Schedule and Cost Control Techniques Essay Example | Topics and Well Written Essays - 500 words - 4

Timetable and Cost Control Techniques - Essay Example An average critical thinking procedure may resemble this: This procedure is basically inline with the objective dynamic procedure and there are average reasonable zones where the conventional dynamic of such procedure is required regarding venture the board. These choice zones incorporate estimation of costs, determination of different instruments to be utilized, choice of the merchants who will give different gear and administrations and so on. Be that as it may, dynamic falls inside two more extensive zones of dynamic. These are progress choices just as reception choices. Progress choices are essentially taken so as to survey whether the undertaking is meeting the relegated targets while appropriation choices are worried about adding new objectives to it. As talked about over that there territory different models accessible which choice examiners use. Choice expert endeavor to develop models of different choice circumstances. These models utilize for the most part different scientific instruments, for example, illustrations, conditions and stream outlines and so on. The point is consistently to give different dynamic boundaries. In its quintessence, choice examination is a strategy dependent on the arrangement of factual methods anyway most recent patterns in the dynamic procedure include a more extensive perspective on the choice investigation while perceiving the commitment being settled on to the various periods of dynamic procedure. The utilization of programming is likewise another choice which is being utilized for dynamic reason. These programming projects incorporate spreadsheets, insights bundles and distinctive money related demonstrating bundles. Particular virtual products are additionally accessible for the utilization. These virtual products incorporate choice ace, Precision Tree just as Crystal Ball and so forth. These product help a ton so as to all the more likely formalize the dynamic procedure inside the association and help to settle on it more on normal dynamic models. It is additionally very

Arab music Essay Example For Students

Middle Easterner music Essay The word music originates from the Greek word Mousiki which implies the study of creating tunes. Ilm al-musiqa was the name given by the Arabs to the Greek hypothesis of music as to recognize it from ilm al-ghinaa, the Arabian hypothesis. The Arab music custom created in the courts of lines in the Islamic Empire from the seventh to the thirteenth century. It prospered during the Umayyad line in the seventh and eighth hundreds of years in Syria. In spite of the fact that the significant works of Arab music showed up after the spread of the Islamic religion in the start of the seventh century, the music custom had just started. Prior to the spread of Islam, Arab music fused music conventions of the Sassanid tradition (224-651) in Persia and the early Byzantine realm (fourth to 6th century) and of sung verse from the Arabian Peninsula. Bedouin music is made utilizing non-blended melodic and cadenced frameworks. Arabic tunes draw from a huge swath of models, or melodic modes, known as ma qamat. Arabic books on music incorporate upwards of 52 melodic modes, of which in any event 12 are normally utilized. These modes highlight a greater number of tones than are available in the Western melodic framework, including eminently littler interims that are now and again called microtones, or half-pads and half-sharps. Bedouin tunes as often as possible utilize the expanded second interim, an interim bigger than those of most Western tunes. The sound of Arab music is luxuriously melodic and offers opportunity for inconspicuous subtlety and inventive decent variety. The cadenced structure of Arab music is additionally unpredictable. Musical examples have up to forty-eight beats and ordinarily incorporate a few downbeats (called dums) just as upbeats (called taks) and rests. To get a handle on a cadenced mode, the audience must hear a moderately long example. Besides, the entertainers don't just play the example; they beautify and expound upon it. Frequently the example is cons picuous just by the course of action of downbeats. The request for these frameworks of song and mood is fundamental to the structure and execution of Arab music. Understudies learn bits of music, the two tunes and instrumental works, however once in a while perform them precisely as they were initially created or introduced. In Arab convention, a great performer is somebody who can offer something new in every exhibition by shifting and ad libbing on known pieces or models in a manner like that of artists. The manifestations of artists can be protracted, expanding ten-minute structures into hour-long exhibitions that look to some extent like the models. The style of the new works customarily relies on the reaction of the crowd. Audience members are relied upon to respond during the presentation, either verbally or with commendation. Calm is deciphered as lack of engagement or abhorrence. The crowd individuals, in this custom, are dynamic members in deciding the length of the presentation and in molding the bit of music by urging performers to either rehash a segment of the piece or to move to the following segment. Instruments regularly utilized in an Arab melodic execution incorporate the ud, a model of the European lute, and the nay, an end-blown reed woodwind. Casing drums, with or without jingles, and hourglass-formed drums are regular percussion instruments. These instruments shift fit as a fiddle contingent on the locale of their root. Twofold reed instruments of differing sizes, for example, the Lebanese mijwiz and the Egyptian mizmar, are played at outside festivals. The Arab rababah, a spike fiddle, may have been the model for the European violin, which is currently additionally found in numerous Arab areas. Solo execution comprising of the intelligent creation of good music with a grateful crowd speaks to a pinnacle of melodic achievement for the instrumentalist like what the singing of verse speaks to for the vocalist. In a taqsim, a type of instrumental act of spontaneity, the instrumentalist picks a melodic mode, offers translation of the mode, and in pitch, and adjusts to different modes. In the long run the instrumentalist slips to shut in the first mode. Melodic achievement lies in the performers specialized virtuosity, inventiveness, and nuance in proposing different modes, different creations, or even the music of different craftsmen. .ue33e082033a22d13e5a2f43b7b731867 , .ue33e082033a22d13e5a2f43b7b731867 .postImageUrl , .ue33e082033a22d13e5a2f43b7b731867 .focused content region { min-stature: 80px; position: relative; } .ue33e082033a22d13e5a2f43b7b731867 , .ue33e082033a22d13e5a2f43b7b731867:hover , .ue33e082033a22d13e5a2f43b7b731867:visited , .ue33e082033a22d13e5a2f43b7b731867:active { border:0!important; } .ue33e082033a22d13e5a2f43b7b731867 .clearfix:after { content: ; show: table; clear: both; } .ue33e082033a22d13e5a2f43b7b731867 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; darkness: 1; progress: mistiness 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .ue33e082033a22d13e5a2f43b7b731867:active , .ue33e082033a22d13e5a2f43b7b731867:hover { murkiness: 1; change: obscurity 250ms; webkit-change: mistiness 250ms; foundation shading: #2C3E50; } .ue33e082033a22d13e5a2f43b7b731867 .focused content zone { width: 100%; position: relative; } .ue33e082033a22d13e5a2f43b7b731867 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content enrichment: underline; } .ue33e082033a22d13e5a2f43b7b731867 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ue33e082033a22d13e5a2f43b7b731867 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-fringe range: 3px; content adjust: focus; content adornment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .ue33e082033a22d13e5a2f43b7b731867:hover .ctaButton { foundation shading: #34495E!important; } .ue33e082033 a22d13e5a2f43b7b731867 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .ue33e082033a22d13e5a2f43b7b731867-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ue33e082033a22d13e5a2f43b7b731867:after { content: ; show: square; clear: both; } READ: A Clean Well Lighted Place Analysis EssayPerformances considered traditionalwhether they are neoclassical occasions in show lobbies, diversion in lodgings, or TV programmesusually incorporate both tune and instrumental exhibitions, albeit regularly not played as one, that last about an hour and are masterminded to arrive at a high top in a vocal presentation. Such assortments of piecesmetrical and non-metrical, vocal and instrumental, straightforward and complex, and frequently bound together by modeare key to Arab music.Examples incorporate the North African nawbah, thought to have begun in Andaluca, and the eastern Mediterr anean waslah melodic structures, which were already the standard of diversion for little get-togethers of world class Arab men. While the general standards have continued as before, the custom of Arab music has changed consistently. Particular neighborhood rehearses have advanced and get critical to the social character of their separate social orders. For instance, the North African urban communities of Fs, Tlemcen, Tetuan, and Tunis have unmistakable forms of the Andalusian nawbah that help characterize neighborhood culture and are firmly connected with the chronicles of their regions.Melodic methods of a similar name are tuned somewhat diversely in Syria, Egypt, Iraq, and the nations of North Africa. Music of these locales is discernable by pitch. Cadenced modes likewise have fluctuating verbalizations in various areas, and the styles of songs and versions contrast. Sung verse, especially casual refrain, changes with nearby lingos. The Iraqi maqam isn't just a melodic mode, yet a n unfurling of pieces in a specific mode. The word maqam in Iraq conveys an importance closer to that of waslah or nawbah than it does maqam in different spots. In light of the nonattendance of recording or documentation until the twentieth century, it is difficult to be sure of the age of the songs. Specific songs, explicitly those of Andalusian or Syrian muwashshahat, might be hundreds of years old, however it is profoundly impossible that they have remained precisely the equivalent consistently. Broadly known melodic bits of early occasions were likely dependent upon reevaluation at better places since the beginning. Reference index:

Writing a Composition Final Exam

Writing a Composition Final ExamWriting a composition final exam essay may sound like it is too much of a challenge. It may seem difficult because it is. But it is actually not. You should know what type of essay to write, and then practice writing a composition final exam for it.First, you need to determine the topic of your essay. This can help you decide the topic you should write. What kind of essay should you write? How will you present your essay? These are all questions you need to ask yourself.Once you determine the topic of your essay, you need to narrow down the topic even more. You do this by looking at the area of study in your class. You want to focus on topics that relate to your area of study.By narrowing down your topic you get a better idea on what you want to write about in your essay. For example, if you are a history major, you may choose to write about military history, history of politics, or world history. You can also find topics to write about such as: medica l research, political science, literature, and sociology.The next thing you have to do when writing a composition final exam is to write the essay. Write the first three or four paragraphs, then start putting together sentences. Keep on writing until you reach the end of the essay.Once you compose an essay, it is time to test it. You can do this by presenting it to your instructor. He or she will give you feedback on the essay. If you feel you have a weak spot in the essay, then you can fix it later.With the help of a friend, you can revise the essay so it flows well and is organized. You can also read the essay to your instructor. Even if you feel your essay is perfect, he or she can still give you feedback on it.By learning how to compose an essay, you will be able to apply it in your school work. You will be able to present a composition as well as give an essay. It is important to know how to write a composition final exam because you may not want to do poorly on it.

Practice Stress and Intonation for English Students

It is often surprising at how focusing on the stress - timed quality of English helps students improve their pronunciation skills. Students often focus on pronouncing each word correctly and therefore tend to pronounce in an unnatural manner. By focusing on the stress - timed factor in English - the fact that only content words such as proper nouns, principle verbs, adjectives, and adverbs receive the stress - students soon begin sounding much more authentic as the cadence of the language begins to ring true. The following lesson focuses on raising awareness of this issue and includes practice exercises. Aim: Improving pronunciation by focusing on the stress - time nature of spoken English Activity: Awareness raising followed by practical application exercises Level: Pre - intermediate to upper intermediate depending on student needs and awareness Lesson Outline Begin awareness raising activities by reading an example sentence aloud to the students (for example: The boys didnt have time to finish their homework before the lesson began). Read the sentence the first time pronouncing each word carefully. Read the sentence a second time in natural speech.Ask students which reading seemed more natural and why it seemed more natural.Using the ideas students come up with, explain the idea of English being a stress - timed language. If the students speak a syllabic language (such as Italian or Spanish), point out the difference between their own native language and English (theirs being syllabic, English stress - timed). Just this awareness raising can make a dramatic difference in such students abilities.Talk about the differences between stressed words and non-stressed words (i.e. principle verbs are stressed, auxiliary verbs are not).Write the following two sentences on the board:The beautiful Mountain appeared transfixed in the distance.He can c ome on Sundays as long as he doesnt have to do any homework in the evening.Underline the stressed words in both sentences. Ask students to try reading aloud. Point out how each sentence seems to be approximately the same length in stress - time.Ask students to look through the example sentences and underline the words that should be stressed in the worksheet.Circulate about the room asking students to read the sentences aloud once they have decided which words should receive stresses.Review activity as a class - ask students to first read any given sentence with each word pronounced followed by the stress - timed version. Expect a surprise at the quick improvement students make in pronunciation (I am every time I do this exercise)!! Another approach can help students improve their stress and intonation skills is sound scripting. Sound scripting has students highlight content words using a word processor. You can take it one step further with this lesson  helping students learn how to choose the focus word to improve pronunciation. This quiz  on Content or Function Words can be used to help students test their knowledge of which words are function or content words. Pronunciation Help - Sentence Stress Take a look at the following list of stressed and non-stressed word types. Basically, stress words are considered CONTENT WORDS such as Nouns e.g. kitchen, Peter(most) principle verbs e.g. visit, constructAdjectives e.g. beautiful, interestingAdverbs e.g. often, carefully Non-stressed words are considered FUNCTION WORDS such as Determiners e.g. the, a, some, a fewAuxiliary verbs e.g. dont, am, can, werePrepositions e.g. before, next to, oppositeConjunctions e.g. but, while, asPronouns e.g. they, she, us Mark the stressed words in the following sentences. After you have found the stressed words, practice reading the sentences aloud. John is coming over tonight. We are going to work on our homework together.Ecstasy is an extremely dangerous drug.We should have visited some more castles while we were traveling through the back roads of France.Jack bought a new car last Friday.They are looking forward to your visiting them next January.Exciting discoveries lie in Toms future.Would you like to come over and play a game of chess?They have been having to work hard these last few months on their challenging experiment.Shakespeare wrote passionate, moving poetry.As you might have expected, he has just thought of a new approach to the problem.

Group Essays Develop 21st Century Skills

Teachers in any discipline should consider assigning a collaborative writing assignment, such as a group essay or paper. Here are three practical reasons to plan to use a collaborative writing assignment with students in grades 7-12.   Reason #1:  In preparing students to be college and career ready, it is important to provide exposure to a collaborative process.  The skill of collaboration and communication is one of the 21st Century Skills embedded in academic content standards.  Real world writing is often completed in the form of group writing—an undergraduate college group project, a report for a business, or a newsletter for a non-profit institution. Collaborative writing can result in more ideas or solutions for completing a task. Reason # 2: Collaborative writing results in fewer products for a teacher to assess. If there are 30 students in a class, and the teacher organizes collaborative writing groups of three students each, the end product will be 10 papers or projects to grade as opposed to 30 papers or projects to grade.   Reason #3: Research supports collaborative writing.  According to Vygostsky’s theory of ZPD (zone of proximal development),  when students work with others, there is an opportunity for all learners to work at a level slightly above their usual capacity, as co-operating with others who know a little more can boost achievement. The Collaborative Writing Process The most obvious difference between an individual writing assignment and a collaborative or group writing assignment is in the assigning of responsibilities:  who will write what? According to  P21s  Framework for 21st Century Learning, students engaging in collaborative writing are also  practicing  the  21st Century skills of  communicating clearly  if they are given the opportunity to: Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contextsListen effectively to decipher meaning, including knowledge, values, attitudes and intentionsUse communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)Utilize multiple  media and technologies, and know how to judge their effectiveness a priori as well as assess their impactCommunicate effectively in diverse environments (including multi-lingual) The following outline will help teachers and then students address the logistics of running a collaborative assignment in which all members of the group have defined  responsibilities.  This outline can be adapted to be used in groups of various sizes (two to five writers) or to any content area. The Writing Process Any collaborative writing process must be taught to students and practiced several times a year with the goal for students to manage the group writing process themselves.   As in any writing assignment, individual or group, a teacher must clearly articulate the  purpose of the assignment  (to inform, to explain, to persuade...)  The purpose of writing will also mean identifying the target audience. Providing students a rubric for collaborative writing in advance will better help them understand the expectations for the task. Once purpose and audience have been established, then designing and implementing a collaborative writing paper or essay is not very different than following the five steps of the  writing process: PrewritingDraftingRevisionEditingPublishing Pre-writing process Students in the group review the  assignment and the requirements for the final product or paper;Students in the group  brainstorm and share ideas;Students in the group  formulate a draft or working thesis:This is a first attempt at developing a position or assertion;Because the  early stages of the writing process are where the groups writers are guided by questions they have (inquiry based learning), the working thesis is not the final thesis statement. Planning and Logistics Students in the group  decide together who will write which parts of the paper.  This will require that students collaborate, rather than merely cooperate. Here is the difference:When collaborating, students work together on a single shared goal;When cooperating, students perform together while working on selfish yet common goals.Students in the group  document the collaboration plan based on  the assignment requirements  (Ex: book review, pro/con persuasive paper) and agree upon the plan;Students in the group  determine a timeline that outlines deadlines for both individual and group responsibilities;Students in the group  determine when work can be done synchronously (in class/in person) or asynchronously (online). With the use of online writing platforms such as Google Docs, these group  determinations will help the group share updates and information more effectively. Management of Research Students in the group  draft how the assignment will be managed  (Ex: sections, chapters, paragraphs, appendices);Students in the group  determine how and where they will find trustworthy and timely source materials (books, articles, newspaper articles, videos, podcasts, websites, interviews or self-created surveys for research on topic);Students in the group  determine who will read and process the information;Pro/con evidence should be balanced;Evidence must be cited;Citations must be cataloged;Students in the group  analyze the evidence as to how well it supports position;Students in the group  determine the best way to include additional evidence (EX: pictures, graphs, tables, and charts.) Drafting and Writing Individual students keep in mind how the material and individual writing will fit into the paper or product.Students writing together synchronously  (in class/in person) or  asynchronously  (online):Writing as a group is  time-consuming; these opportunities should be left to making sure the document is organized to give the reader the impression of one cohesive voice.Student in the group should make sure that the paper or products content is clear and the writing communicates a single (or in the case of pro/con, a whole) message to the target audience before discussing stylistic changes. Revising, Editing, and Proofreading Students in the group review drafted parts of the document before merging into a single document;Students in the group  look for a logical flow of ideas. (Note:  Teaching students to use  transitions is critical to smoothing over individual drafts);Students in the group  revise content and structure of the paper;Students in the group  proofread paper and check for typos, spelling errors, punctuation problems, formatting issues, and grammatical mistakes. (Note: Reading the paper aloud  is an excellent strategy for editing). Additional Research on Collaborative Writing Regardless as to the size of the group or the content area classroom, students will manage their writing by following an organizational pattern. This finding is based on the  results of a  study  (1990) conducted by Lisa Ede and Andrea Lunsford that resulted in a book  Singular Texts /Plural Authors: Perspectives on Collaborative Writing,  According to their work, there are  seven noted organizational patterns for collaborative writing.  These seven patterns are: the team plans and outlines the task, then each writer prepares his/her part and the group compiles the individual parts, and revises the whole document as needed;the team plans and outlines the writing task, then one member prepares a draft, the team edits and revises the draft;one member of the team plans and writes a draft, the group revises the draft;one person plans and writes the draft, then one or more members revises the draft without consulting the original authors;the group plans and writes the draft, one or more members revise the draft without consulting the original authors;one person assigns the tasks, each member completes the individual task, one person compiles and revises the document;one dictates, another transcribes and edits. Tackling the Downsides to Collaborative Writing In order to  maximize the effectiveness of a collaborative writing assignment, all students in each group must be active participants. Therefore: Instructors need to monitor the progress of each group, provide feedback and assist when necessary.  Initially, this form of monitoring may be more time-consuming than traditional teaching formats, but a teacher can meet with groups more effectively over time than individual students. While the front-loading the collaborative writing assignment takes time, the number of final products is substantially reduced so the grading time is also reduced.A collaborative writing project must be designed in a way so that the final assessment is considered valid, fair and accurate. The final assessment must consider the knowledge and performance of all group members.  Grading complexities can make group assignments difficult for instructors. (See group grading article)Students may sometimes struggle with making decisions in a group setting.There can be  additional stress on students  because of multiple opinions and writing styles. These must be incorporated into one final product that pl eases everyone.   Conclusion Preparing students for real-world collaborative experiences is an important goal, and the collaborative writing process can better help teachers meet that goal. The research supports a collaborative approach. Even though the collaborative writing approach may require more time in the set-up and monitoring, the fewer number of papers for teachers to grade is an extra bonus.

Essay on The Victorian Society in The Picture Of Dorian Gray

The Victorian Society in The Picture Of Dorian Gray Works Cited Missing The Victorian age was the time when the British Empire was at its strongest and greatest. People of Britain felt better and more special then other people from different countries. The nature of England had begun to change, the farming industry began to deteriorate and England started to become a manufacturing industry. It was the time of contrast especially where the rich were extremely rich and the poor were extremely poor. Aristocracy was everything and it was what everyone wanted to be even though the†¦show more content†¦In the upper class world the weather is always pleasant but when Wilde is describing the life in the lower class it is always dark and cold and foggy. The slimy pavement looked like a wet mackintosh The opium den is described with unpleasant seedy adjectives and it makes you feel like it is a horrible place to live. Greasy reflectors à ¢Ã¢â€š ¬Ã‚ ¦stained with dark rings of spilt liquor. This makes you feel like it is a ghastly place to live in but is the squalor that the majority of England lived in. In contrast to this horrible and hideous mage that Wilde portrays to us about the lower classes of Victorian society, we also see what it is like in the upper class where Dorian Gray lives. The aristocrats in Victorian society lead very indolent lives where they frown upon any means of work. As they therefore spend a lot of time doing nothing, they amuse themselves with scandal and gossip amongst their friends. This is why scandal is very important and not frowned upon in the upper class, as they love to know anyone involved in crime and they regard it mainly as exciting. I should like to know someone who had committed a real murder. (Lord Henry.) The aristocrats of the Victorian age have a very relaxed and sedentary life style. They do not do much except for going out to dinner and socialising. As I lounged in the Park, or strolled down Piccadilly.Show MoreRelatedThe Picture Of Dorian Gray Analysis1257 Words   |  6 PagesIn the Victorian prose, The Portrait of Dorian Gray explores the idea of duality. The divided self within the character of Dorian Gray begins with his misunderstanding of his self-image, because of the influence of a portrait. Dorian’s fate and transformation connect to the painting, which leads to his downfall. The painting contains Dorians moral decline as changes to the picture affects his life. Through the portrait, he gains an image of himself as an independent individual compared to his previousRead MoreOscar Wilde s The Picture Of Dorian Gray1656 Words   |  7 PagesThe Victorian era is an extraordinarily complex age that occurred throughout the reign of Queen Victoria from 1837 to 1901. The Victorian Era was a tremendously exciting period that created the emergence of many various artistic styles such as literacy, poetry, and painting . In addition, the Era caused the social, political, and religious movements to flourish. The Victorian Era, although being known as the beginning of modern times, still embraced some radical views that today we would associateRead MoreModern Society As A Reflection Of The Picture Of Dorian Gray By Oscar Wilde1432 Words   |  6 PagesTraditional gothic fiction was at the height of its popularity during the Victorian era, it exploded in the 1790’s and continued its reign well into the 1800’s. This confrontational style of fiction often blurs the lines of realistic and artificial, forcing readers to challenge their beliefs and surpass the norm. However, the aspect of gothic fiction that was most attractive to the Victorian audience was the way human fears and societal tensions were reflected in the deliberately fictionalised literaryRead MoreModern Society as a Reflection of the Picture of Dorian Gray by Oscar Wilde1460 Words   |  6 PagesTraditional gothic fiction was at the height of its popularity during the Victorian era, it exploded in the 1790’s and continued its reign well into the 1800’s. This confrontational style of fiction often blurs the lines of realistic and artificial, forcing readers to challenge their beliefs and surpass the norm. However, the aspect of gothic fiction that was most attractive to the Victorian audience was the way human fears and societal tensions were reflected in the deliberately fictionalised literaryRead MoreEssay on Disregarding Women in The Picture of Dorian Gray1297 Words   |  6 Pages In the Victorian Era of mid nineteen to early twentieth century, a woman’s role in society remained to be in the household, away from the business and cares of men. The feminine side is portrayed as negative, powerless, and lacking (Kileen 49). Society discouraged women from having power in society and neglecting women represented normal in the eyes of most men and women. However, Victorian novels such as The Picture of Dorian Gray illustrate the consequences of disregarding women. In Oscar Wilde’sRead MoreThe Strange Case of Dr Jekyll and Mr Hyde and Dorian Gray Essay918 Words   |  4 PagesDr Jekyll and Mr Hyde and Dorian Gray The novel The Strange Case of Dr Jekyll and Mr Hyde was written by Robert L. Stevenson and first published in 1886. The years from 1837 to 1901 are considered the Victorian Era, so the novel is considered a Victorian novel. Dorian Gray by Oscar Wilde is written in the same era as Dr Jekyll and is a Victorian Novel as well. Having read the extracts of the novels and knowing what happens in the end, a comparison of the Victorian Era and the novels can easilyRead MoreThe Picture Of Dorian Gray971 Words   |  4 PagesIn Oscar Wilde’s Popular nineteenth century novel, the Picture of Dorian Gray demonstrates the importance of the aesthetic movement in Victorian England. This suggests youth and physical attractiveness is emphasized and are valuable additions to society. Therefore, what matters to Dorian, is not the internal goodness an individual possesses but the appearance they present. Consequently, Dorian is able to forget the violent acts he commits as long as he appears beautiful on the outside. Since externalRead MoreTheme Of Sexual Dissonance In The Picture Of Dorian Gray1641 Words   |  7 PagesA Picture of Sexual Fluidity Oscar Wilde was a figurehead for a larger cause in the late nineteenth century. His reality crumbled under the cognitive dissonance of the high-class aristocrats and their struggle to find any reason to overthrow those who are cognizant enough to see and react to said dissonance. What are best known as the Wilde trials, consisted of using completely fictional literature as evidence to real events. Wilde’s novel, The Picture of Dorian Gray was a tool used to undermineRead MoreOscar Wide s The Picture Of Dorian Gray914 Words   |  4 PagesOscar Wide’s The Picture of Dorian Gray illustrates Basil Hallward’s portrait as a primary catalyst for the fluctuating personality of Dorian Gray. As Dorian gazes at the portrait of himself, he is upset that even though he will continue to age and wrinkle, the portrait will always remain young, beautiful and unaltered. Upon multiple readings of The Picture of Dorian Gray deconstructive textual analysis suggests that there are always new interpretations of the image of the painting. â€Å"UltimatelyRead MorePortrayal Of Female Sexuality By Bram Stoker s Dracula1598 Words   |  7 PagesBram Stoker’s 1897 Dracula is a novel that condemns liberated female sexuality, presenting it as volatile and threatening to the established patriarchal order of the Victorian Era. By examining the varying level of sexuality among Stoker’s female characters and their narrative outcomes, the novel’s attitude that female sexuality is hostile becomes apparent. In Castle Dracula, Harker meets three vampiric women whose monstrosity is presented as inseparable from their eroticism. Describing their fangs

Ganhi, King, and Mandela What Made Non-Violence Work free essay sample

Magellan was a Portuguese explorer who started his voyage in Spain and was the first explorer to circumnavigate, meaning to travel all the around the world. He was killed on April 27, 1521 by the natives on the island of Cebu in the Philippines while many of his own men stayed on the boat despite knowing their captain was in trouble. The question being asked was whether or not this captain was worth defending. This question could be answered either way but in this essay we are going to argue that Magellan was not worth defending. Ferdinand Magellan was not worth defending because he was unorganized, he forced and threatened natives in the Philippines to convert to his religion of Catholicism and lastly, he was bossy and could care less about the crewmembers needs. Magellan wasn’t organized as a leader because during their voyage after they had crossed the Atlantic Ocean and had sailed down the coast of what we now call the countries of Brazil and Argentina, he noticed that the supplies might not last them the rest of their trip. We will write a custom essay sample on Ganhi, King, and Mandela: What Made Non-Violence Work? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Because of this Magellan put each crewmember on a limited about of food that they could have each day. Many of the men grew ill, were very unhappy with this decision and wanted to return home, but Magellan refused to listen to any of their needs. This shows that Magellan was not a very organized leader because he didn’t bring enough food and supplies that could last for each and every crewmember during their many long years on sea. A mutiny was also organized against Magellan, and in self-defense he killed everyone who was against him including leaders and captains on the other ships. This shows he was not organized because if he was, his own men would not have gone against him and tried to kill him. The decision that Magellan made that changed his life was also a very important reason that could support the argument that he was not worth defending. Magellan was killed in the Philippines after he forced all the natives to convert to Catholicism. Those who didn’t were threatened just like the village on Mactan that he burned down after they did not convert. If Magellan did not make that horrible decision he could have been with his remaining men as they completed the voyage. This decision he made shows he was probably not a very good leader, it also supports the reason he was norganized. Magellan should have made a better decision, which was to leave the natives alone in their home and try to accomplish his goal, which was to reach the Spice Islands. The fact that when the natives went up against Magellan and his men stayed in the ship knowing he was in danger shows his men disliked him and that he may of done other horrible things to them that we are not aware of. The last explanation that can support the argument on whether or not Magellan was worth defending was that he was very bossy, and careless of his men’s need. The men on board played a very important role and greatly helped him become the first leader to circumnavigate. Without the men, this might have not been possible. In the documents there is no evidence that shows he was ever thankful for them. We are also not given much information on the men who liked him and thought of him as a great leader. The documents just explain to us how he was bossy and didn’t care about them. In Document D we are told how many of the men got very sick and their gums swelled up causing them to be unable to eat. In these documents we are not told Magellan was ever starving or sick, that gives evidence that makes us predict he was selfish and kept the good food for himself and tried to keep only himself as healthy as possible. In conclusion, Ferdinand Magellan was once again, not worth defending. He was unorganized, made horrible decisions and was a very inconsiderate and selfish leader. The reasons explained above give evidence that can answer the question of whether or not Magellan worth defending.