Romanticism And The Gothic Movement - Free Essay Example

Sample details Pages: 1 Words: 421 Downloads: 10 Date added: 2019/06/24 Category Art Essay Level High school Tags: Romanticism Essay Did you like this example? The Romanticism and Gothic Movement have been around since the 18th century. The Romanticism Movement was between the 18th and 19th century which was during the Enlightenment. The Gothic Movement was first use in a story called The Castle of Otranto. Both Romanticism and Gothic have multiple things in common, and how authors use both movements in a story. Romanticism was an artistic, literary, musical and intellectual movement that started in Europe. This movement also involves our own feelings and experiences with visual arts, music, education etc. William Blake was dominate by spiritual visions, which influenced his working life. He was a believer in freedom, mostly for women. In 1782 he married Catherine Boucher which taught him to read, write and draw. He published his first books after he left the academy, his first book was Poetical Sketches. Authors used Romanticism to write poem and story because they could express their emotions, and feel free of what they were writing. Authors would get more emotional with Nature and it brought them to write more about their emotions. When others decided to value reason over emotion during the Enlightenment, Romanticism authors were opposed to it. Don’t waste time! Our writers will create an original "Romanticism And The Gothic Movement" essay for you Create order The Gothic Movement focused on ruin, decay, death, terror, and chaos. The Gothic Movement is one of the deepest and saddest movement. Instead of being joyful and happy, its the opposite. Gothic flourished in Europe during the late Middle ages. It evolved Romanesque architecture and succeeded by Renaissance architecture. Gothic is the darkest branch, and it grew in response of the Historical, Sociological, and Psychological and political context. Horace Walpole was the first to use Gothic in a novel, his first book was The Castle of Otranto. Authors used the Gothic Movement to expresses some of their feelings, or just entertain people. The Gothic and Romanticism Movement were between the Middle Ages. They share multiple things in common, and they are used in an everyday basis. For both, authors use their imagination, individualism, and express their feelings while writing their story. Both movement came from Europe. Authors used both to express their feeling and entertain others. Writers for both where peering both Natural expressions. Their architecture is similar to each other and they both came from Europe. Romanticism and the Gothic Movement have been around for several decades, and authors use it to be more expresable of how they feel. Both movements were used by the same authors. The new generations now use these movements to write their owns stories, and express their feelings in a better way.

Unorganised Sector for Women - 2004 Words

Unorganised Sector The unorganised sector, covers most of the rural labour and a substantial part of urban labour. lt includes activities carried out by small and family enterprises, partly or wholly with family labour. In this sector wage-paid labour is largely non-unionised due to casual and seasonal nature of employment and scattered location of enterprises. This sector is marked by low incomes, unstable and irregular employment, and lack of protection either from legislation or trade unions. The unorganised sector uses mainly labour intensive and indigenous technology. The workers in unorganised sector, are so scattered that the implementation of the Legislation is very inadequate and ineffective. There are hardly any unions in this†¦show more content†¦Women’s Working Conditions Women are Overworked Women work roughly twice as many as many hours as men. Women’s contribution to agriculture — whether it be subsistence farming or commercial agriculture — when measured in terms of the number of tasks performed and time spent, is greater than men . The extent of women’s contribution is aptly highlighted by a micro study conducted in the Indian Himalayas which found that on a one-hectare farm, a pair of bullocks’ works 1,064 hours, a man 1,212 hours and a woman 3,485 hours in a year. In Andhra Pradesh, (Mies 1986) found that the work day of an woman agricultural labourer during the agricultural season lasts for 15 hours, from 4 am to 8 pm, with an hour’s rest in between. Her male counterpart works for seven to eight hours, from 5 am to 10 am or 11 am and from 3 pm to 5 pm. Another study on time and energy spent by men and women on agricultural work (Batliwala 1982) found that 53 percent of the total human hours per household are contributed by women as compared to 31 percent by men. The remaining contribution comes from children. 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Study of the Namibian Border war and the Angolan bush war (1966 †1989) Free Essays

string(24) " soldiers into the war\." Introduction The South African Border war, which is sometimes also referred to as the Namibian Border War and Angolan Bush War, lasted between the years 1966 to 1989. (Source F) During this period the government of South Africa sent hundreds of thousands of men to go and fight in the war at the Namibian and Angolan borders. (Source B- pg. We will write a custom essay sample on Study of the Namibian Border war and the Angolan bush war (1966 – 1989) or any similar topic only for you Order Now vii) What was the government’s motive for this It was truly an attempt by the government to keep Communism and certain parties out of the country and also to keep control of the States she owned. (Source G) But what negative psychological effects did this military service have on the men and their families and how permanent were they The soldiers were badly mentally affected and some of their memories still haunt them today. (Source C) The effects were negative and permanent. The South African Border War was really part of the Namibian War of Independence and ultimately a result of the Cold War which started in Europe in the 1940’s all the way to the late 1990’s. (Source F) It took place in Southern Africa, involving South Africa, Namibia and Angola. (Source F) Angola, Cuba, SWAPO, Zambia, other independent countries and Umkhonto we Sizwe were against South Africa and UNITA. (Source F) Russia supported the Communist States and America supported South Africa because they were against Communism. (Source F) This relates to America’s policy of containment. The ANC were in exile in Angola and South Africa wanted to keep them out of the country because they were thought to be Communist. (Source F) When the war ended, South Africa and Cuba withdrew from Angola, and Namibia got independence. However, a Civil War in Angola continued all the way until 2002. (Source F) This shows the origin of the conflict in Southern Africa and why the S A government did conscription. The Cold War began in Europe and was a fight between Communism and Capitalism, initially starting with Russia and America, but then spread to the rest of the world and it was thought by the anti Communist states that they needed to contain Communism before it spread further. This was called America’s policy of containment. (Source G) This is why South Africans were told that they were to fight against Communism. (Source D) This is why the SA government did conscription. The Angolan war began when the super powers of the world, although they were not directly interested in it, used the battleground for Cold War rivalry. (Source G) â€Å"Other countries became independent in the 1950’s and 1960’s and so the Portuguese wanted to keep control over Angola. This resulted in wars between the Portuguese and Angolan liberation groups. (Source G) In 1974 army officers in Portugal overthrew the governing Portuguese dictator in order to end the futile wars and bring independence. (Source G) In Angola there were 3 main rival liberation groups, namely MPLA, FNLA and UNITA. (Source G) Before elections, outside powers got involved. (Source G) America provided arms to FNLA and UNITA, against MPLA. America wanted to join South Africa in the war in order to regain their status after their defeat in Vietnam.† (Source G) South Africa invaded Angola in 1975 for its oils and minerals. (Source G) SA was against MPLA and it was thought that the y would be able to take over Namibia, which was a South African state. (Source G) â€Å"South Africa wanted to capture Luanda after occupying large areas of Angola.† (Source G) The economy of Angola suffered badly and the war only ended finally in 2002. (Source G) This shows the origin of the conflict in Southern Africa and why the SA government did conscription. In order to keep things under control, the South African government needed to send some soldiers to the Namibian and Angolan borders to prevent Communism, the ANC and SWAPO from entering the country. (Source D) The South African government and the SADF were against guerrilla warfare used by SWAPO. (Source D) The government kept them out by means of conscription. (Source B- pg. vii) This shows why and how the South African government dealt with the enemy. All white males aged 17, 18 and 19 had to go and do military service after they finished school. (Source A) It was compulsory and was expected of the boys as they grew up with the war. (Source A) You needed to go and do military service for 2 years after which you could go and begin your studies at university. (Source A) The only way you could get out of doing your military service was if you failed to pass a medical examination, had permission to continue university education before your service or by conscientious objection, in which case you would be thrown into jail. (Source A3) Each boy had to fill out forms at school (Source A1) and their families were sent a telegraph (Source A2) or a formal military letter. (Source A3) They knew that they needed to go and do military service as it was expected of them and some of their relatives had previously gone too. It was something they grew up with, if they were entered at a later stage in the war. (Source A1) After 2 years of mi litary service, you could leave. (Source A) The boys needed to purchase a few items, e.g. an iron, and then the parents would take them to a place where they were told to gather and when they were told to gather by the telegraph. (Source A2) The parents then had to leave and the boys were taken to their specific sector to do their basic training.Two examples are Ian and Gavin McAlpine who were conscripted at age 18 and 19. Ian needed to get on a truck to go to Pretoria and Gavin got on a train to go to Kimberley. (Source A) This confirms that there were splits between families. Jeremy, aged 18 at the time, says â€Å"It was the worst day of my life†. This shows how the government of SA conscripted soldiers into the war. You read "Study of the Namibian Border war and the Angolan bush war (1966 – 1989)" in category "Essay examples" It was a sad time and the soldiers felt scared and didn’t know what to do next and what was going to happen next. (Source A) When they got to their sectors for basic training they were only told of the fact that they needed to fight Communism and were sometimes shown powerful images as a form of propaganda. (Sources A B- pg.63) Chris, who was aged 17 at the time, says â€Å"The horror was nauseating.† (Source B- pg. 63) The rest of the world was also not told of the true reason behind the war and were only told that it was a fight against Communism. (Source A) There was also control of the media so that the public would not be allowed to be well informed. (Source A2) This meant that they did not know that what they were getting involved in might have been bad. They could not object because they were convinced by the propaganda that they were doing right by fighting the enemy. This shows how the government prevented knowledge of why they did conscription. â€Å"The army was not easy† – Ian (Source A1) and the process of basic training and physical activity was difficult and humiliating at times. It often involved bringing them down in order to build them up as a team. (Source A1) â€Å"Seeing boys cry because they could not take it anymore was not fun† – Ian (Source A1) and the war broke soldiers. However, â€Å"it was necessary to just put on a brave face and become tougher or else you would not survive.†- Ian. (Source A1) This shows how the soldiers were personally affected at the time they were in the army, which was negatively. A boy would be sent to a specific sector that the army thought they would be good in or they would be sent to a specific sector if they had any previous qualifications. (Source A) The men could have communication with their families when they were granted leave and could go home, ‘phoned when it was necessary, saw their parents on open days for them to visit and the parents corresponded regularly and sent postcards over to their children. (Source A3) However, this was not done through the army itself. (Source A3) The army did not offer any psychological assessments or treatment to the soldiers –duits. (Source C) Soldiers felt angry and disappointed that they were placed in situations against their will and sad about what happened to their fellow soldiers. (Source A2) Afrikaans generals looked over the men and did regular inspections. (Source B- pgs. 50, 21 22) Soldiers learnt that they need to iron perfectly and have perfectly made beds, and they sometimes didnâ⠂¬â„¢t even sleep in them. (Source B- pgs. 21 22) Some of the soldiers weren’t even interested in the politics and basic training brings back bad memories for the soldiers. They were treated badly, but the experiences were worse for the men who did the fighting and saw the death of friends and the enemy. (Source A2) This shows the negative and permanent effects on the soldiers. However, skills that the soldier previously had helped them to an extent e.g. Scouting. (Source A1 B- pg. 46) Although Scouting was very different to the war, it helped the boys who were Scouts and gave them an advantage as they would be more independent, strong and have bush craft knowledge already. Soldiers had to do mortar training and Ian experienced a friend being blown up during this training. (Source A1) The soldiers did patrols of villages. (Source B- pg. 218) These patrols were violent and gruesome and negatively affected the soldiers. The confrontation in the battlefield was terrible. The amount of casualties was large. â€Å"All told my armour squadron lost 12 guys with a further 20 casevacs.† -Jaycee. (Source C) â€Å"The horror and fright one experiences in contacts and large ops is all too real.† – Scottman (Source C) Soldiers felt horrible about doing things â€Å"It was instrumental in making me think: this is not for me.† – Anonymous. (Source B pg. 218) However, the war experiences were worse for the soldiers who battled than the others. (Sources A B) This shows how the soldiers were affected by the war and the events they experienced. When their sons were conscripted it was a sad time for the parents but it was necessary for them to put on a brave face. (Source A3) Parents were heartbroken and scared for their children. (Source A3) Although parents dealt with it in different ways because one is surrounded by so many different opinions at the time and they had to think positively. (Source A3) Parents always worried because there was always a risk for their children. (Sources A3 4) It was difficult for a parent if both their sons had to leave at the same time. (Source A4) Parents felt apprehensive. (Source A4) The government was really supporting white privilege on top of protecting the country from Communism. (Source A4) This shows how the parents were affected by the war. There are some soldiers and parents who do not think negatively about the war now.The parents have relief that their children came back unscathed, if they did. (Source A3) Some soldiers do not have memories which haunt them (Source A2) and they say that the war made men out of them. (Source A1) Some parents believe that it gave their sons responsibility and disciplined attitudes, which they still use today. (Sources A3 C)Memories are not vivid today for some soldiers and their families. (Source A4) This means that people are beginning to lose the gruesome and painful details of the war and so are getting over things. This shows that some people may not be permanently and negatively affected still today. But some soldiers and their families are still haunted by the memories of their experiences. (Source C) â€Å"They only ‘struck contact’ once in this entire time, but that was enough to wean him off war forever.† –eJay. (Source C) It had lasting effects on the men. â€Å"†¦.some of the experiences I went through, and witnessed, during the Mau Mau war do sometimes come back to give me nightmares!† –Neso. (Source C) Although this was in Kenya, some South African men could still feel this way too. â€Å"Although I did not recognise it at the time, it really had a profound effect on me.† – Jaycee. (Source C) The long term effects could be physical injuries, emotional wrecks, people who committed suicide, having violent nightmares and marriages did not last. (Source C) They were bitter days. (Source C) After the war a medal was awarded to anyone who had spent 55 days doing continuous service on the Border. (Source B)This show s the negative, permanent effects of the war on some soldiers. People have different takes on war nowadays. Some believe that war doesn’t solve anything (Source A1) and that we should negotiate instead of resorting to violence. (Source A3) â€Å"Old men start wars, young men fight and die in them.† –Ian. (Source A1) Whereas some people are not against war, provided it is used to protect a country. (Source A2) There was a struggle for liberation and war in Northern Namibia and Angola and it deeply affected the South African people, their children and society. (Source E) At the present day, however, â€Å"South Africans are rediscovering and re evaluating a turbulent past and its permutations†. â€Å"They are reliving sensitive, angular optics†. Yvonne Mokgoro, Constitutional Court of South Africa. (Source E) This shows the different opinions on war from the perspective of soldiers and their families. It also shows that some soldiers and their families are not still negatively and permanently affected t oday, and some are. Conclusion It has been shown how and why the South African government conscripted soldiers into the South African Border War. It has also been shown that the time in which the soldiers served the military was a terrible time that has negative and positive aspects to it and it will still affect some soldiers today, and some not. Most in a negative and permanent way, but some do not have vivid memories. It has also been shown that the South African government did not consider the young soldiers in their fight against Communism. How to cite Study of the Namibian Border war and the Angolan bush war (1966 – 1989), Essay examples

Discussing Road Accidents in Malaysia free essay sample

Road accidents are global tragedies with an ever-raising trend. In Malaysia, it represents a major public problem because of the high number of victims involved and also the seriousness of the consequences for the victim themselves and to their families. Accidents are generally classified as single vehicle accidents in which the vehicle is either colliding with fixed objects or with pedestrians Besides that, the vehicle may fall in a ditch and multiple vehicle accidents in which two or more than two vehicle can either collide head–on. The increase of road accident is closely linked with the rapid growth of population, economic development, industrialization and motorization encountered by the country. It continues to be a growing concern to all those who uses the roads. Every year, road accidents in Malaysia are becoming more and more common in today’s society and it contributes to a significant number of deaths as the result. We will write a custom essay sample on Discussing Road Accidents in Malaysia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Although the police have already taken action to prevent the accidents, it is still raising day by day. Based on statistics, road accidents mostly occur during festive days such as Hari Raya, Chinese New Year, Deepavali and so on. They are travelling a long distance for purpose to go back their hometown to celebrate with their relatives. There are a few reasons why accidents happen in Malaysia. Firstly, road accidents happen because of speeding. For example, many teenagers in Malaysia like to drive with a sense of speed. They drive recklessly and love to ignore the speed limit. Even though our government has put up signboards on roads and highways, they seem to ignore these signs. These actions not only endanger their lives but it also endangers the lives of other road users. Secondly, accidents happen when the drivers are in a drunken condition. After getting drunk, they do not realize that they are actually driving very fast because they are influenced by alcohol. They lose the ability to focus and drive properly when drunk. So, they would get in trouble and get involved in an accident. It is a very dangerous action and is one of the top causes of accidents in Malaysia. Thirdly, Malaysia has a lot of road users that are not responsible. They do not care about the rules that are provided; they just ignore them for the sake of being comfortable. They are careless and make unnecessary mistakes such as falling asleep at the wheel, unsafe overtaking, not stop at the red traffic light and other common disregards of road rules. Distractions are also linked to driver error because accidents can occur when the driver is distracted, which includes texting while driving. As a conclusion, there are a lot of causes of road accidents but the main cause of road accidents occur because of the driver’s behaviour. As a driver, we need to take responsibility for what we have done. Refrain from doing actions that might cause accidents to occur or injure other person; on phone while driving, drunk driving and so on. These actions are really dangerous if we do it when driving because we cannot control the car well. Remember that our family members are always worried about us and care about us. There are no people who are wishing to get involved in a road accident. It is really a tragedy; it makes a lot of people lose their family members. Besides that, all Malaysians should be cooperating to reduce the number of road accidents. Whenever you think that this isn’t achievable, remember our slogan â€Å"Malaysia Boleh†.

Africian American Writers essays

Africian American Writers essays Booker T. Washington and William DuBois, both African American men, have enlightened the literary world with their brilliant works. Booker T. Washington spent his childhood as a slave with no formal education. After overcoming much diversity, he became a national spokesman and writer advocating equality for African Americans. On the contrary, William DuBois, although his ideas and writings were very similar to Washingtons, took a more radical approach to improving the lives of African American men and women. Although DuBois and Washington had similar ideas, the methods to which they used to achieve successful implementation of these ideas differed greatly. Washingtons famous Atlanta Exposition Address indirectly stated that African Americans could survive only through submission. Through his speech, Washington seems to accept or condone slavery and the prejudices and racial inferiorities that stem from it. By doing so, he seeks to eventually increase African Americans civil rights by way of compromise. He advocates peaceful cooperation by the African Americans and blending of the races. Washington believed that through these peaceful methods and initial acceptance of injustice by the African Americans that they, African Americans, will benefit in the long run. On the contrary, William DuBois proved to be a bolder, less passive advocate of equality for African Americans. Through his writings, DuBois expressed his extreme dislike of the nations treatment of African Americans. In The Souls of Black Folk, DuBois criticizes Washington for his laid-back attitude and the way he compromised justice for African American people on the account of cooperation. Although the respect he felt towards Washington is evident, DuBois felt that Washington ...practically accepts the alleged inferiority of the Negro races (724). DuBois recognizes Mr. Washingtons ...invaluable service in counseling patie...

I am going to talk about how Shakespeare creates sympathy for Juliet in Act 3 Scene 5 Essay Example

I am going to talk about how Shakespeare creates sympathy for Juliet in Act 3 Scene 5 Essay Example I am going to talk about how Shakespeare creates sympathy for Juliet in Act 3 Scene 5 Essay I am going to talk about how Shakespeare creates sympathy for Juliet in Act 3 Scene 5 Essay Essay Topic: Talk In Act 3 Scene 5, Romeo and Juliet have just woken up from spending their night together, in other words consummating the marriage. Juliets nurse then comes in and says that her mother wants to speak with her. Romeo bids Juliet a goodbye, articulating that they will meet again. Then Juliets mother, Lady Capulet, bursts in and announces that Juliet will have to marry Paris next Thursday morning. Juliet is probably thinking How can I marry Paris, when I am already married to Romeo?Then, in comes her father, Lord Capulet, who complains about her still crying. Then he looks towards Lady Capulet, and asks her whether she has told Juliet the news about her wedding. Lady Capulet replies by saying she has told Juliet, but then backfires by saying she wishes Juliet was dead and married to her grave. Juliet says she is proud at what her father found for her, but she is not thankful of something she hates. Her father then goes on to verbally abusing her, and concludes by saying if she is not at the church on Thursday morning, he will disown her.The type of language features Shakespeare uses in Act 3 Scene 5 of Romeo and Juliet are oxymorons, double meanings, similes and metaphors. An example of an oxymoron is when Romeo says O brawling love! Here Romeo is describing how out of love he is. Here Rosaline rejected him and he dramatically mourned over the loss. An example of a double meaning is when Juliet is talking to her mother, after her mother says marry, I will not marry yet. And when I do, I swear it will be Romeo, whom you know I already hate, rather than Paris.These are news indeed! Juliet, very cunningly, twists her words when she is around her mother. She says that she would rather Romeo, but she is already married to him. But her mother does not know that Romeo and Juliet are lawfully married. An example of a metaphor is when Juliets father is abusing her and saying spiting things like, Out you green sickness, carrion! Out you baggage! You tallow face! Juliets fat her is calling her spiteful things like You disgust me, you little bug! He is letting his angry emotions out on Juliet by expressing how he feels about Juliets decision about the marriage he chose for her.One of the ways Shakespeare also creates sympathy for Juliet is by causing so many horrid events to happen at the same time for Juliet. I think that because of Tybalt dying, Romeo leaving, there being a chance that he may never return and that Juliet is being forced into an arranged marriage with Paris, Juliet is distraught. And the fact that Juliet has not got a mother figure, one that she can trust, plays a big part in how Shakespeare creates sympathy for Juliet.Juliet had had the nurse as a mother figure for nearly all of her life, the nurse even breastfed Juliet since she was little. Tis since the earthquake now eleven years; And she was weand,I never shall forget it,- Of all the days of the year, upon that day: For I had then laid wormwood to my dug, Sitting in the sun under t he dove-house wall; My lord and you were then at Mantua: Nay, I do bear a brain:but, as I said, When it did taste the wormwood on the nipple Of my dug and felt it bitter, pretty fool, To see it tetchy and fall out with the dug! Here the nurse is sharing her experience of Juliet being breastfed.Even though the nurse is like a mother to Juliet, when Juliet asks the nurse for comfort in time most needed; the nurse simply replies back I think it best if you married with the county. Oh, hes a lovely gentleman. Romeos a dishclout to him. The nurse is giving her opinion to Juliet, which is something Juliet does not want to here, because she trusted the nurse and just in that quote, I think that the trust between Juliet and the nurse is broken.Additionally Juliet feels that she is left in total darkness, when multiple scenarios happen at the same time for Juliet; Romeo leaves her, she is forced to marry Paris, Tybalt, her close cousin has recently died, and when Juliet asks the nurse for co mfort and advise, the nurse backstabs Juliet in the back by not saying what Juliet wants to hear. Here, we discover the weakness of the nurse by her sudden actions towards Juliet. Everyone leaving Juliet in a way reflects this in the staging of the scene, her cousins death, Romeo going to Mantua and then the nurse, who she trusts dearly, doesnt sympathise about what she is feeling.The themes Shakespeare uses in Act 3 Scene 5 are many. Some themes included in the play are love. There are different types of love in Romeo and Juliet. There is courtly love, dutiful love and true love. Courtly love is used when Romeo is talking about Rosaline and how she is not hit with Cupids arrow, like Romeo is. Romeo tends to be very dramatic when referring to love. Another name for courtly love is petrarchan love. Dutiful love is the love between Paris and Juliet. Paris has always been loyal to Juliet through out the whole play. At the end of the play, Paris dutiful love gains him a place next to Ju liet on her deathbed. True love is the love that is conveyed. Romeo and Juliet.When Romeo says to Juliet, Farewell! I will omit no opportunity that may convey my greetings, love, to thee. Romeo is expressing his love toward Juliet, because quite frankly, Juliet is never going to see Romeo again, though the audience and characters dont know this. Shakespeare mostly creates sympathy for Juliet by using dutiful love and true love. By using true love, Shakespeare is making Juliet feel quite lonely because her husband is leaving her, and maybe, never coming back. By using dutiful love, I think Shakespeare makes Juliet feel guilty in a way because Paris truly loves her, but she is being disloyal to him because she is already married to another man.Furthermore, Shakespeare also creates sympathy for Juliet by creating the audience in Romeo and Juliet a patriarchal society, making the men have more priority to woman over many things. In the case where Juliet is forced to marry Paris, she has to marry because her father was forcing her. And the fact that Lord Capulet is a man, and considered the head of the house, every one in the house including Lady Capulet, Juliet, the nurse and the servants have to obey the man of the house. This creates sympathy for Juliet, because her father, because of the patriarchal society, forces her choices in life upon her. If Juliet does not listen to her father then he said he will disown her. Hang thee, young baggage! Disobedient wretch!I tell thee what: get thee to church o Thursday, Or never after look me in the face: Speak not, reply not, do not answer me; My fingers itch. He also wanted to slap her because she was being so disobedient and stubborn.In conclusion, I think how Shakespeare creates sympathy for Juliet is very meaningful, because of the way he plays with the audiences feelings towards Juliet. It also adds quite a bit of conflict to the play between the families at the end of the play. Romeo and Juliet did not mean to fall in love; they were destined to fall in love and then die, since the start of the tragedy. They are Star-crossed lovers from the start of the play; the evidence is in the prologue. The way Shakespeare created sympathy for Juliet, led her to bear no more of the things she was forced to do, so it lead to two lovers from two spiteful families to take their lives, just for their voices to be heard to reach the family.

350- to 700-word essay comparing the similarities and differences Term Paper

350- to 700-word essay comparing the similarities and differences between virtue theory, utilitarianism, and deontological ethics - Term Paper Example In order to understand these principles better and understand how they can apply to real-life situations it is best to discuss the strengths and weaknesses of each individually and then highlight their commonalities and differences. Utilitarianism focuses on the idea that what is morally or ethically right is the course that results in the best possible consequences or what creates the greatest happiness among the larger portion. After all human beings work off of a pleasure principle in their actions and behaviors. This perspective is often found among big decision makers whose behaviors and decisions affect many (Fahey, 2012). Therefore the greatest happiness on the largest scale is being considered, as opposed to the needs of an individual. For example when we are with a group of 5 friends and each want the group to participate in different activities, therefore each member makes their case and the majority activity is chosen. This will not make the whole group happy but it will make the majority happy. Deontologists are dedicated to the idea of actions that are ethical are a result of a sense of duty. There is a staunch strictness to this ethical viewpoint. An action is right as long as it remains in accord ance with preset ethical laws (Rainbow, 2002). A good example is what we see in modern court rooms today, sometimes the law is immutable and disallowing of exception, this takes no consideration of the larger groups concerns or the ethical concerns of the accused. The final ethical principle is virtue ethics, which adheres to the idea that a person’s individual character must be considered as exactly that individual. A prime example of this can be found in our own academic institutions. A friend forgets to properly site a source in his paper, which means he technically plagiarized. However, if you see that the other citations are accurate and this student has had no history of dishonest conduct,

Economics Research Paper Example | Topics and Well Written Essays - 250 words - 1

Economics - Research Paper Example A recession comprises of a period of contraction: downfall in the above variables that spans for more than a few months. The US is currently in the recovery stage while a great number of states within the US are actually going through expansion. The US economy saw an increase in the annual rate of GDP and the unemployment rate fell as thousands of jobs were created. However, despite the growth in GDP, the job growth rate is slow. By the third quarter of 2013, the real GDP rose by 4.1 percent showing promising signs (Bureau of Economic Analysis (BEA), 2013). While the revenues of American companies have also risen by a large fraction, they are only hiring carefully to fill positions strictly required by them thereby reducing costs in an uncertain external environment. Considering the historical trends from the NBER (2013) data, the US economy is experiencing an economic expansion and should be turning into a contraction by the year 2014. Although the data presents a drop in the unemployment rates nevertheless the rate is still high. Therefore, even if the US markets are doing well, a large number of Americans still remain unemployed. Thus, the forecasters are predicting a declining economy in

Gun Control Essay Example | Topics and Well Written Essays - 500 words - 3

Gun Control - Essay Example Some people think that by banning guns crimes would be removed but this may not be so, as we know that there are many laws made but they are not necessarily followed. These laws which are not followed by the criminals have two adverse effects. First of all those sellers who are not allowed to sell arms and ammunitions become rich selling their weapons illegally. This will lead to a formation of a black market and we will lose complete control over it. â€Å"I am convinced that we can do to guns what weve done to drugs: create a multi-billion dollar underground market over which we have absolutely no control.† (Roman) Secondly, the law abiding citizens face a loss as they now have no weapons while the criminals, who don’t even bother to respect the law, will still be armed. This will reduce the number of lives saved by such law abiding citizens. This shows that the criminals are criminals because they don’t follow the laws and we cannot expect them to do so. †Å"Expecting a carjacker or rapist or drug pusher to care that his possession or use of a gun is unlawful is like expecting a terrorist to care that his car bomb is taking up two parking spaces.† (Chew) People who fought for independence also had guns. It is not the guns that matter; it is the intention of the one using it. Depriving people of guns doesn’t solve the problems but it only worsens it. Think about those nations who are now independent just because they fought for their independency. If they would have no guns, then they wouldn’t have got their independence. Like all the other things, gun control has some positive aspects as well. Guns are weapons and if not handled safely they can cause all the kinds of damage. In 1998, 30708 deaths were caused by weapons in the United States. Of that number, 12102 were assassinations, 17424 were suicides, 366 were accidents, 316 had nameless causes, and only 154 were confirmed to be in self-protection. (Guns in Our

The Selfish Giant By Oscar Wilde

The Selfish Giant By Oscar Wilde The story, The Selfish Giant by Oscar Wilde, was introduced in the taught module, demonstrated the kind of art and drama activities that a powerful story can stimulate and engage the audience meaningfully. The scheme of work emphasised on the childrens creativity, imagination and involvement in dramatising. The plot of the story was introduced by imagining a big garden, free for all children to play and have fun in. Participants were then engaged in creating play space and activities in the garden. Ample time was given to explore the garden. The story continued with the giant coming back from a long vacation and did something drastic- the sign No Children Allowed was placed outside the garden. This was followed by a series of brainstorming on the reason for the giant to reject the children. To appease the giant, ideas of gifts and presents were suggested. Instead of receiving these gifts with gladness, the giant reacted strongly. The following will indicate two art disciplines as wel l as the responses of children as they participate in this dramatisation and art. Principles and Approaches Instead of the usual approach of storytelling, a key principle of drama is to allow children to perform (Winston and Tandy, 2009) and be part of it. Children can be engaged in different characters, in different scenarios, performing individually or collectively, in a less rigidly defined (Winston and Tandy, 2009, p. 5) space and character. Through the drama conducted in a class setting, children can explore the different parts of the garden alone or with their friends, staying in their play space or exploring others, accompanied with encouragement and positive comments from the teacher. Dramas are platforms for children to adapt and perform real life scenarios and behaviours of characters. They assimilated the children in the story to be themselves in real life, doing the things they often do and behaving as they would. Transferring fiction to real life, it reflects more securely upon issues which have significant effects upon our daily lives. (Winston and Tandy, 2009, p.3). The selfish giant depicted the adults in real life, and the children having the mindset that they are being controlled by them. The childrens good intention of bringing gifts to the giant was unappreciated. The issues raised up and behaviours observed are hardly mentioned or elaborated through storytelling. Dramatisation brings about a different dynamics for issues to surface and discussed upon. The play space for children to dramatise is the classroom. Instead of the everyday function of the classroom, it transformed into a dramatic space, representing the garden, the house, the place to prepare gifts. As Winston and Tandy, 2009, p. 4 states, through play, children learn to manipulate the core elements of drama. The rules of time, space and identity was suspended (Winston and Tandy, 2009), and drama time became elastic. The ticking of a few minutes was equivalent to a span of a few years with the mention that the giant came back after a long vacation. The other key principle is setting a common stage for all children to understand and abide by the rules. The rules can be informed explicitly or agreed upon implicitly. For the drama to succeed and driven towards achieving common purposes, both teachers and children must be clear and agree in following the rules, which are not binding nor restrictive (Winston and Tandy, 2009). The indication to end the time playing in the garden was clearly brought across when the teacher sits on the chair. This is a new approach apart from the usual clapping of hands, gathering or attention through calling out. As Winston, 2009, p. 5 clearly puts it, its success will depend upon the children knowing what is expected of them and appreciating the rewards that come from doing it well, the rewards inherent to the experience of genuine engagement in a dramatic event (Winston and Tandy, 2009, p. 5) Many children enjoy drama because it has a playful element in it. When people die, nobody actually dies; when someone feels hurt, nobody is actually hurt. Children are able to distinguish the difference between the scenes that happen in a daily routine and the conventions of play, understanding and accepting the boundaries (Winston and Tandy, 2009). For example, in a real life setting, it is rather unlikely for someone to throw or destroy gifts. However, in the dramatisation, when the giant received presents, instead of being thankful, he tore and smashed them. The children found it all amusing and know that it was not for real. Thus, drama and play comes hand in hand, it is their innate capacity for play†¦.., the understandings they gain from participating†¦., that dramatic activity can be constructed. (Winston and Tandy, 2009,p. 3). Also echoed by Swanwick, 1988,p 41, play soon becomes imaginative and subjects things to the childs activity. Evaluation of results In a usual classroom setting, children are kept seated on the floor for a period of time, with little movement emphasised and usually, driving towards an academic approach. Children were all getting ready and one child was wondering aloud why the teacher was without a story book. The story began with a big garden that all children can play in. This garden belongs to the giant and it was empty. Children were encouraged to imagine one thing they would like to have in this garden and imitate the movement of it. If a child would like to have a swimming pool in the garden, he can reach forward with his arms and swim. With this, children are transferring the things they are experiencing in real life into play and drama. Many children were able to make correct guesses of their friends actions. With rules of noise level and space, children were clear of the boundaries and limitations in order to achieve a common goal. Exploration in the garden ended when the teacher sat on the chair. Every child was given the opportunity to share about their favourite activity. As the story proceeded, the children were puzzled to know that the garden was out of bounds. They were praised for their good behaviour and maintenance of the garden and equipment and none of them broke any rules. They were eager to find out what made the giant angry and the preparations of gifts were suggested. Many of them had suggestions and they were divided into groups to prepare it. They were given scrap materials to create the present they had in mind. Without any direction from the teacher, they put their ideas at work and each produced their gifts. With all enthusiasm that the giant would be pleased upon receiving, they were wrong. Such twist in the story thrilled the children as it differs from the structured and kept them in suspense about the end of the story. During the interview with the giant, the children shifted from one dimension that the teacher is the narrator to the teacher as the giant. In the interview, the giant voiced his unhappiness that children are noisy, they always cry, they do not wash their hands after using the toilet, they are liars etc.. The childrens strong objection caused a child to come forward and hit the giant. Such behaviour is inappropriate in a classroom setting and children will get disciplined for it. For the child to do that, he was fully engrossed into the story and responded appropriately. The story ended and it was toileting time. One child came out of the toilet showing the teacher that he washed his hands. This child actually remembered the reason the giant gave for not allowing any children in. He identified himself as the children in the story and the teacher as the giant. This response from the child shows that dramatisation is a form of education and should be included in the curriculum. Instead of having to remind them about the washing of their hands, a play through this story works it all well. Conclusion As much as acknowledging and understanding the benefits of having drama in the curriculum, there post a great constraint- time. For drama to take place and for it to deepen and develop further, time is usually the hindering factor. Thus, it takes pedagogist of each act. In conclusion, as Winston and Tandy, 2009, p.58 states, drama gives these stories a form and shape which can make them engaging, thought provoking and exciting for the children who are part of it†¦.

Class Struggle and Autonomy in the Communist Manifesto :: Karl Marx Communism Manifesto Essays

Class Struggle and Autonomy in the Communist Manifesto The University of Dayton emphasizes four humanities based themes to describe the essence of the human experience. Autonomy and responsibility, one of these four themes, is defined within the program as, â€Å"The individual person has the ability to make choices; with those choices comes a responsibility for the consequences of those choices.†[1] Although this definition fits well in modern American society since widespread autonomy has been granted by the Constitution to all citizens, Frederick Engels and Karl Marx observed quite a different human situation in the 19th century. The drastic increase in productive development characterized by the industrial revolution of the 19th century brought two major sociopolitical changes to Europe by the middle of the century. First, the industrial revolution gave rise to a middle class that would eventually become the driving political and economic force throughout Europe. Secondly, the industrial revolution demanded productive entities exploit the extensive influx of people into major urban areas in order to maintain competitive advantages and meet rising demand for European goods in domestic and foreign markets; such exploitation created an extensive urban social class that had no political power and little or none economic freedom. As these developments became more and more noticeable, Marx and Engels were prompted to write their now infamous Communist Manifesto in order to inspire what they believed as the inevitable downfall of capitalism and the bourgeoisie thus giving the proletariat something that both had stolen: their autonomy. To truly understand this concept an examination of the two major social classes in Europe at the time is critical. However, properly characterizing the bourgeoisie has been rather problematic for scholars. Pierre Proudhon defined the bourgeoisie as a â€Å"capitalistic aristocracy† who gained their wealth through little or no work.2 Nevertheless, many scholars like Michel Lhomme assert that the bourgeoisie is simply the social class that exists consisting of numerous facets between the landed aristocracy and the lower, working class. Ultimately, what seems to be true of the bourgeoisie is that it consisted of businessmen, professionals, and state officials that were united in ushering in the emergence of a middleclass 19th century society.3 These groups were connected because they shared a set of values that consisted of ideologies that embraced basic capitalistic ideals of economic expansion, increasing the standard of living, and augmenting the complexity of society as a whole; therefore, they were united in their defiance against the traditional, static society where production was limited to habitual consumption and business organizations remained monotonous.