Compare and contrast Christina Rossetti Remember and William Shakespeares sonnet 71 Essays

Compare and contrast Christina Rossetti Remember and William Shakespeares sonnet 71 Essays Compare and contrast Christina Rossetti Remember and William Shakespeares sonnet 71 Paper Compare and contrast Christina Rossetti Remember and William Shakespeares sonnet 71 Paper Essay Topic: Literature Shakespeare (15 64 1616) has made a large and varied use of the sonnet form. In many ways he has conformed to the traditional Pentrachian form and in other ways he has rewritten that tradition. In doing so he has formed the Shakespearean sonnet form that has become a tradition in its own right. Christina Rossetti (1830 1894) has used the Shakespearean sonnet and rewritten it to form a style that both conforms to that tradition and drastically differs form it. This essay will consider the ways in which Shakespeares sonnet 71 and Rossettis sonnet Remember are examples of the traditional convention and rewriting of the sonnet form and style. The main theme of sonnet 71 (1609) is the death of the speaker. It has not happened yet, this we can tell the use of future tense visible in the first line, when I am dead (l. 1). He is telling his lover that when he dies they should morn for him much longer after he is buried. This use of theme for poetry makes me question whether the speaker means he thinks he will die in the near future, or whether this is just a melancholic thought into the unavoidable? Is it Shakespeares thoughts that are being conveyed in this poem or is this just a fictional piece for general enjoyment? Wordsworth (1827) said in sonnets such as this one Shakespeare unlocked his heart however, in the Elizabethan times sonnets were a type of popular culture thus this idea is unclear. This sonnet was published in a series of 154, in1609. The themes of the immediately surrounding sonnets, for example 68, 69, and 70 are based around beauty and youth. 71 is a complete contrast to these and starts a train of thought that does not change until sonnet 75. The fact that death is put so suddenly next to beauty and youth suggests that the next series of sonnets are a vain thought on the natural course of life. The speaker in the sonnets and Shakespeare are not necessarily the same person. The speaker in this sonnet gives the impression of themselves as a poet by the way they refer to themselves in the sonnet. They speak of the hand that writ it (l. 6) and ask the addressed to look upon this verse (l. 9). The fact that we are made aware of the speaker as a poet and we are made to read this line (l. 5) gives the sonnet a paradoxical feel. This is because the message we are being told in the first line is No longer mourn me when I am dead (l. 1), which when put in sequence with phrases such as the hand that writ it (l. 6) makes us conscious of it being written by the same person who is going to be dying. This makes me think that while giving the message of selflessness for his lovers emotions the speaker and poet is using this language to make us think about him in a subtly manipulative way. When Shakespeares sonnets were published in 1609 there was great unease and almost shock about there contents. It is ambiguous who the person being addressed in the first half of the sonnet sequence is, rather what sex they are. Many including Oscar Wilde suggests this person is male, and Benjamin Jowett says there is a sort of sympathy with Hellenism. However Steven Booth says that the sonnets provide no evidence on the matter.1 The imagery used in this sonnet manipulates my emotions to feel sympathy and melancholic. Alliteration used like surly, sullen bell (l. 2) gives a depressed morbid mood which is carried on in other such images like vile world (l. 4) and vilest worms (l. 4) gives the vivid scenes of buried corpses. Onomatopoeic images like compounded with clay (l. 10) I think gives an almost claustrophobic feeling of decomposing. He reinforces this rotting theme by the line love even with my love decay (l. 12). This gives love a biodegradable slant, like the body that will decompose in the ground. In that case this seems to suggest this love be no more than lust that will also fade with time. The fact that the speaker tells his lover not to mourn him longer than you shall hear the surly sullen bell (l. 2) also seems to be pointing at the type of love in question. The sonnet form used in the series and 71 is the English or Shakespearean sonnet. In this sonnet Shakespeare sticks rigidly to the three quatrains and rhyming couplet structure. This form is an adaptation of the Pentrachan ideas and theme of the poetry and the Sicilian ABAB rhyming scheme. There is also an iambic pentameter being used rigidly until the 13 line in which there are 6 rather that 5 stresses. This change gives change to the flow of the poem, building up for the end line climax.2 This poem gives me mixed feelings. I feel sympathy for the partner who the wise world (l. 13) will mock (l. 14) when the speaker is dead. Yet I feel by the graphic details given in words such as vilest worms (l. 4) a certain amount of repulsion. I also feel with the writers ability to manipulate, a sort of anger that he is giving an explicit message such as No longer mourn for me (l. 1), with implicit meanings by making the reader unconsciously think of the hand that writ it (l. 6). Christina Rossetti in her sonnet Remember (1862) also writes about death. However unlike the idea Shakespeare tries to portray, the speaker wishes her lover to Remember me and asks them tree times before deciding at the turning point (volta) that it would be better by far you should forget and smile (l. 13) thus she is asking the same thing as Shakespeare by the end. We get the sense of the speaker as a lover or a betrothed by the fact she talks of her lover not being able to hold me by the hand (l. 3) and that the person she is addressing has been planning our future (l. 6). This sense of the other party being dominant suggests that the addressed is male. The fact that the speaker is a woman is one of the ways Rossetti has rewritten the traditional idea of the sonnet. The fact that she is not talking about beauty and youth and putting her lover in a divine context is an other way she has gone against the tradition of giving her lover divine and godly features. However as we have seen she is she is in a way conforming to Shakespeares ideology by showing her lover as someone who is not unattainable. She is not lamenting on any unrequited love factor, she has held her lover by the hand (l. 3) and has a future planned with them. Shakespeare also is speaking of someone he loves. However in both of them, the factor of death is going to make the speaker in each sonnet the unattainable people, thus I think this theme is a refracted angle on the tradition which is different but also is linked with it. Unlike the Shakespeare sonnet I get the idea of Rossettis belief in the afterlife when she talks of the silent land (l. 2). It could be read as the ground which would be silent as earth is not a good conductor of sound, however Rossetti was an almost obsessedly religious Anglican so it would not make sense if she talked of death without some reference to life after death. This sense of the spiritual is emphasized by the contrasting physical imagery of hand holding in the second line. Like Shakespeare Rossetti uses dark and negative words like darkness and corruption (l. 11) that I think give graphic ideas of bodily decomposing. The sonnet form used in this poem is a interesting and unique one. The beginning octave reflects the traditional Pentrachan form however the sestet seems to be loosely based more on the French rhyming scheme CCDEDE. The rhyming scheme that Rossetti has created; CDDECE manipulates the flow of the sonnet as to make the first line in the sestet the volta. She also uses Shakespeares traditional Iambic pentameter and also gives the thirteenth line six stresses.3 This poem makes me feel sympathetic towards the speaker and her partner. This is because the general ideas of holding hands and talking about the future can be applied to anyone. This means it is very easy to identify with the problem of this couple. These two sonnets are very good examples of a genre of poetry that has been actively modified since its invention and in doing so created new traditional styles. Rossetti and Shakespeare are two of the many who have taken the traditional and adapted it, as well as at the same time conforming and following the existing forms showing that the sonnet like all literary traditions is a fluid form to be manipulated and reworked as writers wish to express them.

Why Do Firms Voluntarily Disclosure Information Essay

Why Do Firms Voluntarily Disclosure Information - Essay Example Economic theories propose that it is better for firms to provide additional information to investors and financial analysts, because the voluntary disclosure assists investors and shareholders to analyse the firm and thereby to estimate future rate of returns on their investment. This paper will discuss why modern firms voluntarily disclose their information. Voluntary disclosure of information While analysing modern corporate culture, it seems that organisations voluntarily disclose more information in their annual reports than what is actually required to comply with the basic financial and accounting regulations. Firms voluntarily disclose three types of information such as strategic, non-financial, and financial information. As per the logical conclusions made by Kim, better informed shareholders were satisfied with less disclosure whereas uninformed shareholders preferred more disclosure (as cited in Cataldo, 2003, p.68). Thus, Kim linked voluntarily disclosure of information wi th shareholder interests. According to Williams (2008), nowadays firms engage in operations that are not captured by accounting process but have an impact on the firm’s profitability; therefore, such activities of firms have considerable significance in the sense that they may cause changes to investment decisions. Hence, firms make voluntary disclosures so as to overcome these troubles. It is relevant to use normative and positive accounting theories to explain the reasons for firms’ voluntary disclosure of information. The normative accounting theory justifies the feasibility of an accounting treatment whereas the positive accounting theory scientifically shows the truth of an accounting phenomenon. More simply, the former approach illustrates accounting taxonomies as an art while the latter represents accounting as a science of economy. The normative theories deal with intangibles and corporate, social, and environmental reporting while the positive theories represe nt social and environmental disclosures. Normative theories The normative approaches reflect the direct economic benefits of information disclosures. Economists identify that the major portion of the real value of a company is based on intangibles assets including goodwill and brand loyalty; a firm’s value of intangible assets is represented by the difference between market value and book value of the firm (Lecture 4, slide 7). In addition, the real value of a firm also embraces the intellectual capital of the firm including patents, computer programs, customer relationship, and trademarks (Lecture 4, slide 11). Traditional accounting systems do not provide investors with adequate information about intangible assets and intellectual capital. Hence, investors find difficulty in estimating the real value of the company. This is one of the main reasons why firms voluntarily disclose their information. Since modern societies give great emphasis on environment safety and public we lfare, organisations cannot vie with the market competition unless they maintain effective corporate responsibility policies. As Deegan (2002) reports, nowadays majority of the multinational corporations prepare an annual sustainability report in order to promote their social responsibility policies. Even though firms set different goals while initiating corporate sustainability reporting, their main focus is to enhance the firms’ international operations and to convince investors. Healy and Palepu (2001) argue that corporate disclosure is essential for the effective functioning of capital market. In total, normative theories

Technology to Improve Internal Audit Research Paper

Technology to Improve Internal Audit - Research Paper Example Conclusion 7 Name of the Student: Name of the Professor: Course Number: Date of the Paper: Technology to Improve Internal Audit 1. Introduction The internal audit is defined as the process of an autonomous appraisal function that is established within the organization to evaluate and examine the activities as a service. The main objective of the internal audit is to assist the members of the organization to effectively perform their responsibilities. The end result of the internal audit is to provide the analysis, assessment, suggestion, direction, and information regarding the reviewed activities. The end objective is promoting control over the reasonable cost (Kagermann 4; Trenerry 266; Pickett 325). The primary role of the internal audit has undergone radical changes. After the introduction of Sarbanes Oxley (SOX) Act in the USA in 2002 the internal audit has started to redeploy the financial control auditing (Leung, Cooper and Perera 785). This paper focuses on how technology has improved the internal audit. 2. Literature Review 2.1 New methodologies in use The recent development in the technology has led to the use of more sophisticated methods for internal auditing in the organization. The methodologies that are currently in use are (Dittenhofer 462): Computer assisted audit techniques (CAAT) Expert System Analytical Auditing 2.1.1 Computer assisted audit techniques The most dynamic way of processing audit is the use of computer assisted audit techniques (CAAT). This technology is not a new one, but requires a continuous up-gradation to increase the efficiency of auditing account inventories, receivables, fixed assets accumulation, and accounts payable. This method consists of the process of downloading the subject files and testing these files irrespective of the computer system of the auditee. The CAAT process eliminates the hand processed and time consuming substantive testing. It produces the automatic computer generated working paper, which is displa yed on the basis of â€Å"by difference†. There are several other computer applications that enhance the audit operation, reduce the time consumed, and also increase the accuracy of the work (Dittenhofer 462-463). 2.1.2 Analytical Auditing The use of the analytical auditing procedure is the recent development in the process of internal auditing. This process leads to the development of the relationship between the operational or physical aspects and financial aspects. The procedures claim that there must exist some relationship and unless they exist, some mitigating circumstances must be there, or if not some investigation should be done to determine the reason of inexistence. The technique tends to find the areas that require more in-depth investigation process and also identifies the areas that require a very little in-depth investigation. This method can be used as the potential area of interest. Without the indication of the problem absence and further examination, this p rocess cannot be used in a positive way (Dittenhofer 463). 2.1.3 Expert System The procedure of the expert system is another development that enhances the operation of internal auditing. This procedure includes computer programs that are identical to human reasoning and can be used to alert the auditor to investigate certain situations or the audit activities that should be considered as the response to the situation that appears to be unusual. Hence, two capacities are displayed by the functioning of the expert system. Firstly, the system is built on the computer program that records information automatically and compares it to the standard information that is already present to find the situation that

Preparing and Writing Essay Example for Free

Preparing and Writing Essay A basic key to producing good essays is to start early and work steadily over an extended period. Build in time for distractions and problems (e.g. illness or disk failure), and allow for deadline bunching. Plan to complete well before the deadline to allow yourself some leeway. As a rough guide, you might allow three weeks for work on a course essay. The deadline is intended to help you with time management make sure you adhere to it. Reflect on the feedback obtained on your previous essays. What strengths and weaknesses were identified? Think about how best to overcome the weaknesses. For example, if your essays have been criticised for limited knowledge of the literature or lack of depth, this may indicate that you need to devote more preparation time and increase or change the breadth and depth of your reading; if criticised for poor structure or limited relevance, you are likely to benefit from spending more time on careful planning and editing/reorganising the final draft. Using course essays to work on your weaknesses can help you produce a better essay as well as help to improve your general writing skills. Look more:  how to write a process paper Do some preliminary reading to help you choose an essay topic. The reading lists for the essays provide guidance on sources of preliminary reading. Generally it is useful to choose reading that is relatively recent, this is likely to include a summary of earlier work, some of which you may explore in more detail later. It can also be helpful at an early stage to make use of EconLit and the Library catalogue to check on the availability and nature of supplementary reading on a topic. As should be obvious, you should try to choose a topic that you find interesting. This will help motivate you to work on the essay and is also likely to make the end product more interesting for the reader/marker. Note that interest tends to increase as you work on a topic, providing you don’t leave it all to the last minute. Once you have chosen a topic (or even to help you choose from a short-list of topics), use your initial reading to produce a draft outline plan of your essay. The general advice on what makes a good essay, set out below, should help you to produce an effective plan. A basic plan would typically divide the essay/dissertation into a series of logically ordered sections. This skeleton structure can then be filled out by fitting ideas, relevant references, work and information required, into the planned sections (making use of references from preliminary reading, EconLit etc.) Taking time to construct an effective annotated outline plan should help you to: †¢ Produce a well-structured and coherent essay. †¢ Organise the subsequent work on your essay/dissertation and plan your study time more effectively. †¢ Read actively and more effectively making you think about how further reading fits into your plan and, possibly, adapting your plan in response to new information or ideas. Although the ingredients of a good essay can vary between courses and topics, the following broad guidelines are generally applicable. Structure: †¢ Ensure that your essay/dissertation has a clear logical structure. †¢ Use the introduction to motivate the topic, set it in perspective and outline the structure of the body of your essay to help the reader follow the argument. †¢ Use the conclusions to draw together the argument, provide an overall assessment and, possibly, indicate areas that might be developed further if space allowed. General content: †¢ The primary focus should be on analysis, not description or presentation of information. †¢ Make it clear that you have a good understanding of the relevant basic literature. But avoid devoting too much space to repeating standard textbook material. Generally you can make clear that you understand the basics in the context of presenting a more advanced or deeper analysis. †¢ Be innovative think of an interesting and different angle on the topic; draw on ideas from other courses (including non-economics courses) or general reading; go beyond the standard literature by making good use of EconLit or other reference sources; be prepared to challenge standard approaches. This is likely to make the essay more interesting for you and the reader/marker. †¢ Remember it is your essay, it should reflect your informed thought and judgements on the topic, not simply reiterate or paraphrase the views of others. Analysis and models: †¢ The appropriate mode of analysis can vary between courses and topics. In the vast majority of cases economics essays will involve the use of an explicit model or models. Formal models help to provide a clear logical structure, which is a major reason for their use in economics. †¢ When presenting a model, you need to make clear that you understand the model. This involves more than simply copying a set of equations from an article or book. To signal your understanding you might for example: provide an intuitive explanation of the overall model or key steps in solving the model; work out some steps in a model’s solution explicitly, when (as is often the case) this is not done explicitly in the original source; develop and work through a variation of the model not developed explicitly in the reading; compare and contrast the model with other related models; assess the assumptions used and the limitations they pose; apply the model judiciously to a particular situation. Presentation and style: †¢ Grammar and spelling matter. Leave plenty of time for editing the final draft to improve grammar. Use a spellchecker, but remember that spell checkers do not pick up all mistakes. Incorrect spelling of names and jargon can be particularly irritating. †¢ Be precise and concise. Conciseness allows you to include more within the word limit. †¢ Think about how to present data or information effectively. Tables or figures can be useful presentational tools. †¢ References should be presented accurately and consistently. See the lists of preliminary readings for a suggested standard style. Citations and plagiarism: †¢ Quotations should be used judiciously, if at all, to support or illustrate an argument. The source of any quotation should be clearly stated, including the page reference. †¢ Data sources should be clearly cited. †¢ When summarising or describing someone’s work the source or sources should be clearly stated. †¢ The University of Edinburgh’s Undergraduate Assessment Regulations state: â€Å"Plagiarism is the act of copying or including in one’s own work, without adequate acknowledgement, intentionally or unintentionally, the work of another. It is academically fraudulent and an offence against University discipline.† (http://www.docs.sasg.ed.ac.uk/AcademicServices/Regulations/UG_AssessmentRegulations.PDF, para. 14.2) †¢ The University of Edinburgh’s Guidance on the Avoidance of Plagiarism for Undergraduate and Taught Postgraduate Students states: â€Å"Plagiarism is the act of including in one’s own work the work of another person, without adequate acknowledgement of having done so, either deliberately or unintentionally.† (http://www.docs.sasg.ed.ac.uk/AcademicServices/Discipline/StudentGuidanceUGPGT.pdf ) †¢ The Undergraduate Assessment Regulations add â€Å"The innocent misuse or citation of material without formal and proper acknowledgement can constitute plagiarism, even when there is no deliberate intent to cheat. Work may be plagiarised if it consists of close paraphrasing or unacknowledged summary of a source, as well as word-for-word transcription. Any failure adequately to acknowledge or properly reference other sources in submitted work could lead to lower marks and to disciplinary action being taken.† (http://www.docs.sasg.ed.ac.uk/AcademicServices/Regulations/UG_AssessmentRegulations.PDF , para. 14.2) †¢ The three preceding bullet points avoid plagiarism, by properly acknowledging sources (but would not, on their own, constitute a good essay or dissertation). Most study skills books contain further advice on essay writing. The Main Library Reading Room has an extensive collection of study skills books, which contain advice on essay writing. Several books are devoted specifically to writing skills, for example:

Humanism :: essays research papers

Humanism, in philosophy, attitude that emphasizes the dignity and worth of the individual. A basic premise of humanism is that people are rational beings who possess within themselves the capacity for truth and goodness. The term humanism is most often used to describe a literary and cultural movement that spread through western Europe in the 14th and 15th centuries. This Renaissance revival of Greek and Roman studies emphasized the value of the classics for their own sake, rather than for their relevance to Christianity. The humanist movement started in Italy, where the late medieval Italian writers Dante, Giovanni Boccaccio, and Francesco Petrarch contributed greatly to the discovery and preservation of classical works. Advertisement Humanist ideals were forcefully expressed by another Italian scholar, Pico della Mirandola, in his Oration on the dignity of man. The movement was further stimulated by the influx of Byzantine scholars who came to Italy after the fall of Constantinople (present-day Istanbul) to the Ottomans in 1453 and also by the establishment of the Platonic Academy in Florence. The academy, whose leading thinker was Marsilio Ficino, was founded by the 15th-century Florentine statesman and patron of the arts Cosimo de' Medici. The institution sought to revive Platonism and had particular influence on the literature, painting, and architecture of the times. The collection and translation of classical manuscripts became widespread, especially among the higher clergy and nobility. The invention of printing with movable type, around the mid-15th century, gave a further impetus to humanism through the dissemination of editions of the classics. Although in Italy humanism developed principally in the fields of literature and art, in central Europe, where it was introduced chiefly by the German scholars Johann Reuchlin and Melanchthon, the movement extended into the fields of theology and education, and was a major underlying cause of the Reformation. One of the most influential scholars in the development of humanism in France was the Dutch cleric Desiderius Erasmus, who also played an important part in introducing the movement into England.

Rup vs Scrum

Major differences between RUP and SCRUM Rup and Scrum both provide guidance on software development teams in an iterative way. An obvious difference among the aforementioned methodologies is that in RUP the first thing that the development team investigates is if the project worth investing. They estimate the costs, possible profits and define the Business Case, which is re-examined during projects lifecycle. Scrum assumes that from the time the customer wants this product, then it should be done. It focus mostly on how to organize the development and achieve the best possible quality.We can still make an absolutely perfect product regarding its features, its internal quality and architecture, but if there is no room for it in the market it has no business value. Furthermore, it is pretty clear that Scrum is mainly focused on day-to-day tasks in contrast with RUP which approach the project as a whole from the beginning. Scrum uses a backlog where all the desirable features are gather ed after several discussions and brainstorming with the Product Owner. This procedure happens before every Sprint and defines the next Spring backlog.Scrum is mostly concerned with team management and a little bit with requirements. Hence, there is no longterm project scope and estimations for project duration and costs are difficult. Scrum does not say much about releases or a project as a whole. Its main concern are the current and the next Sprints. On the other hand, RUP methodology has a clear formal definition of scope and major project deadlines are associated with specific dates. In RUP the project lifecycle is divided into 4 main phases. These are the Inception, elaboration, Construction and Transition phase.Requirements are pre-defined in contrast with Scrum, however they are called Vision. Despite the fact that the so called Vision, requests definition of requirements, RUP remains fully aware of their evolving nature and can adjust them anytime. Because all of the above st atements, RUP’s documentation is heavy compared to Scrums. One more difference between the two methodologies is that project features are prioritized in Scrum according to Products Owner and Scrums team judgment. Ergo, the planning is mainly based in this prioritization.In contrast, iteration planning in RUP is also based on risk in addition to priority. Lastly, the formal profile of RUP make it suitable for really big projects which are tight on deadlines. On the other hand Scrum is more suitable for small and medium sized projects , although it can be applied on larger projects as well. The formalistic nature of RUP refers to the developers as â€Å"workers† in its manifesto. Scrums manifesto refers to them as team members and promotes a more team oriented environment. We could say that RUP is more bureaucratic and SCRUM is more democratic.

Montclair State University SAT Scores, Acceptance Rate