Tess of the d’Urberville :: Literary Analysis, Thomas Hardy

Thomas Hardy’s Tess of the d’Urbervilles is an analysis on Victorian culture. Be that as it may, the major, general thought it reprimands is the presence of genuine affection. Through the connections Tess has been in, just as the time period in which Hardy lived in, it has become apparent that there will consistently be a defect with sentiment. In the first place, Hardy composed pragmatist works of writing. So as to escape the â€Å"fantasy† of Romantic works authenticity was a reaction in which the genuine social qualities of life were outlined. This is obvious in Tess of the d’Urbervilles as Tess is portrayed as admitting to the state of our planet, â€Å"a scourged one† (40). By conceding life and Earth to be a rotting one, Hardy has indicated that things could be better, a significant point of view of other social scholars of his day. Be that as it may, just as being a writer, Hardy was an artist and an eminent one at that too. In his sonnet â€Å"Between Us Now† Hardy again exhibits qualities of a pragmatist essayist: â€Å"Let there be truth finally/Even if despair† (lines 7, 8) implying that he will be acceptant of both reality and its results. Along these lines, Hardy is totally fit for portraying social issues, and does as such in Tess. Presently, the principal significant relationship Tess is in is with Alec d’Urberville in which she is enslaved to abuse. One of the most clear instances of the way Alec treats Tess in the nursery, where he takes care of her strawberries while she was â€Å"in a slight distress† and even smokes before her, in spite of the fact that she asserts that she minds â€Å"not at all† (52). Presently the more clear model, the strawberry misuse, suggests the assault which comes later on in the novel. She is compelled to expend the strawberry despite the fact that she would prefer â€Å"take it in [her] own hand† (52), clearly indicating refusal at an unpolished state, notwithstanding this Alec shamelessly smoked around her, which isn't just ill bred yet dangerous to her wellbeing. The â€Å"narcotic haze† (52), which pervaded the rooms Alec and Tess were in, acted like cryptic amnesiac billows of death. They constrained perceivability as well as stifled Tess and harmed her in the long run later on. This is additionally corresponding to her assault in that the harm done by Alec was imperceptible for quite a while in the two cases. Later on in the novel, Alec is without further ado changed over into a faithful Christian however is â€Å"tempted† by Tess, whom he calls a â€Å"dear accursed witch of Babylon† (377).

Management History Module Free Essays

Activities  © 2008 Prentice Hall, Inc. All rights saved. 1â€1 Multiple decision †¢ Whereas _____________ is worried about Whereas the methods for completing things, _____________ is worried about the closures, or fulfillment of hierarchical objectives. We will compose a custom paper test on The board History Module or on the other hand any comparable theme just for you Request Now or on the other hand a. viability; productivity b. proficiency; adequacy c. adequacy; objective accomplishment d. objective achievement; productivity Answer: b  © 2008 Prentice Hall, Inc. All rights saved. 1â€2 †¢ An association is ______________. a. the physical area where individuals work b. an assortment of people working for the assortment same organization same c. an intentional game plan of individuals to eliberate achieve some particular reason achieve d. a gathering of people concentrated on benefit bunch making for their investors making Answer: c  © 2008 Prentice Hall, Inc. All rights held. 1â€3 †¢ Operatives are characterized as workers who Operatives ___________. ___________. a. report to top administrators b. report to center chiefs c. administer others d. have no others answering to them Answer: d  © 2008 Prentice Hall, Inc. All rights held. 1â€4 True/False inquiry †¢ The jobs of nonentity, pioneer, and contact are The every single relation al job. all Managers who are powerful at meeting Managers rganizational objectives consistently act productively. hierarchical Determining who reports to whom is a piece of the Determining controlling capacity of the executives. controlling All associations build up a structure that All characterizes and constrains the conduct of individuals from the association. the v  © 2008 Prentice Hall, Inc. All rights held. ? ? v 1â€5 Blank filling †¢ Katz found that directors required four Katz basic general aptitudes: ( ), ( ), ( ), ( ). ), Today, the fundamental administration forms are Today, viewed as ( ), ( ), ( ), ( ). ), Mintzberg found that directors perform 10 discovered various jobs, which can be assembled under hree classes: ( ), ( ), ( ).  © 2008 Prentice Hall, Inc. All rights saved. 1â€6 Short Answer †¢ Explain what is implied by the term Explain â€Å"management†. †¢ Describe the four essential procedures of Describe the executives. the board. â⠂¬ ¢ Summarize the fundamental jobs performed by Summarize chiefs. chiefs. †¢ Describe the distinction among supervisors and Describe agents. agents.  © 2008 Prentice Hall, Inc. All rights held. 1â€7 History Module THE HISTORICAL ROOTS OF CONTEMPORARY MANAGEMENT PRACTICES  © 2008 Prentice Hall, Inc. All rights held. 1â€8 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 2008 Prentice Hall, Inc. All rights saved. XY ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 1â€9 Adam Smith’s Contribution To The Field Of Management †¢ Wrote the Wealth of Nations( ) (1776) Advocated the financial points of interest that associations Advocated and society would procure from the division of work: Increased profitability by expanding each worker’s ability Increased and finesse. Time spared that is regularly lost in evolving assignments. Time The production of work sparing developments and apparatus. The sparing  © 2008 Prentice Hall, Inc. All rights saved. 1à ¢â‚¬10 The Industrial Revolution’s Influence On Management Practices †¢ Industrial Revolution Machine power started to fill in for human force Machine Lead to large scale manufacturing of conservative merchandise Lead Improved and less expensive transportation frameworks Improved opened up Created bigger markets for products. Made Larger associations created to serve bigger Larger markets Created the requirement for formalized administration rehearses. Made  © 2008 Prentice Hall, Inc. All rights saved. 1â€11 I. Old style Contributions †¢ Classical Approach Classical The term used to depict the speculations of The logical administration scholars and the general dministrative scholars. Logical administration scholars Scientific †Fredrick W. Taylor, Frank and Lillian Gilbreth, Fredrick and Henry Gantt and General authoritative scholars General †Henri Fayol and Max Weber  © 2008 Prentice Hall, Inc. All rights saved. 1â€12 â€â€Frederick Taylor †¢  · (1856-1915), †¢  © 2008 Prentice H all, Inc. All rights saved. 1â€13 Scientific Management †¢ Frederick W. Taylor The Principles of Scientific Management (1911) The Advocated the utilization of the logical technique to Supported characterize the â€Å"one best way† for an occupation to be done Believed that expanded effectiveness could be accomplished Believed by choosing the correct individuals for the activity and preparing them to do it absolutely in the one most ideal way. To inspire laborers, he supported motivator compensation To plans. Isolated administrative work from employable work. Isolated  © 2008 Prentice Hall, Inc. All rights saved. 1â€14 †¢ â€Å" †, , : 1. ; 2.  © 2008 Prentice Hall, Inc. All rights held. 1â€15 †¢ , : (Time Study)†Ã¢â‚¬Ã¢â‚¬ , â€Å" (Motion Study)†Ã¢â‚¬Ã¢â‚¬ , ?, ,  © 2008 Prentice Hall, Inc. All rights saved. 1â€16 †¢ Shovel Experiment Shovel †¢ Pig-iron Experiment †¢ High-speed Steel Experiment  © 2008 Prentice Hall, Inc. All rights saved. 1â€17 †¢ : †¢ : , 22P ,  © 2008 Prentice Hall, Inc. All rights held. 1â€18 †¢ 12T, :47. 5T †¢ :$1. 15, :$1. 85 †¢ â€â€ †¢ , â€â€ †¢  © 2008 Prentice Hall, Inc. All rights held. 1â€19 †¢ 26? †¢ 80 †¢ , †¢  © 2008 Prentice Hall, Inc. All rights saved. †¢ 1â€20 Taylor’s Four Principles of Management P24 1. Build up a science for every component of an individual’s work, which replaces the old dependable guideline strategy. 2. Deductively select and afterward train, educate, and build up the specialist. (Beforehand, laborers picked their own work and prepared themselves admirably well. 3. Healthily help out the laborers in order to guarantee that all work is done as per the standards of the science that has been created. 4. Gap work and obligation similarly among the executives and laborers. The executives assumes control over all work for which it is preferred fitted over the laborers. (Already, practically all the work and most of the obligation were tossed upon the laborers. )  © 2008 Prentice Hall, Inc. All rights held. 1â€21 P24 à ¢â‚¬ ¢ :1911 : ; , 2008 Prentice Hall, Inc. All rights saved. 1â€22 †¢ :  · ?, â€â€ , 12 20? , ?1 30? , 1921 1  © 2008 Prentice Hall, Inc. All rights held. 1â€23 †¢ â€Å" † , †¢ , ?, , (? )?  © 2008 Prentice Hall, Inc. All rights held. 1â€24 (2) †¢ , ?:â€Å" , † †¢ , â€â€ .  © 2008 Prentice Hall, Inc. All rights saved. 1â€25  © 2008 Prentice Hall, Inc. All rights held. 1â€26 General Administrative Theory †¢ General Administrative Theorists General Developed general speculations of what directors do Developed and what establishes great administration practice Henri Fayol (France) Henri Fourteen Principles of Management: Fundamental Fourteen or widespread standards of the executives practice †¢ Ideal administration Ideal Max Weber (Germany) Max Bureaucracy: Ideal sort of association Bureaucracy: haracterized by division of work, an unmistakably characterized chain of importance, definite guidelines and guidelines, and indifferent connections  © 2008 Prentice Hall, Inc. All rights saved. 1â€27  · †¢ 1860 ? · †¢ â€Å"? †, †¢ 40 (Henry Fayol, 1841-1925),  © 2008 Prentice Hall, Inc. All rights held. 1â€28 : 1916 †¢ : †¢ :14  © 2008 Prentice Hall, Inc. All rights held. 1â€29 EXHIBIT HMâ€2 Fayol’s Fourteen Principles of Management 1. Division of Work 8. Centralization 2. Authority 9. Scalar Chain 3. Control 10. Request 4. Solidarity of Command 11. Value 5. Solidarity of Direction 12. Security of Tenure of Personnel 6. Subjection of Individual Interests to the General Interest 13. Activity 14. Esprit de Corps 7. Compensation  © 2008 Prentice Hall, Inc. All rights saved. 1â€30  · †¢ ? †¢ : †¢  · (Max Weber, 1864-1920),  © 2008 Prentice Hall, Inc. All rights held. 1â€31 EXHIBIT HMâ€3 Weber’s Ideal Bureaucracy 1. Division of Labor 2. Authority Hierarchy 3. Formal Selection 4. Formal Rules and Regulations 5. Unoriginality 6. Profession Orientation  © 2008 Prentice Hall, Inc. All rights saved. 1â€32 ? ? , :  © 2008 Prentice Hall, Inc. All rights held. 1â€33 II.  · †¢ 1924-1932 (Hawthorne) †¢ (George Elton Mayo, 1880-1949),  © 2008 Prentice Hall, Inc. All rights held. 1â€34 †¢ Illumination Experiment Incentives Experiment  © 2008 Prentice Hall, Inc. All rights held. 1923-1927 927 1929-1932 1929-1932 1â€35 Hawthorne Studies †¢ A progression of studies done during the 1920s and arrangement 1930s that gave new experiences into bunch standards and practices standards Hawthorne impact Hawthorne Social standards or guidelines of the gathering are the Social key determinants of individual work conduct. †¢ Changed the common perspective on the time that Changed individuals were the same than machines. individuals  © 2008 Prentice Hall, Inc. All rights sav ed.

Poetry Prescriptions

Poetry Prescriptions Scene: Monday night in a green boarding house. Poetry books, cookie crumbs, and light are scattered across the dining room tables. There is a lively murmur and a beat in the background. IAP is one week in. I spent the weekend drawing, cutting, and gluing together my first project for a month-long intensive Introduction to Architecture and Environmental Design class, taking a break to walk along the Charles with a new-ish friend, have dinner with an older one, and attend the latest iteration of the Wandering Cricket Night Market after a thunderstorm. Now, after dozens of hours in the architecture studio and a full day of presentations and review, Im deciding to be at home. Im taking stock of the semester that passed. In the beginning, it was like a full-blown middle-school crush. I had a giant crush on MIT. I signed up for a million classes (five and a half, actually, or 66 units, which number turns out to feel like a million to me) and I loved them all and walked around feeling fireworks all the time. I moved to pika, and with Michael Waldrep, a masters student in the Department of Urban Studies and Planning, made this. In This Building: 69 Chestnut Street, or pika from MIT CoLab on Vimeo. Video by Michael Waldrep. October and September: I took weekends away. I camped in New Hampshire with MIT Outing Club, listened to bluegrass at the FreshGrass festival Mass MoCA, toured the rocky outcrops of western Massachusetts and upstate New York with my geology class, 12.001, and went to Maine with forty-something urban planners-in-the-making, among whom the median age was mine plus six or ten years. My schedule was a series of marvelous adventures. Regrettably, I didnt blog. Cambridge Carnival in September. Julia Ellermeier, 14 and Christopher Sarabalis, 14 at FreshGrass FreshGrass Bluegrass Roots Festival at Mass MoCA, North Adams. A sculpture at Mass MoCA. Bryant Pond, Maine with the MCP (Masters in City Planning) crowd. November and December: I did psets. I did psets and wrote essays. I wrote essays. I still loved most of my classes. I loved Voice and Meaning, the writing class I took with Ta-Nehisi Coates, the best teacher Ive had in my entire life aside from my dad*. I loved the half-semester class I took on multimedia and place-based storytelling. That ended, and the psets kept coming, and I waxed nostalgic for high school daysnot because I wanted to be in high school again, but because I missed having time to lie down. I stressed out. I came close to a couple of meltdowns. I counted on my roommates to help me chill out. I made half-formed jokes, drank buckets of tea, and cooked for forty every Friday night. Thats how pika works. It was a hell of a semestermostly in a good way,   not always, but mostly. Im still sorting it out in my head. Im drawing conclusions.** At the end, I went home. I have a few homes now: the one I live in, the one I left, the one my family keeps. I went back to Santa Fe, where it could be t-shirt weather with snow on the ground, snow only in the shadows of junipers, where there are Christmas cholla blooming yellow and the Center for Contemporary Arts shows movies every night and serves popcorn with nutritional yeast. The bookstore I frequent in Santa Fe was once a jail that held Billy the Kid. My family lives in a small rented adobe two blocks from my sisters elementary school, a mile from the old city plaza. In the days leading up to Christmas, people line the sidewalks with farolitos (tea lights in paper bags weighed down with sand), and on Christmas Eve, an informal parade flows up Canyon Road. There are campfires in driveways, where you can stand by strangers to warm your hands, and there are jugs of hot cider set out unattended for you to drink. There are men in top hats playing carols on trombones and couples hol ding hands. Home was beautiful. My family is crazy and good. I read a lot at home, and I started writing poetry. Tonight, after dinner, I brought out my stacks of books and offered my friends prescriptions. Tell me your problems and your life, and Ill give you a poem to address them. They asked for poems to address existential angst, pretty girls, and sleeplessness. I did my best. Ill do it for you, too. Write to [emailprotected], tell me something about you, and Ill send you a poem. Christmas Eve in Santa Fe, New Mexico. Photo credit to Jacob Ahrens-Balwit, UW-Madison. *Having a five-year-old sister, I get to see for myself, from a new perspective, how my dad taught me about the world. My last night in Santa Fe, he told a bedtime story in which Wee Willy Winky and Jacques Cousteau were brothers. The acronym scuba stood for little can of air I strap on my back. While Wee Willy Winky made his nightly rounds, Jacques Cousteau learned how to breathe underwater. When W.W.W. returned home, exhausted by the effort of convincing rowdy kids go to bed, brother Jacques told him stories of shimmering turquoise water and strange colorful fish. In a surprising twist, W.W.W. has sleep apnea, and when he falls asleep in the middle of his brothers story, Jacques hooks him up to the little can of air. Wee Willy Winky dreams of marvelous fish and a man in scuba gear swimming toward him. **Conclusion number one is that I have to blog more. I write all the time, but I have a little stage fright. I talk to strangers all the time, but not to so many at once, and not from such a distance, the way Im talking to you right now. My next blog post, in one week, will contain the rest of my conclusions.