Impact of World War I on Gender and Social Relations free essay sample

Impact of World War I on Gender and Social Relations in Europe BY elektra0915 How did World War I change gender and social relations In Europe? The consequence of the first world war not only Impact on the soldiers In the military, but also greatly changed the societies of the European countries. As a result, the victor countries from this total war preserved their governmental system and social order, and also become stronger; while the defeated nations suffer a lot from the war especially by the treaties signed after the war. The war has ultimately changed the traditional way of living and also the idea of gender. Mainly because of nationalism, Join the army was considered as a heroic thing to do for men. The governments propagandas are everywhere to make people believe that its proud to Join the army. One of the photography from Britain shows a boy plays soldiers toy sitting on the ground, and a girl asks her daddy about war story from the book. We will write a custom essay sample on Impact of World War I on Gender and Social Relations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Influence of the propagandas Is great. Almost everyone Is proud of Join the military. While the men go to war, most works are left to the women at home. Traditionally, women were not allowed to be educated and work In the public. Women were mainly depend their lives on men. However, because of the war, massive weapons, supplies, and foods were required. Thus, women were encouraged to work in the factories and back up for the men in the front line. When women work in the factories, they get paid and they dont have to depend on men to sustain their living. When women become more and more independent, they start asking for their own right. Women start to attend public schools to get educated. The first women college opened in Cambridge College. When women learn knowledge, they start thinking of Enlightenment about equality. They ask for voting right and begin the uffrage movement throughout the Europe. The first voting right for women was finally granted In Finland. Not only gender changed In Europe, but also many revolutions take place In many European countries such as Russian, French and Britain. In France and Britain, the war brings a return to traditional forms self-conception. In Russia, the war led to a complete revolution in political and social relations; the tsar fell because of the difficulties brought on by the war. Germany and Austria-Hungary saw their monarchies come to an end. Because of the war, most countries experienced a hardship economic downturn. In Russia, food shortage, declining in purchasing power, and less availability of goods finally lead to the rebellions. One major change is the abolish of serfdom. In Germany, the country signed an agreement of paying huge amount of money to the victor country. What the government do is to print a lot of money, thus lead to sever inflations in Germany. The war has both bad and good impacts on the societies of European countries. People died In the war and also died because of starvation after the war. The economy was depressed In some countries. However, the progress was also huge In ost countries especially in the women movement.

My Last Duchess Cel Essay Example

My Last Duchess Cel Essay Example My Last Duchess Cel Essay My Last Duchess Cel Essay Essay Topic: The Coquette The Heart Goes Last The text I have selected to discourse is My Last Duchess’ by Robert Browning. which was written in 1842. My Last Duchess is a dramatic soliloquy of one side of a conversation between a Duke and a Count’s courier who are negociating a matrimony to the Count’s girl. The Duke’s address about his Last Duchess’ reveals possibly more than he foremost intended to. The Duke shows the Count’s envoy a picture of his Last Duchess. ’ he talks lovingly of the picture and goes on to depict the Duchess. He describes her as beautiful. easy pleased and coquettish. The scene of this verse form is the sixteenth century. where adult females were considered mere ownerships. objects. kid carriers. –not people– and taught to obey orders without contradiction. which could be punishable by decease. In this essay I intend to discourse what I consider to be the poem’s intent and significance. In My Last Duchess the Duke appears to be a really proud. covetous. and good educated adult male. He complains that the Duchess treats his gift to her of a 900 twelvemonth old name as if it were of the same value as the bough of cherries and the white mule given to her by some officious’ sap. He is genitive and commanding. and it is his covetous nature that causes the duchess’s decease. It would non be just to state that the Duke ordered for the Duchess to be disposed of. merely because she flirted with other work forces. he gave her warning and she disobeyed him. In the sixteenth century this would hold been considered a great abuse. Womans were treated as slaves. and if they disobeyed their hubbies or male members of their household so they would be known as an embarrassment to their household and their hubbies. who would hold nil more to make with them. The duchess insults the duke. who is already covetous of her relationships’ with other work forces. who has given her warning. and who she has insulted and go an embarrassment to. the Duke feels he has no other pick but to dispose of her. The Duke chooses his words really carefully when discoursing the decease of the duchess with the minister plenipotentiary. dropping merely little intimations. but giving adequate grounds to take us to believe that did so get rid of her’ . Her decease would hold been quiet and discreet ; which I believe would hold been the Duke’s manner. no dither and no incommodiousness for the duke. Due to the rubric of the verse form. and how the duke describes the duchess as simply his last’ . doing it appear as though there has been many duchesses before her. She was his trophy married woman. and he prided himself on holding a beautiful. immature married woman. but was unable to command his green-eyed monster over those who besides appreciated her beauty. I think the duke has married many times to procure land. money and more significantly. power. The Duke craved power. money and wanted the perfect married woman. who was beautiful and followed his every bid. The Duke is covetous of the manner the Duchess treats other people. non because he loves her and wants all her love for himself. but because he wants her to admit his power over her. The Last Duchess’ was a immature miss when she married the Duke. she could hold been around 13 or 14 old ages old. At this age. although she is old plenty to cognize right from incorrect. and will non be every bit immature as a 10 or twelve twelvemonth old. it is dubious that she is old plenty to get by with so much duty. to be married to the duke for the remainder of her life and to avoid going an embarrassment to her household. To the reader. she may look as if she is simply smiling at other work forces. thanking them for their gifts and crimsoning at regards. Though. to the duke she is smiling at other work forces. the same manner she smiles at him. this causes him to worry that she is being unfaithful. She besides rates his gift of a nine-hundred-year old name the same as any other old gift. non genuinely understanding the value and importance that he believes his name to be. She blooms and smilings. when paid regards. naming that spot of joy into her cheek. of which the Duke is so genitive over. He besides comments that She had a heart- how shall I state? - too shortly made glad. excessively easy impressed ; she liked whate’er she looked on. and her expressions went everyplace. By stating this. he is connoting that she was excessively easy impressed. she liked anyone she seen. and she looked at everyone. The duchess. is immature and immature. she has been warned by the duke she must halt flirtation with other work forces. or face the effects. She sees the Duke’s weak topographic point. his green-eyed monster over her. and returns to tease him. possibly smiling at work forces when she knew she was being watched. this finally. is the cause of her death- her inability to halt smile. He says. Oh sir. she smiled. no uncertainty whene’er I passed her ; but who passed without much the same smiling? This grew ; I gave bids ; so all smilings stopped together. There she stands as if alive. The duchess still smiles at the duke. but besides at anyone else who passes. this annoys the Duke. who. when she disobeys him has decided that he can non take it any more. It all of a sudden dawns on the reader that the Duke has non stopped her from simply smiling. he has stopped her from take a breathing. it is a chilling disclosure. He has ordered her to be disposed of. and so he all of a sudden changes the subject back to the picture. about as if he can’t be bothered to discourse the affair any farther. I think the Duke and Duchess may hold had feelings for each other. and instead than appreciate the feelings of the Duke. she decides to ache them. to badger him. to do him covetous. demoing her immatureness and her naivete of disregarding his warnings. In the opening scene of the verse form. the Duke describes the picture. That’s my last Duchess painted on the wall. Looking as if she were alive. I call that piece a admiration. now. This could easy be mistaken for fancy of the duchess. but he is truly congratulating the picture. He casually tells us that it is his Last Duchess’ on the wall. non trouble oneselfing to call her. as if she were his ownership and refers to her as my. ’ He comments on the painter’s accomplishment and ability to paint her. doing her expression as if she were a existent individual in forepart of them. When the duchess was being painted by Fra pandolf’ . the painter pays her a compliment. which calls a spot of joy to her cheek. which the Duke feels should be reserved merely for himself. He is careful non to uncover his feelings towards the Duchess. although he does unwittingly through his green-eyed monster. He did care for the Duchess. possibly he did non love her. or possibly he thought of her as a ownership and was selfish. declining to portion her smiling with anyone else. but he did hold feelings for her. These feelings grew. and so did his green-eyed monster. the consequence of which unhappily ended in the Duchesses decease. The duke was. at first. lenient with the Duchess. leting her to chat up with other work forces. and when it becomes excessively much for him. warning her. and when she does non take attentiveness of his warning and he worries that his repute will be tarnished he has to move. and act he does. with the Duchess’s decease. Although. at the terminal of the verse form. he asks the minister plenipotentiary to lift. to run into the company that is waiting downstairs. they discuss the dowery which the Duke will have when he marries the Count’s girl. The count so moves on to discourse the statue of a walrus. which he describes the same as he did the picture . doing it look that he did so hold no particular feelings towards the Duchess. and he values the walrus. the same as the duchess. I believe that this verse form is set in the sixteenth century. in the Renaissance period. where the Italian nobility ruled Italy. the hapless had no say and the aristocracy at the clip treated adult females like slaves. In this period of clip. it was unacceptable for a adult female to demo her legs. excessively much of her weaponries. to be caught entirely with other work forces. whether they were guiltless or non. or to be unloyal to those who had taken attention of her. The verse form is set in the duke’s palatial’ house. there could be so be a party downstairs. perchance to compliment the Duke and the Count’s girls future nuptials. There will be many of import people invited. such as the Count. his girl and his tribunal every bit good as many other of import people of the clip. The minister plenipotentiary. after discoursing the dowery with the Duke. will return to the party. to speak to the Count and it will be decided the size of the dowery. and whether the nuptials will go on. This is an of import party for the Duke and he will desire to demo that he has wealths. wealth. power and influence to the Count. so that he will be acute for his girl to get married the Duke. The Duke’s house is large. and filled with art. he seems the type of individual to hold retainers who will be taking attention of the party downstairs. The chief subjects of this verse form are wealths. wealth. power. green-eyed monster and the male dominated society of the sixteenth century. Though there is no subject of love in this verse form. this is non grounds that the Duke did non love the Duchess. he may hold loved the duchess so much. that he could non bear to see the Duchess coquette with other people. The wealths. wealth and power are conveyed through the blue scene of this verse form. the people involved. such as the duke. the count. the duchess. the people who they consider to be below them. such as the minister plenipotentiary. the officious fool’ who gave the duchess a bough of cherries and a white mule that could non perchance compare with the duke’s 900 twelvemonth old name. There is a running subject of green-eyed monster throughout this verse form. and besides a sense of paranoia. the Duke sees the Duchess smiling at other work forces and the thought signifiers in his head that she is traveling to go forth him for anyone she smiles at. Therefore. in decision I have tried to demo what I consider to be the poem’s intent and significance. I have tried to demo how the duke was genitive over the duchess. how she tormented and teased him. how he eventually could non take any more. and she was disposed of. How he did hold feelings for her. but valued her every bit much as a statue of a walrus made out of bronze. How he discusses his Last Duchess’ and his hereafter duchess as if they were points. used for fiscal addition. The duke’s green-eyed monster is a running subject throughout the verse form. and he is unable to command it. or the duchess and he did non desire to lose face to the remainder of the nobility. The Renaissance was a clip when the violent death of adult females for the simplest of things was considered politically right. I have besides tried to demo that I consider this poem’s intent and significance to be about the Duke’s green-eyed monster and low ego regard to do him c onceive of that the Duchess is traveling to go forth for him for anyone and everyone.

Critically evaluate the consequences of the consumers increased Essay

Critically evaluate the consequences of the consumers increased expectation that news should be free for content producers, advertisers and consumers - Essay Example Appurtenant to the digital revolution has been the radicalisation of communication modes, with the inception of chat rooms, email, instant messaging and blogs. In turn these novel communication modes have reshaped social interaction in the contemporary social framework within the continuous movement towards global homogenous cultural paradigms and international business networks (Volmer & Precourt, 2008). Indeed, Volmer and Precourt (2008) refer to the comments of a 2007 interview with Nike vice president Trevor Edwards, who commented that â€Å"gone are the days of one shoe, one advertising campaign, Now you’ve got to engage consumers on every level† (In Vomer & Precourt, 2008, p.2). A prime example of one of these levels is the immediacy of the social network Twitter, which enables instantaneous connectivity with consumers. As such, Comm et al highlight that â€Å"businesses can harness the immediacy of Twitter to innovate and build relationships like never before† (2009, p.xiv). However, whilst the social networking phenomenon clearly enables businesses a much wider level of access to potential customers; the increase in networking and peer to peer information dissemination has led to an increased expectation that news and content should be free (Shimp, 2008; Gupta, 2009). Furthermore, the increase in consumer control has led to consumers wanting more information before purchasing and the availability of free information has led to an expectation of free content (Volmer & Precourt, 2008). Accordingly, the increased consumer control and expectation of certain content being free clearly impacts the traditional method of advertising and marketing as a result of changes in consumer expectation. For example, business leader and Squidoo creator Seth Godin refers to the fact that consumers are more likely to be

How did nuclear weapons affect the dynamics of the Cold War Essay - 1

How did nuclear weapons affect the dynamics of the Cold War - Essay Example During this period, Cold War revolutionized global approaches to war. Military growth and development became the subject of the day, especially in both Eastern and Western blocs. High tension also became evident as United States and the Soviet Union embarked on a bid to arm themselves with nuclear weapons. A significant rise in the production of nuclear weapons was anticipated following the end of World War II. Both Eastern and Western blocs feared the emergence of yet another world war as time went by. This fear accelerated arming in both United States and the Soviet Union. These two countries had taken their respective positions as global superpowers, an aspect that fuelled the emergence of Cold War. Over the years, the two countries would accumulate weapons of mass destruction without necessarily engaging in physical war-like attacks. Cold War was a significant factor in shaping war trends across the globe. The Soviet Union consolidated the Eastern bloc while the United States of America did the same on the Western bloc. During this time, no fighting of significant scale was reported. In other words, the war was literally cold even though it lasted for decades. Based on these observations, the Cold War exhibited critical dynamics, most of which were subject to the influence of nuclear weapons. Weapons of mass destruction undoubtedly come with consequences that do not only affect the attacked party, but also the attacker. Atomic energy that is out of control carries devastating and catastrophic implications. With two nuclear-armed nations in a standoff, it was evident that the victims would comprise of more than just the warring parties would. In fact, memories of World War II reveal just how destructive atomic bombs and nuclear weapons are. In the context of war, a repeat of the Hiroshima and Nagasaki attack was an experience that warring nations would rather avoid (Miller,

Williams Syndrome A Genetic Disorder Psychology Essay

Williams Syndrome A Genetic Disorder Psychology Essay Williams Syndrome is a genetic disorder that is caused by a deletion of genes on chromosome seven. It is a rare disorder, occurring in about every 1 in 20,000 births and affects males and females equally. Small upturned nose, wide mouth, full lips, small wide-spaced teeth, a relatively low IQ, cardiovascular disease and an irregular cognitive profile are some classifications of Williams Syndrome. (Laing, Butterworth, Ansari, Gsodl, Longhi, Panagiotaki, et al., 2002). Many of the physical features of Williams Syndrome are due to the deletion of the gene elastin on chromosome seven. There are some aspects of language that appear to be intact for those with Williams Syndrome including social interaction, however, spatial language, number, planning and problem solving appear to be impaired in most individuals (Laing et al., 2002). Not all features of language are affected in children and adults with Williams Syndrome. Williams Syndrome has a characteristic language delay and there is evidence to suggest that language development follows an alternate pathway than what is seen in language development of a typical child (Laing et al., 2002). Laing et al. performed three experiments in order to assess joint attention, pointing and precision grips. The same children were used over the course of all three experiments and mental age of typically developing children was calculated to match those in the Williams Syndrome group. In the first experiment it was found that the children with Williams Syndrome performed atypically on tasks set to deduce the level of joint attention these children were providing. The second experiment administered was used to establish credibility findings of the first experiment. The researchers are observing if the children with Williams Syndrome can establish reference and therefore test t heir ability to point in response to specific stimuli. Laing et al. found that children with Williams Syndrome produced few pointing behaviors. The third experiment determined if the reason for the difference in pointing between the control group and the Williams Syndrome group was due to impaired motor skills. This was found to not be an issue as the children with Williams Syndrome and those in the control group were relatively similar in their motor skills. These issues in joint attention are thought to be part of the reason there is a language delay among children with Williams Syndrome as joint attention and pointing are both critical in language development (Laing et al., 2002). A study performed by Mervis and John (2008) was designed to tests strengths and weaknesses of children with Williams Syndrome with their vocabulary abilities. Mervis and John performed three experiments in order to determine the specific strengths and weaknesses in abilities of Williams Syndrome children in relation to vocabulary. The first experiment used the following standardized tests; the Kaufman Brief Intelligence Test (vocabulary and matrices) the Peabody Picture Vocabulary Test-third edition (concrete vocabulary, including object names, action words, and descriptors) and the Test of Relational Concepts (conceptual/relational language). The first experiment compared typically developing children against Williams Syndrome children in two assessments of vocabulary: concrete vocabulary and conceptual/relational vocabulary. Mervis and John found that the Williams Syndrome group performed better on concrete vocabulary than conceptual/relational vocabulary. Even though the scores fo r children on concrete vocabulary were high for children with Williams Syndrome, performance on these tests showed signs that even this area of language is not completely undamaged. The second experiment took the results of the first three standardized tests and included the Differential Ability Scales Pattern Construction subtest. Mervis and John examined the relation between conceptual/relational language comparative of visuospatial construction. The children with Williams syndrome performed better on tests related to conceptual/relational language as compared to scores on the visuospatial construction tasks. Mervis and John (2008) note that Williams Syndrome is distinguished by strengths and weaknesses within the vocabulary element of language. The third experiment used the formulated sentences subtest on the Clinical Evaluation of Language Fundamentals-fourth edition (CELF-4), in order to evaluate a variety of relational concepts. This experiment measured the knowledge of some m ore evolved relational concepts using the CELF-4. It was concluded that not all, but most children with Williams Syndrome have difficulty in simple relational words and it encompasses both relational terms meant to link two words or short phrase and also to relational terms meant to connect simple sentences into one complex sentence (Mervis and John, 2008). Mervis and John determined that children with Williams Syndrome do seem to have strength in vocabulary in general but rather concrete vocabulary. Laing and Jarrold (2007) sought to determine the spatial language skills of children with Williams Syndrome as compared to typically developing children. While noting that some aspects of language are usually intact for children with Williams Syndrome, spatial skills and non-verbal skills are usually the most impaired. In this experiment, the sample included 17 children with Williams Syndrome and 17 children that were classified as typically developing. There were several tests administered: Picture matching tasks, semantic picture matching, Spatial picture matching, grammatical knowledge task, perception task, naming task, and animal knowledge task. The test was given on a computer that displayed 4 pictures at the same time. There was a target sentence presented for each trial, which appeared on the screen and changed depending on the task. Results found that the Williams Syndrome group and the typically developing group performed with no significant differences on any measure excep t perception scores. There was also found to be a significant difference between the groups on the spatial picture-matching task. Due to the problems with understanding the semantics of spatial skills, it was hypothesized that this lends to problems in language processing in general (Laing Jarrold, 2007). For those with Williams Syndrome, there may be a great effort to form appropriate spatial mental models that may form the foundation for the production and comprehension of verbal descriptions of space (Laing Jarrold, 2007). Research performed by Laws and Bishop (2004) studied social communication, which is normally thought of as a relative strength for the Williams Syndrome population. Laws and Bishop performed a study on the different pragmatic facets of language. Groups of 19 children with Williams Syndrome, 24 with Downs Syndrome, 17 with specific language impairment and 32 typically developing children were studied. The Childrens Communication Checklist (CCC) was used in order to obtain data on social interaction for these four groups. On the checklist, there are two subscales that describe speech production: speech output and syntax. There are five subscales that describe the childs communication behaviors: inappropriate initiation, coherence, stereotyped conversation, use of conversational context conversational rapport. Two more subscales assess aspects of development: social relationships and interests. The raters were asked to respond to these items and rate them on a scale of four possibilitie s: does not apply, applies somewhat, definitely applies and unable to judge (Laws Bishop). When analyzed, experimenters found that individuals with Williams Syndrome had pragmatic impairments. The areas that were found to be the most impacted were the inappropriate initiation of conversation and the use of stereotyped conversation (Laws Bishop, 2004). The children do however have very strong expressive language skills and tend to be very social individuals (Laws Bishop, 2004). Since Williams Syndrome is a rare genetic disorder occurring in every 1 in 20,000 live births more information is needed regarding their communicative abilities. There is evidence to suggest that their language delay is due information traveling through a different pathway than with typically developing children. Spatial language is also a problem that with intervention can be improved along with conceptual and relational vocabulary. Pragmatic language is an issue, however the Williams Syndrome population tends to be overly friendly and very strong expressively. It was found that as these issues seem to dissipate in adulthood as well as the Williams Syndrome population, depending on the severity level, these children can live independently or with support.

Courage Mother and her Children critique Essay

â€Å"Mother Courage and Her Children† by Bertolt Brecht took place during the 30 Years’ War in Europe. The whole play revolved around the survival of a lower class family, trying to live through the harsh war with their canteen wagon business. Each scene in the play contained the factors of religious, honesty, war, loyalty, and family. The theme of â€Å"Mother Courage and Her Children† was maternity, due to the fact that Mother Courage’s sense of coldhearted business caused her become unable to protect her children, which led to their deaths, leaving her all alone in the end. Mother Courage was always doing business while each of her children died during the play. This shows that she was more interested in her business and money than her own children, and an example of this can be seen when her thirst for money had caused Swiss to die because she took too long to decide whether or not to trade her money in for her son’s life. Mother Courage was the protagonist in the play, while the war was the antagonist. The war caused Mother Courage to base her living on it. Due to the fact that they were living during a war, this caused Mother Courage to be so focused on making money, that she ended up neglecting her children. It also caused her to be unable to watch her daughter get married, since Kattrin could only get married when peace returned and the war ended. War is also the antagonist, due to the fact that is also caused Mother Courage to lose her sons as well. The play was a tragedy because in it, Mother Courage’s children all perished, and she was left all alone in the end. In the play, Bretch assigned each of Mother Courage’s children with a â€Å"tragic flaw† as a result of her failure to learn to choose family over business. The tragedies that Mother Courage’s children suffered throughout the play were Swiss, with honesty, Eilif, with arrogance, and Kattrin, with pity. Mother Courage had to go through suffering of the death of each of her children one by one and was unable to do anything about it. The set of the play was a major contribution to the play. The use of a proscenium stage was the best fit for this type of play since it allowed the audiences to focus on the center of the stage where Mother Courage’s wagon was. Mother Courage’s family always moved around. However, their wagon was still placed at nearly the same spot on the stage, which tells the audience that they were not moving anywhere because no matter where they moved to, they still faced the same struggles and hardships. Even though the setting mostly remained the same from scene to  scene, backgrounds changed from one scene to another, which allowed the audience to know that the scene was taking place in a different location. There was almost always the same lighting throughout the whole play. The only thing that changed about the lights was the brightness; the lights were brighter during the day and dimmer at night. There were some spotlights. However, it only appeared upon the actors who came before each scene, in order to tell the audience what will happen in the upcoming scene. The lighting of â€Å"Mother Courage Mother and Her Children,† was different from the other play that I went to. Usually lights would go off when changing from one scene to another, so that characters were able to get on and off stage, in order to prepare the set for the scene. However, in this play, the lights were still on during scene transitions. Bretch made pulling the wagon in and out of the stage as an exit and enter for each scene, which didn’t require the actors to quickly change settings for different scenes. The background sound of gunshots and bombs that were playing throughout the play allowed the audience to feel as if the war was actually taking place during the play. The gunshots sounded very loud, making the audience feel as if it was nearby. Without the sounds, the audience would not have been able to feel the mood of the war. Sounds of gunshots added more effects to the mood of war, giving the audience an the image of how deadly the war was. The play was a musical play, since there were many parts where Mother Courage and some singers in the background sang and played instruments. The entrance to the play was also a song that expressed the mood and feeling of the war. Mother courage sang in almost every scene, to express her feelings. She also sang in the last part of the play when Kattrin died. The costumes of the play reflected the life of the characters in the play. The costumes did not really tell the time period in which the play took place because the characters were just wearing normal types of rural clothes that had many layers, and were attached with many pieces of fabric. The characters in the play had the same outfit throughout the whole play, and this outfit not only showed their poverty, but also the condition of life during the war, due to the fact that they were unable to have clothes to change into. The many layers of clothes worn were everything that the characters owned, and this showed their struggles, due to the fact that they are unable to buy any new clothes. Overall, the play was easy to understand because it was in modern  English and there were no accent in the characters’ pronunciation, which allowed the audience to understand what the characters were saying. Mother Courage struggled throughout her life with her business and children, but ended up with nothing due to the war, in which she was favoring. The war had brought Mother Courage the business she needed, but took away her children one by one.

Comparative study between commencement addresses

By analyzing texture of speech and choice of content, we will observe that though the speakers are early Identical In age, choice of career and professional status; there Is disparity In the personae projected and ultimately the message delivered by them. The message in Jobs' speech (Stanford university News, 2005) was to encourage the students to not be afraid to do what they love, and he arrived at this point by lugubriously narrating three stories of adversity from his life.Gates' speech (Harvard gazette, 2007) In contrast was aimed to inspire the students to strive to reduce Inequity In the world, which he achieved by humorously recounting his exploits at Harvard and his thoughts on inequity. We notice here that despite similar situational influences, the two men try to present antithetic images of themselves by the tone of their speech and also by carefully filtering which aspects of their life they disclose (Leary, M. R. , & Allen, A. B. , 2011, p. 1199).The first major differe nce is the tone of the speech; Jobs opts for a very solemn approach with few humorous departures while Gates Is very liberal in his use of humor which In fact forms a very Integral part of the first half of his speech. The second difference Is the kind of content In the speeches; Gates shares his thoughts on inequity, the journey of his arrival at this epiphany and his thoughts on how the problem could be tackled while Jobs divulges very personal stories about his adoption, getting fired from Apple and being diagnosed with pancreatic cancer.Due to the fact that Jobs' speech contains more elements personal to himself, we see a very clear congruence of animator, author and principle and as a result his speech seems more authentic as compared to Gates' speech (Montgomery, 2001 , p. 00). We discern this from the sense of passion and honesty which permeates throughout Jobs' address, and the fact that he divulges stories of some of the lowest points in his life.This is a clear attempt to break free of the impression of himself as an ultra-successful businessman in the audience eyes, and instead replace that image with a more human one so that the audience can fully appreciate the struggles of his life and the truth about his success. As such we see that Gates seems more open to audience Interaction while Jobs seems to be In a ore pensive and distant mood which is apparent in both his vocalic and gestures.We can observe this distant mood of Jobs speech most clearly in his gestures, more specifically in his gaze and pause, because sentences are rarely uttered in a behavioral vacuum (Tim Wharton, 2009, p. 1). During Gates' speech we see that he is very responsive to audience reaction, in that he always and looks up at the audience to accommodate for their applause.By contrast Jobs does not take this approach, he feature of the speech ties into the previous two we have discussed, and contributes o the personae that they are trying to project; Jobs' being that of a solem n successful tech-enthusiast while Gates' is that of a humorous successful philanthropist. These personae that they have constructed over the course of the speech are not superficial to the speech, but in fact play an important role in fulfilling the respective purposes of their speeches. The main aim of any commencement address is to inspire the audience in some way, be it to bring about a change in their lives or a change in the oral.Both Jobs and Gates have achieved the objective of inspiring the audience, but we have seen that they went about it very differently. Since Gates' message is one of global proportions, he uses his fame and background as a philanthropist to convey his message and this is why the content of his message is structured around humor, but in contrast Jobs' message is personal to each individual and so we see that in his speech he tries to be more personal himself to elicit the kind of response he wants.