...There are a couple of reasons why companies extend the economic life of their assets and change its residual life. Consideration like physical or economic life, corporate strategy, planned uses, expected technological changes all have influence over such decision. In the case for Delta Air Lines, the factors that lead to the extension of the economic live of their flight equipment and the change in the residual values can be attributed to corporate strategy, and technological change. In the earlier years, passenger planes were powered by piston engines. Piston engine powered aircraft are more susceptible to more wear and tear due to destructive vibration. Companies in the airline industry use ten years as the economic life of planes for their depreciation policy. As technology improves, planes evolved from piston engine powered to turbofan powered. Turbofan engines offers less wear and tear to the airframes of the plane, and their physical life was also longer. Planes became more efficient, and are able to operate for a longer period of time, and that was one of the reasons why Delta Air Lines extended its economic life and changed the residual values of its aircraft. Other factors could be due to corporate strategy and the pressure from the emerging discount airline that influences the company decision to change its economic life and residual value to reflect a more positive bottom line. In 2007, Delta Air Lines has just emerged from bankruptcy and the pressure to reflect...
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...sound” that resembles “life on a proverbial fast-paced playground” (231). Cummings illustrates the cycle of life to show the reader the passage of time. The passage of time is made evident by the repetition and syntax of “spring summer autumn winter” and illusions to other seasons throughout the poem (Cummings, line 3). The first stanza shows the seasons in order starting on the first full season of the year “spring” followed by “summer autumn winter” (Cummings, 3). The line of seasons become “an ‘incremental’ refrain, because it is slightly changed each time it appears” (Turco). The refrain appears in lines 3,11, and 32; each occurrence brings about the passage of time due to the order in which the seasons appear. The poem...
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...to Prevent Everything from Happening at Once” by X.J. Kennedy, he implies that it is a good thing life follows one specific timeline. By using prosody, imagery, and figurative language, Kennedy allows the reader to imagine life without the constraint of time and then those same devices show why we need the structure. Kennedy sets up the stage in his first stanza by describing how life would be if time collapsed into one single moment. In Kennedy’s words, if we were to “As from your mother's womb you, bawling, drop / Into a nursing home” (3), we could go straight from birth to old age without experiencing all the life in between. Kennedy’s use of imagery in that phrase has a much larger affect than if he were to have just come out and said it. Kennedy uses visual imagery to bring his point across as if life is flashing before his eyes. There is a pretty powerful image in every line in the first octave, starting with “Suppose your life a folded telescope” (1). While Kennedy uses the word “folded” to describe the telescope, the word “bent” makes more sense. By bending the telescope so that the end meets the beginning, it puts the image of a physical timeline folding like a piece of paper front and center. By starting with that image, the next seven lines can be easily plotted on that timeline and shown just how ridiculous life would be if it was happening at the same time. In lines 2, 3, 4, and 5, the...
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...Dickinson had many tragic life experiences that influenced her poetry and caused her to write on the theme of death. Dickenson’s life was filled with multiple tragic deaths, which caused her to spend half of her life in sorrow. She experienced many deaths of people close to her, in which influenced her writing as a major reoccurring theme. Although Emily Dickinson wrote about death, she often times wrote about it in very odd ways such as death being eternal but also death as a state of life and this can be seen in her poems, “Because I could not stop for Death”, “I heard a Fly buzz”, and “I died for Beauty. Emily Dickinson writes the majority of her poetry during a period of stress because of the Civil War, which also influenced the depressing yet unique way of her poems. Her poem, “Because I could not stop for Death”, is an ironic allegory in which death is portrayed as a gentleman. In the first line she writes, “Because I could not stop for death/ He kindly stopped for me” (1-2) meaning that she is coming to meet death on his own terms. Usually death is shown as being unavoidable and all around evil, but Dickinson describes her carriage ride as, “I had put away/ My labor and my leisure too/ For His Civility,” (6-8). She describes death as being civil meaning that death was courteous and polite. The way that Dickinson capitalizes “His” gives that line a possible religious context as well because when writing about God, His name is always capitalized. The next line speaks of the many...
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...struggle regarding which path in life to take. I. Thesis and Introduction II. Symbolism of setting a. "Morning" symbolic of beginning of life in line 11 b. "Yellow wood" symbolic of sunrise and beginning in line 1 c. "Wood" in line 18 symbolic of private/inner struggle in line 18 III. Symbolism showing longing for both paths a. "Sorry" in line 2 b. "And both that morning equally lay" in line 11 IV. Symbolism showing backup plan a. "Kept the first for another day" in line 13 V. Symbolism showing satisfaction with choice a. "Made all the difference" in line 20 VI. Conclusion Symbolism in The Road Not Taken by Robert Frost is descriptive of a young adult's private struggle regarding which path in life to take. The many symbols in the poem show a young person who is indecisive about which choice to make and the longing to choose each option in front of them. The symbolism follows the person's indecision through to decision and finally shows satisfaction with the choice made. The first display of symbolism occurs in line 1, where he utilizes the term "yellow wood" to show the earliness of day, reminding the reader of sunrise and also showing symbolically a beginning. Again in line 11, Frost uses the term "morning" to show both the time of day and also symbolize the early stage of life the narrator is in. The repeated use of the word morning reinforces the point of life the narrator is in during the poem. The term "wood" in line 18 is descriptive of the place...
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...The Life of the Unconquerable Through designed and a specific use of language, a writer can deliver the most meaningful experiences in their lives through the scheme of poetry. Thoughtfulness for the various fundamentals that make a poem grab your attention, such as imagery, symbolism, rhyme and setting to name a few, offers additional appreciation of what the author is trying to convey. Recognizing these fundamentals, and understanding how they come together to provoke a piece exposes multifaceted meanings and experiences for the reader. Moreover, in some poems it is just as important, and can show added appreciation for the poem, if the life of the poet is studied. Such as William E. Henley poem “Invictus.” With William E. Henley’s biography in mind, learning the utmost significant and real essentials used in “Invictus” exposes a complicated and scholarly appreciation of his writings. Looking into William Henley’s life gives the reader clairvoyance into his intentions when writing “Invictus.” Henley was born poor in England in mid-nineteenth century. “He contracted a form of tuberculosis, during childhood, which put him through a prolonged, grueling battle against the disease and resulted in an amputated leg by the age of 16” (Flora 7). During his childhood and continuing into adulthood, Henley remained in hospitals and infirmaries enduring numerous painful treatments for his illness. Because of these hospitalizations and being too poor to pay schooling costs, Henley’s education...
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...Life After Apple Picking Like a lot of poetry Robert Frost's “After Apple Picking” does not come to a straightforward conclusion at the end of its literary journey, however, much can be said about the change in meaning within the poem from beginning to conclusion. At first glance, “After Apple Picking” seems like a straightforward poem about a person finishing their days work of picking apples. I intend to show that this is not the case at all and that Frost's poem progressively shifts throughout its entirety from a simple poem about apple picking to a literary piece about mortality. This journey will consist of four sections an introduction, a reflection, a realization and finally end with the acceptance of death. As stated above the first six lines showcase a very simple situation about a person completing their apple picking for the day. This simple situation that Frost outlines for the reader is the introduction to the poems overall journey. The introduction, outlines the central focus of the poem, which is apple picking and most importantly provides the reader with a sense of what is to come. There are in fact many hints that provide the reader with more insight into this sense of what is to come. The first line of the poem provides the reader with a picture of a ladder resting against a tree but it is not until the second line when that ladder is paired with the mention of heaven that the image of death is revealed. These images are revealed...
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...poem has two meanings, the first about good things never last forever and the second about youth and innocence. Robert Frost’s poem relates to the novel, the Outsiders in many ways. The first meaning is that good things do not last. That life may seem perfect when everything is going right, but this will not stay forever. Everything living is beautiful and every beautiful thing will eventually die. Robert Frost is saying good things will never stay forever. Many times in a person’s life there will unhappiness and sorrow, the good times will end. Even though the great times come to an end, they will be followed by more and more great times. It is just like life. Life begins through beautiful babies, but sadly, in many years the baby will die. But, since good times will come again, a new beautiful baby will be born. It also means that all things are going to change eventually, like people, seasons and nature. Gold in the poem represents youth. Line one, “Natures first green is gold,” indicates nature’s first green is youth because every living thing begins with youth. Line two, “Her hardest hue to hold,” represents that youth is very hard to keep because they get older in age. In line three, the poem says, “Her early leafs a flower”, which defines youth as innocent, and beautiful like a flower. Line four, “But only so an hour” means that the young child will grow older and no longer be innocent for it will mature and begin to do wrong things. In line five, “Then leaf subsides...
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...Dickenson I was extremely confused because when I first read the title I said to myself “okay a confusing poem about sad love” but as I read the first stanza I said to myself “this has NOTHING to do with love, but yet still confusing” I tried breaking down each line, looking up unfamiliar words, and reading aloud about 10 times and still no clarity came to mind. Finally I read it once more to my roommate and BOOM! It hit me. The first stanza of “Because I Could Not” is about a journey to death. It’s describing the process of human life and how Dickenson finally encountered death. With the help of narrative codes and my procedures in breaking down the poem, I was able to understand “Because I Could Not” much more clearly than when I first read it. The first line, “Because I could not stop for Death, (1)” really puzzled me as I began to read this poem. Then Dickenson says, “He kindly stopped for me, (2)” which personifies death. The third line states the word carriage, which is where Dickenson used a connotative code. As I read the poem and I went back to break down the fist stanza carriage didn’t seem to fit in as just a regular carriage or vehicle. Carriage means the kind of vehicle that people use to escort coffins to funerals, a hearse. In the first stanza another code being used is the antithetical code with the expressions “Death” and “Immortality. Both words are the only capitalized words besides the first words of the lines. I felt that Dickenson was trying to put an emphasis...
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...view. The first couple of lines can be a little confusing if not read correctly. This poem is said to be inspired by the vision of his cousin by marriage. It was the first of many poems to be set to Jewish tunes from the synagogue by Isaac Nathan (Pete, A. 1999). In the following pages we will break apart the poem and describe more of the literacy contents that this poem contains. We first will discuss the theme of the poem. The theme of a literary work is the idea continuously developed throughout the poem by sets of key words that identify the poet’s subject and his attitude or feelings about it; it may also be suggested by the title of a poem or by the segments of the poem. The theme of this poem in this authors eyes, would be the women’s exceptional beauty, in-side as well as out-side. This poem praises the woman’s strength of body, spirit and mind as well as the beauty. Next we will talk about the first couple of lines of this poem; if a reader reads these lines incorrectly it would be harder for them to understand this poem. Many times the reader stops at the end of the first line, where this is no punctuation. This is called an enjambed line, which means that it continues with our pause onto the second line (Clugston, 2010). This author feels that these first two lines bring together the opposing qualities of darkness and light that are at play throughout the first three verses of this poem. There is an additional enjambed line in the same verse;...
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...Lines 1-4 In the opening stanza, the speaker directly addresses the psalmist. He begins by dismissing the psalmist's sad poetry, and he rejects as dangerous the psalmist's notion that human life is a meaningless illusion. If one accepts the logic that life is just a dream, he cautions, one's soul will not merely sleep, but die. On the surface, human life may appear futile, but the speaker contends that it is actually this sense of hopelessness - and not human life itself - that is the illusion. Lines 5-8 Longfellow uses the second stanza to build on the ideas of the first. Because the soul lives eternally, the speaker reasons, life must be real. Note that in the first line there is a caesura, or break, after the word "real." This caesura forces the reader to pause, thereby emphasizing the idea that life is real. These lines are an allusion to the Bible's book of Genesis, where God says to the fallen Adam, "dust thou art, and unto dust shalt thou return." In Longfellow's poem, the speaker is asserting that although the mortal body will die, the soul is exempt from death. Lines 9-12 The third stanza introduces the central theme of the poem: the purpose of life is not to experience pleasure or sorrow, but "to act" - to perform the deeds that will improve the condition of mankind. Note that by this point in the poem, the speaker has ceased to address the psalmist; instead, he is directing his remarks to mankind in general, as is evidenced by his broadly inclusive use of...
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...in the dark of night and does not receive the same attention as the sky. Sexton uses three stanzas containing similes, repetition, metaphors and alliteration to express her views of the painting. The first line states, “The town does not exist”, Sexton uses this line to represent the darkness of the specific night portrayed by the painting. The darkness is not the only meaning I found in the first line, it also tells the reader where the poet’s attention will be focused, not with the town but with the sky. The combination of these two meanings set the mood for the entire poem. The only object other than the sky and its inhabitants is one lonely tree sticking up from the unseen hillside, casting a shadow upon the sky and blocking out the bright yellow, white and green glow projected by the stars and moon. The tree is described with the simile, “like an old women”, possibly because of its shape. The forth line says “The town is silent the night boils with eleven stars”, this line does not literally mean the eleven stars are boiling, but instead represents there vibrancy. The boiling of the stars could compare them to boiling water because of their different sizes, and the way they were painted makes them resemble bubbles. The first stanza is concluded with lines five and six, “Oh starry night! This is how I want to die’. This statement may signify Sextons respect for the night depicted by the painting and her willingness to die on a similar night. The second stanza...
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...to resist it and suffer though?, Elizabeth Bishop’s poem “One Art” deals with the dilemma and the tragedy of losing everything. Jonathan Sircy explains the poem briefly and says “In the face of overwhelming loss, Bishop appears in this first stanza to have constructed an admittedly bittersweet, but nonetheless efficacious, philosophy of survival” (2). The author applies several poetic techniques from the villanelle’s style in the poem. For example, she uses refrain and two repeated rhymes, to give a specific effect on words and produce a message of ideas to the reader. The stanzas four and six are the most relevant for the analysis and research of this poem, in order to understand its structure and the reason of the writer to work write this down. The first stanza to be explained is the fourth one, it begins with this first line that says “Then practice losing farther, losing faster:” In this line the author uses euphony to make it sound good, and emphasize certain words, so that the reader can remember the line easily. This line changes the poem to the direction of losing progressively from less to more and from things not really relevant to things with significance in someone’s life. There are more poetic techniques to mention in the line. For example, the consonance technique is used on “farther” and “faster”, the same beginning and ending letters, and the author also uses “losing” before “farther” and before “faster”, to produce...
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...rhyming CDDECE creates a shift in atmosphere, where she realizes the mortality of memory and would rather her love one be happy than mourn in the misery of her death. The fourteen lines altogether portray themes of love, fear, and death. With dark and sad undertones, the words “you” and “I” are used frequently showing that the poem is a dialogue speaking directly to a loved one. Throughout the poem she uses anaphora, such as repeating ‘remember’ at the beginning of several sentences. In the first line “Remember me when I am gone away”, she is speaking to someone in a direct form asking to be remembered when she is no longer here. Thus, the idea of separation is introduced here. At this point, we cannot tell if she is embarking on a journey, leaving a relationship behind or what calls for this separation between her and the person she is speaking to. Following, in the second line, “Gone away into the silent land”, the word ‘gone’ is used as a euphemism for death by using silent land as a metaphor for heaven. This imagery of heaven reveals the separation will be due to death, her own death, which rationalizes why she wants this person to remember her when she departs from earth to heaven. The colon at the end of the second line creates a strong pause, calling the attention of the reader to the third line, “When you can no more hold me by the hand”. She raises awareness that there will be no more physical contact when she is gone, using...
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...‘Mrs Tilscher’s Class’, Duffy shows education to be a continual build on knowledge preparing you for the journey of life. She does this by introducing the reader to the innocent and naïve childlike voice trying to get a grasp of the possibilities of life. This is particularly displayed in the first line ‘You could travel up the Blue Nile’. By using the first word of the poem to be in the second person, ‘You’, Duffy is already drawing the reader into the story, as well as beginning to remind them that this character that unfolds is as innocent as they used to be before they were exposed to the world. Duffy also uses the word ‘Blue’ to describe the ’Nile’. By using such a vivid and beautiful colour to describe a river it evokes many possibilities in a child’s mind. As well as this, It also adds to the naivety of the child as the teach is describing this river as pure and beautiful, which in actual fact, the river is likely to be polluted by fumes and rubbish and instead of a striking ‘Blue’ colour, grey and dull. This can be a representation of how children are painted a pure, happy and idealistic view of the world around them when in real life; things are sad, ruined and broken. By putting this idea into the reader’s mind, it says that maybe education isn’t about setting children up for their life ahead, but in fact, it is opening them up to the possibilities that life can hold and showing them what it can be like if the right opportunities are fulfilled. This idea of an open-mind...
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