The Perspective Of Reception Aesthetics English Language Essay

The Perspective Of Reception Esthetics English Language Essay Mao Zedong(1893-1976), who drove the Chinese individuals to have gotten freedom and autonomy and built up their own nation, is an extraordinary pioneer, a recognized legislator, an unmistakable mastermind and a celebrated tactician. He is cherished and regarded by the Chinese individuals. In any case, simultaneously, his acclaim as an artist is indisputable. Willis Barnstone, Professor of Comparative Literature at Indiana University in Bloomington, considers Mao Zedong a unique ace, one of Chinas most significant writers (He Qixin, 1992:8). His sonnets, a crystallization of governmental issues, history, military undertakings, theory and workmanship, maintains and speaks to the propelled Chinese culture. What's more, his sonnets are treasured as a glimmering pearl in Chinese contemporary writing. Zang Kejia once remarked on Maos sonnets this way, His sonnets open up another domain for Chinese old style verse and arrive at the pinnacle of current poetry.(Lv Zuyin, 2007) Considering the profoundly imaginative, hopeful and social estimation of Maos verse, it is of incredible importance to chip away at its interpretation and the investigation of existing interpretations in order to improve their quality, direct future interpretation and extend the impact of Chinese verse and culture. In any case, indeed, the investigation of English interpretation of Maos verse has falled a long ways behind the investigation of Maos verse itself. Furthermore, these examinations have for the most part centered around the jobs of the interpreter and the deciphered adaptations from the point of view of deconstruction. The previous investigation examines the interpreters jobs as a peruser, a chief and as an essayist during the time spent interpretation, and as a social go between in social turn. It shows the hugeness of interpreters jobs all the more obviously and commandingly. The last investigates the ideological substance in various English variants of Mao Zedongs sonnets. It uncovers that interpretation is a dynamic as opposed to a static procedure under the steady impact of various philosophies. Until late years, under the free climate in the scholastic examination, incredible changes have occurred in the investigation of Mao Zedongs verse. The stylish investigation has accomplished a large number outcomes from the staggered or multi-point angles, also, the semantic highlights or the tasteful highlights have been secured just as the humanistic examination. Nonetheless, the tasteful investigation of Mao Zedongs verse has less alluded from the formal and the talk point of view, subsequently this postulation is only an endeavor to the field. To introduce an away from of this exploration, here is the diagram of this proposition: The presentation briefs the composing intention of this postulation; Chapter Two audits Reception Esthetics hypothesis and its center ideas, just as achievability reads for the interpretations of Mao Zedongs sonnets with RA; Chapter Three recreates formal excellence and logical magnificence of Mao Zedongs sonnets; Chapter Four is a near investigation of how the development, rhymes, rhythms and talk of Maos sonnets are replicated and invigorated in the four English variants (Oxford form, The official rendition, Zhao Zhentaos adaptation and Xu Yuanchongs variant); Chapter Five makes a synopsis of the correlation and examines the misfortunes and gains in Maos verse interpretation and breaks down the reasons. The end summarizes the entire theory. Part One Introduction to Maos Poetry and Its Four Selected English Versions 1.1 Introduction to Mao Zedongs Poetry In Maos lifetime, he composed 67 sonnets inside and out. Among them, 42 sonnets were changed and concurred by him to distribute at last during his life. While another 25 sonnets were discharged to people in general after his demise. The composition of Maos verse is firmly related with his living foundation, just as the advanced history of China and the world. In this way, just cautiously study the history foundation and the solid procedures of numerous incredible occasions, just as Maos experience, contemplations, character and mindset, we can uncover the rich and profound meaning of Maos sonnets. Style of verse alludes to sonnets qualities and character of some artist. Every great sonnet have their own styles, and all sonnets by acclaimed writers have their own styles, so do Maos sonnets. Similarly as Mao Anqing had remarked his dad Father is a man of friendly nature. At the point when his feelings magnify to sonnets, his sonnets discover their lives. Regardless of despondency and delight, or vulgarism and polish, all lay his sentiments on poeple. Along these lines, to peruse his sonnets is to know him. (Xu Yuanchong, 1993:3). Therefore Mao created his sonnets with his entire heart and the living foundation. Also, Mao likes perusing and examining old style Chinese verse, talking about sonnets and expressions with artists and researchers, and appreciates summing up his sonnet imaginative experience to shape his one of a kind attributes. 1.1.1 Profound Ideological Contents As referenced over, the quantity of Maos sonnets is little. Be that as it may, every one of them is brimming with lush symbolism, significant importance and reasoning. In the interim, covering different subjects like nature, society and life, these sonnets are wealthy in epochal character and contentiousness, and consistently urge individuals to interest higher objective. So as to consider, the 42 sonnets can be separated into four gatherings as per diachronic: The principal bunch has 4 sonnets made from the establishing of the Chinese Communist Party to First Great Revolution (April 1918-July 1927). Changsha, tune: Spring in a Pleasure Garden'(㠣â‚ ¬Ã¥ 㠦⠲⠁㠥†ºÃ¢ ­Ã£ ¦Ã«Å"⠥⠷㠩†¢Ã¢ ¿Ã£ ¦Ã¢ ²Ã¢â€ž ¢Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹) is a genuine model. These sonnets are Maos youth work, which are marginally second rate compared to later ones. Be that as it may, they are additionally rousing for their grand spirits and taking off judgments. The subsequent gathering has 16 sonnets made from the Agrarian Revolution and the Anti-Japanese War ( August 1927-August 1945), like The Autumn Harvest Uprising, Tune: the Moon over the West River' (à £Ã¢â€š ¬Ã¥ 㠨⠥⠿㠦⠱å ¸Ã£ ¦Ã¥Ã«â€ Ã¢ ·Ã£ §Ã¢â‚¬ ¹Ã£ ¦Ã¢â‚¬ Ã¢ ¶Ã£ ¨Ã¢ µÃ¢ ·Ã£ ¤Ã¢ ¹Ã¢â‚¬ °Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹), Mount Jinggang, Tune: the Moon over the West River' (à £Ã¢â€š ¬Ã¥ 㠨⠥⠿㠦⠱å ¸Ã£ ¦Ã¥Ã«â€ Ã¢ ·Ã£ ¤Ã¢ ºÃ¢â‚¬ ¢Ã£ ¥Ã¢â‚¬ ë†ã ¥Ã¢ ±Ã¢ ±Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹)etc. This period is a productive period in Maos life. Recording the most troublesome chronicled time of the Chinese upset, the sonnets are cunningly considered with incredible subjetcs and brimming with grandiose progressive courage and hopeful spirits. The third gathering has 2 sonnets made during the War of Liberation (September 1945-September 1949), like Capture of Nanjing by the Peoples Liberation Army(㠣â‚ ¬Ã¥ 㠤⠸æ'㠥⠾†¹Ã¢ ·Ã£ ¤Ã¢ ºÃ¢ ºÃ£ ¦Ã¢ °Ã¢â‚¬ËœÃ£ ¨Ã¢ £Ã£ ¦Ã¢â‚¬ Ã¢ ¾Ã£ ¥Ã¢â‚¬ †ºÃ£ ¥Ã¢ Ã¢ 㠩⠢†㠥⠍-à ¤Ã¢ ºÃ¢ ¬Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹) and so on. In spite of the fact that the quantity of sonnets is little, they were composed before the triumph of the Chinese unrest, with solid reality, brilliant style and clear mentality. The last gathering has 20 sonnets made with the point of view in Maos sonnets from upset to communist change and development, after the establishing of Peoples Republic of China in 1949, such as Swimming, Tune: Prelude to the Melody of Water' (à £Ã¢â€š ¬Ã¥ 㠦⠰â'㠨⠰æ'㠦â ­Ã¥'㠥⠤â'⠷㠦⠸⠸㠦⠳⠳㠣â‚ ¬Ã¢â‚¬ ¹, etc. The sonnets have a significant new way to deal with the subjects with ambitious soul, more inferences and hilarious language, which are wealthy in sentimental shading and high creativity. Notwithstanding, as indicated by synchronism, Maos sonnets can be isolated into three gatherings: The principal bunch concentrates to portray common view, for example, Changsha, tune: Spring in a Pleasure Garden'(㠣â‚ ¬Ã¥ 㠦⠲⠁㠥†ºÃ¢ ­Ã£ ¦Ã«Å"⠥⠷㠩†¢Ã¢ ¿Ã£ ¦Ã¢ ²Ã¢â€ž ¢Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹), the Yellow Crane Tower, Tune: Buddhist Dancers' (à £Ã¢â€š ¬Ã¥ 㠨⠏⠩㠨⠐⠨㠨†ºÃ¢ ®Ã¢ ·Ã£ ©Ã¢ »Ã¢â‚¬Å¾Ã£ ©Ã¢ ¹Ã¢ ¤Ã£ ¦Ã¢ ¥Ã¢ ¼Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹) and so on. These sonnets show wonderfulness of regular scenes and praise the life of nature. The subsequent gathering fundamentally portrays society and history, for example, Mount Jinggang, Tune: the Moon over the West River' (à £Ã¢â€š ¬Ã¥ 㠨⠥⠿㠦⠱å ¸Ã£ ¦Ã¥Ã«â€ Ã¢ ·Ã£ ¤Ã¢ ºÃ¢â‚¬ ¢Ã£ ¥Ã¢â‚¬ ë†ã ¥Ã¢ ±Ã¢ ±Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹) and two tunes of Pride of Fishermen(㠣â‚ ¬Ã¥ 㠦⠸†Ã£ ¥Ã¢ ®Ã¢ ¶Ã£ ¥Ã¢â‚¬Å¡Ã¢ ²Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹, etc. These sonnets focus on portray the battling of people groups armed force and the authentic changes of entire society. Also, the last gathering primarily portrays life and love, for example, Seeing Luo Zhanglong off to Japan(㠣â‚ ¬Ã¥ 㠤⠸æ'㠥⠏⠤⠷㠩â‚ ¬Ã¢ Ã£ §Ã¢ ºÃ¢ µÃ£ ¥Ã¢ ®Ã¢â‚¬ ¡Ã£ ¤Ã¢ ¸Ã¢â€š ¬Ã£ ©Ã¦'Ã¥ ½Ã£ ¤Ã¢ ¸Ã¥Ã£ ¨Ã¢ ¡Ã¥'㠣â‚ ¬Ã¢â‚¬ ¹). These sonnets show the artist has the experience of death and separating, and even dejection as ordinary individuals. In a word, regardless of how order, regardless of how length it is, Maos sonnets make a retaining beautiful symbolism with great structure, rich thoughts and opinions, and are acceptable at communicating the confounded authentic causes with concise language. Unmistakable Artistic Style Style is the remarkable profound disposition and inventive character appeared in scholars own works without anyone else. It goes through all works of an author, just as each composing subject which forms the work, for example, rhyme, musicality, phrasing, explanatory gadgets, and content structure, etc. Accordingly, style is the author (Buffon⠼å'1753). Maos verse is brimming with real and overwhelming imaginative style. To start with, from the internality of verse, Mao likes Li Bai, Li He and Li Shangyin (known as Three Li) without question, and is in particular love of verse by Cao. Their sonnets are brimming with wide personalities and high desires, which inspire an emotional response in Mao Zedong, for energy is the passionate trademark in Maos life. Mao likewise said just composition out the journalists own chest and assessment in sonnets, it can strike a responsive harmony in perusers and make them energized. (à ¥Ã«â€ Ã«Å"㠦⠱†°Ã£ ¦Ã¢ °Ã¢â‚¬ï¿½

tempcolon The Theme of Colonization in The Tempest Essay example -- T

The Theme of Colonization in The Tempest   â â â â Colony-A part or occupant of a colony.â An assemblage of displaced people who settle in a remote district however stay heavily influenced by a parent country.â - Webster's Dictionary  Can Prospero be characterized as a sort of colonist?â He does, all things considered, force his quality onto an island previously possessed by another person, assume control over control and oppress his forerunner, while simultaneously as yet staying heavily influenced by his local land.â If Prospero speaks to the pioneer, or the white man, at that point Caliban fills in as his partner in this discussion.â Critics have contended in the past that The Tempest's portrayal of Caliban relates Caliban to the dark man, in light of the fact that Caliban, similar to African Americans of early occasions, is vanquished and constrained into subjugation against his will.â Caliban therefore turns into an agent of the colonized man.â Critics have called attention to that this gadget appears to possess all the necessary qualities due to the Caribbean like area of the play; it is remote and weird and not the local home of the white man who comes to find it and guarantee it as his own.â si multaneously, if the crowd takes this understanding to light, Prospero hence rises as the white man, or the colonist.â Caliban accordingly serves to speak to local societies, while Prospero serves to speak to colonizing societies, similar to the British of Shakespeare's time.â The equal of Prospero's mastery of Caliban when contrasted with the Europeans colonization of the Africans, which was a subject of Shakespeare's time, gets significant upon closer assessment.  This understanding can be found inside the reliable contentions among Prospero and Caliban.â Prospero feels the island is his; he legitimately won it fro... ... they were the first proprietors of the island, without the ability to recover the island or their local land, they will never be able to have the option to call the land exclusively their own again.  Works Cited Earthy colored, Paul.â This thing of murkiness I recognize mine: The Tempest and the talk of colonialism.â New York: Collimore and Sinfield, 1985.â pp. 48-71. Davis, Angela.â Women, Race and Class.â London: Women's Press, 1982. Fanon, Frantz.â Black Skins, White Masks.â London: Pluto Press, 1986. Griffiths, Trevor.â This current island's mine: Caliban and Colonialism.â Yearbook of English Studies 13.â New York: Harcourt Brace.â Pp. 159-80. Mannoni, O., Prospero and Caliban: The Psycholgoy of Colonization.â New York: Praeger, 1964. Nixon, Rob.â Caribbean and African assignments of The Tempest.â Critical Inquiry 13 Spring 1987 pp. 557-77.

Introduction to the I.B. Diploma Programme

Hello, Magooshers. Mr. B here. Today I’m writing an article about a topic close to my heart: The International Baccalaureate (I.B.) Diploma Programme. Many years ago I was an I.B. student. In fact, I was one of the first 10 students in Tennessee to earn the I.B. Diploma. To say the least, it was an interesting experience. Sometimes it was interesting in a fun and exciting way. Other times it was interesting like that old Chinese curse, â€Å"May you live in interesting times.† In this article, I’ll tackle some of the biggest questions students (and their parents) have about the I.B. Diploma Programme. This article is comprehensive, so its loooooong. Heres a table of contents to help you navigate it: Part I: What is the I.B. Diploma Programme? The Curriculum I.B. Courses Creativity, Action, Service (CAS) Extended Essay (EE) Theory of Knowledge (ToK) Part II: How hard is the I.B. Diploma Programme? Creativity, Action, Service (CAS) Hours Extended Essay (EE) I.B. Exams Everything Else Part III: How will an I.B. Diploma help me after high school? College Applications College Post-College Well, get comfy and buckle up. It’s time to learn all about the most rigorous, challenging, frustrating, and rewarding high school experience yet devised by man. Cue the music! Part I: What is the I.B. Diploma Programme? A long time ago (1968), in a country far, far away (Switzerland), a group of educators came together to create a new kind of high school experience. With a little seed money from the Ford Foundation and the United Nations Educational, Scientific and Cultural Organization (UNESCO), the first 12 I.B. schools opened in 1968. The original goal of the I.B. Programme was to give the children of diplomats and other professionals a standardized education no matter where they moved in Europe or America’s big east coast cities. Over time, the number of I.B. schools grew. With growth came change. As I.B. spread to more countries, I.B. students could choose to learn different languages as part of their curriculum. Also, more colleges began accepting I.B. Diplomas in lieu of a traditional high school diploma. By the late 1980s, I.B. had spread just about all over the world. Today, many countries (especially those in Europe) regard an I.B. Diploma as equivalent to their own country’s secondary school diploma. This is a great advantage to American I.B. students thinking about going to college oversees. I.B. hasn’t been free of controversy during its 48 years of existence. Every few years a group or individual starts complaining about the I.B. Programme. Why? Well, they think I.B. is ‘Communist,’ ‘anti-American,’ or ‘anti-Christian’ because of its United Nations roots and focus on international education. To each their own, I guess. Actually, Kim Jong-Un never earned his I.B. Diploma. Look what kind of a person he turned into. Okay, now that you know a little bit about I.B., let’s get to the good stuff. The Curriculum First thing I want to mention is that there is a big difference between Pre-I.B. and I.B. Pre-I.B. is your freshman and sophomore years of high school. It’s a time when students learn a lot about what I.B. expects of them and take many challenging classes, including AP courses, to prepare themselves for I.B. When sophomore year ends, literally the moment the last day of school ends, I.B. begins. Why such a specific time? I’ll get to that in a bit. Or if you’re the impatient type, skip ahead to ‘Community, Action Service (CAS)’ to find out. Okay, so it’s junior year. What can you expect? I.B. Courses The bulk of I.B. revolves around six classes you take during your junior and senior years of high school. Each class is chosen from a group. Selections may vary considering what your high school’s I.B. Programme offers. Also, courses are split into Standard Level (SL) or Higher Level (HL). I.B. recommends that a student takes 150 hours of instruction in an SL course and 240 hours of instruction in an HL course. In most American I.B. schools, HL courses are spread over two years to allow time for adequate instruction. For the purposes of this article, I am relating the bare bones information about SL courses. HL courses require roughly 30% more work. Don’t take my work for it: discover the official HL numbers for yourself. One thing to note is that for all I.B. courses, the final exam is a combination of work you produce in class and the exam itself at the end of the year. Group 1: Studies in Language and Literature This is your I.B. English course. Throughout the course, you are expected to read and analyze 10 major works (aka novels), and write a variety of essays/responses. The final exam includes not only writing but also oral presentations. Group 2: Language Acquisition This is your I.B. foreign language course. It is equivalent to a 4th or 5th year foreign language course. The final exam is a combination of oral presentations and essays which ask you to produce various types of formal and informal writing. Group 3: Individuals and Societies This is your I.B. history/social sciences course. There are a variety of choices, so I won’t go into all of them. Expect college-level textbooks and frequent essays. Group 4: Experimental Sciences This is your I.B. science course. Most likely you will have a choice between Chemistry, Biology, and Physics. Expect college-level textbooks, frequent research essays, and research projects that you design and implement. Group 5: Mathematics This is your I.B. Math course. At SL, this course is a combination of second-year algebra, trigonometry, geometry, statistics, and introduction to calculus. Group 6: The Arts This is your I.B. elective course. Depending on what’s offered at your school, you can take an I.B. music, theater, visual arts, or film course. Throughout the course, expect projects along with maintaining a portfolio of relevant work. If your school does not offer these courses (this was my situation), you can substitute a Group 6 course with an I.B. course from any other group. At this point, you’re probably thinking, â€Å"Wow, that sure sounds like a lot of work. Is this really† Creativity, Action, Service (CAS) Ah yes, CAS, the ‘get your nose out of a book and do stuff’ part of I.B. In short, CAS requires you to do (and document) 150 hours of activity. How does it all break down? Let’s take a look. Creativity (50 hours): These are your creative endeavors, such as playing music, painting, writing short stories, etc. It’s a fairly open-ended subject, so you’ll need to get approval from your school’s I.B. coordinator before starting your hours. Action (50 hours): Things are going to get physical. Play a sport? That takes care of your 50 hours. Anything else? See your I.B. coordinator for guidance. Service (50 hours): As the name implies, it’s time to get out there and help your community. If I had to do it all over again, I’d go straight to my local food bank and volunteer. Seriously, food banks are a great way to help people. So does organizing a blood drive at your school. Remember when I wrote earlier that I.B. begins the second your sophomore year ends? You see, the moment summer break before junior year starts, you can begin working on CAS hours. Though filling up your usually lazy summer days this way may not seem too appealing, trust me on this one. Get your CAS hours done ASAP. Extended Essay (EE) Every I.B. class requires a ton of writing, yet I.B. has one more big curve ball to throw at you. The EE is a 4,000-word research essay based on a topic from one of your Group 1-6 courses. Just like in college, your teachers are ‘hands off’ as you work on this essay. Even so, you do get support from your I.B. coordinator, who provides guidance throughout the research, writing, and editing process. Theory of Knowledge (ToK) A long time ago philosophers like Socrates and Plato sat around all day and talked about life, the universe, and everything. In Theory of Knowledge you’re basically doing the same thing. Throughout your senior year, you get to sit with all the other I.B. students (and most likely your I.B. coordinator) and discuss the ‘big questions.’ Yes, there are a few papers to write, and a mandatory presentation. Yet considering everything else you’re required to do in I.B., ToK is small potatoes. And if your teachers into it, it can be a pretty fun class. Part II: How hard is the I.B. Diploma Programme? I once heard this great story about how people perceive difficulty. We go through our lives thinking everything is really hard. And it is. But after enough time, we start to look back and regard our worst trials as teens as ‘not that bad.’ Why does this happen? Over time, we become more competent, more resourceful. Of course, at 30-years-old, I think I.B. wasn’t so bad. I’ve had a lot of time to grow. But I just can’t pass on that confidence, those skills that they don’t (and can’t) teach in school. So for you, all I can offer are the facts of my experience, and a few tidbits of advice along the way. Haymitch knows whats up. But yeah, I.B. is hardreally hard. I.B. Courses As touched upon in Part I, SL HL courses are college-level courses. Think of them as AP courses with some key differences. The first is that some of the work you do throughout the year will be graded as part of your final exam. This score plus that from the exam at the end of the year determine your final score. The final score is awarded on a 1-7-point scale. Also, I.B. courses aren’t ‘stand alone;’ the score you earn in each course influences whether or not you earn the I.B. Diploma. Every score is weighted equally, so you are going to have to work your hardest to improve your weaknesses. Classwork: Let’s start with some good news. Unlike regular or even honors high school classes, I.B. courses more closely resemble what you would find in a college seminar class. There’s a lot of discussion and sharing of ideas. This privilege has a trade-off. Much of the traditional ‘work’ you’d do in class gets shifted onto you as homework. We’ll get to homework in just a bit. Organization: Does your teacher want you to organize your work a certain way? If so, do it and don’t look back. Trust me, they know a lot more about organization than you. Also, in their careers they’ve dealt with plenty of students whose backpacks look like a bomb went off inside. Homework: Just like in AP, I.B. courses have a lot of reading. Whether its a novel for I.B. English or 50 pages of a textbook for I.B. Economics, reading and taking notes will be the majority of your homework. If you want to be ready to participate in discussions, you need to know your stuff. Homework Pro-Tip: If you have the chance your junior or senior year, sign up for a study hall. Honestly, it was the best decision I ever made as a high school senior. And when you get in there, don’t let a thing distract you from your work. Bring ear plugs if necessary. That may seem a little extreme, but using this time to finish a chunk of homework every day was a godsend. Projects/Essays: There are a lot of them. Its very likely, too, that you will have 2-3 projects going on at the same time for different classes. Here’s where having a planner will save your life. Write down everything in it, and get some different colored highlighters to mark key due dates. Planner Pro-Tip: Planners can be used for more than just writing down due dates. Have a big project or paper? For each day leading up to the due date, set a completion goal. Doing this will help you make sure that nothing sneaks up on you. Also, by breaking up big projects, they will become more manageable and your stress level should stay at a low roar. Expect the Unexpected: Things come up, whether in your personal life or something at school. For example, one of my I.B. teachers once sprung a seven-page paper on us simply because she forgot it was a requirement for our final score. Also, we had four days to write it. Hopefully nothing like will happen to you, but don’t be surprised if you have a few late nights doing work that you didn’t plan on. A disclaimer: if you’ve taken Pre-I.B. courses in your freshman and sophomore years of high school, the increasing difficulty level has prepared you for I.B. Did you maintain good grades during this time? If so, you’re on the path to I.B. Diploma success. Creativity, Action, Service (CAS) Hours This is something you don’t want falling through the cracks. There is no worse feeling in the world than starting your senior year of I.B. and having  zero CAS hours logged (this wasn’t me, but I knew a guy). As I mentioned in Part I, the sooner you get cracking on CAS, the sooner it will be over. Kill Two Birds with One Stone: Believe it or not, there are plenty of activities that can count for two or all three categories. Let’s say you spent 70 hours total planning a blood drive at your school. You might believe that all that work only counts for 50 service hours. Not necessarily true! Let’s say you spent 20 of those hours designing a series of posters advertising the blood drive. There’s 20 creativity hours right there. Go you! This is only one of many possible combinations you can try. If your school has had I.B. for a while, ask your I.B. coordinator and older I.B. students for ideas. Extended Essay (EE) In all, the EE takes about 75-100 hours to research, write, and edit. Something my school did was that when I was a junior, we chose our EE topic, researched, and wrote our first draft. This first draft was only 2,000 words, but it created a skeleton essay. During my senior year, I fleshed out my EE to 4,000 words through more research, writing, and editing. That final draft was the one that my I.B. coordinator mailed to Malawi for grading. (I had to look Malawi up on a map, but that’s where it went.) EE Pro-Tip: Choose a subject that truly interests you. After all, that’s why you get a choice. If the topic had just been handed to me, I wouldn’t have put nearly as much work into it. Having choice can be a scary thing, but the rewards outweigh the risks when it comes to the EE. I.B. Exams I.B. exams are long tests. My last four I.B. exams lasted a cumulative 990 minutes. Theyre difficult, too. I mentioned in one of my previous blog posts that the hardest test question I ever encountered was an I.B. exam question. Now, I’m not saying this to dissuade you from doing I.B. If you’ve done the work and maintained your grades, you are prepared to take these exams at the end of the year. So dont freak out. Everything Else If you’re an I.B. student, it sometimes seems that the I.B. Diploma Programme is your life. But even for I.B. students, there is still the SAT/ACT, college applications, and asking your crush to the prom. And yes, you will have to make time for all of this as you tackle I.B. Not Going Insane Pro-Tip: This is where family, friends, teachers, and even high school counselors come in handy. No man (or woman) is an island, and you need a support network. There will be times that you feel that all is lost, that you won’t get an essay done on time, or that your teacher will drown it in red ink. When you feel this way, find someone to talk to, say what you have to say, and listen to their advice. Part III: How will an I.B. Diploma help me after high school? For me, life after I.B. began in the summer of 2004. High school graduation had come and gone, but I, along with nine other I.B. students, were still waiting on the results of our I.B. exams. Then, one a day in late June, our I.B. coordinator called us to meet that eveningat the Sonic drive-thru next to our high school. At twilight we gathered under the Sonic’s fluorescent lights. The diners around us were no doubt unaware of the momentous event that was about to happen. Our I.B. coordinator was last to arrive. In his hand he held a big manila envelope. â€Å"First of all,† he said, holding up the envelope, â€Å"you all got the diploma.† We had done it! We felt more relief than excitement that evening. For me, it was a better moment than graduating high school. 12 years have passed since that night, and I think I’m finally ready to answer a key question held by I.B. students and their parents. Before I get into the specifics, you should know that the long-term benefits of earning an I.B. Diploma aren’t things you can touch, see, hear, smell, or even taste. Unfortunately, there’s no secret handshake, no I.B. Club Card that gets you free upgrades on airline seats. Oh well. But there are benefits. Lets talk about them. College Applications Thinking about life after I.B. begins when you’re still in I.B. Like just about every other high school student, you’re going on college tours and making big decisions about where you want to spend the next four years of your life. One advantage I.B. will give you during this crucial time is making you a better writer. College application essays will definitely look a lot easier if you’re cranking out essays every week for your classes. Also, with your enhanced organizational skills, keeping track of applications, and their respective due dates will seem much more manageable. Working towards the I.B. Diploma has one other big advantage in the college admissions game. College admissions counselors love grit, and I.B. demands a ton of grit. Those two little letters say a lot of about you as a potential college student. A disclaimer (This one is HUGE): The following isn’t meant to burst anyone’s bubble, but it’s worth stating upfront that being in the I.B. Diploma Programme doesn’t entitle you to anything. At 18, not getting into my 1st and 2nd choice colleges were nothing less than devastating. At the time, I really doubted that all my work and sacrifice had been worth it. It took a long time, and a lot of experience, to realize that my doubts were completely unfounded. College When I arrived at Vanderbilt University in the fall of 2004, I came in with a lot of earned hours from my I.B. and AP classes. It was really nice to skip the survey courses (imagine 300 students in a lecture hall) and jump into the ones that really interested me. It was a bit intimidating to be seated around a bunch of juniors and seniors, but really cool nonetheless. If you should earn your I.B. Diploma, I think you’ll find, like I did, that that transitioning into college is much more manageable. Too many students completely bomb their first semester (or first year) of college because they can’t balance their work load with the freedom that comes with a college environment. I had plenty of fun in college, but work came first. That’s why I was there. Don’ t get me wrong; I still struggled my first semester. I nearly failed Chemistry 101. But that experience taught me a lot about what I really wanted out of college. The next semester, I took courses that were a more natural fit with my interests. After that, all was well. I believe that the skills I learned in I.B. kept me level-headed during this time of transition. If I hadn’t done I.B., who knows what might have happened. Post-College Remember how I said that I.B. doesn’t entitle you to anything? Well, for me that was certainly the case when I graduated college in May 2008. At first everything seemed to be going well. I had a great internship overseas. About two weeks after I came home, though, the Great Recession happened. Over the next six months, I sent out about 150 job applications with zero replies. And when my dream job finally seemed within my grasp, I blew the second interview. What was your dream job, you ask? Wellall I can say is, â€Å"And ye shall know the truth, and the truth shall make you free.† Anyway, it is my honest belief that I.B. saved me in this tumultuous time. I.B. equals grit, and I still had tons of it. I reevaluated my options, completed a two-year M.A. in Teaching program in 11 months, and went to work as a teacher for four years. In the classroom grit saved me yet again. Even now, the grit I developed in I.B. helps me every day as I write blog posts, workbooks, and travel itineraries for a living. Final Thoughts By telling you my story, I’m trying to convey the idea that what you get out of I.B. isn’t tangible. The best way I can describe it is the feeling that there isn’t a set of problems you cant solve. No matter the curve balls life throws at you, you got this. That mindset is nothing short of priceless. It is my sincere hope that by reading this article you’ve gained a little insight into I.B. Diploma Programme, the work involved, and the long-term benefits. If you are a Pre-I.B. student about to start I.B., there is a lot of work in your future. That’s just the way it is. But how you approach the work, your mental mindset, is real determining factor in whether or not you earn the I.B. Diploma. In fact, it all boils down to a simple question: Do you feel up for it? It’s been a pleasure sharing my story with everyone. Till next time, Magooshers.

Douglas SBD Dauntless Divebomber in World War II

The Douglas SBD Dauntless was the mainstay of the US Navys dive bomber fleet for much of World War II (1939-1945). Produced between 1940 and 1944, the aircraft was adored by its flight crews which praised its ruggedness, dive performance, maneuverability, and heavy armament. Flown from both carriers and land bases, the Slow but Deadly Dauntless played key roles at the decisive Battle of Midway and during the campaign to capture Guadalcanal. Also an excellent scout aircraft, the Dauntless remained in frontline use until 1944 when most US Navy squadrons began transitioning to the more powerful, but less popular Curtiss SB2C Helldiver.      Design Development: Following the US Navys introduction of the Northrop BT-1 dive bomber in 1938, designers at Douglas began working on an improved version of the aircraft. Using the BT-1 as a template, the Douglas team, led by designer Ed Heinemann, produced a prototype which was dubbed the XBT-2. Centered on the 1,000 hp Wright Cyclone engine, the new aircraft featured a 2,250 lb. bomb load and a speed of 255 mph. Two forward firing .30 cal. machine guns and one rear-facing .30 cal. were provided for defense.   Featuring all metal construction (except for fabric covered control surfaces), the XBT-2 utilized a low-wing cantilever configuration and included  hydraulically actuated, perforated split dive-brakes. Another change from the BT-1 saw the landing gear shift from retracting backwards to closing laterally into recessed wheel wells in the wing. Re-designated the SBD (Scout Bomber Douglas) following Douglas purchase of Northrop, the Dauntless was selected by the US Navy and Marine Corps to replace their existing dive bomber fleets. Production and Variants: In April 1939, the first orders were placed with the USMC opting for the SBD-1 and the Navy selecting the SBD-2. While similar, the SBD-2 possessed a greater fuel capacity and a slightly different armament. The first generation of Dauntlesses reached operational units in late 1940 and early 1941. As the sea services were transitioning to the SBD, the US Army placed an order for the aircraft in 1941, designating it the A-24 Banshee. In March 1941, the Navy took possession of the improved SBD-3 which featured self-sealing fuel tanks, enhanced armor protection, and an expanded array of weapons including an upgrade to two forward-firing .50 cal. machine guns in the cowling and twin .30 cal. machine guns on a flexible mount for the rear gunner. The SBD-3 also saw a switch to the more powerful Wright R-1820-52 engine. Subsequent variants included the SBD-4, with an enhanced 24-volt electrical system, and the definitive SBD-5. The most produced of all SBD types, the SBD-5 was powered by a 1,200 hp R-1820-60 engine and had a larger ammunition capacity than its predecessors. Over 2,900 SBD-5s were built, mostly at Douglas Tulsa, OK plant. A SBD-6 was designed, but it was not produced in large numbers (450 total) as Dauntless production was ended in 1944, in favor of the new Curtiss SB2C Helldiver. A total of 5,936 SBDs were built during its production run. Specifications (SBD-5) General Length: 33 ft. 1 in.Wingspan: 41 ft. 6 in.Height: 13 ft. 7 in.Wing Area: 325 sq. ft.Empty Weight: 6,404 lbs.Loaded Weight: 10,676 lbs.Crew: 2 Performance Power Plant: 1 Ãâ€" Wright R-1820-60 radial engine, 1,200 hpRange: 773 milesMax Speed: 255 mphCeiling: 25,530 ft. Armament Guns: 2 x .50 cal. machine guns (mounted in cowling), 1 x (later 2 x) flexible-mounted .30 cal. machine gun(s) in rearBombs/Rockets: 2,250 lbs. of bombs Operational History The backbone of the US Navys dive bomber fleet at the outbreak of World War II, the SBD Dauntless saw immediate action around the Pacific. Flying from American carriers, SBDs aided in sinking the Japanese carrier Shoho at the Battle of the Coral Sea (May 4-8, 1942). A month later, the Dauntless proved vital in turning the tide of the war at the Battle of Midway (June 4-7, 1942). Launching from the carriers USS Yorktown (CV-5), USS Enterprise (CV-6), and USS Hornet (CV-8), SBDs successfully attacked and sank four Japanese carriers. The aircraft next saw service during the battles for Guadalcanal. Flying from carriers and Guadalcanals Henderson Field, SBDs provided support for the Marines on the island as well as flew strike missions against the Imperial Japanese Navy.  Though slow by the standards of the day, the SBD proved a rugged aircraft and was beloved by its pilots. Due to its relatively heavy armament for a dive bomber (2 forward .50 cal. machine guns, 1-2 flex-mounted, rear-facing .30 cal. machine guns) the SBD proved surprisingly effective in dealing with Japanese fighters such as the A6M Zero. Some authors have even argued that the SBD finished the conflict with a plus score against enemy aircraft. The Dauntless last major action came in June 1944, at the Battle of Philippine Sea (June 19-20, 1944). Following the battle, most SBD squadrons were transitioned to the new SB2C Helldiver, though several US Marine Corps units continued to fly the Dauntless for the remainder of the war. Many SBD flight crews made the transition to the new SB2C Helldiver with great reluctance. Though bigger and faster than the SBD, the Helldiver was plagued by production and electrical problems that made it unpopular with its crews. Many reflected that they wanted to continue flying the Slow but Deadly Dauntless rather than the new Son of a Bitch 2nd Class Helldiver. The SBD was fully retired at the end of the war. A-24 Banshee in Army Service While the aircraft proved highly effective for the US Navy, it was less so for the US Army Air Forces. Though it saw combat over Bali, Java, and New Guinea during the early days of the war, it was not well received and squadrons suffered heavy casualties. Relegated to non-combat missions, the aircraft did not see action again until an improved version, the A-24B, entered service later in the war. The USAAFs complaints about the aircraft tended to cite its short range (by their standards) and slow speed.

William Shakespeare s Queen Elizabeth - 1598 Words

Outline Shakespeare, Queen Elizabeth, Christianity, tea, all those things are closely related to Scotland and England. However, like all the other things in the world, England and Scotland are not perfect nor ideal. They also have their own dark and bloody history, and one of the most important part of that history is the origin of witch-hunt, or in other words, the execution of witches. Witchcraft was treated as the craft of wise at the very beginning. However, as the following behind witchcraft grew stronger, the conflict between the Christian religious and witchcraft finally lead to the bloody witch-hunt; but witch-hunt is not as simple as a conflict between two beliefs, in fact, the cause behind witch-hunt is the characteristic inside us. Witch-hunt represents not only the fear of witchcraft itself, but also the fear of the unknown and the unstability. Paragraph one: Most people lived in medieval Europe blamed death, accident and other unfortunate things on the witchcraft. 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International Marketing Made Group

Question: Discuss about theInternational Marketingfor Made Group. Answer: Company and Product Analysis: Made Group is vertically integrated and independent Australian beverage company. It was founded in 2005 by former Brighton Grammar mates Matthew Dennis, Luke Marget, and Brad Wilson. Made groups head office is located in Melbourne, Australia (Made, 2016). Moreover, its product range includes sports drinks, iced teas, juice smoothies milk, flavoured water juices, and flavoured milk beverages. The objective of company is to make innovative products that are good for health. Another objective of Made group is to reduce its negative impact on environment in order to achieve sustainable competitive advantage. Its aim is to achieve highest quality and safety standards in its operations and the products it provides to its end consumers. Instead of focusing on the broad category of consumers, the company believes in blue ocean strategy. It identifies niche categories for food and beverages that are not available in market and develops it into mainstream business category (Mitchell, 2016). An example of it can be seen in the recent products launched by the company like fruit flavoured range of coconut water. Further, it tries to achieve its corporate objectives by creating unique processes and techniques in developing beverages that allow it to charge premium pricing for its products. These strategies used by MADE allow it gain market share by creating and addressing the needs of niche market segments. MADE Group has made various improvements and achievements in the last three years. The investment of more than $20 million is made by company towards ultra-clean processing technology that is effective in extending the shelf life of milk and cold pressed juices from around 30 days to 100 days. This helps company to gain large market share that in turn leads to increase in its competitiveness in the market place. In addition to this, the revenues of MADE have grown 50% a year for the past three years to $65 million. Along with, MADE has generate a retail sales of $120 million with the help of its four brands including Cocobella, Rokeby farms, Nutrient water and Impressed. Moreover, it is considered as one of the biggest strength of company that is has on-site storage and logistics located at point of manufacturing that helps to reduce freight cost of company (Made, 2016). The product of Made group that is considered is fresh long life milk. It contains extended fresh shelf life capability which is unique among companys competitors. In addition to this, it also contains effective nutritional benefits; taste and great mouth-feel which makes it stand out better than its competitors. It also helps to meet out the needs of customers successfully. However, through diverging from its niche market category, the company is trying to consider broader market segment. It is because long life milk can be preferred and used by each and every consumer from childrens to young adults, working womens and old age group persons. MADE Group is engaged in international marketing and it is operating in Singapore, Hong Kong and Taiwan. In addition to this, the entry strategy of MADE includes making of effective partnership with export partners and international retailers and distributors. The countries include Malaysia, Hong Kong, China, Singapore, Indonesia, Taiwan, Middle East and Philippines (Herald Sun, 2016). For the expansion of business into overseas, there is requirement of adequate funds, effective and experienced human resources, tools and equipments. Successful global expansion can effectively help company to extend sales potential of existing products. This will effectively help company to gain global market share. Analysis of Japan Country: Macro Environment: Macro environment is a circumstance that exists in an economy with uncontrolled and external factors (Laasch and Conaway, 2014). The factors included in macro environment are discussed as below: Political factors: The political factors include different areas such as labour law, environmental law, tax policy, tariffs, trade restriction, political stability, safety, and corruption that affect an economy. In this country, the political environment is stable which provides support to its economy (GAN, 2016). Moreover, the political environment of Japan is least corrupted in the world. The organizations in the country face very low risk of the corruption and feel safety by stable environment in the country. Foreign relations/trade: Japan is greatly influenced by trade, investment, and international economic issues (Patrick, 2010). In Japan mostly goods are not required any importing license or trade barriers to trade in the country. But the government prohibits importing some items such as firearms, narcotics, pornography, explosives, and products that are volatile to intellectual property laws. For the regional economic treaties Japan follows free trade agreement. Social and cultural environment: The people of Japan historically controlled by the nature and formed in groups with minimum functioning of social units. In Japan, different religious people live but particularly everyone speak Japanese language. The lifestyle and culture of the Japanese people is very high because the economy of the country is stable and developed. Economic factors: The economy of Japan is much strong and stable because the export of this country is strongly depended. The GDP value of Japan in world economy is 7.42 percent. The GDP per capita of this country is very high which presents that the purchasing power of this countrys people is also high with great prosperity. Japan is highly industrialized and developed country therefore the agricultural environment is suitable for the farming of the pack milk products. Technological factors: Japan is probably known as advance technological country. It is an important factor that affects to the Japans economy. The technology plays an important role in development of its infrastructure and industrialization. The development and manufacturing level of the country is very which is affected by the technology. Mainly the technology of this country belongs to the implementations of telecom and electrical equipments. Similarities and differences between the companys origin country (Australia) and Japan: In terms of macro environmental factors both countrys GDP is based upon service sector and are same in composition by industry sector but the agricultural sector of Australia is 3% in GDP and 1.4% of Japan. So, the macro environment of Australia has more opportunities in compare of Japan. Micro Environment: Micro environment refers to those factors that have impact on a business activities and objectives. In business corporate strategy it is essential to analyze micro environment of the country. Traditionally, the dairy products are not a large part of Japanese diet, but in recent years the market of these products has increased and gain popularity in the country. The market size of Japan is EUR 1252 million which is increased 41.6 percent in 2015. There are clear and distinct segments within the market of milk products. In relation of product life cycle, the market of beverage industry in Japan at growth phase. Moreover, the sources of foreign supply are sipping and air freight in Japan. But the major forms of marketing channels in Japan for this product are road and rail transportation that are relatively used for the transportation. Additionally, there is high competition in beverage sector but the company is capable to compete in the market. Analysis of Thailand Country: Macro Environment: The economy of Thailand is upper class economy in the world. The competitive analysis of Thailand is conducted through its political, economic, social, technological, legal, and environmental conditions that are discussed as below: Political factors: Politically the country is instable and deals with a cycle of anti- government remonstrations. The political instability proves major threats to the company and other investments. But the large and expand market attracts to multinational companies, allows domestic producers to attain economic scale, encourages local investors, and permits to agglomerations that creates competitive advantages in the economy (lucintel, 2012). Foreign relation/Trade: The foreign relations of Thailand are remarkably adaptive that manage its foreign issues flexibly and relatively creative by interference of most important foreign powers. The country Thailand almost aligned with its dominant power in region due to its efforts of security, preserve national sovereignty, and increase trade. Social and cultural factors: The big part of Thailand culture is connected to Buddhism religion. The people of the country do not on system nut they are encouraged to think themselves. The society of the country follows tradition beliefs. Although, there are used many language but mostly the Thai family language is mostly spoken language in Thailand. Economic factors: The economic analysis presents that the manufacturing sector is an important contributor for the companys growth. The economy of Thailand depends on exports, which is 60 percent of GDP. It is the second largest economy in South Asia. The GDP per capita of Thailand is 5774 US dollar which is equivalent to 46 % worlds average (Trading Economics, 2016). Technological factors: Countrys technology and productivity is limited because Thailand is facing shortage of skilled workers. In tertiary education its ratio is only 45 percent which is low and needs to improve in order to skilled workforce. Therefore the level of developing technology and infrastructure of the country is low. Agricultural factors: Agricultural sector is an essential source in Thailand to reduce the poverty and contributes in economic growth (Singhapreecha, 2014). Therefore, the environment of Thailand is favorable for the company. Micro Environment: The political environment of Thailand is unstable but the beverage market is attractive and competitive. The milk cooperatives of Thailand are varying in size and growing continuously with more opportunities for beverage companies. The milk cooperative encourages to farmers by procuring milk from farmers. In relation of product life cycle the market of Thailand at growing phase that provides the opportunities to beverage companies (Valencia, 2013). The dairy industry in the country is highly competitive as other Asian countries. Mostly, the dairy farms are small in size which is supported by dairy cooperatives. In other words small dairy farms are competitors in Thailand. In these competitors, the position of the company low but the future of the company in Thailand is bright because the products of the company comparatively superior with better services. References: GAN (2016) Japan Corruption Report. [Online]. Available at: https://www.business-anti-corruption.com/country-profiles/japan (Accessed: 10 October 2016). Lucintel (2012) PESTLE Analysis of Thailand 2012. [Online]. Available at: https://www.lucintel.com/pestle_of_thailand_2012.aspx (Accessed: 10 October 2016). Trading Economics (2016) Thailand GDP per capita. [Online]. Available at: https://www.tradingeconomics.com/thailand/gdp-per-capita (Accessed: 10 October 2016). Singhapreecha, C. (2014) Economy and Agriculture in Thailand. [Online]. Available at: https://ap.fftc.agnet.org/ap_db.php?id=246print=1 (Accessed: 10 October 2016). Valencia, C. (2013) The power of cooperatives in the Thai dairy industry. [Online]. Available at: https://www.philstar.com/agriculture/2013/07/07/962397/power-cooperatives-thai-dairy-industry (Accessed: 10 October 2016). Patrick, H. (2010) Japans foreign economic relations. [Online]. Available at: https://www.eastasiaforum.org/2010/10/31/japans-foreign-economic-relations/ (Accessed: 10 October 2016). Laasch, O. and Conaway, R. (2014) Principles of Responsible Management: Global Sustainability, Responsibility, and Ethics. USA: Cengage Learning. Mitchell, S. (2016) Nutrient Water and Cocobella maker MADE to ship bottled milk to Asia, The Sydney Morning Herald. [Online]. Available at: https://www.smh.com.au/business/nutrient-water-and-cocobella-maker-made-to-ship-bottled-milk-to-asia-20160509-gopu72.html (Accessed: 10th October 2016). Made (2016) Made Impact. [Online]. Available at: https://madegroup.com/made-for-you/made-impact/ (Accessed: 10th October 2016). Herald Sun (2016) Melbourne beverage company made signs $2 million fresh milk export deals with Malaysia. [Online]. Available at: https://www.heraldsun.com.au/business/melbourne-beverage-company-made-signs-2-million-fresh-milk-export-deal-with-malaysia/news-story/ba63579949eba38d2cbb127926d9e5a5 (Accessed: 10th O Kim, W. and Mauborgne, R. (2013) Blue Ocean Strategy: How To Create Uncontested Market Space And Make The Competiti ctober 2016). on Irrelevant. US: Harvard Business Review Press. Made (2016) About Made. [Online] Available at: https://madegroup.com/about-made/ (Accessed: 10th October 2016).

The Little Girl and the Wolf Essay Example

The Little Girl and the Wolf Essay James Thurbers story, The Little Girl and the Wolf starts off with, One afternoon a big wolf waited in a dark forest for a little girl to come along carrying a basket of food to her grandmother. (Elements of Literature, p.203) This first sentence tells us quite clearly that neither the situation nor the little girl are very safe; in other words, something terrible is waiting to happen.The little girl comes along and runs into the wolf, who asks her for directions to her grandmothers house. After receiving the directions the wolf takes off. Although its not mentioned in the story, the reader automatically knows that the wolf is headed for the grandmothers house, and that even more danger awaits the little girl.The little girl reaches her grandmothers house sometime later and walks in. She notices someone in the bed and quite calmy and humorously (or possibly even sarcastically) comes to the conclusion that the person in the bed is not her grandmother. Without any emotion or expression she pulls a gun out of her basket and kills the wolf.The story ends with the moral: It is not so easy to fool little girls nowadays as it used to be. (Elements of Literature, p. 203) This may be true enough to justify the unusual change of events in the story.At the beginning of James Thurburs other story, The Princess and the Tin Box, the princesss beauty and wealth are described in detail, giving the reader a picture of the life that she has in the palace. Her beautiful features are compared to a cornflower, hyacinth and a swan. Her toys were all made of gold or platinum or diamonds or emeralds. (Elements of Literature, p. 204) She was pampered with the best of gifts and pleasures at all times.On the princesss 18th birthday, her father sent a message to five neighboring kings telling them he would give his daughters hand in marriage to the prince that brought her the gift she liked most.The first prince brought her an enormous golden apple; the second arrived with a nightingale o f a thousand diamonds; the third presented her with a jewel box made of platinum and sapphire, and the fourth gave her a heart made of rubies and pierced by an emerald arrow. The fifth prince was handsome but quite poor and had nothing of great value to give the princess. He brought her a small tin box filled with ordinary rocks. The other princes laughed at him, but the princess was quite delighted at the sight of something that she was never allowed to see or play with before.The gifts were set on a long table, and the princess chose the gift she liked best the jewel box given to her by the third prince. Her explanation for her choice was that since she was to get married, she would be meeting many admirers who would bring her many gifts; therefore she needed the jewel box to keep all these gifts in. She married the third prince that same day and had a lovely wedding.Evidently the princess had been raised exactly as her father had wanted, with no taste for ordinary things (althou gh she did seem interested in them earlier). If this story were like every other fairy tale, the princess would have married the fifth prince and lived happily ever after. Thurber, however, has a way of turning sweet fairy tales into writings with hints of sarcasm in them. The ending of this story was no surprise after reading Thurbers first story. In modern days, no girl in her right mind would choose the fifth prince, no matter what. Thurber has shown this characteristic in an old-fashioned setting, making it seem ironic and unusual whereas it wouldnt be at all unusual to people nowadays.