A Cup of Tea by Katherine Mansfield - 2970 Words

A Cup of Tea By Katherine Mansfield Rosemary Fell was not exactly beautiful. No, you couldn t have called her beautiful. Pretty? Well, if you took her to pieces... But why be so cruel as to take anyone to pieces? She was young, brilliant, extremely modem, exquisitely well dressed, amazingly well read in the newest of the new books, and her parties were the most delicious mixture of the really important people and... artists - quaint creatures, discoveries of hers, some of them too terrifying for words, but others quite presentable and amusing. Rosemary had been married two years. She had a duck of a boy. No, not Peter - Michael. And her husband absolutely adored her. They were rich, really rich, not just comfortably well off, which is†¦show more content†¦She was outside on the step, gazing at the winter afternoon. Rain was falling, and with the rain it seemed the dark came too, spinning down like ashes. There was a cold bitter taste in the air, and the new-lighted lamps looked sad. Sad were the lights in the houses opposite. Dimly they burned as if regretting something. And people hurried by, hidden under their hateful umbrellas. Rosemary felt a strange pang. She pressed her muff against her breast; she wished she had the little box, too, to cling to. Of course the car was there. She d only to cross the pavement. But still she waited. There are moments, horrible moments in life, when one emerges from shelter and looks out, and it s awful. One oughtn t to give way to them. One ought to go home and have an extra-special tea. But at the very instant of thinking that, a young girl, thin, dark, shadowy - where had she come from? - was standing at Rosemary s elbow and a voice like a sigh, almost like a sob, breathed: Madam, may I speak to you a moment? Speak to me? Rosemary turned. She saw a little battered creature with enormous eyes, someone quite young, no older than herself, who clutched at her coat-collar with reddened hands, and shivered as though she had just come out of the water. M-madam, stammered the voice. Would you let me have the price of a cup of tea? A cup of tea? There was something simple, sincere in that voice; it wasn t in the least the voice of a beggar.Show MoreRelatedAnalysis of â€Å"A Cup of Tea† by Katherine Mansfield820 Words   |  4 PagesAnalysis of â€Å"A Cup of Tea†by Katherine Mansfield K.Vasiliev A Cup of Tea by Katherine Mansfield (1888 to 1923-New Zealand) is included in the 1923 collection of her work, The Doves Nest and Other Stories edited by Mansfields husband, John Middleton Murry.      There is a very moving introduction to this collection in which Murry lets us know details about the next ten stories his wife was going to write.    There is a temptation in reading Mansfield to see her work as artisticallyRead MoreA Cup of Tea by Katherine Mansfield: Creates a Contrast Between the Bland Ordinariness of a Cup of Tea4272 Words   |  18 Pages1 2 A CUP OF TEA BY KATHERINE MANSFIELD 3 4 5 Comment [LS1]: The title is linked to the central incident in the story and also acts as a linking device between Rosemary and Miss Smith. As Rosemary emerges from the antique shop in the cold, winter weather, she feels she ‘ought to go home and have an extraspecial cup of tea’. Immediately after that Miss Smith appears, begging desperately for something Rosemary has plenty of but which Miss Smith needs to sustain her existence. MissRead MoreAnalysis Of Katherine Mansfield s The Dolls House Essay2323 Words   |  10 PagesKatherine Mansfield was an early 20th New Zealand writer who focused on people and how they interacted with each other. She was often making comments on the society around her. The four short stories of Mansfield that I am going to talk about are also based on the interaction between societies. The people in the 19th century were blinded with darkness of class prejudice and external appearance. The four short stories are ‘The Dolls Houseâ€⠄¢ ‘The Garden Party’ ‘A Cup of Tea’ and ‘Miss Brill’. TheRead MoreAnalysis Of Katherine Mansfield s The Garden Party Essay1428 Words   |  6 PagesKelsey Archuleta Ms. Sparks AP Lit p.6 8 December 2016 Title Katherine Mansfield was a modernist short story writer during the 1920’s. She wrote various short stories in the few years as an author, Mansfield s stories often commented on class, relationships, families, and sexuality, After reading a few of her most popular works the common theme of them though out was the central conclusion of them all is the protagonist coming of age by seeing the more realistic view on life. The common themeRead MoreThe Themes Of Emotions In Katherine Mansfields Short Story839 Words   |  4 PagesKatherine describes her emotions through her characters in her short stories. She was a young New Zealand who was dying with a disease called Tuberculosis, she died at age 34. She successfully wrote three books with a fourth and fifth book following after her death. Moving back to New Zealand, her brother’s death in world war 1, and her emotions on how women were treated were all trigger points that led for her to write stories. Her stories were desc ribed as blurred edges of personality, the poetryRead MoreSummary Of The Book The Great Gatsby By F. Scott Fitzgerald1224 Words   |  5 Pagesbouncing `and mouths wide open , what was happening their eyes seemed to ask. Old Mrs Fairfield pattered in anxiously with breakfast quite out of breath and wondering what all the fuss was about. Ah it was Stanley feeling out of sorts oh well a good cup of tea and hot soup should fix it. Why couldn t these women realise how sick he was, how dreadful he felt. Here he was dying and all they could do was stand and stare at him Stanley slumped in his chair as he felt all four greenish walls moving andRead MoreEssay On Leo Tolstoy896 Words   |  4 PagesTogether in My Name. 9.Katherine Mansfield Katherine was born on October 14, 1888 in New Zealand. She died at the age of thirty-four from tuberculosis on January 9, 1923. Katherine and her four siblings were the children of Annie Beauchamp and Harold Beauchamp, who was the chairman of the Bank of New Zealand. She attended Queen s College along with her sisters. She was married twice,once to George Bowden, and once to John Middleton Murry. Katherine wrote The Fly, Prelude, A Cup of Tea, and A little boy’sRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 Pagesstudying some of the IT topics in this textbook. Bibliography Bala, Iyer, and John C. Henderson. 2010. â€Å"Preparing for the future: Understanding the seven capabilities of cloud computing.† MIS Quarterly Executive 9, 2 (June): 117–131. Boehret, Katherine. 2010. â€Å"For the iPad, Apps with their own wow factor.† The Wall Street Journal (April 7): D3. Brown, Carol V. 2004. â€Å"Seamless IT alignment† in S. Chowdhury (ed.), Next Generation Business Handbook. New York: John Wiley Sons, 1157–1168. Carr

Single Sex Education Essay - 1074 Words

Introduction: Single sex education began in 1890, in England, for men only. Education was believed to be for men only because men usually took over the family by providing funds necessary to run a household. Usually women learned only fundamental concepts, such as how to cook, clean, sew and care for children. Women did not attend school; rather, they learned the skill of reading and writing, and some acquired mathematics through private lessons or a tutor, but if they were rich they were sent to a boarding school where the emphasis would be on elegant accomplishments like music, dancing, drawing, painting, embroidery, and even sometimes French. Women were not allowed to further their education after grammar school. If they wished, they†¦show more content†¦In 1968, the U.S Department of Education, once the Department of Health, Education, and Welfare, issued a declaration saying that school officials are responsible for providing equal educational opportunities for all, regardless of one’s nationality, race, or color(Salomone 15.) Although these laws gave each person the right to attend a school of his or her choice, the creation of single sex schools brought a new defin ition to education. â€Å"The single-sex format creates opportunities that don’t exist in the coed classroom† (Sax 1/11). Students who attend single sex high schools have a greater chance of being less distracted than in a coeducational high school. Boys tend to lessen their aggressive edge and become communal in a single sex setting. They can just be boys and not have to worry about what girls may say because they are not in the same school. Boys can enjoy poetry and play in an orchestra. This is a tremendous contrast to a co-educational high school setting. Girls drop their shyness and begin to take risks in a single sex school setting. They become more competitive. They embrace sports like field hockey and soccer with enthusiasm without worrying about appearing like tom boys. Young Teenagers are subjected to an inundation of pressure to become adults before they are ready to do so. They grow up too swiftly. Single sex education is a gentler, more controlled atmosphere. On the contrary: some public schools which have adoptedShow MoreRelatedSingle Sex Education : Single Gender Education1458 Words   |  6 PagesSingle-gender education has become more and more popular in the last few years. There are many people and organizations who like the idea and would like to continue it and other organizations that think single-sex education could make our school systems revert back to a time with gender inequalities. Single sex education breaks down gender stereotypes and in many cases limits distractions for a student in a classroom especially in a student’s teenage years. Opponents to single-gender education claimRead MoreThe Issue Of Public Single Sex Education Essay1407 Words   |  6 Pagespublic single-sex education has increased in the recent years as schools are piled with more pressure to increase their grades and keep teaching method fresh. It’s an old approach to the education but its gaining momentum in public schools as it has been the method in most private schools. According to the report by National Association for Single Sex Education, over two hundred public schools across the United States offer single-sex classrooms. Most public schools are venturing into single-sex educationRead MoreSingle Sex Education : Harmful Or Helpful?1654 Words   |  7 PagesSingle Sex Education: Harmful or Helpful? Imagine walking down a hallway, where there are two doors opposite of each other. One of the doors is covered in pink frills and pictures of princesses, while the other is decked in blue and pictures of sports. From the pink door, giggles are heard along with sounds of cups clicking as girls have a tea party. While from the blue door, sounds of pretend racecars and children running can be heard. Now, are these classes taught equally? The public school systemRead MoreSingle-Sex Education and Co-ed Education Essay1059 Words   |  5 PagesSingle-Sex Education and Coed Education. The single-sex format creates opportunities that do not exist in the coed classroom. (Edison 1) Researchers are unaware that both genders brains function differently. This lack of knowledge may be why the real truth about single-sex education being more efficient than co-ed education has not been discovered. Some say single-sex education may be the key for a brighter generation. It shows to improve test score dramatically. The number of public schools experimentingRead MoreEducation: Gender and Single-sex School Works1256 Words   |  6 PagesSingle-Sex Schools A time comes in every young teen s life when he or she must decide where to attend high school. As they examine which high school they want to go to, one of the factors they may come across is whether to go to a single-sex school or a co-educational school. While co-ed schools allow students to develop socially, single-sex schools have the advantage in academic success. Single-sex schools provide a conducive learning environment for students, allow teachers to teach accordingRead MoreSingle Sex Education Is Beneficial For Females Than Males Essay897 Words   |  4 Pagesschools so switching to single-sex education was rather different for me. Four years at Academy of the Holy Names prepared me to be successful in my future endeavors and also to be confident in who I am. Although research shows that single-sex education is beneficial for both sexes, it indicates that single-sex education is more advantageous for females than males. Research and statistics explain that there is a mal e dominance in co-education schools, and that single-sex education provides girls a betterRead MoreSingle Sex Education Is Overall More Effective For Most People1274 Words   |  6 PagesSingle sex education is overall more effective for most people. It helps with multiple aspects of a person s personality. This specific education helps students gain confidence, feel comfortable, and lets students be themselves. It’s no surprise that boys and girls were educated separately in the colonial times (Kennedy). During the 1960s and the 1970s, the number of single sex schools began to decrease. The main reason for this decrease was out of respect for women s rights and equalityRead MoreEssay about Mona Lisa’s Smile: Single-sex Education for Girls1721 Words   |  7 PagesMona Lisa’s Smile: Single-sex Education for Girls â€Å"Men Are from Mars - Women Are from Venus,† it is the title of a bestseller book, which tells us how different boys and girls are. Single-sex education was introduced because of the huge differences, and it once flourished in the United States. Since the 1970s, however, it began to be regarded with a degree of suspicion. Many girls’ schools closed or amalgamated and the trend towards co-education continued to spread. Until nowadays, the debateRead MoreINTRODUCTION Many parents and educators are led to believe that single-sex education can eliminate2000 Words   |  8 PagesINTRODUCTION Many parents and educators are led to believe that single-sex education can eliminate the distractions for students in the classroom. There is evidence that suggests that there are significant gains for children who attend single-sex schools, especially girls, and that these schools encourage the students to flourish. However, there is an ongoing debate about the impact that single-sex schools have on both the academic achievement and social skills, and there are studies that suggestRead MoreMale and Female Segregated Education (Co-Ed Versus Single Sex School): Separate but Equal3125 Words   |  13 PagesThese days, many people argue about why segregated education for males and females is a controversial issue. People argue about why they have to change the view of sharing the same classes. How does a co-educational school made students familiar with the real world despite the fact that the real world is aggregated? They think that gender is not as important as education itself, b ut researchers have started to notice the difference in education when males and females are separated in school classes

China Communist Party Free Essays

Communist Victory The victory of the Chinese Communist Party (CCP) over the Nationalist faction in the Chinese Civil War was a direct result of numerous influences, both internal and external. However, three important reasons for the CCP’s victory can be attributed to the Japanese attack and occupation of China during World War II, the CCP’s treatment of the Chinese people, and the political failures of the nationalist forces. The combination of these historical events provided a situation that allowed the CCP to defy the odds and take over China. We will write a custom essay sample on China Communist Party or any similar topic only for you Order Now The Japanese invasion of China in 1937 was the setup for the eventual success of the CCP. Although it cost the CCP manpower and resources, the Japanese attack allowed for the formation of a political environment that favored the spread of the communist party. The Japanese help legitimize the CCP by singling it out as a special enemy and instructing the Japanese supported puppet government in the job of exterminating the communists in their jurisdictions. The phrase, â€Å"the enemy of my enemy is my friend† applies in this situation. After the mistreatment the Chinese population endured under Japanese occupation, it is easy to comprehend why the Chinese people would gravitate towards a group that was so despised by their main tormenter. The added attention that the CCP received from the Japanese occupiers showed the Chinese people that the CCP was a force to be reckoned with, and a possible threat to Japanese interests in China. This publicity put the CCP’s in the minds of the people as a counter to the Japanese. The Japanese invasion left a power vacuum for the CCP to fill. As the Japanese forces advanced, â€Å"the traditional ruling elite evacuated†¦ and left peasants to defend for themselves during the eight years of occupation. † This allowed for the CCP to move in to the areas without leadership and gave the CCP the opportunity to win over public support. The Japanese military expansion into the region forced the KMT forces out of the area, but as Japanese units left the area, the CCP moved in, taking the place of the KMT government. The invasion of China also changed how the peasants viewed China as a whole. Before the invasion, the people â€Å"were a passive element in politics†¦absorbed in local matters and only had the dimmest sense of ‘China’. † However, the Japanese invasion changed how many peasants saw their role in greater population, and focused more on issues like â€Å"national defense, citizenship, treason, legitimacy of government, and the long-range betterment of the Chinese state. † The Japanese attacks on the Chinese people motivated them into shifting their thinking. They now had to think about who was going to protect their lives and property. With both nationalist and communist factions fighting the Japanese army, the interactions of the people and anti-Japanese forces would influence on what side the people agreed. In Edgar Snow’s Red Star Over China, Snow shares his account of what he witnessed during his time in China reporting on the actions of the communist party. Snow noticed, â€Å"most of the peasants†¦seemed to support the communists and the Red Army†¦and when asked whether they preferred it to the old days, the answer was nearly always an emphatic ‘yes. † Snow provides detail about the policies that allowed the peasants to favor the new communist rule in their region, writing that, â€Å"the Reds gave land to the land-hungry peasants, †took land and livestock from the wealthy classes and redistributed them among the poor. † The CCP polices also allowed for upper classes to not lose everything but rather †both the landlord and the rich peasant were allowed as much land as they could till with their own labor. † Although some may question the total accuracy of Snow’s work, it cannot be disputed that the policies Snow refers to did indeed influence the people into supporting the communists. Another key point on how the CCP won over the peoples’ support is the rules and policies to which Mao’s followers were forced to adhere. Simple orders like do not steal, return what your borrow, replace what you break, and be courteous allowed the CCP to earn the loyalty of the Chinese people. The communists showed special effort in appealing to women, as they hoped to win over a group of people who were traditionally an oppressed class. Instead of using only force, this respectful behavior towards the people wooed them into the supporting the CCP. The CCP actively took the communist message to the people. The communist way was presented as an ideal society for the Chinese to thrive under, and offered hope to the masses. The CCP sent out propagandists and troupes of actors teaching and entertaining the people the new superior communist way. Nationalist feelings were also stirred by the CCP in the war against the Japanese, aiding in uniting the people under the organized communist resistance. The KMT also played a vital role in the eventual communist victory in main land China. Before the second Sino-Japanese War began in 1937, the KMT focused not on the growing Japanese threat, but instead the communist faction in China. The communist forces retreated, but were not entirely eliminated. This move left open the opportunity for the CCP to grow, adapt and eventually take on the nationalist forces again at a later time. The war with Japan highlighted the failures of the nationalist regime. Hsi Chi in his work Nationalist China at War states that the abuse of the people at the hands of the nationalists â€Å"made the government appear in the people’s eyes as symbol of oppression and exploitation, and provoked widespread disillusionment and alienation among the people. This attitude in relation to the government allowed for the CCP to have a better chance at persuading the people to join the communist movement. This failure to gain the support of the people is seconded by a soldier in the nationalist army in a letter to America. The soldier, Rau Huang, writes, â€Å"In the early stages of our war against the communists, our government was negligent in not seeking the support of the masses†¦the communists did not neglect this opportunity†¦Ã¢â‚¬  The communist victory in the Chinese Civil War was a major moment in the 20th century. The communist had the fortune to have an environment that allowed their efforts to carry on despite being targeted by two other factions. A prolonged Japanese invasion permitted the CCP to move into regions and garner support from the people that may not have been available otherwise. Without a Japanese attack, a sense of nationalism may have been harder to produce from the populace. The party’s organization and methods to gain the support of the masses would prove vital in the victory as well, showing the people a new future that could be achieved. The nationalist forces were defeated in part because they didn’t eliminate all the communists before the war with Japan, and their own disorganization and inability to gain support from the people proved to be too much to overcome. Certainly, these are not the only reasons why the CCP succeeded in taking control of China, but these elements each played their part in the puzzle that led to final victory of the Chinese Communist Party. Works Cited Babb, Geoff, â€Å"The Chinese Civil War† (presentation, University of Kansas, Lawrence, KS, October 29, 2012). Chi, Hsi. Nationalist China at War: Military Defeats and Political Collapse, 1937-45. Ann Arbor: University of Michigan Press, 1982. Huang , Ray. â€Å"Letter From Nanking. † Military Review, December 1948. Johnson, Chalmers. Peasant Nationalism and Communist Power, etc. Stanford: Stanford University Press, 1966. Snow, Edgar. Red Star over China. New York: Grove Press, 1968. ——————————————– [ 1 ]. Johnson, Chalmers. Peasant Nationalism and Communist Power, etc. (Stanford: Stanford University Press, 1966), 32. [ 2 ]. Johnson, Peasant Nationalism and Communist Power, 70. [ 3 ]. Johnson, Peasant Nationalism and Communist Power, 69. [ 4 ]. Johnson, Peasant Nationalism and Communist Power, 69. [ 5 ]. Snow, Edgar. Red Star Over China. (New York: Grove Press, 1968), 222. [ 6 ]. Snow, Red Star Over China, 222. [ 7 ]. Snow, Red Star Over China, 222. [ 8 ]. Babb, Geoff, â€Å"The Chinese Civil War† (presentation, University of Kansas, Lawrence, KS, October 29, 2012). [ 9 ]. Babb, â€Å"The Chinese Civil War†. [ 10 ]. Babb, â€Å"The Chinese Civil War†. [ 11 ]. Chi, Hsi. Nationalist China at war: military defeats and political collapse, 1937-45. (Ann Arbor: University of Michigan Press, 1982), 190. [ 12 ]. Huang , Ray. â€Å"Letter From Nanking. † Military Review, December 1948. How to cite China Communist Party, Essay examples

Compare Contrast Two Paintings Essay Example For Students

Compare Contrast Two Paintings Essay Explain how the perspective, technique, and compositional features of each painting help create contrasting rhetorical effects. In your analysis, focus on two or three specific points of contrast. Support your analysis by referring to specific details from each painting. Questions for Visual Analysis What point of view does the painting take toward its subject? Does the Perspective perspective seem subjective or objective, positive or negative, emotional or detached? How do the details of the painting create a specific impression? What artistic techniques does the painting display? Does the painting seem Technique realistic or expressionistic? Are its colors vibrant or subdued? Does the brush work kick polished or messy? How are the details of the painting arranged? What do you notice about Compositional the colors, the lines, and the relationships among the people and objects Features portrayed? How do the individual figures relate to each other and to their setting? What visual parallels and relationships do you see? Your analysis should present both your own observations and library research. The essay must include at least POUR sources documented in proper MEAL aroma, with in-text, parenthetical references and a list of Works Cited. Two of your sources will be primary sources?the two paintings you analyze?and two will be secondary sources?historical or critical commentary relevant to the paintings. (Please note: encyclopedias?including On-line encyclopedias like Wisped?do not count as sources for this assignment. ) Give your essay a thesis and a clear, logical organization. Your first paragraph should start with a strong lead, provide any necessary background information, and end With a clear thesis statement. The next arcograph should establish the similarities between the two paintings and describe them. Then, in two or three paragraphs, present the points of contrast between the two paintings. Awe sure to support your analysis with specific details from the paintings. In your final paragraph, summarize your main points and clearly present the significance of your analysis. Each paragraph should have a strong topic sentence. Outline for Analysis of Two paintings Hooks the readers interest. Provides background on the two paintings. Ends with a thesis statement. Description Sets up similarities. (l paragraph)