American Beauty1 Essay Example For Students

American Beauty1 Essay The excellence that delivers itself to the eyes is just the spell existing apart from everything else; the eye of the body isn't generally that of the spirit. George Sand hit the nail directly on the head when he said this in 1872. Appearance versus reality has been a focal topic in numerous American imaginative works including the film American Beauty. American Beauty is a film that digs into your run of the mill, white collar class rural American home and gradually reveals the entirety of the variations from the norm that exist in. The family is depicted as expected yet as the movies slogan proposes look nearer then it is conceivable to completely comprehend the suggestions that happens in this apparently upbeat home. The movie is amazingly coordinated by the acclaimed theater executive Sam Mendes and envelops an incredible number of true to life methods that show up new and energizing. Pundits have referenced a significant number of these methods. In any case, they neglected to se e the sharp utilization of shading utilized all through the filmespecially the shading red. Sam Mendes successfully utilizes the shading red; as a focal theme to highlight state of mind and subject, to differentiate families, and to uncover characters and sentiments. In American culture red is a shade of different implications and pictures. The shading red is the pith of life; it is the shade of blood. It can hint vitality, imperativeness, enthusiasm, outrage, force, fervor, and penance. It is an establishing shading. Red can represent warmth, peril, love, sex, demise, wrath, desire, and magnificence. Red is the shading utilized for the womens apparel, the vehicles, the entryways and furthermore it is the shade of Lesters blood splattered over the white table toward the finish of the film. Red is the focal theme of the film. Sam Mendes fused huge numbers of these importance of red inside the film American Beauty, Not just did Sam Mendes embed a theme of red, he additionally consolid ated a theme of the red rose. Roses in American culture are a definitive image of adoration, life and demise. Blossoms are an enormous piece of the American culture. They have come to represent empathy, mindful and love. The excellence of roses are superceded with risk, for they have thistles that can prick. Roses typify excellence; maybe that is the reason they picked the title American Beauty. The title American Beauty is a mixed bag of imagery; it includes an assortment of implications. For the watcher it can represent the American excellence rose an uncommon and antique climbing rose a lot of like the roses in the Burnham garden. It can likewise speak to the American perfect of a lady, for example, Angela, the perfect American excellence with her long streaming light hair, her porcelain appearance and her ruby red lips and splendid blue eyes. Another adjustment of the title is the magnificence of an ideal American home a lot of like the Burnhams home has all the earmarks of bein g. Be that as it may, all have blemishes, the rose has thistles to prick, Angela has her dread of being customary and the Burnhams home, well it also is reviled with the truth that they are a broken family. Red roses become not just a theme in the film; they come to speak to images. They are predominant in pretty much every scene. They are in the nursery; pretty much every room in the house has a bundle of splendidly shaded roses in a jar. They are the focal points to the lounge area table. This table turns into a theme in the film too, the family has its daily supper custom and through the span of the film we see a depiction of the family at this table. Flower petals are the image of sex too, they are seen encompassing Angela for Lester, they burst out of her shirt, they jump out of his mouth after he fantasizes of kissing her and they tumble from the roof onto his face when he pictures her over his bed. The front way to the house turns into a theme also, with steady references from neighbors about the house with the red entryway. As though the entryway is a passage to the peculiarities prowling inside the house. Inside the house Mendes confined the hues to a monochromatic blue-dark pl an to stress the seclusion between the Burnhams. Lester escapes from this cold and desolate house by making a space for himself, it is encircled in brilliant earthy colors, and this isolates him considerably further from the blue-dim presence he had been living.To convey further the subject that the Burnhams cheerful home is only a front for what lies somewhere inside. Sam Mendes compares the Burnhams house with the neighbors homes. The brilliant, practically counterfeit shades of Burnhams house are a serious complexity against the Fitts which is exceptionally flat and controlled; inside it is nearly Amish looking. It is totally bereft of vegetation and aethstetics commonly connected with homes. They have restricted furnishings and dcor, and the furniture that is available is plain, straight lined dim and wooden. The lighting is diminish and the predominant shading all through the house is white or cream. The Fritts family is one of separations. Mendes makes a point by encompassing them in flat, despairing hues and separating them finally from each other. The family is clad in high contrast all through the majority of the film to externalize the forlornness and seclusion among themselves and society. Different neighbors present show up from the start to be the most unusual of the pack. They are Jim and Jim, two fruitful men living respectively as accomplices. They are in every case splendid and sprightly wearing essential hues and depicted as glad and brimming with life. The incongruity is that they are most ordinary characters in the whole film.Color is utilized not exclusively to show juxtapositions in neighborhoods, however to draw out the characters also. .u0478db491162020da5255cce4450fcda , .u0478db491162020da5255cce4450fcda .postImageUrl , .u0478db491162020da5255cce4450fcda .focused content territory { min-stature: 80px; position: relative; } .u0478db491162020da5255cce4450fcda , .u0478db491162020da5255cce4450fcda:hover , .u0478db491162020da5255cce4450fcda:visited , .u0478db491162020da5255cce4450fcda:active { border:0!important; } .u0478db491162020da5255cce4450fcda .clearfix:after { content: ; show: table; clear: both; } .u0478db491162020da5255cce4450fcda { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; mistiness: 1; change: darkness 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .u0478db491162020da5255cce4450fcda:active , .u0478db491162020da5255cce4450fcda:hover { haziness: 1; progress: obscurity 250ms; webkit-change: darkness 250ms; foundation shading: #2C3E50; } .u0478db491162020da5255cce4450fcda .focused content zone { width: 100%; position: relativ e; } .u0478db491162020da5255cce4450fcda .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-beautification: underline; } .u0478db491162020da5255cce4450fcda .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u0478db491162020da5255cce4450fcda .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe span: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-tallness: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-adornment: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .u0478db491162020da5255cce4450fcda:hover .ctaButton { foundation shading: #34495E!important; } .u0478db491162020da5255cce4450 fcda .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u0478db491162020da5255cce4450fcda-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u0478db491162020da5255cce4450fcda:after { content: ; show: square; clear: both; } READ: Crazy Eddie EssaySam Mendes catches the substance of each character with shading. From the start we see Lester in cool desaturated hues to propose an absence of vitality and a depleted life. As the film proceeds and Lester experiences a resurrection we see him build up a more brilliant point of view and the shade of his articles of clothing experience a resurrection also, from the start he goes to yellow, at that point green and in the long run he embraces red. He wears a red tank top, gains a red vehicle and seeks after an occupation wearing a red and white uniform. Mendes utilizes this shading change to show that Lester has recalled the thin gs he needed. He out of nowhere acknowledges what is inadequate in his life and red dress gives him a feeling of intensity and authority over his life. What began this change was the point at which he previously observed Angela. She speaks to a definitive indication of American magnificence; she is enhanced with red all through the film. She exudes sex and energy. All through the film she wears fire motor red lipstick, she wears splendidly shaded apparel and she is seen to Lester as encompassed by red flower petals, he has dreams of her absorbing a bath of flower petals. Red is the predominant shade of nail clean and lipstick for all the focal females in the film including Caroline. Caroline Burnham experiences a change also she ostensibly seems disengaged and controlling however underneath she longs for enthusiasm and force. Mendes shrewdly shows this in the start of the film when Caroline uncovers to clean a house and underneath her dull yellow suit is a dark red nightgown. While she cleans the dull and shadowy house she is illuminated with brilliantly hued dividers. She has a private breakdown and spreads her crying face with those amazing, hot red nails to cover her unique conduct. Carolyn endeavors to top her dejection off with having the correct things. The correct vehicle, the correct house and even the correct nursery, however she doesnt see the 10,000 foot view. She changes, much like Lester into an increasingly secure and grounded individual. This is generally clear in the last arrangement of the film when she is wearing a provocative red velvet dress. She has gotten emphatic and is prepared to last

E Pluribus Unum free essay sample

An examination on the theory of how things came to be of creation. The paper contends the logical theory of the universe's origin and request in the advancement of our universe. It portrays the progressive system of occasions and the Great Chain of Being hypothesis. Specifically, it talks about the electron particle core universe extends inception universe Big Bang early stage ball creation by and large request. This paper is all around organized with insightful profundity to the contention of the making of life and our planet. Electrons circle the core of an iota. Untold trillions of iotas impact together and detonate. The universe grows. Electrons race down the copper wires of an electric link. The sun sparkles. Leaves digest the daylight, produce supplements, live, beyond words, tumble to the ground. The breeze bears on high the leaves, dissipates them over earth and ocean. The tide moves them, pushes them up into waterways where finally they subside into the mud. Salmon swim upstream; lay their eggs on the sloppy bottoms of lakes and streams. We will compose a custom paper test on E Pluribus Unum or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page A ground-breaking wild bear nestles the frigid water of a mountain creek. His extraordinary paw clears into the water and gets a shooting salmon. Men come; build up a city on the banks of the stream. They drive the bear off. Their pontoons coast upon the outside of the shimmering water. Nets plumb the bone chilling profundities, reemerge loaded up with salmon. The men eat the salmon. The salmon are processed, transformed into grain for a thousand different animals and into the food that constructs civic establishments. Processed once more, these moment particles separate into particles, and the particles into molecules. A solitary molecule coasts off in the huge void of room. Electrons circle the particles core. These are cycles, indeed, however wherein lays their definitive starting point? Is there an association between such makes up the universe? Is there an arrangement?

Personnel Resourcing and Development Essay Example | Topics and Well Written Essays - 2250 words

Work force Resourcing and Development - Essay Example It incorporates the necessary results of an association with the commitment from the people or the groups. It is basic to accomplish the key destinations of an association just as a person. Additionally, exhibitions envelop both the budgetary and the conduct results of a person. This is because of the way that an individual’s conduct may prompt the ultimate results. Consequently, it tends to be insisted that exhibition of an individual is straightforwardly associated with the possibilities of a person which depends on his/her technique for appreciation and acknowledgment (Australian Public Service, 2001). Execution the board is alluded as the methodology of making a working circumstance, which can empower people to upgrade their nature of exhibitions. It is portrayed as the method of checking and investigating the exhibitions of a person so as to acquire essential results (Melin, 2010). It is vital in light of the fact that it might prompt changed prizes and acknowledgments, b ringing about increase of the brand picture of an association just as notoriety of a person. The prime target of execution the board framework is to prepare and to teach the staff so as to upgrade the degree of exhibitions. It likewise helps in achievement of useful and steady input about the hidden obstructions of the exhibitions of an individual with the goal that it very well may be blessed to receive lessen those errors (Dattner, 2010). In this way, execution the executives framework encourages in assessing the high just as poor entertainers of a specific gathering, which gives a nitty gritty thought regarding the sorts of preparing programs required to keep up the patterns of exhibitions (Apriority Learning, n.d.). Consequently, execution the executives is portrayed as the present trendy expression, which assumes a functioning job for an association that encourages in its supportability in this time of intensity. So as to do as such, execution the executives framework incorpora tes certain particular segments, specifically arranging, reconsidering and execution evaluation and steady input (Slideshare, n.d.). This perspective is portrayed in the beneath figure. Execution Management Components Source: (Slideshare, n.d.) Planning is the most pivotal piece of the presentation the executives method which shapes the basic wellspring of execution evaluation (Apriority Learning, n.d.). It is for the most part acted so as to assess the degree of execution of a person among different workers of an association. This technique for execution evaluation is finished with joint exertion of appraisee alongside reviewee to identify his/her degree of activity. With the assistance of this procedure, the significant zones of obligation alongside singular aptitudes, information and needs can be effortlessly dissected (Department of the Interior, n.d.). Additionally, it likewise helps being developed of an activity plan so as to improve the degree of execution in this way decrea sing the downsides or inadequacies. Other than this, investigating additionally assumes a functioning job in the whole procedure of execution the board framework. In this procedure, the appraisee is offered a structure to assess him/her-self, however later again checked on or evaluated by his/her seniors (Slideshare, n.d.). After finishing of the whole procedure, the reviewee gives a unique commitment inside the procedure of examination so as to research the escape clauses of the presentation and to conquer them (Melin, 2010). It likewise helps in steady advancement and improvement of the people through differed sorts of direction programs, which may encourage in enlarging those escape clauses. Notwithstanding these means, the other noteworthy part of execution mama

Case Study in Compensation and Benefits Example | Topics and Well Written Essays - 500 words

In Compensation and Benefits - Case Study Example While my essential job will be to illuminate them about the pay arrangement process, their perspectives and recommendations will be thought about to bring sex uniformity, legitimization of compensations and reinforce the camaraderie that is vital for Acme’s triumph. In any case, the organization got into this loathsome circumstance because of incorrect assumptions, underestimation of the female specialists and a frightening numbness in work evaluation. As the president, George fundamentally added to Acme’s present issue initially by accepting that ladies had working spouses subsequently didn't require tremendous compensations, and furthermore be granting pay increase dependent on his relationship with a representative obvious through the individual deals regular during his system. The HR executive too held the assumption that the female representatives ought to be paid less since they regulate less talented and capable workers when contrasted with their male partners. The nearby culture exceedingly influenced the remuneration procedure. Regardless of whether the mate is salaried or not will be not part of the expert remuneration plan, yet in Acme, the administration permitted such an assumption to drive the organization into issues. In addition, considering the sheer truth that the organization was shaped 35 years prior when underestimation of ladies was the standard, and Acme was little, all things considered, just men were utilized. At the point when it in the long run began recruiting ladies, they had small expert experience, and as the equivalent compensation rights were actualized, George ignored expanding women’s pay rates while he expanded men’s pay rates. Acme’s current issue is likewise inferable from its faulty activity assessment process. Occupation assessment permits the association to decide the value of work basing choices of abilities, competency and experience. The procedure was incapable and neglected to pinpoint shortcomings

Competetive Strategy Analysis - Samsung Essay Example | Topics and Well Written Essays - 3000 words

Competetive Strategy Analysis - Samsung - Essay Example The present status of the firm’s seriousness is assessed utilizing three key instruments: the Five Forces model, the Value Chain examination system, and the Strategic Clock. The initial two models were created by Porter while the Strategic Clock has been structured by Bowman. These hypothetical models permit the distinguishing proof of all parts of the firm’s key situation in the worldwide market. Along these lines, the comprehension of the firm’s current situation towards its adversaries and of its future possibilities in the specific business gets simpler. Porter’s Five Forces Literature survey The Five Forces model of Porter (see Figure 1 beneath) features the powers that a firm is probably going to confront when building up its every day exercises. The distinguishing proof and the assessment of these powers are fundamental so as to check whether a firm has prospects in its industry or not (Hill and Jones 2009). The powers remembered for the Five Forces model of Porter are the accompanying: ‘a) new contestants, b) providers, c) purchasers, d) substitute items, e) industry competition’ (Henry 2008, p.69). The investigation of this model’s components would assist with understanding its incentive for assessing the possibilities of Samsung in the worldwide gadgets industry. ... The intensity of providers to request increment in costs is higher as the material/item conveyed to the customer is uncommon and can't be effortlessly situated through different providers (Roy 2011). This wonder is known as the dealing intensity of providers (Roy 2011). In parts that are basic as far as the material utilized in items, the dealing intensity of providers can be high: for instance, the pharmaceutical business or the extravagance vehicles industry (Roy 2011). At the following level, reference ought to be made to the next component of Porter’s model: clients. Clients can squeeze firms to continue to the decrease of their costs in the accompanying case: when the items/administrations gave by a firm gotten regular in the market, the clients of a firm may choose to leave their firm and lean toward the results of an adversary that are at lower value (Gordon 2004). The particular capability of clients can exist just if an item is generally extended in the market or if a nother contestant that offers a similar item at lower cost has showed up in the neighborhood showcase (Gordon 2004). The term ‘substitute products’ is utilized for depicting the items with comparative attributes yet of lower quality (Ungson and Wong 2008). These items can be accessible at lower cost since their creation cost is fundamentally lower than that of the items with comparable attributes yet of top notch (Ungson and Wong 2008). Shoppers may incline toward these items rather than those that used to purchase as of not long ago so as to set aside cash (Ungson and Wong 2008). Substitute items can't especially undermine a firm that offers items that can't be handily repeated (Alrawashdeh 2013); Finally, reference ought to be

Advice youve heard before and a story you havent

Advice you’ve heard before and a story you haven’t There are going to be a lot of people eager to give you advice on how to survive college and maybe even leave with a degree and some shreds of self respect. At least thats the way it was with me. Something that I heard over and over again from mouths of all shapes and sizes was Go to class. Go to class. Go to class. But thats for dumb kids who couldnt figure things out on their own. By second semester freshman year I attended at most one class per subject per week. I skipped all 18.03 (Differential Equations) lectures except the first, went to no recitations other than the ones immediately preceding exams. 8.022 (E+M) had lecture notes online by a previous lecturer, and it was not long after I discovered them that I stopped going to 8.022 as well. 6.001 (computer science) lectures were optional through an online lecture experiment so that was excusable. The only class to which I dragged myself on a semi-regular basis was my mandatory-attendance HASS class. The advantages? I got to sleep in later. I got to save time that would otherwise have been spent in class. I got to stay warm and cozy in my (over)heated room while it whistled and roared in wintry fury outside. I got to brag about not going to class and still doing fine. How did I go about this? Homework. Everything I learned that semester came from doing homework assignments. I would read the lecture notes from that week as I went along problem by problem, learning only the parts of the material necessary to hand in a completed assignment the next day. When the tests rolled around, I would attend the review sessions held immediately preceding to fill in the gaps between the problems. Of course, this schedule meant that I slept until noon every day and had to stay up until 6 or 7am on many occasions to not only finish a whole problem set the night before but also learn the material beforehand. But thats okay, since that extra time would have been spent in class anyways. And since I can learn faster than the lecturer talks, Im still saving time, right? It made sense, of course, until you tried to account for the extra time I should have saved. Where did that go? In a single week, I would end up sleeping 4 hours or less on at least 2 or 3 occasions. I would skip meals reasoning that Id got up late, so I didnt need breakfast, reasoning that Im hungry, but its 4am already and Im going to bed soon, anyways, as soon as I finish this last problem This wasnt a big deal for me, then. I was still healthy. Its at this point in the tale that the wise and weathered story-teller would learn his lesson. And I failed all my classes and got put on academic probation and then I shaped up and never missed another lecture and made straight As from then on. Well, correct me if Im wrong but life doesnt usually work like that. Truth is, I did just fine. I got As in 8.022 and 18.03 and Bs in 6.001 and 4.301. I even passed my astronomy seminar (P/F) 12.409 (which I highly recommend by the way). Another piece of universal advice came into mind at that point, If it works, stick with it. This one I followed. I sleepwalked through first semester sophomore year. Unified (engineering) started at 9am which made it easy to skip on a daily basis. Not to mention all equations and little theory which made it easy to pick up the night before a test or Monday night before the problem sets were due. Out of the 10 hours of lectures and recitations every week, I was present for maybe 2 or 3. My other classes didnt fare too much better (2 physics and a HASS class). Once you start skipping one class its hard to bring yourself to go to the others. I fell into the same pattern as the semester before. But there was one big difference. I was taking five classes, not four. Its easy to say that youll read the lecture notes for the class you just skipped, its even easy to believe that you will, and sometimes I would. But more often, I put it off. I fell behind. And its an awful feeling, being behind in a class. An awful pattern even, because, it requires you to correct for it all at once. I cant go to lecture if I havent learned any of the material of the past 2 weeks, it would be a waste of time, I wouldnt have any idea what was being said. I guess Ill just stay home and try to start from the beginning. And now Im missing yet another class. Im even farther behind. To be able to keep up with problem sets in all your MIT classes, eventually, you will have to fall into a pattern. Math on monday nights, maybe physics tuesdays and wednesdays, bio on thursdays, essays on sundays and you will feel like every minute of every day is filled. Where is the time to catch up on material that youve missed? Well, Im not a slow worker and Im not a fast worker. Im not brilliant and Im not dumb. And with 5 classes I didnt have much. Psets started taking me longer to do, and I found myself playing catchup into the wee hours of the morning. The sun came up over my unfinished work, and I hadnt slept. And it was the 3rd time this week. So my schedule was a little hectic, so what? I was still pulling As. Red flag #1. I overslept the second Fluid dynamics test in Unified. By 45 minutes. With only 15 minutes left in the test, I staggered into 33-225, my heart still racing from the shock. Professor Drela gave me the full hour to take it. This was less than halfway through the semester. A little after this, I started getting sick. I lost weight. Which, for me, a 105 pound girl, was a pretty big deal. One day, while we were getting chinese food at Kendall food court, my friend Jesse noticed that I wasnt eating much. Im full, I said. 3/4 of the little styrofoam lunch box was still filled with orange chicken and tofu. What he didnt know was at this point, a lunch box could fill me up three times over. But more than that, I was unhappy. I was cranky and skinny and disliked my classes and despised my work. My stomach hurt when it was full, hurt when it was empty, I got headaches that didnt go away like headaches should. You hear it a lot. College is about learning to take care of yourself. Well, as much as I hate to prove cliches correct, thats where I failed. Mommy and Daddy werent there to cook dinner for me when I had too much work to go out or do it myself. They werent there to remind me to take my vitamins. They werent around to say, You look overworked, youve gotten skinnier, pay attention to the warning signs. Well, it finally did catch my attention. I overslept the second exam in 8.033 (Relativity) by 45 minutes. Again, the professor gave me the full allotted time. I was in college once, too, he said. Now I dont want to give the wrong impression. Compassion isnt a prerequisite to becoming a professor at this school. Itd be a big mistake to confuse luck with law, and assume that I deserved anything but an F on both those two tests. But all that aside it was the jolt I needed I think, and in a way it wrenched me from the nightmare in which Id been a living character and I took a look around. This was the second time Id overslept something very important. Something I set 2 alarms for. Also, the exam was at 2pm. You might be wondering at the moral of this story. Is it grades? Had my gpa plummetted? No, when the dust settled on my science subjects last term, Id come away with 2 As and 2 Bs. But I was unhappy and the success of a semester is not measured in grades alone. Some people might say that this shows that students are dumb and should listen to their elders when they say go to class. But I think thats bull. Everyone learns differently. If you learn best by going to every lecture, taking meticulous notes, and if that makes you feel good, then absolutely that is what you should do. But if you learn better from readings and homework assignments, theres nothing wrong with that either. If it pleases you to lock yourself in your room- except to sneak out late at night in a trenchcoat to turn in your problem sets- and not say a single word of english to anyone, youll find good company here. Telling students they have to learn a certain way is crappy. Everyone deserves to find out for himself. Instead of saying, go to class, I think my advice will be as follows: pick classes that youll want to go to. And dont fall behind. I changed my major. I dont believe in the policy that you have to suffer in life before you get to have any fun. Truth is I didnt enjoy my engineering classes. While my other classmates were trudging through the work willingly, I felt like I was being dragged along in something I didnt want to do. Does this mean Im not interested in Aero/Astro? I dont know, but I dont think so. I think I will simply have to find a different path to reach my career goals. Im young, there are tons of open doors. These are the classes Im taking this semester: Quantum Physics 8.04 Statistical Physics 8.044 Abstract Algebra 18.703 Biology 7.013 Writing (Autobiographical) 21W.731 As of right now, I really like the selection and variety. I have more work than ever (I have an essay due more or less every week in writing class- dont take writing if you dont want to work) but Im getting 6-8 hours of sleep a night and eating half a pizza again and the pink is coming back into my cheeks. I go to every class. I have generally great lecturers this term and I like to have a face explaining things to me and I like to have the little words in between steps that illuminate everything which, sadly, are often omitted in textbooks and lecture notes. I work on problem sets by myself: I find that I learn best that way. And then I check answers with other students and offer and receive help on difficulties. I go to office hours whenever I can, because sometimes just talking a problem out is enough to offer new insights on it. I cook dinners and lunches and sometimes even a pancake and eggs breakfast with Mike (08) every day. I go grocery shopping every weekend. Heres another p iece of advice, find a cooking buddy. Mutual encouragement and motivation will keep you fed (and cheaply!) every day. If its a friend, you can snack in the lounges watching tv, if its a boyfriend/girlfriend, dim the lights and light a couple of candles. Either way, its a good time and usually a good break from problem sets. I spend maybe $40-50 a week on groceries, eat 2-3 meals every day, fancier on the weekends. Its a good deal, and cooking isnt that hard. Even you can learn. Here, I will throw in a couple of pictures. Since that is my job. These are some of the CCD images that I (yes, thats right, me) took (w/ my partner) using a 8 telescope for my freshman year astronomy seminar that I talked about. For 3 hours a week we froze our butts off on the roof of building 37 each at our little telescopes looking at stars, planets, and galaxies. Making LIFESIZE sketches and taking pictures. Actually, the first is a page from my lab notebook with some sketches of saturn. These are the images. This one is saturn. It looked a lot better in the telescope. Look, we werent using hubble, you have to lower your expectations a bit. A globular cluster. (First ever in the class!) I was still pretty psyched to get these. This is the moon: And lastly, the orion nebula. Anyways. Its time to end my big ol ranting entry. In conclusion, do I think I will get straight As this year? Hardly. Im taking much harder classes. But do I think this will be my best semester yet at MIT? You bet. OKAY THANKS FOR YOUR TIME -Lulu

Expression and Emotion in With how sad step - Literature Essay Samples

Courtier Sir Philip Sidney was a prominent and highly influential literary figure in the Elizabethan age. Critics agree that Sidney was ahead of his time as a writer, and Alexander Gavin refers to the 1590’s as a decade in which he ‘dominated literary culture’,[1] despite his death 4 years earlier. His most famous works include Astrophel and Stella, a sequence consisting of 108 sonnets and 11 songs. The progression of sonnets follow the speakers emotional state as he endures in an initially unrequited love affair, which results in his lover ending the relationship after she realises they are incompatible. In the thirty first sonnet,[2] Sidney draws on a more sinister side of love, and in particular the suffering endured after it is lost or unrequited. The sonnet carries a deep sense of misery and bewilderment as the speaker tenderly begins to come to terms with rejection. It is widely accepted that Astrophel acts as a parallel to Sidney’s and his own heartb reak[3] and a strong feeling of pathos is established through the speakers questioning of the fate of love. By confiding in the moon, the speaker is able to express his feelings in confidence as well as relate to it, which acts as a source of comfort to the distressed Astrophel. This tightly structured sonnet works to explicitly highlight the raw emotions of the speaker; sorrow, grief and bitterness are all expressed as he dwells over his woes. The sonnet begins with the speaker projecting his sorrow onto the moon: ‘With how sad steps, O moon, thou climbs’t the skies How silently, and with how wan a face!’ (ll.1-2) Rich in pathos, the opening line immediately establishes the mood of mournfulness and sorrow. This is contributed to by the apostrophe ‘O moon’, as the speaker comments on it rising ‘with how sad steps’. The use of caesura decreases the pace of the opening line whilst simultaneously reflects the laboriously slow movement of the moon as it climbs the sky. This combines with Sidney’s placement of a spondee on ‘sad steps’ to convince the reader of both the speaker’ and moon’s misery. The poem adopts the shape of a Petrarchan Sonnet, where typically the lady is always unobtainable and the lover often hopeless[4], and Sidney was likely influenced by the form during his year-long visit to Italy, where he studied the works of many literary scholars. A melancholic tone is created by Sidney’s utilisation of sibilance with the syntactical the choices: ‘sad steps’ and ‘climbs’t the skies’, which add a sense of wistfulness to the introductory line. The assonance of the vowel sound ‘aʊ’ prolongs the line length, and the combined repetition of fricative consonants create a slower pace, further reflecting the extent of the speaker’s tormenting thoughts. As a result of pondering over his thoughts to the moon, the speaker learns that he can also relate to it. The idea of misery is reinforced through the description of the moon as ‘wan’, which connotes to it appearing pallid and unwell. This deviates from typical descriptions of the moon in which it’s complexion appears ‘glimmering’ or ‘orb-like’ and instead presents it as humanlike. Sidney’s use of ecphonesis: ‘wan a face!’ (l.2) demonstrates an abruptness as the speaker attributes the moons appearance as stemming from woes similar to his own. Astrophel universalizes his experiences, [5] expressed through the friendly term of address ‘Oh Moon’ (l.1) and the collective noun ‘our’ (l.3). This signifies that the concept of being able to relate to an entity as powerful as the moon is comforting to him, and the soft rhymes in the sestet reinforce the idea of the moon being a pain relief. The synecdo che ‘love-acquainted-eyes’ again personifies the moon, and the speaker recognises its infinite presence in the sky, where it has witnessed many people affected by love. Interestingly, the later juxtaposition of ‘languished grace’ (l.7) suggests that the speaker has not always viewed the moon in a sorrowful way. The verb ‘grace’, which is typically associated with the elegant manner of the moon, is contrasted against the adjective ‘languished’. The abrupt contrast adds to the melancholic sentiment by providing connotations of weakness, which isn’t typically intrinsic to descriptions of the moon. More often presented as immortal and wise, the speaker’s lexical choices hint that Astrophel’s perspective has been tainted by his wounded pride. This is reflected in the adverbial of manner ‘descries’ which implies that the moons sad appearance has before gone unnoticed, explaining Astrophel’s lifeless descriptions. Astrophel questions if love is also present in the heavens: ‘What, may it be that ev’n in heav’nly place That busy archer his sharp arrows tries?’ (ll. 3-4) Sidney uses allusion to reference the traditional figure of Cupid, who characteristically wounds lovers with his arrows to inspire feelings of love. The Renaissance period viewed Cupid as a catalyst of desire,[6] and the figure arranges spectacles of love throughout Sidney’s sonnet sequence.[7] However, Cupid’s inaccuracy as an archer was something which fascinated poets and was a topic of endless debate; perhaps the rhetorical question utilised by Sidney reflects this. In this case, the adjective ‘sharp’ is incorporated to highlight the pains of love, and the interrogative illustrates Astrophel’s wavering belief in cupid, as he has been inflicted with heartbreak rather than happiness. In fact, the speaker’s disillusionment with Cupid results in idolising the moon as an expert of love. The reference to a ‘heav’nly place’ brings attention to the moon’s eternal presence in the sky, and presents it as God-like. The night time setting alludes to the speaker’s sleeplessness, but the presence of the moon allows the speaker to accumulate his thoughts in a composed manner. The form contributes to this – particularly the rhyming of soft ‘ÊÅ'’ and ‘e’ vowel sounds in the octet which emphasise the calm and collected tone of the speaker. This starkly contrasts to the explosive vowel rhymes and interrogatives present in the sestet, which represent the speaker’s sadness slowly deteriorating into anger. Sidney uses elision in order to maintain his tight structure, and the regular enclosing rhyme scheme of the octet upholds Astrophel’s calm manner. Additionally, the strict iambic pentameter metre provides structure which balances out the speaker’s uncertainties regarding love, infiltrating a sense of security to Astrophel’s otherwise doubtful mind. ‘Then’ (l.8) acts as a Volta, and foreshadows Astrophel’s change of tone as the second part of the sonnet is entered. Here he becomes less focussed on the moons languished appearance and more fixated on his own feelings of bitterness. The succession of interrogatives reflects his increasing impatience at Stella, but also their repeated nature represents his unrelenting torment. The questioning is also significant as it demonstrates the relationship that the speaker has built with the moon – he idolises it as an expert of love and demands answers from a rejection which has left him in a bewildered state of mind. The term of address used in the opening line is repeated: ‘Then even of fellowship, Oh Moon, tell me,’ (l.9) The repeated address and caesura add a sense of familiarity, and reinforce the idea that the moon is a form of comfort for the speaker. The use of apostrophe leads the voice to become much softer, contrasting with the generally bitter and harsh tone of the sestet. The speaker’s mood quickly deteriorates as he questions Stella’s unreturned feelings in the alliteration ‘want of wit’. The emphasis placed on the harsh mono-syllabic words convey his anger at his affection being dismissed so easily. The lexical choice ‘scorn’ (l.10) furthermore is indicative of the speaker growing frustration as he questions whether ungratefulness is a virtue. The repeated use of the plosive consonants ‘t’ and ‘d’ in words such as ‘yet’ (l.10) serve as a harsh reminder of the incessant pain the speaker has endured over Stella, despite his ‘constant love’ (l.10) for her. The punchy masculine rhymes such as ‘be’ (l.11) and ‘me’ (l.9) quicken the pace of the lines, and create a more upbeat flow to the second part of the sonnet, which add to the sense that the speaker’s bitterness is unceasing. Despite Sidney probably being influenced by Petrarch during his year-long visit to Italy, he does deviate from its usual structure in terms of the rhyme scheme. The sestet rhyme ends in a rhyming couplet, which are not normally associated with Petrarchan sonnets,[8] and suggests that Sidney incorporated the feature from a Shakespearian sonnet instead. However perhaps the unconventional ending along with the final rhetorical question is symbolic. Astrophel is left unsatisfied and the final interrogative voices his uncertainties over love that have been ongoing throughout the sonnet. Overall, Sidney utilises a tight iambic structure in order to draw explicit attention to the thought procession of the speaker, and highlights the pains of unrequited love. The sonnet’s portrayal of unrequited love as unrelenting is reflective of the author’s own experiences, and the rejected lover is often left confused and hurt, demonstrated by repeated rhetorical questions. However, the speaker is comforted by the familiar figure of the moon, and decided that it too is suffering with lovesickness, which acts as a form of relief from his heartbreak. Ultimately, the speaker works himself up into a state of rage which leaves him in the same miserable mind set which he began with, demonstrating a darker side to love. Bibliography Gavin, Alexander, Writing After Sidney: The Literary Response to Sir Philip Sidney, 1586-1640, (Oxford, Oxford University Press, 2006) Kingsley –Smith, Jane, Cupid in Early Modern Literature and Culture (London, Cambridge University Press, 2010) Ferguson, Margaret, Salter, Mary Jo, Stallworthy, Jon, The Norton Anthology of Poetry, 5th ed. (New York: W.W. Norton Company Ltd., 2005) Robertson, Jean, Sir Philip Sidney and Lady Penelope Rich, The Review of English Studies, Volume XV, Issue 59, (January 1964) Shakemyth.org, Kingsley-Smith, Jane, Cupid (2011) http://www.shakmyth.org/myth/70/cupid Spiller, R.G Michael, The Development of Sonnet: An Introduction, 1st ed. (Routledge, 1992) Sonnets.org, Miller, Nelson, Basic Sonnet Forms (1997) http://www.sonnets.org/basicforms.htm [accessed 18th February 2018] Young, Richard, English Petrarke: A Study of Sidney’s Astrophel and Stella, Three Studies in the Renaissance: Sidney, Jonson, Milton, (Hamden, Archon Books, 1969) [1] Gav in, Alexander, Writing After Sidney: The Literary Response to Sir Philip Sidney, 1586-1640, (Oxford, Oxford University Press, 2006) p. x [2] Ferguson, Margaret, Salter, Mary Jo, Stallworthy, Jon, The Norton Anthology of Poetry, 5th ed. (New York: W.W. Norton Company Ltd., 2005) pp. 214-215 [3] Robertson, Jean, Sir Philip Sidney and Lady Penelope Rich, The Review of English Studies, Volume XV, Issue 59, (January 1964) p. 296 [4] Young, Richard, English Petrarke: A Study of Sidney’s Astrophel and Stella, Three Studies in the Renaissance: Sidney, Jonson, Milton, (Hamden, Archon Books, 1969) p.10 [5] Young, Richard, English Petrarke: A Study of Sidney’s Astrophel and Stella, Three Studies in the Renaissance: Sidney, Jonson, Milton, (Hamden, Archon Books, 1969) p. 50 [6] Shakemyth.org, Kingsley-Smith, Jane, Cupid (2011) http://www.shakmyth.org/myth/70/cupid [accessed 26th February 2018] [7] Kingsley –Smith, Jane, Cupid in Early Modern Literature and Culture (London, Cambridge University Press, 2010) p. 40 [8] Sonnets.org, Miller, Nelson, Basic Sonnet Forms (1997) http://www.sonnets.org/basicforms.htm [accessed 18th February 2018]