A Lesson Learned Too Late in King Lear Essay - 1184 Words

A Lesson Learned Too Late in King Lear In the first half of the play, King Lear struggles with the problem of authority and the consequences of giving his own authority away. Lear’s eventual loss of sanity is a result of his ill judgement and unwillingness to part with his power as king. Yet, the issue of authority is not the only theme that is being dealt with in the play. King Lear is also about Lear’s search for identity and wisdom in his old age. The play explores the concept of the human worth in regards to Lear and the other characters associated with him. In addition, the play is about the shifting definition of Lear’s identity and human worth. Although the majority of the play is spent presenting the audience with†¦show more content†¦Yet, Lear’s inability to accept the consequences of his choice prepares his character for change. Lear is portrayed as fighting first against his own decision, and then against fate and the forces of nature. In a sense, the heath scene rep resents a type of death for Lear. Lear’s unwillingness to accept the newly appointed authority of Goneril and Regan is in accord with his â€Å"battle† on the heath. In the heath scene, Lear challenges the elements with his â€Å"blow, winds, and crack your cheeks† speech (III.ii.1). His inability to accept his own fate is dramatized with this scene in which he is reduced to a â€Å"slave† of the elements and is made to see himself as â€Å"a poor, infirm, weak, and despised old man† (19-20). The heath scene marks Lear’s death as a king and he is (in his own words) reduced to a â€Å"poor, bare, forked animal† (III.iv.110). Additionally, the progression of Lear’s character does not end with his self-recognition as a â€Å"poor, bare, forked animal†. Strangely enough, it is through his madness that Lear actually gains true wisdom and is able to view his own situation with clarity. It is also through the course of his madness that he is able to recognize himself as a â€Å"very foolish fond old man† as well as to recognize Cordelia. However, the fact that Lear and Cordelia comeShow MoreRelatedEssay on The Theme of Blindness in King Lear by William Shakespeare862 Words   |  4 PagesThe Theme of Blindness in King Lear by William Shakespeare Shakespeares King Lear tells of the tragedies of two families. At the head of each family is a father who cannot see his children for what they are. Both fathers are lacking in perceptiveness, so the stories of the two families run parallel to each other. In Lears case, two of his daughters fool him into believing their lies. Lear shuts out his third daughter because she cannot her love into words the way he wants her to. GloucesterRead More Blindness in King Lear Essays1297 Words   |  6 PagesBlindness is defined as, according to dictionaries, â€Å"unable to see and lacking the sense of sight†, but in King Lear, written by William Shakespeare, it has a relatively new definition. Blindness, as Shakespeare portrays, not only a physical inability to see, but also a mental flaw that some characters present in this tragic play. King Lear and the Earl of Gloucester are the two characters who make up the parallel â€Å"double plot† of the tragedy caused of their lack of sight, mental blindness. TheyRead MoreEssay Comparing The Tempest and King Lear1338 Words   |  6 PagesComparing The Tempest and King Lear      Ã‚  Ã‚   This essay will focus on the similarities and differences of the plays The Tempest and King Lear in general, as well as looking at comparisons of Prospero and Lear in somewhat more detail. Prospero and Lear are, without a doubt, the two most compelling mature figures in Shakespeare. In a way, one is the flip side, so to speak, of the other. Each represents an aging mans relationship to family, environment, and, most importantly, himself. One mightRead MoreEssay on Family Trust in William Shakespeares Plays2426 Words   |  10 Pagespossible. Sometimes family members hurt each other and even, in worst-case scenarios, kill each other over issues as important as protecting another or as petty as fighting over a boy. In Shakespeare’s Othello, Macbeth, Hamlet, Romeo and Juliet, King Lear, and The Winter’s Tale, if family members operate with selfish motives, they hurt the hero and contribute to his fall; but if the family supports each other with only love, the hero can redeem himself from his fall and even succeed in finding lastingRead More King Lears Blindness Essay2201 Words   |  9 Pages Although it is never too late to learn, those lessons learned in old age are the most difficult and the most costly. 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In the play Coriolanus we are presented with theRead MoreThe Changing Face of Childrens Literature2610 Words   |  10 PagesCaroll Lewis. Then, when I was a toddler soaking up everything like a sponge, my mother got me the Little Golden Book Collection and every Dr. Seuss book she could get her hands on. Perhaps it is because of my mothers love of literature that I learned to read at such a young age. I was four years old when I started reading out loud. My mom and her almost constant pushing of books onto me had really paid off. When I was in elementary school I was allowed to get a library card and it changed myRead MoreMacbeth9435 Words   |  38 Pagesrelationship with the sovereign. Macbeth  is Shakespeare’s shortest tragedy, and tells the story of a brave Scottish general named  Macbeth  who receives a prophecy from a trio of witches that one day he will become King of Scotland. Consumed by ambition and spurred to action by his wife, Macbeth murders King Duncan and takes the throne for himself. He is then wracked with guilt and paranoia, and he soon becomes a tyrannical ruler as he is forced to commit more and more murders to protect himself from enmityRead MoreFigurative Language and the Canterbury Tales13472 Words   |  54 Pages †¢ The Lord sits above the water floods. The Lord remains a King forever. The Lord shall give strength to his people. The lord shall give his people the blessings of peace. -Ps. 29 †¢ â€Å"Let us march to the realization of the American dream. Let us march on segregated housing. Let us march on segregated schools. Let us march on poverty. Let us march on ballot boxes.... --Martin Luther King, Jr. †¢ Mad world ! Mad king! Mad composition ! 6. antagonist: the character or force opposingRead MoreErp Sap Research Paper46896 Words   |  188 PagesHall nï ¿ ½t f ï ¿ ½ r This book is bution In sale or distri Canada. the U.S.A. or 10 9 8 7 6 5 4 3 2 1 ISBN-13: 978-0-13-233531-7 ISBN-I0: 0-13-233531-X - 1 This book is first and foremost dedicated to the l1wny students whOln I have taught and learned from over the years including the design and implelnentation of ERP systems in the real-world organizations. They have helped lne understand and appreciate the often-complex concepts and render them in tenns that are fa1niliar and related to their

Movie Report Schindlers List Example

Essays on Movie Report: Schindler's List Book Report/Review Topic: Schindler’s List Schindler’s List became a sensation for the eyes of the audience during 1993 (IMDb, . This movie falls in the category of drama based movies and was adapted from a novel recognized as Schindler’s Ark. The movie concentrates on the history of Oskar Schindler who was successful in saving the lives of over 1k Jewish refugees during the session recognized as the Holocaust by providing them employment in the factories owned by him. The movie is based on the true story of Oskar Schindler who was a Germany based entrepreneur and was quite greedy in nature but later he worked against his greed to help the Jews by providing them a place to hide their heads in his factory. The Jews who took refuge in his business setting were about to be put to death with the use of gas at a camp named Auschwitz. Although it seems that Schindler is exploiting the Jews as he was obtaining work from them at a negligible fee but an in-depth view of the movie shows that he saved over a thousand Jewish lives and by the end of the movie he had no money to his name. The movie has been rated R for having certain scenes that are sexual and violent in nature. The main characters of the movie include Liam Neeson who acted as Oskar Schindler, Ben Kingsley who acted as Itzhak Stern and Ralph Fiennes who portrayed as Amon Goeth and Caroline Goodall who took the role of Emilie Schindler. Works CitedSchindlers List (1993) - IMDb." IMDb - Movies, TV and Celebrities. N.p., n.d. Web. 1 Apr. 2013. .

Code-switching The Effects for Students and Teachers Free Essays

Introduction In the current global economic climate, the ability to speak English has become an important business tool. English has essentially become the â€Å"universal second language† of the international labour market, and the socio-economic significance of this cannot be overstated (Light, 2007: 9). It is now commonplace for many universities across the world to teach courses in English as well the native language of their country. We will write a custom essay sample on Code-switching: The Effects for Students and Teachers or any similar topic only for you Order Now One of the most apparent consequences of this has been the widespread use of code-switching, where multiple languages are spoken in everyday communication. As such, code-switching is often seen as a social as well as a linguistic medium. This paper will attempt to demonstrate the causes and effects of code-switching in bilingual classes. The Definition of Code-switching Code-switching involves the use of multiple languages, where speakers of additional languages incorporate alternate linguistic elements into their source language. As such, two or more languages may be spoken alternately during a conversation. Chan et al (2009) usefully describe code-switching as â€Å"the intra-sentential switching of two different languages in a spoken utterance† (Chan et al, 2009: 281). The Causes and Effects of Using of Code-switching in an Academic Context The academic use of code-switching involves a more complex and random effect than can be fully explained by a students ability to speak in a certain language. Recent (debatable) research has identified reasons behind the occurrence of code-switching and the extent to which the process of learning has been affected. A large number of situations are considered to be causes of code-switching, one of which is linked to gaps in students’ linguistic ability. As a result, students may engage in code-switching in order to overcome linguistic shortcomings; however this cause may be considered a weak justification. In other cases, a lack of one or more words in either language may lead to code-switching. That is to say, bilinguals make clear that they code-switch when they cannot find the correct expression or term. Often the target language simply does not have the exact word needed in order to maintain a discussion smoothly, and code-switching is necessary. In addition, code-switching can have a positive impact in an academic context. An important teaching skill is the ability to transfer knowledge to students in a clear and efficient manner, and so code-switching can be a useful tool in the classroom for both teachers and students (Bista, 2010: 1). Code-switching may also be used to emphasize a point, or to add more force to a phrase. On a psychological level, learners often code-switch when they feel tired or angry. For example when the speaker is in a good mood, the appropriate word or expression in their second language is easily identified. However if the speaker is distracted in any way, they may find it difficult to grasp the correct word. In a purely linguistic capacity, code-switching may be used to compliment a statement, where it can particularly reinforce an intention or meaning of the speaker. Although sometimes viewed as linguistic incompetence this is not always the case. Code-switching will often occur when the speaker wishes to compensate for a lack of a verbal equivalent in the second language. Baker (2007) describes this well: â€Å"Words or phrases in two languages may not correspond exactly, and the bilingual may switch to one language to express a concept that has no equivalent in the culture of the other language† (Baker, 2007:108). There are also personal and social reasons for code-switching in that one’s choice of words can represent an expression of their personality. Allatson (2007) suggests factors that can lead to code-switching as location, class, gender and age. In addition the relationship between the speakers; the formal or informal nature of the conversation and the social status of the speakers can also be factors (Allatson, 2007: 73). Another social explanation is that speakers tend to code switch to attract attention. In Saudi Arabia, for example, code-switching is often used among teenagers to draw the attention of their colleagues. Furthermore they switch from Arabic to English to show that they are confident about themselves. In general, code-switching effects are widely perceived as negative. Namely, there is a tendency to view code-switching as barrier to learning and as being disruptive to the learning environment. Accordingly, the practice has been considered as a sign of linguistic deficiency. Li (2008) notes that despite code-switching being commonplace in both the speech and writing of multilingual societies (often with English as the second language), it is usually frowned upon by multilingual speakers within these societies. (Li, 2008: 76). In an academic context, studies by Arrifin and Husin (2011) have observed that learners with a greater linguistic ability often see code-switching as and obstacle to becoming fluent in a second language. Their findings indicated that students with a degree of competence in English found it difficult to make progress in an environment of code-switching (Arrifin et al, 2011: 221). Other studies have reached similar conclusions. Bista (2010) conducted a study in the US which found that code-switching not only had a negative impact on the linguistic learning ability of students, but also highlighted lack of ability in the second language as a primary cause of code-switching (Bista, 2010: 1). Others have a different view however, in particular that code-switching may be perceived as ‘linguistic resourcefulness’. Baker (2007) argues that users of code-switching show impressive cognitive, linguistic, and social skills. In his view code-switchers may be preserving the meaning of their original statement by overcoming the lack of a suitable word in the second language (Baker, 2007: 56-57). Surveys of a number of English language students have reported that they view code-switching as having a considerable influence on the learning process. From their perspective, code-switching assists in understanding the more complex linguistic elements of the second language. It may also help in the translation from their first language to the target one. Conclusion It may apparently be concluded that the impression of code-switching as a barrier to learning seems to be the prevalent view amongst both learners and teachers, and that any positive effects of code-switching are not yet widely recognised. As a consequence of this, it would be reasonable to assume that the attitude of both teachers and students towards code-switching may have been somewhat influenced by this common viewpoint. In the near future however, signs are that code-switching may possibly be seen as a tool for learning. In that event, some restrictions on the use of code-switching must be established by teachers in the classroom, and learners should code-switch only when there is an in urgent case. Eventually, it might yet become a beneficial tool for both learners and teachers. References Allatson, P., 2007. Key terms in Latino/a cultural and literary studies, Oxford: Blackwell. Baker, C., 2007. A Parents’ and Teachers’ Guide to Bilingualism, Clevedon: MPG Books. Light, I., 2007. ‘Global Entrepreneurship and Transnationalism’. In Ed. L. Paul Dana. Handbook of Research on Ethnic Minority Entrepreneurship: a Co-evolutionary View on Resource Management, Cheltenham: Edward Elgar Publishing. pp.3-15. Arrifin, K. and M. Susanti Husin, 2011. ‘Code-switching and Code-mixing of English and Bahasa Malaysia in Content-Based Classrooms: Frequency and Attitudes’. The Linguistics Journal, June, pp.220-47. Bista, K., 2010. ‘Factors of Code Switching among Bilingual English Students In the University Classroom: A Survey’. English for Specific Purposes World, Volume 9, pp.1-19. Chan, J. Y. C., H. Cao, P. C. Ching, T. Lee, 2009. ‘Automatic Recognition of Cantonese-English Code-Mixing Speech’. Computational Linguistics and Chinese Language Processes, September, pp.281-304. Li, D. C. S., 2008. ‘Understanding Mixed Code and Classroom Code-Switching: Myths and Realities’. New Horizons in Education, December, pp.75-87. 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My Personal Memoir Analysis Essay Example For Students

My Personal Memoir Analysis Essay Growing up in the south side of Chicago wasnt an easy task. You hear gunshots every night and see multiple innocent lives taken by gang members. As I got older, I felt the streets got worse. My parents were great parents and they installed leadership and responsibility in me. I believe I matured faster than most children my age because, I gave myself responsibility and motivation earlier than most. In the fifth grade I was introduced to basketball, one of the most memorable moments that made me who I am today. Another memorable moment would be, in eighth grade I graduated valedictorian. Now I just recently graduated high school, something most black male teens didnt do in my city. Those three moments I feel modded me into the man I am today and the man I will be in the future. I grew up in the projects where everyone looked out for one another, we were like a family. Before fifth grade, I was the kind of child who went to school, did homework, and played with toys and things of that nature. The start of my fifth grade year my uncle, who was the coach, asked me if I wanted to play basketball and I responded sure. From there, I worked in the gym and outside the gym. I stayed with a basketball in my hand wherever I went. It is almost like I made it my obligation to take whatever I do serious. Being on a basketball team gave me another family and a bond that I never knew I could have. Coach made everyone responsible for everyone on the team because we all were apart of one team. My parents always told me school was first and that everything else came second. I had done just that. I stayed with all As and a starting position on the fifth and sixth grade team. My parents drilled responsibility and leadership in me and I carried that with me. I am the oldest of three siblings, so I was forced to obtain these qualities. I have never let anything stand in the way of my education that is why, I was named the valedictorian for my eighth grade class. I was the number one student and graduating with that honor was a blessing. My accomplishment didnt come easy because I had a responsibility in school, on the court, and at home so I knew school would have to stay the first priority. I did all homework assignments and made sure any questions I had were answered. I made my parents proud once they were notified of my award and it felt great seeing the smiles they had at my graduation as I gave my speech. I stayed humble because I knew that in the fall I would be attending a top high school in Chicago, and things will only get harder from this point. Freshman year was pretty much the same as my entire junior high school days. I finished fourth out of 220 students with all As and a B on my final report card. Sophomore year was the worst year school wise I ever had in my entire life. I was in danger of failing a class first semester and I needed a turn around. Once the basketball season was over I focused on school only and my grades looked better but not where I wanted them to be. Junior year in high school seemed to be the most important with the ACT test and colleges really starting to creep around the corner. From junior year on I had a job and gave myself more responsibility. My parents had two young daughters to raise and I helped out by getting a job. I shied away from basketball and it was only school and work. Towards the senior year time began to fly past. I was now really putting thought into college and knew that was my next step. Graduating high school wasnt as common as it was in the older days. But, through all of the obstacles that life placed in front of me, I stayed on task and did what I needed to do. .u119941ace9c41fa1926953a75faba67f , .u119941ace9c41fa1926953a75faba67f .postImageUrl , .u119941ace9c41fa1926953a75faba67f .centered-text-area { min-height: 80px; position: relative; } .u119941ace9c41fa1926953a75faba67f , .u119941ace9c41fa1926953a75faba67f:hover , .u119941ace9c41fa1926953a75faba67f:visited , .u119941ace9c41fa1926953a75faba67f:active { border:0!important; } .u119941ace9c41fa1926953a75faba67f .clearfix:after { content: ""; display: table; clear: both; } .u119941ace9c41fa1926953a75faba67f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u119941ace9c41fa1926953a75faba67f:active , .u119941ace9c41fa1926953a75faba67f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u119941ace9c41fa1926953a75faba67f .centered-text-area { width: 100%; position: relative ; } .u119941ace9c41fa1926953a75faba67f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u119941ace9c41fa1926953a75faba67f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u119941ace9c41fa1926953a75faba67f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u119941ace9c41fa1926953a75faba67f:hover .ctaButton { background-color: #34495E!important; } .u119941ace9c41fa1926953a75faba67f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u119941ace9c41fa1926953a75faba67f .u119941ace9c41fa1926953a75faba67f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u119941ace9c41fa1926953a75faba67f:after { content: ""; display: block; clear: both; } READ: Ferdinand Magellan EssayBeing responsible is easier said than done. I feel I would only get better and grow not only as a man,but as a person to. The responsibility and leadership that Ive gained over the years made me who I am. The moments I cherish and remember give me motivation every day. I wish I can relive my eighth grade graduation just once more, or remember the exact day I first picked up that basketball. Maybe even hear my named called by my high school principal and grab my diploma. These are somethings that will live with me as I continue my journey to greatness.

Saving Nemo-Vanuatu Video Reaction Paper Essay Sample free essay sample

The ‘Saving Nemo- Vanuatu’ is a documental based on the export of crown fish. which became celebrated since the film ‘Finding Nemo’ released. is fished from the Waterss of Vanuatu by a foreign company and exported to other states such as Australia and United States of America. The names of the civilizations represented in the docudrama are traditional civilization that is shown by the people of Vanuatu. on the island of Nuna. â€Å"the charming adult male declares forbidden raising the liquors to protect sea and whoever defies will confront illness or death† . Another civilization that is represented in this documental pecuniary civilization that is exhibited by the SRS. and the politicians of Vanuatu who have sold their marine ecosystem to SRS for small money. the politicians are given payoffs by the SRS to run in Vanuatu. The 3rd civilization that I think is represented in the docudrama is the coral reef civilization. We will write a custom essay sample on Saving Nemo-Vanuatu Video Reaction Paper Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It shown by the marine life scientist who talks about prolonging the coral reef and learning the kids who are non familiar with coral reefs about how to continue it and familiarizes them with it. The point of position that is reflected through the sound path is that of the storytellers. The manner the storyteller presents the state of affairs to the audience is interesting. It creates a feel of what is really go oning in the docudrama and what are the issues faced by the people at that place. His voice makes me connected to the state of affairs. The presence of the camera and movie crew may hold influenced the action of the people presented. because the manner the acted during the cinematography showed that they were non natural. illustration the charming adult male was smiling while enforcing the tabu. Besides the piscaries section had been lying and giving statements such as that statement is false and disagreed with anything brought up by the storyteller who asked the inquiry. he may been scared at that point on giving his ain positions as he might lose his occupation if he disagreed with the authorities. The movie creates both disgust and empathy. It creates empathy because the marine ecosystem of Vanuatu is being destroyed by foreign people and the authorities is non making anything about it but is looking at its pecuniary value. Young kids will non be able to cognize what they had as their resources and in future these resources may no longer be at that place. On the other manus it created disgust for the SRS who did non care about the depletion of the natural resources of Vanuatu but in bend argued that the fish move about so much that it is impossible to number them. It besides created disgust for Chief Momo who agreed to acquire his reef fished for every bit small as 90 dollars per month which is much less than he and his community deserved. The of import subject of this unit is â€Å"the land and sea: yesteryear. nowadays and future† . The movie fits into this subject because it is about our land and sea. about its sustainability. In the movie the storyteller interviews people with different positions on how and what they feel about their resources being exploited by a foreign individual who is believing of his benefits and consuming their fish supply and coral reefs which are largely depended on the colourful fish that are non eaten. which is its primary builder. The marine life scientist is concerned as to how they can salvage these natural resources. he is besides concerned that how the immature kids can cognize about their environment and therefore he opts to demo them the movie. â€Å"Finding Nemo† . which I feel could be associate to their state of affairs at present and could do them familiarise them with their environment. During the screening of this docudrama. I had a assorted feeling. I did non cognize if I should be surprised at what the people of Vanuatu are making with their resources or be angry at them. The most surprising portion in this docudrama is the portion where Chief Momo declares that he is paid some money for allowing the SRS people fish their seas. It was besides surprising that the piscaries section was non certain as to how many fishes were exported by the SRS each twelvemonth and the SRS insider and the piscaries section estimated export was different. It was besides surprising that the authorities took payoff from SRS. After the docudrama ended I felt a spot alleviated knowing that the kids are at least taught about how their coral reef is. and hope for a better hereafter for both the people and the coral reef. The civilization shown in the movie. which is the pecuniary civilization. is similar to my civilization as people here to be given work their traditional land and seas for money. They sell land to the foreign people who make good usage of it and paying the locals small to what they deserve. My personal reaction to the civilizations. subjects and issues represented in the docudrama is that we should protect our natural resources because it is what we largely rely on for our nutrient and income beginning. If people over fish so the coral reefs are besides destroyed. non merely does it consume our resources but can take to many other effects on the Pacific island groups. The three most of import things of substances I learned from the movie are. First. to be knowing about our natural resources. it is what we are and its sustainability depends on us. Second thing is that the hereafter of our natural resources depend in the custodies of our younger coevals. they can either sell it to foreign states or do it more utile to be used by us. Third. that though the hereafter of our natural resources depend on the younger coevals. it besides has to be protected now so tha t it is of better used by the people of the Pacific as largely we depend on our natural resources.

Animal Farm and the Russian Revolution of 1917 Essays

Animal Farm and the Russian Revolution of 1917 Essays Animal Farm and the Russian Revolution of 1917 Paper Animal Farm and the Russian Revolution of 1917 Paper Essay Topic: Animal Farm Animal Farm Russian Revolution George Orwell’s book Animal Farm (published in1943) is a children’s story, but when closely examined, it proves to be an allegory to the Russian Revolution. The events in the book are very closely related to the actual events from The Russian Revolution. Also, the animals (main-characters) are historically referring to the Communist leaders such as Leon Trotsky, Joseph Stalin, Karl Marx, and others. The book starts out with Old Major speaking to his fellow animals (representing the people during the Revolution). Old Major represents either V. I. Lenin or Karl Marx. Either way, he is representing the father of Communism. His speech urges the animals (â€Å"workers of the world†) to unite against their economic oppressors (humans in the book, Hitler in the Revolution). Old Major dies before he can see the way his followers carried on, as Lenin also died before he was able to witness final results of the Revolution. After Old Major (Lenin) dies, the three pigs Napoleon (Joseph Stalin), Snowball (Leon Trotsky), and Squealer (Stalin’s propagandist) develop the concept â€Å"Animalism†. This concept was really a fictional way of explaining Karl Marx’s Communist vision. This is when the animals decide to rebel and take over Manor Farm, giving it the new name Animal Farm. Every animal worked hard on the farm, and the revolt started as a success, as the Russian Revolution did. Previously, the animals had lead hard lives. Under Jones’ (Nicholas’) reign, the lives of millions of Russians got worse. The farm is overtaken from Jones, representing when Nicholas’ own generals withdrew their support of him. Nicholas left his throne hoping to avoid a civil war, but the war arrived anyway (in the form of the Bolshevik Revolution). Nicholas, like Jones, was removed from his place of rule. He died shortly after. Trotsky’s ideas were reflected when Snowball made plans to build the windmill. He thought it was the best way to put Old Major’s(Lenin/Marx) theories into practice. Trotsky’s army is also shown as the army of animals Snowball directs to get rebel against Jones. As Trotsky was exiled and killed by Stalin’s agents, Snowball was chased off the farm by Napoleon. Stalin gained powerful dictatorship; Napoleon gained powerful dictatorship. Power was valued, and cruel acts of terror and brutality broke out. Napoleon’s dogs are like Stalin’s secret police that he used to eliminate to get in complete control. Using Squealer (propaganda), Napoleon gains control and is able to affect the animal’s lives. The plan to build the windmill after all reflects Stalin’s Five Year Plan for growing the worlds industry etc. When Napoleon digs up Old Major’s skull, it represents how Stalin ordered Lenin’s body to be placed in the shrine-like tomb for Lenin. Napoleon’s starting of the Order of the Green Banner is Stalin’s starting of the Order of Lenin. The Battle of the Cowshed represents the Civil War that occurred after the Revolution. Adolf Hitler is represented by Frederick who formed an allegiance with Stalin(Napoleon), but somehow ended up fighting Stalin’s army later on. Frederick’s fake money revealed that he hadn’t been a true ally to Napoleon. Stalin’s purge is shown by Napoleon’s executions of the animals that confessed. Stalin conducted to rid himself of any possible threat, as Napoleon did in the book. As the hens began to rebel against Napoleon, so did the sailors at the Kronshdadt military base rebel against Communist rule†¦ the attempts to rebel failed. The Battle of the Windmill later on in the book reflects the U. S. S. R. ’s involvement in World War II (but more specifically the Battle of Stalingrad-1943). Stalin’s forces defeated Hitler’s (as Napoleon’s forces defeated Frederick). At the end of the book, the card game represents the Tehran Conference, where Stalin, Winston Churchill, and Franklin Roosevelt met to discuss the ways to make a lasting peace after the war. Orwell mocks that peace in the book by having Napoleon and Pilkington flatter each other and then betray their natures by cheating in the card game. Animal Farm was written to make fun of Stalins corrupt rule in Russia. It was written based on The Russian Revolution, but it definitely shows how any Revolution can go wrong and get out of hand, like in the book. MAIN THEME: â€Å"The theory of a country in which everyone is equal, free and happy is but an illusion, a deception of reality, which is, that ‘power corrupts and absolute power corrupts absolutely’. That once tainted with the feeling of power, most will stoop to any level, and do whatever the cost to maintain that power. †

Nitrogen Dioxide Pollution in Lancaster Dissertation

Nitrogen Dioxide Pollution in Lancaster - Dissertation Example Natural sources comprise only about 1% of the total emissions. With the increase in global warming around the world, incentives were undertaken to first create awareness and then to counter the causes of global warming and ozone depletion. United Nations took upon itself to encourage the respective governments of firstly the developed nations and then the developing ones. Similarly, the EU started funding researches and experiments to monitor the main causes of global warming, which were greenhouse gases, of which primarily, were oxides of nitrogen. The alarming statistics on the increase in NO2 concentration in U.K raised more urgent questions to be pondered over. What were the consequences of such high concentrations? Does it pose any immediate threat to the ecosystem in general and environment in particular? Hence researches and experiments were performed to delve further into the effects of the increased emissions of NO2 and our increasing dependence on non- renewable sources as our sole driving energy. The harmful effects, other than global warming, proved more concerning to the masses. The main effect on any individual exposed to high concentrations of NO2 was an increase in respiratory problems especially childhood asthma (Koenig 2003, p. 173). Child Health Study performed a research amongst children from 10 Californian communities using multiple indicators of exposure to NO2. The main indicator they made use of was traffic pollution in especially urban areas. The results proved that there was a co relation between the extent of exposure to NO2 and the occurrence of asthma or to the least, weasing amongst children. Further research explained this consensus (Ritz 2009). Nitrogen dioxide causes an inflammation in the lining of the lungs and reduces immunity to lung infections. This is exactly why children and aged people in particular are at high risk from exposure (Anzenbacher & Zanger 2012 p. 656). Not only does it cause lung problems but also increases the intensity of the nature of the illness. Other than health problems nitrogen dioxide is in itself, a potent threat to the ecosystem as well. Oxides of nitrogen promote ozone formation. It is a major contributor of acid rain and photochemical smog, both being very serious environment issues. Another major harmful effect of oxides of nitrogen is not in its gaseous form but in its element form (Inglezakis & Poulopoulos 2006, p. 22). Owing to the increasing agricultural industry, the use of fertilizers is inevitable. These nitrogenous fertilizers seep into the soil, only to be swept away by rains or flash floods into the nearby river, where the nitrogen boasts the algae population, thereby reducing the oxygen concentration. As a result all other vegetation and species of fish are fatally affected. Nitrogen dioxide reacts in the presence of air and ultraviolet light to form two very harmful compounds, ozone and nitrogen oxide. The NO then reacts with free radicals in atmosphere to pro duce NO2 again. Thus each molecule of NO2 has the ability to produce ozone molecules a lot of times. Also one molecule of NO2 has a very long lifetime because of its inability to absorb light photons. Ozone is an invisible gas with levels highest when it is warm. It also affects the lungs. Studies in animals claim that ozone damages the cells of lining the passages of the lungs, causing

Analyze the 1992 L.A. Riots from a multi-racial perspective. Include Essay

Analyze the 1992 L.A. Riots from a multi-racial perspective. Include in your discussion sources of racial conflict and unity - Essay Example The melee of huge destruction had left the state and the country at the cross road of bewilderment. The root cause of such massive violence needs to be rationalized. The paper would be making efforts to analyze the riots. The riots had erupted after the court verdict had acquitted the four policemen who were accused of killing a black motorist, Rodney King. The peaceful demonstration in front of the Los Angeles Police Headquarter turned violent with rock throwing that later transformed into bloodied trail and widespread damage to civilian infrastructure and killing of innocent citizen. After three full days of carnage and bruised public emotions, National Guards were called in to control the violence, when the local machinery failed to curb the rising unrest. The rationalization of 92 riots is difficult for a myriad reason primarily because there was no single reason but comprised of multipronged issues that had finally catapulted into mass destruction of lives and property. The demographic geography of the region becomes one of the most compelling facets of the issue. The 70s onwards had seen rapid transformation in demographic segmentation of blacks, Latinos and other ethnic minorities. The region had become more heterogeneous with Whites population coming down to 41% in 1990. The Hispanic population increased to 37% from 15% and Asian population going from 2.5% to 10.5% (Simon, 1992). The central LA which was worst affected had seen decreasing Afro-American population and corresponding increase in Hispanic population. It is observed that upwardly mobile black population migrated to other parts of the country and made no contribution to improve the status of the community in any manner. While the Asian population was educated and relatively well placed in the society, the Blacks and Hispanics remained low educated with huge unemployment. The

Editi a paper Essay Example | Topics and Well Written Essays - 250 words - 5

Editi a paper - Essay Example not comprehend the significance of their contribution in a child’s language learning abilities and dismiss their roles in influencing their belief that their role does affect their children`s linguistic functioning. There are some various factors that which might cause a low impact belief such as Having a low impact belief could be because living in a foreign country or marrying a foreign partner. Inter-racial and inter-cultural marriages / mixed marriages tend to reinforce such a belief in the parents, which completely disregards the role they might play in fostering their children’s linguistic abilities since such parents, more often than not, seldom care about what language their children may speak and hence the parents do not care if their children speak their native language. Another important thing factor is the parent’s total disregard of the significance of learning a foreign language such as English when the parents do not see the importance of a certain language i.e. English. When I was teaching at an intermediate school, I have seen and witnessed such cases where parents who do not see the fail to realize the significance importance of English language and therefore the y do not encourage their children to learn it. Some parents with low impact belief told stated that they do not care if whether their children learn English or not because they believe that their children will never benefit from it. Luckily Fortunately, (at the one end of the spectrum ), there are was a significant proportion of some parents with high impact belief and they are very interested who expressed a high level of interest in raising their children as bilinguals. At the same intermediate school, I have talked to some parents who were willing to do everything to help their children improve their second language skills. Therefore, those children with high impacted parents whose parents displayed a ‘high impact belief’ about bilingualism are the observed to be the best

Resource Mobilisation Theory

Resource Mobilisation Theory The study of social movements is a very broad and encompassing task; with each new movement come new theories, approaches and events that change the field. Social movements, as defined by sociology, can be characterized as a group of persons, who, by sharing a common ideology, band together to try and achieve certain political, economic or social goals.  [1]  There are a few standard theories to describe, understand and evaluate the effectives of social movements. Amoung the major theories currently looked at today are resource mobilization, collective behaviour theory, frame alignment theory and political opportunities theory. Although each has its own merits and shortcomings, this essay will only be examining the strengths and weaknesses of one particular theory, that of resource mobilization. The strengths focus on the theorys ability to effectively dissect the interactions between various material and non-material resources, the political structure and mobilization, while the weaknesses will examine the theorys reliance on economic models, its lack of historical perspective and its ignorance to real-world factors. The conclusion of the paper will also discuss the future use of the theory, its changing adaptations and whether or not the theory itself is still viable in todays world. B: History and Assumptions of the Theory The history of resource mobilization theory begins pre-dominantly with research done in the 1970s. Unlike other theories of social movements at the time, resource mobilization theory, à ¢Ã¢â€š ¬Ã‚ ¦replaced the crowd with the organization, and dismissed the psychological variables of alienation and frustration in favour of the rational actor employing instrumental and strategic reasoning.  [2]  It was this difference, which made it stand out amongst academics and prompted a flurry of research to compile an overarching framework regarding resource mobilization. However, within this framework of the theory lie two distinct approaches: First, the economic or organizational/entrepreneurial model presented by McCarthy and Zald and secondly, the sociopolitical or political/interactive argued more favorably by authors such as Tilly, Diani, and McAdam. Tilly, Diani and McAdams emphasis focuses predominately on employing a political model in order to examine the various processes that ar e claimed to give rise to social movements.  [3]  They base their ideas on the structure of grievances, in so far as they look to determine what opportunities, links or networks exists within the aggrieved group, in order to give rise to enough mobilization as to claim a social movement. Factors they included range from various forms of political power, to the oft conflicting interests of the state and the aggrieved group and finally to the political resources the group has or may need  [4]  . Conversely, the organization/entrepreneurial model emphasizes resource management, the role of leaders and leadership, and the dynamics of organization. This approach is much more economics based and therefore tries to apply various economic theories to the study of social movements. Charles Perrow, when describing this approach, makes light of the fact that it is much more capitalist based and therefore the organization/entrepreneurial branch makes reference to such ideas as: product differentiation, social industry, resource competition, social movement entrepreneurs etc.  [5]   The theory also sets aside three main assumptions when discussing social movements. 1) That economic prosperity and affluence will generally lead to a greater number of social movements.  [6]  2) That people who participants in social movements are inherently rational.  [7]  3) That the social movements participants must achieve a certain level of political and economic resources for their movement to be a success.  [8]  Therefore, as nations become more prosperous and generate necessary social movement resources such as education, wealth and communication, these in turn will help spur social movement activity. It therefore follows that this increase in activity will allow rational people to accumulate the resources needed for their social movement to be successful. Kendall defines the theory as such, resource mobilization theory focuses on the ability of members of a social movement to acquire resources and mobilize people in order to advance their cause.  [9]  Note that the aforementioned affluence is said to be most beneficial when coupled with an open state, which allows groups to mobilize freely and encourages debate and dissent as it promotes the values of freedom, capitalism and transparency. Also, the growth of the welfare state is often seen as a boost to social movements as the State itself can provide resources to struggling movements in the form of aid, workers or development programs.  [10]   The resources that the theory describes range from material to non-material, but are said to include, money, peoples time and skills, access to the media, and material goods such as property and equipment.  [11]  Simply put, resource mobilization theory describes how effective social movements can be, by examining how the groups involved in social movements both mobilize their supporters and manage their resources. Some theorists, such as Anthony Oberschall have furthered the view that the resources defined by the theory are in a constant state of struggle, in which they are perpetually created, consumed, transferred and/or lost.  [12]  Oberschall therefore views social movements much like organizations who vie for a limited number of resources in the political marketplace.  [13]   A key feature to remember, is that the resources(or assets) outlined in the theory can be of both material and non-material nature. Material assets include currency, buildings, people, telephones and computers. Non-material assets include ideology, will-power, political support, leadership and solidarity.  [14]   The other main aspect of the theory is the mobilization aspect. Mobilization is said to occur when a particular group(in this case one assumes a social movement) assembles the aforementioned resources with the explicit purpose on using them to achieve a common goal, change or message through collective action. A distinction must be drawn between the two, as merely gathering resources is not mobilization. Only when those resources have been collectively assigned to pursue a purpose, is mobilization said to take place.  [15]   B. Strengths of the Theory B1. Explanatory power of the Theory: Foweraker discusses the explanatory staying power of the theory, including its ability to adapt over time.  [16]  He states that despite it coming under criticism over the past decade or so, The theory has expanded its explanatory power by including a range of ancillary arguments. The first one of these arguments is that social networking has proven to be a decisive tool in aiding the mobilization of social movements.  [17]  Authors John Hansen and Steven Rosentone, in the book Mobilization, Participation and Democracy in America discuss the impact of social networks on social mobilization by stating, Social networks multiply the effect of mobilization.  [18]  This can be seen in everyday life, as mass communication(often one of the most important resources mentioned when discussing resource mobilization theory) has taken off in a way that not even States can control. The freedom of the internet makes mobilization not only easy, but participation costs shrink. It therefor e comes to no surprise that as social networks have grown, so too have the ability of organizers to mobilize transnational social movements such as the global environmental movement, the tea-party movement of the trans-national European movement. Another aspect of this particular strength of resource mobilization theory lies in its explanatory power to explain the various dynamics of mobilization; to help identify the various resources that social movements need in order to mobilize, the distinctive organizational features needed with condition social movements and the ever growing relationships between the political system as a whole and these movements.  [19]  By moving slightly away from the purely social/cultural or political and instead focusing more generally on resource management and strategy, resource mobilization theory highlights the growing importance of strategic/instrumental action. It also shows a level of understanding in which the decisions taken by the various actors actively affect the outcome of the conflict between the movement and the system.  [20]   B2. Strong analysis of the political system and its interactions with collective action: Resource mobilization theory also includes a very important emphasis on the political process. This is a key feature which provides useful insights into the how social movements interact within the political system. Moreover, an examination of the structure of the political system tends to yield interesting results regarding the set of political factors with either facilitate or harm the emergence of social movements.  [21]  The theory further goes on to focus on the interactions between collective action, social networks and group identity. Foweraker identifies these as prior social organizational interaction and says, Levels of prior social organization influence the degree and type of social mobilization.  [22]   C. Weaknesses of the Theory C1. Adherence to economic cost/benefit models: The first of several weaknesses of resource mobilization theory centre on its apparent adherence to an economic rationality, which presupposes various costs and benefits of a common rational participants. Foweraker believes this shortcoming gives rise to two fundamental flaws of resource mobilization theory and described these two problems as such, First, social actors are presumed to employ a narrowly instrumental rationality which bridges a rigid means/end distinction. The careful weighing of costs and benefits implied by the means/end model falls far short of a universal or complete account of collective action, if only because action may be its own reward. More particularly, to recall Webers analysis of social action, the motives that predispose the actor to act may be not merely instrumental, but habitual, affective and, above all, expressive.  [23]  If the theory only cares about the rationality of actors, then it fails to account for what rationality actually is, as the definition of such ranges from individual to individual. If one person enjoys protesting for the sake of protesting and not, as the theory would say, to achieve a goal, then how can the theory describe their rationality as a participant in a social movement? C2. Rationality without reference to social context and lack of cultural considerations: The second weakness of the theory revolves around an idea of solitary rationality. Resource mobilization theory assumes that rationality is at all times beneficial, yet with any social or historical context, it is nearly impossible to determine how the various costs and benefits of the movements are calculated. Foweraker describes this as a tautological trap, in which the theory, must then define the actors interests in such a way that no matter what choice is made it is always sent to further those interests.  [24]  Melucci agrees with this ascertain by stating that, collective action is never based solely on cost-benefit calculation and a collective identity is never entirely negotiable.  [25]  As Scott correctly points out, social movements must include, the cultural as well as the purposive aspects  [26]  for as it stands now, resource mobilization theory understands the how of social movements, but not the why.  [27]  Also, an associated weakness of the theory is that it gives little room for any sort of cultural considerations. Scott addresses this notion, by underpinning that without any reasonable consideration of cultural, solitary action seems very unlikely.  [28]   C3. Ignorance of real-world variables and factors: The third overarching criticism of resource mobilization theory stems of its apparent lack of real world considerations. The theory purports to understand the dynamic relationship between social movements, yet pays no heed to events such as political negotiations, bribery, espionage and sabotage. Foweraker outlines political negations as being more commonplace than any other political tool and states, Since [rational] choice is often a result of interactions with a living political environment, it makes little sense to think of it as uncontaminated by negotiationsà ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [29]  Another interesting point made by Scott Lash and John Urry in their paper, The New Marxism of Collective Action: A Critical Analysis argue that, the rationality applying to one-off game-like situations does not necessarily apply to long-term relations.  [30]  This also applies to the theory of free-riding in which people may participate in a movement purely because of the advantageous position it will put them in, and not because they truly feel motivated in the movement itself. Therefore resources may be drained and fail if enough free riders are brought on. In particular, the theory fails to explain socials movements that are too weak to distribute selective benefitsà ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [31]  due exactly to this problem. D. Conclusion and Future: After having discussed the various strengths sand weaknesses of resource mobilization theory, this paper will now conclude with a look into the future; regarding both longevity of the theory and the overall attractiveness to academics in its current form. Given the overarching criticisms inherit to the theory itself, it should come as no surprise that the theory has lot a lot of ground to other theories of social movements, such as Political Opportunities theory, Frame Alignment theory or any of a new number of New Social Movement theories.  [32]  However, there is still plenty of underlying merit of resource mobilization theory, which this paper believes will keep it in the foreground of social movement theory for the foreseeable future. This is mainly due to the essential fact that without resources, regardless of how one defines them, social movements simply cannot generate enough momentum to sustain themselves. Therefore, taking a look into the various approaches of mobilizat ion with regards to these resources is as important now, than it was in the 1970s. Coupled with its relative openness and adaptability should make resource mobilization theory a useful tool for the foreseeable future.

The Death Penalty is a Necessary Deterrent to Crime Essay -- Exemplifi

The Death Penalty is a Necessary Deterrent to Crime    Murder and rape are serious crimes, although they aren't the only crimes that could be considered serious. Others that might be considered are stealing, which has numerous categories under it such as grand theft auto, etc†¦ The following story is the true account of a young female named Donna. This story tells of Donna's rape and then her murder by a man named McCorquodale and his friend Leroy. The author is telling this story in order to create the mental picture of what murder and rape really are. "†¦The appellant, after telling Donna how pretty she was, raised his fist and hit her across the face. When she stood up, he grabbed her by her blouse, ripping it off and tied her hands behind her back with a nylon stocking. Then he bound her mouth with tape and a washcloth. Leroy then kicked Donna and she fell to the floor. McCorquodale then had [forced] intercourse with her. . . Then Leroy had [forced] intercourse with the victim. . . The victim was then permitted to go to the bathroom to 'get cleaned up.' While she was in the bathroom, McCorquodale secured a piece of nylon rope and told Bonnie, her roommate, that he was going 'to kill the girl.' He hid in a closet across the hall from the bathroom and when Donna came out of the bathroom he wrapped the nylon cord around her neck. Donna screamed, 'My God, you're killing me.' As McCorquodale tried to strangle her, the cord cut into his hands and Donna fell to the floor. He fell on top of her and began to strangle her with his bare hands. He removed his hands and the victim began to have convulsions. He again strangled her and then pulled her head up and forward to break her neck. [After killing her] he covered her life... ...rred by the death penalty. In Schonebaum, S.E. (Ed.), Does capital punishment deter crime? (pp. 45-46) San Diego, CA: Greenhaven Press, Inc. Sowell, T. & DiIulio, J. Jr. (1997) The death penalty is a deterrent. In Winters, P.A.(Ed.), The death penalty opposing view points (pp. 103-107). San Diego, CA: Greenhaven Press, Inc. Specter, A. (1997) A swifter death penalty would be an effective deterrent. In Winters, P.A. (Ed.), The death penalty opposing view points (pp. 114-119). San Diego, CA: Greenhaven Press, Inc. Specter, A. (1998) A swifter death penalty would be an effective deterrent. In Schonebaum, S.E. (Ed.), Does capital punishment deter crime? (pp. 87-96) San Diego, CA: Greenhaven Press, Inc. The death penalty will discourage crime (1701). In Winters, P.A. (Ed.), The death penalty opposing view points (pp. 17-20). San Diego, CA: Greenhaven Press, Inc.