Free Essays on The Wife Of Bath Tale

The Wife of Bath’s Reflexive Contradiction for Sexual Equality in the Canterbury Tales The Wife of Bath has been described and depicted as an independent proto-feminist who long ago led the charge for sexual equality. Chaucer’s visionary protagonist was a refreshing and modern look at women’s rights in the fifteenth century. She spends much of her prologue breaking down stereotypical barriers that have confined women of her time to passive and subservient roles in her society. As a result, her prologue, if standing alone, can be noted as one of the great calls for female independence in historical literature. But upon viewing her works as a whole, her section of the General Prologue, her prologue and her tale, it is well noted that she strikingly contradicts her own call for equality with her story of the knight and the hag. She builds her case so strongly and defiantly in her prologue, yet subsequently demolishes her argument in her following tale. By allowing the hag to compromise her position, rewarding the knight for his chauvinist deeds and co untering her own stance with several questionable details, the Wife of Bath contradicts her position for sexual equality and retards the momentum she had built in her preceding works. After the hag has put the knight in a position where she could take advantage and follow the Wife of Bath’s principles, she not only passes up on the chance to treach the knight a lesson, but actually entreats his disturbing persona. To procure their first encounter the hag (and this can be rightly assumed by her mysterious and later magical nature) attracts the knight the only way he could be lured. She supernaturally displays twenty-four dancing women to which, â€Å"he drew ful yerne. (999)† This quick advancement upon the women by the knight can be derived as the hag controlling him by taking advantage of his carnal desires, already displayed by his Neanderthalic raping of the maiden in th... Free Essays on The Wife Of Bath Tale Free Essays on The Wife Of Bath Tale The Wife of Bath’s Reflexive Contradiction for Sexual Equality in the Canterbury Tales The Wife of Bath has been described and depicted as an independent proto-feminist who long ago led the charge for sexual equality. Chaucer’s visionary protagonist was a refreshing and modern look at women’s rights in the fifteenth century. She spends much of her prologue breaking down stereotypical barriers that have confined women of her time to passive and subservient roles in her society. As a result, her prologue, if standing alone, can be noted as one of the great calls for female independence in historical literature. But upon viewing her works as a whole, her section of the General Prologue, her prologue and her tale, it is well noted that she strikingly contradicts her own call for equality with her story of the knight and the hag. She builds her case so strongly and defiantly in her prologue, yet subsequently demolishes her argument in her following tale. By allowing the hag to compromise her position, rewarding the knight for his chauvinist deeds and co untering her own stance with several questionable details, the Wife of Bath contradicts her position for sexual equality and retards the momentum she had built in her preceding works. After the hag has put the knight in a position where she could take advantage and follow the Wife of Bath’s principles, she not only passes up on the chance to treach the knight a lesson, but actually entreats his disturbing persona. To procure their first encounter the hag (and this can be rightly assumed by her mysterious and later magical nature) attracts the knight the only way he could be lured. She supernaturally displays twenty-four dancing women to which, â€Å"he drew ful yerne. (999)† This quick advancement upon the women by the knight can be derived as the hag controlling him by taking advantage of his carnal desires, already displayed by his Neanderthalic raping of the maiden in th...

How to Become a Nuclear Medicine Technologist

How to Become a Nuclear Medicine Technologist When you hear the word â€Å"nuclear,† it might conjure up images of power plants and/or Homer Simpson hard at work. But did you also know that nuclear medicine is a cutting-edge Allied Health specialty that uses trace amounts of radioactive material to diagnose and treat patients?The Day-to-DayNuclear medicine technologists are highly skilled professionals who prepare radioactive drugs for patients, then use imaging equipment like computerized tomography (CT) scanners and magnetic resonance imaging (MRI) scanners to see how those radioactive elements respond in the patient’s organs and tissues, and diagnose diseases like cancer. The radioactive drugs, known as radionuclides, are administered safely, and the technologist is responsible for walking patients through every step of the process. Technologists also help explain test results to patients, and work with doctors to analyze the images and determine an official diagnosis.Nuclear medicine technologists typically wor k in hospitals, clinics, diagnostic laboratories, or physicians’ offices. The work week is a standard 40-hour one, although technologists (especially ones who work in hospitals) may be on call during off-hours.For more on nuclear medicine and what it’s like to be a technologist, check out these videos:Nuclear Medicine TWhat is Nuclear Medicine? An Illustrated IntroductionBecoming a Nuclear Medicine TechnologistThe RequirementsNuclear medicine technologists typically have an associate’s or bachelor’s degree, particularly from an accredited nuclear medicine program. And in fact, the American Registry of Radiologic Technologists only recognizes programs at an associate level or higher, as of 2015. About half of U.S. states require additional licensing for nuclear medical technologists, so be sure to check your own state’s regulations.The SkillsThe respiratory therapy field calls for a number of special skills and knowledge bases, including:Attention t o detailMath and science (particularly chemistry, physics, and biology)Critical thinkingPatient evaluationAnatomy and physiologyDisease managementMedical technologyThe PayPer the U.S. Bureau of Labor Statistics (BLS), the median salary for nuclear medicine technologists is $72,100, or $34.66 per hour. In addition, the field offers a lot of fulfillment for its members. According to a survey conducted by PayScale, the average nuclear medicine technologist gives extremely high marks for job satisfaction.The OutlookThis is a highly specialized field, and doesn’t necessary experience the same growth as some Allied Health careers, but the BLS predicts that the nuclear medicine technologist field will expand by at least 2% in the coming years.Interested? APPLY HERE

The Age of the Sage Kings Essay Example | Topics and Well Written Essays - 1000 words

The Age of the Sage Kings - Essay Example If one is to keenly observe, there were quite a number of things, which the Japanese civilization was able to adopt from the Chinese, like the writing system, which, according to tradition, was introduced through Korea, around 405 CE. It was said that Buddhism was also introduced to Japan through Korea around the sixth century. Historical accounts also showed that in both countries, the emperor held the highest position in the land. With a closer look, one will notice, however, the differences between the two civilizations; the Chinese being the more advanced of the two, as based on historical accounts, provided a pattern for Japan in shaping up its culture and its people's way of life. But though it was the case, the Japanese system of ruling those times greatly differed from that of the Chinese, since the Japanese emperor of the ancient days only played as a figure head, meaning he assumed the throne but he did not hold the power to rule, and some other high-ranking officials, in the person of court nobles, regents or even the retired seniors of the dynasty performed the task for him. The Chinese tradition has it that the predecessors of modern-day China were five mythical emperors who ruled the country in the ancient days. The first was known as Fu Xi who, according to tradition, reigned from 2852 - 2737 BC; then there was Shu, the emperor of the Northern Sea, Hu, the emperor of the Southern Sea, and Hun Dun (also known as Chaos), emperor of the Center. According to the legends, when Emperors Shu and Hu went to the land of Emperor Hun Dun, the ruler received them with great hospitality. And in return, as an expression of gratitude to their host, they put seven orifices in his body, one orifice a day for seven days, only to realize after their task was through that they had killed the emperor in the process. It was said that only after Hun Dun's death did the orderly universe came to existence. The last of the five emperors was Huang-Ti, or otherwise known as the Yellow Emperor. He was believed to have reigned from 2697 - 2597 BC, and was the one to have been suc ceeded by the first dynasty known as Xia, that was said to have reigned from 2205() - 1570(). But since there were no archeological proofs for the existence of the Xia Dynasty, it was considered as legendary like the five rulers who preceded it. The first Chinese dynasty that was archeologically proven to have existed during the ancient days was the Shang Dynasty (1570() - 1045() BC). Based on archeological discoveries and through depicting the Late Shang oracle-bone inscriptions, it was found out that the Shang was an aristocratic society that was ruled by a king who had control over military nobility. It was further discovered that he appointed territorial rulers to govern the different parts of his kingdom and required them to support him in all his military undertakings. Although there were no written accounts found relating to the final defeat of the Shang, later texts indicate that Zhou ruler King Wu defeated Shang ruler Di Xin over the Battle of Muye in the northern Henan Province around 1045 BC. Comparisons were made between the downfalls of the

Portugal Perspective Essay Example | Topics and Well Written Essays - 1250 words

Portugal Perspective - Essay Example As a result of this kind of enlargement, democracy has been improved and Europe has become more secure. Portugal agrees with European Union enlargement, which has allowed other member countries like Iceland and Turkey to join. Kaiser & Elver (2006) add that when the Union met in Copenhagen, it invited 10 member countries to join the European Union. Portugal thinks that the Union was not only increasing its population and geographical size, but putting an end to the split in the continent which had separated the free world from the communist bloc. Additionally, it emphasizes that the EU enlargement has moral and political dimensions. This process enabled countries like Turkey, Hungary, Iceland, and Poland, which are European countries not only geographically but in their aspirations, culture and history, to join the European Union. As a result, the countries are now partners of EU project. Turkey is NATO member having a long-standing association with the European Union. It has been ap plying for membership since 1987, but its history, political situation and geographical location made the Union hesitate for a longtime before accepting the application. It was until recently that it negotiated with Turkey and at the same time entered into an agreement with another country. Morelli (2011) emphasizes that there are legal requirements that exists for any European country to become a member. The European integration means to make the candidate’s economic and political process open to other European countries, as well as readiness to sign their treaties. Normally, for countries to qualify as members of the Union, they must have a stable institution that guarantees rule of law, democracy, respect for minorities and human rights. Additionally, European enlargement will have a functioning capacity and economy with market forces and competitive pressure in the Union, as well as the ability to take on membership obligation and aims of the Union. The countries undergoi ng negotiations normally receive European Aid, which makes it easier for those countries to catch up with others economically. Sajdik & Schwarzinger (2008) contend that the enlargement of the Union cost a package of 4 billion for funding newcomer’s projects in order to help them fulfill their obligations. Portuguese, therefore, think that when European Union expands its territories, the member states will ensure that the Union is enlarged and as a result it will work democratically and efficiently. This process makes it clear that Europeans have a number of concerns on its identity, as well as the entire EU. Therefore, there are no possible answers as for Turkey, Iceland and other countries’ disputable entry into EU. This is because each country views its economic and geopolitical interests differently. Their entry also raises status question of such countries like Armenia and Georgia. They have fulfilled the European request, but still they are not members of EU since their public opinion is against joining (Claude, 2004). Advantages of the enlargement for Portugal and European economy As for Portugal experience and perspectives, some advantages of the enlargement for Portugal economy and European economy that appear to be relevant are the following: to start with, the economy of Portugal benefited when it joined EU; as a result, it has promoted structural changes and macroeconomic stability in the country. It is also a

Dressed to Kill Stereotypes Essay Example for Free

Dressed to Kill Stereotypes Essay Dressed to Kill Stereotypes: Eddie Izzard’s Role as Parasocial Contact Icon You never get a second chance to make a first impression; a concept crucial to the importance of the Parasocial Contact Hypothesis. Eddie Izzard as a representative of a male transvestite minority group, plays a critical role in diminishing minority stereotypes in his HBO comedy special Dressed to Kill. Eddie Izzard does this in 3 important ways: by identifying with the majority (his audience) on a familiar and common level, by embracing minority characteristics in order to humanize differences, and by approaching the subject (mostly non-verbally) in a lighthearted and non-threatening manner. The Parasocial Contact Hypothesis is the suggestion that parasocial interactions through media can act in a similar way to Intergroup Contact Theory when correlated to minority prejudice. In studies on intergroup contact, it has been shown that direct exposure to a minority group changes the opinion and lessens the prejudice by that participant. Schiappa, Greg and Hewes wrote, â€Å"a person’s beliefs can be modified by that person coming into contact with a category member and subsequently modifying or elaborating the beliefs about the category as a whole† (93). In their parasocial contact hypothesis studies Schiappa, Greg and Hewes concluded, Cumulatively, the studies reported here provide support for the PCH for two minority groups and across three television genres. The PCH has significant theoretical and social implications. For decades, mass communication researchers have insisted that mass media and television, in particular, can influence viewers’ beliefs about the world. Research on parasocial contact and the relationships that such contact produces is significant because it suggests that one form of learning is about individuals and categories of people (111). This finding is most important because it means that individuals representing minority groups in media now become more than an individual, but an icon for the minority and as such they carry on a new importance and responsibility. In Dressed to Kill, Eddie Izzards approach to his special gains greater value because he now represents a larger group and his communication choices take on new significance. Eddie Izzard first identifies with the majority on a common level, but opening the show on the streets of San Francisco while not in drag. His audience is from or at least in San Francisco and through his opening video and dialogue he connects to the crowd on a level outside of gender issues as a fellow San Franciscan or at least lover there of. His second technique is to embrace minority characteristics all the while humanizing them. He does this by coming out on stage in drag and performing the whole special in ‘costume’. He defines transvestites and even categorizes them by type at points throughout the special to bring the audience back and to demonstrate similarities with which they can identify. His third technique is to approach the subject in a lighthearted and non-threatening manner; this is achieved simply by using a comedic format style. People laugh when they are uncomfortable and laugh when they are comfortable. Those that are uncomfortable are given the freedom to express themselves without standing out because everyone else is laughing. Those unfamiliar with transvestites now presented with a closer view of the minority in a comedic way, walk away with a positive feeling of the minority representative which influences their opinion and reduces prejudice. The studies and conclusions on Parasocial Contact Hypothesis research are significant because it means the media can be used to reinforce positive images of minority groups to reduce prejudice. However the opposite is likely also true, so it is important that media be used for productive and not destructive purposes in this regard. Works Cited Schiappa, Edward Gregg, Peter Hewes, Dean. The Parasocial Contact Hypothesis. Communication Monographs Mar. 2005: 92-115. Jordan, Lawrence dir. Izzard, Eddie wri. Dressed to Kill. 1999. HBO, 1999.

The Metamorphosis :: Example Personal Narratives

The Metamorphosis    When I look back over the past few years, I realize how much I've grown and changed.   I arrived at Harvard Boarding School without any idea of what to expect. I entered my second year of high school as an innocent thirteen year-old feeling about a thousand miles from home. My interests at the time were cars, planes, major league basketball, movies and tennis. Midway through my senior year at Harvard Boarding School, my interests have changed dramatically.    If there is one common occurrence that takes place for every single person in the diverse student body at Harvard Boarding School, it is that we all grow up much faster for having lived there. I do not know whether this speeding up of the maturing process is generally good or bad, but I definitely have benefited.    The classroom has become a whole different realm for me. Before, the teachers and students alike preached the importance of learning, but it was implicitly obvious that the most important concern was grades. At [school' s name] teachers genuinely believe that learning is the most importance objective and deeply encourage us to collaborate with each other and make use of all resources that we may find. In fact, in a certain class this year, my teacher assigned us to prepare every day of the week to discuss a certain book; there were only two requirements in this preparation- we had to maximize our sources, gleaning from everything and everyone in the school, but we were not allowed to actually look at the book. As a result, I know more about that book than any other that I have actually read. It is teaching methods such as this that ensure that we will learn more. Indeed, this matter of " thinking" has been one of the most important aspects of my experience. Whether in Physics or Engl ish, I' m required to approach every problem and idea independently and creatively rather than just regurgitate the teacher' s words. In discussion with fellow students both inside and outside of class, the complex thoughts flowing through everyone' s brain is evident.    However, I believe that the most important concepts that I have espoused in being independent of my parents for half of each year, deal with being a cosmopolitan person. The school' s faculty and students are conscious about keeping all of the kids' attention from being based on the school.

Psychology and Multitasking Talent

Issue Analysis Written Response : Multitasking Findings In the current society, many individuals of different gender intends on doing multitasking by finishing the task instantly. Both multitasking and divided attention have comparable implication. Some researcher’s able to proof that between the both genders, there are no significant differences in their multitasking. However, women are naturally better at multitasking as they juggled more tasks than man. There are several reasons that women multitask better than man in manner of biological differences, frequency on juggling tasks and abilities on multitasking.Firstly, woman leads towards a greater biological difference than man. Women’s have large part of â€Å"Corpus callosum† in the brain which stimulates two conversation simultaneously (Halpern, 2000). Next, majority of man would rather focus using single hint while woman mingled multiple ideas from the atmosphere (Williams & Meck, 1990). In fact, the operat ional IQ in man decrease significantly compared to woman while performing demanding tasks (Wilson & Packard, 2005). Secondly, women are capable in juggling large amount of task frequently.Women usually carry on the lion’s share of house chores and babysitting while holding down their own career job (ABCScience, 2011). Then, as their own family turn on the heat towards them to juggle great amount of task and so they become naturally better at multitasking (Spence, 2012). Furthermore, woman accomplish for the most severe classes of multitasking in the domestic labor such as scutwork and babysitting (Liana, 2007). Finally, woman surpasses man due to superiority in multitasking abilities.Most specifically, women tend to achieve task at considerably higher stage than man as they demonstrate their natural talent for multitasking (Bratley, n. d). Next, women might inherent the ability to be more dynamic and accurate by doing task fruitfully when compared to man (Criss, 2006). In add ition, women are capable in casting for just a brief time of period while they are juggling with other tasks (Richard, 2010). In conclusion, woman has a greater advantage at multitasking as in biological differences, frequency on juggling tasks and multitasking abilities than man. With their atural abilities, it allows them to be evenly productive and easily accomplish task simultaneously. Without a doubt, women may have possessed by these advantages to enhanced ability to multitask. Therefore, women are better at multitasking than men as women are naturally talented at it. Processes Based on the expedition done for this report, several sources were obtained substantially from the internet and online databases. Majority of the sources were suitable as the topic has been selected. The information gathered was composed of two journals, six articles and three books as the sources discuss about multitasking between two genders.In fact, the reliability and credibility are reasonable for all sources obtained that shows appropriate evidence to support my argument. All the sources are considered credible and accurate as the sources are being updated and the author’s are well experienced in the particular field. Therefore, it is safe to assume that the sources are trusted and precise according to the credibility. However, some sources are questionable because it didn’t relate with the argument such as written by several authors about discoveries from movies and games, negative effects and gender differences between children on multitasking.Reference List 1. Marybeth, J. , Mattingly, Sayer, Liana, C. , 2006. â€Å"Under Pressure: Gender Differences in the Relationship between Free Time and Feeling Rushed†. Journal of Marriage and Family, 68, 205-221. 2. Lippa, R. , 1998. Gender-related differences and the structure of vocational interests: The importance of the people-things dimension. Journal of Personality and Social Psychology, 74(4), 996-1009. 3 . Lieberman, M. D. , & Rosenthal, R. ,2001. Why introverts can’t always tell who likes them: Multitasking and nonverbal decoding.Journal of Personality and Social Psychology, 80, 294–310. 4. Offer, S. & Schneider, B. , 2011. â€Å"Revisiting the Gender Gap in Time-Use Patterns: Multitasking and Well-Being among Mothers and Fathers in Dual-Earner Families†Ã‚  American Sociological Review  76. 6[Online]. 809 -833. Available at http://www. asanet. org/images/journals/docs/pdf/asr/Dec11ASRFeature. pdf [Accessed 03 March 2013] 5. Stumpf, H. , 1993. Performance factors and gender related differences in spatial ability: Another assessment. Memory and Cognition, 21, 828-836. 6. Voyuer, D. , Voyer, S. amp; Bryden, M. P. , 1995. Magnitude of sex differences in spatial abilities: A meta-analysis and consideration of critical variables. Psychological Bulletin. 117, 250-270. 7. Liana, C. S. , 2007, Gender Differences in the Relationship between Long Employee Hours and Mult itasking. 17, 403-435. 8. Hyde, J. S. & Lynn, M. C. , 1988. Gender differences in verbal ability: A meta-analysis. Psychological Bulletin 104, 53-69. 9. Ruble, D. , Martin, C. L. , & Berenbaum, S. A. , 2006. Gender Development. In W. Damon and R. M. Lerner (Eds. ), Handbook of Child Psychology. , 858-932. 10. [email  protected] School of Business , 2011. Gender Differences: Finding the Measure for Multitasking Talent. Human Resources, [Online]. Available at: http://knowledge. asb. unsw. edu. au/article. cfm? articleid=1382   [Accessed 01 March 2013] 11. Spence, S. T. , 2012. The Straight Dope: Are woman better at multitasking than men? [Online]. Available at http://www. straightdope. com/columns/read/3078/are-women-better-at-multitasking-than-men [Assessed on 02 March 2013] 12. CRISS, B. R. , 2006. Gender Differences in Multitasking.National Undergraduate Research Clearinghouse [Online], 9. Available at http://www. webclearinghouse. net/volume/9/CRISS-GenderDiff. php. [Accessed 03 March 2013] 13. Bratley, M. , n. d. HealthGuidanc : HealthGuidance for better health. Multi-tasking: Differences Between Man and Woman. [Online]. Available at http://www. healthguidance. org/entry/13973/1/Multi-Tasking–Differences-Between-Men-and-Women. html [Accessed 01 March 2013] 14. Richard, G. , 17 July 2010. â€Å"Scientists prove that women are better at multitasking than men†Ã‚  Telegraph  [Online].Available at http://www. telegraph. co. uk/science/science-news/7896385/Scientists-prove-that-women-are-better-at-multitasking-than-men. html [Accessed 03 March 2013] 15. ABCScience, 2011. Are woman better multi-taskers than man? : Are women better at multi-tasking than men? And does being a parent improve your ability to do more than two things at once? [Online]. Available at http://www. abc. net. au/science/articles/2011/08/11/3291311. htm [Accessed 03 March 2013] 16. James, Thomas, W. , & Kimura. D. , 1997. â€Å"Sex

How does Mackay express his feelings for the two cultures he belongs to?

Claude Mckay was brought up in Jamaica and moved in the to New York in the 1930s. This was during America's post-economical depression, which meant getting enough money or getting enough money was a very big struggle. It was even a bigger struggle for him to get a good job as an immigrant worker, so he had to settle for menial jobs. Although there was not formal and legal ‘segregation' between black and white as there was in the South, there were areas for only blacks or only whites and prejudice was rife. Mckay became a political and social activist for human rights. In his poems, he evokes a strong sense of his homeland in order to assert the power of its beauty, to seek comfort in the emotional and spiritual warmth he remembers about the place. I SHALL RETURN The title ‘I shall return' suggests a sense of homesickness and emphasises his determination to go back. The title is a definite statement which may suggest a sense of disappointment or frustration which is reminding him of how beautiful his homeland is. It can also be seen as a promise, as if he was promising himself a reward in order to carry on with life struggle with a purpose. He repeats the same statement, almost as if he was trying to memorize it: â€Å"I shall return to loiter. I shall return to fiddle†¦Ã¢â‚¬  This helps to add a certain flow as the reader reads through the poem. It also makes the statement ‘I shall return' become more alive and more promising to come to pass. It could be seen as him making himself a purpose for carrying on with life. He uses colour to describe the images in his homeland: â€Å"†¦like brown blade†¦Ã¢â‚¬ , â€Å"†¦the forest fires burn wafting their blue-black smoke to sapphire skies†¦Ã¢â‚¬  This allows the images to be physical and easier to picture. He probably used this technique to make the idea of his returning more realistic for him to be able to picture himself there. He stresses on how much he misses his homeland, even its disadvantages by beautifying them: â€Å"†¦at golden noon the forest fires burn wafting†¦Ã¢â‚¬  He uses this to show that his homeland's bad views can be looked upon as exhibitions. This help to promote the idea of his returning even besides the negative aspects. He uses metaphors to describe his feelings for the New York: â€Å"†¦to ease my mind off long, long years of pain†¦Ã¢â‚¬  This technique portrays his feelings for New York in a way the reader can relate to. The structure of the text has a tremendous significance as it echoes the pattern of thoughts and feelings of the writer. It heads the reader to understand the message. The poem is written in a sonnet, which is important as a sonnet consists of two stanzas; an octave and a Sestet. The octave involves talking about the problems being faced, whilst the Sestet is about finding a solution to the problem: â€Å"I shall return again†¦Ã¢â‚¬  So in ‘I shall return' he uses the idea of returning to his homeland as a solution to his problem. THE TROPICS OF NEW YORK The title ‘The tropics of New York' suggests McKay evolving New York and turning it into his homeland. It could be said that he was missing home so much that he was starting to see visions of his homeland in New York. The title can also suggest Mckay getting used to the Yankees style of life and him finding positive aspects of their culture. He uses repetition and makes the rhythm comparable to that of an excited child at Christmas: â€Å"Bananas ripe and green and ginger-roots†¦and pears†¦Ã¢â‚¬  He uses this technique to illustrate the joy he had when he saw these fruits and vegetables. The excitement of the tone is only because the fruit reminds him of his homeland which just goes to show of how much he misses the place. In The Tropics of New York, he uses religious vocabulary to describe the landscape of his homeland: â€Å"†¦mystical blue skies. In benediction over nun-like hill†¦Ã¢â‚¬  He gives the landscape a significance, which suggests that he adores it. It also adds a sense of silence and peace to the landscape. He uses alliteration to describe his memories of his memories: â€Å"†¦of fruit trees laden by low †¦Ã¢â‚¬ , â€Å"†¦and dewy dawn†¦Ã¢â‚¬  This helps slow the pace down to help him emphasis the beauty of his homeland. It also adds a gentle sound and some resonance, which helps to produce a visual image of calm beauty. As these were memories, the qualities could not have been present in New York. He evolves senses in order to separate the three stanzas. In the first stanza, he uses the sense of taste and tells of the food he saw. He uses sight in the second stanza to describe what he was seeing and the sense of feeling in the third in order to show his emotions. This allows the reader to picture New York from different points of view. It also helps to convey his emotions in a way that the reader could relate to. He uses archaic syntax in the beginning of the third stanza to describe his emotions after seeing these fruits: â€Å"†¦I could no more gaze†¦Ã¢â‚¬  This helps to lead the calmness of the stanza. The calmness of the stanza can help evaluate how emotionally touched he was to see these fruits as he probably last saw them a long time ago. He uses a metaphor to describe how he misses his old homeland: â€Å"†¦hungry for the old familiar ways†¦Ã¢â‚¬  The metaphor signals a change from physical longing to emotional and spiritual longing. It shows of how desperate he is to go back to his country. Mckay uses a regular rhythm scheme (a/b/a/b). This helps to contain the emotion. The structure of the poem mirrors the process of seeing the fruit and wanting to eat it, whilst visualising the country it comes from to the spiritual way of life in that place. In conclusion, I found out that Mckay uses both poems to illustrate his feelings towards both places uses techniques such as alliteration, narrative voice, metaphors, vocabulary, structure of the poems etc. His overall feeling is that he misses home and has a great desire to return. He feels living in New York is very painful and he does not seem to want to get use to the its lifestyle: â€Å"†¦hungry for the old familiar ways†¦Ã¢â‚¬ 

The Dragon essays

The Dragon essays In Raffels translation of Beowulf the dragon protects the men from what can deceive them, but takes away the one thing they have been deceived by. The Dragon plays a very important role in the epic. He is not like other dragons from the medieval time and protects a virgin up in a tower. What was the motive for a dragon supposedly protecting a virgin from getting rescued? The dragon that is depicted in this novel does not protect a virgin, but he protects a whole hoard of gold. In the end of this epic a slave steals a cup, and the dragon takes revenge on the Geat land. Beowulf, although young, still has the obligation to protect his people from the Dragon. Beowulf fights the dragon and is slain, some may view the dragon as destroyer, others as a protector. In reality, which one does the dragon truly seem to be? The dragon is a destroyer but a protector as well. In Beowulfs time gold is a very valuable commodity to have. Gold was used for money, trading, and to just show signs of pure wealth. The dragon protected this gold not only to have use for himself, but also to protect men from their own greedy souls. The dragon does not consciously protect this gold, but in doing so he protects not only the power of the king, but the certain civil unrest of the community in which the gold could have been found. A slave comes to the dragons lair and steals a cup from the dragon to take back to his master to be excepted back to the community for his wrongdoing. Upon, the dragon noticing this he suddenly becomes enraged that someone dares to steal from the lair of the dragon. And evening came and wild with anger; It could fly burning across the land, killing and destroying everything with its breath. The sun was gone, and its heart was glad: glowing with rage; It left the tower, impatient to repay his enemies. From this passage in the book a reader can see that the dragon is no longer a protec ...

Cortar Conjugation in Spanish, Translation, and Examples

Cortar Conjugation in Spanish, Translation, and Examples The Spanish verb  cortar  means to cut or to cut off. It  is a regular  -ar  verb, so to conjugate cortar use the same pattern as other -ar  verbs, like  ayudar  and cenar.  The tables below include  cortar conjugations in the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms like the past and present participles. Using the Verb Cortar In Spanish, cortar  can be used like the verbs to cut or to cut off in English. For example,  Voy a cortar el papel  (I am going to cut the paper), or  Tengo que cortar un pedazo de carne  (I have to cut off a piece of meat). A more informal use of  cortar  is to talk about breaking up a relationship. For example,  Pedro y Ana cortaron la semana pasada  (Pedro and Ana broke up last week). In addition,  cortar  can be used when referring to ending a conversation, especially on the phone. For example,  Yo cortà © la llamada porque llevbamos mucho tiempo hablando  (I ended the call because we had been talking for a long time). Other verbs that have meanings similar to cortar are partir (tu cut, break apart, or divide) and picar (to chop). Cortar Present Indicative Yo corto I cut Yo corto un pedazo de papel con tijeras. T cortas You cut T cortas un trozo de queso para el almuerzo. Usted/l/ella corta You/he/she cuts Ella corta el cordn umbilical del beb. Nosotros cortamos We cut Nosotros cortamos el csped del jardn. Vosotros cortis You cut Vosotros cortis pelo en el saln de belleza. Ustedes/ellos/ellas cortan You/they cut Ellos cortan las flores para hacer un arreglo. Cortar Preterite  Indicative The preterite  tense can be translated as the simple past in English. It is used to talk about completed actions  in the past. Yo cort I cut Yo cort un pedazo de papel con tijeras. T cortaste You cut T cortaste un trozo de queso para el almuerzo. Usted/l/ella cort You/he/she cut Ella cort el cordn umbilical del beb. Nosotros cortamos We cut Nosotros cortamos el csped del jardn. Vosotros cortasteis You cut Vosotros cortasteis pelo en el saln de belleza. Ustedes/ellos/ellas cortaron You/they cut Ellos cortaron las flores para hacer un arreglo. Cortar Imperfect  Indicative The imperfect tense can be translated to English as was cutting or used to cut. It is used to talk about ongoing or habitual actions in the past.   Yo cortaba I used to cut Yo cortaba un pedazo de papel con tijeras. T cortabas You used to cut T cortabas un trozo de queso para el almuerzo. Usted/l/ella cortaba You/he/she used to cut Ella cortaba el cordn umbilical del beb. Nosotros cortbamos We used to cut Nosotros cortbamos el csped del jardn. Vosotros cortabais You used to cut Vosotros cortabais pelo en el saln de belleza. Ustedes/ellos/ellas cortaban You/they used to cut Ellos cortaban las flores para hacer un arreglo. Cortar Future  Indicative Yo cortar I will cut Yo cortar un pedazo de papel con tijeras. T cortars You will cut T cortars un trozo de queso para el almuerzo. Usted/l/ella cortar You/he/she will cut Ella cortar el cordn umbilical del beb. Nosotros cortaremos We will cut Nosotros cortaremos el csped del jardn. Vosotros cortaris You will cut Vosotros cortaris pelo en el saln de belleza. Ustedes/ellos/ellas cortarn You/they will cut Ellos cortarn las flores para hacer un arreglo. Cortar Periphrastic Future  Indicative The periphrastic future is formed by three components: the present tense conjugation of the  verb  ir  (to go), the preposition  a  and the infinitive of the verb.   Yo voy a cortar I am going to cut Yo voy a cortar un pedazo de papel con tijeras. T vas a cortar You are going to cut T vas a cortar un trozo de queso para el almuerzo. Usted/l/ella va a cortar You/he/she is going to cut Ella va a cortar el cordn umbilical del beb. Nosotros vamos a cortar We are going to cut Nosotros vamos a cortar el csped del jardn. Vosotros vais a cortar You are going to cut Vosotros vais a cortar pelo en el saln de belleza. Ustedes/ellos/ellas van a cortar You/they are going to cut Ellos van a cortar las flores para hacer un arreglo. Cortar  Present Progressive/Gerund Form The present participle (gerundio  in Spanish) is used to form progressive forms such as the present progressive. To conjugate progressive tenses  you need an auxiliary verb, which in this case is the verb  estar. Present Progressive of Cortar   est cortando  Is cutting Ella est cortando el cordà ³n umbilical del bebà ©. Cortar Past Participle The past participle can be used as an adjective, or to form compound tenses such as the present perfect. Compound tenses include the verb  haber  as an auxiliary verb. Present Perfect of Cortar ha cortado  Has cut Ella ha cortado el cordà ³n umbilical del bebà ©. Cortar Conditional  Indicative The conditional tense is used to talk about possibilities or hypothetical situations, and is translated to English as would verb.   Yo cortara I would cut Yo cortara un pedazo de papel con tijeras si fuera necesario. T cortaras You would cut T cortaras un trozo de queso para el almuerzo, pero ya se acab. Usted/l/ella cortara You/he/she would cut Ella cortara el cordn umbilical del beb si el doctor se lo permitiera. Nosotros cortaramos We would cut Nosotros cortaramos el csped del jardn, pero no tenemos cortadora. Vosotros cortarais You would cut Vosotros cortarais pelo en el saln de belleza si hubiera espacio. Ustedes/ellos/ellas cortaran You/they would cut Ellos cortaran las flores para hacer un arreglo, pero es prohibido. Cortar Present Subjunctive Que yo corte That I cut La maestra pide que yo corte un pedazo de papel con tijeras. Que t cortes That you cut La nia quiere que t cortes un trozo de queso para el almuerzo. Que usted/l/ella corte That you/he/she cut El mdico permite que ella corte el cordn umbilical del beb. Que nosotros cortemos That we cut Mam quiere que nosotros cortemos el csped del jardn. Que vosotros cortis That you cut La estilista recomienda que vosotros cortis pelo en el saln de belleza. Que ustedes/ellos/ellas corten That you/they cut La florista quiere que ellos corten las flores para hacer un arreglo. Cortar Imperfect  Subjunctive There are two options for conjugating the imperfect subjunctive (which is also called the past subjunctive). Both options are correct. Option 1 Que yo cortara That I cut La maestra peda que yo cortara un pedazo de papel con tijeras. Que t cortaras That you cut La nia quera que t cortaras un trozo de queso para el almuerzo. Que usted/l/ella cortara That you/he/she cut El mdico permita que ella cortara el cordn umbilical del beb. Que nosotros cortramos That we cut Mam quera que nosotros cortramos el csped del jardn. Que vosotros cortarais That you cut La estilista recomendaba que vosotros cortarais pelo en el saln de belleza. Que ustedes/ellos/ellas cortaran That you/they cut La florista quera que ellos cortaran las flores para hacer un arreglo. Option 2 Que yo cortase That I cut La maestra peda que yo cortase un pedazo de papel con tijeras. Que t cortases That you cut La nia quera que t cortases un trozo de queso para el almuerzo. Que usted/l/ella cortase That you/he/she cut El mdico permita que ella cortase el cordn umbilical del beb. Que nosotros cortsemos That we cut Mam quera que nosotros cortsemos el csped del jardn. Que vosotros cortaseis That you cut La estilista recomendaba que vosotros cortaseis pelo en el saln de belleza. Que ustedes/ellos/ellas cortasen That you/they cut La florista quera que ellos cortasen las flores para hacer un arreglo. Cortar Imperative   The imperative mood is used to give direct orders or commands. The tables below show the positive and negative commands. Positive Commands T corta Cut! Corta un trozo de queso para el almuerzo! Usted corte Cut! Corte el cordn umbilical del beb! Nosotros cortemos Lets cut! Cortemos el csped del jardn! Vosotros cortad Cut! Cortad pelo en el saln de belleza! Ustedes corten Cut! Corten las flores para hacer un arreglo! Negative Commands T no cortes Dont cut! No cortes un trozo de queso para el almuerzo! Usted no corte Dont cut! No corte el cordn umbilical del beb! Nosotros no cortemos Lets not cut! No cortemos el csped del jardn! Vosotros no cortis Dont cut! No cortis pelo en el saln de belleza! Ustedes no corten Dont cut! No corten las flores para hacer un arreglo!

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