Thursday, December 26, 2019

Swot Analysis A Solid Marketing Plan - 916 Words

A solid marketing plan is a very important part in maintaining a functional environment for an organization to stay organized and remain active in their market demand. Marketing management can have its challenges when it comes to promoting products that might not be doing so well. Brand imaging, pricing, advertising, and the sales channels all play a vital role in the product development. Managers utilize these tools to effectively gain market share and lifelong consumers. This is an analysis of Global Imports productivity over the last two years. Brand recognition and strategy was a struggle during the first year. Global Imports purchased market judgment to gauge how well the products were selling, and to see if they were meeting consumer needs. Unfortunately, we had to rebrand the workhorse and innovators product line, as they did not sell very well during the first year. However, as the second year approached we found that in comparison to the other competition that was meeting p roduct needs for workhorse and innovators we could boost sales and revenue. Even though we rebranded, we found that introducing another product would also increase sales and possibly increase sales in other areas as well. As an end result the workhorse and innovators brands actually did become profitable. Whereas, the diverse line cost more money to produce than anticipated. Furthermore, then one thing that hurt the firm in the last stages was the firm did not purchase the market judgment toShow MoreRelatedMarketing Plan Essay795 Words   |  4 PagesHow to Develop a Marketing Plan that Will Add Value to Your Business Studies show that companies with a marketing plan in place are more likely to be successful in their marketing efforts. One study showed that businesses that plan grow 30% faster. According to another study, 71% of fast-growing companies have plans. 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Wednesday, December 18, 2019

King Henry Viii And The Schism - 2003 Words

King Henry VIII and the Schism St. Augustine, a Catholic saint that helped developed the Western Catholic Church, once said â€Å" There is nothing more serious than the sacrilege of schism because there is no just case of severing the unity of the church† (St. Augustine). Through this quote it is learned of the significance of the Catholic Church saw to staying together and avoiding a schism( a split between parties based on different beliefs). The Catholics believed that in the event of a break in the church would cause a great disaster because they believed that the church needs to stay together as a whole or it would be blasphemy, and heresy. The Church also believed that if the church was to have a schism it would destroy the unity and sanctity of the church. This in fact would be believed to take away from the church in the manner of it not being the only church with the same mission. Therefore when King Henry VIII ( the second Tudor, monarch, who ruled from 1509-1547) separated from the Catholic Church it went completely against the mission that St. Augustine was trying to teach us through his comments about the church having a schism. The dangers it could have caused were believed to lead to a destruction of the church and lead to the end of the Catholic Church all together. Although there are people that view King Henry VIII actions as positive for Europe and beneficial to Europe especially England, it should be seen that King Henry VIII actions were not actuallyShow MoreRelatedCatholic Church During The Protestant Reformation1464 Words   |  6 PagesThe three areas of concern that Catholics had about the Catholic Church before the Protestant Reformation were The Plague, Abuse of the Indulgences and The Great Schism. The Plague also known as the Black Death was a disease caused by the bacterium Yersinia pestis that circulated among wild rodents. The disease took place in the fourteenth century. Symptoms include aching of limbs, high fever, vomiting of blood, and swellin g of the lymph nodes. After the lymph nodes swelled they would then burstRead MoreAP Euro DBQ Essay examples780 Words   |  4 Pages2 DBQ: Discuss the extent to which the religious schism during the sixteenth century was symptomatic of political, social, and economic problems. The religious schism took place in the 16th century, mainly between the Catholic Church and Protestants. During these times, many changes were brought forth to Europe during this schism. Although the religious schism brought forth an age of Reformation of the Catholic church, the religious schism started wars, revolts across Germany following theRead MoreThe During The Reign Of Henry Viii1280 Words   |  6 PagesDuring the reign of Henry VIII, England had witnessed the most dramatic enforcement of the power of the king. The events leading up to the English Reformation were the catalyst for major changes with the political and religious power of the king that would be carried on throughout English history. The problems that the Medieval English Church faced were some of the major reasons why the reformation took place.Even though there were external factors that influenced the separation of the Church ofRead MoreThe Rise Of The Renaissance1448 Words   |  6 Pagesworld. Leade rs such as Henry VIII, Mary I, and Elizabeth I arose to power amid this age. Although there were many kings and queens that rose to power during this time period, and are argued to be the most influential leaders of the Renaissance, King Henry VIII is the single greatest influential leader of this awakening time period. King Henry VIII suppressed the Roman Catholic Church and established the Church of England as the authoritative religion of the society. 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In northern and central Europe, reformers like Martin Luther and Henry VIII challenged papal authority and questioned the Catholic Church’s ability to define Christian practice.† On October 31 1517, Martin Luther nailed the 95 thesis’ to the door of the church of Wittenberg.†These theses were up for debate on the errorsRead MoreEssay about Chapter 11 Outline and Summary Ap European History917 Words   |  4 PagesInstability D. The Growth of England’s Political Institutions E. The Problems of the French Kings F. The German Monarchy 1. Electoral Nature of the German Monarchy G. The States of Italy 1. Duchy of Milan 2. Republic of Florence 3. Republic of Venice III. The Decline of the Church A. Boniface VIII and the Conflict with the State B. The Papacy at Avignon (1305-1377) C. The Great Schism D. New Thoughts on Church and State and the Rise of Conciliarism 1. The Conciliar Movement

Tuesday, December 10, 2019

Picaresque Novels free essay sample

The term Picaresque was derived from the term â€Å"picaro† which means the same with rogue, rascal, bohemian or an adventurer. The term â€Å"picaresque† in Literature wasn’t created until in the early 19th century, when the novel Lazarillo de Tormes wtitten by an anonymous writer because of its heretical content was published in 1553 and became popular right then. Most picaresque novels incorporate several defining characteristics according to Thrall and Hibbard on their book A Handbook to Literature. Such characteristics are the following: The chief figure is drawn from a low social level, is of loose character, and, if employed at all, does menial work; It chronicles a part of the whole of the life of a rogue. It is likely to be in the first person. The novel presents a series of episodes only slightly connected. Progress and development of character do not take place. The central figure starts as a picaro and ends as a picaro. We will write a custom essay sample on Picaresque Novels or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When change occurs, as it sometimes does, it is external, brought about by the picaro’s falling heir to a fortune or by marrying money; The method is realistic. Although the story may be romantic in itself, it is presented with a plainness of language and a vividness of detail such as only the realist is permitted; Thrown with people from every class and often from different parts of the world, the picaro serves them intimately in some lowly capacity and learns all their foibles and frailties. The picaresque novel may in this way be made to satirize social castes, national types, or ethnic peculiarities; The hero usually stops just short of being an actual criminal. The line between crime and petty rascality is hazy, but somehow the picaro always manages to draw it. Carefree, amoral perhaps, the picaro avoids actual crime and turns from one peccadillo to disappear down the road in search of another Those characteristics may then create a surprise for some who have never intentionally written their novel as picaresque. The terms of the picaresque however requires travel, which might have something to do with the title of what is sometimes cited as the first picaresque novel in English, Thomas Nashe’s The Unfortunate Traveller. Other examples of picaresque novels are Daniel Defoe’s Moll Flanders, Henry Fielding’s Joseph Andrews, Tobias Smolett’s The Adventures of Roderick Random to name a few. In this paper, the novel written by French writer Voltaire entitled Candide will then be analyzed of whether it contains all the seven elements of a picaresque novel listed above. About the Author Born in Paris, France on November 21, 1694, author Francois-Marie Arouet de Voltaire was known primarily by his pen name, Voltaire. In many ways, he was the most modest and least contemplative of men, certainly among celebrated men of letters who lived during that time. Voltaire discussed philosophy, not himself. He simply could not shake off the notion that it is ill-bred to too much about oneself. However, towards the end of his life, he did compile an autobiography which he published anonymously under the title Historical Commentary on the works of the author of the Henriade. He considered himself as a dramatist, a historian, and a philosopher. In the autobiographical essay, Voltaire said little about himself and the private elements of his life, but instead focused on his epic poems, nearly all his plays, all his historical writings, and much of his poetry. He even mentioned a few controversial pieces of writing that he had previously disowned. But his stories (including Candide) went unmentioned in the essay as well as in the over twenty thousand letters he wrote. His interests extended beyond the society of literature in Paris. He took a greater interest in science and technology than was fashionable for his day, and made it interesting for his audiences. We can infer something of his interest in the explorations of the new world, when Voltaire summed up Nouveau France (an area extending from Labrador in Canada, through all of Quebec and Ontario, surrounding the Great Lakes and extending through the American states drained by the Mississippi river system) as â€Å"a few acres of snow. † It is possible that a number of his acquaintances who had spent a winter in North America contributed to that assessment. Voltaire was anything but a country boy; he lived in and felt sustained by the metropolis that was Paris in the eighteenth century. He died in Paris on May 30, 1778. Summary of the Novel â€Å"Candide† Candide begins in the German town of Westphalia, where Candide, a young man, lives in the castle of Baron of Thunder-ten-tronckh. A noted philosopher, Doctor Pangloss, tutors the baron on philosophical optimism, the idea that all is for the best . . . in this best of all worlds. Candide, a simple man, first accepts this philosophy, but as he experiences the horrors of war, poverty, the maliciousness of man, and the hypocrisy of the church, he begins to doubt the voracity of Panglosss theory. In the first chapter, Doctor Pangloss is having an illicit affair with Paquette, a chambermaid. The barons beautiful daughter, Cunegonde, witnesses the affair and decides to try something similar with Candide. When the baron catches them, Candide is kicked out of the castle. Hungry and cold, Candide makes his way to a neighboring town, where he is aided by two soldiers. He is pressed into service and endures beatings at the hands of his superiors. He runs away, coming across war-torn villages in the process and witnessing the horrors of war firsthand. Candide makes his way to Christian Holland, where he hopes to find charity but finds hardhearted people, save one, an Anabaptist, who shows Candide kindness and generosity. Candide then meets a beggar who is suffering from a disfiguring disease and soon discovers that the beggar is Doctor Pangloss. Pangloss recounts his recent experiences, including the death of the baron and his family at the hands of soldiers. In spite of Panglosss condition and the horrors around him, the good doctor still believes in philosophical optimism. The Anabaptist sees to it that Pangloss is cured, and then takes him and Candide to Lisbon via ship. When a storm blows up, the Anabaptist is killed trying to save a sailor; the ship later breaks up, leaving Candide, Pangloss, and the rescued sailor as the only survivors. No sooner do they land on the Lisbon shore than an earthquake shakes the city; in response, church leaders decide to show an auto-da-fe, or act of faith, which includes a sacrifice of people. Pangloss is hanged, but Candide survives, helped by an old woman. The old woman cleans and feeds Candide, and then takes him to Cunegonde, who survived the brutal attack on the barons family. She is living with two powerful men who try to share her affections, and she was responsible for saving Candide from the killings during the auto-da-fe. Cunegondes two men come upon the young lovers, and Candide kills them both. Frightened, Candide, Cunegonde, and the old woman escape to a port city, where a military vessel is loading up for a mission in Paraguay. Candides military training impresses the Spanish general, and Candide is made a captain with command of an infantry. With Cunegonde and the old woman, Candide sails for South America. During the voyage, the old woman tells her story, which is horrific — she has suffered far more than anyone else in the party. Candide begins to seriously question Panglosss theory of philosophical optimism. In Buenos Aires, they meet the governor, Don Fernando, who takes an interest in Cunegonde and asks for her hand in marriage. Candide is heartbroken, but he cannot stay and fight for Cunegonde, because he must flee from police officers who traced Candide to the region. Aided by Cacambo, a valet, Candide escapes and soon meets the Reverend Father Commander, leader of a Jesuit army in Paraguay. The commander turns out to be Cunegondes brother, who was left for dead when his mother and father were killed in Westphalia. The two catch up until Candide reveals that he is love with Cunegonde and hopes to someday marry her; the barons son is so enraged by this notion that a fight ensues, and Candide kills the man. Again, Candide flees with Cacambo and, before long, the two face the Oreillons, who at first nearly kill Candide but soon treat him hospitably. Upon leaving their company, Candide and Cacambo come to Eldorado, a country filled with gold and jewels for which the citizens have no use, because everyones needs are met by the government. Eldorado also has no court rooms or prisons, because citizens treat each other fairly and do not break laws. The citizens of Eldorado believe in God but never pray in supplication — they only give thanks because they have all they need. Eager to find Cunegonde, Candide and Cacambo leave Eldorado with a team of red sheep loaded with gold, jewels, and other supplies. When they reach Surinam, the two traveling companions split up, with Cacambo heading in secret to Buenos Aires to buy the release of Cunegonde, and Candide heading to Venice, where he will not be sought by the police. Candide is victimized by a ships captain, a ruthless man named Mynheer Vanderdendur, and the judge from whom Candide seeks redress. Dejected, Candide advertises a contest for the most unfortunate man he can find; an elderly scholar named Martin wins the contest and becomes Candides new traveling partner. The two head to France, en route to Venice. In Paris, Candide becomes ill and is attended by a variety of people, all of whom want a piece of his fortune. He recovers, but is tricked by an actress into giving away much of his fortune and is eventually arrested by the police, who are suspicious of all strangers. From there, Candide and Martin are sent to England, where they witness more violence, and then finally reach Venice. Through various discussions and wagers with Martin, as well as meetings with a variety of people, Candide comes to lose faith in philosophical optimism. Soon, Candide finds Cacambo, now a slave, who informs Candide that Cunegonde is in Constantinople, working as a servant. Candide buys Cacambos freedom, and the three men travel toward Constantinople. They soon meet Pangloss and the barons son, both of whom were presumed dead, and discover that, back in Lisbon, the noose on Panglosss neck slipped, while the barons son recovered from Candides stab wound. The five set off to find Cunegonde, who is with the old woman and is no longer beautiful, and Candide buys their freedom, as well. When the barons son again steps in the bar Candides marriage to Cunegonde (a marriage Candide no longer desires), the party kills the barons son. Candide marries Cunegonde and buys a small farm with the last of his Eldorado fortune. The entire party — Candide, Cunegonde, Cacambo, Martin, Pangloss, and the old woman — live there together, and are soon joined by Paquette and her companion, Friar Giroflee. They discuss philosophy and are utterly miserable until they meet a happy Turk relaxing under a tree. The Turk explains that he has only a small farm but he is happy because he works it with his children. The farm meets his needs and saves him from boredom and evil desires. Candide decides that this is how his little group will find happiness, and they begin to work their farm. Chapter 2 – Analysis Most picaresque novels incorporate several defining characteristics according to Thrall and Hibbard on their book A Handbook to Literature 7th Ed. In this paper, the novel written by French writer Voltaire entitled Candide will then be analyzed of whether it contains all the seven characteristics. First Characteristic Main character is often of low character or social class. He or she gets by with wit and rarely deigns to hold a job. â€Å"In a castle of Westphalia, belonging to the Baron of Thunder-ten-Tronckh, lived a youth, whom nature had endowed with the most gentle manners. His countenance was a true picture of his soul. He combined a true judgment with simplicity of spirit, which was the reason, I apprehend, of his being called Candide. The old servants of the family suspected him to have been the son of the Barons sister, by a good, honest gentleman of the neighborhood, whom that young lady would never marry because he had been able to prove only seventy-one quarterings, the rest of his genealogical tree having been lost through the  injuries of time. † (Chap1. Par1) Candide’s mother preferred to raise Candide fatherless than marry a man of lower social status. This quote indicates that Candide lived his childhood with a comfortable life because of the sacrifice done by his mother. Oh, sir, said one of the blues to him, people of your appearance and of your merit never pay anything: are yo u not five feet five inches high? Yes, sir, that is my height, answered he, making a low bow. Come, sir, seat yourself; not only will we pay your reckoning, but we will never suffer such a man as you to want money; men are only born to assist one another. (Chap2. Par5-8) Hungry and cold, Candide makes his way to a neighboring town, where he is aided by two soldiers. The military recruiters he met along the way use Candide’s status to flatter and manipulate him. This is where his suffering sets in. He is pressed into service and endures beatings at the hands of his superiors. That is all I want, said Candide, for I intended to marry her, and I still hope to do so. You insolent! replied the Baron, would you have the impudence to marry my sister who has seventy-two quarterings! I find thou hast the most consummate effrontery to dare to mention so presumptuous a design! Candide, petrified at this speech, made answer: Reverend Father, all the quarterings in the world signify nothing; I rescued your sister from the arms of a Jew and of an Inquisitor; she has great obligations to me, she wishes to marry me; Master Pangloss always told me that all men are equal, and certainly I will marry her. We shall see that, thou scoundrel! said the Jesuit Baron de Thunder-ten-Tronckh, and that instant struck him across the face with the flat of his sword. (15.  5-9) This conversation between Candide and the Baron shows how Candide’s social status makes way for him to not be able to marry the woman he loves. The Baron is more concerned with issues of status than with the worth of Candide’s actions and character. Second Characteristic It chronicles a part of the whole of the life of a rogue or an adventurer. It is most often to be in the first person narra tive. Candide is a youth brought up in the house of the Baron of Westphalia. Driven out of the house after he falls innocently in love with the Baron’s daughter, he undergoes many adventures in various places in Europe and the New World. Some of them are funny, some are sad, and some are eerie. His eyes open to reality. He sees that everything does not happen for the best as the philosophers and metaphysician Pangloss had told him in the Baron’s castle. In Europe as well as in America, he encounters misery. He meets a number of people from various walks of life. He comes across many philosophers ranging from extreme optimism to the miserable pessimism. He experiences the love and total selflessness and also extreme cruelty and selfishness. The novel documents this journey and is written in third person omniscient point of view. It chronicles a part of the whole of the life of Candide as an adventurer though it doesn’t keep up with the characteristic of being written in the first person perspective. Third Characteristic The novel presents a series of episodes only slightly connected. Candide contains thirty episodic chapters, which may be grouped into two main schemes: one consists of two divisions, separated by the protagonists break in El Dorado; the other consists of three parts, each defined by its geographical setting. By the former scheme, the first half of Candide constitutes the rising action and the last part the resolution. This view, according to Williams in his book Voltaire, Candide is supported by the strong theme of travel and quest, reminiscent of adventure and picaresque novels, which tend to employ such a dramatic structure. Fourth Characteristic Progress and development of character do not take place. Candide begins the novel as a perfect innocent believer of his tutor Pangloss’s unwise philosophy about optimism, and completely unfamiliar with the ways of the world. Over the course of the novel though, Candide acquires wealth and even some knowledge about the world, and begins to question his faith in optimism. Yet that faith remains and is frequently reactivated by any event that pleases him. At the end of the novel, Candide rejects Pangloss’s philosophizing in favor of the practical labor that is introduced to him by the old farmer. While this shift in philosophy appears on the surface to be real progress, Candide’s personality remains essentially unchanged. He is still incapable of forming his own opinions, and has simply exchanged blind faith in Pangloss’s opinions for blind faith in the opinions of the farmer. Fifth Characteristic The method is realistic. Although the story may be romantic in itself, it is presented with a plainness of language and a vividness of detail such as only the realist is permitted. According to an article contributed by Paula Johanson in Beachams Guide to Literature for Young Adults, Voltaire was one of the most voluminous writers of all time and he had much to say. He used a larger vocabulary than any of his non-technical contemporaries, and by his clear, flexible precision, he avoided much of the indirectness so often found in French prose. Often, he included extremely technical words in a very readable sentence, to improve the exactness of what was being said. It is almost impossible to translate this story from the French without capturing something of the stilted, formal prose and the satirical tone of the original. Voltaire never lets go of his sense of humor, even when describing acts of torture and barbarism. It is not that he marvels at or laughs at human cruelty; he simply finds it absurd that people think so well of themselves and the world when they do so many terrible things to each other. This sense of humor seems to sustain Candide as well, or at least keeps him marveling at each turn of events. The reader’s interest in Candide is perpetually renewed, despite a series of depressing events alternating with opportunities for adventure. Candide’s good humor is as simple as his earnest willingness to go on breathing and eating even when beaten or beggared. Sixth Characteristic Thrown with people from every class and often from different parts of the world, the picaro serves them intimately in some lowly capacity and learns all their eccentricities and frailties. Candide along with different characters moves from place to place and from event to event. His adventures are tragic, comic, and sometimes uncanny. Some of the most serious incidents are unbelievable yet humorous. It is an adventure story wherein the hero and his colleagues experience earthquakes, pirates, wars, shipwrecks, imprisonment, and also sudden and unexpected rescue. The adventures are sometimes too ridiculous. Hence some of them are unbelievable. Despite his simplicity, Candide is an effective, sympathetic character. He is fundamentally honest and good-hearted. He readily gives money to strangers like Brother Giroflee and the poorest deposed king, and he honors his commitment to marry Cunegonde even after his love for her has faded. Seventh Characteristic The hero usually stops just short of being an actual criminal. The line between crime and petty rascality is hazy, but somehow the picaro always manages to draw it. From the time he was made to leave the castle till the end of the novel, Candide goes through various adventures. He gradually matures from an innocent boy to an experienced and practical man. When he is offered a choice between execution and flogging, he learns that one does not always have a choice between good and bad. One has to sometimes choose between bad and worse. He is terrorized by war and earthquakes. He often starts doubting Pangloss’s theory. He kills to protect himself. His faith is restored though from time to time when he comes across goodness in an otherwise evil society. Through a series of adventures tragic, comic, and eerie, he becomes an experienced mature person. There is sin and sufferings everywhere except in Eldorado. Eldorado is a haven of peace and joy. The king is free from vanity and welcomes him as his equals. Yet he does not stay long on this earthly paradise. He goes in search of Cunegonde. Whenever he is unable to find her he regresses to bleak pessimism. At such times he feels that Martin is right in saying that there is nothing but illusion. Candide often wonders whether Pangloss’s philosophy is right. He questions him whether he thought all was for the best even when he was mercilessly beaten, hanged and dissected. Finally, he politely but firmly rejects Pangloss’s philosophy and also Martin’s extreme pessimism. The Dervish who tells him not to meddle in philosophical questions impresses him. According to him, the three great evils (boredom vice and need) can only be conquered through work. And so Candide is a character that did not really stop short of being an actual criminal. He is carefree, not really amoral and though he might have committed certain crimes, like killing someone for self-defense, he did not really turn from one wrongdoing to another. Chapter 3 SUMMARY AND CONCLUSION Summary Five out of the seven defining characteristics of picaresque novels according to Thrall and Hibbard on their book A Handbook to Literature, are incorporated in Voltaire’s Candide. Those five characteristics are the following: First, the chief figure is drawn from a low social level, is of loose character, and, if employed at all, does menial work. Candide is a youth brought up in the house of the Baron of Westphalia. He was driven out of the house after he falls innocently in love with the Baron’s daughter. He has to suffer in the hands of manipulative soldiers, drunken sailors and he could not win the woman of his interests because of his unstable, sometimes low social status. He never had a real job not right until on the end part that he accepted the notion that through work one can avoid the three great evils (boredom, vice, and necessity). Second, the novel presents a series of episodes only slightly connected. Candide contains thirty episodic chapters, which may be grouped into two main schemes: one consists of two divisions, separated by the protagonists break in El Dorado; the other consists of three parts, each defined by its geographical setting. Third, progress and development of character do not take place. While there was a shift in Candide’s long held philosophy from Pangloss about optimism, Candide’s personality remains essentially unchanged. He is still incapable of forming his own opinions, and has simply exchanged blind faith in Pangloss’s opinions for blind faith in the opinions of the farmer. Next, the method is realistic. Although the story may be romantic in itself, it is presented with a plainness of language and a vividness of detail such as only the realist is permitted. Voltaire used clear, flexible precision of words on this novel. Often, he included extremely technical words in readable sentences, to improve the exactness of what was being said. This story is carefully written to suit both the content and purpose. With a light touch and precise language, Voltaire gives this pleasant story an underlying serious intent. Fifth, thrown with people from every class and often from different parts of the world, the picaro serves them intimately in some lowly capacity and learns all their foibles and frailties. Candide, along with different characters moves from place to place and from event to event. His adventures are tragic, comic, and sometimes uncanny. Despite his simplicity, Candide is an effective, character who readily gives money to strangers like Brother Giroflee and the poorest deposed king, and he honors his commitment to marry Cunegonde even after his love for her has faded. However, the other two characteristics were not incorporated in this novel. Those are: It chronicles a part of the whole of the life of a rogue or an adventurer. It is most often in the first person narrative. The novel chronicles a part of the whole of the life of Candide as an adventurer but it’s written in third person omniscient point of view. And the hero usually stops just short of being an actual criminal. Candide is a character that did not really stop short of being an actual criminal. He is carefree, not really amoral and though he might have committed certain crimes, like killing someone for self-defense, he did not really turn from one wrongdoing to another. Conclusion In Candide, Voltaire follows the tradition of the picaresque novel. The hero along with different characters moves from place to place. He goes through a series of adventures. There is no doubt that Voltaire exaggerates this technique. Tragic as well as comic events are sudden and the coincidences are often unbelievable. Characters who are considered to be dead suddenly make their appearance again in the novel. Thus, the reader is surprised, but such happenings are not very unusual in a picaresque novel.

Tuesday, December 3, 2019

La Belle Dame Sans Merci Annotations Essay Example

La Belle Dame Sans Merci Annotations Paper Title is French The Language of Love Title translates to: ‘The Beautiful Woman Without Mercy/Pity. ’ The woman in the poem speaks French and that’s why the knight misunderstands her. The poem has a circular structure, repetition of the first knights’ words at the beginning and end of the poem. The first and last stanzas are almost identical. Lots of lines are repeated throughout. Title taken from a medieval poem, romanticism celebrated medievalism and its traditions. Written in the form of a Literary Ballad: Tells the story in a simple way, similar to a song or folk ballad, (embracing traditions). La Belle Dame Sans Merci This is the first speaker as he is talking about another knight, asking rhetorical questions. I The first and second stanzas contain anxiety and uncertainty of the first speaker and foreshadow the pain and trouble that will come to the second speaker No birds singing is a metaphor for there being no life around or no life for the knight ‘Ail’ means bringing someone down through pain or trouble. This foreshadows the discomfort the second knight will experience later in the poem. Oh what can ail thee, knight-at-arms, Alone and palely loitering? We will write a custom essay sample on La Belle Dame Sans Merci Annotations specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on La Belle Dame Sans Merci Annotations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on La Belle Dame Sans Merci Annotations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The sedge has withered from the lake, And no birds sing. II We would think a ‘knight-at-arms’ as a muscular and strong hero. However the hero is portrayed to be ‘haggard’. This is a derogatory term for a woman being used for a man, ‘Haggard old woman’. Pathetic Fallacy is used to set a dull mood. Binary Opposite: Winter, (when the harvest’s done), is cold in comparison to the sunshine that a knight would bring. This could also be a metaphor for the fact that the knight is food for the woman, so he gives her power. Oh what can ail thee, knight-at-arms, So haggard and so woe-begone? The squirrels granary is full, And the harvests done. Imagery of Nature is used to create a somber mood and tension in the atmosphere: Lilies are associated with funerals and death and fading roses with illness and death but nature usually has positive connotations. III Negative connotations of nature: ‘anguish moist’ and ‘fast withereth too’ suggests a change in the woman or change in the power of nature. Quatrains: Regular four line stanzas for clarity could be seen as a representation of the woman’s power and stability. I see a lily on thy brow, With anguish moist and fever-dew, And on thy cheeks a fading rose Fast withereth too. The Imaginative description and comparison of mythical characters suggests that this woman is not genuine, she may not be real as ‘a faery’s child’ would be a figment of the imagination and ‘her foot was light’ so she’s not down to earth. IV Meads are meadows or forests. Highlights dream elements of beauty and nature. ‘Wild’ eyes suggest the power of forces of nature and so suggest the beautiful woman is not trustworthy. I met a lady in the meads, Full beautiful a faerys child, Her hair was long, her foot was light, And her eyes were wild. The idea of the knight making the woman a garland a bracelets suggests that he is adding to the power of nature and is causing his own failure while trying to bring himself happiness. Assonance: The repetition of vowels could represent a spell being cast on the knight by the woman. V Sexual Imagery: Used to show the intentions of the knight and the extent of his foolishness after several warnings of danger. Rhyming: The second and last line of every stanza rhyme, (ABCB), adds an element of repetition and reinforcement of Keats’ message to both the speakers and the reader. I made a garland for her head, And bracelets too, and fragrant zone; She looked at me as she did love, And made sweet moan. VI A ‘pacing steed’ is a horse. This shows how he is trying to impress her and please her with power that he doesn’t hold. Dreamy Imagery of mythical characters: ‘A faery’s song’, portrays the ideas of idealism and individuality in the Romantic Movement and shows how persuasive this woman is. This also introduces the reader to the idea of a language barrier between the knight and the woman. The woman has blinded the knight with her beauty and her use of power, to him she is supernatural. I set her on my pacing steed, And nothing else saw all day long, For sidelong would she bend, and sing A faerys song. Each stanza is labelled with roman numerals which the helps the story of the poem to be understood easily and adds the element of structure that goes with the woman’s taming and deception, like she has it all planned out. The third to the eighth stanza of the poem are emotional and intense. They describe the knight and women’s meeting and mystify the attraction that appears to develop between them. There are also semantic fields of nature and imagination in these stanzas. Alliteration is used to emphasise the meaning the relish, it could be poison for the knight. The fact that she gives him ‘relish sweet’, ‘honey wild’ and ‘manna-dew’ suggests that maybe she is overdosing the knight with her power and her supernatural forces. VII An ‘elfin grot’ would be a small hidden secretive place, maybe a cave for the woman. Whereas, normally, a fairy would have a grotto as her home place. This means the knight is being deceived; the woman could be a monster or witch if she lives in a cave. The woman obviously speaks French, the language of love which is the ‘language strange’. The knight misreads the signals and misunderstands the language but he doesn’t think he’s wrong. She found me roots of relish sweet, And honey wild, and manna-dew, And sure in language strange she said I love thee true. VIII Metaphor: ‘†¦she lulled me asleep. ’ This is metaphorical as it suggests that the knight has been lulled into a false sense of security which allows Keats to express his feelings on values and beliefs in society. Semantic Fields of love and nature and the repetition of ‘wild’: They help to portray the slight concern of the knight. Dreamy imagery comes to life for the knight when he realises that this is all fake and the woman is a myth. He has been tamed through deception. The woman is still deceiving the knight and she looks innocent through crying, the knight still thinks that he has power over her and continues to love her all the same. She took me to her elfin grot, And there she wept and sighed full sore, And there I shut her wild wild eyes With kisses four. IX In his dream, the knight dreams about his fellow aristocrats being deceived by the same woman. This allows Keats to express his rejection of aristocratic patronage. ‘On the Cold Hill Side’ suggests the loneliness and isolation of the knight as he has been deceived. Negative connotations of love are used. And there she lulled me asleep And there I dreamed Ah! woe betide! The latest dream I ever dreamt On the cold hill side. Again towards the end of the poem, heroes are portrayed to be weak, ‘pale kings and princes’ and ‘pale warriors’ which would not normally be associated with the concepts of illness, death and the draining of power. X From the ninth to the eleventh stanza there is a significant change in power from men to women and a change to a haunting tone. The negative terminology emphasises the story’s events and the extent to which the knight has been tricked. I saw pale kings and princes too, Pale warriors, death-pale were they all; They cried La Belle Dame sans Merci -Hath thee in thrall! Hyperbole: Descriptive adjectives and use of setting are used to create tension and a moody atmosphere and shows that the knight has been emasculated by the woman for her own power. XI Patriarchal Society/Equality between genders: The knight knows this is all fake but he has not come to this conclusion through the woman, he has seen it through the other ‘warriors’ shows the element of male dominance and power. Repetition: ‘On the cold hill side’ is used for reinforcement of the knight’s loneliness and brings closure to the story told in the poem. Repetition: ‘On the cold hill side’ is used for reinforcement of the knight’s loneliness and brings closure to the story told in the poem. I saw their starved lips in the gloam, With horrid warning gaped wide, And I awoke and found me here, On the cold hills side. XII The final stanza of the poem completes the circle of the story and acts as a conclusion to the end of the story containing mystery and ambiguity as the first and last stanzas of the poem are almost identical. Circular Structure/Repetition: The last line of the poem ‘And no birds sing tells the reader that the knight has returned back to the original state that he was at the start of the poem where there is no life around. Old Language: ‘sojourn’ Keats use of old language adds an element of mystery and supports the mythical themes in the poem. Mythology is a common theme in poems from the era of romanticism. In the final stanza the second knight answers the first knight’s questions with a matter of fact. ‘And this is why I sojourn here’. With this Keats shows his reader that the knight has not changed, he is staying as he is: he was powerless at the beginning and is at the end. It was the woman who gave him what he thought was his power. And this is why I sojourn here Alone and palely loitering, Though the sedge is withered from the lake, And no birds sing.

Wednesday, November 27, 2019

4 Career Fears You Need to Face

4 Career Fears You Need to Face Fear. It’s not just the feeling that strikes when you’re home alone watching scary movies and suddenly there’s a  noise outside your window. It can happen in a much more mundane, brightly-lit place: your desk at work. In fact, the office can be a place where all of your self-doubts and worries compound into a big, career-blocking blob. But you’re not alone- millions of people have responded to polls and surveys about their concerns.What are some of the most common work-related fears?1. Losing the jobWhether you’re a rockstar at work or feel like you’ve been making too many mistakes, fear of losing your job has little to do with actual performance and more to do with your own personal need for stability.2. Performance anxietyMaybe your boss wasn’t as enthusiastic as she could have been after your last presentation. Maybe a new performance review process has you feeling uncertain about whether your year was really as productive as you wanted it to be. Any uncertainty or lack of positive feedback can feed this apprehension.3. Not fitting inWhether it’s middle school or the office break room, no one wants to be the uncool kid. We spend most of our waking hours with our coworkers, and universal social anxieties may show up. It can be tempting to try to play a certain character type in meetings or defer to others’ thoughts and ideas instead of your own.4. Being left behindWith social media giving a new platform to everyday triumphs (â€Å"Guess who’s rocking it today?†), it can turn the workday into a competitive exercise. This plays into anxieties about stagnating in your job while the real stars move on to higher titles and bigger paydays.What can we do to move past these?The best way to conquer these fears (or at least tame them into submission before) is to acknowledge that they’re happening, name them, and be clear with yourself about the steps you’re taking to overcome them. That could mean communicating more openly with your colleagues or even just taking small steps forward on a project you’ve been avoiding because it seemed daunting.Embrace the fears that are holding you back, and then step neatly around them on your career path.Read More at Fast Company

Saturday, November 23, 2019

An Online Course Review of TestDEN TOEFL

An Online Course Review of TestDEN TOEFL Taking the TOEFL test can be an extremely challenging experience. Most universities have a minimum entrance score of 550. The range of grammar, reading and listening skills required to do well is enormous. One of the biggest challenges for teachers and students is identifying the correct areas to focus on in the limited amount of time available for preparation. In this feature, it is my pleasure to review an online course that specifically addresses this need. TestDEN TOEFL Trainer is an online TOEFL course which invites you to: Join Meg and Max in the TOEFL Trainer. These two, upbeat and friendly personalities will find the areas you need to improve the most and create a special study program just for you! Your virtual trainers will also give you focused practice tests to strengthen your TOEFL skills, and send you daily test-taking tips. The course costs $69 for a 60 day entrance period to the site. During this 60 day period you can take advantage of: personalized study guidesfull-length practice exams16 hours of audioover 7,000 questionsfull explanationse-mail test tips TestDENs TOEFL Trainer credentials are also quite impressive: TestDEN TOEFL Trainer is produced by ACT360 Media, a leading provider of education content. Since 1994, this innovative Vancouver company has been producing quality CD-ROM titles and Internet sites to enhance learning. Among these is the award-winning Digital Education Network and online tutorials for Microsoft Corporation. The only flaw seems to be that: This program has not been reviewed or endorsed by ETS. During my test period, I found all of the above claims to be true. Most importantly, the course is extremely well-planned and helps test takers pinpoint exactly those areas which cause them the most difficulties. Overview The course begins by requiring test takers to take an entire TOEFL examination called the Pre-test Station. This examination is followed by another section entitled Evaluation Station, which requires participants to take further sections of the examination. Both of these steps are required for the test taker to reach the heart of the program. While some people might become impatient with these steps, they are required to help the program assess problem areas. One reservation is that the test is not timed as in an actual TOEFL test. This is a minor point, as students can time themselves. The listening sections are presented using RealAudio. If the Internet connection is slow it can take quite a while to finish sections that require the opening of each listening exercise separately. Once both of the above sections have been finished, the test taker arrives at the Practice Station. This section is by far the most impressive and important section of the program. The Practice Station takes the information gathered in the first two sections and prioritizes a learning program for the individual. The program is divided into three categories: Priority 1, Priority 2 and Priority 3. This section includes exercises as well as explanations and tips for the current task. In this manner, the student can focus on exactly what he/she needs to do well on the exam. The final section is a Post-test Station which gives the participant a final test of his/her improvement over the course of the program. Once this section of the program has been taken there is no going back to the practice section. Summary Lets face it, taking the TOEFL test and doing well can be a long, hard process. The test itself often seems to have little to do with actually being able to communicate in the language. Instead, it can seem like a test that only measures the ability to perform well in an extremely academic setting using very dry and formal English. TestDENs layout does a wonderful job of preparing test takers for the task while keeping the preparation rather enjoyable by its user interface. I would highly recommend TestDEN TOEFL Trainer to any student wanting to take the TOEFL. In fact, to be completely honest, I think this program may do a better job of addressing individual needs than many teachers can! Why is this? Based on in-depth pre-testing and statistical information, the program uses computer technology to find exactly those areas that need to be covered. Unfortunately, teachers are often not able to access student needs so quickly. This program is probably quite sufficient for any high-level English student preparing for the exam. The best solution for lower level students would be a combination of this program and a private teacher. TestDen can help identify and provide practice at home, and a private teacher can go into more detail when working on weak areas.

Thursday, November 21, 2019

4 Discussion questions to be answered Essay Example | Topics and Well Written Essays - 500 words

4 Discussion questions to be answered - Essay Example ssessment methods that do not group people based on their physical appearance or origin will go a long way in reducing the possibility of adverse impacts. The method used should also be uniform for all employees. Learning the advanced counseling skills has helped me a lot, as now I am able to apply what I learn in class to real life experiences. According to Smaby and Maddux (2010), a person’s personal characteristics affect their success during counseling training. I always become anxious about my counseling performance. Students are expected to repeat practicing the basic skills in advanced counseling and therefore I have developed more experience in the application of the basic counseling, which has reduced my anxiety. This has made me good at reflecting. I am able to encourage people to continue talking by showing them that I am able to perceive the world as they see it. I think my anxiety is my driving force as it makes me practice often and it makes me a good listener. I will continue working on it as I can see the positive effects it has on everyone around me, myself included. I think that the collection of personal information from unsuspecting web users is both a good marketing strategy and at the same it is an invasion of privacy. I remember the first time I noticed this, I had searched a website from abroad then later I saw the same website being advertised on other websites that I was accessing. It was creepy at first before I realized what was happening. For those companies, it is a good marketing strategy because their products reach their targeted audiences, including new products that are not familiar to an individual. This is possible even without opening the particular website. People on the other hand get hold of information about things that interest them without going the extra mile of actually searching for the product. As much as both the websites and consumers are benefiting, at the end of the day I believe that it is wrong to sell

Wednesday, November 20, 2019

Joint Military Operations Assignment Example | Topics and Well Written Essays - 2250 words

Joint Military Operations - Assignment Example It was for this reason that it became necessary to use joint military operations, which was largely led by The Union Army of the Tennessee’s Maj. Gen. Ulysses S. Grant. In this paper, there is further analysis of the entire joint military operations to understand the core elements that went into it, including its objectives, the fallouts from it, the centers of gravity, and major lines of operations used. One unique thing about almost all joint military operations is that fact that they are started with very specific strategic aims and objectives in mind. This was no different with the Vicksburg Campaign, which was undertaken with the prime aim of capturing Vicksburg, which was a fortress city that dominated the remaining Confederate-controlled section of the Mississippi River2. To achieve this aim, it was important to ensure that the whole Campaign was guided by specific objectives which defined the actions that needed to be taken. Two specific objectives stand out in the campaign. The first of this was to entrap the Confederate army which was under the control of Lt. Gen. John Pemberton. The second objective was to overwhelm the Confederates early enough so that they could not fully organize their defenses. By executing these two objectives successfully, the ultimate aim was expected to be attained. Primary evidence available shows that the objective of overwhelming the Confederates early enough so they could not fully organize their defenses was implemented by the use of immediate assault against Stockade Redan for May 19.3 This assault was later to go a long way to mark the desired end state. Regrettable for Grant however, the assault, which was the desired end state to bring about the achievement of the ultimate aim, did not succeed as expected. This made historian Shelby Foote record that Grant "did not regret having made the assaults; he only regretted that they had failed†4. The failed desired end state seemed to have been

Sunday, November 17, 2019

Lockes Doctrine of Abstraction Essay Example for Free

Lockes Doctrine of Abstraction Essay John Locke and George Berkeley are two famous philosophers whose work found similarities in their proximity of publication, but stark differences in their beliefs. In Locke’s Essay Concerning Human Understanding, he argued passionately for his doctrine of abstract ideas. On the other hand, Berkeley, in his work, Principles of Human Knowledge, he made every effort to reject all of Locke’s claims. Although viciously attacked by Berkeley, Locke’s doctrine of abstraction holds true as a fundamentally sound and practical doctrine for the advancement of knowledge and communication. In Book II of Essay, Locke formulates theories on how knowledge is acquired. Previously in Essay, Locke establishes his position as an empiricist through his discussion of simple and complex ideas. According to Locke, simple ideas come into the mind either through sensation or through reflection. With regards to complex ideas, Locke argues that, although the mind is a â€Å"blank slate† until impressed upon by experience, he acknowledges the power of the mind to be multifaceted. â€Å"The acts of the mind, wherein it exerts its power over simple ideas, are chiefly these three: 1. Combining several simple ideas into one compound one, and thus all complex ideas are made. 2. The second is bringing two ideas, whether simple or complex, together, and setting them by one another so as to take a view of them at once, without uniting them into one, by which it gets all its ideas of relations. 3. The third is separating them from all other ideas that accompany them in their real existence: this is called abstraction, and thus all its general ideas are made. †(Essay 146) This being so, it is apparent that Locke believes in the mind’s ability to manipulate content as it is received. Locke entertains this notion by explaining that the mind subjects simple ideas to various processes such as combining, comparing, and abstraction. The most important of these three abilities is the mind’s ability to form abstract ideas. Further into Book III of Essay, Locke outlines his famous doctrine of abstraction, or rather, doctrine of general terms. Abstract ideas are formed by proceeding with particular ideas (which may either be simple and complex). As established earlier, abstract ideas are a result of the mind’s ability to manipulate. Locke further demonstrates this point by explaining that only particular things exist in the external world and can be determined by the senses. The formation of abstract ideas is reliant on the existence of particular ideas and is therefore derivative of them. General or abstract terms come to fruition as the result of subtracting away particular qualities such as color, height, weight, and size from an idea. however , at the same time, maintaining the general or similar qualities that allow the idea to be paired or grouped with others. Locke illustrates this point in his discussion of general terms. For example, a particular idea would be, as Locke states, Peter, James or Mary. Through the process of abstraction, one subtracts the qualities that are specific to Peter, James, or Mary, and instead retain the characteristics which are common to all three. Thus, the abstract or general term derived from the three, is human beings. (Essay 396) According to Locke the absence of the specific qualities and preservation of similarities is what makes the idea general or relatable to others. Thus forming the process of abstraction, a doctrine that is embraced by Locke, but wholeheartedly rejected by Berkeley. One aspect of George Berkeley that is safe to assume is that he was definitely not a fan of Locke, or Locke’s doctrine of abstraction. This is evident in the sheer fact that Berkeley devoted his introduction of Principles to the refutation of the doctrine of abstraction. However this raises the question: Why did Berkeley feel so strongly? Why does Berkeley feel the need to reject abstraction? The answer to these questions is two-fold. First and foremost, Berkeley sees Locke’s doctrine of abstraction as a detractor from the overall purpose of his philosophical work. â€Å"Philosophy being nothing else but the study of wisdom and truth.. a greater clearness and evidence of knowledge, and be less disturbed by with the doubts and difficulties of other men. yet so it is, we see the illiterate bulk of mankind walk the high-road of plain common sense. † (PHK intro 1) In this example Berkeley establishes himself as the â€Å"no nonsense† defender of common sense . Throughout Principles, Berkeley often mentions his disdain for simply verbal philosophical questions that are ultimately speculative and accomplish nothing. By disproving abstraction, he can avoid what he believes to be useless philosophy. Instead, Berkeley presents himself to be rooted more so in specifics and what can be known. An example of this exists in his discussion of mathematics, arithmetic and the natural sciences and abstraction. In this discussion, Berkeley argues that abstraction plays no part in these concepts. (PHK 118-122) Building on this, abstraction also threatens Berkeleys overarching theme of â€Å"esse este percepi,† Or rather â€Å"to be is to be perceived. † Throughout Principles, Berkeley essentially argues that specific qualities such as color, size, and odor cannot exist unless they are perceived. By this logic, abstract ideas, ideas born absent of perception and stripped of specific qualities, cannot adequately fit into the constraints of hisrequirement   for existence. This being so, Berkeley openly objects to and attacks Locke’s doctrine. Despite this effort, Berkeley is unable to accomplish his intended goal. In his introduction, Berkeley launches a three pronged attack against Locke’s abstractionism. Beginning with the â€Å"inability to abstract† argument, followed by the â€Å"inconsistent and confusing† and ending with â€Å"unnecessary† argument, Berkeley outlines what he believes to be a â€Å"killing blow† to Locke’s doctrine. However, his rejection of abstraction is rather weak. As stated before, Berkeley begins his rejection of abstraction by stating that the human mind is unable to abstract. He illustrates his point through a thought experiment, â€Å"I can consider the hand, the eye, the nose, each by itself abstracted or separated from the rest of the body. but then whatever hand or eye I imagine, it must have some particular shape and color I cannot by any effort of thought conceive the abstract idea above described. And it is impossible for me to form the abstract idea of motion distinct from the body moving. † (PHK intro 10) In this example, Berkeley demonstrates his attempt to form a general idea through the process of abstraction. He concludes that the human mind is unable to accomplish this as it is impossible not to attribute specific and particular qualities to an idea when abstracting it. This being so, when imaging an idea, one cannot view it in general terms, but instead can only view it particularly. This argument doesn’t really develop any strengths or weakness for or against Abstraction. If posed with the same thought experiment, Locke would surely answer that he would be able to form abstract ideas within his mind. Because Locke believes all human minds have the same capabilities, Locke would argue that because he is able to form abstract ideas, Berkeley must also be able to do so, thus rendering the point moot. Berkeley moves on from the psychological inability to form abstract thoughts and onto the argument that the abstraction is inconsistent and therefore inadequate as a doctrine. Holding back no punches, Berkeley directly quotes Locke in his introduction to Principles. â€Å". . does it not require some pains and skill to form the general idea of a triangle . . . for it must be neither oblique, nor rectangle, neither equilateral, equicrural, no scalenon, but all and none of these at once. †(Essay 596) Berkeley is quick to respond to this statement. â€Å"In effect, it is something imperfect that cannot exist, an idea wherein some parts of several different and inconsistent ideas are put together. † (PHK intro 13) In this example, Berkeley criticizes Locke’s doctrine as not only being impossible to achieve, but also inconsistent. In his reading of Locke, Berkeley states that Lockes’ description of the abstraction process as encompassing â€Å"all and none. † Berkeley outlines the contradiction that object or idea cannot posses both all and none of the same qualities. Because there exists a contradiction within Lockes argument, Berkeley asserts, that the doctrine of abstraction is flawed and therefore impossible. However, it is in this example it becomes apparent that Berkeley mis-interprets Locke’s doctrine. Perhaps in angst to defeat abstraction, Berkeley gets tripped up on Locke’s wording. Abstraction only deals with the subtraction of the differences, but keeps the commonalities between ideas. In fact, it appears that Berkeley is the more inconsistent of the two as he accurately describes Locke’s true position on abstraction earlier in the intro, yet discounts it later on. (PHK intro 9). The third and final argument against abstraction Berkeley outlines is the questioning of the necessity for abstraction. Berkeley argues, â€Å"from all which the natural consequence should seem to be, that so difficult a thing as the as the forming abstract ideas was not necessary for communication, which is so easy and familiar to all sorts of men. But we are told, if they seem obvious and easy to grown men. it is only because by constant and familiar use they are made so. † (PHK intro 14) In this example, Berkeley states that general are utterly useless because they fail to appropriately define an idea. Instead, generalizations are adopted because they’re easy and familiar, not because they are useful. Furthermore, according to Locke, the meaning of a general term is an abstract idea. Berkeley refutes this notion and explains that a general term denotes a range of particular ideas. As a result, Berkeley explains that abstraction is not only useless, but also confusing. Again, Berkeley refers to triangles in his description. â€Å"How can we know any proposition to be true of all particular triangles, except we have first seen it demonstrated of the abstract idea of a triangle which equally agrees to all? For, because a property may be demonstrated to agree to some one particular triangle, it will not thence follow that it equally belongs to any other triangle. † (PHK intro 16) In this example, Berkeley demonstrates that abstracted general terms lead to confusion. The abstract term for a triangle cannot adequately encompass the idea of a triangle because it can be attributed to a wide range of triangles. (Right, obtuse, acute etc. ) By using abstraction, Berkeley argues, one could be referring to a range of particular ideas without properly defining one. Simply using the general term â€Å"triangle† does not appropriately account for a triangle because it is impossible tou nderstand exactly what triangle is being talked about. Because of this, Berkeley argues, the lack of specificity in abstract terms allows for confusion which hinders human development of knowledge. While Berkeley has his moments, ultimately, Locke appears to be the more philosophically sound of the two. This is mainly because of the the application of the doctrine of abstraction and its ability to enhance human knowledge and communication. In Book III Locke notes the importance of abstract general ideas to knowledge. He explains that abstract ideas and classification are of central importance to a common understanding and communication of language. â€Å"Words ultimately derived from such as signify sensible ideas. It may also lead us a little towards the original notions how great a dependence our words have on common sensible ideas. † (Essay 388) In this example, Locke explains the purpose of abstraction. With the ability to attach commonly held and general terms to ideas, people are able better communicate ideas to each other because they hold a common understanding. For example if one attempted to explain the qualities of a cat, imagine how tedious it would be under Berkeley’s system of particulars for one to explain every perceivable quality of a cat. In Lockes system, however, ideas can be abstracted and it is commonly known that cats are felines, walk on 4 legs, and are mammals. When someone uses the general term â€Å"cat† others are able to recognize the term and know what is being discussed without further and unnecessary explanation. The ability to make this classification helps the growth of knowledge because it allows all to hold a commonly known concept. Qualities of size, color, etc are irrelevant. General terms attach an efficiency, and the ability for all to understand.

Friday, November 15, 2019

The Second Battel Of Bll Run :: essays research papers

The second battle of bull run   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The year is 1862, during the Civil War. My name is Jack Taurance and I am eighteen years old. I am a soldier that has to fight in the 2nd Battle of Bull Run. The battle is going to take place in my hometown of Manassas, Virginia. I cannot wait. It is going to be so great I have heard that the 1st Battle of Bull Run was hell, but this one won't be. It'll be great because I'm in it and I am fighting for my country and the people of Virginia. I am proud to be a part of the Confederate Army.   Ã‚  Ã‚  Ã‚  Ã‚  August 27, 1862: Today is the first day of the battle. I'm excited beyond imagination; I cannot express my feelings right now. Robert E. Lee, the general of the Confederate Army, has told us to get in our fighting positions. I am next to older men that have fought in other battles, and they tell me not to be so excited for war is a terrible thing. Seeing as this is so new to me I shrug off their words of wisdom and continue with my merry thoughts. The men next to me tell me I need to listen to commands and stay focused at all times, or I will loose my life. We began to march towards the Union Army. On the way, I heard loud explosions all around me; the Union Army was using cannons and mines to defend themselves. The men around me began to shoot their riffles, so I did the same. There was yelling and firing all around, it seemed as though we were surrounded. The noise was so intense I felt it throughout my body. We were in the war; it was nothing as I expected. There was death all around me. I don't think I have ever been more scared in my life. I was not mentally prepared to see what I saw nor was I physically prepared to do what was expected of me. Still I stayed brave, I didn't let any of my emotions pour through, for if I did I would never have been able to continue.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  August 28-30, 1862: The second and third days of this war were complete hell. There was so much action during theses days. I couldn't believe it!! There was more blood, guts and body less appendages just lying around than I could have ever imagined.

Tuesday, November 12, 2019

Applied Ethics Essay

A False promise means â€Å"a promise that is made with no intention of carrying it out and esp. that is made with intent to deceive or defraud†. Nowadays, making false promises has become ubiquitous in our daily life. Is it a right action or not? Based on Kantian ethic and Utilitarianism, there are different views in making a false promise. Utilitarians’ view in making a false promise For Utilitarianism, it looks at the consequence of an action for all those people affected by the action. If the overall balance of happiness over unhappiness is its consequence, the action is right; unhappiness over happiness, it is wrong.(Chan Chun Fai’ s notes, Moral Theories, p.2) Also, the principle of utility applied to it is generally expressed as â€Å"Always act to produce greatest happiness for the greatest number of people. â€Å" (Chan Chun Fai’s Power Point) For example, Betty has made a false promise to Peter. She borrowed some money from Tom as to travel to Taiwan with her friends and promised him that she would return money to him after one week. So, Tom was glad to lean her money. Betty made a false promise to have enough money travelling with their friends and her friends were so thrilled about that although Tom would feel depressed about it. However, this action produces greatest happiness for the greatest number of people that Betty and her friends felt happy while only Tom felt unhappy. Therefore, it is considered as a right thing to do. But for rule-utilitarianism (RU), it is treated as a wrong action because RU looks at the consequence of a rule and the principle of utility is applied to a rule. Also, if everyone following the rule could produce good consequence, then we should abide by that rule—a right rule. (Chan Chun Fai’s Power Point) In this situation, if everyone made false promises, people would stop believing promises and each other. As this action result in bad consequence, it is not a right action in the concept of rule- utilitarianism. Kantians’ view in making a false promise Kant’s deontology is not about consequence and happiness. It is about to act with a good will (which is an absolute good) is to act out of duty; to act out of duty is to act with moral law. (Chan Chun Fai’s notes, Moral Theories—Kant’s deontology P.1) If we do things just for our desires or feelings, it is not considered as a truly moral action. For example, Peter does some social services only because it benefits him to get into university. In this case, as his social services are based on his desires, they are not done out of duty. So, these actions are not treated as moral actions. Of course, in Betty’s case, she made a false promise to Tom and she acted without a good will. Also, she made a false promise to get what she wants has indicated that she did this only for her desires. Therefore, making a false promise is not a moral action in Kantians’ view. Besides, there is a principle of morality in Kant’s deontology called â€Å"Categorical Imperative†. It is the cardinal principle of morality. â€Å"A categorical imperative is unconditional and independent of any circumstances, goals, or desires.† (Chan Chun Fai’s notes, Moral Theories—Kant’s deontology, P.2) Kant expressed this idea in two formulations called â€Å"universal law† and â€Å"the end in itself†. Base on this two formulas, we can judge an action whether it is right. Refer to the formula of universal law, we need to act only on that maxim whereby we can at the same time will that it should become a universal law. In general, if it is right for you to do something, then it is right for anyone in similar situation to do the same thing and you are required to be consistent—do not make exceptions for anyone, including yourself. Obviously, making a false promise cannot be a universal law as it is impossible for everyone to do the same or for you to will that everyone acts as you do. In fact, most of people must be unwilling to be made a false promise. As making false promises has exception that no one is willing for everyone to follow this rule, it cannot be a universal law. Due to this, it is not a right action. According to â€Å"the end in itself†, it is stated â€Å"Act in such a way that you always treat humanity, whether in your own person or in the person of any other, never simply as a means but always at the same time as an end.† (Chan Chun Fai’s notes, Moral Theories, P.4) That means, we need to treat all rational humans as ends, never merely as a means to an end. Additionally, Kant stated that â€Å"Every man is to be respected as an absolute end in itself; and it is a crime against the dignity that belongs to him as a human being to use him as a mere means for some external purpose.†Hence, it is morally wrong for Betty to make a false promise to him that uses Tom merely as a means to achieve her ends because Tom also has ends of his own. Therefore, making false promises is a wrong action in Kantian’s view as performing this action doesn’t not respect others and use others merely as a means. My point of view over Utilitarianism and Kantian ethics In my opinion, Kantian ethics is better than Utilitarianism as doing things with Kant’s Deontology can enhance harmony in our community. Say, if we do social services out of duty, not of desires or feelings, such kind of behaviors can last longer. If we do social work base on the concept of utilitarianism in order to get some benefits or to satisfy ourselves, we will stop doing social services sooner or later once we have been satisfied. In addition, Kant’s deontology advocates respect of others while utilitarianism is more aggressive and selfish. If everyone does things with the concept of utilitarianism, it can be harmful to our society as all of us only think about ourselves instead of being considerate to others. Conclusion In an aspect of utilitarianism, if making a false promise can produce greatest happiness for the greatest number of people, it is a right action while it is a wrong thing to do in rule-utilitarianism as it result in bad consequence. Moreover, making false promises is with a bad will and for people’s desires that it is not a right thing to do in Kantians’ view as it uses others merely as a means and it will not be a universal law. Personally, I think Kantian’s ethics is more ideal than utilitarianism because of social harmony.

Sunday, November 10, 2019

Antarctica and Argentina

Denise Broers Mr. Rodriguez Geography 1 9 september 2009 Argentina Argentina occupies most of the southern part of South America. Uruguay, Brazil, Paraguay, and Bolivia lie on its northern borders. Argentina’s eastern coastline is washed by the Atlantic Ocean. Its southern tip reaches almost to the continent of Antartica. Argentina’s varied geography includes the Perito Moreno glacier in the southern Andes. This is one of the few glaciers in the world still advancing. Argentina has 1,056,640 square miles making it South America’s second largest country, after Brazil.Argentina has a wide variety of landscapes including mountains, forests, plains, and deserts. The Iguacu Falls onareas stretch across northern Argentina. To the west, great forests cover the Gran Chaco. To the east, hot, humid grasslands abound. Farmers raise livestock and grow crops in the fertile soil. The Andes tower over the western part of Argentina. Snow-capped peaks and clear blue lakes draw to urists who come to ski and hike. Mount Aconcagua soars to height of almost 23,000 feet and is the highest mountain in the Western Hemisphere.East of the Andes is a region of rolling hills and desert valleys. Farmers use mountain stream water to grow sugarcane, corn, and grapes. In the center of Argentina are treeless plains know as the Pampa. The Pampa spreads almost 500 miles from the Atlantic coast to the Andes. Argentina’s economy depends of this region’s fertile soil and mild climate. Most of Argentina’s urban areas are here with more than two-thirds of the population living here. Buenos Aires, The capitol and largest city, lies in the area where the Pampa meets the Rio de la Plata.

Friday, November 8, 2019

German Immigration To Midwest Essays - American Culture, Free Essays

German Immigration To Midwest Essays - American Culture, Free Essays German Immigration To Midwest The day I left home, my mother came with me to the railroad station.When we said goodbye, she said it was just like seeing me go into my casket, I never saw her again. So is the story of Julia B. from Germany and many others who left their life and love for a chance of happiness in a new country. This is the story of the German immigrants in 1880-1930 who risked everything on a dream of better things. What caused the German immigration to Ameica between 1870-1930? In this paper I'll answer that question plus: what caused the movement, what happined to them when they arrived, and how did they adapt. I'll also tell some of the more gritty stuff by using intimate and detailed quotes used by many real immigrants who came to America anywhere from 1880 to 1930. As you read this, be prepared to learn what really happened to these immigrants and why the streets were paved with anything but gold. Today, many Germans live throughout the U.S.; especially in the mid-west. More likely then not, they came here in the late 1800's- 1900's. This would be because of the many revolutions in the 1860's and the poverty that almost always follows war. In one 20 year span in the late 1800's Germany went to war at least 7 times taking on neighboring countries such as: Austria, France, Belgium and Russia. Like I said, much money was spent on the war effort in Germany. People were taxed heavily just to buy bullets for the army. Through all this, word was spread like wild fire through Germany that a new country in the west across the water was offering freedom and a promise of happiness for anyone who would make the long journey to the new country: America. So with somewhat heavy hearts, many men and women left their families behind to journey to America in hopes of something greater. For many, the road to America was a hard one. Most of the emigrants were very poor and had to hitchhike or walk the long miles to the coast just to be able to get on the boat to America. Sometimes it would take months just to save up enough money to pay for rides out of Germany, expensive passports, and to pay for the boat fare and it would take weeks just to go to France where they usually only began the long hard trip to their destination. By this time there were steam-ships (a better way to America then just regular ships which took 1-3 months to cross the Atlantic) which took only a merciful two weeks to travel the Atlantic. The bad news for the immigrants was that they were expensive and they had to crowed on to each ship; over 500 people over the limit. Neither cleanliness, decency, nor comfort, is possible... sometimes two or three thousand persons are crowded into a space hardly sufficient to accommodate 1,200. Steerage passengers can not, with any degree of truth or justice, be said to be humanly or properly treated at any stage of their long journey, said one Report of Conditions. After about two weeks of pain and misfortune, the many people on these boats glanced across the water and looked at the best thing they had seen in weeks, the Statue of Liberty. The first time I saw the Statue all the people were rushing to the side of the boat 'look at her, look at her,' and in all kinds of languages. 'There she is, there she is,' like it was somebody who was greeting them, said one women. A few hours after reaching the Statue they were rushed off of the boat into a place they called Ellis Island. Ellis Island was the main immigration depot to America located just off the coast of New York City. It was a place where thousands of people coming from dozens of countries came through every day. To me, it was like a House of Babel. Because there were so many languages and so many people and everybody huddled together. And it was so full of fear, the impression Ellis made on a young women. Immigrants were

Tuesday, November 5, 2019

The 7 UChicago Essay Prompts How to Write Stellar Responses

The 7 UChicago Essay Prompts How to Write Stellar Responses SAT / ACT Prep Online Guides and Tips The University of Chicago is famous for its unique essay topics. They’re some of the most creative and off-the-wall essay prompts you’ll see when applying to colleges, and it can sometimes be confusing to know how to tackle them. What should you write about in your UChicago essays? How can you show that you’re intelligent, creative, and worthy of a place at their school?Read on to learn all about the UChicago essays, what the admissions team expects to see in your responses, what topics you should write about, and which topics you should avoid.In this guide we also suggest sample essay ideas for each of the 2018/2019 UChicago supplement essay prompts and analyze past University of Chicago essay samples so you can see what a great UChicago essay looks like. What Are the UChicago Essays? Before you can begin figuring out how you’ll write your UChicago essays, you should know which prompts you’ll be seeing and the rules for each one. You’ll need to write two essays, and the UChicago essay prompts you must answer are commonly referred to as Question 1 and Question 2. Question 1: Why UChicago? The Question 1 prompt is the only UChicago supplement essay that stays the same each year, and it’s also the only prompt that all applicants must answer (for Question 2 you’ll have multiple prompts to choose from). For this question, you’ll need to write an essay that explains why you want to attend the University of Chicago and why you think the school is a good fit for you and your goals.UChicago doesn’t have strict word limits for essays, but they suggest a response of around 250-500 words. The prompt: â€Å"How does the University of Chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future? Please address with some specificity your own wishes and how they relate to UChicago.† Want to get into UChicago or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Question 2: Extended Essay For Question 2, you have a choice of six essay prompts, and you’ll choose the one you want to respond to. The essay prompts for this question change every year, and while there are always around six prompts, some years there may be one more or one less to choose from. These are the more unique and offbeat essay prompts that UChicago is known for. Many of them were created by UChicago alumni and current students.UChicago recommends this essay be around 650 words. Below are the essay prompts for the 2018/2019 school year. Essay Option 1: In 2015, the city of Melbourne, Australia created a "tree-mail" service, in which all of the trees in the city received an email address so that residents could report any tree-related issues. As an unexpected result, people began to email their favorite trees sweet and occasionally humorous letters. Imagine this has been expanded to any object (tree or otherwise) in the world, and share with us the letter you’d send to your favorite. Essay Option 2: You’re on a voyage in the thirteenth century, sailing across the tempestuous seas. What if, suddenly, you fell off the edge of the Earth? Essay Option 3: The word floccinaucinihilipilification is the act or habit of describing or regarding something as unimportant or of having no value. It originated in the mid-18th century from the Latin words "floccus," "naucum," "nihilum," and "pilus"- all words meaning â€Å"of little use.† Coin your own word using parts from any language you choose, tell us its meaning, and describe the plausible (if only to you) scenarios in which it would be most appropriately used. Essay Option 4: Lost your keys? Alohomora. Noisy roommate? Quietus. Feel the need to shatter windows for some reason? Finestra. Create your own spell, charm, jinx, or other means for magical mayhem. How is it enacted? Is there an incantation? Does it involve a potion or other magical object? If so, what's in it or what is it? What does it do? Essay Option 5: Imagine you’ve struck a deal with the Dean of Admissions himself, Dean Nondorf. It goes as follows: you’re guaranteed admission to the University of Chicago regardless of any circumstances that arise. This bond is grounded on the condition that you’ll obtain a blank, 8.5 x 11 piece of paper, and draw, write, sketch, shade, stencil, paint etc., anything and everything you want on it; your only limitations will be the boundaries of both sides on the single page. Now the catch†¦ your submission, for the rest of your life, will always be the first thing anyone you meet for the first time will see. Whether it’s at a job interview, a blind date, arrival at your first Humanities class, before you even say, â€Å"hey,† they’ll already have seen your page, and formulated that first impression. Show us your page. What’s on it, and why? If your piece is largely or exclusively visual, please make sure to share a creator's acco mpanying statement of at least 300 words, which we will happily allow to be on its own, separate page. PS: This is a creative thought experiment, and selecting this essay prompt does not guarantee your admission to UChicago. Essay Option 6: In the spirit of adventurous inquiry, pose your own question or choose one of our past prompts. Be original, creative, thought provoking. Draw on your best qualities as a writer, thinker, visionary, social critic, sage, citizen of the world, or future citizen of the University of Chicago; take a little risk, and have fun. The world is your oyster when it comes to answering UChicago essay prompts. How to Answer the University of Chicago Essay Prompts In this section, we explain what UChicago wants to see in your essays, give ideas for topics to write about for each of the essays, and discuss topics you are better off avoiding. Question 1: Why UChicago? For this University of Chicago supplement essay, UChicago wants to know why you want to attend their school, what you hope to get out of attending, and how University of Chicago will help you achieve their goals. Basically, they want to know why you think their school is a better fit for you than all the other schools out there. For more analysis of this essay, check out our in-depth guide to the Why UChicago essay. What Do They Want to See in Your Response? The â€Å"why our school?† is probably the most common essay prompt you’ll see on college applications. Why do schools, including UChicago, ask this question? UChicago wants to first see that you really want to go to their school. Students who love a school are more likely to accept an offer of admission and attend it, and they are more likely to be committed to their studies, participate in extracurriculars, and give back after they graduate. Your passion for UChicago should be shining through in this essay. Next, UChicago wants to see that you’ve done your research on their school and have an idea of what opportunities you want to take advantage of while there. You can do this by mentioning specific things you like about UChicago or that you plan to take advantage of as a student there. Potential things to discuss include professors you admire or are interested in working with, specific classes you want to take, and extracurriculars you want to participate in. Finally, UChicago wants to see that you are a good match for your school. Your essay should explain how you’ll take make the best use of what UChicago offers, how your strengths match the opportunities they provide, and how UChicago will help you reach your goals for the future. Potential Topics to Write About There are many ways you could approach this essay prompt; although since UChicago is best known for its academics (as opposed to killer sports teams, for example), most people will discuss the academic side for at least part of their response. Below is a list of possible topics; most people will discuss one to three topics in their essay. Majors or classes you’re especially interested in UChicago’s core curriculum Professors whose work you admire and whom you’d like to study with or conduct research with Unique events like Scav and Kuviasungnerk/Kangeiko Research opportunities you’d like to have University of Chicago students you’ve met who you admire Volunteer opportunities Financial aid opportunities UChicago offers that make it possible for you to attend Topics to Avoid The key here is to avoid generic topics that could apply to practically any school or any student. You want it to be clear in your response what opportunities the University of Chicago offers you that no other school does and how you’re going to make use of them. Topics that won’t show this include discussing: How pretty the campus is Chicago weather The food on campus Where UChicago places on college ranking lists Discussing your future major and career path without connecting it back to what UChicago offers Bashing other schools Question 2: Extended Essay The extended essay is when you can get especially creative. This question requires you to move outside your comfort zone of typical essay topics and answer one of the prompts in a way that gives readers insight into who you are and what you care about. What Do They Want to See in Your Response? Your response Question 1 is meant to show what about UChicago you liked and how you were going to make the most of the opportunities it offered. Question 2 is less about UChicago and more about you. The admissions team wants to see who you are and what’s important to you. Three main things they’d like to see in your response to this essay are: Your story Your personality Your thirst for knowledge Who are you? What have been the important events in your life? What kind of person are you? What do you love learning about? These are the questions UChicago wants you to answer. They want to know what’s important to you, what events from your past helped shaped you, what kind of person you are now, and what you want to accomplish in the future. UChicago is particularly interested in students who love learning and have a lot of interests in different fields and topics. A mathematician who also does ballet? A creative writing major who started her own business? Bring it on! Make sure to show your love for learning in your essay. Your passions and goals don’t always need to be lofty though; in the second example essay below you can see how the writer took a quirky interest and managed to connect it to larger ideas. If you can connect one of your pet passions to an essay, do so! Potential Topics to Write About The great thing about these UChicago essay prompts is you can write about almost anything you want to since they’re so different from each other and give you lots of chances to be creative. Just remember, you want this essay to give UChicago a good idea of the type of person you are and what’s important to you. Topic 1 This is a pretty broad topic,and as long as you can connect an object to your interests and/or future goals, you can answer this prompt. You could write a letter thanking your business suit for getting you a dream job/internship, a letter to your favorite book and explain how it made you decide you wanted to become an author, or a letter to your piano, which you hated practicing on when you were a kid, but eventually helped you develop your passion for music. For this prompt, make sure to explain why the object is so important to you, and give details and specific instances of when you used it to make your response more unique. Topic 2 This is perhaps the most out there of the topics, and you could really go anywhere with it. Maybe you discover a new world that’s better or worse than ours in a certain way and you use that topic to discuss particular values of yours. Perhaps you have a fear of heights, and falling off the edge of the Earth causes you to remember another instance when you had to face and conquer a fear. Go anywhere this takes you, just remember to connect it back to you and what you find important. Topic 3 Another one of the creative UChicago prompts, a good way to brainstorm for this one is to think of a thing/feeling/situation that you wished a word existed for. The feeling when you’ve checked everything off your to-do list and can now relax? A new word to describe a dream you had that you can’t quite remember but made you feel a certain way when you woke up? Get as specific and creative as you can here. As to which language to use, any one that you have a connection to will work. It could be a language you’re studying, one that’s spoken in a place you want to travel to, the language your ancestors spoke, etc. Topic 4 A good way to tackle this one is to invent a spell to solve a problem you have. It could be a problem that affects primarily you (such as a spell to keep your little siblings from distracting you, or a spell that eliminates the need to sleep for a night so you have time for both your football practices and watercolor painting hobby) or a bigger problem (a spell to remove carbon dioxide from the atmosphere to reduce the effects of climate change). Think of problems you want to fix, and use your essay to come up with a spell to solve one of them. Remember to explain why this problem affects you and how eliminating it would help you/others. Topic 5 This is a great option for more visual people who feel writing isn’t always the best way to get their personality across. For this prompt, you have the chance to explain an important aspect of your personality or history, something you care about, or a way you think you're misunderstood. For example, you’re religious but feel people often misunderstand your religion, your page could be an FAQ where you answer common misconceptions about your religion. If you’re an artist, you can use the paper to show your favorite piece of art you’ve created, then explain what the art means and why it’s important to you. If you’re a ballerina, on one side of your page could be a ballet award you won, and the other side could be a picture of your bruised and bandaged feet to show the hard work you went through to accomplish your goals. Topic 6 If none of the other prompts speak to you, you can always come up with your own and answer it. This is a good option if you have something specific in mind you want to write about but the topic doesn’t fit any of the prompts. When I applied to UChicago, I really wanted to write about a summer I spent on an archaeological team since it was important to me and I felt it showcased my strengths. None of the prompts that year fit, so I made up my own. Topics to Avoid UChicago wants you to be creative here, so there aren’t many topics that are off limits. However, you’re trying to convince them that you’d be a great an interesting student to add to their school, so make sure you use your essay to show who you are and why UChicago would want to admit you. This means you should avoid responses that don’t give readers a good idea of who you are. (For example, if you choose essay option 5, don’t just state that you’d create a spell that blocked out all nearby sound. You’d want to tie it back to yourself and your life by explaining the reasoning. For example, maybe you have a grandparent living with you, and you want them to be able to relax in peace.) Because these prompts are creative, it can be easy to run away with them, but always remember to answer the prompt completely and give UChicago better insight into who you are. Additionally, don’t feel that certain University of Chicago essay prompts are â€Å"better† or more impressive than others. UChicago wouldn’t have chosen these essay topics if they didn’t think applicants could write outstanding responses to them, so please choose the prompt that you can feel you can write the best essay for. University of Chicago Essay Examples In this section are two University of Chicago essay examples, each written by an accepted applicant. Below each UChicago supplement essay we discuss what makes the essay work so well. Question 1 Dear University of Chicago, It fills me up with that gooey sap you feel late at night when I think about things that are really special to me about you. Sometimes I just hunger for more, but I keep that a secret. The mail you send is such a tease; I like to imagine additional words on the page. Words like "you're accepted" or "you're awesome!" or "don't worry, she still loves you!" but I know they're all lies. You never called after that one time, I visited you thrice, but you never come around anymore. Tell me, was I just one in a line of many? Was I just another supple "applicant" to you, looking for a place to live, looking for someone to teach me the ways of the world? The closeness between us was beautiful, it couldn't have been just me that felt it, I know you felt it too. The intimacy was akin to that of scholar and original text, your depth as a person is astounding! To be honest, I must confess I had already dreamt of a rosy future together, one filled with late nights and long discussions over the Got hic era and the ethical stage of Kierkegaard, we would watch the sunset together and spend every Christmas snuggled in blankets. Eventually we would get older, I would become a well-educated corporate lawyer and you would enrich yourself within the domain of human knowledge. Your cup overfloweth with academic genius, pour a little on me. You're legendary for it, they all told me it would never work out between us, but I had hope. I had so much hope; I replied to your adorable letters and put up with your puns. I knew going into it that you would be an expensive one to keep around, I accounted for all that; I understand someone of your caliber and taste. And now you inquire as to my wishes? They're simple, accept me for who I am! Why can't you just love and not ask why? Not ask about my assets or my past? I'm living in the now, I'm waiting for you to catch up, but you're too caught up in my past, I offer us a future together, not a past to dwell upon. Whenever I'm around you, I just get that tingle deep inside me that tells me you're the one; you have that air of brilliance and ingenuity that I crave in a person, you're so mature and sophisticated, originality is really your strongest and most admirable trait. I wish we could be together, I still think in my heart of hearts we were meant to be, but you have to meet me halfway, dear. I'm on one knee here with tears welling up in my eyes, the fireworks are timed and ready to light up the night sky for you, just say 'I accept...you.' Always, Rohan Why Does This Essay Work? Creative take on a standard prompt: The writer chose a very unique angle for this essay: comparing the University of Chicago to a lover. He’s probably the first applicant to answer the essay prompt this way, which definitely makes this a memorable essay. In fact, UChicago loved this essay so much that they mailed it out to thousands of potential applicants (which actually got them a bit of backlash). You absolutely don’t have to take as unique an approach to this essay as the above writer did, but doing so can definitely help your essay stand out. It answers the entire prompt: Even though this is an unusual essay, the writer still manages to answer everything the prompts asks for. He mentions his goal for the future (to become a lawyer), mentions varied interests he has (the Gothic era, the philosopher Kierkegaard), and explains what he likes about UChicago (the brilliance, ingenuity, and originality the school offers). He even manages to mention that he visited campus three times, which shows a serious interest in the school. If you choose to write an especially offbeat essay, it’s key to do what this essay did and still answer the prompt while being creative. Question 2 This essay is from several years ago, so it doesn't use a current prompt, but it's still helpful to read and analyze. Here 's the prompt:Share with us a few of your favorite books, poems, authors, films, plays, pieces of music, musicians, performers, paintings, artists, blogs, magazines, or newspapers. Feel free to touch on one, some, or all of the categories listed, or add a category of your own. The Illuminati changed my life. Three years ago, I found my first ambigram in one of my favorite novels, Angels and Demons by Dan Brown. I turned the page, and there it was: the word â€Å"Illuminati† printed into the exact center of the book. It was styled like a newspaper masthead, exquisite and complex, yet oddly symmetric. Curious, I rotated the book upside-down. Impossibly, the inverted word was still â€Å"Illuminati.† Gazing closer, I realized that the letters, I-L-L-U-M, actually shaped into a flipped I-N-A-T-I. Suddenly, I was reading it in both directions. My eyes waltzed along the broad curves and sharp twists of the calligraphy, striking poses in a glamorous font against a sheet of creamy whiteness, sliding between the dense vertical strokes, peering at the edge of the defined serif as it angled away, then bent boldly toward me. Every line was deliberate, every flourish smiling with purpose, and the whole word balanced on the delicate cord that joined two letters into one. It was unforgettable. Ambigrams are words that can be read from different directions. Actually, â€Å"ambigram† is an umbrella term that encompasses dozens of distinct types of visual wordplay. The most popular ones are rotational, mirror image, and-my personal favorites-symbiotic ambigrams, which can spell two different things when viewed normally and upside-down. Compelled by the striking art, I could not help but try my own hand at designing ambigrams, and slowly I felt the pitiful stick-figure artist inside me shrink away as my inner energetic graphic designer sprang up. Before early volleyball tournaments, I work myself up by filling up pages and pages of experimental letter combinations, gleefully satisfied at the way that a rounded lowercase â€Å"a† was a perfect upside-down lowercase â€Å"e.† In my AP Literature class, I drew â€Å"She’s a witch!† which revealed, when flipped, â€Å"Communist† to reflect Arthur Miller’s contemporary motives for writing The Crucible. On a challenge from a friend, I even drew an ambigram of â€Å"Jay-Z† and â€Å"Beyonce† on a bumpy bus ride back from a leadership retreat. In the last few months, I have also practiced drawing ambigrams as fast as I can. I dream about the day when I can effortlessly write out a message saying â€Å"Hi, how are you today?† normally and â€Å"The password is cherry268† upside-down, without pausing or rotating the paper. I imagine a world in which everyone had this ability, and could literally write two things at once. How would that change communication? Encryption? Trust? My legs swing comfortably from this innovative edge, excited to take a stab at the answers. The best part about the ambigram is that it refuses to define itself as just one thing. It is a linguistic passion, a cryptographic endeavor, an artistic design, and an ironic illusion. I relish the fact that ambigrams force both the artist and the audience to reject first glances and embrace secret identities. This may just be a nerdy obsession, but ambigrams have taught me far more than how to sketch fancy words. Their multidimensional truth implies that my hobbies of both writing Italian sonnets and solving logical riddles are not opposing functions of my left and right brains, but rather, a perfect conglomeration of my passion for creating and solving puzzles. The beauty of the most surprising combinations reminds me to take bold risks in both my life and my designs. Above all else, ambigrams have taught me that I can create the impossible. I can make true and false the same word depending on something as simple as a 180-degree head turn. Victory can be defeat. Open can be closed. Am amateur piano player with an obsession for cryptology can learn how to program iPhone apps and get the game-winning kill at the varsity volleyball championship. A girl with divorced parents can make time for both families, and an inspired teenager from California can write her name into world historyboth normally and upside-down. -Samantha M. Why This Essay Works Shows passion: This essay focuses a pretty unusual and specific topic: ambigrams. While many people may not even know what an ambigram is, the writer is clearly passionate about them. She discusses how much time she spends trying to create different ambigrams, what her goals for ambigram creating are, and some of her favorite ambigrams she’s created. UChicago loves people who are passionate about something, even it’s an unusual or offbeat interest. It makes UChicago believe those students will bring that passion with them onto campus. Gives insight into the writer’s personality: The majority of this essay is about the author’s interest in ambigrams, but she also manages to cleverly slip in multiple other references to her personality and interests. From her essay, we learn that she’s a volleyball player, writes Italian sonnets, and loves solving puzzles. Adding these details gives UChicago a fuller look at what makes her tick. Connects it to a bigger picture: The writer chose to write about a very specific topic: ambigrams, but was still able to connect that to bigger concepts, such communication, truth, and how she’s able to balance her different interests. She’s able to take a quirky topic and show how it influences her worldview. Final Advice: UChicago Essays When answering the University of Chicago essay prompts, keep in mind that the main reason UChicago is reading these essays is to find out who you are as a person and if you’d be a good fit at their school. The University of Chicago wants students who are passionate about learning, creative, are excited to make the most of their time on campus, and have big dreams for themselves, and the UChicago supplement questions are designed to help you show these sides of yourself to the school. For the â€Å"Why UChicago?† prompt, you’ll want to show the school why you want to go there, why you think you’re a good fit for the school, and how UChicago will help you achieve your goals during college and beyond. For the Extended Essay, you can (and should) be more creative. These UChicago essays are more â€Å"out there,† and in your response, you should show your personality and passion for learning. For both University of Chicago essays , remember to show who you are and what you’re passionate about, include details about yourself and the school to help you stand out from other essays, and mention your plans and goals for the future. What's Next? If you want a more in-depth look how to write about Question 1, check out our guide to the Why UChicago Essay, which includes an additional sample essay along with analysis of how to answer this prompt. Are youworking on the Common App essay? Read our breakdown of the Common App prompts and our guide to picking the best prompt for you. 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