Essay about Language and Literary Techniques in Othello

Language and Literary Techniques in Othello The language and literary techniques used in William Shakespeares Othello enrich the settings, plot, characters, and themes. Othello is a complex tragedy about good versus evil, loyalty, love, sexual jealousy, appearance versus reality, and intrigue, told in a first person point of view. The play takes place during the Renaissance in Venice, Italy and in Cyprus over three days. It is written in blank verse, usually unrhymed iambic pentameter. The protagonist, Othello, is a Moor well respected by senators for his valiant service in war and married to Desdemona, a Venetian woman. The play is entitled Othello and the plot and action encompass him, thus supporting his position of†¦show more content†¦Othello has now come to completely trust the deceitful Iago and distrust his honest wife. Iago persuades Roderigo to kill Cassio while Othello smothers Desdemona. Emilia then reveals to Othello Iagos manipulation. As Emilia continues to divulge Iagos actions he kills her and flees. When Iago is returned to Othello, Othello wounds him and upon realizing the tragic actions he has brought about, kills himself. The settings establish the mood and tone of the act. The plays opening setting of Venice symbolizes the sophisticated, wealthy, and civilized world. This is later juxtaposed by Cyprus, an isolated military outpost composed of uncivilized, uncultured people. In Venice, Othellos diction is calm, intellectual, and respectful as displayed when he addresses the Senate in Act I, scene 2: Most potent, grave, and reverend signiors, / My very noble, and approved good masters. He displays his faith in Desdemona: If you do find me foul in her report, / The trust, the office, I do hold of you / Not only take away, but let your sentence / Even fall upon my life. However, once in Cyprus he becomes angered and short tempered and strikes Desdemona. Lodovico, a relative of Brabantio, then remarks My lord, this would not be believed in Venice, signifying the contrast between Othello of Cyprus and Othello of Venice. Othello is a tragic figure because his downfall is a direct result of his flaws: naivetà ©/Show MoreRelatedIago : The Rhetorician Conspirator1680 Words   |  7 PagesDavin Truong Professor Bains English Writing 301 11/13/14 Iago: The Rhetorician Conspirator In William Shakespeare’s Othello, the antagonist Iago is arguably the most heinous villain in all of literature. His ability to shape shift in and out of character is what makes him unique. His tactics are similar to that of a cold blooded chameleon. 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John G Roberts Free Essays

John Roberts By: Juan Castillo Rm. 309 John Glover Roberts Jr. was born in Buffalo, New York, on January 27, 1955, the son of Rosemary and John Glover Jack Roberts, Sr. We will write a custom essay sample on John G Roberts or any similar topic only for you Order Now (1928–2008). When Roberts was in fourth grade, his family moved to the beachside town of  Long Beach, Indiana. He grew up with three sisters: Kathy, Peggy, and Barbara. Roberts attended Notre Dame Elementary School, a Roman Catholic grade school in Long Beach, and then  La Lumiere School, a Roman Catholic boarding school in  La Porte, Indiana. , He studied five years of Latin,  some French, and was known generally for his devotion to his studies. He was captain of the football team, and was a regional champion in wrestling. He attended  Harvard College, graduating with an  A. B. summa cum laude  in history in three years. He then attended  Harvard Law School  where he was the managing editor of the Harvard Law Review. He graduated from law school with a  J. D. magna cum  in laude 1979. After graduating from law school, Roberts served as a law clerk for Judge Henry Friendly on the Second Circuit Court of Appeals for one year. From 1980 to 1981, he clerked for then-Associate Justice William Rehnquist on the United States Supreme Court. From 1981 to 1982, he served in the Reagan administration as a Special Assistant to U. S. Attorney General William French Smith. From 1982 to 1986, Roberts served as Associate Counsel to the President under White House Counsel Fred Fielding. Roberts entered private law practice in 1986 as an associate at the Washington, D. C. -based law firm of Hogan Hartson. As part of Hogan Hartson’s pro bono work, he worked behind the scenes for gay rights advocates, reviewing filings and preparing arguments for the Supreme Court case Romer v. Evans (1996), which has been described as as well as arguing on behalf of the homeless. Roberts left Hogan ; Hartson to serve in the George H. W. Bush administration as Principal Deputy Solicitor General from 1989 to 1993 and as Acting Solicitor General for the purposes of at least one case when Ken Starr had a conflict. In 1992, George H. W. Bush nominated Roberts to the U. S. Court of Appeals for the District of Columbia Circuit, but no Senate vote was held, and Roberts’s nomination expired at the end of the 102nd Congress. John Roberts argued 36 cases and prevailed 25 of them. On July 19, 2005, President Bush nominated Roberts to the U. S. Supreme Court to fill a vacancy that would be created by the retirement of Justice Sandra Day O’Connor. Roberts was the first Supreme Court nominee since Stephen Breyer in 1994. On September 5, Bush withdrew Roberts’s nomination as O’Connor’s successor and announced Roberts’s new nomination to the position of Chief Justice. Bush asked the Senate to expedite Roberts’s confirmation hearings to fill the vacancy by the beginning of the Supreme Court’s session in early October. How to cite John G Roberts, Essay examples

Summaries of the China Coin free essay sample

They ‘had to walk long distances every day, often on rough paths, carrying their bedrolls and other belongings on their backs. ’ Jung Chang’s mother’s feet were covered in blisters and she stumbled often in the slippery mud when it rained. They had to climb a steep mountain and she nearly toppled over the cliffs a number of times. She nearly drowned crossing a fast-flowing river. Her husband was allowed to travel in a jeep, with his bodyguards and he was not very sympathetic to his wife’s misery. Later she suffered a miscarriage as a result of this hardship and trauma. Language features are used to create a picture in the responder’s mind about the experiences of the marchers. Adjectives describe the journey in vivid detail: ‘The endless, magnificent, precipitous mountains were a stunning novelty after the flat plains around Jinzhou. ’ To Jung Chang’s mother the local peasants were ‘horribly dark, bony and tiny, with much sharper features and much bigger and rounder eyes than the people she was used to. ’ Similes are used to help the responder imagine the hardships Jung Chang’s mother endured. After trudging miles in heavy rain and hot temperatures her bedroll weighed on her ‘like a huge stone’. Later, sick and exhausted, she struggles on, ‘her legs like lead’. A record of a conversation with her husband is also used to highlight the fear and intimidation used by the communist regime. ‘I might as well leave’, she said. ‘You mustn’t! ’ my father said, anxiously. ‘That will be interpreted as meaning you are afraid of hardship. You will be regarded as a deserter and you will have no future. ’ Source 2 Internet Website: www. tsquare. tv/chronology/ 20th Century China: A Partial Chronology This source is divided into two parts. Part One: Pre-1989 gives a brief overview of China’s history from 1919 to 1988. It begins with the 1919 ‘May 4th Movement’ in which college students staged a series of demonstrations to protest the terms of the Versailles Treaty at the end of World War One which gave German territories in China to Japan. The timeline notes other important events such as Mao Zedong’s proclamation of the People’s Republic of China on 1st October 1949, the political persecutions during the ‘Cultural Revolution’ and the harsh economic reforms launched by Deng Xiaoping, Mao’s successor. It also notes the forced resignation of Hu Yaobang as Party General Secretary because of his ‘soft’ stance on student protests. Part Two: 1989 focuses on the events leading up to the massacre in Tiananmen Square in June 1989 beginning with the death of Hu Yaobang which sparks a gathering of people in Tiananmen Square to commemorate Hu and express their discontent with government repression and corruption. On 27th April students from more than 40 universities march to Tiananmen in protest of the editorial in the Communist Party’s newspaper People’s Daily which criticises the demonstrators. The timeline records the hunger strikes and break down in talks between the students and the government. This leads to the declaration of martial law on 20th May and eventually to the shooting of fire on students, other protesters and by-standers in and around Tiananmen Square on the night of 3rd June. The information contained in this source is presented in the form of a timeline in two parts. The focus is on the immediate events leading to the Tiananmen Square massacre. Only the most important events have been selected and are summarised briefly under the appropriate year. The structure of a timeline and the clear, bold headings, enable the responder to see at a glance the most important dates and events. The present tense is used for the purposes of a timeline. This creates a sense that we as the responders are ‘eye-witnesses’ in the making of history. Short sentences, which are also appropriate in a timeline, are used to give the facts in a succinct manner. Source 3 Documentary: The Gate of Heavenly Peace, 1995 This two and a half hour documentary explores the history of the demonstrations which culminated in the massacre on 4th June in Tiananmen Square in Beijing. It was the first film to tell the story of Tiananmen from a Chinese perspective. The documentary presents a range of perspectives and challenges the international media portrayal of idealistic, pro-Western students unified in a common cause. It shows that the reality was far more complex, involving both moderate and extremist student leaders who did not always agree on the goals, strategies or tactics of the demonstrations. It suggests that had the more moderate protesters prevailed over the extremists, the massacre might have been avoided. The filmmakers, Carma Hinton and Richard Gordon, interviewed people with a range of perspectives on the massacre, including that of Dai Qing, a journalist and writer. â€Å"I supported this demonstration because it was focused against one of the fundamental means by which the Communist Party maintains rule†¦to accuse people of fabricated political crimes. The students showed real conviction. † Hinton and Gordon spent six years with an international team researching and investigating the event. Other film techniques used to convey the students’ journey include the use of archival footage from Western and Chinese newsreels dating from the 1920s. It also uses footage from international news crews at the time of the event, as well as home videos shot by local Chinese and foreigners. Other techniques include the use of stills, posters, artwork and music which reflect trends in Chinese popular culture and official Chinese news reports. { Suggested answer to text prediction activity } The cover of The China Coin uses both visual and language techniques to give the responder clues about the content of the novel. The illustration by Jane Tanner depicts (shows) one main character in the foreground of the front cover, a girl with long, black hair and freckles. She could be half-Chinese. Her facial expression is reflective as if she is deep in thought. Another character, a Chinese boy with glasses, looks serious and perhaps troubled. He could belong to the group of students protesting against the corruption and lack of freedoms in his country. In the background we can see red flags and banners waving in a sea of black haired people who are probably the students who want to bring about change. This image is continued on the back cover. Here, the Chinese writing on the banners is clearer and the people closer. They are looking towards a monument and a statue, which looks similar to the Statue of Liberty in New York, a symbol of democracy. The blurb on the back cover uses language to create suspense. We can assume the girl on the cover is the main character, Leah. Words like ‘mystery’, ‘secret’ and ‘terror’ are used to persuade people to read the novel to find out what happens to Leah and the Chinese boy. The blurb refers to Tiananmen Square and we can infer from our background research that the historical and political context of the novel is the period leading up to and including the tragic massacre of peaceful demonstrators in Tiananmen Square,Beijing, in 1989. The blurb also refers to ‘a family she doesn’t know’. Leah looks Eurasian part English and part Chinese and we can assume that her search for the ancient coin in China will also give her a sense of belonging to and connection with a family which she did not previously know. Suggested answers to word bank activity } Word/term Meaning Mao Tse Tung Founder of the Chinese Communist Party and founder and chairman of the People’s Republic of China Communism A system of government in which all property belongs to the state and all economic activity is controlled by a single political party The Long March A march organised by Mao (1934-1935) to spread his ideas across China and gain support Cultural Revo lution Also known as ‘The Decade of Chaos’ (1966-76). This movement in China tried to force intellectuals to believe Mao’s philosophies or ideas. If they resisted they were imprisoned or killed. Tiananmen Square A large square in the ancient Forbidden City in Beijing in which thousands of students protested against government corruption and lack of democratic freedom in June 1989 Intellectuals People such as students and teachers who think about politics and society and, in China’s case, were against the communist party Protest A demonstration or show of anger and frustration at a government’s policies Hunger strike Where you stop eating for a period of time to show your support for a cause. It sometimes results in hospitalisation or even death. Martial Law When the army comes in to help a government impose its laws and control its people, sometimes using force Democracy A system of government in which the people in the country decide who they want to be in power { Suggested answers to composing sentences } This is a guide only. Ask your teacher to check your sentences. The Long March was a difficult and dangerous journey undertaken by thousands of Chinese men and women during 1934-1935 to spread Mao’s communist ideas across China. During the Cultural Revolution (1966-76), which is also known as the ‘Decade of Chaos’, thousands of intellectuals were killed or imprisoned for refusing to adopt Mao’s communist ideas. The death of the reformist party leader Hu Yaobang on 15th April 1989 sparked mass demonstrations or protests by students and other people wanting democracy in cities across China, including in the capital, Beijing. The government responded by sending declaring Martial Law and sending the army to control the demonstrators. The army was responsible for the massacre (mass killing of people) which occurred in Tiananmen Square on 4th June. { Answers to chapter one summary } Chapter One begins with teenage Leah on the plane with her mother Joan. They are about to land in China. An ancient half-coin was sent by Joan’s father before he died and the mystery surrounding it inspired Leah’s father to suggest they go to China in search of the other half. But he had died before they had the chance to do this together. Leah is going to China for him, to fulfill his wish, whereas Joan was going because the coin was ‘the key to a lost family’. It was important to Joan to go to find these people she never knew existed because ‘now they had become all the family she had’ (p. 11). Joan was Chinese. She was born in Penang, Malaysia, and moved to Sydney when she was a teenager. For her, it was important now to connect with her family and culture; to feel she belonged. Leah feels differently. On the plane she resents the air hostess’s comment about her â€Å"coming home† (p. 10). As far as she is concerned, she wasn’t even an ABC (an Australian Born Chinese) because her father, David Walters, had been English. Leah felt she didn’t belong in China; she identified too strongly with her Australian roots but she realises when Joan starts babbling away to the taxi driver outside the airport in Cantonese that ‘Joan was on her home ground. ’ (pp. 13-14) This sense of ‘belonging’ for Joan and of ‘not belonging’ for Leah puts pressure on an already strained mother-daughter relationship. { Answers to plot sequencing } No. Event 1 The half-coin and letter arrive for Joan from her dying father. 2 Leahs father dies of cancer. 3 The air hostess says, â€Å"Welcome home† to Leah. 4 Leah assures herself that she is not Chinese. Joan and Leah see a young man putting up pro-democracy posters in Guangzhou. 6 Joan and Leah learn more about their family and China’s history in Good Field Village. 7 The grey woman on the train to Shanghai gives Joan and Leah a history lesson. 8 Leah gets lost on the street of Shanghai. 9 Leah makes eye contact with a st udent in Chongqing who looked like her. 10 Joan and Leah meet Ke on the road to Red Star Village. 11 Heng crashes into Joan on his motorbike and she is taken to hospital. 12 Li-Nan welcomes Leah as part of their family. 13 Leah is beginning to change and wants to be a part of her Chinese family. 4 Ke and Leah talk about their fathers and about the student protests. 15 Leah wishes Joan could share her feeling with her. 16 Li-Nan and Leah discover the other half of the coin in an old metal trunk. 17 The Chinese government declares martial law in Beijing. 18 Ke kisses Leah (on the cheek). 19 Li- Nan tells Ke he can’t go to the protest in Chengdu. 20 Ke travels to Beijing to support the students in Tiananmen Square. 21 Leah and Joan fly to Beijing to continue their journey and to find Ke. 22 Ke gives Leah the two-halves of the coin blown into a glass egg. 23 Leah kisses Ke. 4 The army kills and injures hundreds of demonstrators in Tiananmen Square. 25 Joan and Leah are prepared to be evacuated from China { Answers to true or false activity } ( F ) Leahs father was not interested in searching for the other half of the ancient coin. ( F ) At the beginning of the novel Leah is able to identify with her Chinese heritage. ( T ) Joan goes to China in the hope of finding the family she never knew existed. ( T ) Leah feels like she doesn’t belong in China because she is so tall. ( F ) Joan eats a lizard for dinner on their first night in China. F ) Joan and Leah find the oth er half of the coin in Good Field Village ( T ) Joans traumatic childhood memories of the mob in Penang cause her to react strongly to Leahs disappearance in Shanghai. ( T ) Leah was angry because Joan seemed to get over her husbands death so fast. ( T ) During the Cultural Revolution Kes father was killed for his poetry about freedom. ( F ) Ke gives in to peer group pressure and goes with his friends to the protest in Chengdu after Li-Nan said he couldn’t go. ( T ) Hu Yaobang was a Communist Party leader who wanted more freedom for the people. T ) While climbing the Great Wall of China Leah is finally able to think of her father almost without pain. ( F ) The sharp noises Leah heard at night in Beijing were firecrackers. ( F ) The Chinese government television news reported the facts about Tiananmen Square. ( T ) Leah and Joan were prepared to be evacuated from China by the Australian Embassy after they heard that Ke was missing, presumed dead. { Suggested answers to matching characters with quotes } Character Quote Relevance to Belonging David Waters But we inherit a mystery, a challenge. We must go. All of us. To find the secret of the coin. † (p. 12) David Waters wanted his family to travel together to find the coin’s secret. It was a challenge which would not only draw them closer as a family of three, but also help them form new relationships with their extended family in China. The coin connected them (gave them a sense of belonging) to people and places they had never met or experienced before. Air hostess Welcome home. (p. 12) Earlier the air hostess had said â€Å"you’re coming home† to Leah although Leah immediately tried to correct her by telling the air hostess that she had never been in China before. She is concerned that the air hostess has seen her as Chinese, despite her freckles and slightly European features. Leah is not ready to accept her Chinese heritage and so refuses to identify with it; she chooses not to belong. In contrast, the air hostess sees only the ‘Chinese’ Leah and so welcomes her home, as if she is predicting that Leah will find she does belong in China. Young man in Guangzhou â€Å"We are enemies of the State. † (p. 22) On their first night in Guangzhou Leah and Joan see a young man putting up political posters. He identifies himself as belonging to a group of people who the government says are enemies. The students’ struggle to help bring about political reform is a parallel plot in the novel. Attitudes to belonging change over time and the students challenge both the government and its people to consider the type of society they want to belong to. Is it the existing system which limits freedom or a system which embraces democracy? Grandfather â€Å"In Australia you are Australian, but in China you are Chinese. † (p. 41) Grandfather is commenting on Leah’s Chinese name, which means â€Å"Pear† (a fruit). Leah is slowly warming to the idea of identifying herself as partly Chinese. She feels she is beginning to belong and instead of being offended, as she was with the air hostess on the plane, she makes a joke and pretends to walk like a pear. Leah â€Å"I didn’t ask to come! It’s your rotten China. † (p. 65) ‘Yes. We’re family. † (p. 55) â€Å"I want to be a part of it. † (p. 145) The italics used by Allan Baillie in the word ‘your’ emphasise or stress how Leah feels alienated and distant from China. She feels that unlike her mother, she does not belong. The second quote reveals how much Leah changed as a result of her meeting part of her extended family in Good Field Village. She is beginning to identify with her Chinese family and experiences a sense of belonging to them. In the third quote Leah is telling Ke that she supports the students’ cause for democracy and wants to help support them in their struggle to challenge existing political ideas. In a way she identifies with them and feels a sense of belonging and connection. Grey woman in train Scum†¦ The students are counter-revolutionary thugs. (p. 55) The woman on the train to Shanghai belongs to the Communist Party and she therefore shows no understanding of the students’ cause. Her anti-student perspective is seen in her negative words and angry tone. Woman in Shanghai Ah, students want to change China. Some people are afraid they might. (p. 61) The woman helped Leah to her feet after she had been knocked over by a student who, together with a group of other students, was being chased by soldiers. She explains to Leah that she had been pushed because it was not her â€Å"affair†; they thought she could not identify with their cause. While most government officials and many others in China were afraid and not willing to embrace the political changes the students demanded, there were many who secretly hoped the students could bring about change China. This woman gives the impression she wants change too and does not identify with the government, although fear of the authorities prevents her from supporting the students directly. Joan â€Å"People will think you’re one of them. † (p. 68) Joan is referring to the students when she slaps Leah’s hand down after she made the â€Å"V† for victory sign. Leah’s sense of connectedness or belonging to the students’ hopes for China is growing and that is why she returned the sign to the boy who saluted her. Joan, on the other hand, does not identify with the students. This is why she refers to them as â€Å"them†. Li Nan â€Å"You are in this house. You are part of our family now. Welcome. † (p. 105) Li-Nan was not sure Leah and Joan were her family at this stage but she accepts them as if they are. In her opinion they belong to the Zhu family and so she welcomes them. Tong I am sure you have found the right family. (p. 130) Tong shows acceptance of Leah and Joan’s arrival in Red Star Village. They belong to his family and he believes that even if they do not find the other half of the coin, they have found what is more important – family. Heng â€Å"Some party cadres demand payment for permission to build a factory†¦ So I am expected to be corrupt. † (p. 132) Heng is trying to deny that he is corrupt, like the other party cadres or officials. He even pretends to support the students’ cause, â€Å"Support our brave students for a better China! † However, he belongs to the group who are part of the problem and Leah later catches him stealing fertiliser for himself, instead of sharing it with the other villagers. Tall youth â€Å"It is today that we need you. † (p. 146) Ke tries to explain to the youth that he can’t protest in Chengdu that day as he had planned. The youth does not understand. He appeals to Ke’s sense of belonging to the group of students, â€Å"we need you†, and accuses him of marching only when it is not dangerous. Ke â€Å"No, I can’t call myself part of the marchers any more. It’s not â€Å"us† that is winning. It’s â€Å"them†. I’ve dropped out. † (p. 152) Ke is very upset when his mother tells him he can’t go and protest in Chengdu. Leah tries to encourage him but he no longer feels he belongs to the students. Leah tells him he is still a part of it but he feels he has betrayed his friends and the other marchers. The choice to not belong was made by Li-Nan, his mother, not himself. Her fear (due to her past experiences) was a barrier to his sense of belonging to his group of friends and the students’ cause. Embassy official â€Å"We’re getting you out. † (p. 183) The embassy official rings Leah and Joan in their hotel room after the massacre and tells them they will be taken out of China and away from danger. As foreign nationals they can expect their embassy to evacuate them in times of danger. Their nationality is a barrier to them belonging, even if they do identify with the students’ cause. Foreign student â€Å"I don’t want to go home. I want to stay and help them fight. † (p. 186) ThThe The foreign student is frustrated because although he identifies with the students, his choice to stay has been taken away because he is not Chinese. He wanted to stay and help the students challenge the communist party’s power but his nationality is an obstacle or barrier to him belonging. { Suggested answers to thinking about how the text relates to the Area of Study: Belonging } Ideas about belonging or not belonging vary (change) and are shaped (molded, challenged by, changed) within personal, cultural, historical, and social contexts. Leah’s feelings about her identity have been challenged by her experiences in China through various contexts. The personal context involves her relationships with others, in particular her mother, Joan. When they arrived in China, Leah was angry with her mother. But on the train to Chengdu Leah feels things are changing. It was funny she thought how things changed every time they moved. ‘In Guangzhou Joan was a stranger, on the first train she was an ally, in Shanghai an enemy, in Wuhan a little girl with a nightmare, in Chongquin a mother. And in Chengdu, somehow, they had become sisters again. ’ (p. 88) Slowly, Leah begins to see her mother’s pain at losing her husband and she realises that her being in China was not just about fulfilling her father’s dying wish, but also about drawing closer to her mother. As Joan says, â€Å"Yes, Leah, I wanted China to be our paddy. † (p. 139) The cultural context also challenges Leah. At the beginning of the novel Leah feels she does not belong in China. She is shocked at the treatment of animals in the market in Guangzhou, at Joan eating snake for dinner and at the dirty river. Unlike Joan ‘babbling away’ (p. 13) she struggles with the language which is also a barrier to her feeling like she belongs in China. Not surprisingly she tries to convince herself, â€Å"You’re not Chinese. You don’t even look like them. † (p. 23) However, Leah’s sense of her own identity slowly changes and she begins to identify with her Chinese heritage in a way she never would have imagined possible. In Chongqing Leah sees a girl in a protest march beating a drum. ‘She looks like me, Leah thought in surprise. The same size as me, the same smile as me†¦ I could be her. ’ (p. 7) Leah’s friendships and connections with her extended Chinese family alter (change) her initial negative feelings and she starts to feel she belongs. When she and Joan leave Good Field Village, Leah gets a bit teary and admits to Joan, â€Å"Yes. We’re family. † (p. 55) By the end of the novel she identifies strongly with her Chi nese family. In Red Star Village she ‘felt that she was being pulled home’ and ‘really wanted to be part of the family’ (p. 105). The historical and social contexts, explored in the parallel plot of the student’s struggle for democratic reform, also shape Leah’s sense of belonging or not belonging. In 1989 many students, and others, believed the time was right to stand up to the communist government and call for more democratic rights and freedoms for all. The death of the reformist party leader Hu Yaobang on 15th April 1989 was the trigger for mass demonstrations across China. To show they were still in control and not prepared to make these changes, the government used the army to stop the protests in Beijing. There were also demonstrations in Shanghai and these are referred to in The China Coin. In the novel they annoy Joan who calls them â€Å"Damn students†. Leah thinks differently and ‘felt she was marching†¦ with the students’ (p. 66). One of them ‘grinned and saluted her with a victory sign’ (p. 67). Later, she tells Ke, â€Å"I want to be part of it† but he doesn’t believe she fully belongs. â€Å"Not your battle†, he tells her (p. 145). Later, in Tiananmen Square, he changes his mind and says, â€Å"after marching for us in Turtle Land, you Zhu Leah, are part of this. † (p. 171) A sense of belonging can emerge (come out of) from the connections made with people, places, groups, communities and the larger world. As Leah connects with and experiences people, places, groups and communities in China her sense of ‘not belonging’ changes to ‘belonging’. In Good Field Village she begins to find things she likes about China. She compares the chickens running free through the house in Good Field village to the ones cruelly cooped up in cages in Guangzhou and the pet cat to the ones waiting in fear to be someone’s meal. She realises that what she saw in Guangzhou wasn’t all there was to China. She also becomes more positive about the food. When the expanded family sat down for a meal that evening Leah comments on the food, â€Å"It is lovely. Great,† (p. 36) she said. The next day Leah began thinking about Joan’s family as her family. â€Å"Joan’s grandfather was her great grandfather, Joan’s father was her grandfather and Swallow’s Grandfather was her great uncle – if she wanted it that way. † (p. 42) Leah realises she had a choice about whether or not to belong to her extended family. She was reluctant to accept them at first as this challenged her sense of identity as being â€Å"not Chinese† but their hospitality and friendship draws her gradually towards an acceptance of her Chinese heritage. Even her visit to the village cemetery, so different to her memories of the ‘quiet grave’ in which her father was buried, plays a role. Here, there was no pain and for Leah it was if ‘those curved earth arms were reaching out to her, welcoming her into the family. ’ (p. 42) Leah chooses to belong as a result of the connections made with her extended family in Good Field Village. â€Å"We’re family† she says to Joan (p. 55). In Turtle Land Village her friendship with Ke helps her identify more with her Chinese identity. He tells Leah a story about the origins of the village and says, â€Å"That’s yours – that’s our ancestral village, Leah. (p. 112) He makes her feel she belongs, even though at that stage they do not know if they actually are related. Being in China has connected Leah to the larger world. Leah admits to Ke that she does not know much about the politics of Australia, let alone China. He explains that it is â €Å"Because they don’t affect you. Here they affect all of us. † (p. 109) Her travels through China have broadened her understanding of Chinese politics and her friendship with Ke gives it a personal dimension; she can identify with him, and feels a sense of belonging to the students because she realises she could be one of them. Even Ke believes she now belongs. He tells her in Tiananmen Square, â€Å"after marching for us in Turtle Land, you Zhu Leah, are part of this. † (p. 171) Together they feel that have been a part of something great, something that mattered, even if the government didn’t listen. Belonging can be considered in terms of experiences, and ideas about identity, relationships, acceptance and understanding. Leah’s experiences in China, including her travels from Guangzhou to Beijing, help mould her sense of belonging to China. In Red Star Village Leah hears that the government stopped the trains to stop the students and others getting to Beijing. She had been to these places: ‘Wuhan, Shanghai, Chengdu, Guangzhou, Chongqing, they were all part of her China. Almost as much as Ke’s China. ’ (p. 155). Her identity also changes with her changing sense of belonging. Before coming to China Leah did not identify with its culture or people in any way. In fact, she tried to ignore her Chinese heritage and focused on her European features, like her freckles inherited from her English father and her â€Å"sniffy† nose. She tries to convince herself, â€Å"You’re not Chinese. You don’t even look like them. † (p. 23) However, her relationships with others in China, in particular with Jade, Swallow and Grandfather in Good Field Village and Li-Nan, Uncle Tong and her cousin Ke in Red Star Village, lead to a greater acceptance and understanding of herself and her cultural identity and by the end of her time in China she realises while she is not Chinese, she is ‘not not Chinese either. It doesn’t matter anymore. ’ (p. 158) Being partly Chinese is now embedded in her own sense of belonging and identity. Leah’s relationship with her mother improves as a result of their experiences together in China and their sense of belonging together as a family is strengthened. Initially Leah was angry with Joan because she thought she wanted to forget about her husband and she was frustrated by Joan’s fear of ‘the mob’. However, as she learns more about her mother’s childhood and reflects on Joan’s pain at losing her husband she is able to let go of her anger and reach out to her mother in love, acceptance and understanding. On her way to visit Joan in hospital in Red Star Village she reminds herself, ‘try to think how she has been feeling! ’ (p. 137) By the end of the novel they support each other in their grief and ‘clung together in the back of the crowded truck’ (p. 190) as they are being evacuated from China. By belonging, or not belonging, a person can enrich or challenge a community or group. Ke has very strong political opinions and he feels connected to the students across China who are calling for an end to the corruption or â€Å"guanxi† and greater freedoms for all Chinese. He delays his journey to join their protests in Chengdu by a day so he can show Leah around the village but the next day he tells his mother, Li-Nan, â€Å"I’ve got to go, got to go. † (p. 120) Like the other students, he believes that they can challenge the communist party officials and put pressure on them to move towards a more democratic society. When Leah meets him in Beijing he tells her, â€Å"We have shown the politburo what the people want. They will have to make the changes†¦ The world is watching us – and them. They have no way to go but our way. † (p. 71) While some members of the government were prepared to make some changes, their voices were silenced by the majority who did not want their positions of power threatened. By belonging to the student movement Ke enriched their cause and helped challenge the communist government which acted as a barrier, preventing its citizens from participating and belonging in their own society because th ey were excluded from the political decision-making processes. People may choose to belong or not belong or there may be barriers (obstacles, problems) which prevent (stop) them belonging. The students in China chose not to belong to the thousands of other Chinese who accepted the government’s authority. This authority represented barriers to their belonging to a free, democratic society. In the novel, Ke chooses to be one of the students fighting for democratic change in China. He attends protest marches in the nearest city, Chengdu, with his fellow students. When he hears that the government had refused to listen to the protesters and declared martial law in Beijing he is angry and upset and wants to go to Beijing to encourage the students in Tiananmen Square. But Li-Nan refuses to let him go, fearing for his life as her husband, Ke’s father, had been killed for refusing to belong to a political system which repressed its people. Ke’s fellow students do not understand why he cannot go and think he has betrayed them and the democratic cause. They think he is afraid of the danger. Ke is so upset and cries. He feels he no longer belongs to this group or to the cause that he believes in so strongly but he chooses not to belong at that point because of his promise to his mother. (146) Later Leah tells him the boy should not have been so mean but Ke said, â€Å"He was right. I should not be here. † Ke feels now that at this moment he does not belong – he needs to be with the other students. Leah encourages him â€Å"But you’re winning† But Ke says â€Å"No, I can’t call myself part of the marchers any more. It’s not â€Å"us† that is winning. It’s â€Å"them†. I’ve dropped out. † Leah tries to tell him, â€Å"You are part of it, Ke! ’ but he says, â€Å"I’m not! † and tips manure on his trousers, saying â€Å"That’s what I am. † (pp. 151-152) To Ke, his mother refusing to let him go to Beijing is an obstacle, a barrier to him belonging. But as Leah realises, even in his ‘not belonging’ he is still a part of a powerful movement that did challenge the government, even though it failed. Back { Suggested answers to analysing textual features } Feature Example of use page reference Effectiveness of this feature/ relevance to Belonging metaphor ‘I am a giant, she thought. ’ (p. 16) Metaphors are used to help paint a picture in the reader’s mind. When they first arrive in China Leah is very conscious of her height. She notices people staring up at her and thinks she is a giant (extremely tall person) in comparison to them. She begins to want to ‘pass as one of them’ (p. 16) so they wouldn’t stare at her. She knows she looks different, but already it is becoming important for her to blend in, to at least look like she ‘belongs’. adjectives ‘Leah†¦ frowned at the mirror and the girl with the long black hair, the brown eyes, the sniffy nose and the freckles frowned back at her â€Å"You’re not Chinese. You don’t even look like them. †Ã¢â‚¬â„¢ (p. 23) Adjectives are used throughout the novel to help the reader imagine characters and settings. In this example adjectives describe Leah’s physical features. Her freckles help give her a partly European appearance and at this stage in the novel she identifies more strongly with this part of her cultural identity. Inner monologue ‘How long have you been here? †¦ six weeks from the neurotic kid that feared her mother was going to throw some sort of spell to make her Chinese. No, youre not Chinese, but youre not not Chinese either. It doesnt matter anymore. ’ (p. 158) Allan Baillie has used the third person narrative voice to tell his story but from time to time chooses to reveal Leah’s thoughts using inner monologue and the second person narrative voice. This way, the reader feels as if they are listening to Leah’s private thoughts and we are drawn into the text immediately. We feel close to Leah as she pours out her feelings. This quote reflects her feelings about her growing acceptance of her Chinese heritage in Red Star Village. When she arrived in China she felt she did not belong and identifies strongly with her European and Australian links. She was ‘not Chinese’. But her experiences and contacts with friends and family in China have changed her and she realises that it no longer matters. Flashback ‘In hospital, out of hospital. Shrinking. But always trying to laugh†¦Ã¢â‚¬â„¢ (p. 81) Sometimes a writer will choose to make their story more interesting by varying the order of the narrative structure and using flashbacks. Allan Baillie has used this technique effectively in The China Coin. On the riverboat Leah remembers the time after ‘The Cough’ when her dad got cancer. Belonging can be considered in terms of relationships and the use of the flashback technique allows us as the reader to learn more about Leah’s father and her close relationship with him. She drew closer to him in his illness but became more distant from her mother, especially after his death. We realise that our past experiences influence and shape our understanding of belonging or not belonging. symbolism â€Å"Yes, Leah, I wanted China to be our paddy. † (p. 139) A symbol represents something else. In this example the paddy is a symbol for healing and bonding. Ke told Leah that after his father was taken by the Red Guards he and Li-Nan began to dig their own paddy (a field, in which rice is usually grown). They continued, even after hearing of his death. It looked strange to outsiders but it helped them to heal and become â€Å"mates†. It was the relationship which became important, not the paddy itself. For Leah and Joan their time in China is not just about searching for the coin (another symbol) but about coming to terms with the death of a loved one and drawing closer to each other for support, belonging together as mother and daughter and as two women with shared experiences, rather than as strangers. Back Suggested answer to writing about textual features } Allan Baillie has used a range of textual features in his novel, The China Coin,to help the reader imagine the characters, settings and events. Through these features ideas about belonging are conveyed. For example, metaphors are used to paint a picture in the reader’s mind. When they first arrive in China Leah is very conscious of her height. ‘I am a giant, she thought. ’ She knows she looks differe nt, but already it is becoming important for her to blend in, to at least look like she ‘belongs’. Inner monologue makes the reader feel as if they are listening to Leah’s private thoughts and we feel close to Leah as she pours out her feelings. â€Å"No, youre not Chinese, but youre not not Chinese either. It doesnt matter anymore. †Ã‚   When she arrived in China she felt she did not belong and identifies strongly with her European and Australian links. She was ‘not Chinese’. But her experiences and contacts with friends and family in China have changed her and she realises that it no longer matters. Ideas about belonging can be seen in relationships and through the use of symbols. For example, the paddy is a symbol for healing and bonding. Ke and Li-Nan became â€Å"mates† as they dug a paddy following Ke’s father’s imprisonment and death. Similarly, Joan and Leah draw closer to each other following the death of their husband and father as a result of their experiences in China. Joan says, â€Å"Yes Leah, I wanted China to be our paddy. † They are no longer strangers but two women who now have a mature mother-daughter relationship which reflects their sense of belonging to each other.

Leadership Style of Jack Welch Essay Example

Leadership Style of Jack Welch Essay If leadership is an art, then surely Welch has proved himself a master painter. Business Week, May 28, 1998. The two greatest corporate leaders of this century are Alfred Sloan of General Motors and jack Welch of GE. And Welch would be the greater of the two because he set a new, contemporary paradigm for the corporation that is the model of the 21st Century. Noel Tichy, Professor of Management, University of Michigan, and a longtime GE observer. Introduction |On September 6, 2001, John Francis Welch Jr. (Jack Welch), Chairman and |[pic][pic][pic][pic][pic][pic] | |Chief Executive Officer of General Electric Co. (GE),1 retired after | | |spending 41 years with GE. During the period, he made GE the most | | |valuable company in the world. Analysts felt that, with his innovative, | | |breakthrough leadership style as CEO, Jack Welch transformed GE into a | | |highly productive and efficient company. During Jack Welchs two decades| | |as CEO, GE had grown from a US$13 billion manufacturer of light bulbs | | |and appliances in 1981, into a US$480 billion industrial conglomerate by| | |2000. Analysts felt that Jack Welch had become a deal-making machine, | | |supervising 993 acquisitions worth US$13 billion and selling 408 | | |businesses for a total of about US$10. 6 billion. | | Jack Welch was infact described as the most important and influential business leaders of the 20th Century by some Wall Street analysts and academics alike. [pic][pic][pic] |Management experts felt that Jack Welchs reputation as a leader could | | |be attributed to four key qualities: he was an intuitive strategist; he | | |was willing to change the rules if necessary; he was highly competitive;| | |and he was a great communicator | |The Making of a CEO | | |Jack Welch graduated in chemistry from the University of Massachusetts | | |and in 1959 got a Ph. We will write a custom essay sample on Leadership Style of Jack Welch specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Leadership Style of Jack Welch specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Leadership Style of Jack Welch specifically for you FOR ONLY $16.38 $13.9/page Hire Writer D in chemical engineering from the University of | | |Illinois. In 1960, he started his career at GE as a Junior Engineer | The Making of a CEO Contd |However, in 1961, Jack Welch decided to quit the US$10,500 job as he was|[pic][pic][pic][pic][pic][pic] | |unhappy with the companys bureaucracy. He was offended that he was | | |given a raise of only US$1000, the same amount given to all his | | |colleagues. He had even accepted a job offer from International Minerals| | |and Chemicals in Skokie, Ill. However, Reuben Gutoff, an executive at GE| | |convinced Jack Welch to stay back. Reuben Gutoff promised that he would | | |prevent him from getting entangled in GE red tape and would create a | | |small-company environment with big-company resources for him. This theme| | |of small-company environment with big-company resources came to | | |dominate Jack Welchs own thinking as the leader of GE. | Jack Welch quickly rose to become the head of the plastics division in 1968. He became a group executive for the US$1. 5 billion components and materials group in 1973. This included plastics and GE Medical Systems. |[pic][pic][pic] |In 1981, Jack Welch became GEs youngest CEO ever (Refer Exhibits I | | |II). His predecessor, Reg Jones said, We need entrepreneurs who are | | |willing to take well-considered business risks and at the same time | | |know how to work in harmony with a larger business entity†¦The | | |intellectual requirements are light-years beyond the requirements of | | |less complex organizations. | | |The Welch Era at GE: 1981-2001 | | |During the first five years as CEO, Jack Welch emphasized that GE should| | |be No. 1 or No. 2 in all businesses or get out of them. | He disposed off the businesses with low-growth prospects, like TVs and toaster ovens. He expanded the financial-service provider GE Capital into a powerhouse. He also entered the broadcasting industry with the acquisition of RCA Corp. , the owner of NBC TV network Jack Welchs Leadership Style |Analysts felt that Jack Welchs profound grasp on GE stemmed from |[pic][pic][pic][pic][pic][pic] | |knowing the company and those who worked for it. More than half of his | | |time was devoted to people issues. Most importantly, he had created | | |something unique at a big company Informality. The hierarchy that Jack| | |Welch inherited with 29 layers of management was completely changed | | |during his tenure. Everyone, from secretaries, to chauffeurs to factory | | |workers, called him Jack. Everyone could expect at one time or | | |another to see him. Analysts felt that Jack Welch gave employees a | | |sense that he knew them. Commenting on the informality at GE, Jack Welch| | |said, The story about GE that hasnt been told is the value of an | | |informal place. I think its a big thought | | Jack Welch The Strategist Analysts felt that Jack Welch was focused and analytical. He restructured GEs portfolio from 350 businesses during 1980s down to two-dozen core activities by late 1990s. During his initial years as CEO, he either expanded internally or made acquisitions to position all GEs businesses as either number one or number two in their fields. The planned acquisition of Honeywell, Inc. , which didnt materialize, was expected to redefine GE for the years to come |[pic][pic][pic] |Jack Welch The Leadership Guru | | |After stepping down as the CEO, Jack Welch became an advisor to William | | |Harrison, CEO, JP Morgan Chase. He also entered into an agreement to | | |become a leadership guru to several other clients. He was also named the| | |special partner at New York investment firm, Clayton, Dubilier Rice. | |Jack Welch also authored his autobiography, Jack: Straight from the | | |Gut, which was at the top of the best-sellers list in 2001. Analysts | | |felt that Jack Welchs influence did not end at GE. Many executives who | | |had worked under Jack Welch went on to head more than a dozen U. S. | | |companies |

Free Essays on Management Competencies

Managerial Assessment of Proficiency Is the tool for identifying managerial strengths and needs. The Twelve Competencies ADMINISTRATIVE Managing Your Job COMMUNICATION Relating to Others SUPERVISORY Building the Team COGNITIVE Thinking Clearly Time Management and Prioritizing Listening and Organizing Training, Coaching and Delegating Identifying and Solving Problems Setting Goals and Standards Giving Clear Information Appraising People and Performance Making Decisions, Weighing Risk Planning and Scheduling Work Getting Unbiased Information Disciplining and Counseling Thinking Clearly and Analytically 1. Time Management and Prioritizing Ability to manage time, both your own and others. Includes such skills as negotiating priorities; exercising self-discipline; controlling interruptions by shaping the behavior of others whose priorities are not your own; being time-effective versus time-efficient. 2. Setting Goals and Standards Ability to manage activities and projects toward measurable goals and standards, setting theses jointly with others so as to develop their understanding and commitment. Includes the following skills: distinguishing among wishes, activities and quotas: reducing barriers to the goal-setting process; evaluating goals against the major criteria of effective goal setting; using goals to motivate. 3. Planning and Scheduling Work Ability to manage projects (one-time programs) and processes (ongoing work flow) by applying the major tools and techniques of management includes the following skills: analyzing complex tasks and breaking them into manageable units; selecting and managing resources appropriate to the task; using the systems and techniques to plan and schedule the work; setting checkpoints and controls for monitoring progress. 4. Listening and Organizing Ability to understand, organizes, and analyzes what you are hearing so as to decide what to think and do ... Free Essays on Management Competencies Free Essays on Management Competencies Managerial Assessment of Proficiency Is the tool for identifying managerial strengths and needs. The Twelve Competencies ADMINISTRATIVE Managing Your Job COMMUNICATION Relating to Others SUPERVISORY Building the Team COGNITIVE Thinking Clearly Time Management and Prioritizing Listening and Organizing Training, Coaching and Delegating Identifying and Solving Problems Setting Goals and Standards Giving Clear Information Appraising People and Performance Making Decisions, Weighing Risk Planning and Scheduling Work Getting Unbiased Information Disciplining and Counseling Thinking Clearly and Analytically 1. Time Management and Prioritizing Ability to manage time, both your own and others. Includes such skills as negotiating priorities; exercising self-discipline; controlling interruptions by shaping the behavior of others whose priorities are not your own; being time-effective versus time-efficient. 2. Setting Goals and Standards Ability to manage activities and projects toward measurable goals and standards, setting theses jointly with others so as to develop their understanding and commitment. Includes the following skills: distinguishing among wishes, activities and quotas: reducing barriers to the goal-setting process; evaluating goals against the major criteria of effective goal setting; using goals to motivate. 3. Planning and Scheduling Work Ability to manage projects (one-time programs) and processes (ongoing work flow) by applying the major tools and techniques of management includes the following skills: analyzing complex tasks and breaking them into manageable units; selecting and managing resources appropriate to the task; using the systems and techniques to plan and schedule the work; setting checkpoints and controls for monitoring progress. 4. Listening and Organizing Ability to understand, organizes, and analyzes what you are hearing so as to decide what to think and do ...

About Glenn Murcutt, an Australian Way of Architecture

About Glenn Murcutt, an Australian Way of Architecture Glenn Murcutt (born July 25, 1936) is arguably Australias most famous architect, although he was born in England. He has influenced generations of working architects and has won every major architecture award of the profession, including the 2002 Pritzker. Yet he remains obscure to many of his Australian countrymen, even as he is revered by architects worldwide. Murcutt is said to work alone, yet he opens his farm to professionals and students of architecture every year, giving master classes and promoting his vision:  Architects thinking locally acting globally. Murcutt was born in London, England, but grew up in the Morobe district of Papua New Guinea and in Sydney, Australia, where he learned to value simple, primitive architecture. From his father, Murcutt learned the philosophies of Henry David Thoreau, who believed that we should live simply and in harmony with natures laws. Murcutts father, a self-sufficient man of many talents, also introduced him to the streamlined modernist architecture of Ludwig Mies van der Rohe. Murcutts early work strongly reflects Mies van der Rohes ideals. One of Murcutts favorite quotations is a phrase he often heard his father say. The words, he believes, are from Thoreau: â€Å"Since most of us spend our lives doing ordinary tasks, the most important thing is to carry them out extraordinarily well.† Murcutt is also fond of quoting the Aboriginal proverb  Ã¢â‚¬Å"Touch the earth lightly.† From 1956 to 1961, Murcutt studied architecture at the University of New South Wales. After graduation, Murcutt traveled widely in 1962 and was impressed by the works of Jà ¸rn Utzon. On a later trip in 1973, he remembers the modernist 1932 Maison de Verre in Paris, France, as being influential. He was inspired by the Californian architecture of Richard Neutra and Craig Ellwood, and the crisp, uncomplicated work of Scandinavian architect Alvar Aalto. However, Murcutts designs quickly took on a distinctively Australian flavor. The Pritzker Prize-winning architect Glenn Murcutt is not a builder of skyscrapers. He doesnt design grand, showy structures or use flashy, luxurious materials. Instead, the principled designer pours his creativity into smaller projects that let him work alone and design economical buildings that will conserve energy and blend with the environment. All of his buildings (mostly rural houses) are in Australia. Murcutt chooses materials that can be produced easily and economically: glass, stone, brick, concrete, and corrugated metal. He pays close attention to the movement of the sun, moon, and seasons, and designs his buildings to harmonize with the movement of light and wind. Many of Murcutts buildings are not air-conditioned. Resembling open verandas, Murchutts houses suggest the simplicity of Farnsworth House of Mies van der Rohe, yet have the pragmatism of a sheepherders hut. Murcutt takes on few new projects but is intensely devoted to what he does, often spending many years working with his clients. At times he collaborates with his partner, architect Wendy Lewin. Glenn Murcutt is a master teacher;  Oz.e.tecture is the offical website of the Architecture Foundation Australia and the Glenn Murcutt Master Classes. Murcutt is proud to be the father of the Australian architect Nick Murcutt (1964–2011), whose own firm with partner Rachel Neeson flourishes as Neeson Murcutt Architects.   Murcutts Important Buildings The Marie Short House (1975) is one of Murcutts first homes to combine modern Miesian aesthetics with Australian wool shed practicality. With skylights that track the overhead sun and a galvanized corrugated steel roof, this elongated farmhouse on stilts takes advantage of the environment without harming it. The National Park Visitors Centre at Kempsey (1982) and the Berowra Waters Inn (1983) are two of Murcutts early nonresidential projects, but he worked on these while honing his residential designs. The Ball-Eastaway House (1983) was built as a retreat for the artists Sydney Ball and Lynne Eastaway. Nestled in an arid forest, the main structure of the building is supported on steel columns and steel I-beams.  By raising the house above the earth, Murcutt protected the dry soil and surrounding trees. The curved roof prevents dry leaves from settling on top.  An exterior fire extinguishing system provides emergency protection from forest blazes. Architect Murcutt thoughtfully placed the windows and meditation decks to create a sense of seclusion while still providing scenic views of the Australian landscape.   The Magney House (1984) is often called Glenn Murcutts most famous house as it integrates Murcutts elements of function and design. Also known as Bingie Farm, the architectural masterpiece is now part of the Airbnb program. The Marika-Alderton House (1994) was built for the Aboriginal artist Marmburra Wananumba Banduk Marika and her English husband, Mark Alderton. The house was prefabricated near Sydney and shipped to its location in the unforgiving Northern Territory of Australia. While being built, Murcutt was also working on the Bowali Visitors Centre at Kakadu National Park (1994), also in the Northern Territory, and the Simpson-Lee House (1994) located near Sydney. Glenn Murcutts more recent homes from the 21st century are often bought and sold, somewhat like investments or collectors items. The Walsh House (2005) and the Donaldson House (2016) fall into this category, not that Murcutts care in design is ever diminished. The Australian Islamic Centre (2016) near Melbourne may be the last worldly statement of an 80-year-old architect. Knowing little about mosque architecture, Murcutt studied, sketched, and planned for years before the modern design was approved and built. The traditional minaret is gone, yet the orientation toward Mecca remains. Colorful rooftop lanterns bathe interiors with colored sunlight, yet men and women have different access to those interiors. Like all of Glenn Murcutts work, this Australian mosque is not the first, but it is architecture that- through a thoughtful, iterative process of design- may be the best. I have always believed in the act of discovery rather than creativity, Murcutt said in his 2002 Pritzker acceptance speech. Any work that exists, or which has the potential to exist, is related to discovery. We do not create the work. I believe we, in fact, are discoverers. Murcutts Pritzker Architecture Prize Upon learning of his Pritzker award, Murcutt told reporters, Life is not about maximizing everything, its about giving something back- like light, space, form, serenity, joy. You have to give something back. Why did he become a Pritzker Laureate in 2002? In the words of the Pritzker jury: In an age obsessed with celebrity, the glitz of our starchitects, backed by large staffs and copious public relations support, dominates the headlines. As a total contrast,  our laureate works in a one-person office on the other side of the world...yet has a waiting list of clients, so intent is he to give each project his personal best. He is an innovative architectural technician who is capable of turning his sensitivity to the environment and to locality into forthright, totally honest, non-showy works of art. Bravo! - J. Carter Brown, Pritzker Prize jury chairman Fast Facts: The Glenn Murcutt Library Touch This Earth Lightly: Glenn Murcutt in His Own Words.  In an interview with Philp Drew, Glenn Murcutt talks about his life and describes how he developed the philosophies that shape his architecture. This thin paperback is not a lavish coffee table-book, but provides excellent insight into the thinking behind the designs. Glenn Murcutt: A Singular Architectural Practice.  Murcutts design philosophy presented in his own words is combined with commentary from architecture editors Haig Beck and Jackie Cooper. Through concept sketches, working drawings, photographs, and finished drawings, Murcutts ideas are explored in depth. Glenn Murcutt: Thinking Drawing / Working Drawing by Glenn Murcutt.  The architects solitary process is described by the solitary architect himself. Glenn Murcutt: University of Washington Master Studios and Lectures.  Murcutt has consistently conducted master classes at his farm in Australia, but hes also been forging a relationship with Seattle. This slim book by the University of Washington Press provided edited transcripts of conversations, lectures, and studios. The Architecture of Glenn Murcutt.  In a format large enough to display 13 of Murcutts most successful projects, this is the go-to book of photos, sketches, and descriptions that will introduce any neophyte to what the unwavering Glenn Murcutt is all about. Sources Glenn Murcutt 2002 Pritzker Laureate Acceptance Speech, The Hyatt Foundation, PDF at pritzkerprize.com/sites/default/files/file_fields/field_files_inline/2002_Acceptance_Speech_0.pdfAustralian Architect Becomes the 2002 Laureate of the Pritzker Architecture Prize, The Hyatt Foundation, https://www.pritzkerprize.com/laureates/2002

A Speech on Bullying in Schools Assignment Example | Topics and Well Written Essays - 1000 words

A Speech on Bullying in Schools - Assignment Example According to the research findings, it can, therefore, be said that bullying among students takes various forms, such as physical, emotional, verbal or cyber harassment. This implies that the victims may experience harassment in any form that is prevalent in their schools. The researcher would like to tell that the physical and verbal forms are common with the boys while girls normally use the emotional and verbal tendencies. The cyberbullying aspect is also on the rise because of the advent of the social media networks where students interact with their peers and strangers. Similarly, both girls and boys can still apply the other forms of bullying that they like and depend on environmental and background factors. The researcher states that bullies are always known individuals, especially the popular students. They take advantage of their popularity and seniority within the school to harass others for their own personal interests. This also takes place in the presence of other studen ts who might influence the action to proceed or be prevalent in their school. The parents should try to mold their children to embrace good manners and know how to relate to others. It is also appropriate for the teachers to encourage the students to speak out whenever something like bullying happens. Bullying poses negative consequences in schools and affects the bullies and the victims in similar measures. For instance, bullying can derail a student’s academic performance due to the psychological effects and physical injuries. The mental well being of a student is vital for academics and socialization since he or she feels comfortable learning in that environment. The other undesirable consequence of bullying is that it can make a student skip classes for fear of victimization. This happens if the administration does not control the bullying activities and the students feel the school is not the right place. They end up missing classes, which drops their academic performanc e.

Management and Leadership Paper Essay Example | Topics and Well Written Essays - 1750 words

Management and Leadership Paper - Essay Example For instance, both leaders as well as managers are responsible for achieving similar organizational goals – that of steering the organization towards profitable goals; their tasks involve working in groups and managing people; along with other similar shared traits and responsibilities. According to Richard Daft, "leadership cannot replace management but rather is something that is to be practiced in addition to management" (in Prussakov, 2011). Warren Bennis, has listed various key differences between leadership and management which are discussed below: Managers are responsible for handling the day to day administration of the organization while leaders on the other hand are required to ‘lead’ through ‘innovation’. The management team at Nike is focused on innovation and creativity as a part of their strategic policies with a view to retain their competitive positioning in the market and retain their dominance. Hence, while the managers are entrusted with the responsibilities of handling the routine operations the leaders on the other hand, constantly seek to develop new ways to create and innovate their products. For instance, recently Nike developed a new app which uses the iPhone's GPS and mapping capabilities to track the performance of the athletes / runners. Furthermore, the app is moderately priced and connected directly to the company's website which helps the runners / users to share their running routes as well as time with everyone and post their results directly to popular social networking sites such as Twitter and Facebook (NY times, 2010). The managers maintain stability while the leaders initiate change. The manager's task is to maintain and sustain the competitive positioning of the organization while the leader is entrusted with the responsibility of developing and expanding the organization. For instance as observed in the case of Nike, during its initial days, the company experienced rapid growth and began t o be known as a leading and fashionable sports brand during the 1990s. However by the end of the 1990s the growth began to stagnate, with the entry of new players in the market such as Adidas and Reebok along with several other smaller brands. One of the key marketing problems faced by Nike during these times was that the company had begun to lose its brand image, as fashionable footwear for teens, as older people increasingly began sporting Nike gear (i.e. clothing as well as footwear) (Porter et al., 2005). The managers, in this case were responsible to ensure that the company achieves its profit targets and maintains its stability however, the leaders on the other hand, were required to innovate and change the brand image to achieve its long term goals – that of long term sustainability in the market. Hence, as a result, the management at Nike changed its marketing strategy and targeted a younger market segment –the Californian teenager, to revamp its brand image. T he manager encourages and enhances the efficiency of the employees and groups while the leader

Elements of the Marketing Mix Essay Example for Free

Elements of the Marketing Mix Essay This case will study describe the elements of the marketing mix. These four elements include product, place, price and promotion. This paper will include a description of how an organization’s marketing strategy is affected by the four elements of the marketing mix. Another aspect that this paper will include is a description of how each element is implemented in the company. One more topic that this paper will describe is the organizations name and industry in which it exists. The marketing mix is defined as a mixture of several ideas and plans followed by a marketing representative to promote a particular product or brand. Several concepts and ideas are combined together to formulate final strategies helpful in making a brand popular amongst the masses to form the marketing mix (Marketing Mix Meaning and Its Elements, n.d.). The elements of the marketing mix are often called the four P’s of marketing (Perreault, Cannon, McCarthy, 2011). First, Product is defined as goods that are manufactured by organizations for the consumer. Products can be two types, tangible and intangible. A product in a market place is something which a seller sells to the buyers in exchange for money. Price is defined as the money which a buyer pays for a product. The price of a product is indirectly proportional to its availability in the market. If a product is not readily available then the price goes up (Marketing Mix Meaning and Its Elements, n.d.). Place refers to the location where the products are available and can be sold or purchased. Here one is exposed to a physical building, or store, or one can purchase items on the internet. Finally, the fourth element is promotion. Promotion refers to the various strategies and ideas implemented by the marketers to make the consumer aware of their product (Marketing Mix Meaning and Its Elements, n.d.). Today’s market is huge and there is an abundant variety of products available. Frito Lay is a multi-national  corporation that is predominantly in the salty snack business. Frito Lay aims its market strategy at both the mass market and target markets alike. This food driven company does have some strengths such as its renowned reliability, high quality control and markets its product as convenient fun foods. The products that Frito Lay generates have consumers in mind that particularly buy snack foods as a leisure item. Their packing and branding is targeting a consumer that wants to snack on the go or during lunch with a sandwich. With this in mind, the organizations marketing strategy uses all four of the marketing mix very well. Frito Lay sells a wide variety of chips form Ruffles to Lays, Cheetos to Doritos and Tostitos to Funyions. These products satisfy many customers’ needs for fun snacking. In the Product element, packaging is also very important when keeping the consumer satisfied. Bright colors are used to catch the eye when they design the bags that carry all of their brands. In the Place element, the product is highly visible in that one can purchase said items and every convenience store in the marketplace. Not only is the product in just about every UDS store but in vending machines and supermarkets. The channel of distribution is very important to deliver these products to the consumer and Frito Lay has an excellent distribution system in place. The third element, Promotion, targets new customers and retaining current customers. Many people have heard the phrase â€Å"no one can eat just one.† This catch phrase was designed for Lays potato chips and hasn’t been used in years, but just about everybody has heard that. That is advertising at its finest. The use of mass selling techniques has been advantageous to Frito Lay. The fourth â€Å"P† is Price and that obviously plays an important part in Frito’s model. Frito Lays strategy is to stay competitive with other salty snack manufacturers and their price points. Their target price is also directed at young adults and children. Each element in the marketing mix is used very well by Frito Lay. The products that this corporation sells to the consumer vary from salty snacks to cookies and even beef jerky. Frito Lay guarantees freshness for its product and delivers a price point that is competitive to just about any consumer. In the channels of distribution process it is important to get a food item to the retailer in a timely manner as the food item can spoil. The freshness guarantee that Frito Lay offers dictates that the salty snack has a shelf life of about a month for most products and the  products need to be removed from the shelves if they do not sell. Because of this model, the delivery system promotes efficiency when sold and distributed to each retailer. Promotions are huge with Frito Lay as they spend millions for point of sale coupons and retail discounts. Not only is there retail push for sales but Frito Lay spends millions on advertising. Advertising can be seen in standard commercials to big budget commercials during super bowl ads. These methods of communication are geared at mass selling and are very effective. Finally, the Price element is important to Frito Lay as the market price for materials goes up so does the price of their products. To circumvent these price hikes, Frito Lay will lower the content volume in the bag and not raise the price. In other instances, they will raise the price by ten cents and remove the price on the bag for a short period of time. The idea is to trick the consumer into believing the price is the same. In all the instances, Frito Lay has a business model that is very effective and has endured for many years. By understanding the similarities and differences between these elements one can understand how a corporation uses the marketing mix to their advantage. The four elements are critical to understand the very nature of the consumer and the retailer. This case study shows that it is important to understand the marketing mix business model as it pertains everyone and final user. References Marketing Mix Meaning and its Elements. (n.d.). Retrieved from http://managementstudyguide.com/marketing-mix.htm Perreault, W. D., Cannon, J. P., McCarthy, J. (2011). Basic Marketing. A Marketing Strategy Planning Approach. Retrieved from The University of Phoenix eBook Collectioon database.

Physics of Lift Essay -- physics lift airplane fly

Lift is a commonly used term to describe "something" that results in objects moving upwards against the force caused by gravity. This "something" is actually a force in itself. Lift is one of the four main forces that act upon all objects that move through the air. These four forces are: # Lift - an upward force on the object # Weight - a downward force due to the acceleration of gravity # Thrust - a forward force (propulsion) # Drag - a force caused by resistance that acts in the opposite direction of thrust Lift is a simple concept to grasp, yet the reason it exists is a complex one. To this day there is still great debate over what is the cause of lift. There are several popular explanations given which are commonly found in student textbooks, and even pilot training manuals, yet these popular explanations do not stand up to serious physics analysis. The most common of these arguments is based off of Bernoulli’s Principle. As it has been named, "Bernoulli’s" argument states that the reason lift is created in wings is that the upper surface of the wing is curved, and therefore longer than the underside of the wing (In truth, Bernoulli had nothing to do with this explanation of lift, it is only attributed to his principle). The argument goes on to say that if the upper surface is longer than that of the bottom, the air flowing over the upper surface must travel faster as it has farther to travel. Using Bernoulli’s Principle this explanation says that because the air traveling over the top of the wing is moving faster than the air under the wing the air above the wing exerts less pressure on the wing than the air under the wing. If there is less pressure above the wing then the air under the wing will push upwards on the... ...del for lift, even though it works in reality. In conclusion it can be seen that lift is derived from the fact that for there to exist a lifting force created in the wings the wings must exert a force on the air around them. The wings are able to do this due to the viscosity of air and the Coanda effect. By manipulating the wing's curves and angle of attack a pilot may preform great stunts and feats not possible if lift were to be explained through other incorect models. More information about lift, as well as a very detailed explanation of exactly how a wing interacts with the air around it can be read in the journal article: "A unified viscous theory of lift and drag of 2-d thin airfoils and 3-d thin wings" author Yates, John, published by National Aeronautics and Space Administration, Office of Management, Scientific and Technical Information Program in 1991.

Essay about George Orwell Essay

Themes are the fundamental and often universal ideas explored in a literary work. George Orwell re-uses many of his themes in order to get his point across. In â€Å"Why I Write†, Orwell states that one of the reasons he writes is for political purpose. He expresses this theme in his essays, â€Å"An Episode of Bed-wetting† and â€Å"St. Cyprian’s†, as well as his novels, â€Å"1984† and â€Å"Animal Farm†. In â€Å"An Episode of Bed-wetting† and â€Å"St. Cyprian’s†, Orwell expresses how he feels about the politics in the school, St. Cyprian’s. While attending St. Cyprian’s Orwell and many of the other boys who were not rich, were treated unfairly. Sambo, the headmaster, and Flip, his wife, always seemed to look down upon the boys who were not rich and did not have titles. Orwell even tells the reader, â€Å"The rich boys had milk and biscuits in the middle of the morning, they were given riding lessons once a week, Flip mothered then and called them by their Christian names, and above all they were never canned† (Atwan 166). In â€Å"An Episode of Bed-wetting†, Orwell mentions â€Å"the Sixth Form†. It was a group at school made up of older boys â€Å"who were selected as having ‘character’ and were empowered to beat smaller boys† (Atwan 16). It was made clear by Orwell that this tradition was a bit strange. But after his second beating he claimed, â€Å"the second beating seemed to me a just and reasonable punishment† (Atwan 18). Orwell is trying to make the reader understand that the administration at St. Cyprian’s has corrupted the boys by making them think that the Sixth Form is an appropriate way of handling matters. Orwell states in â€Å"Why I Write†, that he is â€Å"against totalitarianism and for democratic socialism† (Atwan 418). George Orwell published â€Å"1984† in 1949, the same year that the Soviet Union exploded its first atomic bomb. The arms race that followed the Soviets’ development of nuclear weaponry quickly escalated into the Cold War, which raged for the next four decades as the enormous ideological gulf separating capitalism and democracy from totalitarianism and Communism led to mutual hatred between the United States and the Soviet Union, the world’s most powerful nations. Also, many of the methods that the Party in â€Å"1984† uses to sustain its absolute power, such as the rewriting of history and the use of political icons, were actually  employed in Communist nations around the world. Big Brother is similar to Lenin in the Soviet Union and Mao in China. In â€Å"1984†, Orwell portrays the perfect totalitarian society, t he most extreme realization imaginable of a modern-day government with absolute power. The title of the novel was meant to indicate to its readers in 1949 that the story represented a real possibility for the near future: if totalitarianism were not opposed, the title suggested, some variation of the world described in the novel could become a reality in only thirty-five years. Orwell portrays a state in which government monitors and controls every aspect of human life to the extent that even having a disloyal thought is against the law. In â€Å"1984† Orwell writes, â€Å"Who controls the past controls the future. Who controls the present controls the past† (Orwell 63). The Party has complete political power in the present, enabling it to control the way in which its subjects think about and interpret the past: every history book reflects Party ideology, and individuals are forbidden from keeping mementos of their own pasts, such as photographs and documents. As a result, the citizens of Oceania have a very short, fuzzy memory, and are willing to believe anything that the Party tells them. â€Å"Animal Farm†, by George Orwell, is said to be most famous in the West as a stinging critique of the history and rhetoric of the Russian Revolution. Retelling the story of the emergence and development of Soviet communism in the form of an animal fable, â€Å"Animal Farm† allegorizes the rise to power of the dictator Joseph Stalin. Although Orwell believed strongly in socialist ideals, he felt that the Soviet Union realized these ideals in a terribly perverse form. His novel creates its most powerful ironies in the moments in which Orwell depicts the corruption of Animalist ideals by those in power. Even though â€Å"Animal Farm† serves not so much to condemn tyranny or despotism as to indict the horrifying hypocrisy of tyrannies that base themselves on, and owe their initial power to, ideologies of liberation and equality. The gradual disintegration and perversion of the Seven Commandments illustrates this hypocrisy with vivid force. In â€Å"Animal Farm†, Orwell writes, â€Å"All animals are equal, but some animals are more equal than others† (Orwell 112). In this statement, the rulers (the pigs), are re-writing laws to make things favor them. Also, many people will misread the word â€Å"equal† in the  first part as a relative term rather than an absolute one. Once a misreading like this takes place, the core ideals of the animal farm, and any human nation, gradually become corrupted. Orwell uses polemics in order to make his reader think his views are correct. Politics are extremely important to George Orwell, which is why he always seems to write about it. Works Cited: Atwan, Robert. Ten on Ten. Bedford Books of St. Martin’s Press: Boston, 1992 Orwell, George. 1984. Harcourt Brace Javanovich, Inc.: London, 1949 Orwell, George. Animal Farm: A Fairy Story. Harcourt Brace & Company: London, 1946

Life today is better Essay

Nowadays life is more comfortable, convenient and better than it was a century before. Modern facilities for health, education, communication and transport have added a lot in bringing betterment to the life of people. Advances in technology have provided people with many ways to spend their leisure time and they also have more opportunities to utilize their physical and mental abilities to achieve a better living standard. Technology and education have got much better as compared to the past as there are more schools, colleges and universities giving basic and modern education. Subsequently, it has revolutionized all the sectors of society. For instance, in the past 100 years, research surveys indicate that millions of people died due to disease outbreaks and absence of cures and appropriate health facilities. But now the mortality rate has significantly reduced because there are hospitals available almost in every town, equipped with basic emergency requirements. Medical research and inventions have eradicated many diseases from the world. Communication has become much easier and fast as internet, mobile phones, television are available nowadays. There is no need to write long descriptive letters and wait for the response for long time. One can talk and even watch his loved ones with only a single click. They provide a better source of recreation too, thus helping to get rid of boredom. Similarly, infrastructure has been improved hence it has upgraded the standard of travelling. One can travel long distances using airplane in few hours while it was not possible some years ago. People had to travel for days to cover long distances on animals, keeping heavy luggage and food with them. Development in industrial sectors has opened new areas for work to earn a living. It has introduced a wide range of career choices so that one can opt for what he likes to do instead of sticking with the occupation of ancestors. It can be inferred from the above arguments that standard of life is far better than it was in the past. People have more facilities and choices for spending and maintaining their lives. It has all happened due to the advent of education and technology that was absent in the past.

Physical Fitness Essays - Physical Exercise, Physical Fitness

Physical Fitness Essays - Physical Exercise, Physical Fitness Physical Fitness My report is on what it takes to become physically fit. Physical fitness is the ability of the human body to function with vigor and alertness, without undue fatigue, and with ample energy to engage in leisure activities, and to meet physical stresses. Muscular strength and endurance, cardiorespiratory integrity, and general alertness are the overt signs of physical fitness. Physical fitness is usually measured in relation to functional expectations-that is, typically, by periodic tests measuring strength, endurance, agility, coordination, and flexibility. In addition, stress testing, which ascertains the body's accommodation to powerful, sustained physical stimuli, is used to analyze fitness. If individuals are able to accommodate to the stressors, they are assumed to be fit. The level of physical fitness can be influenced by regular, systematic exercise. Moderate activity will maintain the individual at a level that is usually adequate to handle ordinary stress. If the fitness level is to be improved, however, it is necessary to participate in more intensive exercise that overloads the physiological systems and thus promotes change. Exercises that demand total body involvement improve and maintain fitness most effectively-for example, jogging, running, swimming, vigorous dancing, cycling, and brisk walking. Organized games and sports that have long rest periods within the play design have only minimal influence on fitness. Programs especially planned to help individuals attain fitness are offered in numerous places: schools and gymnasiums, private clubs and studios, and special, professionally organized clinics that are attentive to problems of cardiac and pulmonary function. The individual must be careful in choosing an exercise program and should ensure it is staffed by experts in physical education or medicine. Normal, healthy individuals may plan their own exercise programs. The general rule is to exercise only until discomfort is experienced-that is, until breathing becomes labored, circulation seems inadequate, or fatigue influences performance. People with health problems caused by heart attacks, strokes, and illness should see a physician before devising an exercise program. Proper nutrition is important to physical fitness, because energy expenditure depends on nutrition. If diet is inadequate, the fitness level will drop. Overweight, underweight, and weak individuals will have below average fitness levels. In the United States, the President's Council on Physical Fitness and Sports, established in 1956, is the national fitness advocate. In addition, the American Alliance for Health, Physical Education, Recreation and Dance sponsors programs, publications, and tests to help people better understand their fitness needs. Generally, longer periods of exercise can reduce the risk of heart disease for the individual. Yet many individuals and organizations promote fitness through extreme means. Such programs should be approached with skepticism and caution. The attainment and maintenance of physical fitness, coupled with nutritious diet and reasonable rest patterns, require dedication to a long-term, systematic investment in an active life. Bibliography N/A

All About Common Chinese Punctuation Marks

All About Common Chinese Punctuation Marks Chinese punctuation marks are used to organize and clarify written Chinese. Chinese punctuation marks are similar in function to English punctuation marks but sometimes differ in the form or look. All Chinese characters are written to a uniform size, and this size also extends to punctuation marks, so Chinese punctuation marks usually take up more space than their English counterparts. Chinese characters can be written either vertically or horizontally, so the Chinese punctuation marks change position depending on the direction of the text. For example, parentheses and quotation marks are rotated 90 degrees when written vertically, and the full stop mark is placed below and to the right of the last character when written vertically. Common Chinese Punctuation Marks Here are the most commonly used Chinese punctuation marks: Full Stop The Chinese full stop is a small circle that takes the space of one Chinese character. The Mandarin name of the full stop is Ã¥  ¥Ã¨â„¢Å¸/Ã¥  ¥Ã¥  · (jà ¹ ho). It is used at the end of a simple or complex sentence, as in these examples: è «â€¹Ã¤ ½  Ã¥ ¹ «Ã¦Ë†â€˜Ã¨ ² ·Ã¤ ¸â‚¬Ã¤ » ½Ã¥   ±Ã§ ´â„¢Ã£â‚¬â€šÃ¨ ¯ ·Ã¤ ½  Ã¥ ¸ ®Ã¦Ë†â€˜Ã¤ ¹ °Ã¤ ¸â‚¬Ã¤ » ½Ã¦Å  ¥Ã§ º ¸Ã£â‚¬â€šQÇ ng nÇ  bÄ ng wÇ’ mÇŽi yÄ « fà ¨n bozhÇ .Please help me buy a newspaper.é ¯ ¨Ã© ­Å¡Ã¦Ëœ ¯Ã§  ¸Ã© ¡Å¾Ã¤ ¸ Ã¦Ëœ ¯Ã© ­Å¡Ã© ¡Å¾Ã¨ â„¢Ã¨   Ã¦Ëœ ¯Ã§  ¸Ã© ¡Å¾Ã¤ ¸ Ã¦Ëœ ¯Ã© ³ ¥Ã© ¡Å¾Ã£â‚¬â€šÃ© ² ¸Ã© ± ¼Ã¦Ëœ ¯Ã¥â€¦ ½Ã§ ± »Ã¤ ¸ Ã¦Ëœ ¯Ã© ± ¼Ã§ ± »Ã¨ â„¢Ã¨   Ã¦Ëœ ¯Ã¥â€¦ ½Ã§ ± »Ã¤ ¸ Ã¦Ëœ ¯Ã© ¸Å¸Ã§ ± »Ã£â‚¬â€šJÄ «ngyà º shà ¬ shà ²u là ¨i, bà ºshà ¬ yà º là ¨i; biÄ nfà º shà ¬ shà ²u là ¨i, bà ºshà ¬ niÇŽo là ¨i.Whales are mammals, not fish; bats are mammals, not birds. Comma The Mandarin name of the Chinese comma is é€â€"號/é€â€"Ã¥  · (dà ²u ho). It is the same as the English comma, except it takes the space of one full character and is positioned in the middle of the line. It is used to separate clauses within a sentence, and to indicate pauses. Here are some examples: Ã¥ ¦â€šÃ¦Å¾Å"é ¢ ±Ã© ¢ ¨Ã¤ ¸ Ã¤ ¾â€ Ã¦Ë†â€˜Ã¥â‚¬â€˜Ã¥ ° ±Ã¥â€¡ ºÃ¥Å"‹æâ€"…è ¡Å'。å ¦â€šÃ¦Å¾Å"Ã¥  °Ã© £Å½Ã¤ ¸ Ã¦  ¥Ã¦Ë†â€˜Ã¤ » ¬Ã¥ ° ±Ã¥â€¡ ºÃ¥â€º ½Ã¦â€"…è ¡Å'。Rà ºguÇ’ tifÄ“ng bà ¹ li, wÇ’men jià ¹ chÃ… « guà ³ lÇšxà ­ng.If the typhoon does not come, we will take a trip abroad.ç  ¾Ã¥Å" ¨Ã§Å¡â€žÃ©â€º »Ã¨â€¦ ¦Ã§Å"Ÿæ˜ ¯Ã§â€ž ¡Ã¦â€°â‚¬Ã¤ ¸ Ã¨Æ' ½Ã£â‚¬â€šÃ§Å½ °Ã¥Å" ¨Ã§Å¡â€žÃ§â€ µÃ¨â€žâ€˜Ã§Å"Ÿæ˜ ¯Ã¦â€"  Ã¦â€°â‚¬Ã¤ ¸ Ã¨Æ' ½Ã£â‚¬â€šXinzi de dinnÇŽo, zhÄ“nshà ¬ wà º suÇ’ bà ¹ nà ©ng.Modern computers, they are truly essential. Enumeration Comma The enumeration comma is used to separate list items. It is a short dash going from top left to bottom right. The Mandarin name of the enumeration comma is é  â€œÃ¨â„¢Å¸/é ¡ ¿Ã¥  · (dà ¹n ho). The difference between the enumeration comma and the regular comma can be seen in the following example: Ã¥â€"Å"〠Ã¦â‚¬â€™Ã£â‚¬ Ã¥â€œâ‚¬Ã£â‚¬ Ã¦ ¨â€šÃ£â‚¬ Ã¦â€žâ€ºÃ£â‚¬ Ã¦Æ' ¡Ã£â‚¬ Ã¦ ¬ ²Ã¥  «Ã¥ Å¡Ã¤ ¸Æ'æÆ'…。åâ€"Å"〠Ã¦â‚¬â€™Ã£â‚¬ Ã¥â€œâ‚¬Ã£â‚¬ Ã¤ ¹ Ã£â‚¬ Ã§Ë† ±Ã£â‚¬ Ã¦  ¶Ã£â‚¬ Ã¦ ¬ ²Ã¥  «Ã¥ Å¡Ã¤ ¸Æ'æÆ'…。XÇ , nà ¹, Ä i, là ¨, i, à ¨, yà ¹, jiozuà ² qÄ « qà ­ng.Happiness, anger, sadness, joy, love, hate, and desire are known as the seven passions. Colon, Semicolon, Question Mark, and the Exclamation Mark These four Chinese punctuation marks are the same as their English counterparts and have the same usage as in English. Their names are as follows: Colon冒號/冒å  · (mo ho) - Semicolon - 分號/分å  · (fÄ“nho) - Question Mark - å• Ã¨â„¢Å¸/éâ€" ®Ã¥  · (wà ¨nho) - Exclamation Mark - é ©Å¡Ã¥Ëœâ€ Ã¨â„¢Å¸/æÆ'Šå  ¹Ã¥  · (jÄ «ng tn ho) - Quotation Marks Quotation marks are called Ã¥ ¼â€¢Ã¨â„¢Å¸/Ã¥ ¼â€¢Ã¥  · (yÇ n ho) in Mandarin Chinese. There are both single and double quote marks, with the double quotes used within the single quotes: ã€Å'...『...〠...〠 Western-style quotation marks are used in simplified Chinese, but traditional Chinese uses the symbols as shown above. They are used for quoted speech, emphasis and sometimes for proper nouns and titles. è€ Ã¥ ¸ «Ã¨ ª ªÃ£â‚¬Å'ä ½  Ã¥â‚¬â€˜Ã¨ ¦ Ã¨ ¨ËœÃ¤ ½  Ã¥Å"‹çˆ ¶Ã¨ ª ªÃ§Å¡â€žÃ£â‚¬Å½Ã© â€™Ã¥ ¹ ´Ã¨ ¦ Ã§ «â€¹Ã¥ ¿â€"Ã¥ Å¡Ã¥ ¤ §Ã¤ ºâ€¹Ã¤ ¸ Ã¨ ¦ Ã¥ Å¡Ã¥ ¤ §Ã¥ ®ËœÃ£â‚¬ Ã©â‚¬â„¢Ã¥  ¥Ã¨ © ±Ã£â‚¬â€šÃ£â‚¬ Ã¨â‚¬ Ã¥ ¸Ë†Ã¨ ¯ ´Ã¢â‚¬Å"ä ½  Ã¤ » ¬Ã¨ ¦ Ã¨ ® °Ã¤ ½  å› ½Ã§Ë† ¶Ã¨ ¯ ´Ã§Å¡â€žÃ¢â‚¬ËœÃ© â€™Ã¥ ¹ ´Ã¨ ¦ Ã§ «â€¹Ã¥ ¿â€"Ã¥ Å¡Ã¥ ¤ §Ã¤ ºâ€¹Ã¤ ¸ Ã¨ ¦ Ã¥ Å¡Ã¥ ¤ §Ã¥ ®ËœÃ¢â‚¬â„¢Ã¨ ¿â„¢Ã¥  ¥Ã¨ ¯ Ã£â‚¬â€šÃ¢â‚¬ LÇŽoshÄ « shuÃ… : â€Å"NÇ men yo jà ¬zhu Guà ³fà ¹ shuÃ…  de ‘qÄ «ngnin yo là ¬ zhà ¬ zuà ² dshà ¬, bà ¹yo zuà ² d guÄ n’ zhà ¨ jà ¹ hu.†The teacher said: â€Å"You must remember the words of Sun Yat-sen - ‘Youth should be committed to do big things, not to make big government.’