This Side Of Paradise Essays - Modernist Literature

This Side Of Paradise This Side of Paradise chronicles the life of Amory Blaine from his childhood up through his early twenties. Born the son of a wealthy and sophisticated woman, Beatrice, Amory travels the country with his mother until he attends the fictitious St. Regis prep school in New England. He is handsome, quite intelligent though lazy in his schoolwork, and he earns admission to Princeton. Though initially concerned with being a success on campus, after failing a class he gives himself over to idleness; he prefers to learn through reading and discussions with friends than through his classes. Towards the end of his college career, America enters World War I and Amory dutifully enlists, forgoing his degree. During his time overseas, Beatrice passes away. Upon his return to America, Amory meets the young debutante Rosalind Connage, the sister of his college friend Alec. The two fall deeply in love, but because of his family's poor investments, Amory has little money, and Rosalind does not wish to marry into poverty. Despite Amory's best efforts to earn money at an advertising agency, Rosalind breaks off their engagement in order to marry a wealthier man, devastating Amory. He goes on a three week drinking binge, which is finally terminated by the advent of the Prohibition. Amory's quest for self-knowledge begins to be realized. He has a short summer romance with the wild Eleanor. Soon after, Alec is caught with a girl in his hotel room and Amory takes the blame. Amory then discovers that his last close tie, the dear friend of his mother and his father figure, Monsignor Darcy, has passed away. Further, the family finances have left him almost no money. He decides to walk to Princeton and is picked up along the way by the wealthy father of a friend who died in the war. Amory expounds his new socialist principles and then continues to walk to Princeton. He arrives late at night, pining for Rosalind. Amory reaches his hands to the sky and says "I know myself, but that is all"

buy custom The Research Perspective essay

buy custom The Research Perspective essay The research perspective in general is in agreement with the general perspective about internships. Through basing of the research through the Council for Hotel Restaurant and Institutional, the seriousness or the importance of establishing the effectiveness of internships secured through this institution is brought out. The fact that the institution was formed so as to improve the effectiveness of such internships by liaising with the universities and related hotel restaurant makes the setting even better. The sampling involved in this report is a convenience sampling. According to Rich Housers Counseling and educational Research: An evaluation and Application (1998, pg98), a convenience sampling is largely applied because it is easier to access or due to the restriction on the sampling elements which needs permission from the administrator or the authority concerned before sampling is done or a similar research may have done before. By using a sample of 42 students who were required further to represent 28 universities, then the researcher must have settled on a convenience sample. The sample size is too small compared to the representation intended; that is we assume that each university has got several hundreds of students who secure their internship through the Council for Hotel, Restaurant and Institutional Education (CHRIE) in the hospitality industry. Therefore by selecting only 42 students out of the possible several thousands of students, there must be too much generalization on which we have to make the major assumptions that the population was adequately represented. The problem is even more complicated since out of the 42 selected only 33 participated in the research. Te response rate was very poor and puts into question the validity of the entire research exercise since to be precise the representation was about one student per the participating universities and colleges. In short, the research was properly selected and \the target group was properly chosen; the sample size and the response rate were not satisfying to give a much reliable result. Buy custom The Research Perspective essay

Use Manuscript Markers for Your First Draft

Use Manuscript Markers for Your First Draft Use Manuscript Markers for Your First Draft Use Manuscript Markers for Your First Draft By Mark Nichol In response to my recent post about parentheses, a commenter mentioned that he uses parentheses as markers for passages to return to later for reworking copy or for inserting missing text. Then he does a pass using Microsoft Word’s Find function to locate the parentheses and fill in the blanks. That’s a good writing strategy: Many writing coaches and professional writers recommend, as much as possible, writing first drafts nonstop, especially when you’re in the groove get your thoughts down, even if they’re incomplete, and jump over the gaps and keep on going. Marking the blanks for attention later is a good strategy, but unless you’re unlikely to use parentheses in your prose, I recommend you employ another marker. For example, it’s common in journalism to use TK, a phonetic abbreviation for â€Å"to come† that’s easily searched because those letters don’t naturally occur sequentially in words, which allows you to avoid false hits as you search for your markers for incomplete content. (Keep in mind, though, that both TK and TC are valid abbreviations.) Book publishers, by contrast, often employ multiple asterisks or zeroes in some cases, including page numbers for a table of contents that has not yet been finalized; a proofreader fills in the correct page numbers later. Graphic designers also use what’s called Greek text, though it’s actually adulterated Latin (also known as lorem ipsum because of that commonly appearing phrase). However, this placeholder text is used for design mockups, not as part of the writing process. (The same is true of the letter sequence ETAOIN SHRDLU, consisting of the twelve most frequently used letters in English.) When I’m editing an academic text with references, I need to check in-text citations against the reference list to make sure every reference is cited and every citation is referenced. Instead of printing out a copy of the references as a checklist, or making a duplicate file, I simply mark each reference item as I find its in-text citation, using the â€Å"at† sign or another character that doesn’t otherwise appear in the manuscript. When I’m done, I do a Find and Replace search to delete the signs in one fell swoop. That reminds me: Do you know the shortcuts for reducing or omitting letter and line spaces? Some educators still teach otherwise, but sentences should be separated by only one letter space. To reduce double spaces to single ones throughout a manuscript with just a few keystrokes and clicks, just type two spaces in the Find field and one space in the Replace field, then click on Replace All. Repeat as necessary until no instances are indicated. (Be careful not to click on Replace All before you type a letter in the Replace field, or you’ll end up with paragraph-long strings of type.) To delete letter spaces at the end of multiple paragraphs, type a letter space followed by the symbol ^ (shift+6) and the letter p with no letter space between them into the Find field and ^p into the Replace field, then hit Replace All. Repeat as necessary. To reduce two line spaces to one, enter ^p^p into the Find Field and ^p into the Replace Field and select Replace All. Repeat as necessary. 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 Fiction Writing category, check our popular posts, or choose a related post below:"Because Of" and "Due To" 50 Diminutive Suffixes (and a Cute Little Prefix)10 Writing Exercises to Tighten Your Writing

General Gordon of Khartoum Essay Example | Topics and Well Written Essays - 2000 words

General Gordon of Khartoum - Essay Example The Arab and African merchants handled the inland trade of commodities and slaves. After the abolition of the slave trade by the British in 1807, they started patrolling the coasts, seizing other countries’ slave ships. Within the last twenty years of the 19th century, rivalries and conflicts in Europe started affecting individuals in Africa directly. Over the last years of the 19th century (1880’s), the European powers shared African territories among themselves without the consent or will of the people living there. They had partial understanding of the land they had acquired (BBC 2013, p1). Political rivalry, commercial greed, and territorial ambition all instigated the European scramble for Africa. This climaxed in the Africa’s partition during the 1884-5 Berlin Conference. The whole process that is the partitioning of Africa became famously identified as the scramble for Africa. In the last half of the 19th century, the disjointed patchwork of trading coloni es, understandings, protectorates, and alliances yielded to sweeping transformations enforced by the Europeans. The French and the British were determined to make things right and institute a clear administrative hierarchy composed of the Europeans (at the top) and Africans (at the bottom) (BBC 2013, p1). On the other hand, a number of the oldest trading countries in Europe left Africa and the other set of players emerged. The Danes and the Dutch abandoned the continent while Belgium, Italy, and Germany moved into the continent. Elsewhere the mineral riches of Africa dazzled and fixated European adventures. However, casual commercial connections were replaced by methodical control and exploitation. At the beginning of the 19th century, the European hold of the African geography was restricted mainly to the coastal regions. However, before the end of the century, Europeans were spanning the continent with roads and railways. Now it was easy to take control of the continent both comme rcially and politically (BBC 2013, p1). The Scramble for Africa â€Å"had the effect of defusing and displacing tensions between the European powers in Europe, but eventually the tradeoffs and alliances could not disguise the fact that Imperial Germany was on a collision course with Britain and France† (BBC 2013, p1). For the first time, the African people found themselves pulled into conflicts, which had its sources in London and Berlin war rooms. The moral bravado of the European powers, purportedly representing reconciliation and order, civilization, and wisdom, soon broke into the destruction, death, and chaos of World War I (BBC 2013, p1). It is important to note that, in Africa, the Europeans were strangers but by aggression, settlement, and trade they became by different levels part of the inside (Connah 2004, p175). General Charles George Gordon’s Experience in Khartoum Sudan In the year 1882, Mohamed Ahmed (also referred to himself as Messiah or Mahdi) invited all the true believers to join in the holy war against Christians. Most people especially wild tribesman heeded to his call, and in the following, he conquered an army of close to eleven thousand Egyptians and English that had tried to subdue the revolt. England was forced to leave the province. However, thousands of Europeans who had sought asylum in Khartoum and other towns had to be rescued from their

Lenovo Case Study Example | Topics and Well Written Essays - 1000 words

Lenovo - Case Study Example Lenovo has declared its might in its website, detailing the expanse of its operations. To quote: Lenovo is a US$21 billion personal technology company... We have more than 26,000 employees in more than 60 countries serving customers in more than 160 countries†¦ We are defining a new way of doing things as a next generation global company (Lenovo 2012). It is interesting, hence, to know that Lenovo has had humble beginnings and, more importantly, it is a technology company that emerged from China, a developing economy and outside of the Silicon Valley. The company started modestly as a spinoff of China’s Institute of Computing Technology, a research institute of the Chinese Academy of Sciences (Tsui, Bian and Cheng, 2006, p.303). From there on, it began supplying parts and building computers for technology companies such as IBM. Lenovo, which operated under the name of Legend Holdings during its early years, gradually became a dominant PC maker in China. By 2003, it began its internationalization ambition. According to its CEO, Chuanzi Liu, â€Å"With a 30 percent share of the Chinese PC market, Lenovo realized that its opportunity for further domestic expansion was limited,† and that â€Å"Since the global PC market was estimated at around $200 billion, it could pose huge potential for us (p.574).† ... In order to tackle market globalization, there are many barriers involved and the type of operations management required is radically different from its own. The organization has effectively identified these problems themselves: 1) the organization did not have a brand name that could invoke worldwide recognition; 2) Lenovo did not have a strong presence in the world market; and, 3) there is a lack of human resources to effectively run and manage a truly global company (Liu, p.574). In internationalization and, much more, in the case of being a multinational company, the operations such as those involving organizational culture and human resources are very international in scope and must adhere with international standards and norms while ensuring a high degree of integration and responsiveness at the same time. Lenovo was able to address the problem and its complexities in a bold and ambitious move. In 2005, it acquired IBM’s PC business. This strategy addressed several criti cal challenges that it had identified previously. It boosted the organization’s global brand by â€Å"piggybacking† on IBM’s reputation and the company’s products such as the ThinkPad brand (see Lenovo’s performance during this period in Fig. 1). This enabled the company to penetrate lucrative markets such as the United States, as well as additional market segments that IBM and its acquisitions were particularly known for such as large enterprise, midmarket and, most particularly, laptop computers (Gupta, Wakayama and Rangan, 2012, p. 195). The OM involved is aligned with the â€Å"springboarding† approach that involves the acquisition of critical resources at home and abroad in order to penetrate markets, compete with rivals and

Skills practice Essay Example for Free

Skills practice Essay There are many safety aspects that need to be considered when designing a training programme. A warm up is very important as it increases the blood flow, stimulates the level of activity and decreases the risk of injury and also may well help one concentrate better on the activity being performed. It also helps to prepare the body for the physical exercise that should follow it. It gently raises the pulse rate, which in turn prepares the heart for more strenuous activity. More oxygen and other fuels are transported to the muscles by the body. In a warm up there should be three phases; a pulse raiser, stretching and a skills practice. A cool down must also be preformed at the end of the session as this allows the body to recover by starting to remove the build up of lactate, and by stretching it allows the muscle fibres return to their initial condition. This helps return the body to its normal state in the quickest time possible. The blood flow will be kept high, waste products are washed out and the temperature slowly returns to normal. The equipment should always be checked before a match as if anything is not working properly or broken it could result in serious injury. This could be done by checking the bats for splits in them, using the correct rounders ball and making sure the posts are securely in position and that they cannot fall or cause an injury to a player.  The clothing should not be baggy or get in the way while playing, and if playing in warm weather light, airy clothes should be worn so as to prevent the player getting too hot and feeling faint. Jewellery should not be worn at all as this can get caught and cause damage or injury. Trainers must be worn as there will be running involved and so flat shoes will be needed. The playing surface should be on grass and should be firm. The pitch should be marked out with the course to run in a diamond shape. The posts and batting/bowling boxes should be clearly marked out.  The batting team must stand far back from the where the playing batter is standing as they could get hit either by the bat or if the ball goes behind. Also, players standing by a post must stand on the inside; otherwise it is obstruction, which could also cause injury by the batter running into the fielder. Throughout my training programme I managed to keep a high level of interest through each session, as each was very different, allowing me to try knew skills out each time. However, as I found chin-ups so hard, it made me dread doing that particular station, but at the same time more determined to do better. For each station and session I wanted to try and beat my own personal best, which made it a task and goal for me to reach, thus making it more interesting for me to complete. Planning of Monitoring  The exercises were in the correct order as no station followed another by using the same muscular groups. They were set in an order of using torso, arms, and legs and then repeated again. This made it easier to continue, and not too much strain was placed on a specific muscular group.  They were the correct choice as they tested my different abilities and helped improve my skills in diverse areas. This can help me while playing a rounders match, as the different skills needed would have been looked at and practised. I did not make any changes to my training programme during the course, although it would have been wise to have changed the chin-ups station in my fitness session as I did struggle with them. I was still able to do them, but I was unable to work flat-out for the whole required time. My heart rate was taken before I started, after the warm up and after every station. This helped me find out how hard I was working and whether over the course of the five weeks, I became fitter, resulting in a lower heart rate. My results show which stations I found easier and which I was best at performing. Final Evaluation  My post test score of the Illinois agility test was 20.37secs, but after my five week training programme, and having re-done the test, my time has improved to 19.18secs. It was an improvement of 1.19secs. Also, for my first abdominal curls test, I managed 82 sit-ups, but when I re-took it I was able to get up to 108, making an improvement of 26 sit-ups. This shows that my fitness level has increased form doing the five week training programme. My training programme was designed for one person during the fitness session and to work in pairs during the skills sessions. However, I had to work in a pair during the fitness session also as we had to time each other for each station. But this was not a problem as the rest gaps stayed constant, and it made it less complicated to do. All the equipment that was needed was available and there was not much setting up to do making it quick and easy to get on with. Overall, the programme was manageable and simple, as long as you are working in a pair. After completing the course, I find it a lot easier to complete each station with higher repetitions as my fitness level improved.  Although it was an exhausting and hard experience, I did enjoy it. I was able to increase my level of fitness, do a training programme that I designed and enjoyed and work with people that I got on with. This interaction did make it a lot more enjoyable. Out of the fitness stations, I enjoyed doing the sit-ups most, as I do these regularly and it is something I find easy and fun. However, I definitely liked the skills sessions best, as this put my rounders skills to the test and slowed me to play a part of a sport that I enjoy.  If I had to redo this in the future I would definitely change my chin-ups station in the fitness session as I found these hard and would probably have benefited a lot more with a different station.

The Style of the Essay :: Writing Writers Education Essays

The Style of the Essay Prior to reading Strunk and White’s The Elements of Style and William’s Style, I was under the assumption that everyone had their own writing style. Once I had read the texts and listened to the classroom discussions I realized that I didn’t really know what style was when it came to writing. We as writers must all follow rules and guidelines for writing in order for the reader to understand what we are trying to get across. Without these rules and guidelines we probably wouldn’t be able to understand what the author is trying to express. I think that the word â€Å"style† has been thrown around so much that I never really understood its true meaning. Before going further let’s briefly look at the authors backgrounds. The Authors of The Elements of Style, William Strunk Jr. and E.B. White, have similar backgrounds. William Strunk Jr. was a professor at Cornell University, an Ivy League school on the east coast. E.B. White was a student of Strunk’s in 1919 and also a professional writer. While enrolled in Stunk’s class White and the rest of the students were required to purchase a little text book that Strunk had written to be used as a reference for writing. Thirty-eight years later White revised the text book by adding passages about the power of words and clear expression of thoughts and feelings (87 Stunk and White). Both authors are now deceased. Joseph M. Williams formally an English professor and linguist still alive as of October 2003, is the author of Style: Toward Clarity and Grace. Style, was originally published in 1981 as a text book and has been revised to reflect the changing times (ix Williams). Strunk and White’s Elements of Style tends to focus more on rules of accuracy, brevity and clarity etc. They offer few good and bad examples of these rules and write more for an educated White Anglo-Saxon Male in the early to mid 1900’s. Professor Strunk wrote the rules in the form of direct orders; â€Å"Sergeant Strunk† as E.B. White has called him focuses on the fundamentals: the rules of usage and principles of composition most commonly violated (xiv Stunk and White). Williams explains the â€Å"styles† of writing more in depth than Strunk and White.

Immigration and Islam Netherlands and France

Immigration and Islam in France and the Netherlands After the post-war, WWII, era Europe faced a shortage of labor, at the same time it had to rebuild its infrastructure and economy. France and Netherlands both faced the same problem and like their counterparts in Europe they found the answer in guest-workers. These guest workers were immigrants from former colonies and other developing countries. However, these guest-workers later settled down and brought their families. This led to a larger influx of immigrations. The largest, most significant, and most controversial are the Muslim immigrants. This study will focus on the different approaches of integration France and the Netherlands have implemented, the growing discrimination of Muslim immigrants, and the role Islam has in this dilemma. France had a long colonial history in the Maghreb, North Africa, mainly Algeria. To fill in this gap many male immigrants flocked to France in need of work. There was also a large immigration from the Mediterranean, Turkey, in this case. The largest make-up of French immigrants have been Algerians and others from the Maghreb. Netherlands, similar to the French had immigrants from the Mediterranean, Maghreb, and former colonies (Surinam and Antilles); the largest group being Turkish and Moroccan immigrants. These immigrants became a large factor in the rebuilding of the economy but as the economy slowed immigration became more of a problem for Western European countries. France proposed an assimilation model, where it endorsed pluralism in the private sphere. The Laicite, the separation of Church and State/private and public played a large role in the French system of assimilation. In the public sphere you were expected to be French in language and ideals. The private sphere was left for your own beliefs and customs. This can be seen in the expression of symbols in the public schools, where wearing the veil is not allowed because it threatens this division of public and private. However, this still doesn’t explain the dilemma that many second or third generation French citizens from immigrant backgrounds face. Even though they are â€Å"French†, they are not accepted by the system—accordingly because they still aren’t â€Å"French† enough. This creates disparity on both sides; the French politicize this dilemma by taking a harder stance on immigration and assimilation, giving rise to far-right parties like National Front under Le Pen. (GS, page 123) The immigrants unfortunately at times result to violent riots in protest and anger at the discrimination they face. The end result being stricter immigration regulations, more assimilation, and seeing â€Å"Islam† as incompatible to European standards. The Netherlands have the same end results but have come to them from a totally different background. The Netherlands has endorsed a multicultural integration from the beginning. (Coenders, M. , Lubbers, M. , Scheepers, P. , & Verkuyten, M. (C. L. S. V)) The Netherlands have been one of the foremost in democracy and liberalism, ranking third in the world. Its capital, Amsterdam, is the hub liberal and free lifestyle. Since the 2000’s homosexual marriage and euthanasia have been legalized. (GS 192) Compared to France’s full assimilation the Netherlands has put forward a multiculturalism approach, however this has taken a drastic change in the last decade, especially against Muslim immigrants. In the early 2000’s Pim Fortuyn, a leader of anti-immigration and pro-assimilation party (Liveable Netherlands and latter List Pim Fortuyn), voiced his opinion on Islam being a backwards religion and a threat to liberal European/Dutch ideals. Even though both countries had different policies of integration they both ended up in the same situation against Muslim immigration. How can these phenomena be explained in these democracies that embrace liberal ideals? For it was France, that in 1789, coined the motto, â€Å"All men are born free and equal†, but now it can be seen that some men are born more free and equal than others. The realistic conflict theory explains this situation as a reaction to materialistic scarcity; jobs and housing. In the post-war era there was a surplus of jobs and also the need of cheap labor, the immigrants rushed in and filled these positions. However, after the slowing of the economic boom employment became scarcer. This led to higher un-employment rates and the native citizens started to see immigrants as a threat, leading to discrimination and pro-assimilation. Though this does explain a significant factor, there is still the growth of anti-Islamic sentiments. The Muslims aren’t the only immigrants in France or Netherlands, but they are the ones who face the blunt of the attention. (C. L. S. V) So the realistic conflict theory falls short in explaining this. More than Two Decades of Changing Ethnic Attitudes in the Netherlands, a study done to explain the attitudes the Dutch had on immigration, saw that social and ideological contents also affect peoples outlook as much as materialistic means. (C. L. S. V) This gives explanation to far-right parties such as List Pim Fortuyn and Le Pen. The parties that use anti-Islamic and anti-immigration sentiments as political platforms, they play on the fears’ of the people. Yet, how is it that these fears can grow and flourish in such liberal and democratic societies, the â€Å"Heralds of Democracy†? People fear what they don’t understand. Islam is this â€Å"other† and the media and politicians play on this. The Muslim immigrant populations don’t help either because they themselves are in a transition phase. They are trying to find a way to live with an Islamic background and Western ideals. Some see total assimilation as an answer others find a compromise and yet others turn to radicalism. This struggle has been going on since the mid-19th century, between the â€Å"West† and Islam. Some essentialists like Huntington and Fukuyama, see this as the next power struggle for the â€Å"West† after the fall of the Soviet Union, â€Å"The Clash of Civilizations†. According to some 9/11 and other terrorists acts just prove this theory, however even though there are radicals, they are in the minority. The majority of Muslims don’t have problem with the â€Å"West†, most even are pro-Western, they support democracies and liberal views. Maybe, it is not the same as Europe or America but they are trying to find the middle ground and negotiate between the two. This is no different for the immigrants in France or Netherlands. Ahmet Yukleyen in his study of social movements in the Netherlands has focused on Turkish immigrants and the role religious movements have played a role in their lives. His studies show that there is not one Islamic front in Europe or a â€Å"Euro-Islam† as some have supported. Even though the Islamic community is one ummah, they all interpret and practice Islam in slightly different ways. The fundamental tenets are the same, but Islam is flexible according to time and place; taken from a historic or even contemporary perspective this can be seen. Euro-Islam† was supposed to be the liberal Islam for European standards, the Islam with lacite, secular Islam. This view has been supported by pro-assimilates, like France. However, this didn’t turn out to be true because it would have compromised too much from Islam, it would no longer be â€Å"Islam†. What happened, like in the Netherlands, was th at people joined different social/religious movements and institutions. This was truer for second and third generation Turks, who felt the need of religion more than Turkish nationalism in their lives. They saw themselves as Dutch, liberal and democratic in their views but still Muslim. Yukleyen, names a few organizations, like Milli Gorus, the Gulen Movement, and Suleymanli. Each movement represents different set of ideals but each represents a facet of Islamic life in Europe. It also shows that Muslims can negotiate between European and Islamic ideals, finding a niche their society. Not only that, but by having dialogue and inter-faith organizations an atmosphere of tolerance and multiculturism can flourish. Maybe, dialogue and negotiation is the answer to the dilemma facing Europe and the Muslim immigrants, the inability to understand one another. Work Cited Coenders, M. Lubbers, M. , Scheepers, P. , & Verkuyten, M. (2008). More than Two Decades of Changing Ethnic Attitudes in the Netherlands. Journal of Social Issues,  64(2), 269-285. doi:10. 1111/j. 1540-4560. 2008. 00561. x. Maillard, Dominique (2005). The Muslims in France and the French Model of Intergration. Mediterranean Quarterly. Yukleyen, A. (2009). Localizing Islam in Europe: Religious Activism among Turkish Islamic Organizations in the Netherlands. Journal of Muslim Minority Affairs,  29(3), 291-309. doi:10. 1080/13602000903166556. E. Gene Frankland. (2009). Global Studies Europe. McGraw Hill Companies.

An analysis of Who’s for the Game? By Jessie Pope Essay

War is a highly debatable topic that has influenced many poets. An issue that is important in Jessie Pope’s 1914 poem Who’s for the game? This essay will explore a range of literary devices used within the poem to help analyse the explicit and implicit meanings. Furthermore, it will use appropriate literacy terminology to back up quotes within the poem. Additionally, this essay will analyse the structure of the poem to show how meaning is conveyed. Pope, a naive poet, speaks of a highly debatable topic known to man. However, she makes reference to the war as being a game, she suggests that it is â€Å"The biggest that’s played† though, she does not anticipate the destruction which war may bring. The poem is reliant on propaganda which relied heavily on men’s guilt. It could be seen that this encouraged men to fight and defend their county. This is shown through a literary device, a metaphor. An example being, â€Å"And who wants a seat in the stand † the use of this device prominently states that spectating the war will result in deepest regret because they are not defending their country. It could be suggested that the emphasis of the metaphor helped influence men’s participation in the war. Arguably, though Pope promotes the so called glory of war, it is seen that not protecting their country could result in an invasion. Here, Pope addresses that without soldiers at war, their country could be destroyed. Alternatively, Pope makes use of personification indicating the realism of war. She writes, â€Å"Your country is up to her neck in a fight†. Here, the poet personifies their country as a woman, implying that the war is at its most extreme. This addresses the men that their country needs them the most at this point in time. In contrast, it is clear that the implicit meaning of this literary device exposes the brutality of war, vicious and scary. Jessie Pope has written her poem in a conversational manner making â€Å"Who’s for the game?† memorable and persuasive to the readers. The poet has also made use of a metrical rhythm throughout the entire stanza’s. Furthermore, the poet has made use of rhetorical questions throughout the first three stanzas. She emphasises the word â€Å"Who†, an example being, â€Å"Who’s for the game?† Pope has used the word to present the invitation of recruitment to men. It is seen that these specific questions are without a doubt persuasive, and have encouraged men of all ages to fight  in the war. Throughout the third stanza, it can be seen that Pope has replaced aggressive words with more light hearted descriptions. She speaks of â€Å"Picnic†, a known and enjoyable experience. However, Pope has used the implicit phrase in an informal manner raising the awareness that war is difficult and unpleasant. The structure of the first stanza has a three syllable foot with the first two syllables unstressed and the third one stressed. Similarly, throughout the last three stanzas the poem misses some of the unstressed syllables but the effect of the stressed syllable is predominate. The final line â€Å"And she’s looking and calling for you† draws heavily on the promotion for recruitment. The significance of â€Å"she† refers to the war as an animal being discussed. Having analysed the literary devices, terminology and structure in Who’s for the Game? It is seen that the entire poem draws heavily on men’s guilt who want to protect their country and family, although they are afraid. Pope certainly glorifies war within this poem, thought she raises false hopes for the wrong reasons. The whole poem is justification of the brutality faced when at war.

F-105 Thunderchief in the Vietnam War

F-105 Thunderchief in the Vietnam War Design of the F-105 Thunderchief began in the early 1950s as an internal project at Republic Aviation. Intended to be a replacement for the F-84F Thunderstreak, the F-105 was created as a supersonic, low-altitude penetrator capable of delivering a nuclear weapon to a target deep within the Soviet Union. Led by Alexander Kartveli, the design team produced an aircraft centered on a large engine and able to achieve high speeds. As the F-105 was meant to be a penetrator, maneuverability was sacrificed for speed and low-altitude performance. F-105D Specifications General Length: 64 ft. 4.75 in.Wingspan: 34 ft. 11.25 in.Height: 19 ft. 8 in.Wing Area: 385 sq. ft.Empty Weight: 27,500 lbs.Loaded Weight: 35,637 lbs.Crew: 1-2 Performance Power Plant: 1 Ãâ€" Pratt Whitney J75-P-19W afterburning turbojet, 26,500 lbf with afterburning water injectionCombat Radius: 780 milesMax Speed: Mach 2.08 (1,372 mph)Ceiling: 48,500 ft. Armament Guns: 1 Ãâ€" 20 mm M61 Vulcan cannon, 1,028 roundsBombs/Rockets: Up to 14,000 lbs. of ordnance including nuclear weapons, AIM-9 Sidewinder, and AGM-12 Bullpup missiles. Weapons carried in the bomb bay and on five external hardpoints. Design and Development Intrigued by Republics design, the US Air Force placed an initial order for 199 F-105s in September 1952, but with the Korean War winding down reduced it to 37 fighter-bombers and nine tactical reconnaissance aircraft six months later. As development progressed, it was found that the design had grown too large to be powered by the Allison J71 turbojet intended for the aircraft. As a result, they elected to utilize the Pratt Whitney J75. While the preferred power plant for the new design, the J75 was not immediately available and as a result on October 22, 1955, the first YF-105A prototype flew powered by a Pratt Whitney J57-P-25 engine. Though equipped with the less powerful J57, the YF-105A achieved a top speed of Mach 1.2 on its first flight. Further test flights with the YF-105A soon revealed that the aircraft was underpowered and suffered from problems with transonic drag. To counter these issues, Republic was finally able to obtain the more powerful Pratt Whitney J75 and altered the arrangement of the air intakes which were located at the wing roots. Additionally, it worked to redesign the aircraft fuselage which initially employed a slab-sided look. Drawing on experiences from other aircraft producers, Republic employed the Whitcomb area rule by smoothing the fuselage and slightly pinching it in the center.     Ã‚   Refining the Aircraft The redesigned aircraft, dubbed the F-105B, proved able to achieve speeds of Mach 2.15. Also included were improvements to its electronics including the MA-8 fire control system, a K19 gun sight, and an AN/APG-31 ranging radar. These enhancements were required to allow the aircraft to conduct its intended nuclear strike mission. With the alterations complete, the YF-105B first took to the sky on May 26, 1956. The following month a trainer variant (F-105C) of the aircraft was created while the reconnaissance version (RF-105) was canceled in July. The largest single-engine fighter built for the US Air Force, the production model of F-105B possessed an internal bomb bay and five external weapons pylons. To continue a company tradition of employing Thunder in its aircraft names, which dated back to World War IIs P-47 Thunderbolt, Republic requested that the new aircraft be designated Thunderchief. Early Alterations On May 27, 1958, the F-105B entered service with the 335th Tactical Fighter Squadron. As with many new aircraft, the Thunderchief was initially plagued by problems with its avionics systems. After these were dealt with as part of Project Optimize, the F-105B became a reliable aircraft. In 1960, the F-105D was introduced and the B model transitioned to the Air National Guard. This was completed by 1964. The last production variant of the Thunderchief, the F-105D included an R-14A radar, an AN/APN-131 navigation system, and an AN/ASG-19 Thunderstick fire-control system which gave the aircraft all-weather capability and the ability to deliver the B43 nuclear bomb. Efforts were also made to restart the RF-105 reconnaissance program based on the F-105D design. The US Air Force planned to purchase 1,500 F-105Ds, however, this order was reduced to 833 by Secretary of Defense Robert McNamara. Issues Deployed to Cold War bases in Western Europe and Japan, F-105D squadrons trained for their intended deep penetration role. As with its predecessor, the F-105D suffered from early technological issues. These issues may have helped earn the aircraft the nickname Thud from the sound the F-105D made when it hit the ground though the true origins of the term are unclear. As a result of these problems, the entire F-105D fleet was grounded in December 1961, and again in June 1962, while the issues were dealt with at the factory. In 1964, the issues in existing F-105Ds were resolved as part of Project Look Alike though some engine and fuel system problems persisted for another three years. Vietnam War Through the early- and mid-1960s, the Thunderchief began to be developed as a conventional strike bomber rather than a nuclear delivery system. This was further emphasized during the Look Alike upgrades which saw the F-105D receive additional ordnance hard points. It was in this role that it was sent to Southeast Asia during the escalation of the Vietnam War. With its high-speed and superior low-altitude performance, the F-105D was ideal for hitting targets in North Vietnam and far superior to the F-100 Super Sabre then in use. First deployed to bases in Thailand, F-105Ds began flying strike missions as early as late 1964. With the commencement of Operation Rolling Thunder in March 1965, F-105D squadrons began bearing the brunt of the air war over North Vietnam. A typical F-105D mission to North Vietnam included mid-air refueling and a high-speed, low altitude entry and exit from the target area. Though an extremely durable aircraft, F-105D pilots usually only had a 75 percent chance of completing a 100-mission tour due to the danger involved in their missions. By 1969, the US Air Force began withdrawing the F-105D from strike missions replacing it with F-4 Phantom IIs. While the Thunderchief ceased to fulfill a strike role in Southeast Asia, it continued to serve as a wild weasel. Developed in 1965, the first F-105F Wild Weasel variant flew in January 1966. Possessing a second seat for an electronic warfare officer, the F-105F was intended for a suppression of enemy air defenses (SEAD) mission. Nicknamed Wild Weasels, these aircraft served to identify and destroy North Vietnamese surface-to-air missile sites. A dangerous mission, the F-105 proved highly capable as its heavy payload and expanded SEAD electronics allowed the aircraft to deliver devastating blows to enemy targets. In late 1967, an enhanced wild weasel variant, the F-105G entered service. Due to the nature of the wild weasel role, F-105Fs and F-105Gs were typically the first to arrive over a target and the last to leave. While the F-105D had been completely removed from strike duties by 1970, the wild weasel aircraft flew until the wars end. In the course of the conflict 382 F-105s were lost to all causes, representing 46 percent of the US Air Forces Thunderchief fleet. Due to these losses, the F-105 was ruled to no longer be combat effective as a frontline aircraft. Sent to the reserves, the Thunderchief remained in service until officially being retired on February 25, 1984.

3 Steps to Acing Your Upcoming Group Interview

3 Steps to Acing Your Upcoming Group Interview You’ve been asked in for a panel interview. Maybe you’re intimidated. Maybe terrified. Maybe you’re not even sure you know what that actually entails. Whatever your level of trepidation, here are three easy steps to getting through your panel interview calmly and in one piece. Step 1: BEFOREYou have the right to ask who will be on your panel. Do this. Then research each panel member to the best of your ability. You’ll be able to figure out quite a bit and prepare better for what each might be most keen to ask you. What does this particular group of people tell you about what the company is trying to assess?You can also ask how long (roughly) the interview should last. This will give you a good feeling for how much back-and-forth discussion will be possible, how much space you’ll be given to ask questions, how long your answers can be, etc.Step 2: DURINGTreat each person on the panel like a person- not just another nameless face. This is not an imper sonal wall asking you questions. Each interviewer on your panel is another opportunity to make a human connection and convince that many more people in the company what a great fit you would be.Be sure to take note of everybody’s name as they are introduced. Write each one down if that helps you remember. When answering questions, speak directly to the individual who asked, but then try and broaden your answer out to make the rest of the panel feel included in the discussion.Step 3: AFTERYou’ve learned their names and made an effort to connect with each panel member- now thank each one of them sincerely with  solid eye contact and a quality handshake. After that, it’s the usual post-interview follow-up procedure. But remember that you need to write one thank you note for each panel member. It seems like a pain, but it’s these little touches that will help set you apart.The panel interview: 6 tips for before, during, and after

Finance Article Critiques Essay Example | Topics and Well Written Essays - 750 words

Finance Article Critiques - Essay Example Blair-Loy conducted a study to evaluate the changes that have occurred in the cultural frameworks of family responsibilities of women executives in the financial sector. She defined two gendered cultural frameworks i.e. a work devotion schema and a family devotion schema. These schemes are identified as the main causes of conflicts in the interviewees’ vision for a meaningful life. From the interviews, the older interviewees are more inclined to portray a diametrically opposed conflict between the family and work schemes, thus many avoid childbearing or getting into marriages. On the other hand, the younger respondents who did not experience the women’s movement of the 1970s have reconstituted the family scheme through sub-contracting domestic roles in order to main their demanding careers. Nonetheless, the schema on family devotion haunts all cohorts due to its emotional, normative and cognitive power. Thus, she concludes that gender, when expressed in familial cultura l frameworks, continue to be a significant constraint on the minds and the hearts of women.The study utilized a cohort study by evaluating the executives’ devotion to either family or work based on their experiences and upbringing in different periods. the different cohorts make it easy to calculate the required ratios and to relate them to factors such as the women’s movement. This makes it easy to attribute the result to specific factors. Nonetheless, such an approach will require the re-assessment of these factors over time.