The Operational Process of Al-Hassan Group of Companies of Oman Essay - 3

The Operational Process of Al-Hassan Group of Companies of Oman - Essay Example This paper represents that Al-Hassan Group of Companies is probably the biggest partnership in Oman. They work essentially in the vitality segment and are occupied with providing food benefits just as items to their client base. The market of Al-Hassan isn't just bound to the local buyers however they additionally send out items to other Gulf countries. They are additionally attempting to upgrade their tasks in the European and Asian markets for additional expanding the benefit age process and hierarchical turn of events. The operational procedure of the business is in this way created in a mind boggling way which incorporates administration just as item the board. The administrations are significantly reliant on the interest of the neighborhood commercial center of Oman while the item producing process thinks about the interest at a global level. The assembling portion of the organization can be divided essentially to three gatherings which are Al-Hassan Switchgear Manufacturing Co. LLC (AHSG), Al-Hassan Power Industries LLC (AHPR) and Al Hassan Lighting and Fan Industries LLC. The exercises of each of the three creation units are kept up with the assistance of severe observing and execution improvement forms. Al-Hassan’s operational capacities are not responsive or fixed, rather they are versatile in nature which permits the organization to conform to the adjustments popular of the customers and likewise build up their flexibly forms. The normal motion in the activities no uncertainty diminishes the market hazards yet this likewise can disturb the creation forms. Likewise, it was noticed that in contrast with the proportion of changes being executed in the flexibly chain framework, the usage of progress the board methodology is restricted in Al-Hassan.

Discussion 4C Assignment Example | Topics and Well Written Essays - 250 words

Conversation 4C - Assignment Example It is significant for individuals cooperating to get along at their work puts as they require each other sooner or later during work. At the point when individuals get along in working environments, it is simpler and quicker for them to help each other completion assignments and manage cutoff times. The video is about a discussion on email manners and how the email functions. It was a great idea to gain proficiency with the don’ts included when sending a solitary mail to numerous individuals. I likewise discovered that I can be in a situation to forestall PC infections spread through messages. A significant exercise gained from the video is that it is important to regard different specialists whom you working with. The occasions when an individual doesn't want to work ought to be spent outside the workplace as opposed to making clamor for other people. It is significant for individuals cooperating to regard one another. Hacking into people’s machines and messages to get fundamental, and clandestine message is one of the dangers of electronic correspondence. Delicate data implied for explicit people could get into an inappropriate

Essay Examples For Writing Your Appraisal Essay

Essay Examples For Writing Your Appraisal EssayTexas Common Application Essay Examples helps students who would like to know the basic writing styles of essay writers. These essays are normally required when a student is just starting out in college. Texas Common Application Essay Examples are all about how students can get started with their application essay.This essay is one of the most requested essay formats that students have, and that is because of the simple fact that it is easy to read. It is also easy to read and therefore easy to write. There are two main formats for the Texas Common Application Essay: PowerPoint and Excel. They both allow you to create your own example of an essay.PowerPoint uses drag and drop to present the topics in your essay. The topics and information you need to include are there within the slides. For students who like to customize their applications, PowerPoint is a great way to customize the application so that it has the look and feel of PowerPo int.Excel is a spreadsheet application that allows you to input data into your application. You can also customize this application so that it looks like the application you used in college or high school. You can go back and change the formatting if you need to. Excel is the most commonly used application for college applications.Another way to write an application essay is to use Google Docs. Google Docs is a service provided by Google that allows you to create documents with almost unlimited functionality. This allows you to build your own application.For those who don't like to write and want a faster way to write their essay, there is Texas Common Application Essay Examples available. These applications will let you select your topic and then you can fill in your essay according to what you want. This way you can see what your essay should look like before you actually start writing it.Many students choose to write their application essays using the standard application format. This is what most colleges require for freshman applications. If you don't like the standard application format, the tools available through Texas Common Application Essay Examples let you design your own application.In general, application essays are used to find out if a student has the ability to read and understand information in a format that they will be comfortable with. One of the most important parts of the application is the essay. An application written in the correct format is important for many reasons.

Racial Prejudice in the Bluest Eye and to Kill a Mockingbird

In Harper Lee’s novel, To Kill a Mockingbird, the reader is introduced to the theme of racial prejudice through the experiences of the characters Scout and Jem Finch. The story is told from the perspective of Scout. In Toni Morrison’s novel, The Bluest Eye, the reader is also introduced to the theme of racial prejudice through the experiences of Pecola Breedlove and Claudia MacTeer. The story is told through the perspective of Pecola Breedlove, and Claudia MacTeer. Both of the novels show different ways of illustrating the same theme. In the novel To Kill a Mockingbird, the reader sees the young and innocent children; Scout and Jem Finch become exposed to the racial prejudices of Maycomb. Scout is not like the typical young girl in†¦show more content†¦People in the African-American community express their self-hatred toward Pecola and degrade her. Pecola’s ugliness has made others feel beautiful, and her suffering has made others feel better about themselves. Pecola is regarded as an ‘ugly little black girl’ who is not worthy of any respect or dignity, and because Pecola continues to live after she becomes insane she serves as a reminder to the town or the ugliness and hatred that they have tried to repress. Claudia’s life is quite different from Pecola’s life. Claudia is a victim of beauty standards, as Pecola is, but Claudia is able to fight back against the standards because she has a stable family life. When Claudia is given a white doll to play with, she despises the doll, and dissects and destroys the doll, and Claudia hates Shirley Temple because Shirley is pretty and white â€Å"I hated Shirley. Not because she was cute, but because she danced with Bojangles, who was my friend, my uncle, my daddy, and who ought to have been soft-shoeing it and chuckling with me. Instead he was enjoying, sharing, giving a lovely dance thing with one of those little white girls whose socks never slid dow n under their heels†(Pg. 19). Claudia is not jaded because when Pecola becomes pregnant with Pecola’s father’s child Claudia tries to come up with a plan to save Pecola’s baby â€Å"We have to do it right, now. We’ll bury the money over by her house so we can’t go back and dig it up, and we’ll plant the

The Tragic Hero Of Oedipus The King - 987 Words

While exemplifying the high estate, noble character, and flawed nature of Aristotle’s tragic hero, Oedipus fails to have a personal mistake become his undoing, hence denying him the status of Aristotle’s tragic hero. A key criteria of Aristotle’s tragic hero is that he or she comes from high estate, such as a royal family. Aristotle’s definition of the tragic hero is well thought out in this manner. High status is important as it gives the character a long way to fall (Kennedy Gioia, 2013). This makes the piece more dramatic, since the character can lose so much. The character must fall from a good situation to a bad for tragedy to occur (Kennedy Gioia, 2013), and the majority of people consider royalty a good position. Aristotle believed tragic heroes to be of good character in order for a true tragedy to occur. Good, moral, protagonists of noble character are necessary, as they must be pitiable (Kennedy Gioia, 2013). If an evil man ends up in misfortune, the audience will not care as the character deserves it. When a good person falls into adversity and calamity, the audience feels for the character because of the injustice of the situation. Aristotle recognized constant injustice does not satisfy audiences. When creating the tragic hero, balance is key. People naturally long for and desire justice whenever possible. Because of this Aristotle required the tragic hero to be imperfect (Kennedy Gioia, 2013). The hero needs to be good enough that the audience caresShow MoreRelatedThe Tragic Hero Of Oedipus The King1528 Words   |  7 Pagesdescribes the tragic hero as having three components which should be present in order to influence the audience. The audience must become involved emotionally with the hero so they become fearful for his welfare or well-being. The concluding suffering of the hero draws pity from the audience. Aristotle describes this emotional transition as â€Å"catharsis† which refers to the purging or releasing of emotions. This is what Aristotle believes entices audiences to watch tragedies. The hero must also beRead MoreOedipus The King : A Tragic Hero1541 Words   |  7 PagesAristotle (384-322 B.C.) defines a tragic hero as one who possesses the characteristics of hamartia, peripeteia, anagnorisis, and that the characters fate must be greater than deserved (Else). Since the main character in Sophocles’ classic tragedy Oedipus Rex or Oedipus the King matches up to Aristotle’s definition, Oedipus certainly exemplifies what it is to be a â€Å"tragic hero.† The play’s protagonist Oedipus is revered as a good man and intelligent ruler who acts quickly to support Thebes- a cityRead MoreTragic Hero In Oedipus The King1502 Words   |  7 PagesThe idea of a tragic hero was first thought of by the philosopher Aristotle in his work, â€Å"Poetics†. In article discussing the philosopher’s ideology of a tragic hero, with emphasis on hamartia, the author states: The function of a tragedy is to arouse the emotions of pity and fear and Aristotle deduces the qualities of his hero from this function. He should be good, but not perfect, for the fall of a perfect man from happiness into misery, would be unfair and repellent and will not arouse pity. SimilarlyRead MoreOedipus The King : A Tragic Hero987 Words   |  4 PagesLike most greek tragedies, Oedipus the King had a tragic hero whose downfall was the result of a tragic flaw. Oedipus, like other greek characters, did not see his errors until his reign was coming to an end. Oedipus, the man who saved Thebes did not understand that every good thing must come to an end. A tragic hero defined by Aristotle has five characteristics that lead to their downfall and their understanding of why the situation happened. Oedipus is the ideal tragic hero because his downfall followedRead MoreThe Tragic Hero Of Oedipus The King1156 Words   |  5 Pages The topic I chose is the tragic hero topic. There exists a number of parameters that describe a tragic hero and thus it was my desire to get to understand these parameters. It was also my desire to be in position to give the difference between normal heroes and a tragic hero and give see the main dimensions of the two figures. I preferred to work with the book by Sophocles Oedipus, the king, in order to portray the attributes of a tragic hero. The book contains adequate information concerning theRead MoreThe Tragic Hero Of Oedipus And King1060 Words   |  5 Pageshowever, Oedipus and Dido lost much more than that. These were two great leaders that both, suffered by losing their reputations, their sanity, and their kingdoms. These are two great examples of what a tragic character displays, according to Aristotle’s conception. Aristotle’s definition of a tragic hero is a distinguished person occupying a high position, living in prosperous circumstances and falling into misfortune because of an error in judgment. King Oedipus and Queen Dido are tragic charactersRead MoreOedipus the King a Tragic Hero936 Words   |  4 PagesEnglish 1302-6504 Mrs.Weatherford 21 November 2011 A Tragic Hero Indeed! In Sophocles tragedy Oedipus the King, King Oedipus swears to solve the murder of former King Laios in order to free the city from the plague. The plague taunts the city destroying crops and livestock and making the women unable to bear children. A seer, Teirsias tells Oedipus that he himself is Thebes’s pollution for killing his father and marrying his mother. Oedipus ignores his words and is blind to the truth until he discoversRead MoreOedipus The King : A Tragic Hero870 Words   |  4 Pagestragedies and his most famous being performed there. While only seven of his plays have survived, many, like Oedipus the King, are still prevalent today. It definitely meets the five main criteria for a tragedy: a tragic hero of noble birth, a tragic flaw, a fall from grace, a moment of remorse, and catharsis. Oedipus the King is seen as a perfect tragedy. It features a hero with a tragic flaw, Oedipus, and highlights many common themes in Greek tragedy such as fate or destiny, love, pride, loss, the abuseRead MoreOedipus : The King Of Thebes And Tragic Hero Essay728 Words   |  3 PagesOedipus: The King of Thebes and Tragic Hero Ancient Greek Literature encompasses an assortment of poetry and drama to include the great masterpieces of tragedy. In Classic Literature, tragedies were commonly known for their elaboration of a protagonist fitting the classification of a tragic hero. This type of a tragic hero often collectively described as a character of noble birth, facing an adversity of some nature and a fate of great suffering. The characteristics of what encompassed a tragic heroRead MoreThe Tragic Hero Of Sophocles Oedipus The King1518 Words   |  7 Pagesaudiences so well. A tragic hero plays the most essential role in this. Tragic heroes can be defined differently for whoever is trying to force a character into the tragic hero mold. However Aristotle, the great Greek philosopher, established an outline of the requirements a tragic hero has to meet in order to be considered one. These requirements include a downfall, a hamartia, and recognition of said tragic hero’s condition. Oedipus, the prot agonist of Sophocles’ play Oedipus The King fits the mold.

The Success of Wemmick in Great Expectations Essay

The Success of Wemmick in Great Expectations Wemmick provides a complicated, yet interesting separation of his home life and work life. His home and work lives are as different in physical appearances as they are in personality differences. Many of his home habits allow him to express his care and decency, which contrasts with his mechanical work which lacks good value. Wemmick dedicates himself to separating the two so that he may keep his virtues intact while he works in the filth of Newgate. Wemmick is alone in his success of separation when compared to others such as Jaggers and Pip. Such dedication to keeping good values alive gives Wemmick so much integrity that he immediately becomes a favorite character. The†¦show more content†¦By applying his skills to working on the castle, Wemmick purges himself of the filth of Newgate and restores his virtue. One last expression of Wemmicks happiness is portable property. Although it can be connected to the office, at home he creates a hobby of it, with odds and ends that he shows to Pip. Hobbies are considered symbols of happiness. The castle not only keeps out the world, but it also gives a means of expressing emotion by providing a canvass for Wemmick to create his contraptions and work on the castle. Wemmicks treatment of people is also completely different in Walworth. When firing the cannon Wemmick tells Pip its the Ageds treat(229). Also, in regards to the fountain, Wemmick says that it pleases the Aged. Keeping the Aged happy is one of Wemmicks sources of goodness. Again, when nodding at the Aged during Pips introduction he asks, will you tip him one more? You cant think how it pleases him(230). Lastly, Wemmick offers no apology for letting the Aged read aloud for he isnt capable of many pleasures - are you, Aged P?(315). Wemmick indulges the Aged any way he can to bring him happiness. In the office happiness is a stranger. Next, Wemmick decides to help Herbert get a business partner. At first he says, thats not my trade(314), yet when Pip reminds him that he is not in his trading-place, Wemmick agrees. This points out Wemmicks dedication to complete separation of home and work life. He offers to go out ofShow MoreRelatedDickens Use of Settings in Great Expectations2047 Word s   |  9 PagesDickens Use of Settings in Great Expectations Great Expectations is the story of a young boy called Pips physical and emotional journey. The story starts when Pip meets an escaped convict in a churchyard near his home and gives him food and drink. The convict then disappears and is eventually recaptured. Then Pip is sent to Satis House which is occupied by an old woman called Miss Havisham, there Pip is attracted to her daughter, Estella. Later Pip travels to LondonRead MoreExplore the Relationship between Character and Environment. Essays1112 Words   |  5 PagesVictorian novelist, to strive after as full a vision of the medium in which a character moves, as of the character itself. Explore the relationship between character and environment in any one or two fictional works of the period. Both Great Expectations and David Copperfield are characterised by the close relationship between the characters and their immediate environment. This is emblematic of all Dickens novels, reflecting Dickens own life, recreating his experiences and journeys, usingRead MoreEssay about The Importance of Settings in Great Expectations1503 Words   |  7 Pages The Importance of Settings in Great Expectations The purpose of setting is to provide a physical background for the narrative and it must enhance or advance the plot. In â€Å"Great Expectations† Dickens has varied and contrasted his settings (on purpose), to make the changes in characters personalities more appropriate. For example Pip goes from a poor, working class boy from the marshes, to a socialite of the upper class who is arrogant and proud in London. In his choice of setting DickensRead MoreGreat Expectations- Character Analysis Essay10289 Words   |  42 Pagesapproved by Miss Havisham and Estella. Estella is also quite intelligent. She is very aware of the manner in which Miss Havisham raised her. She tells Miss Havisham, I am what you have made me. Take all the praise, take all the blame; take all the success, take all the failure; in short, take me. (Chapter 38). Finally, by the end of the novel, Estella has changed. Through her marriage with Bentley Drummle, she has suffered to learn some valuable life lessons that have transformed her character. PipRead MoreGreat Expectations By Charles Dickens1375 Words   |  6 PagesGreat Expectations by Charles Dickens and The Talented Mr Ripley by Anthony Minghella present similar criticisms of society to a large extent. Both of these texts consider the criticisms of rich social contexts (wealth and status), societal morality (whether a society is good or not. Status [can lead to the wrong people being in a high position i.e. making bad decisions affecting the community/society] Appearance [society appears to be moral/good (if you’re from a higher status) {dickens criticisesRead MoreCharles Dickens Great Expectations1451 Words   |  6 Pages Report on the Major Points and Themes of Charles Dickens Great Expectations Kimberly ButtiÄ ¡ieÄ ¡ ENG3U1 May 2rd â€Æ' The major genre of Great Expectations by Charles Dickens is gothic fiction. An event in the novel that relates to this genre is Pip’s narration when he is horrified to learn that Magwitch is his benefactor, who he formerly thought to be Miss Havisham. He says, â€Å"The imaginary student pursued by the misshapen creature he had impiously made, was not moreRead MoreCharles Dickens Great Expectations1574 Words   |  7 Pagespieces of literature include characters from both of those social classes and how they view Victorian England society. His haunting childhood experience also allowed him to incorporate the themes of alienation and betrayal in Great Expectations (Cody). Throughout Great Expectations, Dickens explores the specific social classes by categorizing characters of different social standings with certain personalities and lifestyles. The working class, although it usually does not have a positive connotationRead MoreEssay On Great Expectations1817 Words   |  8 PagesDickens’ Great Expectations follows and examines the life of a fictional character, Pip, who lives in and falls victim to a world that despises the common man. Ever since his parents’ death, his overbearing sister and conceited uncle instilled in him the belief that he was worthless as a poor youth. He initially sought refuge with his sister’s affectionate husband, Joe, until the beautiful Estella made him feel a deep inferiority for the first time, in which he began to see an inferiority in JoeRead More Pip in Charles Dickens Great Expectations3985 Words   |  16 PagesDickens Great Expectations After reading the compelling ‘Great Expectations’ by the famous writer Charles Dickens, I can gather that it is based upon his own psychological insight to life. He makes connections in relation to a specific character or event in the storyline, which were critical in his own expectations. Also Dickens moulds his selection of characters very well into the desired settings he’d created, that matched what he knew only too well throughout his childhood. ‘Great Expectations’Read MoreEssay Analysis of Great Expectations by Charles Dickens5944 Words   |  24 PagesAnalysis of Great Expectations by Charles Dickens Charles Dickens, the revolutionary 19th century novelist, wrote a bildungsroman of Phillip Pirrip (Pip) and the reality of his own â€Å"Great Expectations† in his pursuit to become a gentleman. In Chapter 8, the reader is introduced to Miss Havisham and Estella and this is where Pip first becomes dissatisfied with the life at the forge. There were many writers in Dickens’ day whose works are no longer read; this is possibly because Dickens

Dowry Prose Analysis Essay Example For Students

Dowry Prose Analysis Essay The Dowry A Prose Analysis The meaning of a dowry is the property that a wife or wifes family gives to the husband upon marriage. In certain societies the dowry formed a part of an exchange of wealth between intermarrying families; it was often accompanied by some payment made by the groom to the brides family, called the bride-price. 1 In Indonesia we are more familiar with the term in our language â€Å"mas-kawin†. Dowry is closer in meaning to Padangnese custom. Although recognized in common law, and often forming an important element in the arrangement known as a marriage settlement in the United Kingdom, the dowry is almost unknown in the United States. In most countries, it constitutes a distinct and important form of property. The dowry is given to the husband, who has exclusive control and administration of it during marriage, to be employed in defraying the expenses of the family. The dowry may also serve as insurance against bad treatment of the wife by the husband; it must be forfeited to the wife or wifes family in case of divorce. The wife may not deprive the husband of its control, and he, on the other hand, is bound to protect the property that he receives as dowry. 2 The characters in Dowry are telling traits (behavior or personalities) (characterization by the author). They both are flat characters meaning that their characterization stays the same from the beginning to the end. Simon Lebrument, the groom, is a handsome man, stylish (in a provincial way or unsophisticated) but for the town of Boutignys standard he is stylish indeed. He is also a practicing lawyer who had bought a private practice of Papillon in Paris. Jeanne Cordier is graceful and fresh-looking although a trifle awkward (the author, Guy de Maupassant could be subtracting Cordiers grace a little). Then, he adds that she is a handsome girl (a dated term applied to a woman who is also very well-groomed and from an upper class background). 3 She is a catch because she has three hundred thousand francs in currency and in bonds (around 45734. 7 Euro). It is a perfect match on paper, so the wedding commenced. Up to here it is safe to say that the writer is finishing his exposition of the characters. The setting of Dowry is a mirror of prevailing mood. Maupassant was really clever in reflecting the mood of different events in the prose. In the beginning, the marriage of the young couple is described as turning Boutigny topsy-turvy. The following domestic felicity is very happy indeed. Jeanne adores her husband, Simon, the happy groom that he is, caresses his wife from morning to night and night to morning. The scene where the young couple boards the train also reflects an anxiety any parents have. Father Cordier asks Simon if his actions carrying the lump sum dowry is prudent. The boarding of the train seems rushed. The one hour journey is also hastened by the presence of the two old ladies which prevents the couple to say little to each other. I think Moupassant describes the suspense part of the plot right from when Simon asks Jeanne to get the dowry to after the couple get off the train. It has a feeling of rushed and not very well planned especially by Jeanne Cordier. Maybe, thats how Simon Lebrument work. He surely has dishonest intentions but cleverly he is able to mask it with his imminent purchase of a law practice. In another part of the prose, Maupasssant frames Jeanne Cordier as a naive, small city minded lady, who is used to the straight-forward life. The setting in which Jeanne Cordier is cast simultaneously paired with Simon Lebruments big city mentality. Simon even talk Jeanne into saving a penny or two when they get on an omnibus instead of a taxi. The big city mold rolls over small city mold so smoothly that Jeanne is left befuddled on the bus final destination, Vaugirard. That sense of helplessness leaves Jeanne Cordier with the only way she can find shelter, her cousin Barrals house. .u063e529e0aa18a6f0192601e354e6a46 , .u063e529e0aa18a6f0192601e354e6a46 .postImageUrl , .u063e529e0aa18a6f0192601e354e6a46 .centered-text-area { min-height: 80px; position: relative; } .u063e529e0aa18a6f0192601e354e6a46 , .u063e529e0aa18a6f0192601e354e6a46:hover , .u063e529e0aa18a6f0192601e354e6a46:visited , .u063e529e0aa18a6f0192601e354e6a46:active { border:0!important; } .u063e529e0aa18a6f0192601e354e6a46 .clearfix:after { content: ""; display: table; clear: both; } .u063e529e0aa18a6f0192601e354e6a46 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u063e529e0aa18a6f0192601e354e6a46:active , .u063e529e0aa18a6f0192601e354e6a46:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u063e529e0aa18a6f0192601e354e6a46 .centered-text-area { width: 100%; position: relative ; } .u063e529e0aa18a6f0192601e354e6a46 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u063e529e0aa18a6f0192601e354e6a46 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u063e529e0aa18a6f0192601e354e6a46 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u063e529e0aa18a6f0192601e354e6a46:hover .ctaButton { background-color: #34495E!important; } .u063e529e0aa18a6f0192601e354e6a46 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u063e529e0aa18a6f0192601e354e6a46 .u063e529e0aa18a6f0192601e354e6a46-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u063e529e0aa18a6f0192601e354e6a46:after { content: ""; display: block; clear: both; } READ: Multiculturalism EssayAll the questions that pop up in her mind can now, probably be answered. With enough money to take a cab, Jeanne escapes her difficult situation into a safe, family setting. Right after she step off the cab she couldnt help but pour all of her problems out to Henry Barral. The setti ng in front of Henrys house must be safe enough in the morning before people go to work, because there is where Jeanne pour her heart out. Maupassant ends Jeannes troubles by having Henry push her gently to the vestibule of his house. Lead her up the stairs to meet his maid Henry orders his servant, Sophie to fetch two lunch from the estaurant because hes not going to the office that day. A conflict is very quickly presented to the couple right after they arrive in Paris. It is an external conflict between Lebrument and Cordier. To take the omnibus or to take the cab. As a young woman, Jeanne is prudent to want to take a cab because they are carrying the dowry and the travel luggage. It is a sign of Victorian virtue for a woman to agree to the husband. Jeanne after being scolded smilingly agrees to Simon in saving money by taking an omnibus. If I were Jeanne, I would brought up the large sum of money Simon had with him. Is it wise saving five times six cents to losing three hundred thousand francs? A smoking excuse made it easy for Simon to board the omnibus and to ride on top. Again Jeanne can also go on top on the next stop but she does not. Jeanne has a lot of reasons to change seats in the omnibus. Her heart and mind also speaks to her loudly. But the conditions inside the omnibus seems to stupefy her. Her sense of smell is attacked by the fat man who smells cheap tobacco and an old woman who smells of garlic. Her sight registers a collection of caricatures being jolted inside the wagon looking stupefied. Her mind begins to question why hadnt her husband come inside with her. I think Jeanne is a woman with a trusting personality or even naive. If she were not, she should ask the conductor right away to stop at her destination, which is the Boulevard des Italiens. It is safer to hold on to the man you love, I think is the safest action that she could have taken. It must be a terrifying feeling to be Jeanne Cordier when she realizes that the top of the omnibus is empty. The conductor doesnt even try to comfort her. He says those harsh words that her husband has gotten rid of her and laughs. An Inspector (police, I presume) hears her crying out loud and assesses the situation but only to say that it is nothing, Jeanne should go about her business. This surely is the climax of the plot. Maupassant has another idea, he wants Jeanne to walk or to find a comforting voice. Jeanne Cordier gathers her confused self, spends her last francs and takes a cab to her cousin, Henry Barral. She catches him on time before him leaving to the office. The setting of the conversation between Jeanne and Henry is in front of Henrys house but Henrys attitude is so different than Simons. There is no rushing, Henry is so thoughtful, patient and clear minded. It is as if Guy is rebuilding a calmer suspense sequence contrasting the suspense he has in the beginning of the prose. Henry, in contrast to the conductor, tells Jeanne the worst case scenario without belittling her. Now, Jeanne could say the ugly truth to herself and her cousin before fainting to Henrys shoulder and wept. A comforting resolution in the form of an open ending. An open ending that makes this short story a classic. Dowry is told in the third-person point of view because Guy uses the characters as subjects of most of the sentences. .uce4b308b659b85a81e20d30b1f6d27c3 , .uce4b308b659b85a81e20d30b1f6d27c3 .postImageUrl , .uce4b308b659b85a81e20d30b1f6d27c3 .centered-text-area { min-height: 80px; position: relative; } .uce4b308b659b85a81e20d30b1f6d27c3 , .uce4b308b659b85a81e20d30b1f6d27c3:hover , .uce4b308b659b85a81e20d30b1f6d27c3:visited , .uce4b308b659b85a81e20d30b1f6d27c3:active { border:0!important; } .uce4b308b659b85a81e20d30b1f6d27c3 .clearfix:after { content: ""; display: table; clear: both; } .uce4b308b659b85a81e20d30b1f6d27c3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uce4b308b659b85a81e20d30b1f6d27c3:active , .uce4b308b659b85a81e20d30b1f6d27c3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uce4b308b659b85a81e20d30b1f6d27c3 .centered-text-area { width: 100%; position: relative ; } .uce4b308b659b85a81e20d30b1f6d27c3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uce4b308b659b85a81e20d30b1f6d27c3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uce4b308b659b85a81e20d30b1f6d27c3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uce4b308b659b85a81e20d30b1f6d27c3:hover .ctaButton { background-color: #34495E!important; } .uce4b308b659b85a81e20d30b1f6d27c3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uce4b308b659b85a81e20d30b1f6d27c3 .uce4b308b659b85a81e20d30b1f6d27c3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uce4b308b659b85a81e20d30b1f6d27c3:after { content: ""; display: block; clear: both; } READ: 300 Movie EssayThe style of this prose is part formal language (Dowry is originally written in French, therefore I presume translated into English), and part dialogues. The plot in the Dowry is linear and chronological, it makes for a clear, quick reading. The characters are deceivingly complex, as Simon Lebrument isnt involved in the climax and resolution, even though he is a master manipulator. The theme of this prose is that innocence when confronted with a manipulative character ends up in exploitation of both riches and in trust. Maybe, a form of education is also introduced here. Any would be married couple should make sure that the base or foundation of the marriage is solid and the relationship is based on mutual affection and need. Love alone may not be enough to have a good marriage, and Jeanne Cordier is proof of that. Reference: 1, 2. Microsoft  ® Encarta  ® Reference Library 2005.  © 1993-2004 Microsoft Corporation. 3. http://www. urbandictionary. com/define. php? term=Handsome%20Woman 4. Minderop, Albertine. Metode Karakterisasi Telaah Fiksi, Edisi 1, Yayasan Obor Indonesia, 2005.

Female Characters in Horror Movies Essay Example

Female Characters in Horror Movies Paper In Wes Craven’s Scream, the portrayal of women is differently shown from any other slasher film that was released before this 1996 flick. Generally, women in slasher flick are represented as a passionate person in trouble and normally being assaulted by the killer since they’re the backbone of the story or have a past history with the killer. Professor Carol Clover’s believes that the term â€Å"Final Girl† in horror film is always present according to her Final Girl Theory. With the arrival of Scream to the big screen, the horror genre changed during the nineties, since the director broke the rules of horror films in the first part of the Scream series. With Wes Craven’s Scream, the term Scream Queens was reborn in the characterization of Sidney Prescott, Gale Weathers and the males, also considering that the portrayal of the gender role in the film is uniquely different from any other slasher movie, as the term Final Girl is represented in a new w ay. The portrayal of the lead females Sidney and Gale in Scream are shown as smart and brave to have the capacity to survive the entire film, while the various characters, including the men that have been killed by a serial killer. This is also known as the â€Å"Final Girl.† The idea of the â€Å"Final Girl† was created by Carol Clover. According to Clover, the Final Girl is â€Å"introduced at the beginning and is the only character to be developed in any psychological detail. We understand immediately from the attention paid it that hers is the main story line. She is intelligent, watchful, level-headed; the first character to sense something amiss and the only one to deduce from the accumulating evidence the patterns and extent of the threat† (131) As Carol states, these Final Girls are not to be shown as the typical blonde or bimbo character that you see in a slasher film normally. They are someone more like Sidney or Gale that would be perfect for the Final Gi rl. Gale characteriza We will write a custom essay sample on Female Characters in Horror Movies specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Female Characters in Horror Movies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Female Characters in Horror Movies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Health & Wellbeing in S Africa essays

Health & Wellbeing in S Africa essays There are many issues concerning the health and well-being of South Africans. Two major problems are poverty and HIV/AIDS. These create problems as well such as lack of housing, spread of diseases, and high infant mortality rates. The infant mortality rate in South Africa was estimated to be sixty-four deaths per one thousand live births in 2003. (CIA 2003) One cause of the high infant mortality rate is malnutrition. In a country where about half of the population lives below the poverty line it is hard for pregnant mothers to get the proper nutrition to have a healthy baby. Even after birth, many mothers cannot afford to feed their babies and the babies die of starvation. The government implemented a program to try to give nutritional aid to mothers and their infants. However, the government only spends about 14% of their GDP on healthcare; this is not nearly enough. (Kesselman, et al. 2004) Another major cause of the infant mortality rate is HIV/AIDS. HIV/AIDS is the number one killer in South Africa. About 5.3 million people are infected with HIV/AIDS in South Africa. A survey conducted by the South African Department of Health in 2002 said that 34% of prenatal mothers were infected with HIV/AIDS and it is estimated that 91,271 babies were born infected from their mothers. These babies were born without a chance. To fight HIV/AIDS in South Africa, the government is trying to educate the people on the disease. They are also running a test trial for an HIV vaccine. They will be monitoring healthy, HIV-negative individuals for a period of twelve months to make sure that there are no significant side effects. In about eight to ten years, if the vaccine works, it will be registered for use. (Department of Health: AIDS/HIV Main Page 2003) However, South Africa cannot wait that long. They have a serious problem with HIV/AIDS that is killing off a large portion of their population. They need to find a solution n...

Hormone replacement therapy Essay Example | Topics and Well Written Essays - 1000 words

Hormone replacement therapy - Essay Example On the other hand, low-dose vaginal medicines of estrogen, coming in the form of cream, pills or a ring can properly control vaginal symptoms and a number of urinary complications, while limiting body absorption. Low-dose vaginal medications do not prevent hot flashes, osteoporosis or night sweats. Long-term use of systemic hormone therapy for the inhibition of postmenopausal complications is no longer regularly advisable. But some research findings show that estrogen reduces the prevalence of cardiovascular diseases when administered early in menopause (Kaygusuz et al, 2014).     For cases of early menopause in women, estrogen is essentially prescribed together with progesterone-rich medications. The need to balance estrogen concentration levels with progesterone is because the former hormone alone can stimulate the thickening of the uterine walls, thus increase the prevalence of cancer of the uterus (Kaygusuz et al, 2014). Any woman whose uterus has been removed does not need t o take hormone replacement therapy, because it would be meaningless.Demerits of hormone therapy  Despite the advantages of hormone replacement therapy, it carries with it several risks. The use of estrogen-progestin drugs in known to soar the prevalence of certain grave complications, including: cardiovascular diseases, stroke, breast cancer, and blood clots (Kaygusuz et al, 2014). As Kaygusuz et al (2014) said, the therapy should be administered to a healthy woman who has: a) experiences of moderate to serious menopausal symptoms.

Could the US have won the Revolutionary war without foreign Essay

Could the US have won the Revolutionary war without foreign intervention - Essay Example The Americans needed support because of the logistical difficulties of a protracted war, and so France and Netherlands provided critical support that hastened the victory of the former. Weigley, in his book The American Way of War: A History of United States Military Strategy and Policy, explains the dire circumstances of General George Washington and he stresses that â€Å"military poverty† shaped Washington’s generalship.3 When the British arrived by sea in New York before the raid of Trenton, General William Howe had 31,625 soldiers from all ranks, where 24,464 were well-equipped and ready for battle.4 Aside from these troops, Howe also had ten ships, twenty frigates, hundreds of transport, and 10, 000 seamen.5 To defend New York, General Washington only had 19,000 people, with around 9,000 having military discipline and training.6 In addition, the Americans had no naval forces and limited land transports. Though Washington scored with the elimination of the Hessian garrison at Trenton, throughout the entire Revolutionary War period, he perennially faced the problem of the limited number of soldiers, resources, and money. The Revolutionary confederation and the weakening agricultural sector could not supply enough for these needs of the war. David McCullough dwells in 1776 on the role of the financial backing from France and the Netherlands as well as the support from the French army and navy.7 For him, they were offered critical help in hastening America’s victory instead of merely waiting for Britain to give up on the war or to wait for other foreign nations to realize that America’s independence would result in a greater balance of powers in Europe. If the Revolutionary War had extended due to the absence of foreign intervention, it would not have been impossible for Washington and his generals, as well as the American people who supported him, to maintain their strategies until Britain gave up on its American colonies. In the book A Shattered Nation: The Rise and Fall of the Confederacy, 1861-1868, Rubin expresses the will of the American people to support the war. She mentions letters circulating among the masses, who knew that the revolutionary forces must somehow show some power enough to â€Å"overthrow† the British before foreign nations would start acknowledging America as an independent nation that they should support through money or troops or both.8 The people, as well as Washington and the generals, resisted the idea of becoming a colony once more, especially when they realized that they could be finally freed from the abusive taxation and other oppressive policies of Britain.9 McCullough stresses, nevertheless, that â€Å"†¦it was Washington and the army that won the war for American Independence†¦Ã¢â‚¬ 10 These historians understood the tenacity of the American army in forcing on through their guerilla tactics and attacking Britain where it was at its weakest, specifically in land battles. Other scholars insisted that America could not have won the war without foreign support. In â€Å"

First Language Acquisition Theories

First Language Acquisition Theories Imagine a blank template, a white sheet of paper, thats how human being starts off. From a crying baby in a cradle, to babbling, to simple single words, slowly progressing into two-words, then finally a complete sentence, ever wonder how one acquires the ability to produce the language? Linguists throughout the ages have tried to find out how does one ACQUIRE a language, is it a deep structure as claimed by Kimball? Or is it an innate ability, a build-in human capacity propagated by Chomsky? Various theories have arose since language studies came to fore, and the ability to acquire language has interested various parties since the dawn of man. From the dunes of Egypt,  Psammeticus, the Pharaoh during the 7th  century BC, believed language was inborn and that children isolated from birth from any linguistic influence would develop the language they had been born with. Fast forward to the 15th century,  King James V  of Scotland performed a similar experiment; the children were reported to have spoken good Hebrew. Akbar, a 16th century Mogul emperor of India, desired to learn whether language was innate or acquired through exposure to the speech of adults.   He believed that language was learned by people listening to each other and therefore a child could not develop language alone.   So he ordered a house built for two infants and stationed a mute nurse to care for them.   The children did not acquire speech, which seemed to prove Akbars hypothesis that language is acquired and does not simply emerge spontaneously in the absence of exposure to speech.   Henceforth, modern linguists have been trying hard to crack the codes which govern the acquisition and learning of a language. Theories ranging from Jean Piagets Cognitive Theory(1929), Skinners Behaviorist Theory (1957), to Chomskys The Innateness Hypothesis, and Lamberts Critical Period Hypothesis(1967) for first language acquisition, and finally Krashens 5 hypothesis of second language learning have paved a way for an insight, a way to unravel the way the mind works in acquiring and learning a language -which happen to be distinct from one another-, and here, we will be looking at the theories that have been the workhorse of language acquisition and learning. Definition First Language Acquisition is touted by linguist as the process of acquiring a language via exposure whilst young. First language is defined as the primary language -not necessarily mother tongue- which the speaker first acquires and use on a constant basis. According to Lennenberg (1967) the language that one picks up during the critical period will generally be the persons first language. The Canadian census agrees that the first language that one acquires during childhood is the first language. A second language, however, can be a related language or a totally different one from the first language. Language acquisition is a cognitive process cognitive process (reasoning, perception, judgment and memory) of acquiring a language. It is usually done subconsciously, with the mind slowly structuring the template to mold the language into shape. Language learning however, means a person is trying to learn the language consciously through practice, training, or experience. Amongst the most prominent theories of language acquisition that has been put forward by linguists is the: Cognitive Development Theory According to Jean Piagets cognitive theory (1970s), language is a subordinate part of cognitive development. Language is mapped onto an individuals set of prior cognitive structures. The principles of language are no different from other cognitive principles. A person becomes capable of abstraction, of formal thinking which excels concrete experience and direct perception (Freeservers.com, 2012). Firstly, the child becomes aware of a concept, they acquire the words and patterns to convey the concept. Simple ideas are expressed earlier than more complex ideas even if they are grammatically more complicated. Piaget described four distinct stages of childhood cognitive development which include sensorimotor stage, pre-operational stage, concrete operational stage and formal operational stage and relates them to a persons ability to understand and assimilate new information (Springhouse Corporation, 1990). First language learners are thought to creatively use their skills of cognition in order to figure out the second language of their own. For adult learners, they have the ability to abstract, classify and generalize gives them an advantage to systematically solve problems. Adult language learners rely on their cognitive activities of general information processing because their Language Acquisition Device gradually becomes unavailable for them (Hadley, 2002). Piaget claims that the human mind has a template known as the schema: The representation in the mind of a set of perceptions, ideas and /or actions which go together (Atherton , 2011). The schema helps individuals understand the various happenings around them, an understanding of oneself (self-schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata). According to psychologists, cognitive development starts at adaptation, followed by assimilation and accommodation close after. Assimilation is the process of incorporating new information into pre-existing schema, more often than not leading to overgeneralization. For example, the child refers to a whale as a fish, due to the fact the whales and fish, have fins and lives in the ocean. After assimilation, comes accommodation, whereby the mind is able to differentiate concepts made during the prior phase. Piaget contends there are four stages of cognitive development which are sensorimotor stage (birth-2years), pre-operational stage (2-7 years), concrete operational stage (7-11years) and formal operational stage (11 years and up). The first stage or the sensorimotor stage is the stage where a child learns about himself and his environment through motor and reflex movements. The childs thoughts are derived from movement and sensation (Springhouse Corporation, 1990). They learn and progress by doing simple motor movements such as looking, grasping, crying, listening, touching and sucking. Further down the road, they will also gain a basic understanding of the relationships of cause and effect. Object permanence appears around 9 months and further physical development allows the children to begin developing new intellectual abilities. Piaget contends that some basic language abilities are developed at the end of this stage. Pre-operational stage follows after the child reaches at the age of 2. During that stage, a childs intelligence is demonstrated through the use of symbols, and his language use matures, advancing to basic sentences. The childs memory and imagination are developed to a certain extend but thinking is done in non-logical and non-reversible manner. The following stage is the concrete operational stage -where the child reaches the age of 7-11-: Children then develops seven types of conservation, namely number, length, liquid, mass, weight, area and volume. The childs intelligence is further demonstrated through logical and systematic manipulation of symbols related to concrete objects, and his operational thinking develops exponentially, however, his thinking at this stage is still concrete. The final stage in the cognitive development is the formal operational stage, where the childs developed intelligence is demonstrated through the logical use of symbols related to abstract concepts. This is reflected in his/her speech as in choice of words, and capability of metaphorical usage. Humanistic Approach (Abraham Maslow, Carl Rogers) Abraham Maslow proposed the humanistic approach as a method of language acquisition and learning. The theory takes into considerations of the feelings, motivation levels and confidence of a person According to Carl Rogers however, the persons consciousness of their own identity is about behavior central to oneself. Rogers believed that people could only fulfill their potential for growth if they had basically positive self-regard. On the contrary Abraham Maslows believed that those who satisfied all their needs might become self-actualizers (Sammons, n.d.). Humanistic approach differs it tries to encourage positive emotions that help language acquisition such as self-esteem, motivation, empathy and risk taking. It also tries to dampen negative emotions such as low self-confidence, nervousness and mental inhibition (Villatoro, n.d.) and in a sense, it coincides with Skinners Behaviorist Theory. Behaviorist Theory B.F. Skinner described learning as a behavior produced by learners response to stimuli which can be reinforced with positive or negative feedback to environmental stimuli. Skinner added that learning can be observed, explained, and predicted through observing antecedents and consequences. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast,  punishment  (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Punishment is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are important in developing basic skills and foundations of understanding in all subject areas and in classroom manage ment.   Skinners Behaviorist approach contends that children learn language through imitation, repetition and the reinforcement of the successful linguistics attempts. Mistakes are considered to be the result of imperfect learning or insufficient opportunities for practice. In such, that a child having a pleasant learning experience (such as rewards or praise) is positive reinforced. Through that positively reinforcing stimulus, a childs learning capacity is triggered. However, unpleasant experiences (such as punishment) serve as negative reinforcements, and cause learners to avoid undesirable responses to stimuli. As such, continuous reinforcement increases the rate of learning, be it positive or negative; a child will respond to different triggers and with experience, remember what is to do and to avoid. Hence, intermittent reinforcement helps a child to a longer retention of what is learned. Skinner contends that both positive and negative reinforcement can shape behavior, and this in turn affects their language acquisition capability, as such, a lack of any reinforcement can also shape behavior. If people receive no acknowledgement of their behavior, they will likely change that behavior until they receive some kind of reinforcement. Behaviorism gave birth to a stimulus-response (S-R) theory which sees language as a set of structures and acquisition as a matter of habit formation. Ignoring any internal mechanisms, it takes into account the linguistic environment and the stimuli it produces. Learning is an observable behavior which is automatically acquired by means of stimulus and response in the form of mechanical repetition. Thus, to acquire a language is to acquire automatic linguistic habits. According to Johnson (2004:18), Behaviorism undermined the role of mental processes and viewed learning as the ability to inductively discover patterns of rule-governed behavior from the examples provided to the learner by his or her environment. Larsen-Freeman and Long (1991:266) consider that S-R models offer little promises as explanations of SLA, except for perhaps pronunciation and the rote-memorization of formulae (Menezes, V. n.d.). This view of language learning gave birth to research on contrastive analysis, especially error analysis, the main focus of which is the interference of ones first language in the target language. An important reaction to behaviorism was the interlanguage studies, as the simple comparison between first and second language neither explained nor described the language produced by SL learners. Interlanguage studies will be present in other SLA perspectives, as the concern of the area has been mainly with the acquisition of grammatical morphemes or specific language structures. Behaviorist Theory for Second Language Learning Under this theory, it is believed that the second language learning learner tries to imitate what he hears and practices the second language regularly to develop habits in the language. This theory also believes that learners try to relate their knowledge of the native language to the second language and this could lead to positive as well as negative results. However the imitation of one language with the other is not recommended as this does not help in real life situations. The behaviorists believe that First language learners (FLL) consists of learners imitating what they hear and develop habits in the first language (FL) by routine practice. In this view, the learners are thought to relate what they know of their first language to what they recognize in the second language. Positive transfer is a result of similarities between the first language and the second language, because habits used in the first language easily transfer to the second language. On the other hand, negative transfer is caused by differences between the first language and the second language, because errors result from using habits from the first language in the second language. Problems with this view of FLL include the fact that imitation does not help the learner in real-life situations. Learners are continually required to form sentences they have never previously seen. A finite number of pre-practiced sentences is not enough to carry on conversation, not even with an instructor. Another problem with this view is that many of the errors made by FL learners are not based on the first language. Instead, the problems most often encountered by learners resemble errors made by children during the period of first language acquisition. The Innateness Hypothesis Noam Chomsky believes that children are born with a language acquisition device (LAD) which encodes the major principles of a language and its grammatical structure into the childs brain and thus possesses an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the childs mind.  Children have then only to learn new vocabulary and apply the syntactic structures from the LAD to form sentences.  Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular adults speech is often broken up and even sometimes ungrammatical.  Chomskys theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be hard-wired to acquire the grammar.   Chomsky defends the innate hypothesis in terms of an elaborated linguistic theory which postulates not only a general ability in humans to acquire language, but also the ability that comes from a specific language acquisition device in the brain, equipped already at birth with specific grammatical rules and principles. The main arguments in favour of the innateness hypothesis are first, language acquisition would be dià ¯Ã‚ ¬Ã†â€™cult or even impossible without an innate grammar: How do we come to have such rich and specià ¯Ã‚ ¬Ã‚ c knowledge, or such intricate systems of belief and understanding, when the evidence available to us is so meager? (Cook, 1985). Chomsky claims that the mere existence of language universals supports the hypothesis that these are innate, and most essentially all humans acquire language, and no other animals do. The LAD is a hypothetical brain mechanism that Chomsky suggested to explain human acquisition of the syntactic structure of language. This mechanism endows children with the capacity to derive the syntactic structure and rules of their native language rapidly and accurately from the impoverished input provided by adult language users. The device is comprised of a finite set of variables which languages vary, which are set at different levels for different languages on the basis of language exposure. The LAD reflects Chomskys underlying assumption that many aspects of language are universal (common to all languages and cultures) and constrained by innate core knowledge about language called Universal Grammar.   Universal grammar is defined by Chomsky as the system of principles, conditions and rules that are elements or properties of all human languages (Cook, 1985). The language properties inherent in the human mind make up Universal Grammar, which consists, not of particular rules or of a particular grammar, but of a set of general principles that apply to all grammars and that leave certain parameters open; Universal Grammar sets the limits within which human languages can vary. Universal Grammar present in the childs mind grows into the adults knowledge of the language so long as certain environmental triggers are provided; it is not learnt in the same way that, say, riding a bicycle or playing the guitar are learnt: a central part of what we call learning is actually better understood as the growth of cognitive structures along an internally directed course under the triggering and potentially shaping effect of the environment (Cook, 1985). Language acquisition is the growth of the mental organ of language triggered by certain language experiences. Hence the theory of Universal Grammar is frequently referred to as part of biology. Indeed the theory is not dissimilar from ideas current in biology on other issues, for instance the view that Embryogenesis may then be seen as the progressive, orderly manifestation of the knowledge which is latent in the egg (Cook, 1985). So, to acquire language, the child needs not only Universal Grammar but also evidence about a particular language; he needs to hear sentences of English to know how to fix the parameter for the order of Verb, Subject, and Object. The evidence he encounters can be positive or negative (Cook, 1985).   By using the same language principles, a French child constructs a grammar of French, an English child a grammar of English. The two grammars represent different choices within the guidelines set by Universal Grammar, different applications of the same linguistic principles in response to different environments; Experience is necessary to fix the parameters of core grammar (Cook, V, 1985). But the children also have to learn aspects of language that are peripheral, that do not conform to Universal Grammar. The childs mind prefers to adopt rules based on the handy set of principles with which it is equipped; they are in a sense the easy way out, and need only triggering experience to be learnt. By listening to the language around him, he can decide how to fix the parameter of sentence order as SVO or SOV, for instance. His mind prefers not to adopt peripheral solutions, as they fall outside his pre-programmed instructions; they are more demanding. This may be interpreted through the c oncept of markedness: the child prefers to learn unmarked knowledge that conforms to Universal Grammar, rather than marked knowledge that is less compatible with it.   Chomskys work has been highly controversial, rekindling the age-old debate over whether language exists in the mind before experience. Despite its few limitations, The Innateness Hypothesis is rich enough to provide a substantial idea of how a child acquires his/her first language. The Critical Period Hypothesis According to Eric Lennebergs Cirtical Period Hypothesis in 1967, the hypothesis theorized that the acquisition of language is an innate process that determined biologically. The notion of critical period was connected only in the first language acquisition (freeservers.com, 2012). Lenneberg assumed that the structural reorganizations within the brain were developed only from roughly the age of two to puberty which was around thirteen or fourteen. Language skills which were neither learned nor being taught during this age would remain permanently undeveloped (Schouten, 2011). Lennebergs hypothesis claimed that the absence of language was very limited in the first language acquisition during the early childhood exposure (citizendium.org, 2009). He believed that the brain would lose the plasticity after two sides of the brain has developed specialized functions. The Critical Period Hypothesis is Lennebergs response to the long-standing debate in language acquisition  over the extent to which the acquire  language  is  biologically  linked to age (citizendium.org, 2009) Lenneberg proposed that the ability of brain to acquire a language is stopped at puberty with the onset of brain lateralization. He refers that brain lateralization, which is a process which the both sides of brain develop specialized function, in which after the process, the brain would lose its plasticity as the function of the brain is set. Lenneberg stated that if the child did not learn the language before the puberty, the language could never be learned in a full and functional way. He proves his theory by referring to cases of feral children, such as Genie. Discovered in the age of thirteen and a half in 1970 in an isolated and neglected living condition, Genie did not had any form of communication, and she was neither able to speak nor write. After being saved from her ordeal, she began to learn language slowly, but she never regained full language capabilities. According to Lenneberg, first language learners should receive exposure on their first language prior to puberty for the best acquisition results. He contends that the critical period for learning a first language would same apply to acquiring a second language Studies have shown that before the brain is fully developed a second language can be learned more easily. However, while many people have been able to master the syntax and vocabulary of a second language after puberty, not many achieve native-speaker fluency, compared to first language learners, or bilinguals who start off at a young age. A notable trait for FLL is that their phonological is the most obvious evidence for the critical period hypothesis, as their learning a second language would be impacted by their first language accent. Lennebergs works is still highly regarded as one of the most well regarded psycholinguistic argument of language acquisition. Krashens Theory of Second Language Acquisition Stephen Krashens theory of second language acquisition has been of much debate in the psycholinguistic circles. His theories are well regarded, and provide a different insight into how the mind works in learning a second language. The first of the five of Krashens theories is the Natural Order Hypothesis. Based on a powerful analysis of research results, Krashens natural order hypothesis suggests that the acquisition of language, especially the rules of language, follows a predictable natural order. For any given language, some grammatical structures tend to be acquired earlier than others. This idea reflects Noam Chomskys revolutionary notion that have a built-in Language Acquisition Device (LAD), which within the first year of the children lives begins to enable them to understand and acquire language. Because of the nature of the LAD, children tend to learn different structures at different levels as young children. Researchers have found that the same pattern occurs for older learners not a surprise to seasoned language teachers! This is the predictable natural order of this hypothesis. Secondly, is the Acquisition or Learning Hypothesis. The distinction between acquisition and learning is the most fundamental of all the hypotheses in Krashens theory, since it suggests that language comes to children in two rather different ways. Acquisition is one. Language can be acquired by using it for real communication while learning, which he describes as knowing about language, is quite a different thing. Acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language-natural communication, in which speakers concentrate not on the form of their utterances, but in the communicative act. Learning, on the other hand, provides conscious knowledge about the target language. It is therefore less important than acquisition for basic communication, but it still plays an important role in language learning. In short, learning is likely to occur in the study segment of an English lesson, while acquisition takes place during language activation. Thirdly, is the Monitor Hypothesis. The fundamental distinction between acquisition and learning leads directly to the next hypothesis. The monitor hypothesis relegates language learning (that is, a students responses to what the teacher teaches) to a secondary place in the scheme of language learning.   The monitor hypothesis is the idea that conscious learning that is, the outcome of grammar instruction and other activities that were the traditional stock in trade of the language teacher serve only as a monitor or an editor for the language student. Real acquisition takes place as meaningful interaction in the target language natural communication in which speakers is concerned not with the form of their utterances but with the messages they are conveying and understanding.   Following that is the  Input Hypothesis. The input hypothesis suggests that people acquire language in only one way: by understanding messages, or by receiving comprehensible input. According to the input hypothesis, learners progress by receiving second language input that is one step beyond their current stage of linguistic competence. Acquisition for learners with language knowledge i can only take place if they are exposed to comprehensible input at a slightly higher level, which Krashen describes as level i + 1.   And last but not least, the Affective Filter Hypothesis. Finally, the Affective Filter Hypothesis proposes that a mental block caused by affective or emotional factors can prevent input from reaching the students language acquisition device. The affective filter hypothesis says that affective variables like self-confidence and anxiety play a role in language acquisition. When the filter is up, that is, when negative emotional factors are in play, language acquisition suffers while when the filter is down, language acquisition benefits. Similarities between First Language Acquisition and Second Language Learning There have been many arguments about language acquisition, some claims that acquisition and learning is the same process, whilst some beg to differ. Here are some similarities between first language acquisition and second language learning that have been argued before. Physical process wise, the learners of both first language and second language hear the spoken language and begin to understand how it sounds, the mind works to grasp the basic sounds, which in turn, facilitates learning. The learners pick up words and phrases in the language and begin to build up a vocabulary, this is then followed up by grasping the grammatical structure and learning how to form simple and complex sentences in the language. Subsequently the learners are eventually able to understand new words by context and they are able to express complex ideas and thoughts in the language, and finally, learn to pick up writing and reading skills in the language (Panse, 2010). Universal grammar may  influence learning  either independently or through the first language in second language learning. For both first language acquisition and second language learning there are  predictable stages, and particular structures, are acquired in a set order.   Individuals may move more slowly or quickly through these stages, but they cannot skip ahead. Making errors is a part of learning.   Learners need to make and test hypotheses about language to build an internal representation of the language.   In the initial stages of learning, learners may use chunks of language without breaking them down or processing them as independent units.   In later stages, they may make new errors as they begin to process the parts of each chunk according to the rules of their language system.   For example, a learner may start out using the correct form of an irregular verb as part of a language chunk, but later overgeneralize and place a regular affix on that same verb. Differences between First Language Acquisition and Second Language Learning Many studies addressed the distinction between first language acquisition and second language learning. The first distinction is the natural process in which first language learners acquire their knowledge naturally and the conscious process in which second language learners learn their second language. First language acquisition is a natural process which is genetically triggered at the most crucial stage of the childs cognitive development in which children subconsciously process and develop the linguistic knowledge of the setting they live in and are unaware of grammatical rules. In contrast, second language learning takes place where the target language is the language spoken in the language spoken in the language community that differs from the first language. Second language is not genetically triggered in any way unless the child grows up bilingually in which case, it is not considered second language learning at all. First  language acquisition  is mostly passive. Children usually listen to the people around them, their speech melody, their sounds, their words, and their sentence structures. Before the child can even read or write a single word in his first language, he is already using an impressive vocabulary and many important grammar structures. Some people never learn how to read or write but can still speak their first language fluently. Most babies learn rules while listening to the people around them. They are able to distinguish sentence structures at the early age of seven months as experiments have shown. They also pick up new words from their surrounding people. At the age of six, most children have acquired their native language(s) without any effort. Second language learning, on the other hand, is an active process. Second language learners need to learn vocabulary and grammar in order to achieve their goals. Most people will need an instructor, either a teacher at school or the instructions of a course book or audio course. For those learners to achieve fluency or near fluency in a second language, it requires years of studying and likely a long stay in another country. Many people will never reach anywhere near fluency with any second language. Most experts see the ages between three to four years as the  critical age  when first language acquisition ends and second language learning begins. Another area of difference between first language acquisition and second language learning is input specifically the quality and quantity of input. Language learning process depends on the input frequency and regularity. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day every day, whereas an adult learner may only hear the target language in the classroom which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quan

Julius Caesar :: Free Essays

Julius Caesar Everyday life in Rome was quite organised. People could only dress that represented themselves and their status. Being a Roman citizen was very important and even the poor of the poor were proud to be Roman. Rome was governed by the triumvirate. This included Pompey, Crassus and Julius Caesar. Unfortunately Crassus died in a battle. This caused disruption and Caesar and Pompey fell out because neither wanted to share Rome. Eventually Caesar killed Pompey and his two sons. Caesar was the absolute power but because Rome had experienced a cruel tyrant Tarquin who enslaved the Romans, everyone was scared of this happening again. The role of the common people was important as if they offered light relief for the audience but more importantly provided the key for avenging Caesars death. Brutus and Mark Antony knew that the crowd could be manipulated and exploited this using various but subtle techniques which influenced the crowd. When the conspirators killed Caesar Brutus and Mark Antony made speeches about Caesar and the event of the killing. Brutus went first and used "Romans, countrymen and lovers" He puts Romans first as he killed Caesar for the good of Rome. He manipulates the crowd by asking rhetorical questions that say either you love Caear, or the love you freedom. But you can not have both speak no or forever hold your peace. Brutus knew that the Romans were proud of they freedom and their society so this question justified the killing. He says that Caesar was ambitious and it was only a matter of time before Rome was taken over. As a result, death for his ambition. The speech is effective, the crowd are won over and now support Brutus and love him. Then Mark Antony speaks and after Brutus' performance they don't really want to listen but eventually they do. This time Mark Antony starts off the opposite to Brutus "Friends Countrymen, Romans lend me your ears.." He tells the crowd that he is here to bury Caesar not to praise him.

Styles and Themes of Samuel Richardson

Styles and Themes of Samuel Richardson Samuel Richardson wrote his novels using the epistolary novel style, in which all the books are made up of letters. These letters are meant to be written during the time that the stories take place by the main character. They either described a scene or dialogue within the scene (Brophy 245). The stories used the themes of female dominance over the emotions of a man, and male dominance over the physicality of a woman. Also, many women in his stories are put under a great amount of distress, which takes up most of the plot of the novel (â€Å"Richardson Criticism†). Little is known of Richardson's early years beyond the few things that Richardson was willing to share. Although he was not forthcoming with specific events and incidents, he did talk about the origins of his writing ability; Richardson would tell stories to his friends and spent his youth constantly writing letters. One such letter, written when Richardson was almost 11, was directed to a woman in her 50s who was in the habit of constantly criticizing others (Brissenden 2). â€Å"Assuming the style and address of a person in years†, Richardson cautioned her about her actions. However, his handwriting was used to determine that it was his work, and the woman complained to his mother (Harris 68). The result was, as he explains, that â€Å"my mother chides me for the freedom taken by such a boy with a woman of her years† but also â€Å"commended my principles, though she censured the liberty taken (Brophy 245). † Pamela was immediately and extremely popular with the reading public. Richardson initially also enjoyed critical acclaim and was considered one of the most important English novelists. His contemporaries focused almost exclusively on his moral teachings, and most praised the author for his judgment and honesty. Richardson's stated purpose in his works was moral instruction and thus when his sincerity was eventually questioned, and his work attacked by Fielding in parodies including Shamela, Richardson defended himself with explanations and revisions, particularly in the third edition of Pamela. Fielding ridiculed Pamela's obsession with chastity and her tendency to measure the rewards of virtue in material terms (Harris 87). Fielding's interpretation of Pamela established the opposition between â€Å"Pamelist† and â€Å"anti-Pamelist† which has persisted to the present day (Brissenden 32). Richardson's popularity rapidly diminished in the nineteenth-century until he was generally neglected. However, critics would on occasion mention him as historically important for advancing the epistolary form. William Hazlitt perceptively wrote that his works combine the romance of fiction with the â€Å"literal minuteness of a common diary. † Twentieth-century critics have emphasized Richardson's concept of self (Brissenden 12). His character's extreme self-awareness can be read at different levels; according to both Richardson and critics, the characters are not as bound to the truth as they continually claim. Elements of Richardson's work have often been praised in spite of their author; critics suggested that the depths of his work were present unconsciously or even by accident (Brissenden 32). Scholar A. D. McKillop argued convincingly to the contrary, that Richardson was a skilled, deliberate craftsman conscious of his work, its layers, and its meanings. Further rehabilitation to Richardson's reputation was gained from W. M. Sale's painstaking bibliographic study and Ian Watt's discussion of background and technique. Richardson is studied today as a psychological novelist and as a social historian for his descriptions and insight in regard to the relationships of the sexes in a patriarchal society, and to sexual themes in general (Brissenden 32).. While working for Wilde, he met a rich gentleman who took an interest in Richardson's writing abilities and the two began to correspond with each other. When the gentleman died a few years later, Richardson lost a potential patron, which delayed his ability to pursue his own writing career. He decided to devote himself completely to his apprenticeship, and he worked his way up to a position as a compositor and a corrector of the shop's printing press. In 1713, Richardson left Wilde to become â€Å"Overseer and Corrector of a Printing-Office†. This meant that Richardson ran his own shop, but the location of that shop is unknown. It is possible that the shop was located in Staining Lane or may have been jointly run with John Leake in Jewin Street (Brophy 245). In 1719, Richardson was able to take his freedom from being an apprentice and was soon able to afford to set up his own printing shop, which he did after he moved near the Salisbury Court district close to Fleet Street. Although he claimed to business associates that he was working out of the well-known Salisbury Court, his printing shop was more accurately located on the corner of Blue Ball Court and Dorset Street in a house that later became Bell's Building (Brissenden 12). On 23 November 1721 Richardson married Martha Wilde, the daughter of his former employer. The match was â€Å"prompted mainly by prudential considerations†, although Richardson would claim later that there was a strong love-affair between him and Martha. He soon brought her to live with him in the printing shop that served also as his home (Brissenden 14). One of Richardson's first major printing contracts came in June of 1723 when he began to print the bi-weekly The True Briton for Philip Wharton, 1st Duke of Wharton. This was a Jacobite political paper which attacked the government and was soon censored for printing â€Å"common libel (Brophy 245). However, Richardson's name was not on the publication, and he was able to escape any of the negative fallout, although it is possible that Richardson participated in the papers as far as actually authoring one himself. The only lasting effect from the paper would be the incorporation of Wharton's libertine characteristics in the character of Lovelace in Richardson's Clarissa, although Wharton would be only one of many models of libertine behavior that Richardson would find in his life. In 1724, Richardson befriended Thomas Gent, Henry Woodfall, and Arthur Onslow, the latter of those would become the Speaker of the House of Commons (Kinkead-Weekes 667). In 1733, Richardson was granted a contract with the House of Commons, with help from Onslow, to print the Journals of the House. The twenty-six volumes of the work soon improved his business. Later in 1733, he wrote The Apprentice’s Vade Mecum, urging young men like him to be diligent and self-denying (Brophy 245). The work was intended to â€Å"create the perfect apprentice. Written in response to the â€Å"epidemic Evils of the present Age†, the text is best known for its condemnation of popular forms of entertainment including theatres, taverns and gambling. The manual targets the apprentice as the focal point for the moral improvement of society, not because he is most susceptible to vice, but because, Richardson suggests, he is more responsive to moral improvement than his social betters. His tota l staff during the 1730s numbered 7, as his first three apprentices were free by 1728, and two of his apprentices, Verren and Smith, died soon into their apprenticeship (Brophy 245). The loss of Verren was particularly devastating to Richardson because Verren was his nephew and his hope for a male heir that would take over the press (Kinkead-Weekes 67). Work continued to improve, and Richardson printed the Daily Journal between 1736 and 1737, and the Daily Gazetteer in 1738. During his time printing the Daily Journal, he was also printer to the â€Å"Society for the Encouragement of Learning†, a group that tried to help authors become independent from publishers, but collapsed soon after. In December 1738, Richardson's printing business was successful enough to allow him to lease a house in Fulham. This house, which would be Richardson's residence from 1739 to 1754, was later named â€Å"The Grange† in 1836. In 1739, Richardson was asked by his friends Charles Irvington and John Osborn to write â€Å"a little volume of Letters, in a common style, on such subjects as might be of use to those country readers, who were unable to invite for themselves. † While writing this volume, Richardson was inspired to write his first novel (Brophy 245). Richardson made the transition from master printer to novelist on 6 November 1740 with the publication of Pamela: or, Virtue Rewarded. Pamela was sometimes regarded as â€Å"the first English novel. † Richardson explained the origins of the work (Brophy 245). In the progress, writing two or three letters to instruct handsome girls, who were obliged to go out to service, as we phrase it, how to avoid the snares that might be laid against their virtue, and hence sprung Pamela†¦ Little did I think, at first, of making one, much less two volumes of it†¦ I thought the story, if written in an easy and natural manner, suitably to the simplicity of it, might possibly introduce a new species of writing, that might possibly turn young people into a course of reading different from the pomp and parade of romance-writing, and dismissing the improbable and marvelous, with which novels generally abound, might tend to promote the cause of religion and virtue (Kinkead-Weekes 47). After Richardson started the work on 10 November 1739, his wife and her friends became so interested in the story that he finished it on 10 January 1740. Pamela Andrews, the heroine of Pamela, represented â€Å"Richardson's insistence upon well-defined feminine roles† and was part of a common fear held during the 18th century that women were â€Å"too bold. † In particular, her â€Å"zeal for housewifery† was included as a proper role of women in society. Although Pamela and the title heroine were popular and gave a proper model for how women should act, they inspired â€Å"a storm of anti-Pamelas† (like Henry Fielding's Shamela and Joseph Andrews) because the character â€Å"perfectly played her part (Brophy 243). † Later that year, Richardson printed Rivington and Osborn's book which inspired Pamela under the title of Letters written to and for particular Friends, on the most important Occasions. Directing not only the requisite Style and Forms to be observed in writing Familiar Letters; but how to think and act justly and prudently, in the common Concerns of Human Life. The book contained many anecdotes and lessons on how to live, but Richardson did not care for the work and it was never expanded even though it went into six editions during his life. He went so far as to tell a friend, â€Å"This volume of letters is not worthy of your perusal† because they were â€Å"intended for the lower classes of people. In September 1741, a sequel of Pamela called Pamela's Conduct in High Life was published by Ward and Chandler. Although the work lacks the literary merits of the original, Richardson was compelled to publish two more volumes in December 1741 to tell of further exploits of Pamela, the title heroine, while â€Å"in her Exalted Condition. † The public's interest in the characters was waning, and this was only furthered by Richardson's focusing on Pamela disc ussing morality, literature, and philosophy. After the failures of the Pamela sequels, Richardson began to compose a new novel. It was not until early 1744 that the content of the plot was known, and this happened when he sent Aaron Hill two chapters to read. In particular, Richardson asked Hill if he could help shorten the chapters because Richardson was worried about the length of the novel. Hill refused, saying, You have formed a style, as much your property as our respect for what you write is, where verbosity becomes a virtue; because, in pictures which you draw with such a skillful negligence, redundancy but conveys resemblance; and to contract the strokes, would be to spoil the likeness (Kunitz 60). In July, Richardson sent Hill a complete â€Å"design† of the story, and asked Hill to try again, but Hill responded, â€Å"It is impossible, after the wonders you have shown in Pamela, to question your infallible success in this new, natural, attempt† and that â€Å"you must give me leave to be astonished, when you tell me that you have finished it already. † However, the novel wasn't complete to Richardson's satisfaction until October 1746. Between 1744 and 1746, Richardson tried to find readers who could help him shorten the work, but his readers wanted to keep the work in its entirety (Kunitz 60). A frustrated Richardson wrote to Edward Young in November 1747: What contentions, what disputes have I involved myself in with my poor Clarissa through my own diffidence, and for want of a will! I wish I had never consulted anybody but Dr. Young, who so kindly vouchsafed me his ear, and sometimes his opinion (Brissenden 32). Richardson did not devote all of his time just to working on his new novel, but was busy printing various works for other authors that he knew. In 1742, he printed the third edition of Daniel's Tour through Great Britain. He filled his new few years with smaller works for his friends until 1748, when Richardson started helping Sarah Fielding and her friend Jane Collier to write novels. By 1748, Richardson was so impressed with Collier that he accepted her as the governess to his daughters (Brophy 243). In 1753, she wrote An Essay on the Art of Ingeniously Tormenting with the help of Sarah Fielding and possibly James Harris or Richardson, and it was Richardson who printed the work (Kunitz 60). But Collier was not the only author to be helped by Richardson, as he printed an edition of Young's Night Thoughts in 1749. By 1748 his novel Clarissa was published in full: two volumes appeared in November 1747, two in April 1748 and three in December 1748. Unlike the novel, the author was not faring well at this time. By August 1748, Richardson was in poor health. He had a sparse diet that consisted mostly of vegetables and drinking vast amount of water, and was not robust enough to prevent the effects of being bled upon the advice of various doctors throughout his life. He was known for â€Å"vague ‘startings' and ‘paroxysms'†, along with experiencing tremors. Richardson once wrote to a friend that â€Å"my nervous disorders will permit me to write with more impunity than to read† and that writing allowed him a â€Å"freedom he could find nowhere else (Brissenden 32). † However, his condition did not stop him from continuing to release the final volumes Clarissa after November 1748 (Brophy 243). To Hill he wrote: â€Å"The Whole will make Seven; that is, one more to attend these two. Eight crowded into Seven, by a smaller Type. Ashamed as I am of the Prolixity, I thought I owed the Public Eight Vols. n Quantity for the Price of Seven† Richardson later made it up to the public with â€Å"deferred Restorations† of the fourth edition of the novel being printed in larger print with eight volumes and a preface that reads: â€Å"It is proper to observe with regard to the present Edition that it has been thought fit to restore many Passages, and several Letters which were omitted in the former merely for shortening-sa ke (Brophy 243). † The response to the novel was positive, and the public began to describe the title heroine as â€Å"divine Clarissa. It was soon considered Richardson's â€Å"masterpiece,† his greatest work, and was rapidly translated into French in part or in full, for instance by the Antoine Francois Prevost, as well as into German. In England there was particular emphasis on Richardson's â€Å"natural creativity† and his ability to incorporate daily life experience into the novel (Brissenden 32).. However, the final three volumes were delayed, and many of the readers began to â€Å"anticipate† the concluding story and some demanded that Richardson write a happy ending. One such advocate of the happy ending was Henry Fielding, who had previously written Joseph Andrews to mock Richardson's Pamela. Although Fielding was originally opposed to Richardson, Fielding supported the original volumes of Clarissa and thought a happy ending would be â€Å"poetical justice (Brissenden 34). Others wanted Lovelace to be reformed and for him and Clarissa to marry, but Richardson would not allow a â€Å"reformed rake† to be her husband, and was unwilling to change the ending. In a postscript to Clarissa, Richardson wrote: If the temporary sufferings of the Virtuous and the Good can be accounted for and justified on Pagan principles, many more and infinitely stronger reasons will occur to a Christian Reader in behalf of what are called unhappy Catastrophes, from a consideration of the doctrine of future rewards; which is everywhere strongly enforced in the History of Clarissa (Brissenden 36). Although few were bothered by the epistolary style, Richardson feels obligated to continue his postscript with a defense of the form based on the success of it in Pamela. However, some did question the propriety of having Lovelace, the villain of the novel, act in such an immoral fashion. The novel avoids glorifying Lovelace, as Carol Flynn puts it, But Richardson still felt the need to respond by writing a pamphlet called Answer to the Letter of a Very Reverend and Worthy Gentleman (Peden 236). In the pamphlet, he defends his characterizations and explains that he took great pains to avoid any glorification of scandalous behavior, unlike the authors of many other novels that rely on characters of such low quality (Brissenden 32).. In 1749, Richardson's female friends started asking him to create a male figure as virtuous as his heroines â€Å"Pamela† and â€Å"Clarissa† in order to â€Å"give the world his idea of a good man and fine gentleman combined. † Although he did not at first agree, he eventually complied, starting work on a book in this vein in June 1750. Near the end of 1751, Richardson sent a draft of the novel The History of Sir Charles Grandison to Mrs. Dunnellon, and the novel was being finalized in the middle of 1752. When the novel was being printed in 1753, Richardson discovered that Irish printers were trying to pirate the work (Brissenden 32).. He immediately fired those he suspected of giving the printers advanced copies of Grandison and relied on multiple London printing firms to help him produce an authentic edition before the pirated version was sold. In Grandison, Richardson was unwilling to risk having a negative response to any â€Å"rakish† characteristics that Lovelace embodied and denigrated the immoral characters â€Å"to show those mischievous young admirers of Lovelace once and for all that the rake should be avoided (Brissenden 32). † At the same time as he was associating with important figures of the day, Richardson's career as a novelist drew to a close. Grandison was his final novel, and he stopped writing fiction afterwards. However, he was continually prompted by various friends and admirers to continue to write along with suggested topics. Richardson did not like any of the topics, and chose to spend all of his time composing letters to his friends and associates (Peden 236). The only major work that Richardson would write would be A Collection of the Moral and Instruction Sentiments, Maxims, Cautions, and Reflexions, contained in the Histories of Pamela, Clarissa, and Sir Charles Grandison. Although it is possible that this work was inspired by Johnson asking for â€Å"index rerum† for Richardson’s novels, the Collection contains more of a focus on â€Å"moral and instructive† lessons than the index that Johnson sought. Richardson was a skilled letter writer and his talent traces back to his childhood. Throughout his whole life, he would constantly write to his various associates (Peden 236). Richardson had a â€Å"faith† in the act of letter writing, and believed that letters could be used to accurately portray character traits. He quickly adopted the epistolary novel form, which granted him â€Å"the tools, the space, and the freedom to develop distinctly different characters speaking directly to the reader. † The characters of Pamela, Clarissa, and Grandison are revealed in a personal way, with the first two using the epistolary form for â€Å"dramatic† purposes, and the last for â€Å"celebratory† purposes (Peden 236). In his first novel, Pamela, he explored the various complexities of the title character's life, and the letters allow the reader to witness her develop and progress over time. The novel was an experiment, but it allowed Richardson to create a complex heroine through a series of her letters. When Richardson wrote Clarissa, he had more experience in the form and expanded the letter writing to four different correspondents, which created a complex system of characters encouraging each other to grow and develop over time (Kunitz 60). However, the villain of the story, Lovelace, is also involved in the letter writing, and this leads to tragedy (Brissenden 32). Leo Braudy described the benefits of the epistolary form of Clarissa as, â€Å"Language can work: letters can be ways to communicate and justify. † By the time Richardson writes Grandison, he transforms the letter writing from telling of personal insights and explaining feelings into a means for people to communicate their thoughts on the actions of others and for the public to celebrate virtue. The letters are no longer written for a few people, but are passed along in order for all to see (Brophy 243). Works Cited Brissenden, R. F. â€Å"Samuel Richardson. † British Writers. Ed. Ian Scott-Kilvert. Vol. 3. New York: Scribner, 1987. Print. Brophy, Elizabeth Bergen. Samuel Richardson: The Triumph of Craft. Knoxville: U of Tennessee P, 1974. Print. Eaves, T. C. Duncan, and Ben D. Kimpel. Samuel Richardson: a Biography. Oxford: Clarendon, 1971. Print. Harris, Jocelyn. Samuel Richardson. Cambridge: Cambridge UP, 1987. Print. Kearney, A. M. Samuel Richardson. London, Routledge & K. Paul: Northumberland Limited, 1968. Print. Kinkead-Weekes, Mark. Introduction. Pamela. By Samuel Richardson. Vol. 1. London: J. M. Dent & Sons, 1962. Print. —. Samuel Richardson: Dramatic Novelist. Ithaca, NY: Cornell UP, 1973. Print. Kunitz, Stanley J. , and Howard Haycraft, eds. â€Å"Samuel Richardson. † British Authors Before 1800: A Biographical Dictionary. New York: H. Wilson, 1952. Print. Peden, William. â€Å"Samuel Richardson. † Critical Survey of Long Fiction. Ed. Carl E. Rollyson. Vol. 6. Pasadena, CA: Salem, 2000. Print. â€Å"Samuel Richardson Criticism. † ENotes – Literature Study Guides,