The Women Og Greece A Transition From Ancient Power To Classical Subs

The Women Og Greece: A Transition From Ancient Power To Classical Subservient Weakness The Women of Greece: A Transition from Ancient Power to Classical Subservience Women's conquest for political and social freedom is a battle that has gone on for centuries. Perhaps the breaking point in women's liberation was the Women's Movement of the 1900's, which encouraged women all over America to join in the fight for their right to vote. Because of this struggle for equality, women are now able to vote, receive a standard of fairness in the workplace, hold political positions, and play professional sports, as well as a wide array of other privileges enjoyed by men. Unfortunately, these civil rights have not been made available to women worldwide. In some cultures, especially those of the Middle East, women have gained little if any rights at all since the societies of the past. In Greece, an almost opposite effect can be seen in its history in which women in their country went from being recognized as equals and above, to becoming a much weaker sex. This odd transition of status of Greek women is evident through the art, mythology, and philosophy of a much older Greece. Thus dominant role of women portrayed in Ancient Greek mythology and artwork is in direct contrast to the more subservient role of women during the classical era in Greece. Ancient Greece, otherwise known as the Archaic period (650-450 B.C.), was a time of great development for Greece. The first major developments in Greece were cities or towns and their surrounding villages called city-states(Greece 366). Much rivalry consisted between city-state residents which resulted in a great deal of patriotism for one's city-state. Some of the best known city-states are Athens and Sparta (Greece 366). During this time of growth, numerous tyrants came into control of the city-states. These tyrants caused the people to become bitterly rebellious, which later ended in revolt and the birth of the first known democratic government (Greece 372). City-states were once again threatened by takeover in the 500's B.C., when Persian kings tried to overrun the city-states; however, the city-states revolted against the Persian kings. These uprisings did nothing more than cause a war with Persia. The Greeks, who were outnumbered, fought Persia and surprisingly won (Greece 372). Another problem that Greece faced was the rivalry between the city-states of Athens and Sparta. The cooperation between the two city-states in the Persian War was short-lived. Athens and Sparta were constantly feuding for control of Greece (Greece 373). The Archaic period, though constantly growing, was one of a somewhat primitive nature. Due to this, not much written philosophy has surfaced; however, creative thought was very encouraged during this time (Greece 367). Because of the lack of written documents, many of the holes in the philosophy of the time must be filled with speculation. The philosophy of ancient Greece, that could be found, was very favorable towards women. During the Archaic period, a woman held a position almost equal to that of a man. Women were able to hold political positions, possess land, and overall enjoy a majority of the same rights that a man had. This philosophy of women's equality is best expressed by J.P. Mahaffy when he states: This equality upon the position of women is obvious... The wives and daughters of the chiefs were respected and influential because they were attached to the centre of power, because they influenced the king more than free men did (146). The whole idea of women being not only respected but influential during this period in Greece is phenomenal when one considers the more abject role that women in many other cultures of that time were faced with. This immense influence also proves the power women were given in Greece during the Archaic period. Socrates, as well as others, Sees women, as, if not truly equal, at least not inferior to men, and believes it possible for women even to achieve personal and intellectual fulfillment not tied exclusively to motherhood, Eve Cantarella remarks in her book Pandora's Daughters (61). This theory is another confirmation of women's strong position in Archaic Greece. Mythological women of the Archaic period in Greece strongly suggest a dominant, mighty role for the women of ancient Greece. Athena, patron goddess of Athens, was worshipped throughout Greece for her warlike aspects, but she was also protectress of women's work and crafts (Spivey 423). Athena was also known as the goddess of justice, wisdom and warfare, and masculinity. She was a

The Importance of Narrative Voice and Dialogue Essay Example

The Importance of Narrative Voice and Dialogue Essay Example The Importance of Narrative Voice and Dialogue Essay The Importance of Narrative Voice and Dialogue Essay In a continuous essay of not more than 1,000 words, analyse this passage, discussing how narrative voice and dialogue are important elements in the creation of meaning in the passage. Throughout the passage from Jane Austen’s Pride and Prejudice, the author provides many ways to establish the creation of meaning through the use of dialogue and narrative voice. Austen allows the reader insight into the nature of the characters by us of dialogue, in which we see how the characters interact with each other. Austen also uses narrative, focalization, discourse and punctuation to further develop the characters and create familiarity between them and the reader. I hope to analyse the ways in which she does this and the meaning that is consequently created. The narration within the passage is omniscient. The narrator knows the actions, thoughts, words and feelings of not only the characters but also gives the reader insight into the society attitude to the engagement of Jane and Bingley; â€Å"The Bennets were speedily pronounced to be the luckiest family in the world†. The understated way in which the narrator ‘tells’ the reader this using the omniscient voice, allows the reader to absorb the information in a detached way; giving them the impression of a small, judgmental community who are limited in their imagination. This has the effect of enriching the reader’s understanding of the characters that live within the community. In contrast, we are dramatically ‘shown’ by the narrator Mrs Bennet’s reaction, â€Å"Why he has four or five thousand a year†. The litter of exclamation marks in the paragraph convey Mrs Bennet’s excitement, and the reader may judge that Mrs Bennet is shallow and slightly silly. The reader’s judgment is qualified by the fact that Mr Bennet does not reply to this utterance, and perhaps has the opinion that it is an exaggerated response and not worthy of reply. However, the narrator lets us know that while Mrs Bennet’s speech is worthy of judgement; it is an acceptable perspective shared by the society in which she lived and therefore perhaps, nudges the reader to judge them both harshly or conversely understand and excuse her. The society view within the passage, that the good marriage of a daughter is the luck of a family conveys an impression of realism. Mrs Bennet’s speech which features Bingley’s money and good looks, (not mentioning his character at all) also compounds the preconception that in this era these values were considered important before all other virtues. Conversely, the way in which the Bennets are described as being the â€Å"luckiest family in the world† has a quality of romance or a fairy tale/dream ending. Realism and romance are therefore both used to convey the ‘good fortune’ of the family and its implications. The omniscient narrator conveys the point of view of the characters Mary and Kitty to their sister’s engagement through the use of free indirect speech – â€Å"Mary petitioned Kitty begged very hard † this has the effect of giving the reader insight into the nature of the two sisters – they may conclude that Mary is the more staid, scholarly sister and Kitty frivolous, even the names of the characters affirms this. This characterization enables the reader form an opinion on the characters and in doing so gets more involved in the plot. Much of the passage is made up of direct speech between Jane and Elizabeth, this dialogue has the effect of conveying the closeness between the two sisters. The dialogue is interjected with omniscient narration that portrays Elizabeth’s inner thoughts and relief that Bingley had not told Jane of Darcy’s involvement in their previous estrangement â€Å"Elizabeth was pleased†. This has the effect of involving the reader and establishing affection for the character. The reader is privy to thoughts and events that not even her sister is aware of and is therefore complicit in the omission, sharing a secret with Elizabeth; thus drawing the reader to the character and into the narrative. The narrative in the passage is focalized mainly through Elizabeth. It is from her point of view that we observe the events following Jane and Bingley’s engagement, â€Å"Elizabeth had now but little time she found herself useful † this focalization causes the reader to identify with Elizabeth and become fond of her as her character and opinions are expressed. In the dialogue that follows, Jane is predictably extolling the virtues of Bingley and asserting her happiness, â€Å"certainly the most fortunate creature.. † Elizabeth’s response to this gives us insight into the way in which her character and the plot may develop. Elizabeth asserts that â€Å"till I have your disposition I never can have your happiness.. † It is possible that she believes that the good nature of her sister and lack of pride is key to her happiness (alternatively she is being ironic, knowing that she would not be happy with a ‘Bingley’ unless she had a similar temperament to Jane). She is pleased that her sister does not know about Darcy’s interference in her courtship with Bingley as she believes that this would â€Å"prejudice her against him† This could be a significant moment in the plot as pride and prejudice have been keeping Darcy and Elizabeth from finding happiness with each other. The intention to cease prejudice and pride causes the reader to sense and anticipate a happy conclusion, therefore eagerly reads on. The suggestion of moral self knowledge by which means Elizabeth may improve her prospects is showing the reader that reflection and change is required for evolvement. It also shows the dynamic quality of her character. The passage also lets the reader know that Jane’s character has changed over the course of the book â€Å"the most unforgiving speech that I have ever heard you utter. † Experience has led her to treat Miss Bingley with caution, this has the effect of humanizing the character of Jane and making her less static and one dimensional. It also gives the reader no doubt as to the feelings of Elizabeth towards Miss Bingley â€Å"Good girl! It would vex me indeed. the dupe of Miss Bingley’s pretend regard† As Elizabeth is the focalized character, the reader takes this judgement as a fair and accurate one and the poor opinion of Miss Bingley is assumed with no other evidence to confirm it. In conclusion, the narrative voice and dialogue within the passage affords a wealth of meaning. It is possible to study and form opinion on the characters and the environment in which they lived, by the author’s use of characterization. The use of narrative and the In a continuous essay of not more than 1,000 words, analyse this passage, discussing how narrative voice and dialogue are important elements in the creation of meaning in the passage. Throughout the passage from Jane Austen’s Pride and Prejudice, the author provides many ways to establish the creation of meaning through the use of dialogue and narrative voice. Austen allows the reader insight into the nature of the characters by us of dialogue, in which we see how the characters interact with each other. Austen also uses narrative, focalization, discourse and punctuation to further develop the characters and create familiarity between them and the reader. I hope to analyse the ways in which she does this and the meaning that is consequently created. The narration within the passage is omniscient. The narrator knows the actions, thoughts, words and feelings of not only the characters but also gives the reader insight into the society attitude to the engagement of Jane and Bingley; â€Å"The Bennets were speedily ronounced to be the luckiest family in the world†. The understated way in which the narrator ‘tells’ the reader this using the omniscient voice, allows the reader to absorb the information in a detached way; giving them the impression of a small, judgmental community who are limited in their imagination. This has the effect of enriching the reader’s understanding of the characters that live within the community. In contrast, we are dramatically †˜shown’ by the narrator Mrs Bennet’s reaction, â€Å"Why he has four or five thousand a year†. The litter of exclamation marks in the paragraph convey Mrs Bennet’s excitement, and the reader may judge that Mrs Bennet is shallow and slightly silly. The reader’s judgment is qualified by the fact that Mr Bennet does not reply to this utterance, and perhaps has the opinion that it is an exaggerated response and not worthy of reply. However, the narrator lets us know that while Mrs Bennet’s speech is worthy of judgement; it is an acceptable perspective shared by the society in which she lived and therefore perhaps, nudges the reader to judge them both harshly or conversely understand and excuse her. The society view within the passage, that the good marriage of a daughter is the luck of a family conveys an impression of realism. Mrs Bennet’s speech which features Bingley’s money and good looks, (not mentioning his character at all) also compounds the preconception that in this era these values were considered important before all other virtues. Conversely, the way in which the Bennets are described as being the â€Å"luckiest family in the world† has a quality of romance or a fairy tale/dream ending. Realism and romance are therefore both used to convey the ‘good fortune’ of the family and its implications. The omniscient narrator conveys the point of view of the characters Mary and Kitty to their sister’s engagement through the use of free indirect speech – â€Å"Mary petitioned Kitty begged very hard † this has the effect of giving the reader insight into the nature of the two sisters – they may conclude that Mary is the more staid, scholarly sister and Kitty frivolous, even the names of the characters affirms this. This characterization enables the reader form an opinion on the characters and in doing so gets more involved in the plot. Much of the passage is made up of direct speech between Jane and Elizabeth, this dialogue has the effect of conveying the closeness between the two sisters. The dialogue is interjected with omniscient narration that portrays Elizabeth’s inner thoughts and relief that Bingley had not told Jane of Darcy’s involvement in their previous estrangement â€Å"Elizabeth was pleased†. This has the effect of involving the reader and establishing affection for the character. The reader is privy to thoughts and events that not even her sister is aware of and is therefore complicit in the omission, sharing a secret with Elizabeth; thus drawing the reader to the character and into the narrative. The narrative in the passage is focalized mainly through Elizabeth. It is from her point of view that we observe the events following Jane and Bingley’s engagement, â€Å"Elizabeth had now but little time she found herself useful † this focalization causes the reader to identify with Elizabeth and become fond of her as her character and opinions are expressed. In the dialogue that follows, Jane is predictably extolling the virtues of Bingley and asserting her happiness, â€Å"certainly the most fortunate creature.. † Elizabeth’s response to this gives us insight into the way in which her character and the plot may develop. Elizabeth asserts that â€Å"till I have your disposition I never can have your happiness.. † It is possible that she believes that the good nature of her sister and lack of pride is key to her happiness (alternatively she is being ironic, knowing that she would not be happy with a ‘Bingley’ unless she had a similar temperament to Jane). She is pleased that her sister does not know about Darcy’s interference in her courtship with Bingley as she believes that this would â€Å"prejudice her against him† This could be a significant moment in the plot as pride and prejudice have been keeping Darcy and Elizabeth from finding happiness with each other. The intention to cease prejudice and pride causes the reader to sense and anticipate a happy conclusion, therefore eagerly reads on. The suggestion of moral self knowledge by which means Elizabeth may improve her prospects is showing the reader that reflection and change is required for evolvement. It also shows the dynamic quality of her character. The passage also lets the reader know that Jane’s character has changed over the course of the book â€Å"the most unforgiving speech that I have ever heard you utter. † Experience has led her to treat Miss Bingley with caution, this has the effect of humanizing the character of Jane and making her less static and one dimensional. It also gives the reader no doubt as to the feelings of Elizabeth towards Miss Bingley â€Å"Good girl! It would vex me indeed. the dupe of Miss Bingley’s pretend regard† As Elizabeth is the focalized character, the reader takes this judgement as a fair and accurate one and the poor opinion of Miss Bingley is assumed with no other evidence to confirm it. In conclusion, the narrative voice and dialogue within the passage affords a wealth of meaning. It is possible to study and form opinion on the characters and the environment in which they lived, by the author’s use of characterization. The use of narrative and the In a continuous essay of not more than 1,000 words, analyse this passage, discussing how narrative voice and dialogue are important elements in the creation of meaning in the passage. Throughout the passage from Jane Austen’s Pride and Prejudice, the author provides many ways to establish the creation of meaning through the use of dialogue and narrative voice. Austen allows the reader insight into the nature of the characters by us of dialogue, in which we see how the characters interact with each other. Austen also uses narrative, focalization, discourse and punctuation to further develop the characters and create familiarity between them and the reader. I hope to analyse the ways in which she does this and the meaning that is consequently created. The narration within the passage is omniscient. The narrator knows the actions, thoughts, words and feelings of not only the characters but also gives the reader insight into the society attitude to the engagement of Jane and Bingley; â€Å"The Bennets were speedily pronounced to be the luckiest family in the world†. The understated way in which the narrator ‘tells’ the reader this using the omniscient voice, allows the reader to absorb the information in a detached way; giving them the impression of a small, judgmental community who are limited in their imagination. This has the effect of enriching the reader’s understanding of the characters that live within the community. In contrast, we are dramatically ‘shown’ by the narrator Mrs Bennet’s reaction, â€Å"Why he has four or five thousand a year†. The litter of exclamation marks in the paragraph convey Mrs Bennet’s excitement, and the reader may judge that Mrs Bennet is shallow and slightly silly. The reader’s judgment is qualified by the fact that Mr Bennet does not reply to this utterance, and perhaps has the opinion that it is an exaggerated response and not worthy of reply. However, the narrator lets us know that while Mrs Bennet’s speech is worthy of judgement; it is an acceptable perspective shared by the society in which she lived and therefore perhaps, nudges the reader to judge them both harshly or conversely understand and excuse her. The society view within the passage, that the good marriage of a daughter is the luck of a family conveys an impression of realism. Mrs Bennet’s speech which features Bingley’s money and good looks, (not mentioning his character at all) also compounds the preconception that in this era these values were considered important before all other virtues. Conversely, the way in which the Bennets are described as being the â€Å"luckiest family in the world† has a quality of romance or a fairy tale/dream ending. Realism and romance are therefore both used to convey the ‘good fortune’ of the family and its implications. The omniscient narrator conveys the point of view of the characters Mary and Kitty to their sister’s engagement through the use of free indirect speech – â€Å"Mary petitioned Kitty begged very hard † this has the effect of giving the reader insight into the nature of the two sisters – they may conclude that Mary is the more staid, scholarly sister and Kitty frivolous, even the names of the characters affirms this. This characterization enables the reader form an opinion on the characters and in doing so gets more involved in the plot. Much of the passage is made up of direct speech between Jane and Elizabeth, this dialogue has the effect of conveying the closeness between the two sisters. The dialogue is interjected with omniscient narration that portrays Elizabeth’s inner thoughts and relief that Bingley had not told Jane of Darcy’s involvement in their previous estrangement â€Å"Elizabeth was pleased†. This has the effect of involving the reader and establishing affection for the character. The reader is privy to thoughts and events that not even her sister is aware of and is therefore complicit in the omission, sharing a secret with Elizabeth; thus drawing the reader to the character and into the narrative. The narrative in the passage is focalized mainly through Elizabeth. It is from her point of view that we observe the events following Jane and Bingley’s engagement, â€Å"Elizabeth had now but little time she found herself useful † this focalization causes the reader to identify with Elizabeth and become fond of her as her character and opinions are expressed. In the dialogue that follows, Jane is predictably extolling the virtues of Bingley and asserting her happiness, â€Å"certainly the most fortunate creature.. † Elizabeth’s response to this gives us insight into the way in which her character and the plot may develop. Elizabeth asserts that â€Å"till I have your disposition I never can have your happiness.. † It is possible that she believes that the good nature of her sister and lack of pride is key to her happiness (alternatively she is being ironic, knowing that she would not be happy with a ‘Bingley’ unless she had a similar temperament to Jane). She is pleased that her sister does not know about Darcy’s interference in her courtship with Bingley as she believes that this would â€Å"prejudice her against him† This could be a significant moment in the plot as pride and prejudice have been keeping Darcy and Elizabeth from finding happiness with each other. The intention to cease prejudice and pride causes the reader to sense and anticipate a happy conclusion, therefore eagerly reads on. The suggestion of moral self knowledge by which means Elizabeth may improve her prospects is showing the reader that reflection and change is required for evolvement. It also shows the dynamic quality of her character. The passage also lets the reader know that Jane’s character has changed over the course of the book â€Å"the most unforgiving speech that I have ever heard you utter. † Experience has led her to treat Miss Bingley with caution, this has the effect of humanizing the character of Jane and making her less static and one dimensional. It also gives the reader no doubt as to the feelings of Elizabeth towards Miss Bingley â€Å"Good girl! It would vex me indeed. the dupe of Miss Bingley’s pretend regard† As Elizabeth is the focalized character, the reader takes this judgement as a fair and accurate one and the poor opinion of Miss Bingley is assumed with no other evidence to confirm it. In conclusion, the narrative voice and dialogue within the passage affords a wealth of meaning. It is possible to study and form opinion on the characters and the environment in which they lived, by the author’s use of characterization. The use of narrative and the In a continuous essay of not more than 1,000 words, analyse this passage, discussing how narrative voice and dialogue are important elements in the creation of meaning in the passage. Throughout the passage from Jane Austen’s Pride and Prejudice, the author provides many ways to establish the creation of meaning through the use of dialogue and narrative voice. Austen allows the reader insight into the nature of the characters by us of dialogue, in which we see how the characters interact with each other. Austen also uses narrative, focalization, discourse and punctuation to further develop the characters and create familiarity between them and the reader. I hope to analyse the ways in which she does this and the meaning that is consequently created. The narration within the passage is omniscient. The narrator knows the actions, thoughts, words and feelings of not only the characters but also gives the reader insight into the society attitude to the engagement of Jane and Bingley; â€Å"The Bennets were speedily pronounced to be the luckiest family in the world†. The understated way in which the narrator ‘tells’ the reader this using the omniscient voice, allows the reader to absorb the information in a detached way; giving them the impression of a small, judgmental community who are limited in their imagination. This has the effect of enriching the reader’s understanding of the characters that live within the community. In contrast, we are dramatically ‘shown’ by the narrator Mrs Bennet’s reaction, â€Å"Why he has four or five thousand a year†. The litter of exclamation marks in the paragraph convey Mrs Bennet’s excitement, and the reader may judge that Mrs Bennet is shallow and slightly silly. The reader’s judgment is qualified by the fact that Mr Bennet does not reply to this utterance, and perhaps has the opinion that it is an exaggerated response and not worthy of reply. However, the narrator lets us know that while Mrs Bennet’s speech is worthy of judgement; it is an acceptable perspective shared by the society in which she lived and therefore perhaps, nudges the reader to judge them both harshly or conversely understand and excuse her. The society view within the passage, that the good marriage of a daughter is the luck of a family conveys an impression of realism. Mrs Bennet’s speech which features Bingley’s money and good looks, (not mentioning his character at all) also compounds the preconception that in this era these values were considered important before all other virtues. Conversely, the way in which the Bennets are described as being the â€Å"luckiest family in the world† has a quality of romance or a fairy tale/dream ending. Realism and romance are therefore both used to convey the ‘good fortune’ of the family and its implications. The omniscient narrator conveys the point of view of the characters Mary and Kitty to their sister’s engagement through the use of free indirect speech – â€Å"Mary petitioned Kitty begged very hard † this has the effect of giving the reader insight into the nature of the two sisters – they may conclude that Mary is the more staid, scholarly sister and Kitty frivolous, even the names of the characters affirms this. This characterization enables the reader form an opinion on the characters and in doing so gets more involved in the plot. Much of the passage is made up of direct speech between Jane and Elizabeth, this dialogue has the effect of conveying the closeness between the two sisters. The dialogue is interjected with omniscient narration that portrays Elizabeth’s inner thoughts and relief that Bingley had not told Jane of Darcy’s involvement in their previous estrangement â€Å"Elizabeth was pleased†. This has the effect of involving the reader and establishing affection for the character. The reader is privy to thoughts and events that not even her sister is aware of and is therefore complicit in the omission, sharing a secret with Elizabeth; thus drawing the reader to the character and into the narrative. The narrative in the passage is focalized mainly through Elizabeth. It is from her point of view that we observe the events following Jane and Bingley’s engagement, â€Å"Elizabeth had now but little time she found herself useful † this focalization causes the reader to identify with Elizabeth and become fond of her as her character and opinions are expressed. In the dialogue that follows, Jane is predictably extolling the virtues of Bingley and asserting her happiness, â€Å"certainly the most fortunate creature.. † Elizabeth’s response to this gives us insight into the way in which her character and the plot may develop. Elizabeth asserts that â€Å"till I have your disposition I never can have your happiness.. † It is possible that she believes that the good nature of her sister and lack of pride is key to her happiness (alternatively she is being ironic, knowing that she would not be happy with a ‘Bingley’ unless she had a similar temperament to Jane). She is pleased that her sister does not know about Darcy’s interference in her courtship with Bingley as she believes that this would â€Å"prejudice her against him† This could be a significant moment in the plot as pride and prejudice have been keeping Darcy and Elizabeth from finding happiness with each other. The intention to cease prejudice and pride causes the reader to sense and anticipate a happy conclusion, therefore eagerly reads on. The suggestion of moral self knowledge by which means Elizabeth may improve her prospects is showing the reader that reflection and change is required for evolvement. It also shows the dynamic quality of her character. The passage also lets the reader know that Jane’s character has changed over the course of the book â€Å"the most unforgiving speech that I have ever heard you utter. † Experience has led her to treat Miss Bingley with caution, this has the effect of humanizing the character of Jane and making her less static and one dimensional. It also gives the reader no doubt as to the feelings of Elizabeth towards Miss Bingley â€Å"Good girl! It would vex me indeed. the dupe of Miss Bingley’s pretend regard† As Elizabeth is the focalized character, the reader takes this judgement as a fair and accurate one and the poor opinion of Miss Bingley is assumed with no other evidence to confirm it. In conclusion, the narrative voice and dialogue within the passage affords a wealth of meaning. It is possible to study and form opinion on the characters and the environment in which they lived, by the author’s use of characterization. The use of narrative and the In a continuous essay of not more than 1,000 words, analyse this passage, discussing how narrative voice and dialogue are important elements in the creation of meaning in the passage. Throughout the passage from Jane Austen’s Pride and Prejudice, the author provides many ways to establish the creation of meaning through the use of dialogue and narrative voice. Austen allows the reader insight into the nature of the characters by us of dialogue, in which we see how the characters interact with each other. Austen also uses narrative, focalization, discourse and punctuation to further develop the characters and create familiarity between them and the reader. I hope to analyse the ways in which she does this and the meaning that is consequently created. The narration within the passage is omniscient. The narrator knows the actions, thoughts, words and feelings of not only the characters but also gives the reader insight into the society attitude to the engagement of Jane and Bingley; â€Å"The Bennets were speedily pronounced to be the luckiest family in the world†. The understated way in which the narrator ‘tells’ the reader this using the omniscient voice, allows the reader to absorb the information in a detached way; giving them the impression of a small, judgmental community who are limited in their imagination. This has the effect of enriching the reader’s understanding of the characters that live within the community. In contrast, we are dramatically ‘shown’ by the narrator Mrs Bennet’s reaction, â€Å"Why he has four or five thousand a year†. The litter of exclamation marks in the paragraph convey Mrs Bennet’s excitement, and the reader may judge that Mrs Bennet is shallow and slightly silly. The reader’s judgment is qualified by the fact that Mr Bennet does not reply to this utterance, and perhaps has the opinion that it is an exaggerated response and not worthy of reply. However, the narrator lets us know that while Mrs Bennet’s speech is worthy of judgement; it is an acceptable perspective shared by the society in which she lived and therefore perhaps, nudges the reader to judge them both harshly or conversely understand and excuse her. The society view within the passage, that the good marriage of a daughter is the luck of a family conveys an impression of realism. Mrs Bennet’s speech which features Bingley’s money and good looks, (not mentioning his character at all) also compounds the preconception that in this era these values were considered important before all other virtues. Conversely, the way in which the Bennets are described as being the â€Å"luckiest family in the world† has a quality of romance or a fairy tale/dream ending. Realism and romance are therefore both used to convey the ‘good fortune’ of the family and its implications. The omniscient narrator conveys the point of view of the characters Mary and Kitty to their sister’s engagement through the use of free indirect speech – â€Å"Mary petitioned Kitty begged very hard † this has the effect of giving the reader insight into the nature of the two sisters – they may conclude that Mary is the more staid, scholarly sister and Kitty frivolous, even the names of the characters affirms this. This characterization enables the reader form an opinion on the characters and in doing so gets more involved in the plot. Much of the passage is made up of direct speech between Jane and Elizabeth, this dialogue has the effect of conveying the closeness between the two sisters. The dialogue is interjected with omniscient narration that portrays Elizabeth’s inner thoughts and relief that Bingley had not told Jane of Darcy’s involvement in their previous estrangement â€Å"Elizabeth was pleased†. This has the effect of involving the reader and establishing affection for the character. The reader is privy to thoughts and events that not even her sister is aware of and is therefore complicit in the omission, sharing a secret with Elizabeth; thus drawing the reader to the character and into the narrative. The narrative in the passage is focalized mainly through Elizabeth. It is from her point of view that we observe the events following Jane and Bingley’s engagement, â€Å"Elizabeth had now but little time she found herself useful † this focalization causes the reader to identify with Elizabeth and become fond of her as her character and opinions are expressed. In the dialogue that follows, Jane is predictably extolling the virtues of Bingley and asserting her happiness, â€Å"certainly the most fortunate creature.. † Elizabeth’s response to this gives us insight into the way in which her character and the plot may develop. Elizabeth asserts that â€Å"till I have your disposition I never can have your happiness.. † It is possible that she believes that the good nature of her sister and lack of pride is key to her happiness (alternatively she is being ironic, knowing that she would not be happy with a ‘Bingley’ unless she had a similar temperament to Jane). She is pleased that her sister does not know about Darcy’s interference in her courtship with Bingley as she believes that this would â€Å"prejudice her against him† This could be a significant moment in the plot as pride and prejudice have been keeping Darcy and Elizabeth from finding happiness with each other. The intention to cease prejudice and pride causes the reader to sense and anticipate a happy conclusion, therefore eagerly reads on. The suggestion of moral self knowledge by which means Elizabeth may improve her prospects is showing the reader that reflection and change is required for evolvement. It also shows the dynamic quality of her character. The passage also lets the reader know that Jane’s character has changed over the course of the book â€Å"the most unforgiving speech that I have ever heard you utter. † Experience has led her to treat Miss Bingley with caution, this has the effect of humanizing the character of Jane and making her less static and one dimensional. It also gives the reader no doubt as to the feelings of Elizabeth towards Miss Bingley â€Å"Good girl! It would vex me indeed. he dupe of Miss Bingley’s pretend regard† As Elizabeth is the focalized character, the reader takes this judgement as a fair and accurate one and the poor opinion of Miss Bingley is assumed with no other evidence to confirm it. In conclusion, the narrative voice and dialogue within the passage affords a wealth of meaning. It is possible to study and form opinion on the characters and the environment in which they lived, by the author’s use of cha racterization. The use of narrative and the different perspectives this creates, envelopes the reader into the world of the Bennets. Even the punctuation used gives the reader vital clues, establishing a mental picture in the mind of the reader, drawing them into the story and giving it life. References Austen, Jane. (1813)Pride and Prejudice, Oxford World Classics (volume 111, chapter 13) Bibliography Austen, Jane. (1813)Pride and Prejudice, Oxford World Classics. Padley, Steve. (2001) Approaching Prose Fiction, Milton Keynes, The Open University. Walder, Dennis. (1995) The Realist Novel, Oxon, Routledge/The Open University. A210 (2006) DVD 1, The language of Realism I, The Open University, CDA5746, Track 3.

All About the Economics of Interest

All About the Economics of Interest What is Interest?: Interest, as defined by economists, is the income earned by the lending of a sum of money. Often the amount of money earned is given as a percentage of the sum of money lent - this percentage is known as the interest rate. More formally, the Glossary of Economics Terms defines the interest rate as the yearly price charged by a lender to a borrower in order for the borrower to obtain a loan. This is usually expressed as a percentage of the total amount loaned. Interest Types and Types of Interest Rates: Not all types of loans earn the same rate of interest. Ceteris paribus (all else being equal), loans of longer duration and loans with more risk (that is, loans that are less likely to be paid off) are associated with higher interest rates. The article Whats the Difference Between all the Interest Rates in the Newspaper? discusses the different variety of interest rates. What Determines the Interest Rate?: We can think of the interest rate as being a price - the price to borrow a sum of money for a year. Like almost all other prices in our economy, it is determined by the twin forces of supply and demand. Here supply refers to the supply of loanable funds in an economy, and demand is the demand for loans. Central banks, such as the Federal Reserve and the Bank of Canada can influence the supply of loanable funds in a country by increasing or decreasing the supply of money. To learn more about the money supply see: Why does money have value? and Why Dont Prices Decline During A Recession? Interest Rates That Are Adjusted for Inflation: When determining whether or not to loan money, one needs to consider the fact that prices go up over time - what costs $10 today may cost $11 tomorrow. If you loan at a 5% interest rate, but prices rise 10% you will have less purchasing power by making the loan. This phenomenon is discussed in Calculating and Understanding Real Interest Rates. Interest Rates - How Low Can They Go?: In all likelihood we will never see a negative nominal (non-inflation adjusted) rate of interest, though in 2009 the idea of negative interest rates became popular as a possible way to stimulate the economy - see Why Not Negative Interest Rates?. These would be difficult to implement in practice. Even an interest rate of exactly zero would cause problems, as discussed in the article What Happens if Interest Rates Go To Zero?

Central Asia Post 1991 The Oil Roads Essay Example | Topics and Well Written Essays - 6250 words

Central Asia Post 1991 The Oil Roads - Essay Example In the discussion, we shall also enquire into the salient aspects of the 'state and society' and of 'religion and culture' in these countries and the 'new great game' with 'oil and oil roads' that is being played by those countries that hat have slipped into the new shoes of the old "imperial powers". First, then, what was the "silk road" The Silk Road had passed through the 'heart' of Asia, in the central region of the continent.1 It was the ancient route that took the trade across Asia to Europe and back and along with it, also the cultures of the East. The road was unsurpassed in the commercial and cultural contacts between the east and the west linked by 'the camel caravans and donkey trucks which trudged their way through the dust and heat of the central Asian region'. This region is an inhospitable area with very little vegetation, and almost no rainfall; and constantly visited by sandstorms which have claimed many lives. The climate is harsh; the daytime temperature in summer goes up to even 500 Celsius in the sub-sea level basin of Turfan; and in winter it comes down to below minus 20 degrees. Temperatures soar in the sun, but drop very rapidly at sundown. On the eastern and western sides of the region, the civilizations of China and the West developed. The Persian Empire was in control of the vast large area , extending from the Mediterranean Sea in the west as far as the borders of India in the east. Trade between these two neighbors strongly influenced the cultures of these regions. The Chinese exploration of the west began in 138 BC, when Zhang Qian was sent by the Han emperor on a mission to form an alliance with the Yuezhi tribe in the west. He could return only 13 years later, but brought with him important information about a new breed of horses and hitherto unknown tribes in the west. More expeditions were sent west to get horses and objects of beauty for the emperor. By this process, the route to the west was opened up. The Silk Road was not one single route, but many routes, roads, and paths that traverse in an east west direction. Some routes were well developed and relatively free from bandits, while others were less protected and suffered from plunder by bandits. As a measure of protection the Han rulers constructed forts and defensive walls along part of the route which we re later combined to form the 'Great Wall' which still stands today as a testimony to human achievement and suffering at the hands of strong-minded emperors. Silk was only one of many items that were traded through this Road. Gold, precious metals, ivory, precious stones, and glass went towards China, while firs, ceramics, gun powder, jade, bronze objects, lacquer, and iron went west carried by caravans each of which consisted of 100 to 1000 camels, and each loaded with about 500 pounds of goods. The most significant 'commodity' carried along this route was not silk, but religion. Buddhism came to China from India this way as early as the first century AD, and dotted the face of Silk Road towns with monasteries and pagodas. Later, Islam made it into the heart of China and established itself as the dominant religion in Central Asia; however, its ultimate effects contributed to the Silk Road's eventual decline.

Sartre's Existentialism Essay Example | Topics and Well Written Essays - 1000 words

Sartre's Existentialism - Essay Example This research will begin with the biography of Jean-Paul Sartre. He was a French existentialist philosopher and has laid down the foundation of literary and philosophical existentialism in 20th-century philosophy with the help of his works and doctrines. Every question for a man starts from the mere idea of his existence on this Earth; thus the question subsequently arises as to who it was that created a human being. Most people have branded this creator by the name of God. Philosophers like Kant and Descartes have been able to give the example of an artisan that creates a paper knife or a paper cutter and designs it for a specific purpose, in order to meet a specific goal of cutting paper and have copied the same analogy for the purpose of a human being. Thus, God is the creator that has made individuals that roam the planet Earth and they come with a specific purpose of meeting their personal goals and objectives. However, there are atheist existentialists that believe that man â⠂¬Ëœjust is’. They do not believe that man has to be created by someone by the name of God, and thus write that the human race just began existing. This can be compared to certain moral values within society that people follow; for example, it is nowhere written that people must not lie or cheat; people choose to not lie or cheat because it is the ‘good thing’ to do. Once again, however, it has nowhere been mentioned by anyone in particular as to what ‘is good’ and what is not.‘is good’ and what is not. According to Dostoevsky, â€Å"If God did not exist, everything would be permitted.† This very sentence is the starting point for most existentialists. This is because most people find in God an assuring power that helps them to survive each and every day. Even if God does not exist in reality, everything will still be permitted. Existentialists write that man is born free, with freedom however from the time that he is born, he attaches himself to a segment of God in order to provide himself with something to rely upon in times of need. A human being cannot find anything else to depend upon except a higher power which he vests within the name of God. Thus, he discovers that he is without excuse. Man is left alone and does not have the right to blame anybody else for his actions; this mere thought drives a man to the greatest depths of fear which forces him to believe in God. According to the text provided, an existentialist â€Å"thinks that every man, without any support or help whatever, is condemned at every instant to invent man.† Thus, the only thing that stops a man from doing everything that has been permitted is the idea of being ashamed and being answerable to his own self. Every man is able to take on a certain amount of responsibility in order to carry out actions that would help him to understand himself and achieve more in life. However, every ounce of responsibility comes equipped with a certain amount of anguish that most people are not able to fathom and thus disguise in order to not let other people know that they are suffering from it. However, anxiety is quite commonly associated with heavy responsibility and thus, man requires someone that he can provide an excuse with in case he is not able to carry out these actions to the best of his abilities in a desired manner. God is the driving force that led human beings to believe in ideas of heaven and hell, thus if the possibility of His very existence vanishes, with that, the possibility and idea of an aspect of intelligible heaven or hell also disappears. The death of God simply anguishes a human being and forces him to think of a plane where he exists without the help of any higher power or force. This very thought is perturbing to the mind of a man who has

How a Firm’s Resources Limit Its Search for Opportunities Essay Example for Free

How a Firm’s Resources Limit Its Search for Opportunities Essay In this essay I will describe how a firm’s resources limit its search for opportunities. I will also provide two examples of how a firm’s resources may be limited by its opportunities. Firms may be limited by strengths and weaknesses of their available resources due to lack of one or more combinations of the following sources: production capabilities, cost(s) of research, marketing, management, and available or dedicated finances (Perreault, W.D, Cannon, J.P, McCarthy, E.J., 2010). In order for a firm to determine if it has the resources to expand on new opportunities, they must have a variety the sources mentioned above. Firms must first establish the direction and what market(s) that they want to pursue and target (Perreault, W.D, et. al, 2010). Once a firm has an idea of the targeted market and products/services they wish to offer they can move forward to the next step of establishing new opportunities. The first specific topic resource that may limit the search for new opportunities is marketing. If marketers for the firm do not target the right combination of prospective customers it can be a challenge to get a new firm to earn a reputable standing against pre existing and established firms. When a firm ventures out to expand or offer something totally new they have to prepare a variety of marketing. Marketing requires financial resources and research (Perreault, W.D, et. al, 2010). The second specific topic resource that may limit the search for new opportunities is production capability. If companies don’t have the necessary finances to conduct research and development (RD) on the product or services they wish to offer they may not get past the process of brainstorming (Perreault, W.D, et. al, 2010). A firm may also be limited to new opportunities if they cannot keep up with the demand of products (production) and/or services (Perreault, W.D, et. al, 2010). References Perreault, W.D, et. al,. (2010). Essentials of Marketing. New York, NY: McGraw-Hill/Irwin.

The Supernatural in Shakespeares Works Essays -- William Shakespeare

The Supernatural in Shakespeare's Works No one questions the fact that William Shakespeare is a pure genius when it comes to creating immortal characters whose characteristics transcends those of the normal supernatural beings, but most students of literature agree that his uses of the supernatural aren’t merely figments of his creative imagination. Every man, woman, and child is influenced by the age into which they are born and Shakespeare was no exception. Not only does his use of supernatural elements within his works reveal the Elizabethans’ obsession with mythical beliefs, but it also reveals his attitude toward these beliefs at different points of his writing career. Because of the profound understanding of the beliefs of his time, Shakespeare was able to create masterpieces that critics and readers have respected all over the world. In Shakespeare’s time, the belief in the presence and power of the supernatural touch life at every point. Customs were formed by it and behavior was dictated by it. Not only did the poor believe in it, but all classes of people were under its spell from nobles to the poor. It governed people’s lives down to the smallest details. They carried charms and mascots, found horror in spilling salt and walking under ladders, and dreaded the thirteenth of Friday (May 35-38). They believed that all supernatural elements were at work. The Elizabethans had always been susceptible to belief in the supernatural. As May notes, these people more that other people questioned matters beyond their vision (39). Shakespeare was clearly influenced by his race. He had an inquiring mind that refused bondage by the limitations of matter (Mish 28). Listing the numberless superstitions that Shakespeare gathered from his environment would be impossible. May believes that it is because his own observations of the habits of animals and plants were explained by stories that were more myth that truth. Elizabethans also gave superstitious explanations for changing weather and season, phase of life, and sickness and death (59-63). As a youth, Shakespeare was susceptible to all kinds of influences around him. Due to the widespread obsession with the supernatural, Shakespeare was compelled as a writer to adopt the views of the majority. The people who crowed the theaters and paid the money demanded fairies, ghost, and witches, and all the commonly h... ...onio for the terrible wrong he has don and no traces of anger or resentment linger. In this final play the supernatural is entirely beneath the control of man. All authority is taken form the spirits in The Tempest and the power to harm is gone. Shakespeare’s state of mind is best expressed at this point when Prospero reveals how man has at last attained dominion over the forces of evil (Schiller 378). William Shakespeare was a genius. Not only was he able to use the supernatural in his works to the fullest extent of Elizabethan belief, but he was skillful at molding the supernatural into remarkable assets to his plot. However, Elizabethan beliefs weren’t the only influences that shoved their way into the meanings of his plays. His whole outlook on life also played a major part in the way that he shaped the supernatural. Not only does his use of supernatural elements within his works reveal the Elizabethans’ obsession with mythical beliefs, but it also reveals his attitude toward these beliefs at different points of his career. His remarkable handling of the supernatural is on reason why William Shakespeare is generally regarded as the greatest writer of English literature.

Definitions Of Different Types Or Warefare History Essay

Three types of warfare preponderate in civil wars: a ) irregular warfare among unsymmetrically strong officeholders and weak insurrectionists[ 2 ], such as the Algerian civil war and the first stage of the Greek civil war. Contrary to rationally well-founded claims[ 3 ], irregular warfare is non married to inflexibly definite causes ( i.e. radical people ‘s war ) . Asymmetry besides is consistent with another type of force, terrorist act[ 4 ]. B ) regular warfare among symmetrically powerful officeholders and robust insurrectionists[ 5 ], such as the Spanish, American or Greek ( in the 2nd stage ) civil wars. External intercession for the insurrectionists may transform irregular into regular warfare, as in Vietnam war ‘s last stage. degree Celsius ) guerrilla warfare ( symmetric non-conventional[ 6 ]) among symmetrically dynamic officeholders and insurrectionists, such as the Liberian civil war, represented as condemnable or pre-modern type of warfare[ 7 ]. Empirically, frontlines ( e.g. urban roadblocks ) among contending groups distinguish this type of warfare from irregular warfare[ 8 ]. By and large, conventional-type civil wars result preponderantly from putschs d'etat ( i.e. Spanish civil war ) or secessionist motions against federal authoritiess ( i.e. American civil war ) ; irregular-type civil wars originate preponderantly from rural-type insurgences[ 9 ]( i.e. first stage of Chinese civil war ) ; symmetric non-conventional-type civil wars derive from authorities prostration ( i.e. Somali civil war )[ 10 ]. However, these three types of warfare might happen in same civil war in different stages. The heterogeneousness of semantic footings for irregular/guerrilla warfare denotes the repeating predicament for placing a typical class of war[ 11 ]. In fact, guerilla warfare exhibits about 38 nomenclature discrepancies[ 12 ]. No overarchingly precise definition of guerilla warfare has been elaborated in the literature about irregular/guerrilla warfare because this construct is embedded intellectually in a tradition of strategic thought and pattern, non a uniformly thorough definition[ 13 ]. The term â€Å" little war † in the seventeenth century designated civil war[ 14 ], â€Å" la petite guerre † in the eighteenth century denoted particular operations undertaken by particular forces incorporated in regular armed forces-destitute of ideological connotations- whose leaders ‘ names ( â€Å" zealots † ) labelled the groups ‘ members[ 15 ]. During the American Civil War and the Napoleonic Wars, â€Å" partizan warfare † blended crucially with political orientation ; in the Peninsular War, the â€Å" guerilla † signified transformationally non the â€Å" little war † but the Rebels in this â€Å" little war †[ 16 ]. In late nineteenth century, guerrilla/partisan warfare supplemented battles for national release or political revolution, whereas â€Å" little wars † marked the history of colonialism[ 17 ]. The Second World and Cold Wars buttressed a connexion between left-of-center motions and â€Å" radical people ‘s war † owing to communist relief in endeavoring against the Axis and Western colonial powers either for national release or proletarian revolution[ 18 ]. The Cold War ‘s terminal presaged the recession of â€Å" radical people ‘s wars † and the support of â€Å" insurgences † or â€Å" low strength struggles †[ 19 ]. The thorough survey of guerilla warfare is entangled by speculations that need disproval. First, although identified uniformly as the indispensable method of war of the â€Å" weak †[ 20 ], guerilla warfare belongs to the armory of the â€Å" strong † as the interventional usage of Contras against the Sandinistas in Nicaragua by Washington groundss. Second, guerrilla/irregular warfare encompasses non-state dissenters against province suspects, and province against province rivals[ 21 ]as the tactic of the Viet Cong to Hanoi ‘s benefit against Saigon demonstrates. Third, guerrilla/irregular warfare signifies a perennial -yet non paramount- trait of intrastate war[ 22 ]that manifests in guerrilla, conventional and symmetric non-conventional signifiers. Therefore, any antagonist can use guerrilla/irregular warfare in any type of war in chase of political aims[ 23 ]. What is insurgence and counter-insurgency? The U.S. Field Manual 3-24 Counterinsurgency determines insurgence in connexion to pacification as â€Å" †¦ an organized motion aimed at the overthrow of a established authorities through the usage of corruption and armed struggle ( JP 1-02 ) †¦ an insurgence is an organized, protracted politico-military battle designed to weaken the control and legitimacy of an constituted authorities, busying power, or other political authorization while increasing seditious control. Counterinsurgency is military, paramilitary, political, economic, psychological, and civic actions taken by a authorities to get the better of insurgence ( JP 1- 02 ) †¦ insurgence and COIN are included within a wide class of struggle known as irregular warfare. Political power is the cardinal issue in insurgences and pacifications ; each side aims to acquire the people to accept its administration or authorization as legitimate †[ 24 ]. Sir Robert Thompson, a British counter-insurgency theoretician and practician, determined the insurgence ‘s correlativity with political aims within a civil war â€Å" †¦ an insurgence, as a type of war, may take to and be portion of a big conventional struggle, revolution, or civil war. Insurgency, as a method of war, implies the effort to utilize force and irregular signifiers of warfare against a peculiar fraction ( s ) for the express intent of political-military addition, which may subsequently take to inclusion with, or the overthrow of, bing governments. †[ 25 ] David Galula, a Gallic counter-insurgency theoretician and practician, enunciated in similar footings that â€Å" An insurgence is a civil war. †[ 26 ] â€Å" The aim being the population itself, the operations designed to win it over ( for the insurrectionist ) or to maintain it submissive ( for the counterinsurgent ) are basically of a political nature†¦ political action remains first throughout the war †[ 27 ].

Informative Speech on Influenza

Title: Influenza Purpose: The purpose of my speech is to educate the audience about prevention, treatment and how to know whether a person is suffering from the flu rather than another illness such as the common cold. Thesis Statement: There are many different ways to break the chain of infection and protect yourself and those around you from getting the flu, starting with something as simple as hand washing is one of the key ways to reduce your risk of many illnesses including the flu. I. Introduction A. Attention Getter:Millions of people in the United States become sick with the flu each year and there’s probably a good possibility that most of the people in here have suffered from it at some point in their life, do you know how to treat the flu if you or someone close to you has it, or do you know what measures to take in order to prevent yourself from getting it? B. Relevance Statement It may not seem severe to many people in here but if you plan on entering the healthcar e field then you will probably encounter many patients over the course of your career that are ill with the flu.If these patients are elderly, infants or pregnant women then it is important that you know the signs and symptoms, ways to treat the flu and methods to prevent the flu to avoid complications related to the flu ranging from pneumonia or even death according to the CDC (2013). C. Credibility Statement I have been working in the healthcare field for the past six years and currently I am employed by a local nursing home as a licensed practical nurse and these past two months have been hectic due to the severity and outbreak of the flue this year.When one person contracts the flu in a nursing home it spreads quickly. This year we had to shut down dining our main dining room where residents can eat together and also the resident common area due to the outbreak of the flu this year. It started with one person and then next thing you know within days over half of the residents we re showing signs and symptoms of the flu. Next thing we had to do was protect staff from the ones who tested positive for the flu by having them wear masks, gown and gloves whenever going into a room with a resident that had the flu.Then almost everyone resident needed their vital signs measure especially their temperature every shift and not long after that every resident was placed on Tamiflu which is an antiviral medication to prevent the flu or lessen the severity if you already contracted the flu. The point I am trying to make is that the flu is not only severe and spreads quickly it also takes a lot of work and costs quite a bit of money to treat especially when you have an outbreak that nearly spreads through the whole facility which is not uncommon in nursing homes during flu seasons. D.Thesis Statement: There are many different ways to break the chain of infection and protect yourself and those around you from getting the flu, starting with something as simple as hand washi ng is one of the key ways to reduce your risk of many illnesses including the flu. E. Purpose: The purpose of my speech is to educate the audience about prevention, treatment and how to know whether a person is suffering from the flu rather than another illness such as the common cold. Transition: First, let me begin by defining some of the common causes and symptoms associated with the flu.

Quentin Tarantino Quentin Tarantino Essays

Quentin Tarantino Quentin Tarantino Essays Quentin Tarantino Quentin Tarantino Essay Quentin Tarantino Quentin Tarantino Essay pulp] paper (Gehring 1996, p. 151). Relying on these definitions, Gehring (1996, p. 151) defined the film itself as a rough mass of a comically skewed narrative on the life and hard times of a hit man. Writer/director of the film Tarantino characterised his artistic principle as, I like things unexplained (Biskind 1994, p. 100).To summarise, the movie definitely stands apart from the rest of the films on the list in regard to the plot structure. The other movies follow the most popular with the criminal films type of narrative – the chronicle or epic of a criminal career. Characters: From the general point of view, this is ridiculous to classify the characters of these films as positive’ and negative’. Whatever different motives they have for the criminal behaviour, all these fictional characters are not excused for violence, slaughters, treacheries, heists, and other amoral acts.Under this circumstances, the taxonomy suggested by Rafter (2000) and Leitch (2002) appeared to be useful. According to both, the characters could be classified into three major types regardless of the categories of the crime film according to the main theme: An epic gangster who creates the criminal empire and watches it crumbling; A man-on-the run/a man in disguise; An avenger/persecutor/law-abider. Three films – Public Enemy, Roaring Twenties, and The Long Good Friday – definitely fit the frame of the first category.Four films – White Heat, Brighton Rock, Hana-bi, and Sexy Beast – feature the second type of characters. Two films – Get Carter and Gangs of New York – seem to belong to the third category. Three films – Brother, Gangster No. 1, and Goodfellas – are synthetic in regard to the type of their characters. Pulp Fiction stands apart from the aforestated categories due to its postmodern non linear and complex nature. The suggested categorisation is flexible since some of the films are ambiguous in regard to their character’s type and, therefore, may enter several categories at once.The details are discussed below. An epic gangster Five films – Public Enemy, Roaring Twenties, Brighton Rock, The Long Good Friday, and Gangster No. 1– were classified as having the type of an epic gangster as a main hero. In regard to the earliest film on the list, Public Enemy, Shadoian (2003, p. 29) once stated that its main character, Tom Powers (James Cagney) is likely to succumb to a combination of hubris, social fate, and moral reckoning in plots resembling those of classical tragedy.Within a tradition of popular tragedy in film (Shadoian 2003, p. 29), the heroes like Tom Powers possess strong charisma but are cursed by their nature, their environment, their heritage, so far as their desires and goals [are] overwhelmed by an immutable and often unpredictable concatenation of forces. Tom Powers’ environment makes him the victim. Tom Powers, the youngest son in the lower middle-class family of a police officer and a housewife, grows up in a small industrial city. He learns his first lessons not at school desk but rather in a brewery, a local honky-tonk place under the guidance of Putty Nose, and on the streets.Starting with petty thefts, Tom is rising gradually on the criminal scale and finally establishes the criminal empire of his own. Tom Powers is abandoned by all social institutes: his family, his class, the society in general. It is made clear that the hero has positive inclinations in regard to his ambitious desires to become somebody’, to bust out of this deprived, depressing limbo of aimless loafing (Shadoian 2003, p. 54).But society plied Tom with insufficient knowledge and skills to become somebody else than a gangster. As Shadoian (2003, p. 50) emphasised, the appeal of Tim’s personality was preconditioned by the fact that his aspirations are located in his desire and his ability to be a certain way, to exist in a lively manner. The spectator is permitted no direct access to the overt signs of Tom’s prosperity. What matters, what is gripping, is Tom Powerss personal vitality in a context of inertia, stolidity, and hesitancy, and it can only have scope outside the boundaries of legitimate activity. (Shadoian 2003, p. 50) Tom knows how to live, and we admire him for that.We respond to his amoral enjoyment of a full array of lifes pleasures. We lose sight of the cost to others his living so high and free exacts. The gangsters defects become virtues, the surface manifestations of his success obscuring his more important failings. [†¦] We are so caught up in Toms urge to live that we do not take full advantage of several opportunities to back away from him. The values he carries are too attractive. Long after the film has made it clear that hes a lost cause not worth backing, the shock of his mortality registers. (Shadoian, 2003, pp. 54-55)

Liberal Arguments Against the Death Penalty

Liberal Arguments Against the Death Penalty The problem with the death penalty was on stark display last week in Arizona. No one disputes that Joseph R. Wood III committed a horrific crime when he killed his ex-girlfriend and her father in 1989. The problem is that Woods execution, 25 years after the crime, went horribly wrong as he gasped, choked, snored, and in other ways resisted the lethal injection that was supposed to kill him quickly but dragged on for nearly two hours. In an unprecedented move, Woods attorneys even appealed to a Supreme Court justice during the execution, hoping for a federal order that would mandate that the prison administer life-saving measures.Woods extended execution has many criticizing the protocol Arizona used to execute him, especially whether it is right or wrong to use untested drug cocktails in executions.  His execution now joins those of Dennis McGuire in Ohio and Clayton D. Lockett in Oklahoma as questionable applications of the death penalty. In each of these cases, the condemned men appeared to experience prolonged suffering during their executions.   A Brief History of the Death Penalty in America For liberals the larger issue is not how inhumane the method of execution is, but whether the death penalty itself is cruel and unusual. To liberals, the Eighth Amendment of the U.S. Constitution is clear. It reads, Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. What is not clear, however, is what cruel and unusual means. Throughout history, Americans and, more specifically, the Supreme Court have gone back and forth on whether the death penalty is cruel. The Supreme Court effectively found the death penalty unconstitutional in 1972 when it ruled in Furman v. Georgia that the death penalty was often too arbitrarily applied. Justice Potter Stewart said that the random way that states decided on the death penalty was comparable to the randomness of being struck by lightning. But the Court seemingly reversed itself in 1976, and state-sponsored executions resumed. What Liberals Believe To liberals, the death penalty is itself an affront to the principles of liberalism. These are the specific arguments liberals use against the death penalty, including a commitment to humanism and equality. Liberals agree that one of the fundamental underpinnings of a just society is the right to due process, and the death penalty compromises that. Too many factors, such as race, economic status, and access to adequate legal representation, prevent the judicial process from guaranteeing that each of the accused receives due process. Liberals agree with the American Civil Liberties Union, which states, The death penalty system in the U.S. is applied in an unfair and unjust manner against people, largely dependent on how much money they have, the skill of their attorneys, race of the victim and where the crime took place. People of color are far more likely to be executed than white people, especially if the victim is white.Liberals believe that death is both a cruel and unusual punishment.  Unlike conservatives, who follow the biblical eye for an eye doctrine, liberals argue that the death penalty is merely state-sponsored murder that violates the human right to life. They agree with t he U.S. Catholic Conference that we cannot teach that killing is wrong by killing. Liberals argue that the death penalty does not reduce the prevalence of violent crimes.  Again, according to the ACLU, The vast majority of law enforcement professionals surveyed agree that capital punishment does not deter violent crime; a survey of police chiefs nationwide found they rank the death penalty lowest among ways to reduce violent crime...The FBI has found the states with the death penalty have the highest murder rates. The recent death penalty executions have graphically illustrated all of these concerns. Heinous crimes must be met with firm punishment. Liberals do not question the need to punish those who commit such crimes, both in order to affirm that bad behavior has consequences but also to provide justice for victims of those crimes. Rather, liberals question whether the death penalty upholds American ideals or violates them. To most liberals, state-sponsored executions are an example of a state that has embraced barbarism rather than humanism.

Current issues in second language learning Essay

Current issues in second language learning - Essay Example e constructivist approach, wherein the learner needs to be actively engaged in the learning process through his/her interactions with the environment. The role of a teacher within a constructivist framework would be largely a facilitative one – aiding a student to learn by encouraging him/her to construct, rather than the traditional role of supplier of information. The policy of Constructivism takes into account the nature and development of knowledge and according to Van Glasersfeld, constructivism is a "theory of knowledge with roots in philosophy, psychology and cybernetics."1 Therefore, when learning is examined from a constructivist perspective, there is an underlying implication that the manner in which knowledge is constructed within an individual’s mind is fashioned by the environment that he is subjected to. Therefore teaching methods must be modified accordingly in order to accommodate learning practices. For instance, if students are perceived as mere learning receptacles, then teaching would constitute only the transmission of knowledge however, when applying constructivism, the knowledge that is being transmitted will be additionally processed by a student, then the teaching approach must incorporate attempts to transmit meaning and understanding to the students to help them make sense of their world2. The Constructivist approach transforms the learning process into a one on one process between an individual and his environment. Knowledge becomes intimately associated with and unique to every individual learner, since it is not an absolute entity existing as a separate external reality but rather it is integral to every learner whose knowledge will be conditioned by his/her own experiences. Therefore, applying this principle, reality is made up of â€Å"the network of things and relationships that we rely on in living.†3 Hence reality will be interpreted and constructed in accordance with the individual learner’s experiences and interactions