Sonnet 116 Essays - Rhyme, Sonnet, Fixed Verse,

Sonnet 116 1- Let me not to the marriage of true minds 2- Admit impediments; Love is not love 3- Which alters when alterations find 4- Or bends with remover to remove 5- Oh, no, it is an ever-fixed mark, 6- That looks on tempests and is never shaken 7- It is a star to every wandering bark, 8- Whose worth's unknown although his height be taken 9- Love's not Time's fool though rosy lips and cheeks 10- Within his bending sickless compass come 11- Love alters not with his brief hours and weeks, 12- But bars it out even to the edge of Doom 13- If this be error, and upon me proved, 14- I never writ, nor man ever loved. - I chose this sonnet because it is very beautiful and shows the immortality of love and in the way that it comes through struggles just as good as it first went in, - Lines 1-4: This is saying that if love changes or is removed if it is challenged it is not love; perhaps it is infatuation. - Lines 5-8: Love is something that is always there taken away by anything; it is the thing that everybody looks for in life, if it seems to be gone, love is there more than it originally was although it may not seem like it. - Lines 9-12: The personification of love and time: Love cannot change throughout the course of Time and Time holds no restraints against Love. Time cannot grasp hold of Love at all and bring it down even when it seems that Love will be snuffed out. - Lines 13-14: If the above statements are wrong and proved to me, then I have never written ever before and there has been no love in the world ever before.

buy custom Adult Criminal Behavior essay

buy custom Adult Criminal Behavior essay It is evident that a number of researches have been carried out in an attempt to investigate whether childhood abuse and neglect leads to adult criminal behaviour (Widon, 2001). According to the research that was sponsored by the National Institute of Justice, childhood abuse as well as neglect generally increases adult criminal behaviour by 29 % (Widon, 2001). This is a study that was carried out in 1998, when the age of subjects was 26 on average. In 1994, the subjects were on average 32.5 years of age (Widon, 2001). Out of this sample only 1 percent was above the offending years. In researches carried out much recently, the same sentiments are shared in a number of respects, though they also portray different opinions on others. The study compared the 1575 cases of two groups right from childhood to young adulthood. The first group was 908 cases of childhood abuse and neglect, which had been processed by the courts within the period between 1967 and 1971(Widon, 2001). In addition, an approximately over 20 years track through the criminal records had been done on them. This group was matched by age, approximate socioeconomic status of the family, race and sex in comparison to a study done on 667 children (Widon, 2001). From these studies it is apparent that the victimization of childhood leads to a lot of serious social problems (Perez and Widom, 1994). As indicated by the delinquency research, it is clear that both physical and sexual childhood abuse is usually linked with delinquency. In addition, early maltreatment enhances the seriousness, the variety, and the duration of the problems. Further the studies indicate that todays abused children eventually become the violent offenders of tomorrow. This is justified by the phrase violence begets violence. In a study carried out previously on the effects of the early malnutrition on the consequent behaviors of a child, it is evident that malnourished children suffered from attention deficits, poorer emotional stability as well as reduced social skills as compared to children who did not suffer from malnutrition (Zingraff et al, 1993). Apparently, a childs neglect or abuse increases the possibility of the child to be arrested approximately by 59 percent as a juvenile, 28 percent as an adult and 30 percent for a violent crime. Clearly, the maltreated children who were younger at their initial time of arrest were found to commit more crrimes (Widon, 2001). Besides, they were also arrested frequently. Comparing the sexually abused children and the physically abused or neglected children, it is apparent that the latter were the ones arrested later for crimes which were violent (Perez and Widom, 1994). In much contemporary studies, neglected and abused females also were at a risk of being arrested for violence as juveniles and as adults. The non-maltreated children among the whites indicated the highest rates of crimes as compared to the maltreated children (Zingraff et al, 1993). Among the blacks, on the other hand, it is the neglected and abused children who indicated an increase in the arrests of the violent crimes. From the studies, there was no link between the children who were arrested away from their home, the reason that they were abused or neglected and the out of home placement. In conclusion, the victimization of children leads to a lot of serious social problems. Moreover, it has an influence on the subsequent child behavior. It is, therefore, of paramount importance that children are not abused either physically or sexually. In addition, they should not be neglected so that they are shaped into being better citizens of tomorrow. Buy custom Adult Criminal Behavior essay

Definition and Examples of Telicity in English Grammar

Definition and Examples of Telicity in English Grammar In linguistics, telicity is the aspectual property of a verb phrase (or of the sentence as a whole) which indicates that an action or event has a clear endpoint. Also known as aspectual boundedness. A verb phrase presented as having an endpoint is said to be telic. In contrast, a verb phrase that is not presented as having an endpoint is said to be atelic. See Examples and Observations below. Also see: AspectGrammaticalizationTransitivity EtymologyFrom the Greek, end, goal Examples and Observations Telic verbs include fall, kick, and make (something). These verbs contrast with atelic verbs, where the event has no such natural end-point, as with play (in such a context as the children are playing). - David Crystal, A Dictionary of Linguistics and Phonetics, 4th ed. Blackwell, 1997 Testing for TelicityOne reliable test to distinguish between telic and atelic verb phrases is to try using the gerund form of the verb phrase as direct object of complete or finish, which refer to the natural point of completion of an action. Only telic verb phrases can be used in this way. . . . [What did you do last night?] - I finished {repairing the roof / *repairing}. (Repair the roof is a telic VP while repair is atelic.)It was 11:30 p.m. when I completed {writing the report / *writing}. (Write the report is a telic VP while write is atelic.)He {stopped / *finished / *completed} being their leader in 1988. (Be their leader is an atelic VP.) Unlike finish and complete, the verb stop refers to an arbitrary endpoint. It can therefore be followed by an atelic verb phrase. If it is followed by a telic one, stop is by implicature interpreted as referring to a provisional endpoint preceding the natural point of completion: I stopped reading the book at five. (implicates that I had not finished reading the book when I stopped reading it) (Renaat Declerck in cooperation with Susan Reed and Bert Cappelle, The Grammar of the English Tense System: A Comprehensive Analysis. Mouton de Gruyter, 2006) Verb Meaning and Telicity Because telicity is so dependent on clausal elements besides the verb, it could be debated whether it is represented in verb meaning at all. In order to explore that debate, lets start by comparing watch and eat. Examples (35) and (36) provide a minimal pair, in that the only element that differs in the two sentences is the verb. (35) I watched a fish. [Atelic-Activity](36) I ate a fish. [Telic-Accomplishment] Since the sentence with watch is atelic and the sentence with eat is telic, it seems we must conclude that the verb is responsible for the (a)telicity of the sentence in these cases, and that watch is by its nature atelic. However, that easy conclusion is complicated by the fact that telic situations can also be described with watch: (37) I watched a film. [Telic-Accomplishment] The key to whether each of these situations is telic or not is in the second argumentthe verbs object. In the atelic watch example (35) and the telic eat example (36), the arguments look identical. Go a little deeper, however, and the arguments do not seem so similar. When one eats a fish, one eats its physical body. When one watches a fish, it is more than the physical body of the fish that is relevantone watches a fish doing something, even if all it is doing is existing. That is, when one watches, one watches not a thing, but a situation. If the situation that is watched is telic (e.g. the playing of a film), then so is the watching situation. If the watched situation is not telic (e.g. the existence of a fish), then neither is the watching situation. So, we cannot conclude that watch itself is telic or atelic, but we can conclude that the semantics of watch tell us that it has situation argument, and the the watching activity is coextensive with . . . the arguments situation. . . .Many verbs are like this- their telicity is directly influenced by the boundedness or telicity of their arguments, and so we must conclude that those verbs themselves are unspecified for telicity. - M. Lynne Murphy, Lexical Meaning. Cambridge University Press, 2010 Telicity in the strict sense clearly is an aspectual property which is not purely or even primarily lexical. - Rochelle Lieber, Morphology and Lexical Semantics. Cambridge University Press, 2004

Filmmaking Essay Example | Topics and Well Written Essays - 4500 words - 1

Filmmaking - Essay Example I got to learn that the reflected-light meter does not always measure the light accurately because of the difference in reflectance and the result we thus get is underexposed. I learned that when I attempt to take a photo of a sunset, its brightness causes the reading of the light meter to become incorrect. This leads to the generation of an underexposed photo. In the still exercise, I realized that the camera’s aperture can be set as per the individual’s will. The setting of the aperture can be played with to generate stylish and artistic images. In the exercise, I found that one thing that is incredibly important for a director is the camera’s lenses. I was also taught the function of camera lenses. Learning the functionality of lenses was very interesting. One whole lecture was based on the filming exercise. During this exercise, I used a 50mm lens to get a medium close up, but the diameter of the lens decreased the depth of field and made the character isolat ed. Then I used a 12mm lens and took the camera closer to the character. This increased the depth of field and altered the composition of the shot altogether. As a result of this exercise, I learned that different lenses can be used to produce different images, and can totally change the significance of the background in a picture. Lenses are thus of prime cinematographic value. Lenses play a big role in making the photography adorable and the director can use them according to his/her style. Although I have learned quite a lot from the exercise, yet I have not sufficiently practiced what I have learned. Before directing the movie in the first term, I had a clear idea of what lenses to use when and I had also written some notes regarding use of lenses for different kinds of shots.  

Strategy of Sweetco Inc Case Study Example | Topics and Well Written Essays - 1250 words - 1

Strategy of Sweetco Inc - Case Study Example Apart from this, another fact was also revealed that Sweetco received money from its holding company for its operational functions on the basis of loans. This is the reason why the CFO has asked for an extension in the credit terms to 60 days. The objective is now to analyze the financial credibility of Sweetco at present and make a future projection so that we can decide whether to maintain the business relationship or not. The best option in such a case is to ascertain credit scores of the company Sweetco Inc. Assigning credit scores means defining certain factors for making decisions and allotting weight age on each factor. For example, 30 percent weight age for the payment history of the customer, 30 percent weight age to the amount of money outstanding, 15 percent weight on the length of the credit history, 10 percent weight on the newly generated credits, and 10 percent on the different types of loans being offered to the customer, i.e. Sweetco Inc. For this purpose the marketi ng contacts would be utilized; the investigation of credit shall be done through reliable sources; the customer of Sweetco Inc. can be contacted for information on the company’s status; the documents and financial statements can be filled based on the information acquired from different sources; the credit file for Sweetco. Inc. should be prepared; and finally a wholesome financial analysis is untaken. Hardline Position: The hardline position involves an extreme decision. In this case the decision would be that the company should not continue the business with Sweetco Inc and increasing the credit terms does not comes into play in this case. If the credit scores and the financial analysis show that Sweetco Inc. neither has the ability to pay back the money nor would be able to attain sustainability without the help of its holding company or any other financial support.

Henry Wadsworth Longfellow Essay -- Poet Persuasive Argumentative Poet

Henry Wadsworth Longfellow A Fellow’s Long Worth How does one describe a poet when he has already described himself with his own words? Although Henry Wadsworth Longfellow isn’t popular, he is such a poet. As described by Arnold Bennett, Longfellow is "the chief minor poet of the English language." Among a harsh lineup of critics, however, they claimed he fell short of literary. This is quite the contrary. Longfellow attended Bowdoin college, near Portland, Maine where he was born and raised. The college offered him the newly formed position as chair of modern languages. "Two things are striking about this event: the informality of the academic approach to language studies and the obvious natural gift that Longfellow possessed" (Fuller 3). Traveling throughout Europe before settling into his new job (as well as during numerous trips after), Longfellow practically learned the languages by osmosis. He could speak splendid amounts of French, Spanish, Italian, German and some Scandinavian. After leaving Bowdoin, he later taught at Harvard University. At this time, his pen began to constantly scratch prose and poetry. After almost twenty years as a professor, Longfellow retired and devoted himself to his craft of poetry. After tasting random stanzas and meters of Longfellow’s work, it is easy to identify his tone: uplifting, positive and somewhat glowing. Along with his shorter pieces that evoke positive feelings, Longfellow also tells stories with his longer poetry. He used lyrical verses to describe, weave and introduce new characters or feelings. From the poem "The Skeleton in Armor" to "Paul Revere’s Ride," Longfellow opened up worlds with his words, whether as real as the Revolutionary War, or as mystic as Nordic my... ...t, overall, passion was underneath his skin. As he wrote in "Michael Angelo: A Fragment," "The fever to accomplish some great work that will not let us sleep. I must go on until I die." It is unfair that Longfellow isn’t praised more as an American poet, especially with a backpack heavy with accomplishments. His hike through the literary world was rugged, but his perseverance left readers with kind, unassuming meter and lyric. Works Cited Fuller, Edmund. Introduction. Poems of Henry Wadsworth Longfellow. By Henry Wadsworth Longfellow. New York: Thomas Y. Crowell Company, 1967. 1-13. Untermeyer, Louis. Introduction. The American Poets: Longfellow. By Henry Wadwsworth Longfellow. New York: The Heritage Press, 1943. ix-xv. Wagenknecht, Edward. Henry Wadsworth Longfellow: His Poetry and Prose. New York: The Ungar Publishing Company, 1986.

Basic approaches to the study of cultural diversity Essay

With rapid scientific and technological progress, advanced means of communication and transport, more and more people travel abroad, and the range of purposes they tend to achieve, enlarged as well. Many people now travel to share organizational and business experience, study abroad to come back home, many people travel just to see and study cultural background of other countries, some of them come to other countries with peace missions. Unfortunately, political and economical conditions in many countries of the world make many people move abroad as immigrants or refugees. But, regardless of the travel purposes, the notions of cultural contact and cultural shock are relevant for all categories of travelers. (Hoerder) Before examining this phenomenon it’s necessary to give a strict definition of it. At first, it’s necessary to mention that there are some titles to define this phenomenon: â€Å"cross cultural relations†, â€Å"between society culture-contact†, â€Å"cross-cultural interaction† etc. Here is the definition of this phenomenon provided by Bochner: â€Å"between society culture-contact refers to individuals who travel beyond their countries of origin for a particular purpose and for a specified period of time, and the relationships they establish with members of the host society†. (1986, p. 23) There are also some necessary terms used to describe these relations, for instance â€Å"sojourner†. This term is used to refer to â€Å"culture travellers, indicating that they are temporary visitors intending to return home after achieving their aims†. (1986, p. 33) On the contrary, people of the visited society are called â€Å"host-society members†. It’s evident that changing society background in any case demands some contact on personal level, when the representatives of various societies interact. From the part of sojourner it demands much effort to integrate into unusual social and cultural patterns. This may cause stress, especially in the case of immediate and unexpected transition, and this condition is defined by the specialists as â€Å"culture shock†. (Bochner) Cultural identity conflicts are usually called intractable, and thus they are not possible to be resolved through the traditional approaches. The frames of the individual identity are extremely influenced by the cultural identity and cultural surrounding. The differences in culture often become the ground for the cultural conflict, as the difference in cultural ideas and preferences may be taken by the other side as not simply an outrageous idea, but ridiculous and unreal understanding of the world. For the better cultural communication it may be suggested, that the attitudes towards other cultures should be more tolerate. The cultural ideas and beliefs expressed by the representatives of the other culture should not be taken as unreal or unacceptable. Differences in culture between people will always exist, and thus for the more effective communication it is important to understand and accept the significance of the traditions, which are valued by the other culture, as well as try to better explain the traditions into which the newcomer would wish to assimilate. However, and what is more important, it is not allowed to break the cultural identity of the person; the difference in cultural views does not mean they are wrong. The issue of cultural identity was always urgent, and with the growing opportunities for migration, this issue will not soon lose the necessity of being discussed. However, it is important to understand one thing in relation to cultural conflicts: the differences between cultures should not and won’t be erased; they should be treated with tolerance. There are some concepts and approaches used to investigate the nature of this phenomenon. They are as follows: regional comparison, holocultural analysis, controlled comparison, and coding. Regional comparison was worked out by Driver and Kroeber. This approach lies in determination of cultural classification and then making assumptions about the processes of interconnection in the limits of one region of culture. Holocultural analysis is also called worldwide cross-cultural analysis. He was worked out by Tylor, Sumner, Keller and Murdock. Levinson describes it as a study â€Å"designed to test or develop a proposition through the statistical analysis of data on a sample of ten or more