Essay on the Illusion of Escape in The Glass Menagerie -- Glass Menage

The Illusion of Escape in The Glass Menagerie       In The Glass Menagerie by Tennessee Williams, the characters exhibit a state of delusion that originates from their dissatisfaction with their lives. Tom seeks adventure in the movies. Amanda reminisces often about her days as a Southern Belle. Laura sits in a dream world with her glass collection, and Jim basks in the praises of his high school glory. In their respective ways, they demonstrate their restlessness. The quotation from Thoreau, "The mass of men lead lives of the quiet desperation," applies to the characters in that they are all unhappy, but take no action to improve their situation in any significant way.    Tom, as the narrator, explains to the audience the progression of the play and allots this with "the pleasant guise of illusion." When he speaks to the audience, the events he relates are in the past, and he has realized how distanced his family had been from real life. Through the play, he is angry and bitter because of his duty to his sister and mother. His father absconded, leaving Tom as the sole provider, a title neither wanted. Tom is not prepared to settle down and feels as though he "makes a slave of himself." Whether or not he had the ability to create a separate life for himself, Tom feels placed in a "nailed up coffin." He is tortured by boredom in the warehouse and aches for his own vision of life. He remarked to Laura that he did not know how anyone could "[get] himself out of a coffin without removing one nail." A primary source of his desperation is the fact that he know that if he leaves he will destroy Laura, and he does not want that. He is inactive on his own behal f for a long time, feeling enclosed by a life he cannot stand. He is... ... They scurry around trying to end their suffering, but they impede each other's efforts through their individual ones. These people seem doomed to their fates: to run away, to live in the past, or to exist continually in a intangible world.    Works Cited and Consulted Bloom, Harold. Introduction. Tennessee Williams. Ed. Harold Bloom. New York: Chelsea House, 1987. 1-8. King, Thomas L. "Irony and Distance in The Glass Menagerie." In Tennessee Williams. Ed. Harold Bloom. New York: Chelsea House, 1987. 85-94. Levy, Eric P. "'Through Soundproof Glass': The Prison of Self Consciousness in The Glass Menagerie." Modern Drama, 36. December 1993. 529-537. Williams, Tennessee. The Glass Menagerie. In Literature: An Introduction to Reading and Writing, 4th ed. Ed. Edgar V. Roberts and Henry E. Jacobs. Englewood Cliffs, NJ: Prentice Hall, 1995. 1519-1568. Essay on the Illusion of Escape in The Glass Menagerie -- Glass Menage The Illusion of Escape in The Glass Menagerie       In The Glass Menagerie by Tennessee Williams, the characters exhibit a state of delusion that originates from their dissatisfaction with their lives. Tom seeks adventure in the movies. Amanda reminisces often about her days as a Southern Belle. Laura sits in a dream world with her glass collection, and Jim basks in the praises of his high school glory. In their respective ways, they demonstrate their restlessness. The quotation from Thoreau, "The mass of men lead lives of the quiet desperation," applies to the characters in that they are all unhappy, but take no action to improve their situation in any significant way.    Tom, as the narrator, explains to the audience the progression of the play and allots this with "the pleasant guise of illusion." When he speaks to the audience, the events he relates are in the past, and he has realized how distanced his family had been from real life. Through the play, he is angry and bitter because of his duty to his sister and mother. His father absconded, leaving Tom as the sole provider, a title neither wanted. Tom is not prepared to settle down and feels as though he "makes a slave of himself." Whether or not he had the ability to create a separate life for himself, Tom feels placed in a "nailed up coffin." He is tortured by boredom in the warehouse and aches for his own vision of life. He remarked to Laura that he did not know how anyone could "[get] himself out of a coffin without removing one nail." A primary source of his desperation is the fact that he know that if he leaves he will destroy Laura, and he does not want that. He is inactive on his own behal f for a long time, feeling enclosed by a life he cannot stand. He is... ... They scurry around trying to end their suffering, but they impede each other's efforts through their individual ones. These people seem doomed to their fates: to run away, to live in the past, or to exist continually in a intangible world.    Works Cited and Consulted Bloom, Harold. Introduction. Tennessee Williams. Ed. Harold Bloom. New York: Chelsea House, 1987. 1-8. King, Thomas L. "Irony and Distance in The Glass Menagerie." In Tennessee Williams. Ed. Harold Bloom. New York: Chelsea House, 1987. 85-94. Levy, Eric P. "'Through Soundproof Glass': The Prison of Self Consciousness in The Glass Menagerie." Modern Drama, 36. December 1993. 529-537. Williams, Tennessee. The Glass Menagerie. In Literature: An Introduction to Reading and Writing, 4th ed. Ed. Edgar V. Roberts and Henry E. Jacobs. Englewood Cliffs, NJ: Prentice Hall, 1995. 1519-1568.

Globalization and the Effect of Conflicts & Terrorism Throughout the World After 1500 Essay

â€Å"We live in a world that is simultaneously shrinking and expanding, growing closer and farther apart†¦. National borders are increasingly irrelevant. And yet globalism is by no means triumphant. Tribalism of all kinds flourish. Irredentism abounds†. (Attali, 1991: 117) The rate of global change is a remarkably fast process. Even people trained and focused on recording such changes remain at a loss due to the difficult task at hand. However, trends and patterns are often noted and rapidly transcend to topics of discussion in the media, classrooms, and the corresponding governments. One example of such terms is globalization. Although it is quite vague, the paradox is used to describe widespread diversity. Globalization displays a disposition that carries over to the lives of every person who walks the Earth by pointing out that our lives are progressively influenced by forces which have surpassed borders and are changing, forever life on this planet. The process of globalization is reshaping all levels of society. From an individual level, a person may experience a threat or boost to their livelihood due to events that are happening far from their region, such as a drought in a distant country where certain vegetables are domestically exported. However, on a larger scale, governments may succumb to threats from other powers and consequently experience a loss in their nations’ freedom. Both are examples of the concept that the world is more interconnected than ever before. The globe is essentially border-less in the twenty-first century. The origins of global interdependence can be largely contributed to the wars and battles fought throughout history for various reasons. Dating back to the American Revolution, the colonists saw a brighter future for their growing nation and took the necessary steps to ensure their freedom. This desire for freedom ultimately led to the revolution that we now know as the â€Å"American Revolution†. Another similarly brutal conflict prior to the 1800s was the French Revolution. The revolution was set forth to bring an end to the French monarchy, but was unfortunately followed by a comparably bad reign of terror. The reign brought a spell where rival sectors dueled for control of power, resulting in the executions of nearly 40,000 people. However, out of the resulting destruction and rubble emerged the infamous Napoleon. The French and Americans were not singled out in their strive for freedom, power struggles in Latin America erupted into wars for independence as well as the Russian Revolution in 1917. What we currently brand as globalization can be traced back to the post-Civil War era, when the world was just greeting the dawn of internationalization. Up until 1914 an international economy was in place, under the control of the transatlantic trade. This trade system was managed by Great Britain and relied on open markets and developing lands as resource bases and consumers in underdeveloped nations. It was in the midst of this international industrial economy that the U. S. became a world power due to the potential noticed by the European trading authorities. This period did not undergo the radical form of globalization that characterized the post-Cold War era, with their highly efficient worldwide communications, means of transportation and technological advancements. Prior to this time, less production was outsourced. The people affected by globalization were most likely the wealthy, rather than the common people, in the early twentieth century. Likewise, prior to the world wars, it was very distinctively clear which nation was in control of the corresponding aspects of the market (production, marketing, culture, etc. . However, as the turn of the century approached, so too did an upheaval of the old ways in which the world divided its economy. In the pre- World Wars (I and II), there was a much more clear divide on the nations and their role in the world market. But, as the turn of the century approached and soldiers returned home from serving in World War II, there was a paradigm shift and the sense of ownership sort of dissipated. Concurrently, as the market changed so too did the rate of globalization. The twentieth century brought a new, irrevocable change to this world as it allowed people from every nation to communicate and trade unlike ever before. Another aspect of great importance in the talk on conflict and terrorism in the world is the role of religion. Religious values and views play a prominent role in the lives of people as they deal with issues affecting their communities. It provides its followers’ lives with a core vision, which in turn colors their behaviors, choices, and aspirations. For this exact reason, any large issue must be addressed in a sensitive manner. The attacks on the world trade centers in 2001 bring to mind this concept of religion and the diverse ways in which it can lead people to respond to a tragedy. Henry Wilson poetically stated his view on the importance of coexistence in, â€Å"Whether the future of humanity will be shaped by the ‘clash of civilizations,’ the ‘clash of ignorance,’ the clash of religions and ethnicities, or confrontations between the ‘West and the rest’ is hard to predict. It may be a combination of several of the above as they are all intricately interlinked. It may also be caused by the emergence of hitherto unclear issues of polarization†. As touched on in the presentation, conflict and terrorism have played a key factor in the revolution of the world. It has ramifications that affect nearly everyone on the planet from the individual level all the way up to entire nation-states. The economy too transforms during times of war and people must compensate for the portion of the population that is off in battle. This adaptation described is a fairly perfect example of globalization. It adequately displays how times of conflict in one region of the world can strongly influence the rest of the world due to the interconnectedness of our planet.

AP English Language and Composition Exam Key Terms

On this page, youll find brief definitions of grammatical, literary, and rhetorical terms that have appeared on the multiple-choice and essay portions of the AP* English Language and Composition exam. For examples and more detailed explanations of the terms, follow the links to expanded articles. *AP is a registered trademark of the College Board, which neither sponsors nor endorses this glossary. Ad Hominem:  An argument based on the failings of an adversary rather than on the merits of the case; a logical fallacy that involves a personal attack.Adjective:  The part of speech (or word class) that modifies a noun or a pronoun.Adverb:  The part of speech (or word class) that modifies a verb, adjective, or another adverb.Allegory:  Extending a metaphor so that objects, persons, and actions in a text are equated with meanings that lie outside the text.Alliteration:  The repetition of an initial consonant sound.Allusion:  A brief, usually indirect reference to a person, place, or event—real or fictional.Ambiguity:  The presence of two or more possible meanings in any passage.Analogy:  Reasoning or arguing from parallel cases.Anaphora:  The repetition of the same word or phrase at the beginning of successive clauses or verses.Antecedent:  The noun or noun phrase referred to by a pronoun.Antithesis:  The juxtaposition of contrasting ideas in balanced phr ases.Aphorism:  (1) A tersely phrased statement of a truth or opinion. (2) A brief statement of a principle.Apostrophe:  A rhetorical term for breaking off discourse to address some absent person or thing.Appeal to Authority:  A fallacy in which a speaker or writer seeks to persuade not by giving evidence but by appealing to the respect people have for a famous person or institution.Appeal to Ignorance:  A fallacy that uses an opponents inability to disprove a conclusion as proof of the conclusions correctness.Argument:  A course of reasoning aimed at demonstrating truth or falsehood.Assonance:  The identity or similarity in sound between internal vowels in neighboring words.Asyndeton:  The omission of conjunctions between words, phrases, or clauses (opposite of polysyndeton).Character:  An individual (usually a person) in a narrative (usually a work of fiction or creative nonfiction).Chiasmus:  A verbal pattern in which the second half of an expression is balanced against the first but with the parts reversed.Circular Argument:  An argument that commits the logical fallacy of assuming what it is attempting to prove.Claim:  An arguable statement, which may be a claim of fact, value, or policy.Clause:  A group of words that contains a subject and a predicate.Climax:  Mounting by degrees through words or sentences of increasing weight and in parallel construction with an emphasis on the high point or culmination of a series of events.Colloquial:  Characteristic of writing that seeks the effect of informal spoken language as distinct from formal or literary English.Comparison:  A rhetorical strategy in which a writer examines similarities and/or differences between two people, places, ideas, or objects.Complement:  A word or word group that completes the predicate in a sentence.Concession:  An argumentative strategy by which a speaker or writer acknowledges the validity of an opponents point.Confirmation:  The main part of a te xt in which logical arguments in support of a position are elaborated.Conjunction:  The part of speech (or word class) that serves to connect words, phrases, clauses, or sentences.Connotation:  The emotional implications and associations that a word may carry.Coordination:  The grammatical connection of two or more ideas to give them equal emphasis and importance. Contrast with subordination.Deduction:  A method of reasoning in which a conclusion follows necessarily from the stated premises.Denotation:  The direct or dictionary meaning of a word, in contrast to its figurative or associated meanings.Dialect:  A regional or social variety of a language distinguished by pronunciation, grammar, and/or vocabulary.Diction:  (1) The choice and use of words in speech or writing. (2) A way of speaking  usually assessed in terms of prevailing standards of pronunciation and elocution.Didactic:  Intended or inclined to teach or instruct, often excessively.Encomium:  A tribut e or eulogy in prose or verse glorifying people, objects, ideas, or events.Epiphora:  The repetition of a word or phrase at the end of several clauses. (Also known as epistrophe.)Epitaph:  (1) A short inscription in prose or verse on a tombstone or monument. (2) A statement or speech commemorating someone who has died: a funeral oration.Ethos:  A persuasive appeal based on the projected character of the speaker or narrator.Eulogy:  A formal expression of praise for someone who has recently died.Euphemism:  The substitution of an inoffensive term for one considered offensively explicit.Exposition:  A statement or type of composition intended to give information about (or an explanation of) an issue, subject, method, or idea.Extended Metaphor:  A comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem.Fallacy:  An error in reasoning that renders an argument invalid.False Dilemma:  A fallacy of oversimplif ication that offers a limited number of options (usually two) when, in fact, more options are available.Figurative Language:  Language in which figures of speech (such as metaphors, similes, and hyperbole) freely occur.Figures of Speech:  The various uses of language that depart from customary construction, order, or significance.Flashback:  A shift in a narrative to an earlier event that interrupts the normal chronological development of a story.Genre:  A category of artistic composition, as in film or literature, marked by a distinctive style, form, or content.Hasty Generalization:  A fallacy in which a conclusion is not logically justified by sufficient or unbiased evidence.Hyperbole:  A figure of speech in which exaggeration is used for emphasis or effect; an extravagant statement.Imagery:  Vivid descriptive language that appeals to one or more of the senses.Induction:  A method of reasoning by which a rhetor collects a number of instances and forms a generalizat ion that is meant to apply to all instances.Invective:  Denunciatory or abusive language;  discourse  that casts blame on somebody or something.Irony:  The use of words to convey the opposite of their literal meaning. A statement or situation where the meaning is directly contradicted by the appearance or presentation of the idea.Isocolon:  A succession of phrases of approximately equal length and corresponding structure.Jargon:  The specialized language of a professional, occupational, or other group, often meaningless to outsiders.Litotes:  A figure of speech consisting of an understatement in which an affirmative is expressed by negating its opposite.Loose Sentence:  A sentence structure in which a main clause is followed by subordinate phrases and clauses. Contrast with  periodic  sentence.Metaphor:  A figure of speech in which an implied comparison is made between  two  unlike things that actually have something important in common.Metonymy:  A figur e of speech in which one word or phrase is substituted for another with which it is closely associated (such as crown for royalty).Mode of Discourse:  The way in which information is presented in a text. The four traditional modes are narration, description, exposition, and argument.Mood:  (1) The quality of a verb that conveys the writers attitude toward a subject. (2) The emotion evoked by a text.Narrative:  A rhetorical strategy that recounts a sequence of events, usually in chronological order.Noun:  The part of speech (or word class) that is used to name a person, place, thing, quality, or action.Onomatopoeia:  The formation or use of words that imitate the sounds associated with the objects or actions they refer to.Oxymoron:  A figure of speech in which incongruous or contradictory terms appear side by side.Paradox:  A statement that appears to contradict itself.Parallelism:  The similarity of structure in a pair or series of related words, phrases, or clauses. Parody:  A literary or artistic work that imitates the characteristic style of an author or a work for comic effect or ridicule.Pathos:  The means of persuasion that appeals to the audiences emotions.Periodic Sentence:  A long and frequently involved sentence, marked by suspended syntax, in which the sense is not completed until the final word--usually with an emphatic climax.Personification:  A figure of speech in which an inanimate object or abstraction is endowed with human qualities or abilities.Point of View:  The perspective from which a speaker or writer tells a story or presents information.Predicate:  One of the two main parts of a sentence or clause, modifying the subject and including the verb, objects, or phrases governed by the verb.Pronoun:  A word (a part of speech or word class) that takes the place of a noun.Prose:  Ordinary writing (both fiction and nonfiction) as distinguished from  verse.Refutation:  The part of an argument wherein a speaker o r writer anticipates and counters opposing points of view.Repetition:  An instance of using a word, phrase, or clause more than once in a short passage--dwelling on a point.Rhetoric:  The study and practice of effective communication.Rhetorical Question:  A question asked merely for effect with no answer expected.Running Style:  Sentence style that appears to follow the mind as it worries a problem through, mimicking the rambling, associative syntax of conversation—the opposite of periodic sentence style.Sarcasm:  A mocking, often ironic or satirical remark.Satire:  A text or performance that uses irony, derision, or wit to expose or attack human vice, foolishness, or stupidity.Simile:  A figure of speech in which two fundamentally unlike things are explicitly compared, usually in a phrase introduced by like or asStyle:  Narrowly interpreted as those figures that ornament speech or writing; broadly, as representing a manifestation of the person speaking or wri ting.Subject:  The part of a sentence or clause that indicates what it is about.Syllogism:  A form of deductive reasoning consisting of a major premise, a minor premise, and a conclusion.Subordination:  Words, phrases, and clauses that make one element of a sentence dependent on (or  subordinate  to) another. Contrast with coordination.Symbol:  A person, place, action, or thing that (by association, resemblance, or convention) represents something other than itself.Synecdoche:  A figure of speech in which a part is used to represent the whole or the whole for a part.Syntax:  (1) The study of the rules that govern the way words combine to form phrases, clauses, and sentences. (2) The arrangement of words in a sentence.Thesis:  The main idea of an essay or report, often written as a single declarative sentence.Tone:  A writers attitude toward the subject and audience. Tone is primarily conveyed through diction,  point  of view, syntax, and level of formality.Tr ansition:  The connection between two parts of a piece of writing, contributing to coherence.Understatement:  A figure of speech in which a writer deliberately makes a situation seem less important or serious than it is.Verb:  The part of speech (or word class) that describes an action or occurrence or indicates a state of being.Voice:  (1) The quality of a verb that indicates whether its subject acts (active voice) or is acted upon (passive voice). (2) The distinctive style or manner of expression of an author or narrator.Zeugma:  The use of a word to modify or govern two or more words, although its use may be grammatically or logically correct with only one.

History of Gamelan Indonesian Music and Dance

Across Indonesia, but particularly on the islands of Java and Bali, gamelan is the most popular form of traditional music. A gamelan ensemble consists of a variety of metal percussion instruments, usually made of bronze or brass, including xylophones, drums, and gongs. It may also feature bamboo flutes, wooden stringed instruments, and vocalists, but the focus is on the percussion. The name gamelan comes from gamel, a Javanese word for a type of hammer used by a blacksmith. Gamelan instruments are often made of metal, and many are played with hammer-shaped mallets, as well. Although metal instruments are expensive to make, compared with those of wood or bamboo, they will not mold or deteriorate in Indonesias hot, steamy climate. Scholars suggest that this may be one of the reasons that gamelan developed, with its signature metallic sound. Where and when was gamelan invented? How has it changed over the centuries? Origins of Gamelan Gamelan seems to have developed early in the history of what is now Indonesia. Unfortunately, however, we have very few good sources of information from the early period. Certainly, gamelan seems to have been a feature of court life during the 8th to 11th centuries, among the Hindu and Buddhist kingdoms of Java, Sumatra, and Bali. For example, the great Buddhist monument of Borobudur, in central Java, includes a bas-relief depiction of a gamelan ensemble from the time of the Srivijaya Empire, c. 6th-13th centuries CE. The musicians play stringed instruments, metal drums, and flutes. Of course, we do not have any record of what the music these musicians were playing sounded like, sadly. Classical Era Gamelan During the 12th to 15th centuries, the Hindu and Buddhist kingdoms began to leave more complete records of their doings, including their music. Literature from this era mentions the gamelan ensemble as an important element of court life, and further relief carvings on various temples support the importance of metal percussion music during this period. Indeed, members of the royal family and their courtiers were all expected to learn how to play gamelan and were judged on their musical accomplishments as much as their wisdom, bravery, or physical appearance. The Majapahit Empire (1293-1597) even had a government office in charge of supervising the performing arts, including gamelan. The arts office oversaw the construction of musical instruments, as well as scheduling performances at the court. During this period, inscriptions and bas-reliefs from Bali show that the same types of musical ensembles and instruments were prevalent there as in Java; this is not surprising since both islands were under the control of the Majapahit emperors. During the Majapahit era, the gong made its appearance in Indonesian gamelan. Likely imported from China, this instrument joined other foreign additions such as stitched-skin drums from India and bowed strings from Arabia in some types of gamelan ensembles. The gong has been the longest-lasting and most influential of these imports. Music and the Introduction of Islam During the 15th century, the people of Java and many other Indonesian islands gradually converted to Islam, under the influence of Muslim traders from the Arabian peninsula and south Asia. Fortunately for gamelan, the most influential strain of Islam in Indonesia was Sufism, a mystical branch that values music as one of the pathways to experiencing the divine. Had a more legalistic brand of Islam been introduced, it might have resulted in the extinction of gamelan in Java and Sumatra. Bali, the other major center of gamelan, remained predominantly Hindu. This religious schism weakened the cultural ties between Bali and Java, although trade continued between the islands throughout the 15th to 17th centuries. As a result, the islands developed different forms of gamelan. Balinese gamelan began to emphasize virtuosity and quick tempos, a trend later encouraged by Dutch colonists. In keeping with Sufi teachings, Javas gamelan tended to be slower in tempo and more meditative or trance-like. European Incursions In the mid-1400s, the first European explorers reached Indonesia, intent on elbowing their way into the rich Indian Ocean spice and silk trade. The first to arrive were the Portuguese, who started out with small-scale coastal raids and piracy but managed to capture the key straits at Malacca in 1512. The Portuguese, along with the Arab, African, and Indian slaves they brought with them, introduced a new variety of music into Indonesia. Known as kroncong, this new style combined gamelan-like intricate and interlocking musical patterns with western instrumentation, such as the ukulele, cello, guitar, and violin. Dutch Colonization and Gamelan In 1602, a new European power made its way into Indonesia. The powerful Dutch East India Company ousted the Portuguese and began to centralize power over the spice trade. This regime would last until 1800 when the Dutch crown took over directly. Dutch colonial officials left only a few good descriptions of gamelan performances. Rijklof van Goens, for example, noted that the king of Mataram, Amangkurat I (r. 1646-1677), had an orchestra of between thirty and fifty instruments, primarily gongs. The orchestra played on Mondays and Saturdays when the king entered the court for a type of tournament. van Goens describes a dance troupe, as well, of between five and nineteen maidens, who danced for the king to the gamelan music. Gamelan in Post-Independence Indonesia Indonesia became fully independent of the Netherlands in 1949. The new leaders had the unenviable task of creating a nation-state out of a collection of different islands, cultures, religions, and ethnic groups. The Sukarno regime established publicly-funded gamelan schools during the 1950s and 1960s, in order to encourage and sustain this music as one of the national art forms of Indonesia. Some Indonesians objected to this elevation of a musical style associated primarily with Java and Bali as a national art form; in a multiethnic, multicultural country, of course, there are no universal cultural properties. Today, gamelan is an important feature of shadow puppet shows, dances, rituals, and other performances in Indonesia. Although stand-alone gamelan concerts are unusual, the music may also be heard frequently on the radio. Most Indonesians today have embraced this ancient musical form as their national sound. Sources: Bali and Beyond: A History of Gamelan.Gamelan: Venerable Lake of Honey, University of MichiganJavanese Gamelan: A History of Gamelan MusicSpiller, Henry. Gamelan: The Traditional Sounds of Indonesia, Volume 1, ABC-CLIO, 2004.Sumarsam. Gamelan: Cultural Interaction and Musical Development in Central Java, Chicago: University of Chicago Press, 1995.

THE DEVIL WEARS PRADA Essay - 2910 Words

Urban History – To what extent how do the urbanism theories applied on movie, â€Å"The Devil Wears Prada† in terms of creating the XXXXX Parima Introduction When we hear the name of the movie, The Devil Wears Prada, it may triggers you to imagine about the glory of the fashion industry. The story takes place in an urban city, New York where the heterogeneity and the trend of fashion is always created. The main characters in this movie, Andrea Sachs is a journalist who had just graduated from university and started working as the second assistant of the authoritative CEO of â€Å"Runway Fashion Magazine†, Miranda Priestly. The story mainly happens in between the two protagonists in the company with the theme of consumerism in the†¦show more content†¦Runway, the name of the fashion magazine company she works with, has transformed Andreas identity through out the story. This can be seen in the scene when Andrea asks Nigel, who is the Miranda’s fashion assistant to change her image after Miranda criticized on her look. After Nigel transform her, this change impact on her career and self-esteem. Since she changes the way she dresses, her personality is also changed. This had a strong influence to improve the relationships with her manager, Miranda. She is the representation of the capitalism’s ideal beauty myth, accepted the transformation of the protagonist. Another evidence showing that fashion gives a change on protagonists identity and personality is the saying of protagonist’s boyfriend, Nate. He prefers the way the main protagonist had been before the transformation. Since the accentuation of the protagonist’s apparel was shifted in the new community is changed, she become the ‘Runway girl’. From the aforementioned ideas above, it is well described that the film illustrates us the enormous influence on fashion to change ones identity. 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Andrea does an interview at Elias-Clark publications and learns that Miranda Priestly, the Editor In Chief ofRead MoreAnalysis Of The Movie The Devil Wear Prada 2049 Words   |  9 PagesThe Devil Wear Prada is a movie about a fashion magazine company, the editor was Miranda Priestly, who is played by Meryl Streep. The star of the movie is Andrea Sachs, played by Anne Hathaway. Andrea sachs decide to look for a job at a Fashion magazine company named Runway. Her goal was to work there for a year and than move on. Andrea was hired and displayed Positive Organizational Behavior through out the movie â€Å"the study and application of positively oriented human resource strengths and psychologicalRead MoreLeadership and Management styles in The devil wears Prada2394 Words   |  10 Pagessacrifices are n’t worth the job she is in. Soon after a great reference from Miranda, Andy gets a job for a New York Newspaper, where she always longed to be as a journalist. I am writing this report based on the film: The Devil Wears Prada (2006), particularly observing the main character with evident traits of being a leader, named: Miranda Priestly (Meryl Streep). Emily Charlton (Emily Blunt) is also mentioned in the report for her managerial traits, however the focus on EmilyRead MoreAnalysis Of The Book Maris Stella s The Devil Wears Prada 1752 Words   |  8 Pages Business Studies Film Review Maris Stella School By: Kenda Lang Released: June 30th 2006 Directed by: David Frankel Adaption of: The Devil Wears Prada the novel Lauren Weisberger: Story line and novelist Screenplay: Aline Brosh McKenna Genre: Drama/Romantic film Film Duration: 1hour 50minutes Lead Actors: Anne Hathaway Meryl Streep Emily Blunt Stanley Tucci Contents page: Cover Page- Read MoreEssay on The Devil Wears Prada Film Case Study1259 Words   |  6 Pagesâ€Å"The Devil Wears Prada† Film Case Study â€Å"The Devil Wears Prada† is a movie about a naà ¯ve, yet smart young woman named Andrea Sachs, and her journey to becoming a journalist. Andrea, also known as Andy, graduated from Northwestern University and interviewed for a job at Runway, a major fashion magazine in New York City. Being a simple young woman, Andy wasn’t necessarily up to speed with the fashion industry, but ended up landing the job. Miranda Priestly, editor in chief at Runway hired AndyRead MoreOrganizational Structure and Culture: The Devil Wears Prada and Up In the Air924 Words   |  4 PagesOrganizational structure and culture in the movies, I will use the Movie Up in the Air and The Devil Wear Prada movies to analyze a business scenario from them. Movies regularly illustrate a glimpse into the inner working of an organization. They analyze how the characters as individuals and groups interact with each other, how they think and feel about each other in an organization. The Devil Wears Prada is a 2006 comedy drama film by David Frankel that gives the viewers a picture of how it looksRead MoreThe Devils Wears Prada776 Words   |  4 PagesThe Devil Wears Prada by Lauren Weisberger is the story of Andrea Sachs, a 23 year old woman who aspires to write for The New Yorker one day. After graduating from Brown University and traveling Europe for the summer, Andrea returns home and looks for a job while staying with her friend Lily in New York. Andrea receives a call from Elias Clark, a major magazine publisher and is surprised to find that they have read her resume and would like to speak with her about a position they have available.

GAAP and IFRS free essay sample

There are differences that exist between the US GAAP and IFRS (International GAAP), nonetheless right now there is a convergence project existing between the FASB and the IASB, which issue these GAAPs in that order to narrow down the differences between the two. This is so that there are no misinterpretations when using either GAAPs. With that mentioned, the following differences exist between the US GAAP and IFRS (International GAAP). Inventory Measurement GAAP clarifies that inventory value is measured based on FIFO, LIFO and weighted average method, but IFRS does not allow the use of LIFO method. Recognition of Revenue from Services GAAP accepts the money as revenue when total services are provided and contract of services is completed, however if there is work pending under the service contract, then it cannot recognize the revenue from service. Nonetheless, IFRS allows the showing of the revenue even when some parts of services are pending. We will write a custom essay sample on GAAP and IFRS or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"IFRS also use zero profit model in case if we can not be reasonably calculate the revenue† (Difference between GAAP and IFRS). Difference in Construction Contracts Revenue Recognition a) In GAAP: â€Å"We can show the % of completed work and recognise its revenue for showing in our financial statement† (Difference between GAAP and IFRS). b) In IFRS: â€Å"IFRS uses only revenue approach of % of completion method but it does not use the gross profit approach of % completion method† (Difference between GAAP and IFRS). â€Å"IFRS uses a single-step method for impairment write-downs rather than the two-step method used in U. S. GAAP, making write-downs more likely. IFRS has a different probability threshold and measurement objective for contingencies. IFRS does not permit curing debt covenant violations after year-end† (International Financial Reporting Standards).

Was the atomic bomb nessary Essay Example For Students

Was the atomic bomb nessary Essay Atomic Bomb Necessary . Was it Necessary? August 6th, 1945, 70,000 lives were ended in a matter of seconds. The United States had dropped an atomic bomb on the city of Hiroshima. Today many argue over whether or not the US should have taken such a drastic measure. Was it entirely necessary that we drop such a devastating weapon? Yes, it was. First, we must look at what was going on at the time the decision was made. The US had been fighting a massive war since 1941. Morale was most likely low, and resources were probably at the same level as morale. We will write a custom essay on Was the atomic bomb nessary specifically for you for only $16.38 $13.9/page Order now However, each side continued to fight, and both were determined to win. Obviously, the best thing that could have possibly have happened would have been to bring the war to a quick end, with a minimum of casualties. What would have happened had the A-bomb not been used? The most obvious thing is that the war would have continued. US forces; therefore, would have had to invade the home island of Japan. Imagine the number of casualties that could have occurred if this would have happened! Also, our forces would not only have to fight off the Japanese military, but they would have to defend themselves against the civilians of Japan as well. It was also a fact that the Japanese government had been equipping the commoners with any kind of weapon they could get their hands on. It is true that this could mean a Japanese citizen could have anything from a gun to a spear, but many unsuspecting soldiers might have fallen victim to a surprise spear attack! The number of deaths that would have occurred would have been much greater, and an invasion would have taken a much longer period of time. The Japanese would have continued to fight the US with all of what they had; spears, guns, knives, whatever they could get their hands on, just as long as they continued to fight the enemy. As mentioned before, it is a fact that some civilians had been ready to fight our military with spears! What made it possible that the Japanese would resort to using spears? Why wouldnt they use guns or other weapons? Well, the truth was, the government just didnt have the resources to give out a gun to just any citizen. US naval blockades are one of the major reasons that Japan was so low on resources, and a main point opponents of the decision to drop the bomb constantly bring up. Japan obviously was very low on resources. Japanese civilians were ready to die with spears in their hands, surely the military would do the same. Besides, the Japanese military did still have some resources to go on. So again I must bring out the fact that Japan could have continued to fight, and they would have. And Im sure anyone can realize what would happen if the war continued; more deaths. Admiral William Leahy, Chief of Staff to President Roosevelt and President Truman, wrote, By the beginning of September 1944, Japan was almost completely defeated through a practically complete sea and air blockade. If that was true, how could they have continued to fight and rack up enemy kills? If the Chief of Staff to the President figured they would soon surrender around September 1944; why were they still fighting almost a year later? And how can we be so sure that any other estimates on when the war would end would be correct? Basically, we cant. For all anyone knows, Japan would have kept fighting. .u99b8b542d282656ff26070a479e89856 , .u99b8b542d282656ff26070a479e89856 .postImageUrl , .u99b8b542d282656ff26070a479e89856 .centered-text-area { min-height: 80px; position: relative; } .u99b8b542d282656ff26070a479e89856 , .u99b8b542d282656ff26070a479e89856:hover , .u99b8b542d282656ff26070a479e89856:visited , .u99b8b542d282656ff26070a479e89856:active { border:0!important; } .u99b8b542d282656ff26070a479e89856 .clearfix:after { content: ""; display: table; clear: both; } .u99b8b542d282656ff26070a479e89856 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u99b8b542d282656ff26070a479e89856:active , .u99b8b542d282656ff26070a479e89856:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u99b8b542d282656ff26070a479e89856 .centered-text-area { width: 100%; position: relative ; } .u99b8b542d282656ff26070a479e89856 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u99b8b542d282656ff26070a479e89856 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u99b8b542d282656ff26070a479e89856 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u99b8b542d282656ff26070a479e89856:hover .ctaButton { background-color: #34495E!important; } .u99b8b542d282656ff26070a479e89856 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u99b8b542d282656ff26070a479e89856 .u99b8b542d282656ff26070a479e89856-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u99b8b542d282656ff26070a479e89856:after { content: ""; display: block; clear: both; } READ: Conrad is a Sexist Essay It was the atomic bomb that forced Japan to surrender and in turn saved thousands if not millions of lives. How can anyone be so sure that Japan would continue to fight? No one can say exactly what would have happened, because lets face it, no one really knows. Its possible Japan was just about to surrender, but most evidence would not agree with that statement. Im sure most have heard of a group of men called the Kamikaze. Kamikaze were suicide pilots. They would load an airplane up with explosives and try to nose-dive it into . Was the atomic bomb nessary Essay Example For Students Was the atomic bomb nessary Essay Atomic Bomb Necessary . Was it Necessary? August 6th, 1945, 70,000 lives were ended in a matter of seconds. The United States had dropped an atomic bomb on the city of Hiroshima. Today many argue over whether or not the US should have taken such a drastic measure. Was it entirely necessary that we drop such a devastating weapon? Yes, it was. First, we must look at what was going on at the time the decision was made. The US had been fighting a massive war since 1941. Morale was most likely low, and resources were probably at the same level as morale. We will write a custom essay on Was the atomic bomb nessary specifically for you for only $16.38 $13.9/page Order now However, each side continued to fight, and both were determined to win. Obviously, the best thing that could have possibly have happened would have been to bring the war to a quick end, with a minimum of casualties. What would have happened had the A-bomb not been used? The most obvious thing is that the war would have continued. US forces; therefore, would have had to invade the home island of Japan. Imagine the number of casualties that could have occurred if this would have happened! Also, our forces would not only have to fight off the Japanese military, but they would have to defend themselves against the civilians of Japan as well. It was also a fact that the Japanese government had been equipping the commoners with any kind of weapon they could get their hands on. It is true that this could mean a Japanese citizen could have anything from a gun to a spear, but many unsuspecting soldiers might have fallen victim to a surprise spear attack! The number of deaths that would have occurred would have been much greater, and an invasion would have taken a much longer period of time. The Japanese would have continued to fight the US with all of what they had; spears, guns, knives, whatever they could get their hands on, just as long as they continued to fight the enemy. As mentioned before, it is a fact that some civilians had been ready to fight our military with spears! What made it possible that the Japanese would resort to using spears? Why wouldnt they use guns or other weapons? Well, the truth was, the government just didnt have the resources to give out a gun to just any citizen. US naval blockades are one of the major reasons that Japan was so low on resources, and a main point opponents of the decision to drop the bomb constantly bring up. Japan obviously was very low on resources. Japanese civilians were ready to die with spears in their hands, surely the military would do the same. Besides, the Japanese military did still have some resources to go on. So again I must bring out the fact that Japan could have continued to fight, and they would have. And Im sure anyone can realize what would happen if the war continued; more deaths. Admiral William Leahy, Chief of Staff to President Roosevelt and President Truman, wrote, By the beginning of September 1944, Japan was almost completely defeated through a practically complete sea and air blockade. If that was true, how could they have continued to fight and rack up enemy kills? If the Chief of Staff to the President figured they would soon surrender around September 1944; why were they still fighting almost a year later? And how can we be so sure that any other estimates on when the war would end would be correct? Basically, we cant. For all anyone knows, Japan would have kept fighting. .u84232ed106dd853a164c653a858d6158 , .u84232ed106dd853a164c653a858d6158 .postImageUrl , .u84232ed106dd853a164c653a858d6158 .centered-text-area { min-height: 80px; position: relative; } .u84232ed106dd853a164c653a858d6158 , .u84232ed106dd853a164c653a858d6158:hover , .u84232ed106dd853a164c653a858d6158:visited , .u84232ed106dd853a164c653a858d6158:active { border:0!important; } .u84232ed106dd853a164c653a858d6158 .clearfix:after { content: ""; display: table; clear: both; } .u84232ed106dd853a164c653a858d6158 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u84232ed106dd853a164c653a858d6158:active , .u84232ed106dd853a164c653a858d6158:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u84232ed106dd853a164c653a858d6158 .centered-text-area { width: 100%; position: relative ; } .u84232ed106dd853a164c653a858d6158 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u84232ed106dd853a164c653a858d6158 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u84232ed106dd853a164c653a858d6158 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u84232ed106dd853a164c653a858d6158:hover .ctaButton { background-color: #34495E!important; } .u84232ed106dd853a164c653a858d6158 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u84232ed106dd853a164c653a858d6158 .u84232ed106dd853a164c653a858d6158-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u84232ed106dd853a164c653a858d6158:after { content: ""; display: block; clear: both; } READ: Veteran interview Essay It was the atomic bomb that forced Japan to surrender and in turn saved thousands if not millions of lives. How can anyone be so sure that Japan would continue to fight? No one can say exactly what would have happened, because lets face it, no one really knows. Its possible Japan was just about to surrender, but most evidence would not agree with that statement. Im sure most have heard of a group of men called the Kamikaze. Kamikaze were suicide pilots. They would load an airplane up with explosives and try to nose-dive it into an .