Sonnet 75 by Edmund Spenser free essay sample

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Sonnet 30 Sonnet 75 Poetry by Edmund Spenser Meet the Author Edmund Spenser 1552? –1599 did you know? Edmund Spenser . . . †¢ worked as a servant to pay for his room and board at college. wrote a satire that was censored because it insulted Queen Elizabeth I and other English notables. Although Edmund Spenser was born in London and educated in England, he spent most of his life in Ireland. It was there that he wrote one of the greatest epic romances in English literature, The Faerie Queene. We will write a custom essay sample on Sonnet 75 by Edmund Spenser or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The poem tells the stories of six knights, each representing a particular moral virtue. Spenser was innovative in devising a new verse form, in mixing features of the Italian romance and the classical epic, and in using archaic English words. Move to Ireland In 1576, Spenser earned een taken from an Irish rebel. Spenser’s friend Sir Walter Raleigh owned a neighboring estate. Second Marriage Spenser’s courtship of a master’s degree from Pembroke College at Cambridge University. Three years later, he published his first important work of poetry, The Shepheardes Calender, which was immediately popular. It consisted of 12 pastoral poems, one for each month of the year. In 1580, Spenser became secretary to the lord deputy of y charged with defending Ireland, who was c from English settlers fro native Irish opposed colonization of Ireland. o England’s colon Spenser wrote the rest of his major poetry in Ireland, and that country’s Irelan landscape and people greatly a influenced his writing. Spenser held various civil Spens service posts during his years in po Ireland. In 1589, he was granted I a large estate surrounding es Kilcolman Castle, which had Kilcolma his second wife, Elizabeth Boyle, inspired him to write a sonnet sequence (a series of related sonnets) called Amoretti, which means â€Å"little love poems. † The details and emotions presented in the sonnets are thought to be partly autobiographical. â€Å"Sonnet 30† and  "Sonnet 75† are part of this sonnet sequence. To celebrate his marriage to Boyle in 1594, Spenser wrote the lyric poem Epithalamion. In 1598, just four years after Spenser’s marriage, Irish rebels overran his estate and burned his home. Spenser and his family had to flee through an underground tunnel. They escaped to Cork, and a few months later, Spenser traveled to London to deliver documents reporting on the problems in Ireland. He died shortly after his arrival in London. In honor of his great literary achievements, Spenser was buried near Geoffrey Chaucer—one of his favorite poets and a major influence—in what is now called the Poets’ Corner of Westminster Abbey. An inscription on Spenser’s monument calls him â€Å"the Prince of Poets in his time. † Author Online Go to thinkcentral. com. KEYWORD: HML12-318 318 poetic form: spenserian sonnet The Spenserian sonnet is a variation on the English sonnet, which was introduced in Britain by Sir Thomas Wyatt in the 1530s. Like the English (or Shakespearean) sonnet, the Spenserian sonnet consists of three four-line units, called quatrains, followed by two rhymed lines, called a couplet. Each quatrain addresses the poem’s central idea, thought, or question, and the couplet provides an answer or summation. What is unique to the Spenserian sonnet is the interlocking rhyme scheme (abab bcbc cdcd ee) that links the three quatrains. As you read the following Spenserian sonnets, notice the rhymes that connect one quatrain to the next, and the way in which the sonnet’s main idea is developed and resolved. What makes your heart ache? Love can bring great joy— and great sorrow. Poets and songwriters probably lament the heartache of love as much as they extol its pleasures. Anyone who falls in love knows, or soon finds out, that the ride can be bumpy. DISCUSS Think about all the things that can cause heartache in a loving relationship. Make a web of your ideas. Then share your web with a partner and compare your ideas. reading skill: summarize central ideas in poetry When you summarize a poem, you briefly restate the central ideas or themes in your own words. Summarizing a sonnet’s central ideas can help you understand and remember what you read, especially when the text or language is particularly complicated or difficult to understand. You can break down each quatrain and the couplet and use your own words to summarize the meaning of each part. For each Spenser sonnet, use a chart like the one shown to help you summarize the central ideas in each part of the poem. Sonnet 75† Part of Poem 1st quatrain 2nd quatrain 3rd quatrain couplet Central Idea Whenever I write my beloved’s name in the sand, the waves wash it away. Causes of Heartache separation Complete the activities in your Reader/Writer Notebook. sonnet 30 / sonnet 75 319 son net 30 Edmund Spenser a SUMMARIZE 5 10 My love is like to ice, and I to fire; How comes it then that this her cold so great Is not dissolved through my so hot desire, But harder grows the more I her entreat? a Or how comes it that my exceeding heat Is not delayed by her heart-frozen cold: But that I burn much more in boiling sweat, And feel my flames augmented manifold? What more miraculous thing may be told That fire which all things melts, should harden ice: And ice which is congealed with senseless cold, Should kindle fire by wonderful device. Such is the pow’r of love in gentle mind, That it can alter all the course of kind. What is the central idea in lines 1–4? 8 augmented manifold: greatly increased. 11 congealed: solidified. 14 kind: nature. 320 son net 75 Edmund Spenser 1 strand: beach. 5 10 One day I wrote her name upon the strand, But came the waves and washed it away: Again I wrote it with a second hand, But came the tide, and made my pains his prey. Vain man,† said she, â€Å"that dost in vain assay, A mortal thing so to immortalize. For I myself shall like to this decay, And eke my name be wiped out likewise. † â€Å"Not so,† quod I, â€Å"let baser things devise To die in dust, but you shall live by fame: My verse your virtues rare shall eternize, And in the heavens write your glorious name, Where whenas death shall all the world subdue, Our love shall live, and later life renew. † b 5 assay: try. 8 eke: also. 9 quod: said. b SPENSERIAN SONNET Note the words Spenser uses in his end rhymes. In what ways are they related to the central ideas in this sonnet? onnet 30 / sonnet 75 321 After Reading Comprehension 1. Recall In â€Å"Sonnet 30,† to what does the speaker compare himself and his beloved? 2. Recall In â€Å"Sonnet 75,† what happens when the speaker writes his lover’s name in the sand? 3. Paraphrase In â€Å"Sonnet 75,† how does the speaker’s lover describe him and his actions (lines 5– 6)? RL 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. L 5a Interpret figures of speech (e. g. , paradox) in context and analyze their role in the text. Text Analysis 4. Identify Paradox A paradox is a statement that seems to contradict ordinary experience but actually reveals a hidden truth. What paradox does Spenser develop in â€Å"Sonnet 30†? 5. Examine Spenserian Sonnet Reread lines 13–14 of â€Å"Sonnet 30. † Does this couplet suggest that the speaker has overcome the heartache expressed in the preceding quatrains? Support your answer. 6. Summarize Central Ideas in Poetry Look over the charts you created as you read. On the basis of the ideas you noted, what would you say is the theme or themes of each poem? 7. Draw Conclusions In these two sonnets, how would you characterize the speaker’s views about the following? †¢ a beloved woman (â€Å"Sonnet 75,† lines 9–12) †¢ romantic love (â€Å"Sonnet 30,† lines 13–14; â€Å"Sonnet 75,† lines 13–14) †¢ the value of his poetry (â€Å"Sonnet 75,† lines 11–14) 8. Compare Texts In â€Å"Sonnet 75,† Spenser allows the speaker’s lover to respond directly to the speaker. Compare her statements with those of the nymph in Raleigh’s â€Å"The Nymph’s Reply to the Shepherd† (page 316). In what ways are their responses similar? Text Criticism 9. Critical Interpretations The poet John Hollander has written that some literary scholars have found Spenserian sonnets â€Å"somewhat syrupy beside Shakespeare. † Do you think most contemporary readers would consider these sonnets by Spenser â€Å"syrupy†? Cite examples from the sonnets to support your answer. What makes your heart ache? Heartache, or classic love sickness, is part of falling in love. Why does being â€Å"madly† in love have to involve the sadness of heartache? 22 unit 2: the english renaissance Language grammar in context: Use Sensory Details In â€Å"Sonnet 30,† Spenser reinforces his images of fire and ice by using adjectives and verbs that appeal to the senses. Here is an example: Or how comes it that my exceeding heat Is not delayed by her heart-frozen cold: But that I burn much more in boiling sweat, And feel my ? ames augmented manifold? (lines 5–8) Notice how the adjective boiling and the verb burn intensify the images. Such sensory details are especially effective when applied to subjects such as fire and ice, which have strong sensory associations. Spenser effectively uses these details to heighten the disparity between the two lovers’ feelings. PRACTICE Rewrite each of the following sentences, changing or adding adjectives and verbs to help create stronger sensory images. example L 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. W 1 Write arguments to support claims in an analysis of substantive topics or texts. W 3d Use precise words and phrases and sensory language to convey a vivid picture of the experiences, events, or characters. As the director posted the final cast list on the board in the school theater, I waited in anticipation. As the director posted the final cast list on the worn corkboard in the school theater, I stood as still as a stone, barely breathing in anticipation. 1. The room filled with applause each time the speaker made a good point. 2. When the movie ended, we walked to our favorite restaurant and discussed what we had just experienced. 3. I remained on the waiting-room couch while my grandfather met with his doctor. reading-writing connection YOUR Expand your understanding of heartache by responding to this prompt. Then, use the revising tips to improve your letter. TURN writing prompt WRITE A LETTER We have all known someone who has suffered from heartache. Suppose that you are a friend of the speaker in â€Å"Sonnet 30. † Would you console him or encourage him to move on? Using examples from the sonnet, write a two-paragraph letter with your advice to the speaker. revising tips †¢ Make sure some of the details you cite include sensory details. †¢ Read your letter again. Did you answer all the questions in the prompt? Interactive Revision Go to thinkcentral. com.

The eNotes Blog Februarys Teacher’s Corner Surviving the Last Stretch ofFebruary

Februarys Teacher’s Corner Surviving the Last Stretch ofFebruary According to poet T. S. Eliot, the â€Å"cruelest month† is April, but teachers, I’m sure, would disagree. Anybody  who’s herding a group of tired-out kids through the post-winter break curriculum knows that it’s not April  that’s really a challenge. It’s February, the shortest month with the longest days. The holidays are far behind,  spring break is a century away, and the work goes on. And on. And on. Calling in sick four weeks in a row might  seem tempting, but it’s not a good plan! There are more practical ways to get through February. Give Your Classroom a New Look Consider the physical environment where you and your students are currently being held captive. Look it over, and then change it. For instance Rearrange the furniture. If you can’t do that, at least rearrange the kids in a new seating plan, and  move your desk. Here’s a good article from last month’s Cool Web Sites that’s filled with ingenious  ideas for using the space in your classroom. Try a couple of them to make your room more functional and  appealing. And different! If your bulletin boards still say â€Å"Welcome back!† and feature a lot of autumn leaves, change them, too,  for everyone’s sake! Check out these ways to revamp the bulletin boards you’ve been looking at for  months: Don’t stop with the bulletin boards. Brighten up the rest of the room, and give it a new look without  spending a lot of money. Get started by visiting this site and looking at the pictures of some cozy  classrooms. Create a collection of photos you really like- pictures that are intriguing, inspirational, or just funny.  Before class each day, project a new one onto the SmartBoard, a screen, or even a wall. Kids will look  forward to seeing what’s waiting for them in your room. You will enjoy looking at the photos because  they’re your favorites. Plan a Game Day,   Dont Feel Guilty About It Kids learn a lot by playing games, especially good board games that develop thinking skills as well as social skills. You’ll find a list of excellent board games here. There’s  also a good discussion of the ways students benefit from playing board games. Good to know in case  somebody asks! Some board games are now designed specifically to develop critical thinking skills in teens and tweens.  This site lists six of them. Another great way to use board games in class is to give students a hands-on activity in which they work in  teams to make games related to whatever they’re studying. Here’s a lesson plan and rubric for an activity in which students create a board game over a novel. With this lesson plan, students design a board game over the Revolutionary War. Before writing a board game activity for your class, look on line for what you need. You may find one that’s  just right or one you can revise a little to suit your purpose. After each team makes a board game, let the  teams swap games and have fun playing them. Video games, no doubt, would be really popular on Game Day. Happily, there are now many video games with  strong educational value that are also fun to play. If you have the technology resources that allow students to  access video games and apps, here are some good ones you might want to use. The video games listed at this site are designed to develop math and English skills. This page at edutopia is a great place to shop for good video games related to many subjects. Watch a Movie,   Deal With Standards Later You deserve a break today, and so do your students! Watching a good movie together is time well spent; it  offers some relief from the daily routine and gives everybody a chance to unwind before hitting the books  again. Furthermore, there’s much to be learned from a quality film, and it isn’t hard to use one as a  springboard to learning something of value. If the idea of enjoying a movie now and dealing with the standards later seems worrisome, there’s a solution  for that! This web site  offers free standards-based lesson plans over 350  feature films, with lesson plans for numerous subjects and grade levels. The winning strategy for getting through the long days of February, I’m convinced, is change, so dare to be  different this semester. I’ll see you again in March, the month when spring starts to feel like a real possibility.  Until then, remake your classroom, let the games begin, and remember that movies are always better with  popcorn! This is a guest post from Staff Writer, Susan Hurn.   Susan is a former high school English teacher and college instructor. She loves writing for and also enjoys good books, creative writing, and all things related to history.   Let us know if youre interested in contributing to the   blog.

Ethics Review Procedue Assignment 1 Essay Example | Topics and Well Written Essays - 1000 words

Ethics Review Procedue Assignment 1 - Essay Example The following discussion attempts to create an understanding of ethics review procedure while documenting all information obtained regarding the process. This paper addresses health insurance policy fraud in the novel, â€Å"Rainmaker† in order to find avenues for developing ethical review decisions. Health insurance policy is a contract between insurers and the insured that in the event insured falls sick all medical bills are paid by the insurer. Many nations are adopting collective health insurance policy in order to enhance equity in the provision of healthcare to ensure a healthy economy and improve economic growth and development. Nonetheless, many unethical people have engaged in fraud through health insurance policies. Being ethical does not only mean engaging in rightful activities but also conforming to requirements of law, standards of behavior, and religious beliefs. Health insurance policy fraud is an unethical conduct as it endangers someone’s life other than acting against requirements of health laws, rules, and regulations. Grisham John’s book â€Å"The Rainmaker† revolves around legal intrigues coupled with highest level of corporate greed. A humble and poor family sues an insurance company for fraud resulting into the son’s death. The company denied the family their insurance claim for funding bone marrow transplant. The family is represented by Rudy Baylor, a jobless young lawyer determined to use this case as a stepping stop into law fraternity. Rudy has been forced to take up the case facing it off with one of the most powerful lawyers in the region, Leo Drummond. Even though Rudy has passed his Tennessee bar, he has never argued before a judge and jury. After the trial process it is decided that the plaintiff is right though they are not paid since the insurance company is declared

Stocks & Perspective of Corporate Finance Assignment

Stocks & Perspective of Corporate Finance - Assignment Example They have a 30.29% institutional ownership. In Target Corporation, institutional investors have a 28% institutional ownership. b.) In Wal-mart, institutional investors increase the share capital by 30.29%. Such a shareholding is has a material effect on the company’s retained earnings. In Target Corporation, institutional ownership has a significant portion of share capital. Institutional investors have diversified the range of investments, therefore increasing cash from investing activities. In Wal-mart, there are 15 members in the board of directors. Seven (7) of them are employees. The longest serving board of director is Douglas N. Daft while the shortest serving board of director is H. Lee Scott, Jr. In Target Corporation, there are 12 members in the board of directors. Ten (10) of them are employees. The longest serving director is James A. Johnson while the shortest serving director is Mary E.

Using an extended example critically examine whether the sector matrix Essay - 2

Using an extended example critically examine whether the sector matrix framework gives a better strategic understanding of product markets than the concepts of product or commodity chains - Essay Example ing, franchising and other similar concepts gave rise to the largely held belief that they are the result of the market oriented strategies however on much larger scale they were the result of larger shift into the overall perception in the market regarding how to achieve and sustain the competitive advantage. Many believed that strategic decisions like outsourcing was an attempt to focus one’s attention to core competencies of the firm however, what was not realized is the fact that the resulting chain effects were largely directed at creating linkages between the demand as well as supply dynamics of the respective industries. The evidence from Japan and other East Asian countries suggested that the inter-organizational cooperation between the different players in the market indicated towards a much larger picture of how the inter-relatedness between the industries as well as companies can lead to the creation of chains. The emergence of subsequent ideas on the value chain as well as commodity chains attempted to define such relationships and linkages however, they lacked the theoretical as well as empirical validity and as such a more unique and innovative method of sector matrix was introduced to overcome the deficiencies of the above two concepts. Michael Porter was one of the earliest proponents of the value chain concept as he considered it as something through which firms can achieve and sustain their competitive advantage. By focusing on the primary as well as secondary activities, firms can effectively achieve the competitive advantage as both the activities are considered as mutually reinforcing each other to achieve the desired strategic objectives. What is also however, critical to note that the value chain, for the first time presented a concept which linked different activities of the firm together and as such the overall success and failure of organizations largely depended upon how successfully the organization managers all these

The Sorites Paradox And The Epistemic Philosophy Essay

The Sorites Paradox And The Epistemic Philosophy Essay Soritic thinking that is based on reasoning, which is entailed in the sorites paradox plays an important role in some forms of weakness of will. Such reasoning based on soritic thinking leads to failures of behavior, however, these behaviors cannot be revealed to be irrational by ordinary means. Logical paradoxes are not expected to be important to the psychology of everyday life. However, the sorites paradox unlike other paradoxes actually leads to defeat and confusion, and plays an important role in some forms of weakness of will. I will illustrate a representative version of the sorites paradox, and in the conclusion obtained in this example, I will argue that the epistemic response runs into numerous difficulties, and as a result, does not successfully diagnose the problem with the paradox. Discussion The sorites paradox is a term given to several paradoxical arguments that arise because of the indeterminacy surrounding restrictions of the application of the predicates entailed. The following is a representative version of the sorites paradox. If we are to judge the height of four basketball players, observing them from a distance, which makes a difference in height invisible as long as it amounts to less than one inch. Tim Duncan is 7 feet tall. Shaquille is 71. He is also tall. Amare is 610. He is tall. Kevin is 611. He is tall. Rudy is 69. He is also tall. LeBron is 68 and he is tall. Using this sequence of reasoning, specifically, that if I deduct an inch off any persons height, it would not make much difference since somebody will only be one inch shorter than a tall individual would, supposedly, be tall himself. Thus, as I use this sequence of reasoning, I can keep creating more premises, namely that Jordan is 66, Kobe is 67 and so on till I reach somebody like Nate who is 5 9. Many individuals would hesitate to call Nate tall, because when compared to the other people like LeBron and Kobe, he is short. I can also reason to conclude that Bogues whose height is 53 and Boykins 55 are tall. However, most reasonable people would not classify these players as tall. The reasoning in the above case is a good example of the sorites paradox that results from common vague predicates such as tall. The sorites paradox can also be constructed using other predicates such as 100, 000 grains of sand is a heap of sand, thus 99, 999 grains is still a heap of sand, as is 99, 998 and so forth, till I am forced to conclude that one grain of sand is still a heap of sand. It is possible to also reconstruct the tall version of the sorites paradox to work the conflicting way. For instance, if I reason that Bogues whose height is 53, is short, then an individual who is just one inch taller would also be considered short, and I would also use this reasoning to work my way up LeBron, who at 68, would be deemed short. Thus, the paradox in argument form is: Premise 1: LeBron is 68, he is tall. Premise 2: If LeBron is tall, then someone else who is one inch shorter than LeBron is tall. Premise 3: if somebody one inch shorter than LeBron is tall, then someone one inch shorter than LeBron is tall. The conclusion is that Bogues whose height is 53 is tall. Such a conclusion is paradoxical if we are to consider our common notions about expressions like short and tall to be correct. In addition to this, if we have a common agreement that Bogues who is 53, is short, then the conclusion that stems from the sorites argument, to be precise, that Bogues must be tall, leads to a contradiction, since Bogues cannot have the properties tall and short at the same time. Therefore, there are three alternatives if we are to steer clear of this paradox of vague predicates: we can refute the primary premise that LeBron is tall; we can refute one of the other premises in the argument that anyone who is a certain height is tall if an individual an inch taller is tall, or refute the notion that the conclusion follows from the argument. I will discuss one approach to solving the paradox; the epistemic solution. I will also discuss difficulty in accepting the epistemic solution. The epistemic solution entails refuting one of the other premises. For instance, given the argument: (1) LeBron is tall for a person, (2) if LeBron is tall for a person, then someone who is 69 is tall for a person, and (3) if someone who is 69 is tall for a person, then someone who is 68 is tall for a person. Conclusion: Bogues who is 53 is tall for a person. We can refute one of the premises that will grant us a way out of the paradox. For instance, we can refute the premise that will ultimately result from the above argument that if Nash whose height is 63 is tall, then Ellis whose height is 62 is also tall. Or we can reject the premise that if Chris who is 60 tall, then Damon who is 511 is tall. The epistemic solution entails forming a hard line division, dividing people into two groups (not tall and tall). There would look as if there would be a cutoff point, if somebody who is nn is tall, and it would not follow that someone who is nn-1 is tall. So, if this dissimilarity was to be in place, it would provide an obstacle that the reasoning that led me in the first place to conclude that Bogues was tall. And if this dissimilarity was in place, then the group of tall individuals would have stopped before we got to Bogues. I think that this solution runs into a lot of difficulty. First and foremost, the dissimilarity would seem to be wholly illogical and dependent on a certain individuals idea of tall. For instance, I may want to specify that all individuals who are 60 and above, are tall. My younger brother who is 56 may want to stipulate that all individuals 57 and above are tall. In the same way, Kobe may want to stipulate that all individuals 68 and above are tall. All of these illogical lines are wholly logical, relative to each individual. I do not think that the epistemic solution successfully diagnoses the problem with the paradox as shown in the example of height. One can argue against arbitrariness by specifying that people should consider those above the average height for people as tall and those below this average height as shorts, and therefore, a fixed point would solve the problem. But this provision also runs into hypothetical issues. First of all, the average height for human beings is always changing. Today, human beings may be taller than people were 20, 000 years ago. Therefore, it would seem, a person would have been tall 20, 000 years ago would be short now. However, if can correctly guess, no one wants to accept that a person who is tall can become short without shrinking. Secondly, if are to refute one of the premises, then we should do reject it with good reason. We should give a reason why, for instance, it is better to refute the premise that if Amare who is 610 tall, then Kobe who is 67 is tall, instead of the premise that if Shaquille who is 71 is tall, then Duncan who is 70 is tall. Is there a logical reason why we should refute the former premise instead of the latter? Assume, for the sake of science fiction, the case of a shrinking person. Suppose the shrinking man was Shaquille, who shrank one inch each month, from a starting height of 71. If are to refute one of the premises, then we should also acknowledge that there is an exact spatiotemporal location where Shaquille changes from someone who is tall to someone who is not tall. Where is the point? 63? 64? 55? 511? Is there a good reason to dispense one of these heights over another height? If the answer is yes, then we should give an account for which particular moment in time, this change occurs, and why it is logical to opt for this moment instead of another one. It appears that nobody can practically choose of these moments over another one, and so, it appears, the epistemic solution runs into a barrier. The response that would probably successfully diagnose the problem would be the degree of truth solution that takes a modern approach towards the notions of falsity and truth, and seeks to annul the sorites argument. With the degree of truth solution, a person can make the claim that Nash is 63 tall. I can state the degree of truth for the claim that Nash is 63 tall is about .70 because he appears to be closer to the model for human tallness than the paradigm for shortness. The sorites paradox started by hypothesizing that if Shaquille is tall, and we reason that Bogues is also tall, we are stating that these two men have equivalent property of tallness and the truth of such statements are true to the similar degree. Thus, this theory appears to have the strength of removing all contradictions entailing vague predicates unlike, the epistemic approach, and thus would be more appropriate in explaining the sorites paradox example of who is tall and who is short. Conclusion The epistemic solution does not seem to be the closest solution to the example about height discussed. One can argue against unpredictability by specifying that people should consider those above the average height for people as tall and those below this average height as shorts, and therefore, a fixed point would solve the problem. It is clear that the epistemic solution is counter intuitive in nature, and this becomes a purported problem. From the example discussed, it is evident that there all kind of things that people do not know, however, ignorance in the case of indistinctness appears to be necessary ignorance. It is not that we do not know if someone is tall and another is short, we simply know it. But, for the person seeking the epistemic solution, the problem is harder, for there is something to know and it is simply that we cannot know it. Thus, the epistemic solution does not successfully diagnose the problem.

Basilica San Zeno Maggiore: Vernona, Italy Essay -- Italy Monuments Ge

Basilica San Zeno Maggiore: Vernona, Italy ?On the west side of Verona Italy stands one of the city?s two beautiful basilicas, the Basilica San Zeno Maggiore.? The older of the two basilicas, San Zeno dates back to the year 1030.? Notable for her Romanesque style, San Zeno is equally fascinating to the modern viewer as she is historically significant.? There are two regional forms of Italian basilicas of the Medieval period: Tuscan and southern.? San Zeon is considered to be the most Romanesque basilica in Northern Italy. ? Origin and Contributors ?The basilica was first constructed in honor of the city of Verona?s patron saint, San Zeno.? Paleo-Christian in origin, the church is commonly stated to have been constructed from 1120 to 1138.? However, some of the oldest parts of the building are assumed to have been worked on as early as the 4th century.? Several reconstructions were done from the 4th to the 14th centuries (at least three that are known of) because of damage by natural disasters.? The building underwent reconstruction after the earthquake of 1137 and was finished in 1386 with the addition of the nave ceiling.? It is unclear who the original architect was, but it is known that Andrea Mantegna was the constructor responsible for the altarpiece, on account of writing on it that would signify his work.? However, many historians suggest that Mantegna played a larger role in the development of the building than just the altarpiece.? The Bronze door panels on the West entrance are said to reflect the work of three separ ate craftsmen from the 11th and 12th centuries. ?Several structures of the church are worth mentioning and make San Zeno unique for her time period.? The main plan of the church was modeled aft... ...zes with beauty the Italian fervor for highly developed, highly detailed art and craftsmanship.? ?Today, the church of San Zeno attracts tourists from all areas.? However, it seems that this particular basilica is greatly overlooked by the broad interest in Roman architecture and culture.? Though Rome certainly contains the richest heritage of the Catholic faith, San Zeno Maggiore should be considered an important site for both Romanesque architecture and religious history.? [1] Smith, G. E. Kiddler.? Looking at Architecture, p. 48. [2] Porter, Darwin & Prince, Danforth (2000).? Frommer?s 2000 Italy.? MacMillan: USA. [3] Italy: Eyewitness Travel Guides.? DK Publishing. [4] Leyerle, John (1997).? The Rose-Wheel Design and Dante?s Paradiso.? UTQ, 156 [5]Kain, Evelyn (1981).? The Marble Reliefs on the Faà »ze of S. Zeno, Verona.? The Art Bulletin,63.

Analysis of ‘‘The Lifeguard’’ by Mary Morris Essay

‘‘The Lifeguard’’ by Mary Morris is a short story that focusses on change over time. A lifeguard accustomed to be the lord of all he surveys and with a big self-esteem, has a rude awakening when he proves deficient in the first aid needed to save a toddler, Becky, on the beach. The author demonstrates that we realise what we have only when a shattering event occurs. Trough characterization, foreshadowing and symbolism, Morris infers that once we realise what we have, it’s too late. The character outlook of what he sees has clearly changed from the beginning to the end of the story. At first, the lifeguard saw the beach just as a way of being seen and appreciated by the girls and envied by the other man. He was narcissistic, ‘‘Girls clung to my stand, [†¦] and I could do no wrong’’ (p.98) and the way he was always talking about how much he loved his body, and it made him lose the real reason why he was at the beach. He wanted to be admired by people on the beach. But when a child almost died in his arm because he was not really aware of what was going on near him and his incapacity to save Becky started to bother him. So he went to Mrs. Lovenheim’s house, where he realised something profound on the emptiness of his live. He thought he had all what he wanted, but the most important was missing, true love. This reality changed his perception of life as he said: ‘’I’ve never seen the water and the umbrellas of summer in the same way again’’ (p.105). Mrs. Lovenheim made him fall into despair as she left him at the doorstep, him, the lifeguard who had a tremendous self-confidence. Ric Spencer acted as a foreshadowing character. He clearly missed the time where he was lifeguard. As soon as he could, he was going close to Josh to talk about the old time when he used to be lifeguard. Ric often gave advices to Josh to always be careful, because only a split second of distraction and a bad event, like the drowning of Billy Mandel, can happens. Ric was always there to tell the principal character ‘‘You don’t know what you’ve got’’, ‘‘You don’t know how lucky you are’’ (p.101), because the older man realised the chance he had to be lifeguard and because it is at about the age of Josh that h e could choose a job he would have love more. So he is often telling Josh to enjoy while staying careful, because he knows you won’t always have the perfect job and that an accident has bad consequence. When Becky almost died, it completely gave full meaning to Ric’s words. It is as if Josh hit a wall. This has ruined his summer. He should have listened to many advices given by his former lifeguard instead of laughing of him. Mrs. Lovenheim was represented as a symbol superiority of throughout the story. As it progresses, he kept on talking about how Mrs. Lovenheim was always looking at him. It made him proud; otherwise he would not have talked about her all along the story. For him, the fact that this women was looking at him was a proof that he was admired by other people on the beach, that he was superior to people around him. But when the savior of Becky did not recognized ‘‘It suddenly occurred to me that she had no idea who I was, that she’d never really seen me at all’’. So he thought he was the real king of the beach, but this made him realised he had all wrong. Maybe all what he saw was wrong, maybe all he described was false. Therefore, what he had taken for granted was no longer what it was the day before. He may have to consider everything under another perspective. But the point is that Mrs. Lovenheim was used to be the symbol of admiration he wanted, but as h e saw she barely knew him, his world rocked. In conclusion, Mary Morris displays that we must enjoy what we have while we have it, because if we lose it, it can be on your mind for long time, and you may regret not to have taken good times out of it. The author has been able to illustrate it through his usage of characterization, foreshadowing and symbolism. The author showed why it is important to take care of what we have, because a little nothing can make us lose it all.

Free Essays on Gilgamesh Parallel Iliad

â€Å"Does Gilgamesh parallel the portions of the Iliad† The main character in the book The Epic of Gilgamesh, is Gilgamesh himself. In the beginning of the book one realizes that Gilgamesh is an arrogant person. Gilgamesh is full of himself and abuses his rights as king. He has sexual intercourse with the virgins of his town and acts as though he is a god. Throughout the book, many things cause Gilgamesh to change. He gains a friend, he makes a name for himself by killing Humbaba, and he tries to become a better person. First, the quest for immortality after the death of Enkidu shows that Gilgamesh has changed. Gilgamesh becomes frightened when he realizes that he isn’t immortal. After the death of Enkidu, Gilgamesh tries to find immortality by trying to cross the ocean to find it. He sounds pathetic as he rambles of his reason for trying to find everlasting life. His state of being at this part in the book, which is the end, is completely different from his arrogant beginning of this epic. Gilgamesh has gone from arrogant to scared. Second, the death of Humbaba changes Gilgamesh. Humbaba is evil. Many people who live in the city of Uruk fear Gilgamesh. Most would say that Gilgamesh himself is, in fact, evil. He has sex with the virgins, he does what he wants, and he tends to offend the gods. He has lots of problems with Ishtar. By going into the forest and facing Humbaba, Gilgamesh makes a name for himself and changes the views of the people in his city. The past of Gilgamesh does not change, but the great deed of killing Humbaba, makes him better person because he protects his city. Most would say he does this only to make a name for himself, but that is not the case. Gilgamesh does this because of his love for Enkidu and his people, he has changed from the beginning of the epic. The gods are angry with Gilgamesh and send down an equal of himself, they send down Enkidu. After becoming friends, Gilgame... Free Essays on Gilgamesh Parallel Iliad Free Essays on Gilgamesh Parallel Iliad â€Å"Does Gilgamesh parallel the portions of the Iliad† The main character in the book The Epic of Gilgamesh, is Gilgamesh himself. In the beginning of the book one realizes that Gilgamesh is an arrogant person. Gilgamesh is full of himself and abuses his rights as king. He has sexual intercourse with the virgins of his town and acts as though he is a god. Throughout the book, many things cause Gilgamesh to change. He gains a friend, he makes a name for himself by killing Humbaba, and he tries to become a better person. First, the quest for immortality after the death of Enkidu shows that Gilgamesh has changed. Gilgamesh becomes frightened when he realizes that he isn’t immortal. After the death of Enkidu, Gilgamesh tries to find immortality by trying to cross the ocean to find it. He sounds pathetic as he rambles of his reason for trying to find everlasting life. His state of being at this part in the book, which is the end, is completely different from his arrogant beginning of this epic. Gilgamesh has gone from arrogant to scared. Second, the death of Humbaba changes Gilgamesh. Humbaba is evil. Many people who live in the city of Uruk fear Gilgamesh. Most would say that Gilgamesh himself is, in fact, evil. He has sex with the virgins, he does what he wants, and he tends to offend the gods. He has lots of problems with Ishtar. By going into the forest and facing Humbaba, Gilgamesh makes a name for himself and changes the views of the people in his city. The past of Gilgamesh does not change, but the great deed of killing Humbaba, makes him better person because he protects his city. Most would say he does this only to make a name for himself, but that is not the case. Gilgamesh does this because of his love for Enkidu and his people, he has changed from the beginning of the epic. The gods are angry with Gilgamesh and send down an equal of himself, they send down Enkidu. After becoming friends, Gilgame...

Equality and the American Revolution essays

Equality and the American Revolution essays Equality is something Americans strive to provide and maintain... we always have. It has become a necessary part of our culture... even now to the point that when people think of America, they naturally think of freedom and equality. The foundations of this country have relied upon it, just as it was the created by the events in the laying of those foundations. J.R. Pole states in his book, The Pursuit of Equality in American History, that the American Revolution plays an extremely significant role in the history of equality in American society. "The American Revolution in all its aspects constituted an upheaval which was also a point of departure and reference for all subsequent definitions of equality; it was a major event in the ideology and rhetoric of world history." (Pole, 3) Pole suggests that the reason for the start of the American Revolution was an "outraged sense of equality." America was so offended by its mother country, England, that they put an unbelievable amount of emphasis on the very idea of equality; making it the "center of the nations public morality." (Pole, 38) When the revolution was over, the Bill of Rights and the Constitution the framework of this nation emphasized equality so greatly that it has now persuaded the rest of the world that America is, indeed, the so called, promised land; the land of freedom. "The men who led the colonial protest... had little idea that they were inaugurating an intellectual upheaval." (Pole, 132) Yet, by the time the Revolutionary War was done, America had a new identity and new egalitarian values. And this new equality "retained a remarkably central place as the moral imperative around which American thinking turned..." (Pole, 132) Equality had begun, however inadvertently, in the aftermath of the Revolutionary War. Pole states that during the time of the Revolutionary War, it would have been foolish to believe that any event, no matter ...

Case Study 6.1 Sparks of Aggression Essay Example | Topics and Well Written Essays - 500 words

Case Study 6.1 Sparks of Aggression - Essay Example It then recommends the necessary actions that the organization needs to take to curb the prevalence of the harmful aggressive behavior. First, there are individual factors that led to the development of the aggressive behavior. Some individuals have a predisposition to aggression. Workers have different variables in terms of attitudes towards revenge, self-control, and negative affectivity. Individuals who have indulged in aggressive acts are more likely to have a dominant aggressive behavior in the future. From the case study, Petro suspects that the student had been spreading some rumors about him. The presence of unconfirmed stories about Pedro depicts that his work history has not been smooth, and there are negative issues that may stimulate an aggressive behavior. Secondly, organizational factors also contribute to aggression in the workplace. Interactions may result in perceptions of frustrations and unfair treatment that stimulate the growth of aggressive behavior in the workplace. The case study captures Pedro saying that the student usually receives special treatment because of his connection with a high official of the credit union. Pedro seemed to have perceived some element of unfairness in the treatment of the student and other employees, and this angered him. Somehow, the top leadership of the organization is to blame for their role in escalating Pedro’s aggression. Additionally, there are specific interpersonal factors that can also lead to aggression in the workplace. They could be groups or individuals within the proximity of the victim that exerts a conforming impact. In the case study, the female employee who had declined Pedro’s advancement seemed to contribute to his emotional instability. The actions of the female employee together with the student seemed to hurt him significantly. That is why he thought that the two staff members made fun of him whenever they conversed. It is

Plots and structure of Fiction, Drama Essay Example | Topics and Well Written Essays - 500 words

Plots and structure of Fiction, Drama - Essay Example The pet propels into Bailey’s, her son, shoulder causing a dramatic accident. However no one dies. The Misfit appears with two buddies, orders Baileys and John Wesley into the woods were they are shot by his cronies. The grandmother witnesses the mother, the baby and June star follow. She pleads with Misfit in vain and ultimately being shot three times in the chest (Group, p. 82). In the short play ‘A marriage proposal’, the writer describes the weird engagement of Lomov, who seeks to marry his neighbor’s daughter. Lamov fights with the woman he wants to marry before he can make his proposal, fights he is proposing and fights again after she agrees to marry him. They tend to fight whenever the converse to one another, and when this alarms her father at first, he decides that let them fight to one another. Ultimately, the father believes their last fight is actually the beginning of a happy family, though it is doubtful if the couple can conflict every time and attain anything like bliss. The meeting between Lomov and Tchubukov implys one sort of neiboughhood pact for Tchubukov, and more positive about lomov’s prospects. Allen Ginsberg describes his fanciful night walk to a supermarket In California were he imagine he sees Whit man (a 19th century poet) and one of his idol. As Ginsberg discerns the artificial and mass produced state of the post modern supermarket, he muses that Whitman might think this new era of people who are so removed from the nature. He uses symbolism to express his dejection on mass produced modern consumerist culture (Group, p. 122). On the opening lines of the poem advance the aforesaid journal - like quality and also presents the central crucial point of the poem at large. The first line explicitly expresses a tone of wistfulness or even sorrow. The evocation of Whitman‘s name is an obvious symbol of optimism or idealism. Because of the wide-ranging qualities of Whitman’s own writings, the logic of