Old Man and the Sea essays

Old Man and the Sea essays In Ernest Hemingways Old man and the sea, Santiago, the books main character, is an old fisherman who is unlucky in the past 84 days. Manolin, his young devoted apprentice and friend, was forced to leave the boat by his parents because Santiago hadnt caught anything for so long. So on the 85th day Santiago decides to go much farther than he has ever gone before, and in doing that he catches an 18-foot marlin, and that is when the adventure begins. In this book Santiago demonstrates the best and the worst in a person through his actions in struggle, defeat, and death, endurance under pain, and pride. In this story Santiago demonstrates his actions under struggle, defeat, and death well when he catches the marlin of a lifetime. When Santiago sets sail for farther out than he has ever been before he didnt realize how big of a marlin he had gotten, he hooked him perfectly but then he started to pull the boat. And for three days the marlin pulled the boat, and for three days Santiago hung in there and didnt let go until he had finished. It was so hard for him to stay there while the fish just keep pulling he struggled to stay alert when the fish would suddenly pull forward. And he struggled while he had no cooked food for himself aboard the skiff, he had to eat raw fish that he caught to stay alive. Santiago almost gave up, he thought that the fish was about to defeat him but then the fish jumped and gave him the chance to pull in the rope and let the marlin fill his are sacks. Then he started to swim in circles and finally he speared the fish right through the heart. These a re some examples of how Santiago acted when under struggle, defeat, and death. During this same time Santiago experienced a lot of pain but he endured it the whole time. When his hand cramped up and he couldnt do anything, he had to endure that until it finally un-cramped and he could work with it again. When the ...

Types of Rhyme

Types of Rhyme Types of Rhyme Types of Rhyme By Simon Kewin The poet who wishes to write a rhyming poem has several different sorts of rhyme from which to choose. Some are strong, some more subtle, and all can be employed as the poet sees fit. The following are some of the main types :  Ã¢â‚¬ ¨Ã‚   End Rhymes Rhyming of the final words of lines in a poem. The following, for example, is from Seamus Heaney’s Digging :     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Under my window, a clean rasping sound   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  When the spade sinks into gravelly ground  Ã¢â‚¬ ¨Ã‚   Internal Rhymes Rhyming of two words within the same line of poetry. The following, for example, is from Edgar Allan Poe’s The Raven :     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Once upon a midnight dreary, while I pondered, weak and weary,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Over many a quaint and curious volume of forgotten lore,  Ã¢â‚¬ ¨Ã‚   Slant Rhymes (sometimes called imperfect, partial, near, oblique, off etc.) Rhyme in which two words share just a vowel sound (assonance – e.g. â€Å"heart† and â€Å"star†) or in which they share just a consonant sound (consonance – e.g. â€Å"milk† and â€Å"walk†). Slant rhyme is a technique perhaps more in tune with the uncertainties of the modern age than strong rhyme. The following example is also from Seamus Heaney’s Digging :     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Between my finger and my thumb   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The squat pen rests; snug as a gun  Ã¢â‚¬ ¨Ã‚   Rich Rhymes Rhyme using two different words that happen to sound the same (i.e. homonyms) – for example â€Å"raise† and â€Å"raze†. The following example – a triple rich rhyme – is from Thomas Hood’s A First Attempt in Rhyme :     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Partake the fire divine that burns,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In Milton, Pope, and Scottish Burns,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Who sang his native braes and burns.  Ã¢â‚¬ ¨Ã‚   Eye Rhymes Rhyme on words that look the same but which are actually pronounced differently – for example â€Å"bough† and â€Å"rough†. The opening four lines of Shakespeare’s Sonnet 18, for example, go :     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Shall I compare thee to a summers day?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thou art more lovely and more temperate:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Rough winds do shake the darling buds of May,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  And summers lease hath all too short a date:   Here, â€Å"temperate† and â€Å"date† look as though they rhyme, but few readers would pronounce â€Å"temperate† so that they did. Beware that pronunciations can drift over time and that rhymes can end up as eye rhymes when they were originally full (and vice versa).  Ã¢â‚¬ ¨Ã‚   Identical Rhymes Simply using the same word twice. An example is in (some versions of) Emily Dickinsons Because I Could not Stop for Death :     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  We paused before a House that seemed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A Swelling of the Ground-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Roof was scarcely visible-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Cornice- in the Ground-   Ã¢â‚¬ ¨Ã‚   It’s clear there is often a certain amount of overlap between rhyme and other poetical devices such as assonance – subjects to be covered in future poetry writing tips. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†Peace of Mind and A Piece of One's Mindâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Business Expansion and Sustainability Research Paper - 1

Business Expansion and Sustainability - Research Paper Example The degree should be from a recognized university. Secondly, the applicants for the post should have an experience of not less than 3 years in the particular field required for the job position. Thirdly, the applicants should be registered with the professional bodies recognized by law and the government. Firstly, recruiting knowledgeable candidates who are conversant with the stated field will ease the placement of the recruits in the vacant positions. The job requirement of having a degree from a recognized university will make the staffing process easier in the placement stage. Also recruitment of qualified candidates ensures creates a pool of highly ranked employees in the organization and this improves the brand name of the company. As a result, the good brand name attracts more trained workers for the business operations (Bechet, 2008). Secondly, the previous work experience required from the candidates is essential in staffing since it enables selection of employees with of the right quality in terms of technical knowhow in the stated field. Additionally, the job requirement in previous work experience guarantees the organization little or no employee training in the future. In this way, the organization can be relieved from the costs spent in training and indeed direct it to other activities of the organization. The most effective strategy to ensure that the applicants meet the stated job requirements is by enquiring certificates and CVs from them. They should carry with them the academic certificates, work experience and registration documents from the professional bodies that are concerned with the particular field. In this way, you will screen the documents to ensure that there not forged, and, as a result select the applicants, which are just enough for the vacant position. A long-term recruitment plan that is in line with the company’s recruitment

Cross-culture management Essay Example | Topics and Well Written Essays - 2500 words

Cross-culture management - Essay Example Some of the major economic indicators of internationalization such as FDIs, international sales and overseas profits have been showing steady rise over the years. Enhanced multinational operations have led to increased multiculturalism in the organization. This has subsequently led to greater interaction and cohesiveness among employees and managers coming from different cultures and backgrounds. The study of cross cultural management necessarily focuses on studying behavioural aspects of individuals in the organizations located in different cultures and nations in the world. These studies essentially focus on the description and comparison of organizational behaviours across nations and cultures. More importantly it focuses on the interaction between people coming from different cultures and working in the same organization. These studies are found to be extremely useful for organizations while devising their strategies. Multinational organizations pay particular attention to the st udy of these literatures as it helps them devise international strategies. These literatures depicts past circumstances and puts forth evidence of different multi-cultural situations and their implications at the workplace which essentially contributes relevant and crucial factors based on which organizations devise international strategies and policies (Adler, 1983 p.1). The project seeks to bring forth usefulness of these academic literatures on national cultures which help MNCs devise their strategies. In this context, it brings forth the major cultural differences between the developed, underdeveloped and developing nations and also the typical differences existing between the western and eastern cultures of nations. Those aspects are essentially focused on which influences international strategies of organizations. Usefulness of the academic literature on national culture for helping a MNC devise its strategy Team working and functioning Multinational organizations are commonly characterized for conducting transnational projects. They are also conducted with the purpose of saving the cost of double parallel works in subsidiaries and making the maximum use of complementary resources. For more than 20 years, researchers have focused and shown that management practices necessarily remain embedded in national cultures and they have also regarded that the search for an effective and universal management style is meaningless. According to the views of Alderfer & Smith, (1982) individuals embedded in a particular culture tend to have and share certain common world views (Chevrier, 2003, p.142). These include particular ways of cooperating, conflict management, authority acceptance, or simple communication techniques. According to d’Iribarne, Henry, Segal, Chevrier, & Globokar, 1998; Triandis, (1994) researchers conducted on cross cultures depicts that national cultures can explain variations in attitude between 25% and 50%. However, there has not been any clear establishment of the fact that variety of world views affects team functioning positively or negatively. The conclusion derived from empirical research brings forth mixed views on the subject (Chevrier, 2003, p.142). On one hand it is advocated that the diversity of worldviews

American History Essay Example for Free

American History Essay From 1880 to 1890 farmers had to endure many hardships. For example, food prices were decreasing, which meant farmers had to produce more crops and borrow more money from the banks. The banks then charged high interest rates for loans to farmers. In addition, rail road shipping rates were increasing, farm machinery was every expensive, the farmers were isolated from the rest of the country, and they felt that they had an unresponsive government. The farmers believed that the deflating currency and the governments failure to regulate the banks and railroad companies were the two main sources for their problems. Food prices were at incredibly low prices when the 1880s began. This led to farmers having to grow more crops, but as Causes of Agricultural Unrest shows, this only helped to further decrease food prices. Unfortunately, the farmers could not just produce less and wait for prices to increase because they didnt have the time to wait for prices to increase. The farmers believed that deflation was the cause of the food prices dropping. According to the United Sates government data, the farmers had a very valid point. Between 1865 and 1895 the population of the United States almost doubled, while the money in circulation in 1880 was even less than in 1865. The farmers solution to the deflation was an increase in cheap money, which is also known as silver coinage. However, the Republican party had conservative ideas and wanted to keep the gold standard. So the farmers created the radical, agrarian party known as the Populist party. As shown in The platform of the Peoples party, the Populists believed in increasing silver to help the farmers. And although the Populists lost the election. no one remembers the Acceptance speech of William McKinley. The American people remember W. J. Bryans Cross of Gold speech and his ideas of silver coinage. As the number of crops farmers had to produce increased, so did the amount of money the farmers had to barrow from the banks. In reaction to the increasing number of loans, the banks charged very high interest rates. These high interest hurt the poor farmers even more and often the farmers could not repay the banks. The Farmers Voice depicts hundreds of impoverished farmers in shackles, being taken to the court house because they could not pay their farm mortgages from the bank. The late 19th century was filled with political corruption and the political machine was created. In most cases, state machines were republican and favored big businesses. When railroad companies decided to increase short haul rates and decrease long haul rates, the government was not upset because the long hall rates were great for big businesses and only hurt farmers. In the Testimony of George W. Parker the corruption is evident in his statement There is a decided distinction between local and through business different rules and practices apply to them. In The Octopus, one can see the harsh effects of the higher short haul rates on farmers. Overall, farmers had every right to be upset during the late 19th century. Their complaints about the deflation and unregulated railroad rates were valid and clearly the cause of their suffering.

The Age of The Renaissance :: The Renaissance

The Middle Ages is considered by many historians a time period of ignorance, where little or no advancements took place. The church was the center of attention, and instead of a philosophical view of the world, beliefs were centered around superstitions. On the other hand, the rebirth of education and advancements that followed the Middle Ages and was labeled as the Renaissance. There have been arguments as to whether the Renaissance is actually a separate time period, or instead, just a high point of the Middle Ages. The Renaissance was definitely a distinct era. Inspiration from the ancient Greek and Roman people led to humanism beliefs and encouraged man to become multi-talented. Therefore, the Renaissance man, a man who excelled in many areas, became prominent. Also, the ideals of the people changed, and religion no longer ruled their lives. Advancements in all aspects of life virtually improved. Thus, many aspects lead to the change from the Middle Ages to the Renaissance, a ti me period that was undoubtedly distinct from the Middle Ages. During the Renaissance, ideas and beliefs changed greatly. Humanism, a crucial movement to the Renaissance, stressed secular ideas and beliefs and the importance of advocating human’s ideas and values. The movement drew inspiration from the ancient Greek and Roman people. Therefore, classical education began to circulate once again (document 1). The people of the Middle Ages had great amounts of ignorance and believed in faith and false ideas while focusing on childish possessions, but during the Renaissance these ignorant beliefs disappeared and humanism took its place (document 2). The church was no longer the center of life for many and some lost interest in the traditional beliefs that the church was preaching. Yet, it was still an important aspect. The church had lost large amounts of power and wealth due to the humanism movement because people became less reliable on the church and could think and follow ideals on their own. But, the church was rapidly changing during this time period also, because religion was focused on wealth and the money it could obtain (document 5). Instead, many supported the idea that the people who held secular beliefs should be ruled by noblemen that were scholarly, highly educated, and not only concerned with goods (document 5). Entirely new ideas and beliefs began to circulate during the Renaissance, and the church lost much of its great influence.

Classroom Management Essay

During my classroom observation, I observed the classroom of Mrs. Shanesta Pettway. Mrs. Pettway is a 9th grade history teacher at Jeff Davis High School. She runs a very structured class with a well plan classroom management plan. Mrs. Pettway follows a strict schedule during the 50 minutes of class time that students follow such as 15 minute bell ringer at the beginning of class, 15 minutes of lecture and class participation, and 15 minutes of section review assessment questions. She utilizes the final five minutes for students to put away books and prepare for their next class. Her classroom management plan does not allow students much time to talk or interact with each other. Her transition from the bell ringer to the class lecture was very smooth and the students seem to be in routine with moving from one assignment to the next. I believe her daily schedule is a great method of classroom management because it helps her to keep the students on track. Interaction with Students Mrs. Pettway fully interacts with her students throughout the class period. She walks also the classroom and monitors the progress of each student and makes sure they are staying on task with their assignment. She gets students involved in the discussion questions by randomly calling on them to answer questions. When her students have questions or do not understand information about their assignment, she provides them feedback to get them back on the right track. Classroom Setup The classroom is set up with 27 students. The students’ desks are all facing the front of the classroom. Her class consisted of a whiteboard, smart board, and projector. Mrs. Pettway desk is also stationed at the front of the classroom where she is able to see each student. The students are seated  in the classroom in alphabetical order facing the white board where the objectives and assignments and daily schedule were placed visible to the students. She also has two tables in the classroom that are seated away from the rest of the class for students with behavior issues. Classroom rules are placed on the wall near the entrance of the classroom visible for all students to see as they enter the classroom. Examples and Incidents of Mutual Respect Mrs. Pettway seems to be the person controlling the class at all times. She has built a personal rapport with students and they have a lot of respect for her. Mrs. Pettway greets the students by theirs name as they enter the class. When students want to get her attention they raise their hand, she acknowledges them and provides them with an appropriate answer. For example, when Mrs. Pettway was during her lecture, all students were attentive and listening. Her class exhibited no behaviors or distractions during class time. She also gives her students mutual respect by acknowledging and praising them for engaging in class discussion and completing the classroom before the end of class. Preventive Procedures and Activities At the beginning of class, Mrs. Pettway had already had her books turned to the chapter that she would be lecturing from. She also had the students’ assignments for the day listed on the board so they would know what the tasks were for the day. Her lesson was prepared before class and she was confident in the information she was teaching. The class activities were in line with the lecture and class discussion that was previously discussed and they were engaging and seemed to be interesting for the students. Discipline model used in the classroom and school The discipline model that was used in the classroom was to separate the students that had disruptive behavior from the rest of the class. She stated that she uses this model because it helps to cut down on the distractions and helps the rest of the class stay on track. Another discipline that she uses is parent teacher conferences for students with disruptive behavior. The schools discipline policy of disruptive behavior usually result in ISS in school suspension, detention, or suspension away from school. How does the teacher deal with a parent or guardian of a disruptive child? Mrs. Pettway stated that she holds parent or guardian conferences for her students often. If a student is being disruptive in the classroom, she makes contact with the parents or guardian for a conference to discuss the behavior. Mrs. Pettway stated that she deals with a parent or guardian of a disruptive child in a calm and professional manor. She discusses the student’s behaviors with the parents and possible solutions. She also stated that she works closely with the parents to set achieve goals for their child, monitor their behavior and holds follow up conferences with the parents to determine if the student’s behavior is improving. In conclusion, I learned how to effectively run a classroom management plan. The classroom observation was very informative and a great learning experience. I discovered different ways to deal with classroom behavior without affecting the learning of the other students in the classroom. I really enjoyed this classroom observation experience.

Phonetics and Phonology

REPUBLICA BOLIVARIANA DE VENEZUELA UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGOGICO DE CARACAS CATEDRA DE FONETICA Y FONOLOGIA ASIGNATURA: FONETICA Y FONOLOGIA II AN ANALYSIS OF A SPEECH SAMPLE IN WHICH UNDERLIE A VARIETY OF ENGLISH VOWEL SOUNDS Authors: Aymara Villasmil Daniel Rodriguez CARACAS, FEBRERO DE 2011 INTRODUCTION Throughout the years, a variety of famous linguists have made an attempt to define the difficult question of what language is. For instance, Halliday (1973) affirms that language is an instrument of communication among members of a social group.In relation to this, Gimson (1962) states that a language is a system of conventional signals used for a communication by a whole community. On the other hand, Whitman (1975) when trying to describe the concept of language establishes a particular connection between the use of language and the mental processes speaker experiences. He states that language, far from being independent of the mind, was so in extricably tied to the mind that the study of language was virtually the study of human mind.These different assumptions of what language is impel us, as future EFL teachers, to recognize the enormous responsibility teaching English as a foreign language involves. Due to the fact that we will necessarily have to handle several definitions of what language is and its components (syntax, grammar, phonetics and phonology, semantics,†¦) in order to help students realize the variety of elements they use when communicating with others.For instance, when teaching our students a language level such as phonetics and phonology, which primary involves pronunciation we have to make them aware that it is not only a matter of pronouncing sounds in isolation, but that these sounds are part of a communicative system the use in daily life. In relation to this, Strickland ( U. D ) states that learning a language, whether it is the mother tongue or a foreign one, is learning a system of sounds an d their arrangements in words and patterns of organization together with the concepts the words and patterns represent.The following written work has as a primary proposal, the analysis of a speech sample recorded from a beginner speaker of English language who read a four – paragraph newspaper article in which the following vocalic sounds were immersed: mid – low back /? /, low front /? / , mid -high back / /, mid – high front /? / . Through the record we will be analyzing the substitution the speaker made or not of any of the four vocalic sounds mentioned before.We will be explaining why the speaker made that substitution, which factors influenced in the substitution and finally, we will be giving a variety of suggestions / recommendations for the appropriated production of vowel sounds of English and the rest of the inventory sounds. General Objective ? To explain the transference the speaker makes when pronouncing the English vowels which do not belong / exi st to Spanish inventory sounds. Specific Objectives ? To demonstrate the articulatory features that influence the speaker when pronouncing English vowel sounds. To establish different factors that affect the Speaker when pronouncing English vowels. ? To provide students accurate and useful pronunciation techniques that will make them improve their pronunciation of English. ONE of the few surprises at the Golden Globes two weeks ago — you’ll be forgiven if you’ve already forgotten about that odd little broadcast — was the award given to â€Å"Carlos,† the French director Olivier Assayas’s five-hour-plus reconstruction of the life and career of the notorious terrorist of the 1970s and ’80s Carlos the Jackal.The award represented a high point of cosmopolitanism at a predictably parochial event: 11 languages spoken on screen; dozens of locations across Europe and the Middle East; a polyglot cast led by a Venezuelan star, Edgar Ramirez, wh o has the potential to become an international sex symbol. What more could you want from a foreign film? /w? n ? v fju s? rprajz? z ? t gold? n globz tu wiks ? go ju ll bi f? rg? v? n ? f ju vealready f? rg? t? n ? bawt t ? d l? t? l br? dk? st w? z ?w? rd g? v? n tu k? rlos, fr? nt? d? r? kt? r ol? vie assayas sfive- aw? r- pl? s rik? nstr? k n ? lajf ? nd k? r? r ? v not? ri? s t? r? r? st ? v 1970s ? nd 80s k? rlos d k? l. ?w? rd r? pr? z? nt? d ? haj p? jnt ? v cosmopolitanism ? t ? pr? d? kt? bli p? roki? l ? v? nt: 11 l gw? d z spok? n ? n skrin; d? z? nz ? v loke nz ? kr? s j? r? p ? nd m? d? l ist; ? p? liglat k? st l? d baj ? v? n? zwel? n st? r, dgar r? m, rezwho h? z p? t? n l tu b? k? m ? n ? nt? rn n? l s? ks s? mb? l. w? t m? r k? d ju w? nt fr? m ? f? r? n f? lm/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? / | | | | |/? f/ | | |Substitution of the mid-high front | | | | |vowel /I/ for the Spanish /i/ | |/ t/ | | | | |/l? t? l/ | | | | |/br? k? st/ | | |Back closing diphthong /ou/ instead of | | | | |the mid low back /? / in the first | | | | |syllable. | |/br? dk? st/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? in the second| | | | |syllable. | |/g? v? n/ | | | | |/ol? vie/ | | | | |/? nd/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? in the second| | | | |syllable. | |/k? r? r/ | | | | |/t? r? r? st/ | | |Substitution of the Mid- high front | | | | |vowel /I/ for the Spanish /i/ | |/sev? nt? / | | |Deletion of the mid-high back vowel. |/? nd/ | | | | |/e? t? / | | |Deletion of the mid-high back vowel. | |/d k? l/ | | | | |/? t/ | | | | | | | | | |/pr? ? kt? b? l/ | | |Substitution o the Mid- high front | | | | |vowel /I/ for the mid front in the | | | | |first syllable and substitution of Mid-| | | | |high front vowel /I/ for the Spanish | | | | |/i/ in the second syllable. |/? v? nt | | | | |/l gw? d z/ | | |Substitut ion of the low front vowel /? /| | | | |for the central /? / in the first | | | | |syllable. | |/? kr? s/ | | |Substitution of the mid-low back /? , | | | | |for the Spanish /o/ | |/? nd/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? / in the second| | | | |syllable. | |/m? d? / | | |Substitution of the Mid- high front | | | | |vowel /I/ for the Spanish /i/ | |/k? st/ | | |Substitution of the low front vowel /? /| | | | |for the Mid-low back /? / | |/r? mirez/ | | |Substitution of the low front vowel /? | | | | |for the central Schwa /? / | |/h? z/ | | |Substitution of the low front vowel /? /| | | | |for the Mid-low back /? / | |/b? k? m/ | | | | |/? n/ | | |Substitution of the low front vowel /? | | | | |for the central Schwa /? / | |/? nt? rn n? l/ | | |Substitution of the low front vowel /? /| | | | |for the central Schwa /? / | |/? nt? rn n? l/ | | | | |/s? mb? l/ | | | | |/k? / | | | | |/f? lm/ | | | | Except that â€Å"Carlos† was not n ominated for the Golden Globe in that category (the winner was â€Å"In a Better World,† from Denmark): it was made for, and first shown on, French television, a fact that also rendered it ineligible for consideration — as a foreign-language or any other kind of film — by the Academy of Motion Picture Arts and Sciences, which announced its nominees last Tuesday.Mr. Assayas’s dark-horse victory at the Globes was for best miniseries or motion picture made for television. Fair enough, given its origins. Then again, â€Å"Carlos† has encountered its American audience in the way more and more foreign films do these days: on a handful of movie screens in big cities, and on cable and video-on-demand. So its exclusion from the Oscars seems somewhat arbitrary. /? ks? pt t k? rlos w? z n? t n? m? net? d f? r gold? n glob ? n t k? t? g? ri ( w? n? r w? z ? n ? b? t? r w? rld, fr? m d? nm? rk): ? t w? z med f? r, ? nd f? rst ? on ? n, fr? nt? t? l? v n, ? f? kt t ? so r? nd? rd ? t ? n? l? d b? l f? r k? ns? d? re n ? z ? f? r? n- l gw? d? ?r ? ni r kajnd ? v f? lm baj ?k? d? mi ? v mo n p? kt r ? rts ? nd saj? ns? z, w? t? ?nawnst ? ts n? m? niz l? st tuzdi. m? st? r. assayas sdark- h? rs v? kt? ri ? t globz w? z f? r b? st m? nisiriz ? r mo n p? kt r med f? r t? l? v n. f? r ? n? f, g? v? n ? ts ? r? d nz. n ? g? n, k? rlos h? z ? nkawnt? rd ? ts ? m? r? k? n ? di? ns ? n we m? r ? nd m? r f? r? n f? lmz du ? iz dez: ? n ? h? ndf? l ? v muvi skrinz ? n b? g s? tiz, ? nd ? n keb? l ? nd v? dio- ? n- d? m? nd. so ? ts ? ksklu n fr? m sk? rz simz s? mw? t ? rb? tr? ri/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? ks? pt/ | | |Substitution of the mid high front /I/ for | | | | |the mid front /e/ | |/ t/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? | |/? n/ | | | | |/ t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/k? t? g? ri/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? | |/w? n? r/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? n/ | | | | |/? t/ | | | | |/? nd/ | | |Substitution of the low front vowel /? for| | | | |the central Schwa /? / | |/t? l? v n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/f? kt/ | | | | |/ t/ | | |Substitution of the low front vowel /? for| | | | |the central Schwa /? / | |/? t/ | | | | |/? n? l? d b? l/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ in the second | | | | |syllable. | |/k? ns? d? re / | | | | |/? z/ | | | | |/l gw? d? / | | |Substitution of the low front vowel /? / for| | | | |the mid-front /e/ | |/en? / | | | | |/f? m/ | | | | |/? k? d? mi/ | | | | |/p? kt r/ | | | | |/? nd/ | | | | |/w? t? / | | | | |/? s/ | | | | |/l? st/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? / | |/m? st? r/ | | | | |/v? kt? ri/ | | |Substitution of the mid high front /I/ for | | | |the highest front /i/ | |/? t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/m? st? r? z/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/p? kt / | | | | |/t? l? v n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/g? v? n/ | | | | |/? ts/ | | | | |/? ? d nz/ | | |Substitution of schwa /? / for the highest | | | | |front vowel /i/ in the second syllable, | | | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ in the third | | | | |syllable. | |/h? / | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/? ts/ | | | | |/? n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? d/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/f? lmz/ | | | | |/h? ndf? l/ | | | | |/ h? ndf? l/ | | | | |/? / | | | | |/b? g/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/s? tiz/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? d/ | | | | |/v? dio/ | | | | |/d? m? nd/ | | | | |/d? m? nd/ | | | | |? s | | | | |? ksklu n | | | | |? sk? rz | | |Substitution of the mid low back /? /, for | | | | |the Spanish /o/ |But so does everything else about the way the Academy deals with movies from the rest of the world. An elaborate and mysterious winnowing process pares down the thousands of potential nominees to five. This year they are â€Å"Dogtooth† from Greece, â€Å"Incendies† from Canada, â€Å"Biutiful† from Mexico, â€Å"Outside the Law† from Algeria and â€Å"In a Better World,† which might be considered the front-runner if you take the Globes as an omen. /b? t so d? z ? vri ?ls ? bawt we ?k? d? mi dilz w muviz fr? m r? st ? v w? rld. ?n ? l? br? t ? nd m? st? ri? w? no pr? s? s p? rz dawn ?awz? ndz ? v p? t? n l n? m? niz tu fajv. s j? r ? e ? r dogtooth fr? m gris, incendies fr? m k? n? d? , biutiful fr? m m? ks? ko, awtsajd l? fr? m ? ld ri? ?nd ? n ? b? t? r w? rld, w? t? majt bi k? ns? d? rd fr? nt- r? n? r ? f ju tek globz ? z ? n om? n/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? vri / | | | | |/? k? d? i/ | | | | |/w / | | | | |/? n/ | | | | |/? l? br? t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? | |/? nd/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/m? st? r? z/ | | |Substitution of mid high front /I/ for the | | | | |mid-front /e/ in the second syllable. | |/w? no | | | | |/ s/ | | |Replacement of the mid high front /I/ for | | | | |the highest front /i/ | |/j? r/ | | | | |/k? n? d? / | | |The speaker did not produce de vowel sound. |/? ld ri? / | | |Substitution of mid high front /I/ for the | | | | |mid-front /e/ in the second syllable. | |/? ld ri? / | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? / in the first syllable | |/? n/ | | | | |/w? ? / | | | | |/k? ns? d? rd/ | | | | |/? f/ | | | | |/? z/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? | |/? n/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | â€Å"Dogtooth† came and went on a few American screens last spring, and â€Å"Outside the Law† had a brief run in December (and may return shortly); only â€Å"Biutiful,† whose globally famous star, Javier Bardem, was nominated for best actor, is likely to be playing now at a theater near you.The others will be released in the late winter or early spring, in the hopes of realizing some kind of box office bounce. The usual pre-nomination handicapping — the canvassing of critical opinion and the weighing of popular sentiment — does not apply to these movies, which might in principle make the choices less compromised, but in practice only serves to make them more confusing. dogtooth kem ? nd w? nt ? n ? fju ? m? r? k? n skrinz l? st spr , ? nd awtsajd l? h? d ? brif r? n ? n d? s? mb? r ( ? nd me r? t? rn rtli); onli biutiful, huz glob? i fem? s st? r, h? vi? r bardem, w? z n? m? net? d f? r b? st ? kt? r, ? z lajkli tu bi ple naw ? t ? ?i? t? r n? r ju. rz w? l bi rilist ? n let w? nt? r ? r ? rli spr , ? n hops ? v ril? jz s? m kajnd ? v b? ks ? f? s bawns. ju w? l pri- n? m? ne n h? ndik? p k? nv? s ?v kr? t? k? l ? p? nj? n ? nd we ?v p? pj? l? r s? nt? m? nt d? z n? t ? plaj tu ? iz muviz, w? t? majt ? n pr? ns? p? l mek t js? z l? s k? mpr? m? jzd, b? t ? n pr? kt? s onli s? rvz tu mek m m? r k? nfjuz / Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? nd/ | | |Substitution of the low front vowel| | | | |/? / for the central Schwa /? / | |/l? st/ | | |Substitution o f the low front vowel| | | | |/? for the low-back. | |/spr / | | | | |/? nd/ | | | | |/h? d/ | | | | |/? n/ | | | | |/? d/ | | | | |/? kt? r/ | | | | |/? z/ | | | | |/ple / | | | | |/? t/ | | | | |/n? / | | |Substitution of the mid-high back | | | | |vowel /I/ for the central diphthong| | | | |/I? / | |/w? l/ | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/? / | | | | |/w? nt? r/ | | | | |/spr / | | | | |/? n/ | | | | |/ril? jz / | | | | |/? ? s/ | | |Substitution of the mid low back | | | | |/? /, for the Spanish /o/ | |/h? ndik? p / | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/h? ndik? p | | | | |/k? nv? s / | | | | |/k? nv? s / | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/kr? t? k? l/ | | | | |/? p? j? n/ | | | | |/? nd/ | | | | |/we / | | | | |/w? t? / | | | | |/? n/ | | | | |/pr? s? p? l/ | | | | |/? n/ | | | | |/pr? kt? s/ | | | | |/k? nfjuz / | | | | METHODOLOGYAn IPC s tudent from the Second semester was selected for the recording of the speech sample which was one of the main concerns of this investigation. The recording was made on February 9th in a classroom of the IPC. The electronic device used was a low quality cell phone whose recording application allowed us to record the student’s speech and then, through USB connection, transferred the audio to the PC and copied the data in a CD-ROM. ANALYSIS OF THE RESULTS †¢ CHART N? 1 Production of the vowel sound mid – low back /? / in a text read by a student of the second semester at the IPC. | |Pronunciation | | |Sound | | | | | |Substitution | | |Well – Pronounced | | | | | |Mispronounced | | | | | |Substitution of the mid | |/? |0 |4 |low back /? /, for the | | |0% |100 % |Spanish /o/ in most of | | | | |the cases. | †¢ For the vowel sound low front /? / (fifty – three times). †¢ For the vowel sound mid -high back /? / (two – times). †¢ Fo r the vowel sound mid – high front /? / (eighty – two times). †¢ For the vowel sound mid-low back /? / ( four times) Sound |Right |Wrong |Substitution | | |2 |0 | | |/? / |100% |0% |None | |Sound |Right |Wrong |Substitution | | |57 |24 | | |/? |70% |30% |In most of the cases, | | | | |replacement of the mid high | | | | |front /I/ for the highest | | | | |front /i/ | Sound |Right |Wrong |Substitution | | |22 |31 | | |/? / |42% |58% |In most of the cases, | | | | |Substitution of the low front| | | | |vowel /? for the central | | | | |Schwa /? / | 1- The speaker’s most troublesome sound was the mid – low back vowel of English /? /, although its incidence in the whole article was very low, only four times. Nevertheless, the student substituted the English sound /? / whose lip- position is similar to the one of Spanish / o /, that is, slightly rounded. 2- After the mid-low back vowel, the most troublesome sound was the low front vowel /? /, due to the f act that the speaker substituted this sound /? / in most of the cases for schwa /? or Mid-low back /? /, in which the lips are slightly spread and the vowels for the substitution are lax (/? /) and tense (/? /) respectively. Some aspects that may cause trouble for the speaker is the word spelling, because sometimes they tend to get confused or doubtful when pronouncing a word, in the moment they see a difficult or uncommon spelling. RECOMMENDATIONS In order to facilitate our labor as future English teachers and to encourage our students to learn the language while developing effective skills, being speaking our main concern, the researchers selected a series of educational techniques: ? ReadingsAs future EFL teachers we have to expose our students to English language through â€Å"readings† in which students will find a visual stage (graphemes) and an auditory one (phonemes). Students will read aloud pieces of writings made by them or any selected reading material made by the teacher such as, short stories A Christmas Carol by Charles Dickens, To Build a fire by Jack London, or any play such as: Romeo and Juliet by William Shakespeare. Students will read or hear structures like: pot – stop, tip – sleep, car – bad and the will also be aware of the likenesses or differences among vocalic sounds immersed in the readings. Dictation EFL teachers must develop listening skill, so as a speaking one, in their students and this can be done through the appropriate use of dictation as a useful and realistic technique that will allow students to receive a phonic background and then to analyze the spelling data involved, that is, graphemes. The most important part of this method is that students will be able to create the pieces of writings that will be read by the teacher or among the classmates and whose content will be according to their interests and experiences, so student? creative expression will also be taken into account as essential par t of the learning process. ? Poetry According to Stuckland (1962) students like poetry first for its singing quality, for its rhyme, rhythm and all that goes into the melody of verse. That is, the enjoyable environment poetry creates when students interpret its content. Suggested poems will be: Hickory, Dickory, Dock by William Wallace Denslow in whose content are presented a variety of vowel sounds. CONCLUSIONSIn order to make our students aware of the different vowels in English, we as English teachers, have to clarify and exemplify several exercises for them, to make a distinction in pronunciation patterns of the sounds they can find more troublesome in English. We can write similar words in the board and provide a distinction of sounds to differentiate them, so students could see the pronunciation if we would practice with them the distinction and very essential, the spelling patterns for the English vowel productions and examples with these.Furthermore, if we teach these spelli ng patterns criteria and we practice the pronunciation of these difficult vowels for our students, they will assimilate and acquire a better understanding, specifically if we focus our attention on these vowels /? / and /? /. As another useful activity, we can encourage our students to produce the different vowels of English by different techniques, and be aware of common mistakes in the utterance of the mid-low back and /? / and the low front /? /.Regarding this, we can explain our students different techniques to practice in the classroom, such as reading activities, dictations, spelling patterns, pronunciation differences and others. Finally, we as EFL teachers have to be more sensible while listening to our student? s vowel production and when they find it difficult to make a distinction between the vowel systems of English and Spanish, and we can provide them with a comparison and contrast pattern, in order to provide them with the comprehension and accurate distinction between these systems, making their pronunciation more accurate. BIBLIOGRAPHICAL REFERENCESSAPIR, EDWARD  (1921)  Language: An Introduction to the Study of Speech. Harcourt Brace and Company, Orlando, Florida. STRICKLAND, RUTH (1969) The language arts. D. C Health and Company. Lexington, Massachusetts. A. C,GIMSON (1962) An introduction to the pronunciation of English. Reader in Phonetics, University College, London. A. C,GIMSON (1975) A practical Course of English Pronunciation, a perceptual approach. Edward Arnold Publishers, 25 Hill Street, London. ———————– Professor: Viktor Carrasquero Hickory, dickory, dock The mouse ran up the clock The clock struck one, The mouse ran down, Hickory, dickory, dock

Critical Study of Alcohol and Hepatocytes Cell Necrosis The WritePass Journal

Critical Study of Alcohol and Hepatocytes Cell Necrosis Introduction Critical Study of Alcohol and Hepatocytes Cell Necrosis IntroductionReferencesRelated Introduction The tissue shows vast inflammation, there are large gaps in between the hepatocytes due to cell necrosis and the hepatocytes remaining are large and swollen. There are fatty deposits throughout the tissue and fibrous structures present which are most likely collagen.   The hepatocytes themselves are not only swollen but have the presence of globular material within. This is identified as Mallory bodies, seen in cases of alcoholic hepatitis. These globules are aggregates of intermediate filaments in the cytoplasm which have resulted from hepatocyte injury. Neutrophils can be seen in the sample which is the likely cause of inflammation. These would have been called to the tissue due to the necrosis of the hepatocytes and the presence of cellular debris within the lobules [1]. An infiltration of macrophages can be seen which would also be due to the debris present. The first stage of alcoholic liver disease is the increase of fatty deposits in the liver. Heavy alcohol consumption causes the production of large fatty globules a process known as macrovesicular steatosis collecting in the liver cells.   Ethanol consumed is metabolised by alcohol dehydrase in the mitochondria into toxic acetaldehyde which is metabolised by aldehyde dehydrogenase into acetic acid [1][2][3]. The production of acetaldehyde causes a higher NADH: NAD ratio which is the main mechanism in the development of this condition. This NADH production causes increase in lipogenesis and a decrease in fatty acid oxidation. The higher levels of fatty acids signal the hepatocytes to compound glycerol into triglycerides [3]. This is seen in the first stage of liver damage known as alcoholic hepatitis [2]. Excess alcohol intake can also cause hepatocyte injury via oxidative stress from increased NADH production in which free radicals damage the hepatocytes (increased production by th e kupffer cells); and from lipid peroxidation where acetylhyde binds to proteins forming adducts [1]. This binding triggers humoral and cellular immune responses resulting in tissue injury. There is an increase in pro inflammatory cytokines such as tumour necrosis factor and interleukin -6 and a decrease in anti inflammatory cytokines such as interleukin -4 [1]. These cytokines in particularly TNF are secreted by the kupffer cells (macrophages) located in the liver. They’re activated by the increased levels of endotoxin released from the breakdown of alcohol by intestinal bacteria; this binds to the CD14 receptor on their surface initiating response.   The release of these cytokines leads to the hepatic stellate cells producing increased levels of collagen which leads to liver fibrosis and also causes destructive damage to the hepatocytes. This leads to the last stage of liver disease known as cirrhosis which can occur in prolonged alcoholic hepatitis, seen in 40% of cases [1][4]. Individuals suffering with alcoholic hepatitis have an increase in serum bilirubin due to the inability of the damaged liver to process it. Bilirubin is normally removed from the blood by the liver, processed by it and released into the bile [4][5]. They’ll also have prolonged prothrombin time which reflects decreased hepatic synthetic function [4][5]. A number of clotting factor proteins are produced in the liver so an increase in coagulation time suggests a decrease in these factors indicating dysfunction of the liver. Decreased serum albumin can be observed in cases of liver injury as this is the main protein produced in the liver. Thyroid tests can indicate liver dysfunction such as testing for T3- triiodothrynonine which appears decreased in individuals with alcoholic hepatitis and is proportional to the level of damage[6][4]. There is also a decrease in serum cholesterol level seen in this condition. In cases where excessive alcohol consumption is not the cause of hepatitis further testing should be done.   Individuals can develop hepatitis due to drug use as currently 1000 drugs are seen to be hepatotoxic [7].   There must be a chronic correlation seen between when the medicine was first taken and the observation of hepatitis. There must also be a correlation between the removal of medication and the recession of the condition [4]. Other causes of hepatitis must also be tested for such as viral hepatitis. There are 5 subsets of viral hepatitis A, B, C, and the less common D and E forms. Hepatitis A is the most common form and is passed on by the faecal– oral route. It’s tested for by the presence of the anti-HAV IgM antibody which tests positive before the development of clinical hepatitis and remains positive for at least 4months. Hepatitis B is tested for by the presence of surface antigen HBsAg. Anti HBC total and Anti – HBC IgM is also tested for. A soluble protein HBeAg is produced by the virus in acute and early chronic stages of hepatitis B so positivity of this indicates infection. Hepatitis C infection has the presentation of Anti-HCV seen in 90% of individuals with this infection [7]. The possibility of autoimmune hepatitis can be ruled out by testing of HLA class II expression on the surface of the hepatocytes. There is also an increase seen in IgG antibody and a variety of other antibodies such as SLA/LP (anti soluble liver protein) [8]. References [1] Hopkins. J. Alcoholic liver disease – Introduction, gastroenterology and hepatology. Baltimore M.D 2010 [2] www.britishlivertrust.org . Accessed 28.11.10 [3 ]Drriad. Pathogenesis of hepatitis infection from chronic alcoholism, Figure 1. 2007 [4] www.hepatitis.org. Phillipe.L, Hepatogastroenterology department, Brugmann University Hospital Brussells Accessed 28.11.10 [5]gastro.com/Gastro/liverdisease/liver_function.aspx,   Gardner. P.W and Waldstreicher.W, American Liver Foundation 1995 Accessed 28.11.10 [6] Borzio. M et al, Thyroid function tests in chronic liver disease: evidence for multiple abnormalities despite clinical euthyroidism. GUT Journal of gastroenterology and hepatology, Vol 24(7), Jul 1983. ncbi.nlm.nih.gov/pmc/articles/PMC1420033/. Accessed 28/11/10 [7] oaml.com/PDF/CLP012.pdf. Guidelines for clinical laboratory practice, revised March 2000, Accessed 28.11.10 [8]Krawitt. E.L Autoimmune hepatitis: classification, heterogeneity, and treatment, January 1994.   Am. J. Med. Vol 96 (1A): 23S–26S.

How to Make Crystal Clear Ice Cubes

How to Make Crystal Clear Ice Cubes While you are making glow in the dark ice, why not make some clear ice? There is a trick to making clear ice cubes, but it isnt complicated and doesnt require an expensive restaurant ice machine. You need pure water and you need to control how it cools. The ice maker in a typical home freezer has a water filter, but usually produces opaque ice. This is because the water doesnt cool at the right rate to produce clear ice or else there is a lot of air in the water. Clear ice is easily made using bottled water that had been purified using reverse osmosis  or  distillation, but you can make clear ice from tap water. To do this, boil the water to remove most of the dissolved air. Ideally you want to boil the water, let it cool, then reboil again. But, you should be able to get good results just boiling the water once. Let the water cool slightly to minimize the risk of getting burned and then pour it into an ice cube tray and put it in the freezer. So,  you can make clear ice by boiling and freezing filtered water, but the cooling rate is also important. If the ice freezes too slowly the result is milky on the bottom and clear on top. Unfortunately, you dont have a lot of control over the freezers cooling rate. You can play with the starting temperature of the water until you get the results you desire. What can you do with clear ice? One thing you can do is to use it as a magnifying glass. In a pinch, you can use an ice lens to start a fire. Also, unless you like the taste of quinine, clear ice tastes a lot better in drinks than glowing ice.

Facebook 2011 Case Study Example | Topics and Well Written Essays - 1750 words

Facebook 2011 - Case Study Example While the topic may be argued in support of or otherwise contrary, this section of the paper intends to qualify the position of Drucker, who is celebrated to having contributed much on entrepreneurship and marketing, as would be evident from the case study on ‘Facebook in 2011’. The analysis of how ‘Facebook’ came into being leaves one amazed on how creativity would be merged with opportunity to bring about totally new creations which would not only be fascinating but that would be great business innovations (Horibe, 2003, p. 20). One would cite creativity as main instrument that facilitated development of the initial facebook website in 2004 as a digital directory for the students within Harvard University. Mark Zuckerberg just thought of way that would merge the school’s resources on a common directory platform online from the various pieces of online directories as were in use then. After the initial creation of a personal profile, one would always view other people’s profiles so long as they were digitally friends. As against such believes that people would hold that innovation is about accidental creations, the creation of facebook initially stemmed from the practical need to have such profiles aid in accessing individual pro files through a harmonized online platform as against visiting various platforms for such information that would be easily shared by ‘friends’. Besides, no magic or mystery as would be thought of was involved in spreading the awareness as soon, the idea reached many other institutions through deliberate efforts by subscribers to invite own friends. In fact, it was after the tremendous spread of the idea and the support by various other players that facebook became a company as the brain behind the innovation says the lack of operating funds had restrained the development of the idea into a company or trading venture

Loneliness and Isolation in Different Media Essay

Loneliness and Isolation in Different Media - Essay Example The essay "Loneliness and Isolation in Different Media" discovers he Loneliness and Isolation theme in the context of Different Media. Slaughter makes the meaning clear from the beginning through the end that the persona in the poem is lonely. He intensifies the feeling by repeating the word â€Å"loneliness† throughout the poem especially in the first two stanzas. He further emphasizes the theme using repetition of the word â€Å"loneliness† in the last four lines of the poem. Note that the repetition effects to an alliteration and even to an exaggeration. In addition, as the lines of the poem highlight the theme of loneliness, they imply the idea of morbidity. Finding loneliness in everything that the persona sees in his surroundings, including the land, seas, etc., he expresses severity of his loneliness, thus making it appear as if he is under depression. In addition to the alliteration, Slaughter represents the feelings of the persona using his surroundings. He use s phrases with compound nouns beginning with â€Å"lonely† such as lonely trek, lonely mist, lonely spies, lonely circles, lonely tears, lonely cries, and lonely tears. He also adds compound nouns such as â€Å"coursing strife† and â€Å"flowing pain† to underscore the dilemma of the persona. Using images to represent feelings suggests Slaughter’s use of symbolism. The theme of loneliness is likewise expressed in Hopper‘s painting. The subject of this painting is a middle aged woman who sits alone, expressionless in a hotel, unmindful of the morning sun.