The Death Of An Athlete Dying Young By. Housman - 854 Words

â€Å"To an Athlete Dying Young†, by A.E. Housman, is a thought provoking elegy. The poem is about the early demise of an accomplished runner. Surely, it is sad when someone dies too soon especially when there is so much to look forward to. One may ask, â€Å"Is there an advantage of dying young?† Well, there is! In this poem, Housman shows the silver lining to dying young during the height of one’s success. The first stanza of the poem starts off in a happy mood. Housman use imagery to establish the fame and glory of a young athlete. The speaker reminisces about the time when the young athlete was coming home after he won a race. It also establishes the relationship between the athlete and the people in his town. On his way home, people gather around the market-place to watch and cheer for him. To the people, he is not merely an athlete. He is their hometown hero. He is the glory of the town. The young athlete relishes in the fame as the people carry him high up on their shoulders and parade him home. But the happiness quickly changes in the second stanza. The second stanza begins with a time shift from reminiscing of the past to the present. The mood of the poem also makes a dramatic shift from happy to solemn. â€Å"Today, the road all runners come/ Shoulder-high we bring you home.† (â€Å"Housman† 5-6). Even though it is not clearly stated that the young runner died, the title of the poem makes it obvious. The â€Å"road† is a metaphor for death. It is a path that we are all going down. TheShow MoreRelatedThe Death Of An Athlete Dying Young1640 Words   |  7 PagesHousman s To An Athlete Dying Young A. E. Housman s To an Athlete Dying Young, also known as Lyric XIX in A Shropshire Lad, holds as its main theme the premature death of a young athlete as told from the point of view of a friend serving as pall bearer. The poem reveals the concept that those dying at the peak of their glory or youth are really quite lucky. The first few readings of To an Athlete Dying Young provides the reader with an understanding of Housman s view of death. AdditionalRead MoreThe Book Thief Literary Analysis1198 Words   |  5 Pagesâ€Å"I [Death] am haunted by humans† (Zusak 550). This example of imagery, a literary device, in The Book Thief juxtaposed how Death was haunted by the cruelty of human action, just as how humans were haunted by Death. Literary devices were implemented by authors to create gripping stories that they wanted to share with their readers. Novelist Aldous Huxley once said that â€Å"the essay is a literary device for saying almost everything about everything†. While casual readers may not realize the intricaciesRead MoreThe Glorification Of Dying Young1415 Words   |  6 PagesThe Glorification of Dying Young The poem â€Å"To an Athlete Dying Young† by A. E. Housman depicts the funeral of a young champion runner, who has died at the peak of his youth and athletic career. The poem makes note of the sorrow of a young life being cut short, but also glorifies the death of the athlete for capturing the young runner in the prime of his life. Housman’s poem was written in the form of the classical lyric poem, which could be influenced by Housman’s early tutoring in Greek and LatinRead Moreto an athlete dying young959 Words   |  4 Pagessociety tries is unavoidable: dying young. However, Housman explores the idea that dying young is not always negative. In A. E. Housman’s poem, â€Å"To An Athlete Dying Young,† he addresses this very common, fear in human nature. The unescapable outcome of death, as a fear, is due to human nature, with every single person wanting to live the longest most successful life, they can, but in the end never avoiding death.. Hous man, unlike the majority of people, embraces dying young in a positive manner. He avoidsRead MoreEssay on Analysis of to an Athlete Dying Young1131 Words   |  5 Pagesof â€Å"To an Athlete Dying Young† In his poem â€Å"To an Athlete Dying Young†, A.E. Housman makes a quite different approach on death. People have different perspectives on death, but more often than not, it is viewed as an undesirable event that people wish to avoid. The speaker in the poem, however, praises a young and famous athlete for dying before he became old and forgotten. This can be interpreted two very different ways. One can assume Housman believes that the only way for athletes to captureRead MoreContrast Essay: To an Athlete Dying Young vs. Ex-Basketball Player1572 Words   |  7 PagesEssay: To An Athlete Dying Young vs. Ex-Basketball Player â€Å"To An Athlete Dying Young† and â€Å"Ex-Basketball Player† share the lives of two very different athletes. Both experience success in their lives, but one dies with his glory while the other lives past his days of glory and works at a gas pump where he is not recognized. The poems discuss the importance of having glory and keeping that glory as long as possible. Through the poems the readers learn the benefits of dying young as well as theRead MoreDeath Is One Of People’S Worst Anxieties That Many Realize1187 Words   |  5 PagesDeath is one of people’s worst anxieties that many realize that it is inevitable to â€Å"cease.† Death deprives one from their future and worldly affairs. The crux of universal fear of death is not the loss of the actual state of livelihood, but the loss of worldly matters such as success, fame, recognition, and gratification. Thanatophobia only exists because death is always perceived as painful and sinister. Peop le truly fear not accomplishing their duties in the human life. The most common ambitionRead More Housman’s Poem, To an Athlete Dying Young Essay1240 Words   |  5 PagesHousman’s most famous volume of work called A Shropshire Lad. In these works Housman wanted the reader to think about life and the meaning of it all. In one of Housman’s most celebrated poems â€Å"To an Athlete Dying Young†, Critics dissect the themes of staying on top eternally, dying when one is a champion, and not letting the fame fade. Critic Scott-Kilvert says that Housman â€Å"voices the familiar passions of humanity with a death dealing sweetness† (Scott-Kilvert 628) This poem may be considered an elegyRead MoreAnalysis Of The Poem An Athlete Dying Young 1352 Words   |  6 PagesSo many young athlete’s keep on their mind the fame, fortune, victories, and championships that come with being a good athlete. Some young athletes take hold of the feeling of being invincible and feel like they are on top of the world. Some people wonder what it would take to get this young athlete off this feeling and come down to reality. The answer is quite simple and unforgettable. The answer is death. Death comes to everyone, even if you are a state champion, star track runner, or captainRead MoreAn Athlete Dying Young By Alfred Edward2357 Words   |  10 PagesTo an Athlete Dying Young by Alfred Edward (A.E.) Housman is a fairly short, yet powerful poem. This poem is extremely relatable to anyone who is an athlete or knows one. The reader finds themes related to death and pride. Housman’s writing style, imagery, the context in which this was wr itten and his views on athletes contribute to the themes of this poem. Housman’s writing style has been described as very realistic, which in return creates a pessimistic feeling. E. Christian Kopff writes that

Research On It Project Management Assessment - 942 Words

Research on IT Project Management Assessment Introduction: Project Management is a way to manage, maintain and to monitor the progress of a project. Project Manager is responsible for appropriate management; it is their duty to organize, plan, implement and deliver necessities with in time. Project Management deals with the rules, regulations, procedures and disciplines with respect to a particular project. In the world of today, several organizations are using the applications of project management because it assists in avoiding risk and it measures or evaluate quantitative and qualitative project outcomes more frequently. It can move without difficulty between industries and disciplines like IT projects, HR organizational change projects, events management etc. because the span of experience and understanding allows to understand what is required quickly enough, and the approach is strong enough that can manage almost anything. Explain project management as a discipline. Project Management as discipline describes how to teach, expedite, and help the team, helping it to deal with threats and difficulties found when building software. Project Management is a canopy discipline that influences, and is affected by, all other disciplines. Project management activities help to enhance value by creating a high-performance work environment where: †¢ Stakeholders rely on the team s capability to effectively deliver value and comprehend the abilities and tradeoffs of theShow MoreRelatedSample Resume : Chemical Engineering And Project Management1717 Words   |  7 PagesEngineering and Project Management. My experience includes team leadership and engineering design of water and wastewater treatment technologies, process management and water resources including flood and yield hydrology. In addition, I have a proven track of managing a portfolio of business projects including corporate risk management, project governance and non-compliance incident investigations. 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Professional Experience: At present I am working as the Project Management Specialist (Environmental) in Economic Growth Office of USAID/Bangladesh. I am serving as the AOR (Project Manager in USAID Language) for the ‘Gobeshona’ Young Researcher Program and providing advisory oversight. Also acting as the Alt. AOR for the BengalRead MoreProject Planning And Time Management1389 Words   |  6 PagesProject Plan 1. Introduction Among the major factors involved in the successful completion of a PhD programme are project planning and time management. Therefore, defining and clarifying the scope and objectives of a project and breaking down the work into tasks and subtasks are crucial in order to achieve the set objectives, assess the projected timing and duration and prioritise key tasks with regard to importance and urgency. 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To be successful in this environment, where our collective performance bar is being raised significantly, the real estate industry will have to dedicate more resources and develop a higher degree of operational sophistication Real estateRead MoreSample Resume For A Program793 Words   |  4 PagesPayments 50% Over the course of the past 7 months I have worked diligently with the Research Program Officers and Finance Team to ensure the accuracy and efficiency of our weekly payment request process. In doing so, I have positioned myself as the front line of communication between the finance and research team to answer inquiries relating to payments. I have strived to work with the research program officers to ensure that payments are being scheduled accordingly in regards to their contracted

Chapter Outline Chapter 2 Free Essays

Chapter Outline Chapter 2 I. Developmental theories and the issues they raise A. The Importance of Theories 1. We will write a custom essay sample on Chapter Outline Chapter 2 or any similar topic only for you Order Now Guides the collection of new information a. what is most important to study b. what can be hypothesized or predicted c. how it should be studied B. Qualities of a Good Theory 1. Internally consistent– its different parts are not contradictory 2. Falsifiable– generates testable hypotheses 3. Supported by data– describes, predicts, and explains human development C. Four Major Theories (psychoanalytic, learning, cognitive developmental, contextual/systems) D. Nature/Nurture 1. Nature– genetic/biological predisposition . Nurture– emphasis on experience/environmental impact E Goodness/Badness of Human Nature 1. Hobbes– children are selfish and bad and society must teach them to behave in a civilized way 2. Rousseau– children are innately good and society must not interfere with innate goodness 3. Locke– child born neither good nor bad, but like a tabula rasa or â€Å"blank slate† F. Activity and Passivity 1. Activity– control over one’s development 2. Passive– product of forces beyond one’s control (environmental or biological) G. Continuity/Discontinuity 1. Continuity– gradual change (small steps) 2. Discontinuity– abrupt change 3. Qualitative or quantitative change a. qualitative– changes in a degree b. quantitative– change in kind c. developmental stages part of discontinuity approach H. Universality/Context-Specificity 1. Universality– developmental change common to everyone 2. Context-specific– developmental changes vary by individual/culture II. Freud: Psychoanalytic theory A. Sigmund Freud: Viennese Physician and Founder of Psychoanalytic Theory 1. Emphasis on motive and emotions of which we are unaware 2.. Theory less influential than in the past B. Instincts and Unconscious Motives 1. Instincts– inborn biological forces that motivate behavior 2. Unconscious motivation– instinctive and inner force influences beyond our awareness/control 3. Emphasis on nature (biological instincts) C. Id, Ego, and Superego 1. Id a. all psychic energy contained here b. basic biological urges c. impulsive d. seeks immediate gratification 2. Ego a. rational side of personality b. ability to postpone pleasure 3. Superego a. internalized moral standards b. perfection principle (adhere to moral standards) 4. Id, ego and superego conflict common/inevitable 5. Problems arise when level of psychic energy unevenly distributed D. Psychosexual Development 1. Importance of libido– sex instinct’s energy shifts body locations 2. Five stages of psychosexual development a. oral stage b. anal stage c. phallic stage d. latency period e. genital stage 3. Conflict of id and social demands leads to ego’s defense mechanisms defense mechanisms– unconscious coping mechanisms of the ego i. fixation– Development arrested at early stage ii. regression– Retreat to earlier stage 4. Phallic stage– Oedipus and Electra complexes (incestuous desire) resolve by identifying with same-sex parent and incorporating parent’s values into the super ego 5. Genital stage– experienced during puberty a. conflict and distance from parents b. greater capacity to love and have children in adulthood c. teen pregnancy due to inability to manage sexual urges because of childhood experiences E. Strengths and Weaknesses 1. Difficult to test and ambiguous 2. Weak support for specific aspects of the theory (e. g. , sexual seduction by parents) 3. Greater support for broad ideas a. unconscious motivation b. importance of early experience, especially parenting III. Erikson: Neo-Freudian Psychoanalytic Theory A. Neo-Freudians– Important Disciples of Psychoanalytic Theory 1. Notable neo-Freudians: Jung, Horney, Sullivan, Anna Freud 2. Erikson is most important life span neo-Freudian theorist 3. Erikson’s differences with Freud a. less emphasis on sexual and more on social influences b. less emphasis on id, more on rational ego c. more positive view of human nature d. more emphasis on developmental changes in adulthood B. Psychosocial Development 1. Resolution of eight major psychosocial crises a. trust versus mistrust– key is general responsiveness of caregiver b. autonomy versus shame– terrible twos c. initiative versus guilt– preschool sense of autonomy d. ndustry versus inferiority– elementary age sense of mastery e. identity versus role confusion– adolescence acquisition of identity f. intimacy versus isolation– young adult commitment g. generativity versus stagnation– middle age sense of having produced something meaningful h. integrity versus despair– elderly sense of life meaning and s uccess 2. Personality strengths â€Å"ego virtues† developed during stages 3. Stage development due to biological maturation and environmental demands 4. Teen pregnancy explained as due to weak ego or super ego (management of sexual urges rooted in early childhood) C. Strengths and Weaknesses 1. Its emphases on rational, adaptive nature and social influences easier to accept 2. Captures some central development issues 3. Influenced thinking about adolescence and beyond 4. Like Freud, vague and difficult to test 5. Provides description, but not adequate explanation of development IV. Learning theories A. Watson: Classical Conditioning 1. Emphasis on behavioral change in response to environmental stimuli 2. Behaviorism– belief that only observed behavior should be studied 3. Rejected psychoanalytic theory and explained Freud using learning principles 4. Conducted classical conditioning research with colleague Rosalie Rayner Watson and Rayner condition infant â€Å"Albert† to fear rat a. loud noise was unconditioned (unlearned) stimulus b. crying (fear) was unconditioned (unlearned) response c. white rat became conditioned (learned) stimulus producing conditioned response of crying after it was paired with loud noise 5. Classical conditioning involved when children learn to â€Å"love† caring parents 6. Reject stage conceptualization of development 7. Learning is learning B. Skinner: Operant Conditioning 1. In operant (instrumental) conditioning learning thought to become more or less probable depending on consequences 2. Reinforcement– consequences that strengthen a response (increase probability of future response) 3. Positive– something added a. positive reinforcement– something pleasant added in attempt to strengthen behavior b. positive reinforcement best when continuous 4. Negative– something removed a. negative reinforcement– something unpleasant taken in attempt to strengthen behavior 5. Punishment– consequences that suppress future response a. positive punishment– something unpleasant added in attempt to weaken behavior b. egative punishment– something pleasant taken in attempt to weaken behavior 6. Extinction– no consequence given and behavior becomes less frequent 7. Skinner emphasized positive reinforcement in child rearing 8. Physical punishment best used in specific circumstances like†¦ a. administered imm ediately following act b. administered consistently following offense c. not overly harsh d. accompanied by explanation e. administered by otherwise affectionate person f. combined with efforts to reinforcement acceptable behaviors 9. Too little emphasis on role of cognitive processes C. Bandura: Social Cognitive Theory 1. Humans’ cognitive abilities distinguish them from animals– can think about behavior and anticipate consequences 2. Observational learning (learning from models) most important mechanism for behavior change 3. Classic experiment using â€Å"Bobo† doll showed that children could learn from model 4. Vicarious reinforcement– learner changes behaviors based on consequences observed being given to a model 5. Human agency– ways in which humans deliberately exercise control over environments and lives self-efficacy– sense of one’s ability to control self or environment 6. Reciprocal determinism– mutual influence of individuals and social environments determines behavior 7. Doubt the existence of stages 8. View cognitive capacities as maturing over time 9. Learning experiences differentiate development of child of same age D. Strengths and Weaknesses of Learning Theory 1. Learning theories are precise and testable 2. Principles operate across the life span 3. Practical applications 4. Doesn’t show that learning actually causes observed developmental changes 5. Oversimplifies development by focusing on experience and downplaying biological influences V. Cognitive developmental theory A. Jean Piaget Swiss Scholar Greatly Influences Study of Intellectual Development in Children 1. Emphasizes errors in thinking (wrong answers) 2. Argues that cognitive development is qualitative in nature B. Piaget’s Constructivism 1. Constructivism– active construction of knowledge based on experience 2. Stage progression due to interaction of biological maturation and environment C. Stages of Cognitive Development (sensorimotor, preoperational, concrete operational, formal operations) 1. Sensorimotor stage a. birth to age 2 b. deal with world directly through perceptions and actions . unable to use symbols 2. Preoperational stage a. ages 2 to 7 b. capacity for symbolic thought c. lack tools of logical thought d. cling to ideas they want to be true 3. Concrete operations stage a. ages 7 to 11 b. use trial-and-error strategy c. perform mental operations in their heads d. difficulty with abstract and hypothetical concepts 4. Formal operations stage a. ages 11 and later b . think abstractly and can formulate hypotheses c. can devise â€Å"grand theories† about others D. Strengths and Weaknesses 1. Pioneer with long lasting impact 2. Many of Piaget’s concepts accepted (e. g. children active in own development) 3. Influential in education and child rearing practices 4. Too little emphasis on motivation and emotion 5. Questioning of stage model 6. Underestimated children’s cognitive skills VI. Contextual/Systems Theories A. Changes Over Life Span Arise from Ongoing Transactions and Mutual Influences Between Organism and Changing World No single end-point to development B. Vygotsky: A Sociocultural Perspective 1. Russian psychologist who took issue with Piaget 2. Sociocultural perspective– development shaped by organism growing in culture 3. Tools of a culture impact development . Cognitive development is social process 5. Children co-construct knowledge through social dialogues with others 6. Paid too little attention to biol ogy C. Gottlieb: An Evolutionary/Epigenetic Systems View 1. Some contextual/systems theories have arisen from work by evolutionary biologists a. influenced by Darwin’s work b. genes aid in adapting to the environment 2. Ethology– study evolved behavior of species in natural environment a. birdsongs in the wild b. species-specific behavior of humans 3. Evolutionary/epigenetic systems perspective of Gottlieb a. evolution has endowed us with genes . predisposition to develop in certain direction genes do not dictate, make some outcomes more probable c. Gottleib’s emphases: i. activity of gene ii. activity of neuron iii. organism’s behavior iv. environmental influences d. interaction between genes and environmental factors e. instinctive behaviors may not be expressed if environmental conditions do not exist i. duckling vocalizations ii. baby rats seeking water f. normal development is combination of normal genes and normal early experience g. experience can influence genetic activity and change course of development i. ice chewing and impact on genes ii. lactose tolerance higher in cultures with dairy farming tradition h. difficult to predict outcome (multifactor influence) i. view people in continual flux and change is inevitable D. Strengths and Weaknesses 1. Complex like human development 2. Cannot predict outcome (wide range of paths) VII. Theories in Perspective A. Stage Theorists: Freud, Erikson, Piaget 1. Development guided in universal direction 2. Influenced by biological/maturational forces B. Learning Theorists: Watson, Skinner, Bandura 1. Emphasis on influence of environment 2. Deliberate steps taken by parents to shape development C. Contextual and Systems Theorists: Vygotsky, Gottleib 1. Focus on dynamic relationship between person and environment 2. Focus on impact of both biology and environment 3. Potential exists for qualitative and quantitative change 4. Developmental pathways depend on interplay of internal and external influences D. Changing World Views 1. Our understanding of human development is ever changing 2. Contextual/systems theories prevalent today 3. Less extreme, but more complex positions  © Copyright 2006 Thomson. All rights reserved. How to cite Chapter Outline Chapter 2, Papers

Dear Boy Letter Sample Essay Example For Students

Dear Boy Letter Sample Essay At the surface. the missive Lord Chesterfield writes to his boy appears to merely offer his boy simple sound advice with the purpose to assist his boy. It seems that he is seeking to give his boy this advice in a friendly mode as opposed to a male parent giving his boy advice. However. upon closer analysis of what Chesterfield writes. one can see how he is really subtly reminding his boy of his duties and responsibilities. Using schemes such as understatements. enunciation. and rhetorical inquiries. Chesterfield subtly leaves reminders to his boy that shows what Chesterfield holds every bit high values: obeisance and repute. In the beginning of the first paragraph. it seems that Chesterfield is dissing himself while congratulating his boy. In lines five to seven he acknowledges the common belief that parental advice is merely merely the â€Å"moroseness. the domineeringness. or the garrulousness of old age† . This creates a tone of harmlessness and sarcasm in the paragraph. leting Chesterfield to utilize understatements with consequence subsequently in the missive. In lines eight to twelve. . he goes on to seemingly compliment his boy. composing that despite how immature he ( he being his boy ) is. Chesterfield knows his boy can acknowledge good advice from bad advice. In lines twelve to seventeen. utilizing a similar construction to lines eight to twelve. Chesterfield writes that he is flattered â€Å"that your ain ground. immature as it is. must state you. that I can hold no involvement but yours in the advice that I give you ; and accordingly. you will at least weigh and see it well† . U sing parallel construction here. Chesterfield is truly stating that his boy should cognize his male parent gives the best advice. and that his boy better utilize his advice. Subsequently in the first paragraph. still utilizing understatements. Chesterfield goes on to indirectly endanger his boy to follow his advice – and enhances his menaces with the usage of enunciation. In lines 25 to thirty. . Chesterfield writes â€Å"I do non. hence. so much as intimation to you. how perfectly dependent you are upon me†¦Ã¢â‚¬  Chesterfield is clearly indicating out his son’s dependance on him. and is endangering to cut him off financially if he does non follow his advice. for his male parent has no â€Å"womanish weakness† and has no jobs making so. He writes that his son’s â€Å"merit must. and will. be the lone step of my kindness† intending the more merit his boy has. the more generous he will be. He goes on to compose thatâ€Å"for the interest of making right† his boy must be â€Å"noble† and â€Å"generous† . These lines show how Chesterfield values obeisance and his pick of words – such as baronial and generous – besides represent qualities a individual with a good repute has. Chesterfield subsequently on describes what may go on to his boy should be disobey. utilizing words such as â€Å"disgrace† . â€Å"ridicule† . â€Å"shame† . and â€Å"regret† – words that describe a individual with a bad repute. In the 2nd paragraph. Chesterfield eventually reveals his true intent in lines 35 to thirty six and he uses rhetorical inquiries to heighten his concluding for it. Chesterfield writes that he has â€Å"often recommended to you attending and application to whatever you learn. † intending he wants his boy to seek his best in whatever he does. In lines 39 to 42 Chesterfield writes â€Å"for can at that place be greater pleasance than to be universally allowed to stand out in one’s ain age and mode of life? . This rhetorical inquiry serves to do the advice Chesterfield gave to his boy to look to be a necessity to his life. His 2nd rhetorical inquiry serves to indicate out how many chances his boy has been given for success. Chesterfield is fundamentally stating his boy that he better non blow the chances he has had. .u74ff8a790f5830e61dd00403df43bb67 , .u74ff8a790f5830e61dd00403df43bb67 .postImageUrl , .u74ff8a790f5830e61dd00403df43bb67 .centered-text-area { min-height: 80px; position: relative; } .u74ff8a790f5830e61dd00403df43bb67 , .u74ff8a790f5830e61dd00403df43bb67:hover , .u74ff8a790f5830e61dd00403df43bb67:visited , .u74ff8a790f5830e61dd00403df43bb67:active { border:0!important; } .u74ff8a790f5830e61dd00403df43bb67 .clearfix:after { content: ""; display: table; clear: both; } .u74ff8a790f5830e61dd00403df43bb67 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u74ff8a790f5830e61dd00403df43bb67:active , .u74ff8a790f5830e61dd00403df43bb67:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u74ff8a790f5830e61dd00403df43bb67 .centered-text-area { width: 100%; position: relative ; } .u74ff8a790f5830e61dd00403df43bb67 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u74ff8a790f5830e61dd00403df43bb67 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u74ff8a790f5830e61dd00403df43bb67 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u74ff8a790f5830e61dd00403df43bb67:hover .ctaButton { background-color: #34495E!important; } .u74ff8a790f5830e61dd00403df43bb67 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u74ff8a790f5830e61dd00403df43bb67 .u74ff8a790f5830e61dd00403df43bb67-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u74ff8a790f5830e61dd00403df43bb67:after { content: ""; display: block; clear: both; } READ: A Streetcar Named Desire Essay BlancheUsing a sarcastic apprehension tone in the beginning. Chesterfield seems to be seeking to offer his boy simple advice when in world he is subtly endangering his boy to follow orders. He explains the destiny of his boy should he disobey and blow the chances given to him. thereby besides demoing the values Chesterfield holds beloved to himself. He embellishes his menaces with rhetorical inquiries as if to do the pick to his boy more obvious. besides demoing Chesterfield’s ethical motives more clearly. Through his elusive schemes. Chesterfield non merely gets his point across to his boy in an effectual mode but shows what he values .