Hamlet’s Sanity Essay Example For Students

Marketing Plan for Catering System †Free Samples to Students

Question: Examine about the Marketing Plan for Catering System. Answer: Presentation: The reason for this paper is to hone my abilities and gifts which are required for my future profession as venture administrator. I will deal with the venture of advertising through the foundation of internet based life on the web based cooking framework. The important information for the venture ought to be assembled from different on the web and disconnected sources like investigation of web based life pages for investigating the crusade or advancement of the items, correspondence with the providing food arrangement of the region, material required for the accomplishment of the cooking program, and so on. The investigation of online website pages of commercial of the items posted on the web based life helps in realizing the subtleties required to be posted on the advancement promotion for the web-based social networking stage like Instagram and Facebook. The points of interest and the new highlights of the providing food framework ought to be featured for drawing in an ever increasing number of clients towards the internet cooking framework. The audit of negative remarks posted by the clients helps in the improvement of imaginative and new highlights to the association. Web based life stage like Facebook and Instagram ought to be looked for gathering and dissecting the necessary data for the entryway. The quantity of perspectives, likes, and remarks helps in estimating the prominence of the framework among the objective audience.Online promoting technique of food panda, Business plan introduction for online eatery, The six dollar providing food advertising plan, and Marketing plan for cooking framework are a portion of the articles which are alluded over the span of activity. References: Attias, M. (2012). The six dollar providing food advertising plan. Recovered https://www.restaurantcateringsoftware.com/blog/offer/89951/The-Six-Dollar-Catering-Marketing-Plan choudhary, R. (2011). Field-tested strategy introduction for online café. Recovered https://www.slideshare.net/niranjannahak/online-restron Kumar, R. (2016). Web based promoting methodology of food panda. Recovered https://www.slideshare.net/narnoli/web based advertising procedure of-food-panda Lorette, K. (2016). Promoting plan for providing food framework. Recovered https://smallbusiness.chron.com/promoting plan-providing food business-767.html

Make an Essay - How to Make an Essay

Make an Essay - How to Make an EssayIf you are a student and you are seeking tips on how to make an essay then this article is for you. I will be discussing a few different things that you can do to help you with your writing process.Before I get into the different tips I have for you, I want to make sure that I mentioned that not everyone is a good writer. Some people think that just because they like to write, they should be able to make an essay. While, yes it is true that you should learn how to write, you need to realize that writing is not just about writing.Learning how to write is the key to the best success in the writing field. Now, if you think that you are good at writing but you cannot write a sentence or paragraph without spelling mistakes, then there is something wrong with you. You will never become a great writer if you are careless with your writing. So please remember this if you think that you are not a good writer.When you want to know how to make an essay, you a lso want to make sure that you learn how to get it down to a science. This way you can use the words that are on the page to form your essay. A great writer will do their homework and find out what words will help them form their essay.Once you have learned how to form your essay, you need to find a good resource to help you with this. There are so many books and other resources that will help you on how to make an essay. There are online guides that you can download and use that will teach you exactly how to make an essay.Another thing you want to do is spend some time researching the other options on how to make an essay. There are many websites that will give you advice on how to make an essay and they will also give you tips on how to figure out how to make your essay the best it can be.These sites will have some great tips on how to make an essay and they will also tell you which resources to use to make your essay even better. So take advantage of these resources by using them to your advantage. There are many places online that will let you use their tips and resources.Remember, the key to learning how to make an essay is to know exactly what you are doing. Learn all you can about this important part of your education. Then use these tips to help you and make your essay the best it can be.

Graduation Speech High School - 1250 Words

Every year the percentage of high school graduates going to college after high school rises. But as the number of students increases, so does college tuition. In 2013-14 there was a 9% rise in CSU tuition with the average rise being 7% a year. As College prices rise, more student loans are withdrawn to help pay for increased tuition. Student debt isn’t like credit card debt or medical bills or a mortgage, where if you declare bankruptcy all your debt will be forgiven. Student loans stick with you until they are payed off in full plus interest. As a high school student who hopes to go to college in 2-3 years, I don’t know if I am really ready to assume thousands of dollars in student loans. So although colleges have had to raise prices due†¦show more content†¦(Quick Facts about Student Debt, 1). Because more and more students have enrolled in college, they have had to raise prices in order to pay for more administrators, professors and to build more facilityâ⠂¬â„¢s like apartments, parking garages, and classrooms. The National Student loan debt is currently at 1.3 trillion dollars. Because of the high tuition rates which cause the younger generation to already have a crushing amount of debt by the time they step out on their own in the world, this debt on the younger generations is bankrupting the American dream. As I am sure you already know, the American dream is the set of ideals in the US that give US citizens the opportunity for success and prosperity and an upward social mobility for family and children achieved through hard work. But how would student loans be â€Å"bankrupting† the foundation that this country is built on? Because of student loans, and how they have to be paid off, younger generations would put off buying a home, or they would delay starting a family until they got the money to pay off a mortgage every month, or pay for all the cost that come with having a family. They would cut back on spending money on things like going out to eat at a fancy restaurant, or going to the spa, which means that less money is put into the system whi ch means a poorer economy and people could start losing their jobs because people are not buying theirShow MoreRelatedGraduation Speech : High School934 Words   |  4 Pageslife would be graduation. For many people, graduating from high school is an objective. It takes a lot of time, effort, and determination to accomplish that goal. For others graduation is the end of high school, and the beginning of a new chapter in life. When graduated people feel as if adulthood has begun. In the long run, graduating opens a lot of opportunities for people to thrive. I can almost reminisce the day as if it was yesterday. I was sitting in bed like any other school day. It seemedRead MoreGraduation Speech : High School852 Words   |  4 PagesAccording to a report from Thomas Nelson Community College website, 15.7 percent is the graduation rate in 2010. 84 percent of students failed to receive their degree. That’s beyond sad. College can be difficulty especially with everyday life is getting harder to main family life work and financials. Because college is challenging, I know that I have issues that I must overcome. I told myself the more patient s I have the better success I will have. Although college will be difficult my goal isRead MoreGraduation Speech : High School Essay2254 Words   |  10 Pages The day I graduated from high school The High school graduation day is a life full of journeys for everyone, high school life is a memorable time for most people, for me as well. High school can be filled with lots of good memories for some people and it could be filled with bad memories, for me it was both I had good times and I had bad times. The High school Graduation day should definitely be the best day of your life because that means no more high school, no more having to wake up at 6Read MoreGraduation Speech : High School Graduation854 Words   |  4 Pagesfail High School graduation can be an exciting time in a student’s life. It is a time in their lives where they begin to experience the kind of freedom that comes along with growing up. This freedom allows students to choose the type of college or University they would like to attend. It is necessary that they understand how responsible they need to be with the freedom that is being offered to them. When choosing what college or university to attend it may be tempting to want to go to a school thatRead MoreGraduation Speech : High School Graduation1507 Words   |  7 PagesForest English 1010 9/9/2014 Graduation During our lives, most of us have hated getting up early. Whether we as humans enjoy mornings or not, we’re always looking forward to that unforgettable day. That special is high school graduation for me. Graduation is a ceremony that recognizes students that have excelled through school. Graduation was one of the best days of my life, perhaps even better than the day that I started college. There is no other day like graduation where there comes this feelingRead MoreGraduation Speech : High School Graduation933 Words   |  4 PagesHigh School Graduation With regards to high school graduation, Balfanz, Herzog, and Iver (2007) followed 12,972 Philadelphia students enrolled in traditional middle schools from six grade (1996-1997) until 1 year beyond their expected graduation from high school (2003-2004) in order to understand what indicators would affect their projected graduation date. Unlike many of the early K-8 schools, the population Balfanz et al followed consisted of 64% African American, 19% White, 12% Hispanic,Read MoreGraduation Speech On High School Graduation851 Words   |  4 PagesThere Is No Success Without The Opportunity to Fail High School graduation can be an exciting time in a student’s life. It is a time when they begin to experience the kind of freedom that comes along with growing up. This freedom allows students to choose the type of college or University they would like to attend. It is necessary that they understand how responsible they need to be with the freedom that is being offered to them. When choosing what college or university they would like toRead MoreGraduation Speech : High School997 Words   |  4 Pagesup, I loved going to school and dreamed of one day attending college. Attending school every day and receiving good grades had become my top priority from K-12. I excelled from K-8th grade, but entering into high school was completely different than primary school. The atmosphere and environment was new to me, I was free to roam the halls or walk back out the door without any repercussions. This began my downward spiral in high school. My freshman year was by far the best school year for me becauseRead MoreGraduation Speech : High School897 Words   |  4 PagesHigh school was one of the most challenging moments in my life. Not only did I have to deal with the academic pressures and social issues from my peers I had external factors that were heavily impacting me as well. During my junior year my mom separated from her husband and me and my three little brothe rs ended up staying house to house with close relatives. Shortly after that time at the beginning of my senior year, my mom was sent to prison. In the midst of dealing with all of the demands thatRead MoreGraduation Speech : High School Essay1434 Words   |  6 PagesWhen I was in high school I had one goal, I would graduate top of my class and go to the University of Florida for pre-medicine, then onto their medical school. I never considered that I would want anything else, so I went to a specialty high school that would allow me to specialize in Biomedical sciences(STEM) and never even thought about the possibility of a life other than the one I had so precisely planned out for myself. When my nephews were born my sophomore year all of my priorities changed

The United States And The Soviet Union - 899 Words

At the end of the World War II, the United States and the Soviet Union emerged from the war as the world’s two leading superpowers. In the post war world, the U.S. and the Soviet Union both engaged in a Cold War aiming to have the most influence around the globe through the spread of their respective ideologies (communism and capitalism) and political systems (representative democracy and socialism). One particular place where this struggle for influence was seen was Latin America, specifically Chile, which faced the possibility of a democratically elected Marxist president by the name of Salvador Allende. The U.S. assumed that Allende, having communist ideals, would install a totalitarian government in Chile similar to that of Stalin’s regime if he was to be elected into office. The U.S also viewed Allende as a threat to U.S national security because his presidency in Chile could create a â€Å"domino effect,† whereby the fall of one Latin American country to c ommunism would lead to the fall of countries elsewhere in the Americas, which was a major threat to the United States considering its proximity to Chile and other Latin American countries. Thus, the United States sent its CIA to Chile in order to prevent Allende’s ascendancy to the presidential seat in Chile by any means necessary, even if those means contradicted U.S principles such as the right of a free press, constitutionality, free elections, and peace. The first covert action taken by the CIA to prevent Allende’sShow MoreRelatedUnited States And Soviet Union1221 Words   |  5 PagesFollowing World War II there was a lot of tension between two of the Allied countries. The United States and the Soviet Union were in a state of political and military tension with each other. Opposing ideologies on how to deal with the world’s affairs post World War II fueled this rivalry but there was always a tension between the two countries. World War II, with its common goal, brought these two countries together as allies. With Hitler and the Nazis threating their way of living these two countriesRead MoreThe United States And The Soviet Union927 Words   |  4 Pagescapitalist nations, those nations being the United States and its allies. The second group consisted of the Communist nations led by the Soviet Union. The â€Å"Third World’ consisted of the now developing nations, often newly independent and they were neither aligned with the United States or The Soviet Union. These newly developing countries would prove to be another area for the Cold War superpowers to compete amongst themselves. Both the United States and the Soviet Union would affect how these Third WorldRead MoreUnited States And The Soviet Union1651 Words   |  7 PagesMr. Sutton 7 April, 2017 DBQ After the World War II, the tension between both the United States and the Soviet Union were extremely high. This mistrust between the two nations led to the Cold War that had lasted approximately 45 years before ending in 1991. Although the war had ended, Americans were still in fear of the spreading of communism that may affect their society as a whole. Americans also feared the Soviet Union’s new technological advances such as the launch of Sputnik in 1957. In responseRead MoreThe Soviet Union And The United States919 Words   |  4 PagesAt the end of World War II, the Soviet Union and the United States were allies of convenience; they had dissimilar goals, but shared a common enemy (the Axis powers). The Soviet Union s government was much closer to Germany s than America s in ideas and practice, and when the war ended these differences in world view between the countries became seemingly irreconcilable. At the Yalta Conference in February, 1945, Russia and the other major Allied powers had all agreed that, once the war was overRead MoreThe United States And Soviet Union Essay1654 Words   |  7 Pagesmassive shifts in the administrations of the United States and Soviet Union, maintained an atmosphere of suspicion, wariness, and skepticism. This theme of uncertainty and caution was the logical product of decades of both American and Soviet duplicity, confrontation, and militarization. Yet, despite this mistrust between the polar Cold War belligerents, and contrary to the early rhetoric of the Reagan administration, the United States and Soviet Union modified their perceptions of each other’s intentionsRead MoreThe Soviet Union And The United States1603 Words   |  7 Pagesearly 1960s, the popular and political climate in the United States changed. The relationship between the Soviet Union and the United States was directed by ideological, political and technological factors . The rivalry between the two powers rooted from their contrasting ideological principles since the United States was a democratic republic where the people believed that every citizen had equal representation in the government and the Soviet Union was a communist nation. The US embodied the principlesRead MoreThe United States And The Soviet Union921 Words   |  4 Pagesand China relate with countries such as Soviet Union, Vietnam, Taiwan and the United States. How did Mao and China approached and reapproached the United States and the world. So after china said it stood up, it started great relationship with the United States and the Soviet Union. Then it all started to deteriorated in the 1960’s and relations between China and the United states soured. It even soured worse with the Soviet Union, which caused the Sino/Soviet split. Which is why China had a shakyRead MoreThe United States And The Soviet Union1356 Words   |  6 Pages Following WWII the United States and it’s citizens longed for a century of peace, but due to the rise in Communism in Asia it was clearly not meant to be. The Korean and Vietnam Wars established the US as â€Å"the world’s policemen† even though the purpose of the wars were to prevent the spread of Communism. By taking part in these wars the United States’s relationship with the Soviet Union reached a boiling point in the Cuban Missile Crisis, but was finally defused and the world was spared of a nuclearRead MoreThe Soviet Union And The United States881 Words   |  4 PagesWorld War, the Soviet Union and the United States became the most notorious superpowers in modern world history. They dominated the globe economically, politically, and militarily. Although the USSR and the United States worked together to defeat Nazism and Japanese Imperialism in the 1930s and 1940s, they were weary of each other. For example, the USSR employed a communist, government controlled economy, and arguably an authoritarian system of government, meanwhile the United States had a free-marketRead MoreThe United States And The Soviet Union2077 Words   |  9 Pagessuperpowers of the time, United States and the Soviet Union resulted in the Cold War. Many countries in the world were pulled into this rivalry including many of the states of the Middle East. Allies against the Soviet Union received substantial quantities of United States aid and were encouraged to purchase weapons of Western means. Those who were in opposition to the United States’ power received economic and military assistance from the Soviet Union. The United States were inclined to view the

Automated Swimming Pool-Free Samples for Students-Myassignmenthelp

Question: Progress report for project 'Automated Swimming Pool Water Quality Monitoring' which measures pH, chlorine and temperature of the Water. Answer: Automated swimming pool water quality monitoring Swimming pool automation is a process of automatically monitoring and then adjusting the sanitizers, pH levels and temperatures of swimming pool to maintain high-quality water. The electronic automation has several advantages which include enhanced safety and health, convenience and low costs of chemical and repair (Standards New Zealand 2008). The automation program can monitor the different conditions such as the measures pH, chlorine and temperature of the water and then trigger a correction when the values are below or above the required values. Physical, chemical and biological contaminants are able to find their way into the pool while under usage. The automation of the pool is able to monitor the chemical and biological contaminants in the water (White 2010). Maintaining high quality of water in the pool is important, and the automation system is installed to ensure that the different water components. When the sensors sense an action required, they send an alarm or communicat ion and then trigger the necessary response. Figure 1: An automatic quality monitoring swimming pool system The Department of Environment, Heritage and Local Government, through the Environmental Protection Agency (EPA), is responsible for providing the provisions of the pH levels, chlorine level and water temperatures for the swimming pools. pH control is essential for the swimming pool. The changes in the pH can be experienced any minute in the pool and therefore having an automatic monitoring system is crucial (Soltermann 2015 and Koprowski et al. 2013). The pH changes are able to affect other system parameters including the chlorine level. The allowable pH values of swimming pool range between 7.2 and 7.8. Drops of the pH level to a level of up to 8 makes the chlorine lose about 80% of the sanitizing power. Automation of the swimming pool uses digital microprocessors. These microprocessors are able to automatically test and adjust the water chemistry to the required levels (Pool water treatment advisory group 2009). A digital controller of pH and chlorine level is usually installed. The system is able to detect when the pH needs to be increased meaning the water is acidic and when it needs to be brought down when the water is essential. The automatic swimming pool monitoring system of the pH has two critical compartments with different ingredients used to raise or decrease the pH level. NaHCO3 addition is used to increase the pH level of the pool while HCL is used to reduce the level when its high (Witelson 2014 and Buszewski, Ligor Ulanowska 2016). The system automatically detects when the pH changes and releases the required parameter to control the effect. The base and acid feeders release the required parameters according to the sensor. In this automatic system, the sensors detect the pH value of the water, and then a message is triggered to the controller, which triggers the release of the specifically required parameter. The controller times the necessary amount of parameter and releases the required quantity of a parameter. Oxidation-Reduction potential, ORP is a critical process which ensures that the chlorine level in the swimming pool is controlled. An ORP probe is able to measures the oxidation-reduction potential (redox potential) in the pool. Also, known as redox potential; the process provides a qualitative measure and the effectiveness of the disinfectant. Oxidation is the significant process which chlorine disinfects the pool water (Metropolia Ammattikorkeakoulu, Naya Lopez 2013). The variation on some pollutants in the swimming pool requires a constant monitoring of the chlorine level. The amount of chlorine to be injected depends on different factors and the contamination level. The ORP sensor is able to detect the contam9ination level at any given moment. Based on the ORP sensor, the controller system is usually triggered to release a certain amount of chlorine. Regardless of chlorine concentration, a redox reading of below 700mV indicates poor disinfection in the pool (Organisation for Eco nomic Co-operation and Development 2014). The automatic system as well sends the communication to the alarm board, which may be optional. This is because the action on controlling the chlorine level will be automated. The system will detect the required change in the pool and then trigger an effect to counter any disinfection required. The chlorine level is control whether it is high or low. A low level of chlorine is controlled through an injection of Ca(ClO)2 in the system (Chisvert Salvador 2015). This ensures that the disinfection action is triggered and the level of chlorine is increased. Moreover, in some instances, the sensors may sense high levels of chlorine in pool water. Since the controller cannot trigger more injection or withdrawal of chlorine, dilution of water is undertaken. This process ensures that more water is allowed into the system, an action which the controller triggers and ensures that the chlorine level is controlled. Temperature control for the pool water is also critical. The water temperature must be maintained at a level where it is not too hot for the bathers or too cold (Quintana, Rodil Rodri?guez 2014). The automatic system has a switch which is directly connected to the controller system. The sensors are able to sense the temperatures of the pool water. It has to be noted that a certain temperature level is usually set and the sensors will be able to send a message to the controller when the temperature is below or above that level. The controller will switch on the switch on receiving the signal and allow the heater to warm the water to the required temperature. The heater will heat the water in the pool and raise the temperature to the required level (Na Olson 2012 and Drogui Daghrir 2015). In addition, if the temperature is too high, the controller will put off the switch, and more water from the pump is triggered to control and lower the temperature levels. The sensors are important in the automatic water quality control in this system. The sensors may be configured differently according to personal requirements from the microprocessor. Nevertheless, there are standard values which the sensors can allow. For instance the range o the pH level which is allowed is between 6.9 and 7.5. Moreover, the whole system must be connected to a microprocessor which is able to control and issue the instruction on what need to be done. The microprocessor system, for instance a Raspberry Pi is able to have the key software controlling mechanism. This system issues instruction when it detects the changes on the swimming pool in terms of the pH level, chlorine level and temperature (Chisvert Salvador 2015). The microprocessor is located on the communication channel where it receives the detected information and then initiates an action on the message. Figure 2: Reading on the microprocessor To achieve the quality water pool, automatic quality monitoring and control systems have been designed for the swimming pools. Chemical tanks are usually in place with different chemicals to control the chlorine level and pH level of the pool water (Standards New Zealand 2010). Moreover, the heater system is automatically able to control the water temperatures automatically. The switch is able to go on and off to control the water temperature. The controller system is crucial to ensure the detected change is implemented accordingly. References Buszewski, B., Ligor, T., Ulanowska, A., January 01, 2016, Determination of Volatile Organic Compounds: Enrichment and Analysis. Chisvert, A., Salvador, A, January 01, 2015, Analytical Methodologies for the Determination of Personal Care Products in Water Samples. Drogui, P., Daghrir, R. January 01, 2015. Chlorine for Water Disinfection: Properties, Applications and Health Effects. Koprowski, R., Wro?bel, Z., Kleszcz, A., Wilczyn?ski, S., Woz?nica, A., ?ozowski, B., Pilarczyk, M., ... Migula, P. January 01, 2013. Mobile sailing robot for automatic estimation of fish density and monitoring water quality. Biomedical Engineering Online, 12. Metropolia Ammattikorkeakoulu, Naya Lopez, E., 2013, Maintenance of a Swimming Pool Water Circuit. Metropolia Ammattikorkeakoulu. Na, C., Olson, T. M., January 01, 2012, Disinfectant and By-Product Analysis in Water Treatment by Membrane Introduction Mass Spectrometry. 593-603. Organisation for Economic Co-operation and Development, 2014. Water Treatment Chemicals. Paris: OECD Publishing. Pool water treatment advisory group, 2009. Swimming pool water: Treatment and quality standards for pools and spars. S.l.: Pool water treatment advisory Group. Quintana, J. B., Rodil, R., Rodri?guez, I., January 01, 2014, Transformation Products of Emerging Contaminants upon Reaction with Conventional Water Disinfection Oxidants. 123-160. Soltermann, F., 2015. Trichloramine in swimming pool water: analysis methods, factors influencing its fate and effects of UV treatment. Zu?rich: ETH-Zu?rich. Standards New Zealand, 2008. Swimming pool design standard. Wellington [N.Z.: Standards New Zealand. Standards New Zealand, 2010. Pool water quality. Wellington [N.Z.: Standards New Zealand. White, H. L., January 01, 2010. Swimming Pool Water Treatment. Journal (american Water Works Association), 32, 1, 105-114. Witelson, S., January 01, 2014, Automatic Swimming Pool Water Treatment Material Dispenser. Research Disclosure, 597, 71-72

Rose Symbolism in A Rose for Emily Essay Example

Rose Symbolism in A Rose for Emily Paper A Rose for Emily, written by William Faulkner in 1931, present marvelous characters like Emily, Homer, and the Townspeoples resemblances by the suggestive and connotative use of a rose as the major metaphor. However, as the story progresses, one feels that, this metaphors purpose reveals their mutual differences. This is fitting because Emily appears to be moral and respectable people on the surface; however, by delving deeper into the short story one uncovers her true nature, a miserable, unfriendly, and insane person. Her path coincides with Homers as their paths both strike a remarkable resemblance to that of a roses. Best described as immortal, the townspeople are shown as being pretty from far but far from pretty. From afar, Faulkner chooses the rose to represent Emily because she appears reserved and would never harm anything or anyone. One can see Emilys reclusive and subdued persona when the tax collectors come to her house, She did not ask them to sit. She just stood in the door and listened quietly until the spokesman came to a stumbling halt (426). Although she seemed peaceful, one can ascertain never to judge a book by its cover. Emily is truly traumatized by her fathers death and would not accept the fact that her father has left her permanently for another few days and due to that mental disparity, she devises a way to keep Homer with her permanently, even though he would not be alive. (Wallace, 106-7) Such as a rose has thorns when examined closely, so Emily displays this same attribute in her own life. We will write a custom essay sample on Rose Symbolism in A Rose for Emily specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rose Symbolism in A Rose for Emily specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rose Symbolism in A Rose for Emily specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When people came to get her father, she said to them, Miss Emily met them at the door, dressed as usual and with no trace of grief on her face. She told them that her father was not dead (428) When people gave her their condolences, she would reject them as a result of denying the otherwise obvious truth. Her fathers death was a disturbing experience and ever since that day, she has had problems letting go and is scared to lose another loved one. (Schwab, 215-17) This obsession with never freeing herself from another person is one of her many major faults. From this flaw, emerges a new vigorous thorn. Due to this psychological imbalance of not being able to let go, she decides to poison her next love, Homer Barron. Homer inspects Emily and finds a special poisonous thorn that pierces him and ends his life: her insanity. Unfortunately, she is obsessed because she fears that he will leave her as her father and all male figures had in her life had. Her refusal to let go of loved ones drives her towards insanity. The reader sees a side of her that is completely unexpected when she says to the pharmacist, I want some poison, she said to the druggist. She was over thirty then, still a slight woman, though thinner than usual, with cold, haughty black eyes in a face the flesh of which was strained across the temples and about the eye sockets as you imagine a lighthouse-keepers face ought to look. I want some poison (431). Similar to the thorns of a rose, Emily is capable of being horribly vicious. In order to introduce this somber tone, Faulkner illustrates the extent of her insanity and portrays her unhealthy mindset. (Blythe, 49-50) After the thorns, one needs to consider Emily continuing in the same fashion as the life cycle of a rose. Emily wilts away like a rose and chooses not to re-blossom. This portrays her human mortality, and conveys to the reader that she makes mistakes like all people but to a lethal extreme. Similar to many people, she is afraid of change, but the reader must wonder if she suffers from metathesiophobia, the fear of change. As a result of this phobia she wants to hold onto the past and resorts to an extreme act of killing Homer in order to appease herself from this fear. (West, 148-50) She eventually died as well. When the townspeople discovered Emily lying dead in her bed, the people noticed something interesting next to her. We noticed that in the second pillow was an indentation of a head. One of us lifted something from it, and leaning forward, that faint invisible dust dry and acrid in the nostrils, we saw a long strand of iron-gray hair (432). In attempt to display Emilys reluctance to change, Faulkner infers that the iron-gray hair is in reference to Homer. She is not the only one who shrivels, but Homer does as well. As in real life, when one receives an actual rose, it shrivels up not long after. Initially it is a romantic gesture but after the rose dies, the effect of the gesture slowly wears away. Homer is similar to a rose in the sense that soon after he went into Emilys life; he is poisoned, shrivels like a rose, and is utterly forgotten by the townspeople. This is a representation to the reader that Homer is mortal as well and cannot be reborn. The town, on the other hand, rejuvenates itself because even if one man dies, somebody else will be born. The town is not a single rose but a garden of roses and cannot shrivel. The rose displays the immortality of the town. If one rose were to die, the death of the rose will not have such an impact on the beautiful garden because there are new roses emerging everyday. For this very reason, Emilys death did not have such an effect on the town. She is just one rose of an entire garden. Therefore, she is A rose and not The rose. The townspeople are also far from pretty because they appear sincere by going to Emilys funeral when, in fact, they are only going because they are curious to see her house. The first sentence of the short story starts off with the words, When Miss Emily Grierson died, our whole town went to her funeral: the women mostly out of curiosity to see the inside of her house (425). If they were not shallow, they would have given her The rose instead of A rose. The A from A Rose for Emily is also symbolic and Faulkner is trying to deliver a message to the reader by using an A rather than a The. He is conveying that Emily only deserves one rose from the town because she does nothing for the new generation of the town, except cause problems by not moving and let that block be turned into other cotton fields. (Adams, 121-24) Besides for Emilys house, there were But garages and cotton gins had encroached and obliterated even the august names of that neighborhood; only Miss Emilys house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps-an eyesore among eyesores(425). The townspeople gave her one rose because it is the towns custom and not because they actually cared enough for her to pick a unique rose. When she was Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town (426). If the title started with a The instead of the A, it would have meant that people care for her and consider her to be somebody of importance to them. The A represents Emily to be indefinite and generic. Ms. Emily used to wear white dresses, which symbolize innocence, but she begins wearing black clothes, much like a mourners style of dress, after Homer presumably disappears. Emilys change in appearance shows that she has become soiled in some sense. Ray West further supports this theory. Emily had not always looked like this. When she was young and part of the world with which she was contemporary, she was, we are told, a slender figure in white, as contrasted with her father, who is described as a spraddled silhouette. Even after her fathers death, [She] looked like a girl with a vague resemblance to those angels in colored church windows sort of tragic and serene. The suggestion is that she had already begun her entrance into that nether-world (a world which is depicted later as rose-tinted) (149) Faulkner uses a rose as a device to symbolize all three main characters; Emily, Homer, and the towns people. The rose is the perfect word for what symbolizes all three of the main characters, and it alerts the reader that Emily and the others can be very different from what one expects throughout the story. Faulkner decided to use an A in the place of a The for a greater effect and a deeper meaning. Emily is A rose. Works Cited Adams Richard P. Faulkner: Myth and Motion. Princeton, N. J. : Princeton University Press, 1968. 121-24 Blythe, Hal. Faulkners A Rose for Emily. The Explicator. Washington D. C. : Heldref Publications, 1989. V. 47. 49-50. Faulkner, William. A Rose for Emily. The Bedford Introduction to Literature. Ed. Michael Meyer. 3rd ed. Boston: Bedford-St. Martins P, 1993. Schwab, Melinda. A Watch for Emily. Studies in Short Fiction. Ed. Michael J. OShea. Columbia, SC: The R. L. Bryan Company, 1991. V. 28. 215-217. Wallace, James. Faulkners A Rose for Emily. ’ The Explicator. Washington D. C. : Heldref Publications, 1992. V. 50. 106-7. West, Jr. , Ray. Atmosphere and Theme in Faulkners A Rose for Emily. Short Story Criticism. Ed. Sheila Fitzgerald. Detroit, Michigan: Gale Research Inc. Book Tower, 1989. V. 1. 148-50.