Life of John Milton Essay Example for Free

Life of John Milton Essay Milton continued to write poetry during this period of study: his Arcades and Comus were both commissioned for masques composed for noble patrons, connections of the Egerton family, and performed in 1632 and 1634 respectively. Comus argues for the virtuousness of temperance and chastity. He contributed his pastoral elegy Lycidas to a memorial collection for one of his Cambridge classmates. Drafts of these poems are preserved in Milton’s poetry notebook, known as the Trinity Manuscript because it is now kept at Trinity College, Cambridge. Family Milton and his first wife, Mary Powell (1625–1652) had four children: * Anne (born 7 July 1646) * Mary (born 25 October 1648) * John (16 March 1651 – June 1652) * Deborah (2 May 1652 – ?) Mary Powell died on 5 May 1652 from complications following Deborahs birth. Miltons daughters survived to adulthood, but he had always a strained relationship with them. On 12 November 1656, Milton was married again, to Katherine Woodcock. She died on 3 February 1658, less than four months after giving birth to a daughter, Katherine, who also died. Milton married for a third time on 24 February 1662, to Elizabeth Mynshull (1638–1728), the niece of Thomas Mynshull, a wealthy apothecary and philanthropist in Manchester. Despite a 31-year age gap, the marriage seemed happy, according to John Aubrey, and was to last more than 11 years until Miltons death. (A plaque on the wall of Mynshulls House in Manchester describes Elizabeth as Miltons 3rd and Best wife.) Two nephews, John Phillips and Edward Phillips, were well known as writers. They were sons of Miltons sister Anne. John acted as a secretary, and Edward was Miltons first biographer. Blindness But in the course of his work for the government, his eyesight had begun to fail, and by 1651 (43) he was completely blind. Death He ended his days in a small house near Bunhill Fields, alone with his wife and a maid. He died in ++1674 (66) without pain or emotion, according to testimony at the time no one in the room noticing his passing. - Published poetry Milton is the author of dramas such as Samson Agonistes (1671) as well as lyrical sonnets, of which the finest were in fact inspired the the death of his second wife. Altogether John Milton would write twenty- three sonnets. In a very real sense therefore these can be considered as exceptions. He uses such moments to express his thoughts and feelings on specific events, historical or personal. In his lifetime, moreover, he was mainly known for his political pamphlets. As a poet during the age of Shakespeare, he was born less than a decade after the death of this one. Milton might have been less appealing than such a master of the English language but he was nonetheless destined to become one of the best writers England would ever know. Having sided with the parliamentarians against the monarchists, Milton would begin a political career with responsibilities comparable to that today of an undersecretary of state for foreign affairs. However the restoration of the monarchy in 1660 will mean that he is both fined and imprisoned in the famous still standing today Tower of London. Eventually pardoned, Milton would from then on lead a rather retired life devoted entirely to writing until his death in 1674. Miltons poetry was slow to see the light of day, at least under his name. His first published poem was On Shakespear (1630), anonymously included in the Second Folio edition of Shakespeare. In the midst of the excitement attending the possibility of establishing a new English government, Milton collected his work in 1645 Poems. The anonymous edition of Comus was published in 1637, and the publication of Lycidas in 1638 in Justa Edouardo King Naufrago was signed J. M. Otherwise the 1645 collection was the only poetry of his to see print, until Paradise Lost appeared in 1667. Paradise Lost Main article: Paradise Lost Milton’s magnum opus, the blank-verse epic poem Paradise Lost, was composed by the blind and impoverished Milton from 1658 to 1664 (first edition) with small but significant revisions published in 1674 (second edition). As a blind poet, Milton dictated his verse to a series of aides in his employ. It reflects his personal despair at the failure of the Revolution, yet affirms an ultimate optimism in human potential. Milton encoded many references to his unyielding support for the Good Old Cause.[31] Milton followed up Paradise Lost with its sequel, Paradise Regained, published alongside the tragedy Samson Agonistes, in 1671. Both these works also resonate with Milton’s post-Restoration political situation. Just before his death in 1674, Milton supervised a second edition of Paradise Lost, accompanied by an explanation of why the poem rhymes not and prefatory verses by Marvell. Milton republished his 1645 Poems in 1673, as well a collection of his letters and the Latin pr olusions from his Cambridge days. A 1668 edition of Paradise Lost, reported to have been Miltons personal copy, is now housed in the archives of theUniversity of Western Ontario. Paradise Lost is an epic poem in blank verse by the 17th-century English poet John Milton. It was originally published in 1667 in ten books, with a total of over ten thousand individual lines of verse. A second edition followed in 1674, changed into twelve books (in the manner of the division of Virgils Aeneid) with minor revisions throughout and a note on the versification.[1] The poem concerns the Biblical story of the Fall of Man: the temptation of Adam and Eveby the fallen angel Satan and their expulsion from the Garden of Eden. Miltons purpose, stated in Book I, is to justify the ways of God to men.[2] Paradise Lost is widely considered one of the greatest literary works in the English language.[3] The poem begins strong as follows: Of Mans first disobedience, and the fruit of that forbidden tree, whose mortal taste brought death into the world, and all our woe (with loss of Eden, till one greater Man restore us, and regain the blissful seat) Some of the famous verses from Paradise Lost include: The mind is its own place, and in itself Can make a heav’n of hell, a hell of heav’n. The context of this passage is that of Satan not yet really considering revenge. At that point he is instead deciding to make the most of the situation. This is confirmed only a few lines later when he makes the very famous utterance: Better to reign in hell, than serve in heav’n. The following quote is from a point in the work when God is talking with his son and angels about the fact that since angels and man were given free will, it would have been meant changing their nature to have intervened and prevented their sin: The first sort by their own suggestions fell, Self-tempted, self-depraved: man falls deceived By the other first: man therefore shall find grace, The other none Finally, let us consider the following quote where Milton tells us about Eve having been deceived: Greedily she engorged without restraint, And knew not eating death; It interesting to note that even though Paradise Lost was to become considered as a major influential work, it did not meet immediate success when it was first published in 1667. It was not until 1688, a little over ten years after Milton’s death that the poem would start to be widely recognized. Perhaps such late recognition has partly to do with the fact that by the time of his death Milton was not only broke, but he had been alienated out of intellectual life in his own country. In 1670 he would publish his controversial The History of Britain, and in 1671 Paradise Regained, dealing with the temptation of Christ. Milton would die in London on November 8 1674. The same year would appear the second edition of Paradise Lost. - Characters Satan Satan is the first major character introduced in the poem. Formerly the most beautiful of all angels in Heaven, hes a tragic figure who describes himself with the now-famous quote Better to reign in Hell than to serve in Heaven. He is introduced to Hell after he leads a failed rebellion to wrestle control of Heaven from God. Satans desire to rebel against his creator stems from his unwillingness to be subjugated by God and his Son, claiming that angels are self-begot, self-raised,[4] thereby denying Gods authority over them as their creator. Adam Adam is the first human created by God. Though initially alone, Adam demands a mate from God. Considered Gods prized creation, Adam, along with his wife, rules over all the creatures of the world and reside in the Garden of Eden. He is more intelligent and curious about external ideas than Eve. He is completely infatuated with Eve, which while pure in and of itself, eventually contributes to his reasons for joining Eve in disobedience to God. Eve Eve is the second human created by God, taken from one of Adams ribs and shaped into a female form of Adam. In her innocence, she is the model of a good wife, graceful and submissive to Adam. Though happy, she longs for knowledge and, more specifically, self-knowledge. Her first act in existence is to turn away from Adam and look at and ponder her own reflection. Eve is extremely beautiful and thoroughly in love with Adam, though may feel suffocated by his constant presence. One day, she convinces Adam that it would be good for them to split up and work different parts of the Garden. In her solitude, she is tempted by Satan to sin against God. Adam shortly follows along with her. The Son of God The Son of God is the spirit that will become Jesus Christ, though he is never named explicitly, since he has not yet entered human form. The Son of God shares total union with God, and indeed is understood to be a person of the Godhead, along with the Father and the Spirit. He is the ultimate hero of the epic and infinitely powerful, singlehandedly defeating Satan and his followers when they violently rebel against God and driving them into Hell. The Son of God tells Adam and Eve about Gods judgment after their sin. However, he sacrificially volunteers to eventually journey to the World, become a man himself, and redeem the Fall of Man through his own death and resurrection. In the final scene, a vision of Salvation through the Son of God is revealed to Adam by Michael. Still, the name, Jesus of Nazareth, and the details of Jesus story are not depicted in the poem.[7] God the Father God the Father is the creator of Heaven, Hell, the World, and of everyone and everything there is. He desires glory and praise from all his creations. He is an all-powerful, all-knowing, infinitely good being who cannot be overthrown by even the great army of angels Satan incites against him. The poem begins with the purpose of justifying the ways of God to men, so God often converses with the Son of God concerning his plans and reveals his motives regarding his actions. The poem portrays God’s process of creation in the way that Milton believed it was done, that God created Heaven, Earth, Hell, and all the creatures that inhabit these separate planes from part of Himself, not out of nothing.[8] Thus, according to Milton, the ultimate authority of God derives from his being the author of creation. Satan tries to justify his rebellion by denying this aspect of God and claiming self-creation, but he admits to himself this is not the case, and that God deserved no such return/ Fr om me, whom He created what I was.[9][10] Raphael Raphael is an angel who is sent by God to warn Adam about Satans infiltration of Eden and to warn him that Satan is going to try to curse Adam and Eve. He also has a lengthy discussion with the curious Adam regarding creation and events which transpired in Heaven. Michael Michael is a mighty archangel who fought for God in the Angelic War. In the first battle, he wounds Satan terribly with a powerful sword that God designed to even cut through the substance of angels. After Adam and Eve disobey God by eating from the Tree of Knowledge, God sends the angel Michael to visit Adam and Eve. His duty is to escort Adam and Eve out of Paradise. But before this happens, Michael shows Adam visions of the future which cover an outline of the Bible, from the story of Cain and Abel in Genesis, up through the story of Jesus Christ in the New Testament. Interpretation and criticism The Creation of Man, engraving from the 1688 edition, by John Baptist Medina The writer and critic Samuel Johnson wrote that Paradise Lost shows off [Miltons] peculiar power to astonish and that [Milton] seems to have been well acquainted with his own genius, and to know what it was that Nature had bestowed upon him more bountifully than upon others: the power of displaying the vast, illuminating the splendid, enforcing the awful, darkening the gloomy, and aggravating the dreadful.

The Study Skills Handbook Essay Example for Free

The Study Skills Handbook Essay In order to overcome the weaknesses of both the cross-sectional and longitudinal approach most developmental psychologists use a combination of the two in a single study as illustrated by Schaie (1965). He conducted a study of dependency behaviour in two, five and eight year olds. The first part of the study, which was cross-sectional, required data to be collected at all three age points. The longitudinal approach was then used following an interim of three years, when the two year olds reached the age of five and the five year olds reached the age of eight. If this study was simply longitudinal it would have taken six years before data collection was complete, therefore the combination of both approaches represents a fifty percent saving in time. It also allows for a check to be carried out on a possible cohort effect. Both data collection methods, the longitudinal and cross-sectional approach, can produce different findings on the same study. Weschslers cross-sectional study showed a decline in intelligence from the age of twenty. In contrast Schaie and Willis longitudinal study of intelligence showed an increase in intelligence up until the age of fifty. The reasons for the different findings is firstly the cohort effect, different past histories, connected to the cross-sectional approach and secondly participant attrition, that is to say participant drop out, associated with the longitudinal approach. In conclusion the longitudinal design is not the preferred approach for developmental psychologists because of the costs, time involved and participant attrition. On the other hand the cross-sectional design is very popular and is the preferred method as data covering a wide range of age points can be collected in a very short period of time. It is also cost effective and developmental questions can be answered quickly and efficiently. References Davey, G., (Ed) (2004) Complete Psychology. Oxon: Hodder Stroughton. Gleitman, H, Fridlund, A. J. F. Reisberg, D. (2004) Psychology (6th Ed.). New York: W.W.Norton. Cottrell, S., (2003) The Study Skills Handbook. (2nd Ed). Palgrave Macmillan. Millar, W.S. (2004) Methods used by Developmental Psychologists. Transcript PY 102C Developmental Psychology. Student No: 03037041

Education Essays Deaf Students Education

Education Essays Deaf Students Education Deaf Students Education Deaf Students and Higher Education Easier Access to Higher Education for Deaf Students: An Interdisciplinary Interpretation Introduction There is a high emphasis placed on higher education in the United States today. Many jobs require future employees to have a college degree before they will even consider the applicant. Colleges and universities can be very demanding and rough for any individual to attend, and people with any handicap can find themselves in a situation that is almost impossible to finish. Deaf students that wish to follow their dream of achieving a college degree find themselves in a tough situation, not only by the demands of college life, but also because of the lack of help they receive from these facilities. Deaf students that pursue higher education should have easier access to higher educational opportunities, allowing them to obtain better control over their futures. College degrees are not easily achieved by most individuals. The success of the person has many outside influences, such as, social standing, educational level when the person enters college, and help from the college itself. â€Å"Approximately 70% of the 123,000 deaf students enrolled in 2,300 colleges across the United States will not persist until graduation† (Smith, 2005, p 1). The cause of this high rate must be considered by many different facts as well as different disciplines. Is the educational level of deaf students lacking in some way that causes them not to be ready for school after secondary schools? Are the colleges / universities helping in everyway so these students can achieve their goals? Does society treat these students less significant that hearing students? To fully understand this multifaceted issue, more than one discipline needs to be looked at because one discipline will not lead to a resolution, thus an interdisciplinary interpretation must be used (Repko, 2005). Many disciplines could help explain the cause for so many deaf students not reaching college graduation. Biology could explain set backs deaf children face, such as, were they born deaf or did they lose their hearing at an early age that cause these children difficulties in development. History could be looked at for how deaf people where treated in the past, and see if the stereotypes and stigmas that were present back then still existence today. Psychology should be used to help understand the deaf students and their goals for their life. Sociology looks at how deaf people are treated in the society they live in. Education could help explain if deaf student graduate high school with the knowledge they should have learned throughout their primary education years or if the student fell behind and still continued on to high school graduation. Education, sociology, and psychology will have more of an impact on the planning that will help more deaf students achieve their goal of reaching college graduation. Education is the process that brings together the physical, cognitive, and emotional needs of a child to help that individual develop intellectual (Nath Cohen, 2005). Sociology is the study of various groups and subgroups in a society in a society (Macionis, 2006). This discipline helps illustrate the difficulties deaf students face in the United States and will also show the view that society has about deaf people that they interact with everyday. Psychology is the scientific study of the mind and how people behave in everyday situations (Nairne, 2006). This discipline could help understand the mind of the deaf student and the hardships they face daily. These three disciplines will bring many different views about why deaf students do not reach a college diploma. To fully understand the viewpoints and theories that are in each of these disciplines, a detailed review of literature from each of these disciplines will be examined and introduced to help fully understand this difficult issue. In order to help deaf student attain a college education, a system must be implemented that helps with the full range of problems that deaf students face. Deaf students not only face difficulties in education but other areas in their life that hold them back; so, these issues must be studied also. With the conclusions from education, sociology, and psychology a plan can be mapped out from grade school to college graduation that help deaf students succeed throughout all of their educational careers. Background Many deaf people do not see themselves as broken or that they need to be fixed. The opposite is closer to the truth. Deaf people see themselves as a subculture, a minority in society. They feel that American Sign Language is their first language and English is their second language, just the same way Hispanics view Spanish (Unknown, 2007). This is quite a different view point that many hearing people may have when they see a deaf person in their community. Most deaf people do not feel the need to be â€Å"cured’ from deafness and embrace their deafness as their cultural identity. This must be kept in mind when studying this issue because both, the hearing population and the deaf population, have vast differences to why this problem might be happening. Keeping this point in mind we need to look at several reasons for this dilemma. Deaf students receive the same high school diploma that hearing students do, so why does the deaf population have higher rate of dropouts than the hearing population? The typical eighteen year old deaf student reads below a fourth-grade reading level (Bollag, 2006). These students are being taught to read lips and with cued speech (hand movements around the mouth to indicate the sound of the word being spoken) and not in American Sign Language (ASL). Teaching them to read lips and with cued speech is great to develop their English skills but these students also need the access to their â€Å"native† language in order to grabs the world around them. â€Å"ASL exposes children to the world’s knowledge and it incorporates self-esteem and aspects of deaf culture. Mastering English gives them access to the richness of the English world, like Shakespeare and idioms† (Bollag, 2006). These children seem less likely to accomplish the same school work as hearing students their age, if they must first learn to read lips or cued speech, which could take years after they start school. This could be another step in implementing a way to help every deaf student succeed after they complete primary school. Accessibility to the subject content many also play a role. Under the Americans with Disabilities Act (ADA) 1990, deaf people have the right for qualified interpreter for their classes (U.S. Department of Labor, 1990). This needs a more in-depth look to see if all deaf college students are receiving this service. Qualified is loosely translated and could mean very different things to different organizations. Sign language interpreters have different levels of qualifications from state to state; therefore one state might be more lenient than others. This is a key to any deaf student’s educations and has many negative effect if the interpreter is not highly qualified. The other question about interpreters is; do they understand the course content of the classes the deaf student is enrolled in? When deaf students are taking the basic core classes most interpreters can clearly understand and convey the message of the professors. After the core curricular, more in-depth discipline classes of the major the deaf student has chosen. If the deaf student decides to major in Industrial and Manufacturing Systems Engineering, will the interpreter be able to fully understand the material and transmit that for the deaf student? This could be a very straing on both the interpret and the deaf student, which in turn could cause the deaf student to become frustrated with the course and drop out because they do not full understand. Are colleges deaf friendly? Some colleges have various programs and clubs for the student population. If only a few select deaf people are attending one univeristy the chances that they have special programs or clubs for these students are slim. Thus the deaf person may feel that they do not belong in the college world. People are social creatures and need the feeling of belonging, if deaf people do not feel this and on the extreme side feel exclused they may not want to continue their education. Another set back maybe how society views the deaf individual. Aristotle thought that hearing was the key to learning and deaf individuals that were not capable of speaking thoughts were thought to be dumb, with this the phase â€Å"deaf and dumb† arose (Hummel, 1993). This however is not the case; a minute encounter with an average deaf person will definitely disprove this theory. The sad truth is that many people today believe that this is true, and will hold on to this stereotype simply because they do not know any deaf people. There is a long history of remarkable deaf people that are not recognized by many hearing people. If this theory is false why do so many deaf people not graduate college? Society makes assumptions about every group and thus the group is stereotyped into something that, in most cases, is not true. Is this the reason why so many fail at higher education, because they have already labeled as less intelligent? The issues listed above show the star players in the education process for the deaf students. The cognitive ability of the deaf student must first be discovered. The educators in primary schools must be observed and taught the proper way to education deaf students. Then the college/universities must be examined to insure that the deaf student rights and needs are being met. Society also plays a key role into the education of deaf students; thus the stereotypes they hold need to be broken down to guarantee that the deaf students can succeed in today’s educational system. If these steps are taking the deaf student should be better able to seize their goal of graduating college. This problem needs not only to be looked at by many disciplines but with many different point of views. With this problem a debate with hearing and deaf arises, what is best for deaf individuals? Should hearing people decide what is best for the deaf child or should these decisions come from adults with hearing loss that have understanding about the deaf child experiences? If this dilemma is only looked at by one strict discipline or one point of view it could go unidentified by other professions and other individuals (Repko, 2005). Deaf students with dreams of higher education need an organization that helps with every aspect of they encounter throughout their educational careers. This organization needs to be design with the deaf student’s needs and also help educate deaf students of the government assistance/programs required under federal laws. This predicament affects many deaf students and has vastly impactions on their life. Without an education deaf people find jobs not necessary careers. This â€Å"real world problem† should be considered more broadly than one discipline can cover (Repko, 2005). In order to complete this task education, sociology, and psychology need to be explored. Education should be researched first to find better ways to help deaf students at younger ages to better prepare them for their future. Sociology should then be studied to see where the deaf students fit into society. The stereotypes of deaf people need to also be considered to inspect what needs to be altered in order for the deaf students, not to be look down on as less intelligent individuals. Psychology is the final stage of the approach because the deaf student also needs to be analyzed, in order to completely understand the full interpretation of the problem at hand. Armed with these disciplines the complete evaluation can be prepared, as a result a resolution can be achieved. Disciplinary Perspectives, Evidence, and Insights This section will present the most valuable material for discussing the topic problem. Both secondary and peer-reviewed sources may be used in this section, but, the primary sources are the most critical for the evidence from each discipline to be presented. Integration The integration for the disciplinary insights is the most significant part of the INTS paper. It is the center stage where all the actors come for the grand finale. Conclusion The conclusion will be the summary and will also mention any future research ideas or possible outcomes or consequences. References Education Bollag, B. (2006, May, 12). The debate over deaf education. Chronicle of Higher Education, 52, Retrieved February 26, 2008, from http://web.ebscohost.com/ehost/detail?vid=3hid=104sid=dae8a160-5873-4abe-8913-e7 Hummel, C. (1993).Aristotle (384-322 B.C.). Prospects: The quarterly review of comparative education (Paris, UNESCO: International Bureau of Educaion). 23, 39-51. Nath, J., Cohen, M. (2005). Becoming a middle school or high school teacher in Texas: A course of study for the pedagogy and professional responsibilities (PPR) TExES. Australia: Thomson Wadsworth. Psychology Nairne, J. S. (2006). Psychology: The adaptive mind 4th edition. Australia: Thomson Wadsworth. Sociology Macionis, J. J. (2006). Society: The basics 8th edition. Upper Saddle River, NJ: Pearson Prentice Hall. Smith, J. A. (2005). College is a challenge, but Ive got dreams and I know I can do it!. Dissertation Abstracts International, A: The Humanities and Social Science, 65, 3590-A. Additional Sources Repko, A (2005). Interdisciplinary practice: A student guide to research and writing. Boston: Pearson. Unknown, (2007, September 21 ). Oregons deaf and hard of hearing services: Deaf culture, history and importance . Retrieved March 7, 2008, from Oregon.gov Web site: http://www.oregon.gov/DHS/odhhs/tadoc/deaf7.shtml U.S. Department of Labor, (1990). The Americans with disablilties Act of 1990. Retrieved March 7, 2008, from Employment Standards Administration Office of Federal Contract Compliance Programs Web site: http://www.dol.gov/esa/regs/statutes/ofccp/ada.htm

crazy dream :: essays research papers

My family and I planned to take a trip from our hometown, Alert Alabama to Chicago Illinois for the weekend. Our lives are very earth, very basic. There are four of us. Our name is the Tuckers and we live on a farm. Or I could say we rot on a farm. My name is Andy Joe Tucker and I am 18. Life is very boring there in Alabama, let me tell you, man. Our idea of fun is throwing knifes at pigs as they run around the pin in my back yard. We figured it is too hard to please ourselves all the time, so we planned on letting â€Å"run run run hustle bustle† atmosphere of Chicago please us for a weekend. We love Chicago and go there once a year. That Friday morning in July our airplane lifted from the ground. The flight began smooth and the plane was new. The air was fresh and the sun was bright, man. That all changed the moment the plane smashed and burned into the streets of the Chicago city. We were in the air and the sky was truly of heaven, bro. I felt as if I was with god gliding across the sky. The captain comes on the intercom and announces we are approaching Chicago but there seems to be a problem, man. He announces, â€Å"Ladies and gentlemen, we seem to be having difficulties contacting the Airport down below. Please stay calm while we await a signal that it is safe to land.† A thick and gruesome layer of muck and filth lay over the city. Looked like a damn pile of hay swirling around there yonder below. I cannot see the cotton picking ground for the life of me. The muck looks of something out of this world and all quite magical, man. The plane is circling the city with still no radio from the airport in return to our calls. Twenty minutes goes by. Suddenly, my chair becomes incredibly hot, so hot I start to scream. I look around and notice everyone in the cabin is having the same problem. I look down to unbuckle my seatbelt and get the hell of this seat when I realize the buckle is gone, MAN! Literally the buckle is no longer there, just the strap of the belt. I am trapped. In the middle of this excruciating dilemma of my seat and the cries of my fellow passengers, the planes nose goes vertical facing the sky, dude.

Gertrude Stein :: essays research papers fc

Gertrude Stein   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I know I am† (Burnett 51). This response form Gertrude Stein was given in answer to the question â€Å"You think you are a genius?† posed to her by the French artist Henri Matisse. This was the epitome of Stein.   Ã‚  Ã‚  Ã‚  Ã‚  Born in 1876, in Allegheny, Pennsylvania, Gertrude was the fifth child, and youngest, to Daniel and Amelia Stein, German-Jewish immigrants. She was a bright girl, but was noted for â€Å"her lifelong indifference to rules† (Gombar 41), especially in school. The early death of her mother was the cause of this. Her father was the king of his castle, often acting as a tyrant, and Stein â€Å"credited her lifelong aversion to all authorities and father figures† (Gombar 41) to him.   Ã‚  Ã‚  Ã‚  Ã‚  Gertrude always had a close relationship to her older brother, Leo. They were fast friends throughout their childhood, and into their adulthood. Though she had completed few years of high school, and did not meet the requirements in Latin, when Leo attended Harvard in 1892, Gertrude followed in 1893, in the women’s Harvard Annex. While at Harvard, she was taken under the wing of noted psychoanalyst, William James. James had an effect on Stein’s later writings as well. His method of â€Å"automatic writing, in which subjects wrote down their unedited, free-associative thoughts† (Gombar 42), was often the way Gertrude wrote many of her literary pieces. In 1897, she was denied her bachelor’s degree, but the next year, she graduated magna cum laude with the class of 1898. Because of high recommendations from James and her other professors, she was granted admission to Johns Hopkins Medical School, where her brother was also studying. They lived together in Baltimore, and Leo would gather friends on the weekends for their infamous salons. Leo, from his familiar post leaning against the bookcase, would direct discussions that lasted five to six hours. Life was pleasant in their household, and Gertrude failed to notice Leo was changing. Within weeks, he was packed and on his way to Europe. For a while, Gertrude lived with another roommate, but she, too, got restless, and in 1903, she joined Leo in Europe. After traveling in Europe and Africa, she settled with Leo in France. Their apartment at 27 rue de Fleurus was soon filled with paintings by the new Modernists, such as Pablo Picasso, Paul Cà ©zanne, and Henri Matisse. Being among the first to accept the Modernist paintings, Gertrude and Leo became friends with the artists.

Breakfast of Champions Essay -- essays research papers

Breakfast of Champions   Ã‚  Ã‚  Ã‚  Ã‚  Have you ever read a book and enjoyed it, but once you were finished you wondered what it was really about? You wondered if the book had a deep meaning that you had to sit and think about or if the book was just for entertainment purposes only and had no meaning whatsoever. For me, Breakfast of Champions by Kurt Vonnegut Jr. was this type of book.   Ã‚  Ã‚  Ã‚  Ã‚  Breakfast of Champions is a story about two men who are going to eventually meet each other at a festival for the arts. The story tells about their journey in detail and explains how each man perceives and reacts to society.   Ã‚  Ã‚  Ã‚  Ã‚  Dwayne Hoover, a Pontiac salesman, is on the brink of insanity. Dwayne is a very â€Å"well-to-do† man and owns many businesses in Midland City where he resides. In the blink of an eye Dwayne’s life changes forever. One day Dwayne’s wife drinks Drano and is killed. After this incident Dwayne’s body starts producing â€Å"bad chemicals† which causes him to become insane.   Ã‚  Ã‚  Ã‚  Ã‚  The other main character of this book is a man by the name of Kilgore Trout. Kilgore is an interesting character. â€Å"Trout,† as he is referred to in the book, is a lonely person who thinks everyone in the world is against him. Trout lives by himself and sells screening and siding for houses. Trout’s best and only friend is his bird named Billy. Trout is a struggling writer whose work is mainly published in pornog...

Microsoft’s MACH Program Designed to Help Millennial Grads Make a Difference †Fast Essay

The Microsoft Academy for College Hires (MACH) is as an accelerated career development program designed to recruit and hire top-performing graduates across a broad range of roles, and aims to cultivate talent utilizing training, mentoring, and community support. Microsoft believes that work is a place for exploration, creativity, innovation and professional growth. It’s about being inspired and motivated to achieve extraordinary things that leave a lasting impact. At Microsoft, graduates learn from the finest in the business. As a full time graduate employee, they experience an inspiring world-class program. MACH participants are hired based on potential and are provided with a comprehensive on-boarding curriculum, enabling them to accelerate their careers and become part of the next generation of key contributors and leaders. Microsoft will be invested in your career development and provide guidance and support to enable you to excel in your Microsoft career. The two year pro gram is focused on ensuring that graduates receive the professional development early to help them accelerate the impact in role and that they have the tools and knowledge to steer long term career. With over 2,500 MACH employees in over 60 countries worldwide, graduates gain a network to a global community of peers, leadership exposure, world class trainings and the opportunity to take on challenging work that contributes meaningfully to helping people and businesses realize their full potential. Questions †¢How does orientation differ from onboarding? Orientation is the formal process of familiarizing new employees with the organization, their jobs, and their work units, while onboarding is the process of systematically socializing new employees to help them get â€Å"on board† with an organization. Orientation is a timed event. It usually lasts a day (or less if you do it well) and is an opportunity to share a lot of information that employees should know. For example: Where the bathrooms are; what time everyone takes lunch; Where to park to avoid being towed. Orientation is meant to share the essentials. It is intended to ensure that new hires get the very basics of what they have and usually includes a lot of paperwork filling out time. It is not very interactive and certainly does not help the new hire after it is over. Onboarding is much longer. It takes  place both before and after the hire. It could last weeks or months – the longer the better. It is meant to introduce and ingrain the company culture and way of working. It should reinforce everything the new hire was told in the recruiting phase. It should incentivize new hires to do their best work until they can do better. Then it should incentivize them to do better. It should make them happy with their decision. It should develop, coach and mentor. It should turn a great hire into a great employee. †¢Why do you think Microsoft implemented the MACH program? Can you see any drawbacks of doing so? Microsoft Academy for College Hires (MACH) is a two-year program designed to provide new university graduates hired into the company’s sales, marketing, and services divisions with onboarding courses, hands-on training, coaching and networking opportunities. The main objective of MACH is not only to onboard new graduates so they can start adding value to their teams quickly, but to help them more efficiently navigate the corporate culture and politics. MACH has help numerous graduates maneuver throughout the corporate world by helping them build network with senior employees and also to connect with other Microsoft employees around the world. Microsoft Academy for College Hires is an excellent idea, especially in today’s economy. If more large companies such as Microsoft developed a program as this, new graduates joining the work force will be more comfortable, more engaged in what they want to do and their specialties. The program teaches networking and corporate skill s these graduates will take throughout life. The only drawback the program may entail is the mentors scheduling. Once new hires beginning observing a mentor, it is more beneficial for them to remain with their mentor for the duration of the program. Switching between mentors has its positives and negatives and lost of interest and personality adjustments are a few negatives that may be included. †¢How might the program improve Microsoft’s employer brand and help it attract talent? Joseph Ibarra, a MACH 2008 graduate, is a supporter of the program. â€Å"I’ve seen alumni at the MACH events, people who have accelerated quickly throughout the company and won some of Microsoft’s most prestigious awards. It’s really inspirational to see people come to the company and have  a huge influence. It shows it can be done, even at a company with so many people.† Graduates of the Microsoft Academy for College Hires (MACH) are perfect advertisement for Microsoft. The positive enrichment and development that the graduates have received are perfect for Microsoft to use to engage other soon to be graduates to the company. These graduates that are currently apart of the MACH program are also perfect candidates to become apart of the growing company. Since Microsoft have invested time and money into the development and training of these graduates, employing them within the company will be a positive give back to the company and the program itself. REFERENCE: †¢Snell, S., & Bohlander, G. W. (2013). Managing human resources (16th Ed), Mason, Ohio: South-Western Cengage Learning †¢Microsoft Careers: MACH Program. (n.d.). Retrieved from http://careers.microsoft.com/careers/en/nz/mach.aspx