Matsu the Samurai Essay Example

Matsu the Samurai Essay Example Matsu the Samurai Essay Matsu the Samurai Essay The Samurai’s Garden Stephen was sent from China to Japan to recover from tuberculosis. He goes and stays in the small town of Tarumi with his family’s servant Matsu. During his stay with Matsu, Stephen discovers that there is more to Matsu than meets the eyes. Throughout the story, Stephen begins to see Matsu showing characteristics of a Samurai. One of the first characteristics we see in Matsu is his loyalty to Stephen’s family. Matsu’s parents had served Stephen’s grandfather in that house before him, and even after his parents had passed away, instead of moving away like his sister Fumiko did, he stayed and took care of the house and Stephen’s grandfather. In a sense, Matsu is the bodyguard and watcher of the house and family, just like how a samurai is to his lord. Throughout the story Matsu seems to be a much respected man to everyone in Tarumi. Stephen even told Matsu that â€Å"You have a strong face. A face someone doesn’t forget. Like a samurai† (30). Matsu and Stephen are perfect examples, in it that Matsu is the samurai who must watch over his wealthier master which happens to be Stephen, who indeed is wealthy. Although Matsu is only a servant, Stephen shows great respect for him. Matsu’s silence also brings out the samurai in him. His silence occurs in many parts of the book. At first, Stephen assumed that Matsu just didn’t like to engage in conversations, but Sachi explains how his silence is powerful when she told Stephen that â€Å"with Matsu, everything is in what he does not say† (59). His strength in silence guided him through his childhood to the present day. Because Matsu wasn’t the best looking guy when he was younger, he kept to himself and always stayed back at the house to help out his parents. I guess you can say he was born to become and samurai, unlike his sisters. Even when his younger sister Tomoko took her life, Matsu showed no emotions. He knew what she planned on doing the night that she did it, and he kept quiet. Another event that shows how his actions speak louder than words is during Kenzo’s burial. At the Kenzo’s burial, â€Å"Matsu was silent throughout the entire procession, simply bowing his head to those who showed their sympathy at the loss of his good friend† (109). His silence showed how strong he was holding up. Furthermore, other than his messages through silence, Matsu also shows great inner strength within these two events. Much like how a samurai who never grieves over a comrade’s death, Matsu’s inner strength allowed him to remain calm and prevent an emotional breakdown first after seeing the suicide of his sister, and seeing the death of his best friend Kenzo. When Sachi came down to visit after the storm, she told Stephen that â€Å"Matsu once told me the bridge represented a samurai’s difficult path from this world to the afterlife. When you reach the top of the bridge, you can see your way to paradise† (58). I believe that Matsu has reached the top of this bridge already and saw his way to paradise. While this bridge represents a link between this world and the afterlife, Matsu acted similarly. The people of Yamaguchi are considered dead to those in the city. Matsu acts as the link between the two, delivering to the people of Yamaguchi. On a side note, a person who acts as a link between this world and the next is called a shaman. Matsu once said that the people of Yamaguchi are basically dead to their family, and the only one who knew of their existence until Stephen was introduced to them was Matsu. In their early stages of development, Matsu served as a shaman who helped out the â€Å"dead† people of Yamaguchi. He brought building equipment from the city up to Yamaguchi, and helped them build houses. Furthermore, Matsu has shown great bravery throughout the novel. One specific example of his bravery was shown when they were on their way to visit Sachi in Yamaguchi and they saw that one of the villagers house was on fire. Like a true samurai, Matsu ran to help put out the fire without even considering his own safety first. Like Sachi said, â€Å"bravery is when you step in to help when you have nothing to lose. Matsu-san and you, Stephen san are the brave ones† (123). In addition, Matsu is very a nonjudgmental guy. He never jumps to conclusion about a person and never judge a person by the way they look, or what has happened in their past. Instead he acts as a samurai does what he believes is right and sticks to it. For example, Matsu never judged any of the lepers in Yamaguchi for how they looked, and got to know all of them very well. The way Matsu is portrayed in the novel, sometimes he almost seems like a middle aged man instead of a man in his seventies. But because he is at such an age, we can say that he is a man with much wisdom and experience. Samurai’s grow through each battle and with each battle, win or lose, come strength and wisdom. Every day is a battle for Matsu, and with it he has gained from it. With his wisdom he always knows what to say or do when there is a situation in front of him. For example, after Keiko had told Stephen that they can no longer see each other, Matsu passes down his wisdom to Stephen when he told Stephen â€Å" get quote from book† (). Matsu, the man with undying bravery and wisdom, gentle and loving is the samurai in The Samurai’s Garden. But his garden didn’t stop in just his backyard, no; his garden was also all of Yamaguchi. And as most great samurais, the last thing Matsu does is leaves behind his legacy within Stephen.

The Beautiful, the Sublime, and the Picturesque

The Beautiful, the Sublime, and the Picturesque The beautiful, the sublime, and the picturesque are three key concepts in aesthetics and philosophy of art. Together, they help to map the variety of aesthetically significant experiences. The differentiation among the three concepts took place in seventeenth and eighteenth hundreds, and is still to these days of some significance, despite the difficulty in pinning down each of the three concepts. The Beautiful The beautiful is a widely employed term, referring typically to aesthetic experiences that are pleasing, while to some extent transcending preferences and needs that are specific to an individual. That is, the experience of something beautiful will please a subject for reasons that reach beyond the subjective inclinations of the subject and that can be experienced also by many - some maintain all - other subjects. It is debated whether the appreciation of beauty rests primarily on a sensory experience of an object of an event, as empiricists maintain, or rather on an appreciation of the object or event that requires understanding, as rationalists maintain. The Sublime The sublime, on the other hand, is a transformative experience typically associated with some negative pleasure and elicited by the encounter of an object or situation whose quantity transcends the limits of our actual grasp. Imagine contemplating the sea, or the sky, an immense quantity of garbage, or a mesmerizing infinite series of numbers: all those experiences can, potentially, elicit the idea of the sublime. To aesthetic theorists of late seventeenth hundreds, the sublime was a crucial concept. By means of it, they explained why it is possible to have aesthetic experiences that are associated with some degree of discomfort or, in the most remarkable cases, to awe. Beauty, they claimed, is nothing like this. In beauty, we do not experience negative feelings and our aesthetic appreciation is not mysteriously associated with that which is experienced. Indeed, the experience of the sublime gives rise to a paradox of the sublime: we find aesthetic reward in having an experience that, at once, we associate with some negative form of pleasure.It has been debated whether the sublime can be elicited by natural objects or by natural phenomena. In mathematics, we encounter the idea of infinity, which may elicit the idea of the sublime. In phantasy or mystery stories we may experience the sublime too, because of what deliberately remains untold. All of those experiences, however, depend on some human craft. But, can nature elicit the idea of the sublime? The Picturesque To make room for a sui generis aesthetic experience of natural objects or phenomena, the category of picturesque was introduced. The picturesque is not indefinite, and yet it allows for some vagueness as to that which elicits the aesthetic response. The view of the Grand Canyon or the view of the ruins of ancient Rome can elicit a picturesque response. We can place some boundaries to that which we are experiencing, and yet the aesthetic worth of the scenery is not attributable to any specific element, which we may term as beautiful.In this three-partition of aesthetic experiences, then, the experience of beauty is the most defined and, perhaps, the most secure. Sublime and Picturesque will be cherished by the adventurous. They are crucial in pinpointing the aesthetic specificity of certain types of literature, music, movies, and visual art.

The Beautiful, the Sublime, and the Picturesque

The Beautiful, the Sublime, and the Picturesque The beautiful, the sublime, and the picturesque are three key concepts in aesthetics and philosophy of art. Together, they help to map the variety of aesthetically significant experiences. The differentiation among the three concepts took place in seventeenth and eighteenth hundreds, and is still to these days of some significance, despite the difficulty in pinning down each of the three concepts. The Beautiful The beautiful is a widely employed term, referring typically to aesthetic experiences that are pleasing, while to some extent transcending preferences and needs that are specific to an individual. That is, the experience of something beautiful will please a subject for reasons that reach beyond the subjective inclinations of the subject and that can be experienced also by many - some maintain all - other subjects. It is debated whether the appreciation of beauty rests primarily on a sensory experience of an object of an event, as empiricists maintain, or rather on an appreciation of the object or event that requires understanding, as rationalists maintain. The Sublime The sublime, on the other hand, is a transformative experience typically associated with some negative pleasure and elicited by the encounter of an object or situation whose quantity transcends the limits of our actual grasp. Imagine contemplating the sea, or the sky, an immense quantity of garbage, or a mesmerizing infinite series of numbers: all those experiences can, potentially, elicit the idea of the sublime. To aesthetic theorists of late seventeenth hundreds, the sublime was a crucial concept. By means of it, they explained why it is possible to have aesthetic experiences that are associated with some degree of discomfort or, in the most remarkable cases, to awe. Beauty, they claimed, is nothing like this. In beauty, we do not experience negative feelings and our aesthetic appreciation is not mysteriously associated with that which is experienced. Indeed, the experience of the sublime gives rise to a paradox of the sublime: we find aesthetic reward in having an experience that, at once, we associate with some negative form of pleasure.It has been debated whether the sublime can be elicited by natural objects or by natural phenomena. In mathematics, we encounter the idea of infinity, which may elicit the idea of the sublime. In phantasy or mystery stories we may experience the sublime too, because of what deliberately remains untold. All of those experiences, however, depend on some human craft. But, can nature elicit the idea of the sublime? The Picturesque To make room for a sui generis aesthetic experience of natural objects or phenomena, the category of picturesque was introduced. The picturesque is not indefinite, and yet it allows for some vagueness as to that which elicits the aesthetic response. The view of the Grand Canyon or the view of the ruins of ancient Rome can elicit a picturesque response. We can place some boundaries to that which we are experiencing, and yet the aesthetic worth of the scenery is not attributable to any specific element, which we may term as beautiful.In this three-partition of aesthetic experiences, then, the experience of beauty is the most defined and, perhaps, the most secure. Sublime and Picturesque will be cherished by the adventurous. They are crucial in pinpointing the aesthetic specificity of certain types of literature, music, movies, and visual art.

Marketing Prodcts Research Paper Example | Topics and Well Written Essays - 1250 words

Marketing Prodcts - Research Paper Example This paper seeks to discuss the farm product and the service component produced by Holden Trucking Services. Type of product Holden trucking services produces Barley. Barley is a healthy cereal grain high in fiber, protein, maltose and sugar that alternatively can be used for malt syrup sweetener. Fermented, barley makes the perfect ingredient for beer and various alcoholic beverages. It also has a nutlike flavor, chewy texture and is similar to wheat berries though its color it slightly lighter. Barley has varied functions; it can be used for nutritional purposes, as an ingredient in making beer and as feeds for farm animals. Barley has a robust nutritional benefit to consumers. According to research, barley’s soluble fiber lowers the risk of getting coronary heart diseases and reduces cholesterol levels; also it contains insoluble fiber responsible for minimizing the risk of diabetes type 2 and colon cancer. It grows to about 30 inches high in dry subtropical regions experie ncing cool growing and short seasons. The crop is resistant to diseases compared to other cereals; however, sometimes it is attacked by diseases like rust and virus diseases. Service components There are various reasons why addition of services enhances growth opportunities and high profit margins. Innovations and improvements in service normally results in more loyalty, and increased customer satisfaction eventually impacting in higher profits, cost of sales lowered and attracting potential customers. Documentation as a service is a language that goes with or accompanies a product. It often shows its design, development and marketing strategy in clear terms. Documentation will indicate how to improve products and reveal loop holes in sales funnel, which would have eluded the seller. It is also able to put the seller into contact with prospective customers and investors (Blythe, 2006). Another service is transportation/logistics. This is the process of getting products to its intend ed destination. There are many phases involved; there is transporting the product from the firm to the storage facilities the other getting the product to the customer. Luckily, Holden trucking services happens to be in the said service meaning that transportation costs will be lower compared to if the service was outsourced This will ensure that the produce will reach the intended customer on time (Grewal & Levy, 2010). Storage is another service equally important. It allows the seller to store product when it is not needed and helps to avail the items when demand is bigger than the immediate creation bearing in mind that it is a seasonal product. Barley is stored in refrigerated warehouses since it can easily go bad if left in normal warehouses. Packaging, blending and branding plays a crucial role in marketing a product. It not only attracts the customer to try out ones product but also protects the product from damage. Also, packaging assists in portraying information and direct ions about the product. Packaging again is used also to differentiate one brand from another (Blythe, 2006). Expansion to a product line This involves changing product into different forms to meet varied business opportunities and attract more customers. Barley can be used to produce different products thereby creating a product line. Barley has various uses some of them being nutritional as animal feeds and as an ingredient in making beer and alcoholic drinks. As a

Ethical Guidelines Essay Example | Topics and Well Written Essays - 500 words - 1

Ethical Guidelines - Essay Example The American Statistical Association on their part should ensure that everybody using statistical practices is well informed on the Ethical guidelines for statistical practices. The importance of statistical analyses in our current society cannot go unnoticed. Statistical practices are employed in various sectors in the economy such as health sector, education, environment, agriculture, industry and many other sectors. Therefore, an ethical decision-making in statistics practices in inevitable. Before making any statistical decision, proper professionalism must be adhered to. The decision maker has to ensure relevance before making the final statistical decision. For instance, before making any policies that may arise from statistical results, statisticians have to take into consideration the long-term effects that the policy will have on the general public. The ethical guidelines require that the researcher should ensure that adequate statistical and subject-matter expertise in both applied to any planned study. Therefore it is unethical for somebody who is experienced on agriculture to undertaken research on a medical field where he/she has no expertise. In terms of responsibility, the guidelines clearly states that a person should maintain personal responsibility for all the work bearing his/her name. This will ensure that plagiarism is avoided at all cost. The field of statistics is characterized by many stakeholders. This is because many people have personal or public interests in the results of the statistical practices. The most likely stakeholders in statistical studies are funders, clients and employers. Funders are those who sponsor the entire study and are mostly interested on the positive results from the study. They may use the results to make policies that may serve their interest or the general public’s. In most cases NGOs and

The Influence of Technology on Society and the Economy Essay Example for Free

The Influence of Technology on Society and the Economy Essay The nature of technology possessed by a society happens to be the defining characteristic of the self same society.   Thus, the Stone Age, the Iron Age, the Bronze Age, the Industrial Age, and the Information Age are very appropriate terms used to define the nature of human society in different times (â€Å"Technology,† 2007).    Man’s living standards are to known to have been improving with new technologies cropping up as a result of his own efforts.   Thus, new technologies are also known to have a positive effect on the economy.    At the same time, however, it is a fact that those who do not use the new technologies also do not experience the greatest socioeconomic benefits of the new technologies.   This is the reason why man in the Information Age is presently observing the widening gap between the haves and the have-nots (Friedman, 2000).   Ã‚  Ã‚  Ã‚   The Iron Age saw man using tools that were superior to those of the Stone Age.   Therefore, both the Iron Age and the Bronze Age increased man’s standard of living.   The tools that were made in the Iron Age and the Bronze Age led to an increase in efficiency as well as productivity.   By knowing how to make different objects with iron and bronze, man was also able to increase trade with his neighbors.   The introduction of new goods and services by way of trade automatically translated into higher standards of living than before.   Ã‚  Ã‚  Ã‚   Thus, new technologies must always translate into higher standards of living.   The sixteenth century saw new inventions that revolutionized manufacturing and other features of living.   The wheel-lock musket, the helicopter, the spinning wheel, the pocket watch, the diving bell, the seed drill, the camera obscura, the knitting machine, the compound microscope, the Gregorian Calendar, and the enameling of pottery were all brought into the world in the same century (â€Å"Timeline†).   All of these new technologies were not only used in trade, but also became a part of people’s daily lives.   As a matter of fact, at this point in time we cannot even imagine a world without these objects to help us out with our everyday routines.   Hence, society becomes dependent on technology that it has used successfully in the past.   Ã‚  Ã‚  Ã‚   The late eighteenth and the nineteenth century saw the beginning of the Industrial Revolution – a highly exciting time for man.   During the Industrial Revolution, man learned how to manufacture goods and services faster than before, and at lower costs of production.   The introduction of manufacturing machinery was undoubtedly a gigantic leap in the world of production. More importantly, the enhancement in efficiency and productivity experienced during that time grew the economy by leaps and bounds.   All the same, the industrialized nations at the time were separated from the non-industrialized nations that lacked the expertise for developing machinery.   The industrialized nations had to export the machinery to the non-industrialized nations.   However, they could only sell machinery to the non-industrialized nations when the latter found themselves in a position to pay for them.   Ã‚  Ã‚  Ã‚   Technologies developed in the last century have similarly influenced society.   The following passage explains some of the influences of the latest technologies on society:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Technology-driven changes have been particularly evident in the past century.   Ã‚  Ã‚   Automobiles have created a more mobile, spread-out society; aircraft and improved   Ã‚  Ã‚   communications have led to a smaller world and, eventually, globalization; contraception   Ã‚  Ã‚   has revolutionized sexual mores; and improved sanitation, agriculture, and medicine have   Ã‚  Ã‚   extended life expectancy.   A technologically literate person recognizes the rate of technology   Ã‚  Ã‚   in these changes and accepts the reality that the future will be different from the present   Ã‚  Ã‚   largely because of technologies now coming into existence, from Internet-based activities to   Ã‚  Ã‚   genetic engineering and cloning (â€Å"Technology†). Following the Industrial Revolution, the Internet Revolution was the next most exciting technological change experienced by society.   Turning the world into a ‘global village’ where people around the world could communicate with each other at low costs and at any time, the Internet also revolutionized the way business is conducted.   Today, consumers from around the world may purchase goods sold online from almost any nation. This, of course, is in stark contrast to the shopping experiences on people’s travels when people could only be excited about foreign goods whilst traveling in foreign lands.   Businesses from around the world have grown tremendously because of the Internet.   The ex-chairman of the Federal Reserve, Alan Greenspan explained some of the benefits of the Internet and other new technologies back in the year 2000:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The relationship between businesses and consumers already is being changed by the   Ã‚  Ã‚   expanding opportunities for e-commerce.   The forces unleashed by the Internet are almost   Ã‚  Ã‚   surely to be even more potent within and among businesses, where uncertainties are being   Ã‚  Ã‚   reduced by improving the quantity, the reliability, and the timeliness of information.   This is   Ã‚  Ã‚   the case in many recent initiatives, especially among our more seasoned companies, to   Ã‚  Ã‚   consolidate and rationalize their supply chains using the Internet. Not all technologies, information or otherwise, however, increase productivity—that is,   Ã‚  Ã‚   output per hour—by reducing the inputs necessary to produce existing products.   Some new   Ã‚  Ã‚   technologies bring about new goods and services with above average value added per   Ã‚  Ã‚   workhour.   The dramatic advances in biotechnology, for example, are significantly increasing   Ã‚  Ã‚   a broad range of productivity-expanding efforts in areas from agriculture to medicine.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Indeed, in our dynamic labor markets, the resources made redundant by better   Ã‚  Ã‚   information†¦are being drawn to the newer activities and newer products, many never before   Ã‚  Ã‚   contemplated or available.   The personal computer, with ever-widening applications in homes   Ã‚  Ã‚   and businesses, is one.   So are the fax and the cell phone.   The newer biotech innovations are   Ã‚  Ã‚   most especially of this type, particularly the remarkable breadth of medical and   Ã‚  Ã‚   pharmacological product development (â€Å"Remarks,† 2000). New technologies are enhancing man’s ability to create products and services of value.   In the boundless ocean of the digital culture, everything should appear as a blessing.   But, there are problems that the economy must face alongside the blessings.   In the music industry, for instance, the digital age has been seen as a mixed blessing.   Because of piracy or MP3’s, whichever name we give to the mixed blessing of the digital economy as it concerns the music industry, the digital economy is presently not in a state to flourish as much as possible even if the steadily rising numerical figures related to the growth of electronic commerce tell us another tale (Muhammad, 1999).   Ã‚  Ã‚  Ã‚   As mentioned previously, another problem facing the global economy in our times is the widening gap between the haves and the have-nots, similar to the one experienced during the Industrial Revolution.   According to Friedman, those who are able to use the chip technology most productively today are naturally the winners in the global economy.   As compared to these successful nations and businesses are those suffering from the symptoms of Microchip Immune Deficiency Syndrome, which include economic slackness, along with a deficiency to increase the use of knowledge (Friedman). This is the reason why the World Trade Organization acts as a protestor of globalization – which is driven by the World Wide Web – on behalf of the poor nations whenever these nations are threatened by it (Lipsey, 2006).   Also according to Friedman, the wealth of the prosperous Bill Gates was at one point equal to the total net worth of at least a hundred million poorest of Americans. Another fact to explain the widening gap between the haves and the have-nots during the globalized Internet Age is that in the United States, the incomes of one-fifth of the poorest working families dropped between 1979 and 1995 by at least 21%, for the simple reason that they did not know how to adopt the new technology.   What is more, the incomes of one-fifth of the richest Americans increased by almost 30% during the same time period (Friedman).   Ã‚  Ã‚  Ã‚   Still, new technologies are known to be responsible for growing the economy by increasing organizational effectiveness, that is, in the organizations that can afford the new technologies.   Organizational effectiveness is for the organization to be doing everything that it knows how to do, and to be doing it well.   The organization knows how to manage its employees, and to manufacture the products or provide the services that it originally set out to manufacture or provide. However, in order to be effective in its operations, the organization should be managing its employees well, and manufacturing good quality products or providing high quality services to its customers.   In the organizational environment of today, the organization that is effective in its operations must be effectively using information technology.   This is, in fact, one of the requirements of organizational effectiveness in our times (Helms).   Ã‚  Ã‚  Ã‚   The computer software designed for the organization in our time helps to organize plans, letters, legal documents, articles, and countless other files as well as indispensable documents.   In other words, software can help to modernize as well as simplify the whole process of working with computer documents (â€Å"New Software,† 2006).   This helps the organization to do its job well, seeing that computer software is designed to perform routine tasks that humans might perform only with mistakes because they dislike and get easily wearied performing monotonous tasks.   Additionally, time is money in the business world.    By using computer software to handle routine tasks with speed, the rich organization is using its human resources at jobs that only skilled human beings would be able to handle.   Thus, everything at the organization runs well.   The computer software does its own job excellently, while the skilled human beings, without wasting time on routine tasks that computers can handle, perform jobs that computers cannot do.   Hence, computer software adds to the skills and specializations at the workplace, which in turn help to increase production, thereby benefiting the economy.   Ã‚  Ã‚  Ã‚   At the same time, however, it should be remembered that everybody in society does not benefit when the economy grows thanks to new technology.   Rather, the rich get richer and the poor become poorer.   This is the reason why the Internet Age has failed to raise the standards of living of the poorest people in the globe. References Friedman, T. L. (2000). The Lexus and the Olive Tree: Understanding Globalization. New York: Anchor Books. Helms, M. M. Defining Organizational Effectiveness. Retrieved 28 October 2007, from http://www.daltonstate.edu/faculty/mhelms/citizen/2001_10_28.html. Lipsey, R. G. (2006, April 4). Don’t Give Up On WTO: Fix It. YaleGlobal. Muhammad, T. K. (1999, March). Leaders Of The Digital Economy. Black Enterprise, Vol. 29. New software is first of its kind; Solves file organization problems encountered by all computer users. (2006, September 14). M2 Presswire. Remarks by Chairman Alan Greenspan. (2000, January 13). The Federal Reserve Board. Retrieved 28 October 2007, from http://www.federalreserve.gov/boarddocs/speeches/2000/200001132.htm. Technology Shaped By and Shaping Society. (2007). The National Academies. Retrieved 28 October 2007, from http://www.nae.edu/nae/techlithome.nsf/weblinks/KGRG-55SQTT?OpenDocument. Timeline 16th Century. Magic Dragon Multimedia. Retrieved 28 October 2007, from http://www.magicdragon.com/UltimateSF/timeline16.html.

Essay --

Mohamed Baiya Research paper 11-12-2013 Language and Culture Nothing distinguishes the human race from the rest of the species clearly more than owning the language and culture; Using language attributes unique to our species, we can connect any something notify minds. This ability enables us to learn from the lessons of previous generations and added to them; we live the values that you have gained in the past , as well as trial and error, to improve our lives . Has developed a combination of culture and language invincible human beings on the planet throne. However, the question remains oriented anthropologists and linguistics is not about the reason behind the greatness of language and culture to this point, but what makes them Important in the first place. We know that those two tools interrelated, and the core issue is to understand the nature of this relationship. Since the philosophical era of Aristotle and Plato, I found two basic ways, it is the Platonic perspective comes  « innate theory that believes that language is predetermined, and that it has a constant form is subject to change dictated by genes (or gods) . It is through the one-way; where facilitate language culture while not affecting the culture, the language, but in a minimalistic. But the idea of Aristotle says that many of the features identified by the language and cultural traditions serves socially. Over the past fifty years ago, followed the prevailing theory see Plato, saying that language is an innate ability ... ...e differ from those used by men; phrase  « I love those blouse with purple pale  » often will be the one who says lady, , unlike women who tend to the classical formulas . Similarly, differentiate culture among the spelling, the men and women of the language because they  « are interested in it. Any language that does not include the feature repeatability will be an example inversely refute this hypothesis, and this is what would argue that it applies to the language; This language refutes feature repeatability alleged Even when can learn repetition in other languages or show evidence of thinking recursively, as is the case with speakers language. Thus, if there is one language can exist without tag repeatability, all other languages can in terms of principle, and this contrasts with the claim that the repeatability is a prerequisite indispensable for human contact.

1492-1750 Global Transformation

The time period of 1492 to 1750 was a time of global transformation as well as continuity in the social and economical aspects. Regions such as Africa, Western Europe, and the Americas changed because of the many affects the Colombian Trade. Different imports and exports that each region had drastically changed much of the economic and social aspects of the time. These regions followed a path of continuity in many things and because of the ever-expanding communication going on, social structures were produced and flawed. 492 marked the beginning of the Colombian Exchange, unifying the Eastern and Western hemispheres across the Atlantic, socially and economically. Europe and the Americas exchanged crops, food, technologies and diseases. The Americas suffered the most from the diseases given to them, like typhus and small pox, which created a population loss. The exchange of livestock had brought the horse to the Americas, which transformed the lifestyle of the nomadic Plains Indians.A t this time trans-Saharan slave trade was already in existence and soon after the Western Hemisphere had their share of African slaves, this is known as the trans-Atlantic slave trade. Because European diseases had killed off many Native Americans, African slaves were sought out. Slaves fueled the Americas’ economy and they soon entered the global economy. At this point Europe and the Americas had started taking away Africans from their homes and forcing them into slavery.This mostly occurred in the Americas because of the need for labor. The need for labor came from the huge decrease of population because of the Spanish conquistadors and the diseases brought over by the Colombian Exchange. Plantation slaves in North America blended their culture with that of the Western Hemisphere. In the Americas, social hierarchy was taking place because of the miscegenation of races. Towards the end of this period, the powerful economy of Europe was growing rapidly and a middle class had started to form.Because of these new global contacts, Western Europe remained unchanged socially but this wasn’t clearly the same for Africa. Even though it seems there was a surplus of slaves in the Americas and Europe, there was a continuous high demand for slaves in Africa. Socially, Africa was ruined and many societies began to fight for their share of slaves in hopes of having powerful economies like that of Western Europe.Interaction between Western Europe, Africa, and the Americas resulted in change and continuity during 1492 to 1750. At the beginning, Columbus had united the New and Old worlds that created interconnectedness that to this day hasn’t been broken. The slave trade brought many social changes in all three of these regions as well as destroyed or powered their economies. The continuous contact between these regions changed what was known to them in previous years and periods of time.

Standardized Tests Have Been Criticized Education Essay

In California, appraisal of ELLs regularly occurs in order to guarantee that ongoing educational patterns are run intoing the pupils ‘ demands. Both province and local testing are of import because they non merely supply answerability, but besides show student accomplishment. When assessment portfolios are included, schools can place and run into the demands of a diverse pupil population that includes ELLs ( O'Malley & A ; Pierce, 1996 ) . The intent of the portfolio plan must be good established prior to its execution because the portfolio ‘s intent will find what type of work should be included. For illustration, if portfolios are to be used merely for schoolroom appraisal, they may so concentrate in merely one country of linguistic communication development, such as vocabulary. If, nevertheless, the portfolios are meant to demo an ELL ‘s growing in both English and the capable affair countries, so the portfolio should include illustrations of how good an Ell can utilize English in these countries instead than the content itself. For illustration, stuff gathered should demo how good an ELL has learned the scientific discipline vocabulary and semantics needed to understand scientific discipline books, non how good the pupil can execute a specific experiment ( Gomez, 1999 ) . Both the instructor and the pupils should make up one's mind what types of stuff to include in the portfolio. Including the ELL pupil in the decision-making procedure will offer more of a â€Å" buy-in † by the pupil. Furthermore, this will do the whole procedure more student-centered, which will motivate the pupil to take more duty for his or her acquisition. Reading – the appraisal of reading includes a broad assortment of constituents. Both the instructor and the pupil will desire a assortment of pieces of pupil work included. The instructor may desire to include: 1. ) Runing records 2. ) Reading stock lists, and 3. ) Similar steps utilizing ELL text. Cloze exercisings may besides be included that focal point on vocabulary and grammar. Cloze exercisings are particularly of import because they can show how good a pupil can foretell the following word when reading analogues degrees of proficiency ( Gomez, 1999 ) . A pupil might desire to take reading logs, book studies, and reading responses. Both the instructor and the pupil may desire to include storytelling that includes testing. Students must to the full understand that the instructor will be looking for betterment and higher reading proficiency to happen, and this must be apparent in the portfolio from the beginning to the terminal of the appraisal. The usage of rubrics and checklists will help both the pupil and the instructor. The pupil will profit when he or she understands the standards needed to carry through a undertaking, while the instructor will be able to supply more consistent scaling within the schoolroom. Writing – Of all the linguistic communication conventions combined, composing is likely one of the easiest to document in a portfolio scene. All types of authorship, including those that demonstrate grade degree proficiency, can be included in an appraisal portfolio. Furthermore, criterions established through published province models can include non merely drawings and simple linguistic communication exercisings for the early primary classs but besides diaries, essays, and more advanced research documents at the junior and senior high school degrees. Portfolios can be used to demo pupils ‘ growing in composing as their vocabulary matures. In add-on, many civilizations use different methods and signifiers of logic while supplying information and depicting things or state of affairss. This is easy recognized in a pupil ‘s authorship. This is particularly true for ELLs who are literate in their L1. Portfolios can besides measure an ELL ‘s proficiency and apprehension of composing conventions when grammar exercisings, spelling trials, and self-made lexicons are included ( Gomez, 1999 ) . In order to show growing, instructors must include composing samples from the beginning, in-between, and terminal of the term or school twelvemonth. Again, rubrics and checklists should be included to help both the pupil and the instructor. As mentioned earlier, both rubrics and checklists will do outlooks clear for the pupil, while leting the instructor to measure and rate more systematically within the overall schoolroom environment. Talking – Speaking is seldom included in portfolios because many instructors find it hard to recite speech production qualities. In add-on, many might reason that merely qualitative informations, instead than quantitative informations can be gathered to measure address. However, it is still possible to acknowledge growing in talking accomplishments if the instructor has identified speaking/speech ends. The instructor can measure a pupil ‘s address during either a study or presentation given before the category while pupils are working in braces or in a concerted acquisition environment. Again, both rubrics and checklists should be used by the instructor in order to show speech production accomplishments and growing. Listening – For the same grounds as speech production, many instructors exclude listening as an assessable constituent within a portfolio. However, with more easiness than is required for speech production, a instructor can measure hearing accomplishments through more assorted agencies. For illustration, pupils can be called upon to react to an unwritten presentation or narrative. Here pupils would compose the response after holding carefully listened to either a narrative or presentation. In this scenario, a â€Å" whole linguistic communication † attack would be employed to depict the cardinal points heard and understood from a presentation or narrative. Transcripts of treatments between other pupils could besides be included in a pupil ‘s portfolio. The Content Areas – Aside from the inclusion of the linguistic communication humanistic disciplines, instructors can besides profit by including work from the content countries. Teachers can take two attacks for the appraisal and the inclusion of the content countries in a portfolio. First, instructors may be concerned that their ELL pupils are able to use their linguistic communication accomplishments in the content countries. If this were the instance, so instructors should include illustrations that show how good any ELL pupil can utilize English in these countries. Here, instructors would concentrate on how good English is applied across the course of study instead than the content country itself. While many instructors have played down the inclusion of listening accomplishments within a linguistic communication arts portfolio, they would, on the other manus, be concerned their ELL pupils are able to understand unwritten instructions and accounts of math in English. To further this attack, an ELL instructor should teach his or her ELL pupils to take notes during a math instructor ‘s unwritten presentation/explanation of a math job. These notes would be gathered in intervals over clip from the beginning to the terminal of the term or school twelvemonth. On the other manus, and particularly in the upper classs, instructors may desire to concentrate on how good their Ell pupils are able to get the hang constructs in scientific discipline, math, and societal surveies. Rating and appraisal of a portfolio can be much easier in the content countries because there is frequently merely one correct reply in the scientific disciplines and math. Although multiple-choice inquiries often appear on a societal surveies test, frequently a richer apprehension of the topic ‘s content will be required, and consequently, must be displayed in either a short reply or paragraph length response. In this scenario, an ELL pupil will be required to non merely map good in English, but besides get competence in the content countries. Again, this divide between linguistic communication proficiency and capable affair competence narrows as ELL pupils matriculate toward the upper classs. In a math portfolio, pupils can include day-to-day work and undertakings separated over clip. Ideally, day-to-day work should besides demo how word jobs have enhanced problem-solving accomplishments. It is of import that self-assessment be included in a math portfolio. In a scientific discipline portfolio, an ELL pupil should include illustrations of his or her experiments, studies, and undertakings. A image accompanied with a brief account can be substituted whenever a undertaking or experiment is either excessively cumbrous or two lengthy for inclusion in a portfolio. Self-assessment should be used to demo the pupil how they have experienced growing and gained cognition in scientific discipline. Daily work separated overtime should be gathered that demonstrates how cognition has been obtained through a scientific discipline text edition. In a societal surveies portfolio, ELL pupils could follow the same format as they would for both a math and scientific discipline portfolio. They would, nevertheless, supply more written responses to information gathered from text and related articles. Reports and undertakings could besides be included in a societal surveies portfolio. Keep in head, nevertheless, that it is of import that the work be separated into intervals spaced over clip, from the beginning to the terminal of the term or school twelvemonth. By making this, an ELL instructor could break measure his or her pupils ‘ advancement in both the content countries every bit good as in English. As can be seen in a linguistic communication arts portfolio, the usage of rubrics and checklists are every bit of import for usage with content country portfolios. Whether or non an ELL pupil is schooled in a home room ELL category or a â€Å" pull-out † environment, it is still the duty of the ELL instructor to â€Å" shepherd † his or her pupils in both the linguistic communication humanistic disciplines and the content countries. For this ground, it ‘s imperative that ELL instructors retain an unfastened duologue and co-ordinate frequently with the content country instructors.Guidelines for utilizing portfolios.1. ) Determine the goals- ELL instructors and other module members must make up one's mind what types of information demands appraisal. Consequently, the instructors must acknowledge how the information can be provided. 2. ) Design the portfolio – Ell instructors and other module must make up one's mind what types of merchandises to be included in the portfolio. 3. ) Establish marking and rating standards – Both rubrics and checklists must be developed that support the criterions of public presentation, every bit good as promote acquisition and growing. 4. ) Establish and identify undertakings that support criterions and course of study – The ELL instructor and other module must aline assessment undertakings to their province ‘s model for content criterions. 5. ) Establish explicit standards that is student-centered – All stuff within a portfolio must incorporate pupil work that allows for self-assessment and self-reflection. 6. ) Elevate the importance of the portfolio – Students must acknowledge that portfolios represent the incarnation of their surveies. Portfolios should be contained in an attractive, yet lasting folder/binder. Portfolios should be housed in one distinguishable country of the schoolroom, surrounded by attractive, yet formal trim. 7. ) The assemblage and inclusion of stuff – The ELL instructor must denominate certain plants for inclusion in the portfolio. One must maintain in head that stuff should be included in intervals get downing from the beginning to the terminal of the term or school twelvemonth. 8. ) Self-assessment – Students should be able to reflect upon their work in order to place what they have learned, every bit good as what needs redress. Self-assessment should happen upon the completion of a undertaking, every bit good as in intervals in order to uncover growing. 9. ) Parental engagement – Parents must be kept good informed of portfolio assignments. In add-on, parents need to hold full entree to the portfolios contents, every bit good as to the progress/growth that each portfolio shows. Leting the pupils to take their portfolios place could be hazardous due to possible loss and/or harm. For this ground, the instructor must denominate certain yearss within the term or school twelvemonth for parents to physically see their kid ‘s portfolio. An surrogate means for portfolio reappraisal must happen when a parent ‘s agenda conflicts with a category visit. 10. ) Portfolios benefits toward larning and growing – A. ) A tabular array of contents must be included for organisational intents. B. ) A description of pupil advancement as it relates to each assignment ‘s standards, rubrics, and checklists, and this should happen throughout the term or school twelvemonth, marked at regular intervals that reflect the pupils ‘ ongoing phases of learning/growth. ( O'Malley & A ; Pierce, 1996 ; Gomez, 1999 ) Classroom clip and infinite for portfolios Teachers must acknowledge that portfolios follow pupils work, non frailty versa. That is, one should non schedule portfolio work every hebdomad on of any peculiar twenty-four hours. This is obvious for a figure of grounds. First, portfolios are intended to demo growing of larning over a longer period of clip ( term to term, or get downing to stop of school twelvemonth ) . Second, by adding material hebdomadal, both the instructor and the pupil will happen it hard to foreground growing. Third, frequently, blocks of instructions can widen over clip. If a peculiar twenty-four hours has been designated for portfolio work, both the instructor and the pupils might happen themselves halfway through a undertaking, therefore doing it hard to include that undertaking or separate a breakage point. On the other manus, the portfolio would go meaningless if the stuff were gathered indiscriminately. If the portfolios are meant to expose work from merely one category, so both the instructor and the pupils can hold more leeway make up one's minding how to divide and include pupil work. In this type of scenario, adding stuff to the portfolio monthly or quarterly would let growing to be observed. Aside from ongoing trials, monthly and/or quarterly inclusions would show how a pupil is bettering his or her grammatics, vocabulary, and eloquence. A instructor will hold to set his or her instruction calendar in order to conform to external timelines if the school or territory has mandated portfolios ( Gomez, 1999 ) . As mentioned earlier, portfolios should be housed in a peculiar country of the schoolroom, surrounded by attractive, yet formal trim. Attention should be made to curtail entree to portfolios. Students will break appreciate and work more responsibly when importance has been added to the portfolios. The location and design of the portfolio ‘s place should include an facet of formality. Therefore, promoting the portfolio ‘s importance in the eyes of the pupil. Parental engagement with portfolios Parental support and engagement is equivalent to any pupil ‘s acquisition. In respects to parents, all excessively frequently they are left unaware of the portfolios purpose, contents, ends, and ways for supplying appraisal. For this ground, it is imperative that the parents be included in the portfolio procedure ( Hill & A ; Ruptic, 1994 ) . Schools or instructors should denominate peculiar darks within a seven-day timeframe for informal presentations. Merely one dark would be necessary to go to, yet schools could break suit the parents ‘ agenda when offering a presentation on assorted darks within the hebdomad. The presentation should focus on on the intent and ends of the portfolio. Teachers can besides include the advantages, projected results, format, and features of a portfolio. By making this, parents will be better informed of the portfolios intent and procedure. By including parents, pupils will be better able to show the positive effects of their schooling. Parents will besides develop a deeper apprehension of how linguistic communication proficiency and capable affair competency develop over clip through assorted agencies of direction and stuff. Furthermore, parents will appreciate how their kids have developed, and will be more willing to back up a instructor ‘s agencies for direction and appraisal ( Tierney, Carter, & A ; Desai, 1991 ) . Student appraisal of personal portfolios One of the chief advantages of assessment Portfolios is that it promotes student self-evaluation, critical thought, and contemplation. Students, whether general or ELL understand their capablenesss, every bit good as what challenges them. Sadly, all excessively frequently, they are left out in the development of processs and patterns for the appraisal of their acquisition. Often, the patterns and processs that are employed to rate their acquisition rely straight on prescribed information or blink of an eye callback. Seldom do they rate what pupils understand about themselves and their acquisition. Seldom are pupils able to reflect on their acquisition and growing, and rarely are pupils called upon to utilize what they know by showing that growing and apprehension ( AMLE, 1999 ) . Leting pupils to take an active portion in the planning, preparation, and appraisal of the portfolio changes all of the above. Through pupil appraisal, pupils will hold the chance to link and do sense of their work and their acquisition. Students must be able to utilize their accomplishments and cognition, while showing their apprehension of issues and thoughts ( AMLE, 1999 ) . In a pupil led portfolio conference, both the instructor and the parents should sit-back and let the pupil to explicate their acquisition and how the stuff that has been included demonstrates their growing. Both instructors and parents can inquire inquiries, and of class offer counsel to the portfolios organisation, they would, nevertheless, want the pupil to presume full duty and ownership for the portfolio and its contents. Checklists, which will be described subsequently, offer yet another manner for pupils to pull off non merely their acquisition but besides their inclusion of stuff into a portfolio.

Formatting Book Titles in the Digital Age

Formatting Book Titles in the Digital Age Formatting Book Titles in the Digital Age Formatting Book Titles in the Digital Age By Maeve Maddox A reader wonders why he is seeing book titles presented in all capitals: Ive even seen publishers and editors do it, so I started thinking maybe I was misinformed. Typing book titles in all caps is a peculiarity of the publishing industry. According to The Chicago Manual of Style, the practice originated in the days of the typewriter when titles that are now easily italicized on a computer had to be underscored; typing the title in all caps for industry correspondence and interdepartmental memos saved time. The all-caps practice has continued into the digital age, perhaps because early email programs transformed italics into gibberish; typing titles in all capitals insured that they would be readable. Most of today’s email programs handle italics perfectly well, but the practice persists. Many sites offering advice to writers recommend the all-caps approach when corresponding with publishers and agents. Here’s an example from a model query letter on the Writer’s Digest site: I’m currently seeking representation for my YA [Young Adult] novel, FALLS THE SHADOW. Given your interest in science fiction, I thought it might be a good fit for your list. CMOS does not approve, not even for email. Their recommendation â€Å"when italic type is unavailable† is to type an underscore at the beginning of the title and another at the end of the title, as in this example: When I first read _The History of the Siege of Lisbon_, I was so grateful to discover a book about a proofreader that Saramago’s hypnotic stringing together of sentences nearly sent me into an ecstatic trance. Here is the CMOS stance on the formatting of titles of creative works: 1. The titles of novels, long poems, movies, and television series are italicized. The Lion, the Witch, and the Wardrobe (a novel) Flowers for Algernon (a novella, but still long enough to warrant an italicized title) Paradise Lost (a poem of about 10,000 lines) Enoch Arden (a poem of about 900 lines) To Have and Have Not (a movie) Downton Abbey (a television series) 2. The titles of short stories, short poems, songs, chapter titles, and television episodes are enclosed in double quotation marks. â€Å"Lucy Looks into a Wardrobe† (chapter title from The Lion, the Witch, and the Wardrobe) â€Å"Ulysses† (short poem of 73 lines) â€Å"Deus ex Machina† (episode title of television series Person of Interest) â€Å"When You Wish upon a Star† (song) Note: British usage prefers single quotation marks (e.g., ‘Ulysses’). As with certain other matters concerning mechanics, The Associated Press Stylebook does not concur with CMOS. AP style recommends enclosing the titles of all of the following in quotation marks: books computer games movies operas plays poems albums songs radio and television programs lectures speeches works of art AP does not enclose the following works in quotation marks: the Bible catalogs almanacs directories dictionaries encyclopedias gazetteers handbooks software programs As with apostrophe use, it’s up to the writer to choose a style guide to follow. Writers in search of publication are probably wise to do as the Romans do. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Confused Words #3: Lose, Loose, Loss"Wracking" or "Racking" Your Brain?

Everything You Need to Know About F. Scott Fitzgerald

Everything You Need to Know About F. Scott Fitzgerald SAT / ACT Prep Online Guides and Tips Curious about the man who created The Great Gatsby? Did you know that some of the events of this novel are actually based on things that happened to F. Scott Fitzgerald himself? This articlewillgive you a broad overview of Fitzgerald’s life, with a focus onthe autobiographical details that he laterworkedinto The Great Gatsby. Use this background on The Great Gatsby authorto further deepen your understanding of the novel, to connect it with the historical period that it's describing, and to better analyze the motivations of the characters. Fitzgerald’sEarly Life: Echoes of TheGreat Gatsby Fitzgerald was born in St. Paul, Minnesota, in 1896.When he was 15, Fitzgerald was sentto the Newman School, a prestigious boarding school in New Jersey. He stayed on theEast Coast to attend Princeton University, an Ivy League school. Fitzgerald was popular at Princeton. He did lots of creative writing for various student publications, including articles for the Princeton Tiger humor magazine and scripts for Triangle Club musicals. However, Fitzgerald’s extracurricular commitments caused him to neglect his studies, and even be placed on academic probation. Traveling home to St. Paul fromPrinceton in 1915, Fitzgerald met socialite Ginevra King. Beautiful, wealthy, and effortlessly charming, Ginevra was arguably the primary inspiration for Daisy Buchanan. Indeed, a recentlyunveiled collection of letters reveals how much Ginevracared for Scott, but alsoknew that she couldn’t marry a middle-class boy.In 1917, Fitzgerald dropped out of Princeton completely to join the army and fight in World War I (although he never actually saw action). A year later, Ginevra King wrote him a letter to tell him that she was engaged to marry another man. Fitzgerald was stationed inCamp Sheridan near Montgomery, Alabama. That’s where he met and fell in love with Zelda Sayre, the daughter of an Alabama Supreme Court judge. Zelda was another popular socialite, a free spirit who loved dancing, swimming, and partying. She also cared for Fitzgerald,but, like Ginevra, was wary of marrying a middle-class man without much money. The war ended in 1918 before Fitzgeraldwas ever deployed to Europe. He moved to NYC hoping to have a successful career in advertising and make enough money to convince Zelda to marry him. A few months later, hewent back to St. Paul to work on anovel. He also took a job repairing car roofs to help pay the bills. Fitzgerald's first novel, This Side of Paradise, published in 1920, was a semi-autobiographical account of his Princeton years, featuring the main character Amory Blaine, who is rejected by two wealthy girls. The novel was an overnight success, making 24-year-old Fitzgeraldone of the country’s most promising young writers. With his novel published and income assured, Scott married Zelda in NYC. They had a daughter named Frances soon after, in 1921, who would be their only child. Zelda remarked upon her birth â€Å"I hope she’s a fool, a beautiful little fool." Scott loved his new celebrity status and started living a really expensive lifestyle, which included lots of partying and traveling. In October 1922, the Fitzgeralds moved to Great Neck, a town on Long Island which served as the inspiration for West Egg in The Great Gatsby. Their neighbors were alsowealthy, famous, and veryâ€Å"new money.† Their contrast to the families in Port Washington, which sat across the bay from Great Neck, gave Fitzgerald the idea for the contrast between West Egg and East Egg in the novel. Ginevra King (left) and Zelda Fitzgerald (right) Biographical Similarities to Events in The Great Gatsby Like Fitzgerald, the novel's narrator Nick Carraway also grows up in the Midwest and then goes to college to an East Coast Ivy League school (although in Nick's case, it's Yale). Fitzgerald wrote for humorous publications at Princeton, while Nickdescribes aseries of â€Å"solemn and obvious editorials for the Yale News† (1.12). Gatsby's initial romance with Daisy is almost exactly what happened to Fitzgerald and Ginevra King. Gatsby meets Daisy Fay, a wealthy socialite, is unable to marry her because he is too poor, and leaves to fight in WWI only to have her marry Tom Buchanan. However, the way that Gatsby meets Daisy is similar to the way Fitzgerald met Zelda - while stationed at a military camp awaiting transfer orders to Europe. Unlike Nick and Jay, Fitzgerald never actually experienced fighting in WWI. After the war, Fitzgerald spent several months in New York trying to make it in the advertising business before coming back to St. Paul to write. Similarly, Nick spends a summer in New York trying to make it as a bond trader before coming back to the Midwest to write his memoir about Gatsby. Fitzgerald worked as a car mechanic while writing his first novel, which may have given him some insight into what George Wilson's life might be like. Zelda's comment on the birth of Frances Fitzgerald became one of Daisy Buchanan’s most famous lines in The Great Gatsby almost verbatim: "I'm glad it's a girl. And I hope she'll be a fool - that's the best thing a girl can be in this world, a beautiful little fool." (1.8) Fitzgerald's life on Long Island had shades of Gatsby's parties and extravagant lifestyle, as well as his feelings of inferiority when thinking about the old money crowd across the bay in East Egg. Remember: art only imitates, but doesn't duplicate life. The High Life: Writing The Great Gatsby Fitzgerald continued to work on his novels in between partying and writing short stories. In 1922, he published his second novel, The Beautiful and the Damned, about a socialite waiting to come into his fortune. This novel, with its meditations on morality, love, and decadence, officially marked Fitzgerald as one of the great writers of the wealth, ambition, and extravagance of the Jazz Age. Fitzgerald began work on The Great Gatsby, his third novel, in June 1922. However, he was slowed down by debts, a move to the French Riviera, and conflicts with his wife. He really buckled down in 1924, telling his editor that Gatsby would be â€Å"a consciously artistic achievement† and a â€Å"purely creative work.† During thisperiod, Fitzgerald fell in with a famous group of modernists in Paris, including the novelist Ernest Hemingway and writer Gertrude Stein. The Great Gatsby was finally published in 1925. Despite Fitzgerald’s efforts, it was not as warmly received by critics as his previous two novels. It also failed to take off commercially. (Read our history of The Great Gatsbyfor more on how Gatsby was received in the 1920s.) End of Life: Fitzgerald's Unraveling After the publication of The Great Gatsby, Fitzgerald suffered from alcoholism, something he had struggled with since Princeton, and writer’s block. Meanwhile, Zelda suffered from mental health problems and was often institutionalized. (She was diagnosed as schizophrenic, though many modern historians believe she could have also suffered from bipolar disorder.) In 1934, Fitzgerald finally published Tender is the Night, his fourth novel, about an American psychiatrist living in Paris. He continued to struggle with alcoholism and depression. In 1937, he moved to Hollywood to be a screenwriter and revive his career. Though he madesome money, he was never a critical success (there aren’t any must-see Fitzgerald films). Fitzgerald began the novel Love of the Last Tycoon while in Hollywood but died in 1940, at age 44, from a heart attack, before he could finish it. An unfinished version was eventually published in 1941. What to Take From the Life ofThe Great GatsbyAuthor If you’ve already read The Great Gatsby, you’ll notice pretty big parallels in the story to Fitzgerald’s real life: the Midwestern upbringing and education of Nick, with the military experience and love life of Gatsby. Fitzgerald makes Nick Carraway the narrator, not Gatsby. This may suggest that Fitzgerald saw himself as someone like Nick – someone observing a much more extravagant lifestylefrom the outside, rather than participating like Gatsby. It’s also important to understand Gatsby was written during the precarious peak of Fitzgerald’s life – while he was famous and living an extravagant lifestyle but before the most serious struggles with alcoholism, depression, and debt. You can't really tie any of Fitzgerald’s (or Zelda’s) most intense struggles with alcoholism or mental illness to Gatsby – you’d have to focus on Tender is the Night or Love of the Last Tycoon to do that. Instead, Gatsby is the book that came at the height of the 1920s and Fitzgerald’s life before he began to seriously struggle with alcoholism and depression – but it still has a melancholy undertone that strongly hints at the struggles to come. Further Reading Biography.com: Get a more detailed overview of F. Scott Fitzgerald’s life, especially the later years. The New York Times: A feature that explores Scott and Zelda’s connection to Long Island and the possible Gatsby mansion inspiration. Princeton Alumni Weekly: Read more about Ginevra King, the possible inspiration for Daisy. What’s Next? Learn more about how The Great Gatsby was received when it first came out, and also read up about the 1920s so you can understand the economic, political, and cultural context of Gatsby. Excited to dive in? Check out our articles onGatsby’s title, its opening pages and epigraph, and itsfirst chapter. Or, zoom out first toa summary of The Great Gatsby, along with links to all ourgreat articles analyzing this novel! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Dada and Surrealism Art Essay Example | Topics and Well Written Essays - 2250 words

Dada and Surrealism Art - Essay Example The essay "Dada and Surrealism Art" analyzes surrealism and dada art. Dadaists believed this modern world to be the cause of the war, and thus defied the practice of conformity through its anti-art. Where a canvas and paints were the usual media employed, scissors and scraps of paper were now being glued onto wood and everyday objects took on a new leash of life as the central subject of works. People were forced to look at everyday objects of simple use in a way that would transform the very basis of their existence. Art for the first time became informal, illogical and embraced the chaotic irrationality which was to become its trademark description. Fundamentally, it represented protest ‘against this world of mutual destruction’, and left a permanent mark on the world of art. Everywhere, boundaries were stretched beyond their limits and inevitably broken until recognition of the term ‘art’ as it once stood would never be thought of in the same way again. T he Dada movement paved the way for the later developing Surrealist movement; a lovechild, if you will, of the former and a way of ensuring that the boundaries could not be brought back into check by the modern traditional nationalists – however bleak this possibility might have seemed at the time. The Surrealist movement was based on the freeing of the imagination and the promotion of the ability to express and explore the self, as suggested by Freud’s subconscious mind. Dada sought to free mankind from the suffocating normalities forced upon him.