Multiple Thoughts in One Sentence

Various Thoughts in One Sentence Various Thoughts in One Sentence Various Thoughts in One Sentence By Michael The standard of putting a period toward the finish of each idea would be less complex, then again, actually in English, were permitted to remember more than one idea for a similar sentence. These considerations are communicated in statements, and provisions can be autonomous or subordinate. For instance, that last sentence has two autonomous statements, isolated by a comma and the word and. With free statements, the two musings dont must be remembered for a similar sentence. In the past passage, I could have stated, These considerations are communicated in provisions. They can be either free or ward. Do you perceive how free they truly are? They bode well in any event, when theyre isolated. Putting a period between two free provisions for the most part doesnt make them any harder to comprehend. The beat or stream of the composing is somewhat choppier, however that is it. More often than not, long sentences are abused and short sentences are underused. Focus on your composition. Is it accurate to say that you are sticking various contemplations in a single sentence? Is it accurate to say that you are doing that again and again? Maybe you should utilize the period all the more regularly! Need to improve your English shortly a day? Get a membership and begin accepting our composing tips and activities day by day! Continue learning! Peruse the Punctuation classification, check our famous posts, or pick a related post below:How Many Tenses in English?A While versus Awhile10 Tips About How to Write a Caption

Coming of Age in to Kill a Mockingbird Essay

Uncovered Eyes In Maycomb County, Alabama during the Great Depression, Atticus Finch, an attorney in Harper Lee’s To Kill A Mockingbird, discloses to Scout Finch, his girl, that â€Å"you never truly comprehend an individual until you consider things from his perspective †until you move into his skin and stroll around in it† (39). From the start, Scout doesn't comprehend the significance of his words, however as she develops through the novel, her eyes are revealed, and she comprehends what Atticus is attempting to advise her. After some time, Jem, as well, begins to see the significance and profundity of the announcement. Over the span of the book, Jem and Scout both discover that one must know and regard individuals for who they are as people, not for what they give off an impression of being. Mr. Dolphus Raymond is a character who is known by the residents of Maycomb County for what he has all the earmarks of being, yet Scout perceives that he isn't what he is by all accounts. Mr. Raymond is a rich white man who has blended kids, a dark spouse, and his organization is generally comprised of Negros. As a concealment for his strange conduct, he professes to be tanked constantly. Maycomb pronounces that â€Å"Dolphus Raymond’s in the grasp of whisky† (268). In truth, he is simply attempting to give Maycomb a purpose behind his strange activities with regards to his solid fellowships with Negros. He says that â€Å"it enables people in the event that they to can lock onto a reason† (268). Like Atticus, Mr. Raymond accepts that blacks ought to be regarded more and treated like individuals rather than creatures. He is a piece of â€Å"the bunch of individuals with enough quietude to think when they take a gander at a Negro† (316). Scout begins to get Mr. Raymond’s purposes behind â€Å"drinking† and his inclination for dark organization. She additionally starts to discover that throughout everyday life, there is prejudice and oppression for those that are not up to Maycomb’s guidelines. Tom Robinson is a youthful dark man who is victimized by Maycomb residents in light of his skin shading, yet Scout figures out how to think in an unexpected way. He is blamed for assaulting Mayella Ewell, a white nineteen-year-old woman. Because of his composition, he is indicted for the assault regardless of the evidence that his left hand is totally withered. Scout recalls that â€Å"a jury never takes a gander at a litigant it has indicted, and when this jury came in, not one of them took a gander at Tom Robinson† (282). Like most Negros in the South, Tom is oppressed by many white residents. He is really a pleasant, caring man, however that isn't what Maycomb accepts. Maycomb bunches him along with the various blacks. As indicated by numerous individuals of its residents, there is nothing but bad or awful operating at a profit gathering. They are simply Negros, yet Atticus negates Maycomb’s convictions by saying â€Å"that [not] all Negros lie, that [not] all Negros are fundamentally shameless creatures, that [not] every Negro man are not to be trusted around our women† (273). Throughout the preliminary, Scout and Jem see that what Atticus says is genuine on the grounds that Tom is an impeccably genuine case of a Negro that doesn't lie, is a good being, and can be trusted around ladies. In the time of around two years, Scout discovers that there isn't just racial bad form, yet additionally victimization hermits. Arthur (or all the more usually known â€Å"Boo†) Radley is someone else who is perceived the truth about, yet like Mr. Raymond, Scout finds he isn't what he is supposed to be. As indicated by Jem, he is â€Å"about six-and-a-half feet tall†he dine[s] on crude squirrels and any felines he [can] get, that’s why his hands [are] bloodstainedâ€if you [eat] a creature crude, you [can] never wash the blood off. There [is] a since a long time ago barbed scar that [runs] over his face; what teeth he ha[s] [are] yellow and spoiled; his eyes pop, and he drool[s] the majority of the time† (16). Most Maycomb residents, remembering Scout for the start, believe that Boo Radley is a maniac that no one needs to play with. As the story advances and Scout finds out about Mr. Dolphus Raymond and Tom Robinson, she begins to perceive any reason why Boo needs to be a loner. He needs to escape from the underhandedness and separation in Maycomb. Towards the peak of Boo’s story, Scout begins to consider Boo to be a genuine human, not similarly as talk from Miss Stephanie Crawford, the local reprimand. She considers him to be a living individual and thinks about him, dissimilar to most Maycomb occupants. At long last, Scout understands that â€Å"Atticus was correct. Once he said you never truly know a man until you remain from his perspective and stroll around in them. Simply remaining on the Radley patio was enough† (374). One night, she sleepily comments about the character in The Gray Ghost â€Å"Atticus, when they at last observed him, why he hadn’t done any of those things†¦Atticus, he was genuine nice†¦Ã¢â‚¬  (376). This is representative of Boo Radley in light of the fact that he is reputed for things he had never done, yet when Scout at long last meets Boo as an individual, she at last understands that every one of those allegations are untruths and one must regard others asâ individu als. Through the span of Harper Lee’s To Kill A Mockingbird, the fundamental characters Scout and Jem figure out how to regard and treat others for who they are as people. By meeting three different characters of the novel, they get familiar with this significant exercise. Mr. Raymond and Tom Robinson both show the youngsters that it is critical to regard and respect the way that Negros are, actually, people alongside white residents. Boo Radley instructs them to remain in another person’s shoes before framing an assessment about them. These two vital years in the novel show Scout and Jem the significance surprisingly on the planet. At long last, Scout is significantly more full grown and acknowledges â€Å"there is just a single sort of people. Folks† (304).

bloggers.addAll( newBloggers);

bloggers.addAll( newBloggers); This summer we (Matt, Kris, Chris, the ‘15s, and I), after a rigorous and emotional selection process, hired, from among 62 applicants (including Snively), four freshman bloggers and two seniors (not including Snively). In addition, we are welcoming a new guest blogger from GEL, the Gordon Engineering Leadership Program. Thank you to everyone who applied. Reading your applications was a huge joy to all of us, and the final decisions were not easy. If you applied and didn’t make it this year, I highly recommend trying again next summer. I got in as a sophomore, the second time I applied. Without further ado, our new bloggersâ€" Freshmen Joe B. ‘18  is from Falmouth, MA, an hour and a half from MIT, where there are faeries and sprites and an undiagnosed dark force. Right now he lives in East Campus. He is planning to major in course 6 or course 18, in part to find out what will happen to the Earth once the rabbit population collectively weighs more than the planet it lives on. Joe is also an extremely talented musician. I tried to listen to one of his songs and I ended up listening to his entire SoundCloud. Here is one of my favorites: Joe wants to show you something that might be cuter than the cutest thing. Joel G. ‘18’s mind palace is his living room floor. He plays by his own rules, which is fine, because there are many ways to skin a rabbit (and besides, his rules are pretty good). His hobbies include breeding carnivorous plants, genetically modified spiders, and dragons. This sentence is a lie. So is the sentence before it. Right now he lives in Burton-Conner and is thinking about majoring in course 6, maybe. Joel wants to show you this. Michelle G. ‘18  is from somewhere in New Jersey, where she may or may not have had a dark, traumatizing life experience involving rabbits. She is a YouTuber, a tumblerer, and a listener of angsty acoustic music. Right now she lives in Senior Haus and is thinking about majoring in course 6-3 and linguistics. Michelle wants to show you her favorite blog post on her second-favorite admissions-related blog. Yuliya K. ‘18  is from Donetsk, Ukraine, where she almost had a pet rabbit, and, more recently, Powell, Ohio. Right now she lives in East Campus, where she recently pulled her first ever all-nighter. Yuliya has an uncommon perspective in and enthusiasm for mathematics; appropriately, she is planning to major in course 18 (theoretical). Yuliya wants to show you something that might also be cuter than the cutest thing. Seniors Chel R. ‘15  lives in Simmons. Her major is a unique combination of the technical and the human: course 21E (CMS and course 6) and course 21W. She has written several novels, and is currently working on another one for her senior thesis. In a past life, she was my roommate at Random. Chel has previously appeared on the blogs to talk about stories in the age of the Internet. You might have met her in the Sherlock fandom, among others. Right now she is really into The X-Files. She wants to show you this video about science. And the rabbits? They were delicious. Danny B.-D. ‘15  grew up a few blocks away from the American Museum of Natural History. Today, he is East Campus historian. Danny is majoring in “8, with EECS classes sprinkled to taste.” He has also appeared on the blogs before: once as EC historian and once as the creator of CourseRoad, an invaluable tool for procrastination planning your future at MIT. Danny wants to show you the thought-provoking making of the machine that makes.  He didn’t tell us much about rabbits, but apparently the teddy bear was almost a possum. GEL Neerja A. ‘16  is majoring in course 6-1 and minoring in theatre. Her professional interests are in optics, electronics, signals, and international development. Through GEL she is hoping to develop the skills necessary to truly apply what she is learning at MIT and take technology to market. My experience with GEL is limited to a guest lecture in 6.UAT by Professor Joel Schindall, co-director of GEL. 6.UAT is course 6’s mandatory soft-skills class. I’m still growing (which has come into stark visibility in my first few weeks as a TA), but the things that I learned about punctuality, public speaking, negotiation, and presenting myself I learned largely from 6.UAT. Dr. Schindall’s guest lecture was specifically about being an effective employee: applying work in the right directions, interacting productively with superiors, and delivering on promises even when the delivery is ostensibly in someone else’s control. There were a few short modules in 6.UAT that ended up having a massive positive impact on the way that I think about the work that I do and the way that I interact with the people around me. One of them was the negotiation section and one of them was Dr. Schindall’s lecture. We had a short conversation after lecture about my non-punctuality (“Hi there! My name is Lydia. I am the least punctual person I know.”) and my work experiences. He was surprisingly appreciative of my honesty and my enthusiasm for growth, and his approval helped me believe in myself enough to improve. I didn’t end up applying to GEL but I am extremely glad to have experienced Dr. Schindall’s lecture. Below is a talk that Dr. Schindall gave at the MIT Club of Northern California. He covers some of the same ideas that he covered in 6.UAT: in particular, I think it’s worth your time to listen to his “A Tale of Two Employees,” which starts at 6:50. That’s all! I’m excited for our seven new bloggers to start blogging soon (immediately, to be specific). They’ll be able to tell you more about themselves and their stories, past and the unfolding future at MIT. Once again, thank you to everyone who applied, and please join me in welcoming our new bloggers!

The Chesapeake Region and The New England Region Colonies...

The Chesapeake region and New England colonies greatly differed in their development of their two distinct societies. The Chesapeake region was a loosely fitted society with little connection with each plantation while the New England colonies had tightly knitted communities with a sort of town pride. The difference in unity and the reason for this difference best explain the significant disparity between the dissimilar societies. The New England and Chesapeake region had evolved into two different societies because the world was changing and a lot of people didn’t like the change that was taking place so they left. For example, the Church of England was said to be corrupted. That is one of the main reasons for the separatists. They†¦show more content†¦The great lack of unity between the colonists in the Chesapeake region is evident the events that occur later in the Chesapeake regions history. Governor Berkeley asking for troops from England revealed the important point that unity was greatly lacking, as they could not fend off the united Dutch assaults with the lack of unity among the rich and the poor (Document G). The hunt for greed in the Chesapeake region led to a strong revolt from Bacon. The lack of doing anything for the safety of the citizens of the Chesapeake region by Governor Berkeley led to a strong revolt by Bacon (Document H). The New England residents were resourceful and unif ied as shown in Document E as they worked out their problems and therefore set a standard wage for all workers. The very seeds of the first settlers arriving in each area founded all these problems and solutions. With the different types of people being sent to each settlement, both had different objectives and outcomes. New England from the very beginning was determined to work together for two goals: to preach and to follow the ways of God. The had to become tightly knitted as one and do everything from mourn to dance with one another. The New England colonies or the Massachusetts Bay colony in this case acted as a â€Å"city upon a hill† where everyone else especially God was watching their every movement. If they did false against God then theyShow MoreRelatedEvaluate the Differences Between the New England Colonies and the Chesapeake Colonies.730 Words   |  3 PagesPeriod 6 September, 2010 DBQ #1 Although both the New England Colonies (Rhode Island, Massachusetts, Connecticut, and New Hampshire), and the Chesapeake Colonies (Virginia and Maryland) were both settled by people of English origin, by 1700 they were both very distinct for a multitude of reasons; Three of which being, their economics, African Slave population, and their life expectancies. The New England colonies vs. the Chesapeake colonies had many differences in there economical make-up, asRead MoreSocial, Economic and Political Differences Between the New England and Chesapeake Colonies709 Words   |  3 Pagesnations quickly colonized the New World years after Columbus’ so called discovery. England in particular sent out a number of groups to the east coast of the New World to two regions. These areas were the New England and the Chesapeake regions. Later in the late 1700s, these two regions would go though many conflicts to come together as one nation. Yet, way before that would occur; these two areas developed into two distinct societies. These differences affected the colonies socially, economically, andRead MoreDifferences in Development between the Chesapeake Regions and New England 1555 Words   |  7 Pagesthe Chesapeake Regions and New England The seventeenth and early eighteenth century, brought thousands of immigrants to America in pursuit of freedom and a new life. Some desired freedom from religious persecution, others wanted a chance to be free from the poverty that ensnared them in England Thus the American colonies were formed. Although the colonies were all united under British rule, they eventually separated into various regions including the Chesapeake region, the New England region, theRead MoreCompare And Contrast The Chesapeake And New England Colonies1071 Words   |  5 Pagesthe New World, the English also started to establish colonies and settle in the New World. To encourage the colonization of the New World, England offered charters to Joint-Stock Companies and individuals to set up colonies in the New World. Although the Chesapeake and New England settlers both migrated from England, the two regions of the New World developed into distinctly different societies due to different economic reasons, types o f people, and political organization. Both of the colonies hadRead MoreThe New England And Chesapeake Colonies1471 Words   |  6 Pagesthe formation of the thirteen colonies along the North American east coast. These colonies are generally divided into New England, Middle and South or the Chesapeake regions. Most of these colonies were settled by the British, yet they developed differently as the years went by. Some developed into more egalitarian colonies and some not. The greatest differences could be seen in the New England and Chesapeake regions. Even though the New England and Chesapeake regions were settled originally by TheRead MoreThe Regions of Colonial America Essay864 Words   |  4 PagesBy the 1700’s, New England, the Chesapeake region and the Southern Colonies developed into three distinct societies, despite coming from the same mother country, England. The regions of Colonial America each had a distinctive culture and economy entirely different from the other regions. Religion and religious toler ance was completely different in each region, running from being free to complete persecution. Ethnicity and racial composition ranged from almost complete British descent to a wide rangeRead MoreDbq Colonial New England and Chesapeake Regions891 Words   |  4 PagesDBQ: Colonial New England and Chesapeake Regions The Chesapeake and New England regions were settled by people of English descent, but by 1700, they had become two distinctly different societies. They had evolved so differently, mainly because of the way that the settlers followed their religion, their way of conducting politics and demographics in the colonies. Even though the settlers came from the same homeland: England, each group had its own reasons for coming to the New World and differentRead MoreThe New England And The Chesapeake Colonies Essay1476 Words   |  6 Pagesleading into the 17th century. England was very forceful in pushing out multiple groups of people to the eastern coast of what is now known as North America. At that time there were only two prominent regions in North America, they were known then as the New England and the Chesapeake colonies. These two colonies would eventually band together to stand as one nation, but that was toward the end of the 17th century. The beginning tells a completely different story, both colonies had very different beliefsRead MoreEssay on APUSH DBQ Chapter 3-4942 Words   |  4 PagesReformation in England led the Puritans to immigrate to America. Also, Old England was going through a hard economic time. Many were poor and unemployed, and this caused English men to seek a better life in the new world. The Spanish exploration, led by Christopher Columbus, led the way for other European countries to follow to the new world. The eastern coast of North America was colonized by English men of the same background and origin, but by the 1700s, the New England and Chesapeake regions have developedRead MoreDifferences Between New England And Chesapeake Colonies1276 Words   |  6 Pagesfindings of new created much curiosity in Europe to explore and conquer new lands in order to expand their empire. In the early 1600’s a surge of motivation to explore and settle new colonies came over England. The Result of this was the New England and Chesapeake coloni es, who were both settled by immigrants from England. Many people decided they needed to escape England due to religious persecution and poverty. Hundreds of families, men, women, and their children, came in search of a New World where

The subtlety of language acquisition has been the most...

The subtlety of language acquisition has been the most fundamental question in the study of linguistics and human development. From Bow-wow Theory to Yo-He-Ho Theory, the major theories on language origins and learnability emerged at mid-20th century and has been heavily debated ever since. Among them, the idea of universal grammar in which is usually credited to linguist Noam Chomsky, remains the most notable and controversial theory over time. He introduced and developed the t heory from 1950s to 1970s as he proposed and championed linguistic nativism in language acquisition. Chomsky supports that language mastery involves knowledge of linguistic rules and conventions, which he later named that as ‘cognizance’. He believes that†¦show more content†¦There are totally 5 stages in children language development. Preverbal stage refers to the crying of 0 – 6 months old infants. This is followed by the â€Å"one-word† holophrastic stage in 7-12 months children where they imitate vowels to communicate, i.e. â€Å"da da† for daddy. By adding gestures (e.g. pointing) and intonation into their words, they can convey directions, spacious relations of the objects near them, making it the third stage in language development. After 18 months, children enter the telegraphic stage where they can use 2-word phrases to indicate their needs, for instance, â€Å"Papa! Milk!† which they later enter the final stage: the multi-word stage. In this stage, they make remarkable breakthrough in language comprehension and speech. No matter what the first language that children are exposed to, the majority of them stick to such linguistic developmental mechanism. With the support of other generative linguists and data of 5000 to 6000 languages all over the world, Chomsky has proved that despite their very different grammars, all of the languages are rooted with similar syntactic principles and rules. This shows the universality of language acquisition. It is clear that there is some unique device in human brains that isolates language learning from cultural and intelligence, make human innate to language acquisition; the environment only shapes the outline of such neurobiological system to a specific language. What do children learn when they areShow MoreRelatedInnateness of Children’s Language Acquisition1371 Words   |  6 PagesThe subtlety of language acquisition has been the most fundamental question in the study of linguistics and human development. From Bow-wow Theory to Yo-He-Ho Theory, major theories on the origins and learnability of language have emerged in mid-20th century and heavily debated ever since. Among them, the idea of universal grammar in which is usually credited to linguist Noam Chomsky, remains the most notable and controversial theory over time. He introduced and developed the theory from 1950s toRead MoreTrouble in Paradise with Comments6022 Words   |  25 PagesHBR CASE STUDY Trouble Paradise by Katherine Xin and Vladimir Pucik F The Zhong-Llan Knitting Company joint venture in China is one of the regions shining success stories. So why is generai manager Mike Gravesthinking about pulling the plug on it? ROM Mike Gravess tall windows, which were draped in red veivet, the view of Shanghai was spectacular: the stately old Western-style buildings, the riot of modem skyscrapers, the familiar needle of the TV tower. But today Mike barely noticedRead MoreCurrent Issues and Trends in Assessment in Early Childhood Education6428 Words   |  26 Pageseducation (music, dance, literature, dramatics) in the total education of the child 10). Accountability of teachers to the consumer as well as to the school boards. Multiple Intelligences According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom.  Ã‚  If a childs intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning.  Ã‚  Teachers in traditional classrooms primarily teach toRead MoreRolls Royce Erp Implementation Essays9840 Words   |  40 Pageswith the tradeoff between incentives and insurance, even though clear-eyed observationslike Kerrs about the design and performance of real incentive contracts suggested that several other issues are at least as important. Fortunately, recent work has brought agency theory not only to Kerrsposition but beyond. In this paper I summarize four new strands in agency theory that help me think about incentives in real organizations. As a point of departure, I begin with a quick sketch of the classic agencyRead MoreThe Underlying Meaning and Theme in â€Å"Jonathan Livingston Seagullâ₠¬ 4964 Words   |  20 Pageslife; using the achievements of the past centuries, it created that new, that ennobles the human spirit. [2] Here we deal with such literary epoch as literary modernism. The name of the cultural epoch which begun together with a Modern history and has ended approximately in the middle of 20th centuries. Its distinctive feature is a support on reason, aspiration to the absolute and unequivocal decision of all cognitive, moral and social problems. Withdrawals from such orientation name the beginningRead Morepreschool Essay46149 Words   |  185 Pagesthe California Department of Education collaborated with leading early childhood educators, researchers, advocates, and parents to develop Volume 2 of the preschool learning foundations. The foundations outline key knowl ­ edge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments shown by research to promote early learning and develop ­ ment. Volume 2 focuses on three domains: visual and performing arts, physical developmentRead MoreStrategy Safari by Mintzberg71628 Words   |  287 Pages-84743-4 (hardcover) There are some people who begin the Zoo at the beginning, called WAYIN, and walk as quickly as they can past every cage until they come to the one called WAYOUT, but the nicest people go straight to the animal they love the most, and stay there. —A. A. Milne, in the Introduction to Winnie-The-Pooh We dedicate this book to such people who are more interested in open fields than closed cages. CONTENTS Embarkation 1 And Over Here, Ladies and Gentlemen: The StrategicRead MoreOrganisational Theory230255 Words   |  922 Pages. Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of workRead MoreA Picatrix Miscellany52019 Words   |  209 PagesI. Introduction to the Picatrix (The Aim of the Sage) of al-Majriti, Maslamati ibn Ahmad Joseph H. Peterson The Ghà ¢yat al-Hakà ®m fi’l-sihr, or Picatrix, as it is known in the West, is an important Arabic magical text. It is perhaps the largest and most comprehensive of the grimoires, or handbooks of magic. The attribution to the Andalusian mathematician al-Majriti (or al-Madjriti) (d. ca. 1004-7) is considered pseudo-epigraphic. The Latin translation dates to 1256 and the court of Alphonso the WiseRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 Pagesreserved. This copyright covers material written expressly for this volume by the editor/s as well as the compilation itself. It does not cover the individual selections herein that first appeared elsewhere. ii Permission to reprint these has been obtained by Pearson Custom Publishing for this edition only. Further reproduction by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, must be arranged with the individual

The Obsessive Nature Of The Love Felt By Othello, By...

Significantly, it is often perceived that ‘obsession’ refers to the empowerment one has over another person, although, amongst the three texts that I have studied it is noticeable that each text shares a fatal concept which accounts for the eventual tragedy and downfall of each set of lovers. Within this instance, obsession can form during the oppression of one’s thoughts or feelings by a persistent idea or image; for example, obsession is not necessarily created entirely by the fascination of sexual desires but through one’s underlying motives. Each of the three texts seem to contain a fundamental principle which acts as a barrier for ‘love’ – whether it be religiously, culturally or evolutionary. Firstly, it is difficult to identify the obsessive nature of the love felt by Othello, at the beginning of William Shakespeare’s Othello, as his love towards Desdemona could be interpreted as ‘agape’ or certainly be seen as unconditional since the couplet persistently demonstrate a meaningful, more philosophical love towards one another. When used by Christians as a way to express their unconditional love of God, the term ‘agape love’ highlights the idea that love involves an element of self-sacrifice. Unlike our stereotypical understanding of the English word ‘love’, in the New Testament, ‘agape love’ is not used to refer to love romantically or sexually, instead it describes holding one in high regard, unequivocally. Arguably, this could explain why Othello remains in awe ofShow MoreRelatedEssay about Love in Poems2986 Words   |  12 PagesLove in Poems Robert Browning’s poem â€Å"My Last Duchess† is based on a real story about the fifth Duke of Ferrera in the Renaissance period. He married a 14-year-old named Lucrezia and then left her for a two-year period. She died at the age of 17. In this poem, the Duke is now looking for a second wife-to-be. Robert Browning is one of the greatest poets in the Victorian age. He writes romantic poems and he expresses love in this poem as obsessive. The poem’s rhyme scheme is a, a, b, b. ThisRead MoreDuchess Of Malf Open Learn10864 Words   |  44 PagesMarriage for love: family opposition 10 Discussion 10 Love and marriage: Antonio the steward 13 Discussion 14 Love and marriage: the Duchess 15 Description 16 Description 17 Discussion 19 Act 2: discovery 21 Ferdinand 21 Discussion 22 Conclusion 24 References 24 Further reading 25 Next steps 25 Acknowledgements 26 Figures 26 Don’t miss out 26 Introduction This unit, on the first two acts of John Webster’s Renaissance tragedy The Duchess of Malfi, focuses on the representation of the theme of love and marriage

Book of night women free essay sample

The Book of Night Women by Marlon James is an incredibly authentic-feeling novel that brings into play many deep issues for being a piece of fiction. I found this book to be a real page-turner that helped, among other things, to widen my understanding of the institution of slavery in the West Indies as well as the dynamics of the relationships between the slave and master. It is this often confusing relationship that I wish to further explore in this paper. In the story our main character, Lilith, ends up developing feelings for her master, an Irishman named Robert Quinn. The character Quinn is a white slave owner that seems to understand that the institution of slavery is an evil one, but does not know what to do about it, so he goes on with life the way it is. It is hard to hate him, but its hard to like him as well. We will write a custom essay sample on Book of night women or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Being an Irishman, he is lower on the social hierarchy put in place by the slave owning community, and because of this he searches for pity and tries to relate to Lilith, his slave. He compares their lives and social standings, which to me seems almost ridiculous, but to him is a completely legitimate understanding. He does treat Lilith with a certain respect that no other slave owners in the story gives to her. One example that stands out in my mind is the matter of their sexual relationship being more tender and loving than the usual animalistic approach that many of the other masters take out on the slave women. No, fucking. No, rutting like animals, like the animal all white man think black woman be. But he say something when he coming and he hold on to her so weak, like she be the master and is all he can do to hold on. However, Robert Quinn and Lilith are still clearly not equal to one another in the way that Quinn so desperatly tries to convey to her. I feel that the time period placed on this story plays a significant role in Robert Quinns treatment of Lilith as a woman. At first glance, even if he is a bit more kind to her, such as insisting that Lilith sit and eat with him while she stands in the corner just watching (something she is accostomed to), and telling her that he wishes to teach her how to ride a horse; he is still incredibly demanding of her. He still tells her that he expects a hearty meal when he returns home late, and that she should clean his home, etc. But keeping this in context, this is how the average woman would have been treated at the time. Robert Quinn is treating her much more like they are in the average relationship based gender roles of the time, and much less like the usual master and slave relationship. This was a somewhat confusing aspect of the text, that unless put into the perspective time, could be completely missed. It is apparent though, that Robert Quinn wants Lilith to feel this connection between the two of them. He wants her to feel as if she is a free woman when she is with him, so much so that he almost forces this upon her. As if demanding her to be a free woman when in his company, which is redicoulous and hypacritical. In conclussion, Marlon James does a great job at unfolding this relationship to his readers in a way that touches many aspects of the gender and class roles of the time. It is my opinion that no matter how much Lilith wanted to hate her master, Robert Quinn, she could not simply because of his often soft treatment of her; even if he was agressive and even brutal at times, there were true feelings between the two of them. No matter how misguided the opinions of Robert Quinn may seem, he truely beleived what he infered about his low social standings and the resulting connections he made with Lilith.