Virginia Woolf | A Modernist Perspective

Virginia Woolf | A Modernist Perspective Virginia Woolfs books fuse the quintessential components of the cutting edge understanding. I will investigate the artistic articulation of these attributes according to three of Woolfs books: Mrs Dalloway, The Waves and To the Light House. Right off the bat, I will break down the innovator point of view according to frame, story strategy, basic dynamic, sex and so forth. I will likewise research Woolfs appearance of time and how its steady reflections on the past fuse an indication with the movement of fact. I will likewise deconstruct the topical belief systems imagined in Woolfs messages and relate them to the display of contemporary being. This piece of the thesis will concentrate halfway on the specialized and pioneer parts of Woolfs compositions The second piece of the proposal will conceptualize the sociological and political foundation of Woolfs accounts. I will unwind the verifiable developments and ramifications of her organizations. I will investigate the solid reality and the space that possesses the anecdotal creations of her books. I will dissect Woolfs exemplification of the city as a medium that shapes and conceptualizes tasteful experience. I will investigate her portrayals of the urban scene and social condition and relate them to the hypothetical examinations proclaimed by basic understandings of the city. I will likewise dissect Woolfs display of the city as a transitionary space in which sociological models are deconstructed and appeared. 3) Structure Presentation: Woolf as the quintessential pioneer. This specific part will investigate the general translations and impacts of the pioneer essayist. It will offer a diagram and presentation of Woolfs works. I will investigate Woolfs particular delineations of the real world and how this unpredictable procedure turned into the focal distractions of the nineteenth century pioneer essayist. I will likewise deconstruct the extreme developments of the pioneer understanding and how these social, political, efficient and authentic creations destabilized the traditional builds of fact. Part 1: Past as a nonstop nearness, abstract trials with time: the experience of direct transience and contemporary being in Virginia Woolfs books. In this part I will break down the compelling dynamic of the past and how its emergence can detail contemporary snapshots of transience. I will especially analyze Mrs Dalloway. I will examine the pioneer creation and portrayals of mental and unoriginal time. This part will fuse an assortment of basic scholar, for example, Henri Bergson and how his hypothetical ramifications and emergences of time had weighty ramifications on the pioneer stylish. Part 2: Experimental points of view: the investigation of current portrayals of the oblivious in Virginia Woolfs The Waves. This part will join an investigation of the emotional experience introduced in Woolfs account. I will explore the piece of Woolfs continuous flow strategy and its weighty ramifications on the viewpoints and creations of the innovator experience. Part 3: Historical portrayals: an all encompassing perspective on class and social structure in Woolfs Mrs Dalloway I will investigate the social dynamic of Woolfs books in this third section. I would like to exemplify a whole point of view and perspective of the social universe of Woolfs stories. I will investigate the social connections that are spoken to in the content specifically in Mrs Dalloway. Part 4: The City as a stylish encounter: metropolitan innovation in Woolfs books. In this section I will join an extreme examination on the delineation of the urban scene showed in Woolfs books. I will reveal the tasteful points of view of the city and think about its dynamic as a fluctuating and transformative space. I will likewise look at the changed structures in which she presents the city as a stylish, faltering and faltering experience. Part 5: A women's activist investigate: understanding Woolfs point of view. This specific part will offer an investigation on Woolfs portrayals and developments of sex relations. I will likewise research the delineations of sexual orientation generalizations according to class division and structure. Working Bibliography Ayers, David, Modernism: A Short Introduction. Blackwell, 2004. Print. Dark, N. Virginia Woolf as women's activist. Cornell University Press, 2004 Bradbury, Malcolm James McFarlane, eds. Innovation: 1830-1930. Penguin, 1976. Print. Extension, Gary Sophie Watson. The Blackwell City Reader. Blackwell, 2002. Print. Briggs, J. Perusing Virginia Woolf. Edinburgh University Press, 2006. Print. Brooker, Peter. Topographies of Modernism. Routledge, 2005. Print. Coverley, Merlin, London Writing. Pocket Essentials, 2005. Print. Cuddy-Keane, Melba, Virginia Woolf, the Intellectual, and the Public Sphere. Cambridge UP, 2003.Print. De Certeau. Michel, The Practice of Everyday Life. California UP, 1988. Print. DeBord, Guy, The Society of the Spectacle. Revolutionary Press, 1992. Print. Dettmar, Kevin. Rehashing the new: a retrogressive look at innovation. College of Michigan Press, 1992. Print Eysteinsson, Astradur. The Concept of Modernism. Cornell UP, 1990. Print. Faulkner, Peter, Modernism. Routledge, 1990. Print. Froula, Christine, Virginia Woolf and the Bloomsbury Avant-Garde: War, Civilization, Advancement . Columbia UP, 2005. Print. Goldman, J. The women's activist feel of Virginia Woolf: innovation, post-impressionism and the legislative issues of the visual. College Press, 2001. Print. Goldman, Jane, Modernism, 1910-1945: Image to Apocalypse. Palgrave, 2003.Print. Goldman, Jane, The Cambridge Introduction to Virginia Woolf .Cambridge U P, 2006. Print. Hanson, Clare, Virginia Woolf . Macmillan, 1994. Print Humm, M. Pioneer ladies and visual societies: Virginia Woolf, Vanessa Bell, photography, and film. Rutgers University Press, 2003. Print. Kern, Stephen, The Culture of Time and Space, 1880-1918. Harvard UP, 1983. Print. Kolocotroni, Vassili et al (eds), Modernism: An Anthology. Edinburgh UP, 1998. Print. Lee, Hermione, Virginia Woolf . Chatto and Windus, 1996. Print. Lee, Hermoine. The books of Virginia Woolf. Taylor Francis, 1977. Print. Lefebvre, Henri, The Production of Space. Blackwell, 1991. Print. Levenson, Michael, ed., The Cambridge Companion to Modernism. Cambridge UP, 1998. Matz, Jesse. The cutting edge novel: a short presentation. Wiley-Blackwell, 2004. Print. Nicholls, Peter, Modernisms: A Literary Guide. Macmillan, 1995. Print. Olsen, Donald J., The City as a Work of Art .Yale UP, 1986. Print. Rainey, Lawrence, Modernism: An Anthology . Blackwell, 2005.Print. Scott, Bonnie Kime.,ed. The Gender of Modernism: A Critical Anthology . Indiana UP, 1990. Print. Squier, Susan Merrill, Virginia Woolf and London: The Sexual Politics of the City. North Carolina UP, 1985. Print. Stevenson, R. Pioneer fiction: a presentation. College Press of Kentucky, 1992. Print. Weston, Richard, Modernism. Phaidon, 1996.Print. Whitworth, Michael. H. Virginia Woolf. Oxford University Press, 2005. Print. Williams, Raymond, The Politics of Modernism. Verso, 1989. Print. Wilson, Jean Moorcroft, Virginia Woolf: Life and London. Woolf, 1987. Print. Wolfreys, Julian, Writing London: Materiality, Memory, Spectrality, Vol.2. Palgrave, 2004. Print. Woolf, Virginia. To the beacon. Oxford University Press, 2006. Print. Woolf, Virginia. Mrs Dalloway. Penguin Woolf, Virginia. The Waves. Authorities library, 2003. Zwerdling, Alex. Virginia Woolf and the Real World.University of California Press, 1987. Print. Articles Abbott H. P. Character and Modernism: Reading Woolf Writing Woolf New Literary History, 24.2, Reconsiderations (Spring, 1993): 393-405 Banfield, Ann. Time Passes: Virginia Woolf, Post-Impressionism, and Cambridge Time Poetics Today, 24. 3, Theory and History of Narrative (2003): 471-516 Brian Phillips Reality and Virginia Woolf Reality and Virginia Woolf The Hudson Review, 56.3 (2003): 415-430 Ruler, James. Survey: Wallowing in Woolf Molly HiteReviewed work(s): Virginia Woolf The Womens Review of Books,13.2 (1995): 5-6 Paul Tolliver Brown Relativity, Quantum Physics, and Consciousness in Virginia Woolfs To the Lighthouse Journal of Modern LiteratureHYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/diaries/journal_of_modern_literature/toc/jml.32.3.html, 32.3. (2HYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/diaries/journal_of_modern_literature/toc/jml.32.3.html009):39-62 Pawlowski, Merry M. Virginia Woolfs Veil: The Feminist Intellectual and the Organization of Public Space MFS Modern Fiction StudiesHYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/diaries/modern_fiction_studies/toc/mfs53.4.html, 53. 4. (HYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/diaries/modern_fiction_studies/toc/mfs53.4.html2007): 722-751. Seshagiri, Urmila. Situating Virginia Woolf: Race, Esthetics, and Politics in To the Beacon. MFS Modern Fiction StudiesHYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/diaries/modern_fiction_studies/toc/mfs50.1.html, 50.1. (HYPERLINK http://muse.jhu.edu.eproxy.ucd.ie/diaries/modern_fiction_studies/toc/mfs50.1.html2004) 58-84 Taylor, Chloe .Kristevan Themes in Virginia WoolfHYPERLINK http://www.jstor.org.eproxy.ucd.ie/stable/3831688?Search=yessearchText=woolfsearchText=virginialist=hidesearchUri=/activity/doBasicSearch?Query=virginia+woolfacc=onwc=onprevSearch=item=3ttl=15185returnArticleService=showFullTextHYPERLINK http://www.jstor.org.eproxy.ucd.ie/stable/3831688?Search=yessearchText=woolfsearchText=virginialist=hidesearchUri=/activity/doBasicSearch?Query=virginia+woolfacc=onwc=onprevSearch=item=3ttl=15185returnArticleService=showFullTexts HYPERLINK http://www.jstor.org.eproxy.ucd.ie/stable/3831688?Search=yessearchText=woolfsearchText=virginialist=hidesearchUri=/activity/doBasicSearch?Query=virginia

Cerebral Palsy Research Paper Example | Topics and Well Written Essays - 750 words

Cerebral Palsy - Research Paper Example f issue that influence a person’s capacity to move and keep their equalization and stance because of a physical issue to parts of the cerebrum, or because of an issue with mind development.† There are a few sorts of cerebral paralysis which are normally ordered by how the development is influenced, or which some portion of the body is influenced (Peacock, 2000, p. 13). There are 5 sorts when grouping as per the impact on development. Spastic cerebral paralysis is the most well-known sort of the condition, described by poor correspondence between the nerves from the cerebrum to the spinal string (p. 13). Spinal nerves act autonomously and consequently order muscles to contract, more often than not improperly, giving the patient trouble in moving their limits (p. 13). Then again, athetoid cerebral paralysis causes the head, furthest points, face, and different pieces of the body to move wildly (p. 14). Ataxic cerebral paralysis disturbs the patient’s balance making that person effectively fall when strolling. Hypotonic cerebral paralysis results to frail and floppy muscles, while the hypertonic sort is portrayed by inflexible muscles (p. 14). The influenced parts might be depicted in the accompanying: 1.) monoplegia, just one arm or leg is influenced; 2.) diplegia, either the two arms or the two legs are influenced; 3.) triplegia, three appendages are influenced; 4.) quadriplegia, the two arms and the two legs, including the storage compartment are influenced; and 5.) hemiplegia, one arm and one leg on a similar side of the body are influenced (p. 15). Throughout the years, specialists have invested amounts of energy to decide the reasons for cerebral paralysis. It has been introduced that the condition is brought about by affronts on the creating mind happening previously, during, or after pregnancy. Explicit reasons why cerebral paralysis happens during pregnancy are not yet recognized, however potential causes are an imperfection in the cerebrum structure, contaminations taking a chance with the mother like German measles or herpes, maternal presentation to poisonous synthetic substances, current maternal

Satire and Epic Conventions

Alexander Pope was the creator who set the precedent of the Augustan Age. The sonnet ‘Rape of the Lock’ was provoked by a genuine episode when Arabella Lemore’s lock of hair was cut by Peter, another individual from the privileged family. This prompted the fight between the families and henceforth Pope was gathered to endeavor on compromise. The reality lies in a unimportant issue dramatically overemphasized. In any case, Pope broadened his graciousness in making a parody of all the potential individuals who established the eighteenth century blue-blooded society. The general public once lauded for its grandiose qualities came down to investing energy in unimportant issues. Pope strikingly depicts the control of Belinda who gets up late in view of having gone through a whole night seeking and charming men. After she awakens, she is distracted perusing the ‘billet-doux’ that she had gotten from her admirers. The sonnet as a counterfeit epic originates from the depiction of how the nobles invested energy playing a game of cards, a false epic fight. The general public Pope ridicules before long followed the brave epic time frame where fights were battled to shield respect and pride and saints became legends. Be that as it may, the general public Pope mocks missed the mark regarding epic greatness. Indeed, even ethics and qualities were dealt with carelessly. People enjoyed extra-conjugal undertakings that most spouses speculated that their wives went behind their back with their sweethearts. Ladies grieved over their late spouses, as much as they would over their lapdogs. Lawfulness was likewise on an imbalanced balance of equity since it was held by reckless appointed authorities who rushed to condemn without researching. Men of yesteryear showed their valor by being warriors however during Pope’s time men uncovered their gallantry by paying supplements to ladies, being a tease and betting. Through the character of Clarissa, who really helps in having Belinda’s hair style off by offering some scissors to Baron, and afterward prompts that Belinda should give more consideration to her temperances than surrendered to the vanities of her childhood. Since it’s the excellencies that will outlast her while everything else will blur away. The work of fake epic is utilize the structure to ridicule the general public. Pope unmistakably sent the message across to the privileged network through his parody and till day ‘The Rape of the Lock’ stays most well known content of the Augustan Age.

Ethical Egoism free essay sample

Envision that you’re strolling down a jam-packed road and an elderly person with sacks in her grasp is strolling towards you. The handles on her packs break, and every last bit of her assets go tumbling to the ground. Individuals stroll by, take a gander at her, and continue strolling. In contrast to them, you stop and assist her with getting everything. She just glances at you and says, â€Å"Thank you†. You grin at her and afterward proceed on your way, feeling greatly improved about yourself since you sufficiently minded to stop and help. A few people figure we should just do what is best for ourselves, yet I will introduce proof this is a misconception of morals and the mistaken method of moving toward morals. Moral selfishness doesn’t state that we must choose the option to act to our greatest advantage like mental vanity. Rather, it says that we should just do what is in our own levelheaded personal circumstance; this personal responsibility ought to be long haul. We will compose a custom paper test on Moral Egoism or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page For instance, a moral braggart understands that I ought to go to the dental specialist to get a pit evacuated despite the fact that it causes me torment since it can forestall much more agony later on. In this paper, I will clarify what moral pride is, give models why moral selfishness is off base, give models that help moral vanity, and explain why those reasons are off base. We have â€Å"natural duties† to others â€Å"simply in light of the fact that they are individuals who would benefit from outside intervention or hurt by our actions† (FE p. 113). At the end of the day, in the event that a specific activity on our part could support another, at that point this is a motivation behind why we should help other people. The interests of others tally from an ethical perspective, regardless of whether moral selfishness asserts that profound quality originates from doing what is to our greatest advantage; I don’t accept that valid. So: other peoples’ interests are critical and check from an ethical perspective. We can help other people. Subsequently, we should help other people. This contention would be a contention for benevolence. Some can't help contradicting it, to be specific moral vain people; as indicated by moral pride, â€Å"one has an ethical commitment to just serve and advance one’s own interests† (FE p. 107). The main contention I might want to expose is the contention from selflessness. It begins with three suppositions. 1.) We don't have the foggiest idea about the interests of others. Since we can't know others’ interests, we are probably going to flop in our endeavors to help other people. We are, in any case, in a decent situation to know our own advantages. 2.) Helping others is obtrusive. 3.) Helping others can be corrupting in the manner in which it says that theyâ are not skillful to think about themselves. From these suppositions, we get the accompanying contention: 1.) We ought to do whatever will advance the interests of everybody the same. 2.) The interests of others are best advanced if every one of us receives the arrangement of seeking after our own advantages. 3.) Thus, every one of us ought to receive the strategy of seeking after our own advantages only. Be that as it may, counter is very straightforward. The above contention isn't a vain argumentâ€it’s really an unselfish one. Notice that in spite of the fact that the end says that we should act vainly, the end is driven by the inspiration of selflessness (in premise 1). So it truly says, â€Å"In request to be effectively selfless, everybody should go about as an egoist.† Thomas Hobbes’s contention says that sound judgment moral instincts can generally be clarified as far as moral vanity. We ought to do certain things (like come clean, don’t execute, and so on.) in light of the fact that over the long haul they serve our inclinations. Instances of those would be on the off chance that we make a propensity for hurting others, individuals will be hesitant to support us or avoid hurting us (in this way it is to our greatest advantage not to hurt others), and on the off chance that we lie to individuals, we will get a terrible notoriety so individuals won’t be straightforward with us therefore (consequently it is in our own eventual benefits to be honest). Hobbes’s contention looks something like this: 1.) If it serves my own advantages to receive some â€Å"altruistic principles,† then I ought to embrace some philanthropic standards. 2.) It serves my own advantages (as in the models gave above) to receive some â€Å"altruistic principles.†.) taking everything into account, I ought to embrace some charitable standards (Hobbes, EL, p. 120). Hobbes’s contention is the converse of the contention from unselfishness. (We start with proud inspirations and objectives, and wind up acting like altruists.) An incredible case of why moral pride doesn’t work lies in prejudice. Why doesn’t bigotry work? Since it guarantees that one groups’ interests are a higher priority than another’s yet neglects to have the option to show that the one gathering has properties which are remarkable in the feeling of demonstrating that they’re progressively significant. Presently shouldn't something be said about pride? It necessitates that we accept that from each person’s point of view, their own advantages are a higher priority than everybody else’s. In the event that this is along these lines, we should have the option to think of some remarkable contrasts between oneself as well as other people to ground it. Else, it is the same than bigotry. Nonetheless, a moral self seeker could essentially say it is in reality to our greatest advantage to place our own advantages above everybody else’s. If everybody somehow managed to do that, we would all be of the equivalent significance. Presently, I’m going to coordinate a contention for moral pride that I learned in a financial matters class. It’s called the undetectable hand, which is a financial hypothesis that asserts that we ought to expect a prosperous society from reasonably self-intrigued people inspired by benefit who go after business. The undetectable hand is a contention for moral vanity in such a case that the imperceptible hand contention is sound, moral vanity inside a free enterprise economy prompts thriving. Moral pride is supported by the undetectable hand contention as long as it expects individuals to follow up on the benefit thought process, have sane personal circumstance and has definitely no requirement for sympathy. Moral pride could be utilized for down to earth reasons in light of the fact that ordinary dynamic isn't really good with a finished good hypothesis. There may be a type of moral pride that urges us to have sympathy, help other people, and post for the interests of others, however the vanity supported by the â€Å"invisible hand† isn't that kind of vanity. Rather, it requires an increasingly egotistical and unadulterated type of selfishness. This sort of pride is unrealistic on the grounds that we for the most part hurt others precisely when we think it’s to our greatest advantage to do as such, and it appears to be bogus in light of the fact that it appears to be improbable that stinging others could never be in our own personal circumstance. Regardless of whether you accept the ethical activity is seeking after your own personal circumstance only or that doing the ethical thing is just making the best decision with respect to others’ needs, ethics are and consistently have been a confused issue. We are raised with ethics, advised to comply with the ethical laws, we wed individuals with a similar virtues that we groups, and afterward give our virtues to our kids. In spite of the fact that there are positives to moral selfishness, for example, just being liable for your own personal circumstances, I don’t accept it’s the right way to deal with morals. I put stock in unselfishness, and it just takes one individual doing a really benevolent act to refute moral selfishness.

Essay of Argument Samples - How to Make Sure You Have Enough Essay of Argument Samples

Essay of Argument Samples - How to Make Sure You Have Enough Essay of Argument SamplesYou've spent hours refining the parts of your essay of argument that will stick out and it looks like you've finally decided on a topic for your work. But there's still one thing that I've found aggravating: you can't seem to find enough essay of argument samples. This means you are taking in more than enough content to get your essay done but can't seem to find a sample essay that is strong enough to get the job done. If you are having trouble getting through your essay of argument, here are a few things you can do to help ensure that you end up with the strongest essay possible.One: Once you've decided on the topic of your essay of argument, take the time to read through the sample essays that are available. Go over them one by one, identifying the key points of each. These key points can be key to your overall success as an essay of argument writer.Two: You should always be thinking of ways to en hance your essay of argument and not just mere copy. Here are a few tips to keep in mind:In addition to simply taking the time to read and identify the strengths and weaknesses of the essay of argument, you'll want to create a style and theme for your essay of argument. A theme could be to use one or two short sentences, describing the reason for writing the essay, as well as linking the reader to other essays that share this same purpose. Similarly, you could use some of the argumentative statements from other essays in your own essay of argument to further develop your main points. In addition, you may want to build upon these themes by adding in a supporting quote to further emphasize or support a specific point you are making.Three: After you've identified the key arguments you need to include in your essay of argument, you'll also want to make sure that you research the subject thoroughly. Even if you have a plan for how you are going to discuss the topic, it's imperative that you spend time researching what it is you will be discussing before you begin writing.Also, make sure that your essay of argument samples contain all of the information that is required in order to successfully write and deliver your essay of argument. This includes lists of dates, subjects, and keywords so that you can easily reference them later on. As well, make sure that you include a preface that summarizes what you will be covering in your essay of argument, and that you follow this with an introduction that provides readers with a short synopsis of the information provided in the body of the essay.Finally, make sure that you format your essay of argument samples so that they are easy to read. If you have a computer and are able to use word processing software, you should have no problem creating an easy-to-read paper. Simply use a font that is legible, and when your essay of argument samples are all linked together, you will be able to achieve the strong outline you need for your essay of argument.Once you have your essay of argument samples in hand, you will have all of the tools you need to succeed in this task. Furthermore, you will also be able to give yourself the best chance of achieving your goal of writing a powerful essay of argument. Just remember to always review your essay of argument samples and to continue to work on honing your own writing skills and developing a strong outline of the facts and details surrounding your topic.

2020 Best Undergraduate B-Schools How We Crunched The Numbers

2020 Best Undergraduate B-Schools: How We Crunched The Numbers by: Nathan Allen on December 20, 2019 | 0 Comments Comments 8,904 Views December 20, 2019Theres no way around it. Rankings can be a controversial thing. And to be sure, theres no perfect way of measuring the quality of a business school. Business schools are very complicated. And while many share some commonalities, the truth is, many of the schools ranked in our fourth annual  PoetsQuants Best Undergraduate Business Schools are very different.Still, we believe generally, the quality of business education comes down to three core issues: the quality of the raw talent coming through the door, what a school does with that talent over four years, and finally how the marketplace responds to the graduates coming off campus. In other words, what’s the quality of the incoming students, what is their view of the academic experience, and what career outcomes are achieved by the graduating class.And that is exactly th e approach we take in what we sincerely believe is the best ranking of undergraduate programs currently available. This year, we ranked 97 different business schools in the U.S., which is up from 88 schools last year and our largest number of schools to be ranked so far.In the world of undergraduate business education, there is only one other ranking that matters:  U.S. News World Report.  The  U.S. News  list, however, is merely a subset of data from its overall university rankings. Largely a popularity contest, it is solely based on a poll of deans and senior faculty members, most of whom have little to no knowledge of the programs at rival schools. Asking deans to rate other schools is less a measure of a school’s reputation than it is a collection of prejudices partly based on the self-fulfilling prophecy of  U.S. News’ own rankings.SEVERAL DEANS ASKED US TO CREATE THE RANKINGLike other years, in creating our 2020 ranking of undergraduate business school s, we invested considerable time and effort into putting together a well-balanced approach that was both fair and thorough. We equally weigh admission standards, the full academic experience, and employment outcomes from data that is specific to each business program — not the overall university to which it is attached. That is an important distinction because gathering such information as average SAT scores and starting salaries and bonuses, among other things, is not readily available anywhere else. Admission standards, an assessment of the academic experience and employment outcomes of a business program are critical factors of the quality of the educational experience. Excluding any one of them would result in a disingenuous effort to rank the very best schools.We made one major tweak to this year’s methodology, but nothing that would dramatically change our approach. We included all schools that submitted school surveys. In previous years weve not included schools that failed to meet a minimum 10% response rate. Of the 97 schools ranked this year, 83 met the minimum 10% response rate. Since we could not include data from the alumni survey for the schools that did not meet the minimum response rate, those schools finished lower than they likely wouldve if they had alumni survey results.Overall,   Of those 88 schools, 49,215 alums had the opportunity to provide responses to the survey about the academic and co-curricular experience of their higher education. Of those, 5,958 responded for an overall response rate of 12.11%.ADMISSIONS STANDARDS (33.3%)A vital factor in judging any higher education effort is the quality of the incoming students. After all, a tremendous amount of learning — both academic and social — occur as a result of the quality of your classmates. We agree with that old cliche about playing a sport with people who are equal or better than you. If you play with someone you can always beat, you’ll never r each a level of personal excellence.We relied on three metrics to measure admissions: The average SAT scores for the latest entering class, given a 35% weight in the admissions category; the percentage of the graduating class of 2017 who finished in the top 10% of their high school class, accounting for another 35% of the category; and finally the acceptance rate for the business school program, weighted at 30%.In several instances, prospective students must pass two hurdles to get into a business school program: First, the university admissions standards and then the business school’s own admissions criteria. We used both acceptance rates to calculate the actual odds of admission for students entering a two-year business program in their junior year.This data was gathered through a survey that was completed by 96 schools. We used publicly available admissions data for the University of California-Berkeley Haas School of Business acceptance rate.ACADEMIC EXPERIENCE (33.3%)No study of undergraduate business programs would be complete without an assessment of the academic and extracurricular elements of the educational experience. So we sent surveys to alumni of each school to determine how satisfied they were on every level of that experience. When we first designed the rankings methodology, deans from various business schools suggested that we choose alumni who had been away from their schools for two years. That would give them ample time to road-test their education, to give an accurate assessment of how well prepared they were for the world of work.Our survey asked 17 core questions of graduates, each rated on a one-to-ten scale of satisfaction (weighted 80%). For the full list of questions and the graded results, see â€Å"TK Report Card Article.† We also asked alumni whether they had a â€Å"significant experience,† defined as a major consulting project, thesis, or other program feature instrumental to their professional development, or a meaningful global immersion (weighted 10%). Lastly, we asked if their first jobs after graduation were in their desired job functions, industries, and companies (weighted 10%).As noted earlier, the most important change in this year’s ranking is including schools that did not meet the minimum alumni response rate, but without their alumni data.EMPLOYMENT OUTCOMES (33.3%)Students who go to business school expect to get a job not long after graduating. Summer internships are a key way to open the door to a full-time job opportunity. So our employment outcomes category is based on three metrics: the percentage of the latest graduating class (the Class of 2019) to gain jobs within 90 days, weighted 50%; the average salary and bonus for the latest graduating class, adjusted by the percentage of graduates awarded a bonus, weighted 30%, and finally, the percentage of the Class of 2019 that had internships before their senior year, weighted at 20%.THE FINAL RANKINGThe results of all three categories measured were then combined equally to determine an overall ranking. In each category, index scores were created to give credit to one school’s lead over others. We publish the numerical ranking with underlying index scores so that readers can determine how useful an actual ranking could be in relation to the other schools on the list. It’s important to note that there are nearly 700 undergraduate business programs accredited by the AACSB. The business schools singled out in our debut ranking are all extraordinary, each in the top tenth percentile of accredited schools.Ultimately, this ranking and the mountains of data we are publishing is an effort to more fully inform prospective students and their parents to make the best educational decisions possible. Page 1 of 11

Homiletics Definition and Examples

Homiletics is the practice and study of the art of preaching; the rhetoric of the sermon. The foundation for homiletics lay in the epideictic variety of classical rhetoric. Beginning in the late Middle Ages and continuing to the present day, homiletics has commanded a great deal of critical attention.But as James L. Kinneavy has observed, homiletics isnt just a Western phenomenon: Indeed, nearly all of the major world religions have involved persons trained to preach (Encyclopedia of Rhetoric and Composition, 1996). See Examples and Observations, below. Etymology:From the Greek, conversation Examples and Observations: The Greek word homilia signifies conversation, mutual talk, and so familiar discourse. The Latin word sermo (from which we get sermon) has the same sense, of conversation, talk, discussion. It is instructive to observe that the early Christians did not at first apply to their public teachings the names given to the orations of Demosthenes and Cicero, but called them talks, familiar discourses. Under the influence of rhetorical teaching and the popularizing of Christian worship, the talk soon became a more formal and extended discourse . . ..Homiletics may be called a branch of rhetoric, or a kindred art. Those fundamental principles which have their basis in human nature are of course the same in both cases, and this being so it seems clear that we must regard homiletics as rhetoric applied to this particular kind of speaking. Still, preaching is properly very different from secular discourse, as to the primary source of its materials, as to the directness and simplicity of style whi ch become the preacher, and the unworldly motives by which he ought to be influenced.(John A. Broadus, On the Preparation and Delivery of Sermons, 1870)Medieval Preaching ManualsThematic preaching was not directed at converting the audience. The congregation was assumed to believe in Christ, as the vast majority of people in medieval Europe did. The preacher instructs them about the meaning of the Bible, with emphasis on moral action. Just as dictamen combined features of rhetoric, social status, and law to meet a perceived need in writing letters, so the preaching manuals drew on a variety of disciplines to outline their new technique. Biblical exegesis was one; scholastic logic was another--thematic preaching, with its succession of definitions, divisions, and syllogism can be regarded as a more popular form of scholastic disputation; and a third was rhetoric as known from Cicero and Boethius, seen in rules for arrangement and style. There was also some influence from grammar and other liberal arts in the amplification of divisions of the theme.Handbooks of preaching were very common in the late Middle Ages and Renaissance. No one of them, however, was widely circulated to become the standard work on the subject.(George A. Kennedy, Classical Rhetoric Its Christian Secular Tradition. University of North Carolina Press, 1999)Homiletics From the 18th Century to the PresentHomiletics [in the 18th and 19th centuries] increasingly became a species of rhetoric, preaching became pulpit oratory, and sermons became moral discourses. Less bound to classical rhetorical models, zealous fundamentalist and 20th-century homileticians adapted various inductive, narrative-based sermon strategies derived, respectively, from biblical models (jeremiad, parable, Pauline exhortation, revelation) and theories of mass communication.(Gregory Kneidel, Homiletics. Encyclopedia of Rhetoric, ed. by T.O. Sloane. Oxford University Press, 2001)African-American PreachingAfrican American pr eaching, unlike some of the straitjacket preaching of traditional Eurocentric homiletics, is an oral and gestural activity. This does not mean that it is not an intellectual activity, but in the tradition of African American preaching and the language of the Black church, the activity of the limbs contributes to the meaning of preaching by creating a dialogue with the self and the hearer. This is a critical, albeit ancillary, element of African American preaching and often helps to make the more substantive theological and hermeneutical ingredients more palatable because they become integrated into the whole preaching process.(James H. Harris, The Word Made Plain: The Power and Promise of Preaching. Augsburg Fortress, 2004)Active voice is more alive than passive.Dont use a 50 ¢ word when a 5 ¢ word will do.Remove unnecessary occurrences of that and which.Remove unnecessary or assumable information and get to the point.Use dialogue for added interest and life.Dont waste words.Use contractions where appropriate.Verbs are more alive than nouns.Accentuate the positive.Avoid the literary sound.Avoid clichà ©s.Remove forms of the verb to be whenever possible.Rules for Contemporary PreachersHere . . . are the Rules weve come up with for writing for the ear. . . . Adopt them or adapt them as you see fit. And with each sermon manuscript you write, pray the Lord will make you clear, concise, and directed toward the needs of your flock.(G. Robert Jacks, Just Say the Word!: Writing for the Ear. Wm. B. Eerdmans Publishing Company, 1996) Pronunciation: hom-eh-LET-iks