Segmentation method used by LOreal Essay Example for Free

Segmentation method used by LOreal Essay In â€Å"The Crisis, No. 1,† an article written by Thomas Paine in 1776, there are many literary tools. This Article speaks of how the colonists need to stand up and fight for themselves against Britain and gain their independence. Three forms of language that Paine uses in order to convince the colonists that this is necessary were pathos, diction, and logos. The most prevalent literary tool, also form of rhetoric in this document was Pathos as Paine uses a lot of emotion to connect with his target audience. â€Å"I call not upon a few, but upon all; not on this state or that state, but on every state,† shows how he uses pathos to arouse a feeling of patriotism or unity. Paine obviously tries to connect with the audience through feelings of connection with each member of their society. He also often uses the word â€Å"we† to show how he is just one of them, another simple colonist who wants to break free from Britain. He ensues fear in the colonists through God, the devil, and how they would be slaves if the British kept ruling over them. Paine says that if they kept acting so naive then the British would come over and kill them. Another obvious literary tool that Paine uses is diction. He uses many thought provoking words that allow people to think more about the topic at hand. â€Å" suffer the misery of devils†¦Ã¢â‚¬  represents a form of Paine’s diction. The word misery evokes great emotion in regular people as they could have been through some form of misery, such as being under control of Britain, giving them a greater understanding of the word. To go even further, it being the â€Å"misery of devils† makes it an even greater misery and more disturbing to the public, giving them thoughts of what a devil’s true misery might be. The use of the word â€Å"suffer† in this quote, as well, brings even greater understanding and fear as it is a harsh word. All of these words together bring a jarring tone of misery, giving great emotion and feeling to the colonists. The final and least evident literary structure Paine uses in this document is logos as there are few forms of logic. Throughout the writing, there are a few times where Paine uses actual reason over emotions, but enough times that it stimulates thought on the colonists’ part. â€Å"We did not make a proper use of last winter, neither could we, while we were in a dependent state. However, the fault, if it were one, was all our own; We have none to blame but ourselves,† shows Paine’s thoughts on an actual problem that happened. He speaks about how it was the colonists, including his own, fault for what happened, no one elses, stating the blunt truth. This makes the colonists think and recount on what they have done and what they can do to fix it. Overall, Paine uses many literary forms in this document, allowing the colonists to think more about what they should do, and evoking emotions of disgust and hatred toward Britain. This article pushed the colonists more toward wanting to be free of Britain and to not be slaves to them. They wanted to break away and gain their independence more due to this document and Paine’s way of writing this. Al of the language he uses, from pathos to diction and to logos, Paine ensued hope into the colonists for a better, more free future.

Victimization of Minor Characters in Laura Esquivels Like Water for Ch

In a novel, minor characters are never the focus of the plot. Minor characters are present in a novel to affect the major characters and help the character development of the major characters. Minor characters influence the major characters in many ways. One of these ways of supporting the major characters, is the victimization of the minor characters. Two excellent examples of minor characters that impact the major characters of the novels due to the minor characters being victimized is Nacha in Like Water for Chocolate by Laura Esquivel and Monica in Silence by Shusaku Endo. Father Rodrigues met Monica for the first time shortly after he has been betrayed by Kichijiro. From the first time that Father Rodrigues encountered Monica, she was already being victimized. She was captured by the Japanese government, her wrists in manacles, reeking of fish, and dressed in rags. Although she was in the worst of situations, she still retained hope, dreaming of martyrdom and heaven. Father Rodrigues can not fathom how Monica was so calm, knowing that she would die soon. Rodrigues asked, But you are all at easeDon?t you realize that we are all going to die in the same way and Monica responded, I don?t knowBrother Ishida used to say that when we go to Heaven we will find there everlasting peace and happiness (Endo 82). Father Rodrigues was barely able to contain himself from screaming at Monica that Heaven was not the place she thought it would be. Already Monica has had an impact upon Father Rodrigues, creating an image of all the Japanese Christians. She has slowly started to put the idea in his head that the Japanese concept of Christianity is not the same concept as Father Rodrigues?s. Another impact Monica had on Fa... ...ta everything she knew about the kitchen. Nacha was victimized by Mama Elena, never being allowed to marry and forced to spend her life watching other people?s wedding, instead of her own. She provided the care for Tita that Mama Elena never gave Tita. Although minor characters are not focused upon in a novel, they can be portrayed as the true heroes of the tale. Minor characters provide the support and supply the confidence in the major characters to continue through major character?s struggle. Without the minor characters, the major characters would have no influence and the plot of many novels would be dry and bland. Nacha in Like Water for Chocolate by Laura Esquivel, and Monica in Silence by Shusaku Endo, truly exemplify how the minor characters in a novel can selflessly devote their lives to helping the major characters overcome the conflicts of a narrative.

An Analysis of Moral in Who Moved My Cheese

Who Moved My Cheese? By Spencer Johnson, M. D. A Review and Essay By David Cox, Instructional Technology Facilitator Tioga Junior High School and Tioga High School At a time when Rapides Parish schools are once again facing huge financial deficits with resultant changes at almost every level, teachers must deal with mostly unwanted changes. Being a twenty-six year classroom veteran, I have had to change as well in many ways. In my internal search for ways to deal with change, I have recently read a book which has given me some new ways to think about change. I hope that this review might lead you to this book and help you to see how changes, even when first seen as negative and hurtful, are not necessarily a bad thing. Dr. Spencer Johnson has written a book which gives me some real ways to think about and deal with change. This small book, Who Moved My Cheese, is a fast and easy read but one which can enlighten even a cynical person to some ways to adapt to the inevitable changes of life in its many shifting forms and challenges. Like Chaucer’s The Canterbury Tales, the story is told as a story within a story of several old friends at a high school reunion told by one of the friends. The story centers around four characters who live in a Maze and the changes with which they must wrangle. The characters are two mice, Sniff and Scurry, and two so-called Littlepeople (creatures the size of mice but who look and act like people today) named Hem and Haw. The plot is pretty simple. The four characters find a large cache of cheese and can live their lives without much variation: get up, go to the cheese, eat, go home, and start over the next day. This works out okay until one day the cheese is gone. Then the characters must deal with the new situation. The mice, taken aback at first, are first to take action since they are creatures of almost entirely instinct: they set out looking for more cheese. On the other hand, Hem and Haw, creatures of reason and emotion, go through a series of reactions from shock to anger to knee-jerking and then to divergence. Hem stays at the now empty cheese station, sulking, complaining, thinking negatively and making even himself more miserable while Haw overcomes his fears and sets out to find new cheese. Filled with metaphor as direct as John Bunyan’s book Pilgrim’s Progress, this book then shows Haw rethinking, adjusting, and moving on with his life. He sets out to find his â€Å"New Cheese,† overcoming his fears and his sense of having been cheated. Along his journey, Haw writes messages of his inner discoveries on the Maze wall, hoping Hem will follow and read the â€Å"writing on the wall† and be comforted by Haw’s inner revelations. His revelations are never dramatic but always true and appropriate for his situation—and ours by extension. The outcome of the book for Haw is doubtful due to Haw’s many fears and doubts about himself on his journey. But by the end, the reader sees Haw succeed in ways that surprise both Haw and the reader. But what about Hem? Does he too succeed? That is where the story-within-a-story ends. And this is where this plot analysis ends. Who Moved My Cheese? begins with an introduction, sets up the story-within-a-story, tells the story of the Mice and LittleMen, and then ends with an analysis of parts of the story by the fictional high school reunion friends who tell parts of their life stories to one another since their graduation. Now, as in Chaucer’s day, this is effective although some critics and some readers want to fend for themselves intellectually—and that’s okay. Now, the reader of this article may ask, what does this have to do with Rapides Parish, teachers, and our mutual situations, and why is this review in a technology newsletter? Simply put, we are all constantly in a stew of change, having to deal with umpteen million rapid-fire often confusing and disheartening failures in the classroom. Technology may be used to enhance a teacher’s already good lessons just as the ideas in Who Moved My Cheese? can make dealing with changes in our lives a little easier with more direction. The story depicts the Littlepeople attacking the same problem with the same tools and failing each time. However, with just a little divergent thinking, Haw is able to break through from his old methods into new techniques and achieve his ultimate goal. Each teacher can find his or her own â€Å"New Cheese† in the classroom using technology tools in the same way and more fully reach the ultimate goal of educating young people. Students grow, have fun and learn at the same time, and meet challenges in ways that please and surprise them as well as their teachers, all the while successfully achieving benchmarks like Haw succeeds at finding his New Cheese. In conclusion, Rapides Parish schools are in for some changes; it is true. But with the use of technology to assist us, we can still accomplish our one unchanging goal. Technology instructors and facilitators can guide us through all of the myriad twists and turns of software and hardware, giving us methods, information, advice, and even pre-written lessons which use technology in every subject area and at every grade level. The school district Web site at http://www. rapides. k12. la. us/region6tltc/tltc. htm shows a lot of what can be easily obtained by every teacher who wants to successfully adjust to the changes coming, and then both teachers and students can benefit.

Defining the Meissner Effect in Quantum Physics

The Meissner effect is a phenomenon in quantum physics in which a superconductor negates all magnetic fields inside of the superconducting material. It does this by creating small currents along the surface of the superconductor, which has the effect of canceling out all magnetic fields that would come in contact with the material. One of the most intriguing aspects of the Meissner effect is that it allows for a process that has come to be called quantum levitation. Origin The Meissner effect was discovered in 1933 by German physicists Walther Meissner and Robert Ochsenfeld. They were measuring the magnetic field intensity surrounding certain materials and found that, when the materials were cooled to the point that they became superconducting, the magnetic field intensity dropped to nearly zero. The reason for this is that in a superconductor, electrons are able to flow with virtually no resistance. This makes it very easy for small currents to form on the surface of the material. When the magnetic field comes near to the surface, it causes the electrons to begin flowing. Small currents are then created on the surface of the material, and these currents have the effect of canceling out the magnetic field.