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Matt S
Answered 2020-11-10 18:57:45

geniality is the same as good manners with a friendly disposition

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Answered 2020-04-27 09:24:26

Geniality is the quality of having a friendly and cheerful manner.

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The host's geniality and warmness were comforting.

How would you use the word geniality in a sentence?

* The kindly old professor was known for his geniality.

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Kindness, thoughtfulness, geniality?

What movie had a under cover beauty contestant?

I believe you refer to Sandra Bullock in Miss Geniality and Miss Geniality2

What does bonhomie mean?

The noun bonhomie means geniality, exuberant friendliness, affability, or a good-natured disposition.It is from the French bonhomme (good-natured man).

Where did the word bonhomie come from?

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What rhymes with immortality?

actuality, confidentiality, brutality, bisexuality, duality, fatality, abnormality, geniality, sexuality, hospitality, legality, formality, mentality, plurality, personality, technicality, reality, spirituality, sensuality.....

What is the synonym of graciousness?

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What are some nine letter words with 1st letter G and 4th letter I and 7th letter I?

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What are some nine letter words with 3rd letter N and 4th letter I and 5th letter A and 7th letter I?

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What are some nine letter words with 1st letter G and 2nd letter E and 4th letter I?

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What are some nine letter words with 1st letter G and 2nd letter E and 5th letter A and 7th letter I?

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What are some nine letter words with 3rd letter N and 5th letter A and 7th letter I and 8th letter T?

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What are some nine letter words with 2nd letter E and 3rd letter N and 7th letter I and 9th letter Y?

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What are some nine letter words with 2nd letter E and 5th letter A and 7th letter I and 8th letter T?

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What does it mean when daffodils nodded their yellow heads at the walkers?

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What are some nine letter words with 2nd letter E and 4th letter I and 5th letter A and 7th letter I?

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What is the Hebrew word for pleasure?

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What are some nine letter words with 2nd letter E and 5th letter A and 7th letter I?

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What is the Value of delivery to the speaker?

The Value of Delivery to a SpeakerDelivery is a valuable tool in shaping the thinking of the audience, but there is one important fact about delivery that potential speakers must understand: at the moment of delivering his ideas, a speaker is not aware of all that he expresses because he cannot see and hear himself objectively as others see and hear him.During the moment of speech delivery:· The speaker cannot see his face nor can he observe his body and look at the audience at the same time. Even if he is able to do so, his attention would be divided and audience contact will be decreased.· He cannot hear his voice as others hear it because he hears his voice through his external ear as the sound is transmitted to his inner ear.When we speak, we are actually hearing the vibrations in the air and the vibrations within our own head at the same time. Thus the actual 'sound' we think we hear is a little deeper than what is transmitted into the air. Other people are probably the most accurate judge of our voices, because they are far away from the source (less inherent vibrations) and they don't record it and play it back (less distortion).The vibrations in the bones and sinuses in your own head make your voice sound different to you. The recording, unless it is done badly, is an accurate representation of how others hear you.· He may express subtle shades of thought and emotion, of which he may not be entirely aware, which the audience may receive below their conscious level.· Though he may concentrate on his immediate intention, he cannot survey in an instant all the means of accomplishment.· He must remember that while his audience is subconsciously reacting to his statements, it is also subconsciously reacting to minute changes in his voice and manner, which influence it in reaching decision and in evaluating the entire speaking procedure.Therefore, the speaker must bear in mind that delivery is more important than the words themselves because:1. Delivery provides more dependable cues to the speaker's sincerity than do words. The manner in which a speaker answers questions or make statements may support or belie the word meanings.2. Delivery is also the means by which a speaker reveals his belief in, and attitude toward his subject.Ø If the speaker's belief in his subject is overcast with doubt, it will be reflected in his voice and physical expression.Ø If he is certain of his facts and conclusion and he believes that his subject is worthwhile, he will show quiet assurance and animation.3. Delivery shows the speaker's attitude toward his audience. Through delivery, the audience form their opinion of the speaker as a person.Ø His smile is genuine and the tone of his voice which connotes straightforwardness and geniality will signify his relationship with his audience.4. Through delivery, the speaker reveals the speed of his thinking.Ex. His pace of creating ideas and evolving conclusions, demonstrates fine points of discrimination between one idea and another, and expresses the mental and emotional force of his speech.Ø As his whole body responds to such force, the speaker may elicit audience's action by the manipulation of his pitch and inflectional pattern of delivery wherein he shows the force of his thought and the significance of his ideas through emphasis of important words in a variety of ways by stressing them and raising their pitch while unimportant ideas may be subordinated through a decrease of the volume and the lowering of the pitch. At the same time, his body reacts to the force of his ideas.that's the whole of my report but i do not own any copyright on this. hope you can give me the main idea on this. thanks

What is the summary of the poem the village school master?

The Village Schoolmaster Beside yon straggling fence that skirts the way With blossom'd furze unprofitably gay, There, in his mansion, skill'd to rule, The village master taught his little school; A man severe he was, and stern to view, I knew him well, and every truant knew; Well had the boding tremblers learn'd to trace The days disasters in his morning face; Full well they laugh'd with counterfeited glee, At all his jokes, for many a joke had he: Full well the busy whisper, circling round, Convey'd the dismal tidings when he frown'd: Yet he was kind; or if severe in aught, The love he bore to learning was in fault. The village all declar'd how much he knew; 'Twas certain he could write, and cipher too: Lands he could measure, terms and tides presage, And e'en the story ran that he could gauge. In arguing too, the person own'd his skill, For e'en though vanquish'd he could argue still; While words of learned length and thund'ring sound Amazed the gazing rustics rang'd around; And still they gaz'd and still the wonder grew, That one small head could carry all he knew. But past is all his fame. The very spot Where many a time he triumph'd is forgot. -- Oliver Goldsmith Now, the summary is as follows: This is an extract from a longer poem by Oliver Goldsmith called "The Deserted Village", one of the best known poems of the eighteenth century. To some extent this passage, the portrait of an agreeable village school-teacher, needs to be set in context. The village Goldsmith is writing about he calls "Auburn": it probably wasn't a single real village, but was an imaginary ideal one, created nonetheless from villages he has observed. The village he imagined is now deserted because all the people have emigrated, the main reason being the "enclosure" or (as we would now say) privatization of their land by rich people. There was a lot of land in eighteenth-century England that was either owned in common, or which didn't have clear ownership, or which was just "waste" land. Gradually lots of it was taken into private ownership and fenced off, and in this process poor people could lose their precarious livelihoods or be displaced to towns, or in this case overseas. What was actually going on is much disputed by historians, usually because of their political differences, but what Goldsmith thought was going on is clear from what he says elsewhere in the poem: "Those fenceless fields the sons of wealth divide" (307). Goldsmith returns to the village that he knew as vibrant and alive, and finds it deserted and overgrown. He remembers the good things of village life, including this affectionate if humorous portrait of the schoolmaster. The schoolmaster is a big presence in the village. In an age when literacy and numeracy were powerful things, when many were illiterate and innumerate, then the "rustics", the ordinary working-class people of the village, look up to the school-teacher. He seems a kind of god. The children are quite scared of him. They laugh at his jokes, even if they are not funny. The adults are impressed with the way he can survey fields ("lands he could measure", 17) and how he can work out boundaries or the times of holy-days like Easter. He can even do more complex calculations ("gauge", 18). Of course, this is all ironic: the school-teacher isn't that knowledgeable - he just seems very knowledgeable to the "gazing rustics" (22). The poem is in the form of rhyming pentameter couplets, sometimes called heroic couplets, the favourite poetic form of the eighteenth century. One ten-syllable line is followed by another, with an end rhyme straight way. This is a balanced and symmetrical verse form, in which each two lines (twenty syllables in all) make up a kind of unit of meaning: the couplet. The couplets here are mainly closed couplets, in that, for the most part, each couplet ends with a pause and is a unit of sense in itself: Full well they laughed, with counterfeited glee, At all his jokes, for many a joke had he: � (9-10) As you can see, that is a unit of sense, in this case a sentence: it tells us one thing, and tells it to us with a certain wit and point. "The Village Schoolmaster" also shows other characteristics of the preferred style of the eighteenth century. The diction (or as we would say) vocabulary is carefully chosen so as not to include colloquial or vulgar words. It keeps a quietly modest but elevated tone, without any common or slang words intruding. What do you think of this style? There are also some inversions of word-order, as for instance in line 17, where the object comes before the verb: we'd say "He could measure lands". But the most important effect is still the rhythmic one, the balance of the couplet form: even the pauses in the lines can have a graceful effect. In the following couplet, the pause in the first line breaks the line after six syllables (6,4), while the concluding line of the couplet breaks the line after the fourth syllable (4,6), so creating a symmetry: A man severe he was, and stern to view, I knew him well, and every truant knew (5-6) The poem's jokes are gentle jokes, wry and genial, not big belly-laughs, big gags. The tone of the poem is balanced and genial, and that geniality (full of gentleness and humour) implies a frame of mind, a way of viewing things, that Goldsmith sees as important, as having a moral value in itself. In one sense, of course, Goldsmith is gently mocking the schoolmaster: he's a big fish in a small pond - it's very easy for him to impress the villagers with his learning, just because he can read a bit of Latin and knows how to do his sums. The parson, as the religious leader of the village, is of course the most respected man, but the schoolmaster loves a good argument with him, and keeps arguing even when he's obviously lost (19-20). On the other hand, this is a loving, endearing portrait. Here's a man who (beneath it all) is really modest and doing a good job in a quiet and simple place: helping to spread a little literacy and numeracy among the ordinary people of the village, helping them out in doing calculations about "terms" and so forth. He's at the centre of a community - and Goldsmith is mourning the passing away of that community, the passing away of the village itself, now run-down and deserted. That's why the lovely yellow flowers on the furze are "unprofitably gay" (2) - there is now no-one about to enjoy their beauty. The schoolmaster is gone long ago, with all the children of his school. A fine community has been lost. So, this is an affectionate portrait of a community that is no more, and the school-house now deserted. The affectionate portrait of the schoolmaster is a part of this world that has passed away. Some think of Goldsmith as a relatively light poet, not particularly profound. "Goldsmith threw a sunshine over all his pictures," said Robert Southey, and Thomas Carlyle said he was "pure, clear, generous" but that he lacked "depth or strength". Do you agree? This may be quite light verse, but it is brimful of moral values: the schoolmaster is, no doubt, a little pompous, but - though he mocks that - Goldsmith shows us a good man, doing a good job and being quietly useful to the community about him. And that is part of his larger meaning. Oliver Goldsmith felt that England was becoming obsessed with trade and creating wealth, and that in this new imperial, capitalist England the ordinary rural poor were getting a raw deal. He wrote his poem to warn again "the rage of gain," in other words the useless over-accumulation of wealth that set wealth over people. The schoolmaster is part of that good world that be believes is being done away with, the "spirit" of England before the "spirit" of capitalism took hold. He creates an affectionate portrait that implies the modest, truthful, humble world of community that he admires best.

What are some words end with the suffix -ity?