The Highwayman Literary Devices Essay Example

The Highwayman Literary Devices Paper metaphor The wind was a torrent of darkness. simile Dumb as a dog he listened. alliteration His face burned like a brand as the black cascade of perfume onomatopoeia Tlot-tlot! Tlot-tlot! Had they heard it? personification There was Death at every window.. repetition Then look for me by moonlight, Watch for me by moonlight, Ill come to thee by moonlight. situational irony The characters in the poem do not know Tim the ostler is listening to their plans. The reader has information the characters do not. allusion King Georges men came marching up to the old inn door. stanza a group of lines in a poem similar to a paragraph in an essay hook for the poem Set the Scene clincher for the poem Hook and Return emphatic verb I did love the poem The Highwayman. I do recommend it to everyone! imagery black cascade of perfume came tumbling over his breast.. external conflict a conflict between a character and another person or nature internal conflict a conflict between a character and himself ballad a poem with a song-like quality, usually with a romantic theme narrative poem a poem that tells a story rhythm and meter a pattern of stressed and unstressed syllables to create a sound effect metaphor The road was a ribbon of moonlight simile His hair like moldy hay

Free Essays on The Unfinished 20th Century

The Unfinished Twentieth Century's synopsis of the treaties and conventions through which the development of nuclear arsenals has been channeled and contained is elegant, concise, and very informative. Certainly, the subject of this book, written by Jonathan Schell, is a timely one: the slow but sure leakage of nuclear weapons technology out of the exclusive club of nations which once contained it, into the rest of a restless world tired of being shut out in the cold. Schell's chilling analysis of the strategic predicament entailed by the post-Cold War situation is also apt, as is his characterization of the nuclear options now facing a world where technical knowledge flows along increasingly unpredictable lines. Sadly, The Unfinished Twentieth Century presents these basic insights on the diereses of the still-current nuclear threat powerfully and uninhibitedly. Using Joseph Conrad’s Heart of Darkness as a key, and Hannah Arendt’s Reflections On the Nature of Evil a s a point of departure, Jonathan Schell suggests that the essential story of the twentieth century was the gigantic development of humankind’s capacity for self-destruction - with the rise in many forms of â€Å"policies of extermination.† Schell examines the legacy this leaves for the new millennium: the crisis of nuclear arms control that has arisen with the unraveling of the ABM treaty, the stalemate of the START talks, the proliferation of nuclear weapons in South Asia, and, perhaps, East Asia and the Middle-East. He suggests that the world now faces a stark choice between denuclearization, the abolition of all nuclear weapons, and full nuclearization, as the necessary technology and materials seep around the world. And as they do, history is being written. History, though, as it is crafted by humanity, does not quite follow the same principles of demarcation as when one century turns into another. Schell, identifies the 20th century as an unfinished perio... Free Essays on The Unfinished 20th Century Free Essays on The Unfinished 20th Century The Unfinished Twentieth Century's synopsis of the treaties and conventions through which the development of nuclear arsenals has been channeled and contained is elegant, concise, and very informative. Certainly, the subject of this book, written by Jonathan Schell, is a timely one: the slow but sure leakage of nuclear weapons technology out of the exclusive club of nations which once contained it, into the rest of a restless world tired of being shut out in the cold. Schell's chilling analysis of the strategic predicament entailed by the post-Cold War situation is also apt, as is his characterization of the nuclear options now facing a world where technical knowledge flows along increasingly unpredictable lines. Sadly, The Unfinished Twentieth Century presents these basic insights on the diereses of the still-current nuclear threat powerfully and uninhibitedly. Using Joseph Conrad’s Heart of Darkness as a key, and Hannah Arendt’s Reflections On the Nature of Evil a s a point of departure, Jonathan Schell suggests that the essential story of the twentieth century was the gigantic development of humankind’s capacity for self-destruction - with the rise in many forms of â€Å"policies of extermination.† Schell examines the legacy this leaves for the new millennium: the crisis of nuclear arms control that has arisen with the unraveling of the ABM treaty, the stalemate of the START talks, the proliferation of nuclear weapons in South Asia, and, perhaps, East Asia and the Middle-East. He suggests that the world now faces a stark choice between denuclearization, the abolition of all nuclear weapons, and full nuclearization, as the necessary technology and materials seep around the world. And as they do, history is being written. History, though, as it is crafted by humanity, does not quite follow the same principles of demarcation as when one century turns into another. Schell, identifies the 20th century as an unfinished perio...

Highly Successful Parent Teacher Communication

Highly Successful Parent Teacher Communication One of the most beneficial aspects of teaching is building positive relationships with parents. Effective parent-teacher communication is essential for a teacher to be successful. A good relationship between parents and a teacher is invaluable towards maximizing the time that the teacher has with that student. A student who knows that the teacher communicates on a regular basis with their parents and who knows that their parents trust the teacher will likely put more effort into school. Likewise, a student who knows that the teacher rarely or never communicates with their parents and/or their parents do not trust the teacher will often pit the two against each other. That is counterproductive and will create problems for the teacher and ultimately issues for the student as well. Many teachers underestimate the value of building relationships with their students’ parents. Parents can be your best friends, and they can be your worst enemy. It is hard work for a teacher to build trusting cooperative relationships, but it will be well worth all the effort in the long run. The following five tips can help teachers build solid relationships with the parents of the students they serve. Build Their Trust Building a parent’s trust is often a gradual process. First of all, parents need to ensure that you have their child’s best interest at heart. Proving this to some parents can be challenging, but it isn’t impossible. The first step to building their trust is simply letting them know you on a more personal level. There are obviously personal details that you don’t want to give to parents, but don’t be afraid to talk casually with them about hobbies or interest outside of school. If a parent has a similar interest, then milk that for all its worth. If a parent can relate to you, then the communication and trust between you will likely be solid. Don’t be afraid to go the extra mile to help a student. This can win trust and respect faster than anything. Something as simple as a personal call to check on a student who has missed a few days due to illness will stand out in a parent’s mind. Opportunities like this present themselves from time to time. Don’t waste those opportunities. Finally, allow them to see you’re a terrific teacher with their child’s best interest in mind. Demand respect from your students and push them to succeed, but be flexible, understanding, and caring in the process. Parents who care about education will trust you if they see these things. Listen to Them There may be times that a parent has a question or concern about something. The worst thing you can do in this case is to be defensive. Being defensive makes it seem as though you have something to hide. Instead of being defensive listen to everything they have to say before you react. If they have a valid concern, assure them that you will take care of it. If you made a mistake, admit it, apologize for it, and tell them how you plan to remedy it. Most of the time a parent’s questions or concerns come down to miscommunication or misconceptions. Don’t be afraid to clear up any issues, but do so in a tone that is calm and in a manner which is professional. Listening to them is just as powerful as explaining your side. You will find more times than not that the frustration is not with you, but instead with their child and that they simply need to vent. Communicate Often Effective communication can be time-consuming, but it is crucial. There are many ways to communicate these days. Notes, newsletters, daily folders, phone calls, emails, visitations, open room nights, class web pages, postcards, and parent-teacher conferences are some of the most popular means in which to communicate. An effective teacher will likely use several means over the course of the year. Good teachers communicate frequently. If a parent hears it from you, there is a lesser chance of something getting misinterpreted in the process. An important thing to note is that most parents get sick of only hearing unpleasant news about their child. Pick three to four students per week and contact their parents with something positive. Try not to include anything negative in these types of communications. When you do have to contact a parent for something negative like a discipline issue, try to end the conversation on a positive note. Document Every Communication The importance of documenting cannot be underscored. It doesn’t have to be anything in depth. It needs to include the date, parent/student name, and a brief summary. You may never need it, but if you do, it will be well worth the time. No matter how strong of a teacher you are, you will not always make everyone happy. Documenting is invaluable. For example, a parent may not be happy about a decision you have made to retain their child. This is a process that often spans the course of the year. A parent could claim that you never talked to them about it, but if you have it documented that you did four times throughout the year, the parent has no basis for their claim. Fake It When Necessary The reality is that you are not always going to get along or like every parent of every child that you teach. There will be personality conflicts, and sometimes you just don’t have any similar interest. However, you have a job to do and avoiding a parent is ultimately not what is best for that child. Sometimes you will have to grin and bear it. While you may not like being fake, building some sort of positive relationship with their parent will be beneficial to the student.  If you try hard enough, you can find some kind of common ground with just about anyone.  If it benefits the student, you must be willing to go the extra mile even it is uncomfortable at times.

Sula essay Example | Topics and Well Written Essays - 1250 words

Sula - Essay Example ived of its traditions, wisdoms, and experiences; instead, for Sula, connection with traditional ideals of maternal love pushes her to turn down the maternal family, specifically the ideals of antique belongings. Marie Nigro’s In Search of Self: Frustration and Denial in Toni Morrison’s Sula talks about the conflict created by the psychological and emotional detachment between mothers and daughters of African American descent. Nigro explains that detachment arises when daughters believe that their mothers are unable to endow them with love and sympathy because of economic aspects associated with gender, class, and racial prejudice. Such real hindrances to manifestations of love compel daughters to disobey or go against mothers who believe their efforts are adequate or compatible to affection. Phillip Novak, in his article â€Å"Circles and Circles of Sorrow†: In the Wake of Morrison’s Sula, argues that when such sympathy or love is deprived of, daughters are unable to express sympathy or love to their own daughters. Conflicts burst forth when mothers aspire for the individuality and self-reliance of their daughters but expect recognition of or gratitude for their sacrifices. The influence of the mothers on the life and identity formation of their daughters is one of the leading subjects of Sula. Morrison portrays the impact of class by examining the relationship between mother and daughter belonging to the lower class—the Peaces—and those belonging to the middle class—the Wrights. The relationships between mother and daughter in both families struggle with the difficulties that class and race create. Eva Peace was not able to give the maternal affection that Hannah wants. Due to the impact of class and race, Eva was unable to totally concentrate on her maternal responsibilities, which adversely affected the personal growth and identity formation of Hannah. Consequently, Hannah failed to provide motherly love to her own daughter, perpetuating the

Critical Thinking and Deecision Making Essay Example | Topics and Well Written Essays - 250 words

Critical Thinking and Deecision Making - Essay Example hed in Psychology Today, the author disclosed that â€Å"the study of unconscious bias is revealing the unsettling truth: we all use stereotypes, all the time, without knowing it. We have met the enemy of equality, and the enemy is us† (Paul par. 1). The finding means that despite one’s conscious awareness to prevent classifying people, the unconscious mind apparently plays a crucial role in the process. One could rationalize that since stereotyping had actually been a product of society’s influences that extends beyond contemporary time frame, the unconscious mind has somehow recorded a memory of prejudices and classifications through observed behavior in the external environment. It is however beneficial that through the course on critical thinking, one is able to apply both inductive and deducting reasoning to discern which statements comprise a valid and sound argument. As aptly revealed in Paul’s article: â€Å"Stereotypes are categories that have gone too far†¦When we use stereotypes, we take in the gender, the age, the color of the skin of the person before us, and our minds respond with messages that say hostile, stupid, slow, weak. Those qualities arent out there in the environment. They dont reflect reality" (Paul par.

ACG 2021, Introduction to Financial Accounting, Summer 2001, Exam 3 Final :: UFL Florida Business Accounting

2021FNLSM01A 7/18/01 Page 1 ACG 2021 FINAL EXAM SUMMER 2001 NAME _____________________________________ SS# ____________________________ Instructions: NOW: Bubble in your section number on your Scan Sheet. Fill in your name and social security number on this examination and your scan sheet. 1. Listen carefully for any comments your proctor may have related to the exam. Read these instructions carefully. Failure to do so may result in your losing points. 2. This exam consists of 60 multiple-choice questions, each worth two points for a total of 120 points. Select the BEST answer and mark the appropriate space on the scan sheet with a #2 pencil only. You MUST keep your scan sheet face down on the desk when you are not filling it in. 3. You may use ONLY a non-programmable calculator during the exam. Use of any other calculator will be considered a violation of the honor code. Your exam will be taken from you and you will receive a grade of 0. 4. At the end of 2Â ½ hours, you will be told to stop. Put your pencils down IMMEDIATELY. Failure to do so will result in your receiving a zero for the exam. 5. The exam consists of 20 pages, including this cover, present value tables and a blank page at the end. Make sure you have all pages and all questions. 6. Have your University of Florida Identification card ready to be checked when you turn in your exam. 7. Assume the accounting entities use a calendar year unless otherwise noted. 8. Assume a 360-day year. 9. When you are finished, turn in your scan sheet, as well as your exam. Answers will be posted on the web after the exams are handed back in class. 10. The University of Florida policy on academic honesty will be strictly enforced. When you are told to open your exam, turn to the first page and find your exam code. Immediately bubble this in on your scantron. 2021FNLSM01A 7/18/01 Page 2 EXAM CODE = A Use the following to answer questions 1-3: Bennett Industries purchased a large piece of equipment from Crumpet Company on January 1, 2001. Bennett signed a note, agreeing to pay Crumpet $400,000 for the equipment on December 31, 2003. The market rate of interest for similar notes was 8%. The present value of $400,000 discounted at 8% for three years is $317,520. On January 1, 2001, Bennett recorded the purchase with a debit to equipment for $317,520 and a credit to notes payable for $317,520. 1. On Bennett's 2001 year-end balance sheet, the book value of the liability for notes payable related to this purchase would equal A) $317,520. B) an amount less than $317,520.

How does Samuel present relationship between mother and daughters Essay

Samuel uses different methods to present the relationship between mothers and daughters in kinder transport. She uses parallel narratives, time slips to show the different ways each mother treats their daughter and vice versa. She also uses objects to shows how strong their relationships are, stage directions and also characters such as the ratcatcher to show the relationships between them. Eva starts off by calling her biological mother ‘mutti’ which shows that she considers her mother a very reliable, strong and important person in her life. This shows that Eva respects her mother and loves her mother. However towards the end of play Eva refers to her mother as that ‘German woman’. This instantly shows us the audience that Eva does not consider Helga her mother anymore and is just a stranger she use to know. Eva goes further than that and proves the point to use the audience that she doesn’t consider her someone important to remember in her life as she isn’t sure ‘she had lived her’ which automatically makes us now that the relationship between Helga and Eva is no more and that it wasn’t as strong as they thought as does not think she is significant. Before Eva leaves for London she is given ‘a gold watch’ by her biological mother Helga. This shows that Helga had thought about all the different scenarios that could happen to her daughter that she loves and cares about Eva. As Gold is a rare metal it is worth a lot of money and so it is valuable and so Helga giving Eva this watch is a way of telling Eva not to forget about her as she is worth remembering and also is a back up plan invade something terrible happens to Eva and she needs money. However when Eva begins to mature and gets into her teenage years she starts to understand the situation she is in better. As a regular teenager always thinks of a way to make money Eva looks at the ‘gold watch’ as a source of money instead of piece of jewellery that should mean a lot to her as it was given to her by her mother. Eva then goes on to asking Lil ‘how much d’you think they’re worth’ this could mean anything as Eva could be referring to the relationship she had with her biological mother Helga and trying to save it by holding onto the ‘gold watch’ and having hope that her mother would come back and then they could restore their relationship and mother and  daughter or this could mean that Eva is tired of holding onto her mother and believes that she is not important to her life resulting to her wanting to selling it. Samuel uses the significance of their names as a way of showing the relationship between Helga and Eva, Evelyn and Faith and also Eva and Evelyn. Before Eva had left for London Helga had hinted to Eva that she can take care of herself without her as she says ‘See. You don’t need me’. This shows is the audience that Helga would like Eva to take care of herself and be a mother figure to herself if anything bad where to happen. Evelyn reassure Eva that the rat catcher would not come when Eva says ‘ hell cut off my nose’ and Evelyn reassures herself by saying ‘he’s not coming’. This shows us that Helga wish has come true as Evelyn is taking care of Eva as a mother would take care of their daughter showing that Evelyn might be vulnerable but when it comes to reassuring herself and making everything better she can do that. As Eva had changed her name to Evelyn because she wanted a ‘English name’ she has changed into a new pe rson and is no more the young Jewish girl who moved to Manchester but now she is a English girl who lives in Manchester. Because of this the audience will no that the relationship between Helga and Eva will not work out again as she is no more Eva.