as it did in past generations. More and more teens are choosing to give birth, and a type of reverse pressure now exists, with many teens believing that teen motherhood is a desirable situation. The very public pregnancies of famous teens such as Jamie Lynn Spears and Bristol Palin have added to the glamour of teen pregnancy. Thus for some teens, the decision to have an abortion may be a choice that is criticized by peers who only see the excitement of being pregnant and having a baby. Children of Teen Mothers Teens who choose abortion because they recognize their own immaturity and inability to care for a baby are making a responsible decision; it may not be one that everyone agrees with, but it also cuts short a cycle that is on the rise in the U.S. children giving birth to children. More and more studies indicate that children born to teen mothers begin school with significant disadvantages in learning, do poorer in school and on standardized tests, and are much more likely to drop out of school than the children of women whove delayed childbearing until they reach their twenties. Abortion remains a controversial topic, and a pregnant teen considering abortion often finds herself in the proverbial situation of being between a rock and a hard place. But when finances, life circumstances and rocky personal relationships prevent a teen mother from being able to raise her child in a loving, safe, and stable environment, terminating a pregnancy may be her only viable choice. Sources: In Brief: Facts on American Teens Sexual and Reproductive Health. Guttmacher.org, September 2006.Stanhope, Marcia and Jeanette Lancaster. Foundations of Nursing in the Community: Community-oriented Practice. Elsevier Health Sciences, 2006.Why It Matters: Teen Pregnancy and Education. The National Campaign to Prevent Teen Pregnancy, retrieved 19 May 2009.

Enallage Definition and Examples

Enallage Definition and Examples In rhetoric, a figure of syntactic substitution in which one grammatical form (person, case, gender, number, tense) is replaced by another (usually ungrammatical) form. Also known as the figure of exchange. Enallage is related to solecism (a deviation from conventional word order). Enallage, however, is usually regarded as a deliberate stylistic device, whereas a solecism is commonly treated as an error of usage. Nonetheless, Richard Lanham suggests that the ordinary student will not go far wrong in using enallage as a general term for the whole broad range of substitutions, intentional or not (Handbook of Rhetorical Terms, 1991). See Examples and Observations below. Also see: AnthimeriaConversionHendiadysHistorical PresentHypallage Etymology From the Greek, change, exchange Examples and Observations Emphasis is what enallage can give us; it draws reaction by shifting the function of a word from that of its usual part of speech to an uncharacteristic function, thereby thwarting the predictable. . . .Heres a classic case of enallage: When a credit agency identifies a deadbeat debtor, the nonpayer is referred to not merely as a bad risk or bad person, but as a bad. Shifting the adjective bad into a noun is like saying, once a bad, always a bad, and bad through and through.(Arthur Plotnik, Spunk Bite. Random House, 2005)Got milk? is substandard speech. So is Subway’s Eat fresh. . . .It’s a trick called enallage: a slight deliberate grammatical mistake that makes a sentence stand out.We was robbed. Mistah Kurtz- he dead. Thunderbirds are go. All of these stick in our minds because they’re just wrong- wrong enough to be right.(Mark Forsyth, Rhetorical Reasons That Slogans Stick. The New York Times, November 13, 2014)The hyssop doth tree it in Judea.(Thomas Fuller , quoted by John Walker Vilant Macbeth in The Might and Mirth of Literature: A Treatise on Figurative Language, 1875) Whose scoffed words he taking halfe in scorne,Fiercely forth prickt his steed as in disdaine . . ..(Edmund Spenser, The Faerie Queen, Book 4, Canto 2)Bid them farewell, Cordelia, though unkind;Thou losest here, a better where to find.(William Shakespeare, King Lear)Being now awake, Ill queen it no inch further,But milk my ewes, and weep.(William Shakespeare, The Winters Tale) . . . how wickedly and wretchedly soever a man shall live, though he furs himself warm with poor mens hearts . . ..(Thomas Adams, The Three Divine Sisters)Enallage as a Rhetorical FigureIn narrative texts, a substitution of the past tense by the present tense (praesens historicum) takes place, when the intended effect is a vivid representation (enargeia). Not merely a solecism or a grammatical mistake, enallage is employed with a functional intentionality, which gives it the status of a rhetorical figure.(Heinrich F. Plett, Enallage, Encyclopedia of Rhetoric, edited by Thomas O. Sloane. Oxford University Press, 2002) The Figure of Exchange: From Latin To EnglishOf all the disorderly figures of speech I have considered thus far, enallage proves to be the most resistant to translation into English. The figure manipulates grammatical accidents, substituting one case, person, gender, or tense for another, and it does not have any obvious function in an uninflected language apart from the system of pronouns. Yet despite its basic unworkability in the vernacular, enallage and its subfigure antiposis appear in four English rhetorics published between 1550 and 1650. . . . In order to make enallage speak Englishto turn it into the Figure of exchangethese rhetorics redefine it as a mode of pronoun substitution, turning enallage into a figure that exchanges he for she. Like the costumes of the early modern stage, the figure allows English words to change their case, or garments.(Jenny C. Mann, Outlaw Rhetoric: Figuring Vernacular Eloquence in Shakespeares England. Cornell University Press, 2012) Also Known As: figure of exchange, anatiptosis​ Pronunciation: eh-NALL-uh-gee

Progress paper Essay Example | Topics and Well Written Essays - 1000 words

Progress paper - Essay Example Also, the project is worth undertaking given the huge potential that it has. Thus the E-coin project will be well out thought venture for Goldman Sachs given the numerous investments. Moreover, the internet usage of E-coin continues to show a tremendous sign of growing over the past few years. The return for Goldman to investment in E-coin is invaluable if E-coin becomes one of the most popular online payment systems. Strategy on putting the advert about E-coin technology that Goldman seeks to introduce was crafted. This involved how the technology would be advertised. In doing this, some of the reputable media organizations were approached to do the advert. The department involved in executing this task was the marketing department. The advert was to be done in a full-page paper in magazines as well as through TV adverts and radio adverts. Further, also, negotiations were done with the supplier companies that would be tasked with the production of the technology. The negotiations entailed a meeting at the company headquarters where resolutions were arrived at. Among others, the resolutions included the manner in which the technology would be secured and made easy to use, that is, user friendly. The down payments for the technology were done. Further, an agreement was made that the IT team from Goldman Sachs would work collaboratively with the company’s IT team. The work at this stage is more of transition work that I am doing to ensure that Goldman Sachs properly adopts the E-coin payment system. At this stage, we have acquired a number of equipment to see the adoption and implementation of technology. We are bringing experts also on board at this stage so as to implement the technology successfully. Therefore, lots of resources are bing deployed at this stage to ensure successful execution of task. Deploying resources means that we