The Late Middle Ages And Medieval Times - 996 Words

The Middle Ages, or Medieval Times, lasted from the fifth to fifteenth centuries in European history. Specifically, 1300-1500 brought about the period known as the Late Middle Ages. In this period, a decline of the quality of life became apparent. The Late Middle Ages is viewed largely as the early beginnings of what would become the Renaissance only a couple of centuries later. Even being the late part of the Middle Ages, much of this time was still prevalently medieval much like the earlier centuries. Although there was some hope for a continuing era, many signs pointed toward the end of the medieval times as a whole, and inevitably, towards a renaissance. The Black Death, Dante’s The Divine Comedy, and Paolo Ucello’s The Battle of San Romano were very significant during the Late Middle Ages and thus significantly helped to lead to the end of the Medieval Times and towards development of the Renaissance. The Black Death was the beginning of the end of the Late Middle Ages and Medieval Times. Decreasing Europe’s population by twenty-five to fifty percent in just four short years, the Bubonic Plague was devastating. Europe during this time period lacked proper sanitation. Brought in from Asia, fleas from rats spread it; people would become infected easily. Symptoms included a painstakingly high fever and internal bleeding. The victim’s chances of falling to their deaths due to the plague was at a high fifty percent. The Black Death had many impacts on Europe due to the highShow MoreRelatedEurope During The Medieval Period986 Words   |  4 Pagesthe medieval time period of 200 AD to 1650 AD, Europe experienced a fluctuation in population numbers. Factors such as disease, famine, war, and others all contribute to the changes in population. A trend to help represent the medieval demography show a population decline during the Late Antiquity, slow population growth during t he Early Middle Ages, large population expansion during the High Middle Ages, and a variation of population decline and growth during the Late Middle Ages. The Late AntiquityRead MoreMedieval Period in European History1575 Words   |  7 PagesIntroduction The medieval period in European history begins after the fall of the Roman Empire around 500 C.E., and continued until the early modern period beginning around 1500. The medieval period is split into the sub-categories of early medieval (500-1000), central middle ages (1000-1300), late medieval (1300-1500), and followed by the early modern period (1500-1800). At each of these periods of time important political, economic, social, cultural, religious and scientific changes were beingRead MoreThe Decline Of The Middle Ages1392 Words   |  6 Pages The Middle Ages was a period that lasted for over 1000 years, beginning in 400 CE and ending in 1500 CE. This era is known as the period of time between the fall of the Roman Empire and the Renaissance. The medieval era is split up into three sections; early Middle Ages (400-900 CE), High Middle Ages (900-1250 CE) and the late Middle Ages (1250-1500 CE). Medieval Europe was a time of key advancement in society and a period where a distinct cultural unit emerged. This was influenced by differentRead MoreThe Author of the Black Death: John Aberth Essay828 Words   |  4 Pagesof Cambridge in Medieval Studies after he received his masters from the University of Leeds. 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Construction of the great Gothic cathedrals began during the High Middle Ages, which was an era that experienced a dramatic re-emergence of urban life and an increasing sophistication in secular culture (Singman xi). Major events in the High Middle Ages include the conquest of England by the NormansRead MoreDbq the Renaissance818 Words   |  4 Pagesflourished, and the arts changed for the better and ideas became more focused life on earth. It was a time when new ideas of individualism, the thought of secularism and the interest in human ideas jumpstarted a new and freer lifestyle for everyone. The new ideas formed in the renaissance made enough impact on the world them and ever since that it deserves to be called its own era. The medieval times was filled with ideas based just around the church. 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Violence and Murder in Macbeth by William Shakespeare

Shakespeare has delivered his plays in many different ways, and Macbeth is one that demonstrated violence and murder. The banquet scene that occurs in Act 3 Scene 4 of Macbeth has contributed to the play signiï ¬ cantly in many ways. It has contributed in the development of the plot, the development of a major theme, and the revelation of the different sides of different characters. ! In Macbeth, the story revolved around Macbeth, hence the name of the title. The plot further developed following the banquet scene because that scene caused and allowed other events to happen. After the banquet scene, Macbeth met up with the three witches and said that he should not have said. Just because he disagreed with what they had to say to him, he said, â€Å"And an eternal curse fall on you!† (IV i 105) Macbeth said them with arrogance; without realising how much power the witches had themselves. But gradually, the unfortunate things that the witches said did happen to Macbeth. Even before the unfortunate events occurred to Macbeth, Macbeth was very keen on killing Macduff and his family. Macbeth said, â€Å"The castle of Macduff I will surprise, Seize upon Fife; give to the edge o’ the sword His wife, his babes, and all unfortunate souls That trace him in his line.† (IV i 150-154) If Macbeth’s killing motives to kill others did Shakespeare has delivered his plays in many different ways, and Macbeth is one that demonstrated violence and murder. The banquet scene that occurs in Act 3Show MoreRelatedWilliam Shakespeare s Life And The Elizabethan Age Essay1474 Words   |  6 PagesWilliam Shakespeare was the great poet, actor, and playwright from the Elizabethan age. William Shakespeare was born on April 23, 1564 and would then die exactly fifty two years later. Throughout time, his plays have continued to grow in popularity and notoriety. Many of the saying first penned by William Shakespeare, we still use today. Such lines as; â€Å"As good luck would have it (The Merry Wives of Wi ndsor), Dead as a doornail (2 Henry VI), Full circle (King Lear), and Milk of human kindness (Macbeth)†Read MoreHow Shakespeares Macbeth Challenges the View of Typical Manhood1037 Words   |  5 PagesMacbeth written by William Shakespeare brought the attention of the audience through the violence and the unexpected plot. Through the actions of the protagonist, he portrays many different ideas. One of the ideas he questions is manhood as it deals it in a unconventional way. Instead of portraying the protagonist actions that portray manhood, he has to struggle with the definition of manhood throughout the play. Additionally Shakespeare has shown different viewpoints of men and women in the playRead MoreMotifs And Motifs In Macbeth1412 Words   |  6 Pagesmotifs, and unsurprisingly, many motifs are present in the works of William Shakespeare. There are many themes that Shakespeare conveys through motif in his play Macbeth. One of these is that breaking the Great Chain of Bein g results in misery and disorder, but the natural order tends to eventually recover. Another is that violence is morally ambiguous and can be good or evil depending only on who the violence affects. Finally, Shakespeare shows that what one perceives as reality is not necessarily realityRead MoreWilliam Shakespeare s Hometown Of The English Language And The World s Best Dramatist1266 Words   |  6 Pages Although many knew him as a keen businessman in his hometown of Stratford, William Shakespeare is recognized as the greatest writer in the English language and the world s best dramatist. (www.goodreads.com) He wrote hundreds of songs, plays, books, and poems. During his time, his plays were well under-appreciated and a lot of his work did not appear until seven years after his death. Without Shakespeare, the English language would have never expanded at the rate it did, erasing many common wordsRead MoreCharacters In Macbeth995 Words   |  4 PagesIn Macbeth by William Shakespe are, numerous of events occur. A series of characters are introduced such as Lady Macbeth, King Duncan, Banquo, Macduff and many others throughout the play. As many introductions of characters are put in place, the plot of the story changes from time to time. The three most important events that occur in Macbeth are the prophecies that the witches tell Macbeth and Banquo (1.3.50-53), the death of King Duncan (2.2.19) and the death of Macbeth (5.8.32-40). These eventsRead MoreMacbeth Book Review809 Words   |  4 PagesLadan Abdullahi Macbeth’s Destiny: The Tragedy of Macbeth Review William Shakespeare is a playwright and actor born in April 1564. William, a wealthy landowner who lived in Stratford upon-Avon, married Anne Hathaway and had three children. In 1623, Shakespeare published The Tragedy of Macbeth. Whilst researching for Macbeth, â€Å"Shakespeare found a spectacle of violence- the slaughter of whole armies and of innocent families, the ambush of noble by murderers, the brutal execution of rebels. HeRead MoreGerald Deocariza Iii. Mrs. Jardine. English 3, Period 4.1161 Words   |  5 Pagesserious downfall and set as the protagonists of a dramatic tragedy. A tragic hero gets For example, William Shakespeare wrote a play called The Tragedy of Macbeth to show Macbeth’s uprisings and downfalls. Macbeth’s downfall results to wrong judgements that combines fate and external forces. If his downfalls does not kill him, his downfalls can cause the tragic hero to suffer for the rest of his life. Macbeth gains the utmost respect from other people; on the other hand, he also loses everything he gainedRead MoreDramatic Tension in Act 2, Scene 2 of Macbeth Essay1217 Words   |  5 PagesMacbeth assignment What do you consider to be the most successful stage effect and language techniques used to create dramatic tension in Act 2, Scene 2? Macbeth is a well known, famous story by William Shakespeare which is about the tragedy of ambition and how it destroys Macbeth and Lady Macbeth. Both are forever damned to a state of fearful awareness, and insomnia as a result of murdering King Duncan. This sets off an unstoppable chain of events which ends in Macbeth himself being killed andRead MoreThe Horror Of William Shakespeare s Macbeth1409 Words   |  6 Pagesworks. Macbeth is a dark and horror play written by the great William Shakespeare in the 1600s. Like any other of his plays, it has also gained a crowd of audience and was performed in front of kings. 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MUsic and its violence Essay Example For Students

MUsic and its violence Essay Discussion centers on the potential role of lyric content on aggression in short-term settings, relation to catharsis and other media violence domains, development of aggressive resonators, differences between long-term and short-term effects, and possible mitigating factors. As by behaving in symbolically aggressive ways. Though the aggression catharsis hypothesis has been thoroughly explored and debunked in several entertainment media domains, there has been relatively little work on the effects of songs with violent lyrics on aggression-related variables such as aggressive thoughts and feelings. Someone told me once that theres a right and wrong. Punishment was cure for those who dare cross the line. But it must not be true for Jerk-offs Just like you. And maybe its Just bullwhip. I should play god and shoot you myself. ?Tool, Jerk-off (1992) As evidenced by the creation of the Parents Music Resource Center and the policy of labeling music products containing violent lyrics, many people are concerned with potential deleterious effects of listening to songs with violent lyrics. An accumulating MUsic and its violence By Unsung_gods_eye exposure to violent media is causally related to subsequent expression of aggression in both short- and long-term time frames (e. G. , Anderson Bushman, AAA; Borrowing, 1993; Bushman Anderson, 2001). The vast majority of this research has soused on violent television and movies (Houseman Miller, 1994). Recently, a small but relatively consistent research literature has shown that short-term exposure to violent video games causes increases in aggression and aggression-related variables (Anderson Bushman, 2001). Nonetheless, there remains among the general population and many practitioners a very strong belief in the age-old catharsis hypothesis?the belief that experiencing and expressing aggressive emotions and thoughts will decrease subsequent aggressive thoughts, feelings, and emotions (Bushman, 2002; Bushman, Bandmaster, Stack, 1999). This ancient Greek idea, later popularized by Brewer and Freud (1893-1895/1955) and now usually labeled venting, states that aggressive impulses can be reduced by watching, reading, or singing about anger and aggression as well Media Differences There are numerous differences between watching violent television, playing violent video games, and listening to popular music. One is the lack of a video component to audio-only music. Another is that aggressive lyrical content of popular music is often discernible only to the most attentive of listeners, whereas videotaped media including music videos) make their violent content abundantly and graphically clear. Some rock music songs have such garbled lyrics that they have given rise to debates about what the lyrics are (e. G. , Lie, Lie; Nina-Gouda-Dad-Vida; see Marsh, 1993). A third difference concerns attention. A large proportion of time spent listening to music involves paying attention to the music (not the lyrics) or to other tasks. Thus, effects of violent lyrics may generally be attenuated (relative to video-based media violence) simply because the lyrics are not processed by the listeners. Nonetheless, there are valid reasons to worry about potentially harmful effects of violent music lyrics. Numerous studies have shown that aggressive words can prime aggressive thoughts, perceptions, and behavior (e. G. , Anderson, Benjamin, Bartholomew, 1998; Barge, Chin, Barrows, 1996; Barge Potentiometer, 1982). Indeed, such effects can occur even when the stimulus has not been consciously recognized (e. . , Barge et al. , 1996, Experiment 3). Furthermore, listeners are capable of recognizing themes of music (I. E. , violence, sex, suicide, and Satanism) even when it is difficult to comprehend specific lyric content (Hansen Hansen, 991). Additionally, music stimuli are played repeatedly, both by radio stations as well as by listeners themselves. Craig A. Anderson and Nicholas L. Carnage, Department of Psychology, Iowa State University; Jeanie Banks, Texas Department of Human Services, Austin, Texas. Correspondence concerning this article should be addressed to Craig A. Anderson, Department of Psychology, WI 12 Allegorical Hall, Iowa State University, Ames, Iowa EXPOSURE TO SONGS WITH VIOLENT LYRICS Another difference between video-based entertainment and music concerns the amount of imagination needed or allowed to fill in details of the story being told. The lack of visual images in music both allows and requires listeners to imagine details. Concrete images probably play a major role in transfer of ideas from the video world to ones own real-world situations. When ones video antagonists are similar to ones real antagonists, violent solutions modeled in the video world are more likely to be attempted in the real world than when the video antagonists are dissimilar (Bandeau, 1986; Borrowing, 1993; Gene, 1990). The lack of concrete images in violent music may well allow listeners to imagine audio antagonists similar to real-world antagonists. Thus, there are reasons to expect violent-lyric songs to be either more or less influential than violent video materials. The present article reports five experiments testing the hypothesis that brief exposure to songs with violent lyrics can increase two variables that are key mediators of situational influences on aggression: aggressive cognitions and aggressive affect. In the next section, we briefly review the existing research literature. Then we show why the general aggression model (GAME; Anderson Bushman, 2001; Anderson Houseman, in press) suggests a focus on aggressive cognitions and affect. 961 Han students who preferred other genres of music, such as alternative, adult contemporary, dance-soul, or country. Listeners to heavy metal music held more negative attitudes toward women. Rap music fans were more distrustful. Similarly, Took and Weiss (1994) found a correlation between preference for rap and heavy metal music and below-average academic performance, school behavior problems, drug use, arrests, and sexual activity. Still other studies have found correlations between music type preferences and a variety of maladaptive behaviors but have not specifically linked lyric preferences to those behaviors. For a recent review, see Roberts, Christenson, Gentile, in press. Experimental Studies of Music Without Video Music Without Lyrics McFarland (1984) looked at the effects of exposure to tense, calm, or no-background music (without lyrics) on the emotional content of stories written for the Thematic Apperception Test. Participants who heard tense music wrote the most unpleasant stories. Like the music video studies, these results tell us little about lyric effects. However, they indicate t hat research on lyrics must control for effects of type of music. Past Music Research Music With Lyrics Several field and laboratory experiments have examined effects of aggressive music videos. Waite, Hildebrand, and Foster (1992) observed a significant decrease in aggressive behavior on a forensic inpatient ward after removal of Music Television (MAT). Peterson and Post (1989) found that exposing males to neurotic violent music videos led to a significant increase in adversarial sexual beliefs and negative affect. Johnson, Jackson, and Goat (1995) found that males who had been randomly assigned to view violent rap music videos became more accepting of the use of violence in dealing with interpersonal problems. Related research found that males and females exposed to violent rap music videos became more accepting of teen dating violence Monsoons, Adams, Suborn, Reed, 1995). College students exposed to rock music videos with antisocial themes produced a greater acceptance of antisocial behavior (Hansen Hansen, 1990). Students were also more likely to accept stereotypic sex-role behavior after being exposed to music videos that displayed similar behavior (Hansen, 1989; Hansen Hansen, 1988). Music piracy copyright law EssayWe solicited suggestions from students from the same undergraduate population for pairs of contemporary rock songs that had the following characteristics. One song had to have clearly violent content, whereas the other had to have no (or minimal) violent content. Both had to be understandable, the same type (e. G. , both hard rock or both soft rock), and about the same length. Finally, we wanted both songs to be by the same group. We used two songs, each about 5 min long, by the group Tool: Jerk- Off (violent; Tool, 1992, from the album Opiate) and Four Degrees (nonviolent; Tool, 1993, from the album Undertow). Procedure After reading and signing a consent form, participants learned that the experiment involved how different songs affect performance on various tasks. They were to listen to a contemporary song, complete a couple of psychological tasks, and then answer a few questions about the song. Participants then listened to the assigned song, completed the State Hostility Scale (SSH; Anderson et al. , 1995), completed a longer unrelated task, and were debriefed. The SSH contains 35 sentences describing current feelings (either hostile or friendly). For example, two hostile items read, l feel like yelling at somebody and l feel rigorous. Respondents rate each sentence on a 5-point Liker-type scale (1 0 strongly disagree, 3 0 neither agree nor disagree, 5 0 strongly agree). The friendly items are reverse scored. The scale typically produces internal reliability estimates in the . 90 -. 95 range, but three items (l feel willful, l feel tender, l feel vexed) often show poor item-total corre lations. Willful displayed a low item-total correlation in the present study, so we dropped it. Coefficient alpha was . 96. Results and Discussion Sex was included in the analyses as a covariate rather than as another two-level factor. The 2 (song: violent vs.. Nonviolent) 0 2 (participant pool: volunteer vs.. Psychology) ANCHOVY yielded two statistically reliable effects. As predicted, the violent song produced higher levels of state hostility than did the nonviolent song (Ms 0 2. 60 and 2. 19, respectively), F(l, 54) 5. 97, MESS 0 0. 426, p O . 02. In addition, females reported higher levels of state hostility than males (MS 2. 62 and 2. 17, respectively), F(l, 54) 6. 71, MESS 0. 426, p O . 02. 2 This somewhat unusual finding is probably due to the fact that in our participant pool, females typically do not like hard rock music to the same extent as males. These results indicate that the violent content of rock songs can increase feelings of hostility when compared with similar but nonviolent rock music. It is important to absolute level of the SSH means reflect this lack of provocation. Experiment 2 Experiment 2 was identical to Experiment 1 in all respects except that the dependent variable was a measure of aggressive cognition. Sixty-one undergraduates (30 females, 31 males) participated either as volunteers or as a part of their introductory psychology class. The dependent variable was based on participants ratings of a large number of word airs from Bushman (1996). Bushman identified 10 words as clearly aggressive in meaning (blood, butcher, choke, fight, gun, hatchet, hurt, kill, knife, and wound) and 10 words as ambiguous in meaning, having both aggressive and nonaggression meanings (alley, animal, bottle, drugs, movie, night, police, red, rock, and stick). Bushman showed that people who score high on trait hostility tended to perceive relatively greater similarity of meaning between pairs of aggressive and ambiguous words (from these two lists) than do people who score low on trait hostility. We adapted Bushmans (1996) task in the following way. All possible pairs of these 20 words were presented to participants with instructions to rate each pair on how similar, associated, or related the paired words seemed to be. Ratings were made on 7-point scales anchored at 1 (not at all similar, associated, or related) and 7 (extreme- lay similar, associated, or related). We calculated three average similarity scores for each participant: aggressive-aggressive word pairs (45), aggressive-ambiguous word pairs (100), and ambiguous- ambiguous word pairs (45). Our reasoning and predictions were quite simple. If listening to violent lyrics increases the accessibility f aggressive thoughts in semantic memory, then ambiguous words will tend to be interpreted in a relatively more aggressive way, leading to relatively higher similarity ratings of aggressive-ambiguous pairs. This same semantic priming process might also increase the perceived similarity of aggressive-aggressive pairs and of ambiguous-ambiguous pairs, but these increases should be small relative to the violent song effect on aggressive-ambiguous pairs. We used the other two word-pair types as within-subject controls. Thus, we predicted violent (vs.. Nonviolent) song artisans to give larger similarity ratings of aggressive- ambiguous word pairs relative to their ratings of ambiguous-ambiguous and aggressive-aggressive word pairs. We computed a contrast score reflecting the main prediction. We averaged each participants aggressive-aggressive and ambiguous-ambiguous scores. From this control rating we then subtracted each persons aggressive-ambiguous score. On this contrast score, smaller scores indicate that the aggressive- ambiguous pairs were predicted that participants who heard the violent song would have significantly smaller contrast scores. An ANCHOVY was conducted on this contrast. The 2 (song: violent vs.. Nonviolent) 0 2 (subject pool: volunteer vs.. Introductory psychology) ANCHOVY yielded only one reliable effect, the predicted main effect of music lyric content, F(l, 56) 0 4. 24, MESS 0 0. 113, p O . 05. Table 1 presents the mean similarity ratings as a function of song and word-pair type. As can be seen in Table 1, the violent song led to higher similarity ratings for aggressive-ambiguous word pairs than did the nonviolent song; the mean similarity score increased by almost half of a scale point (0. 5) on a 7-point scale. The corresponding song effect on the control pairs (aggressive-aggressive and ambiguous-ambiguous) was much smaller; the mean similarity increase was Just slightly more than a quarter of a scale point (0. 27). As predicted, violent song participants had significantly smaller contrast scores. Figure 2 presents these results in a different way, clearly illustrating the violent-lyrics effect on agg ressive cognition. In sum, hearing a violent rock song led participants to interpret the meaning of ambiguous words such as rock and stick in an aggressive way. Nonetheless, for all studies, preliminary analyses explored the possibility of sex interactions. There were none, thereby satisfying the homogeneity of slopes assumption of analysis of covariance (ANCHOVY). 2 Unless otherwise indicated, reported means for all experiments are the appropriate least squares adjusted means, adjusted for other factors in the model such as sex and trait hostility. Significance levels are based on two-tailed tests. The astute reader will realize that each effect in this between-subjects analysis of variance is identical to the interaction of that effect with the repeated-measures factor control versus aggressive-ambiguous. Experiment 3 Overview and Design Broadening Aspects Experiment 3 was designed to broaden our tests in three ways. First, on the basis of a pilot study, we used a larger set of 4 violent and 4 nonviolent songs. Twenty-six female and 24 male college students listened to 10 rock songs and rated how violent each was on a unidirectional scale anchored at O (not at all) and 10 (extremely).

Police Organization Paper free essay sample

Paper soon 3/18/2012 this paper am going to explain to you the various types of police agencies at the local, state, and federal level and how each is organized. I will also identify the principal roles and functions of police organizations and their roles as they relate to the law. When I am finished with my paper you should have a better understanding of police organizing and how police organization works. The united States has one of the most complex law enforcement systems because of the various levels of their logging agencies.In the United stated each town, county, state, city, and small village has its Oh policing agency. Even though there are various police agencies the structural organization Is similar. This is because all law enforcement agencies have the same objective. The organizations of the police agencies are hierarchical. Police institutions can be analyzed like organizations with several key components (Alveolar, 2008). We will write a custom essay sample on Police Organization Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These organizations are designed with rank structure, separate departments and units.These components work together to form a fully functioning law enforcement agency. Some examples of local agencies are city, county, town, and incorporated village police. These agencies work together in order to ensure safety at a local level. There are many different functions and roles of the local police agencies. Local police are responsible for performing many routine activities. The duties Include patrolling the neighborhood community, enforcing the law, providing emergency services, conducting investigations, and upholding community relations. Local police are not responsible for enforcing the law outside their Jurisdiction and assistant Is needed at a higher level (Congressional Digest, 1965). As far as state level goes there are also various agencies. These agencies Include state and port authority police. State police agencies have many roles when it comes to the law. The state agencies are responsible for keeping the area within the state safe, keep our highways safe, and keep our parks free of crime, violent, and violations.Federal levels are responsible for coming In and stepping up when our lower levels of authority are in desperate need of help ( example: An older man meeting up with a girl whom he had met online). The FBI has to get involved when it comes to this. Sometimes also when dealing with federal you end up dealing with government as well. The FBI and other federal police help solve crimes that lower authority cannot handle or sometimes just need some help.So as you can see the police levels have to be well organized in order to be effective and in well working order. In this paper I have explained toy the various types of police agencies at the local, state, and federal level and how each Is organized. I have also identified the principal roles and functions of police organizations and their roles as they relate to the law. You should now have a better understanding of police organizing and how police organization.

Free Essays on LOVE, DEATH, FRIENDSHIP AND INCEST IN HAMLET

LOVE, DEATH, FRIENDSHIP AND INCEST IN HAMLET Love, death, friendship and even incest are all themes featured prominently in Shakespeare’s Hamlet. Death is the most common theme in the play, followed closely by friendship and love. These are the emotions that Shakespeare uses throughout the play to prod the protagonist, Hamlet, the Prince of Denmark, who is strangely inactive in the face of murder and mayhem. But most importantly, these emotions are usually not what they seem, in Hamlet’s world. Almost every one of these emotions is betrayed or made false. Hamlet returns to Denmark from college because his father has died to find his mother, Queen Gertrude has remarried his uncle, Claudius in unseemly haste after his father’s death. In Elizabethan times, to marry the spouse of your sibling was considered incestuous. Gertrude and Claudius were behaving in a most unseemly way to the people of that time. Most of the action of the play takes place less than four months after the death of the old king, also Hamlet. Immediately he suspects that there was foul play involved, mostly due to the hasty marriage of his mother to his uncle. He also finds that the ghost of what may be his father has been seen around the castle. Later, Hamlet talks to the ghost, who does claim to be his father, and finds out from the ghost that his father was murdered by having poison poured in his ear while he was asleep in the garden. The ghost tells him he must do nothing to harm his mother, that she is not guilty in this murder. Hamlet is joined shortly thereafter by his true friend, Horatio, and is able to confide in him the plans that has made to determine whether his uncle is truly guilty of murdering his father. Hamlet decides that if he acts like he is crazy, he can find out the truth and get away with much more inexplicable behavior than he would normally be able to show. The theme of love occurs next, Polonius, the king’s advisor, h... Free Essays on LOVE, DEATH, FRIENDSHIP AND INCEST IN HAMLET Free Essays on LOVE, DEATH, FRIENDSHIP AND INCEST IN HAMLET LOVE, DEATH, FRIENDSHIP AND INCEST IN HAMLET Love, death, friendship and even incest are all themes featured prominently in Shakespeare’s Hamlet. Death is the most common theme in the play, followed closely by friendship and love. These are the emotions that Shakespeare uses throughout the play to prod the protagonist, Hamlet, the Prince of Denmark, who is strangely inactive in the face of murder and mayhem. But most importantly, these emotions are usually not what they seem, in Hamlet’s world. Almost every one of these emotions is betrayed or made false. Hamlet returns to Denmark from college because his father has died to find his mother, Queen Gertrude has remarried his uncle, Claudius in unseemly haste after his father’s death. In Elizabethan times, to marry the spouse of your sibling was considered incestuous. Gertrude and Claudius were behaving in a most unseemly way to the people of that time. Most of the action of the play takes place less than four months after the death of the old king, also Hamlet. Immediately he suspects that there was foul play involved, mostly due to the hasty marriage of his mother to his uncle. He also finds that the ghost of what may be his father has been seen around the castle. Later, Hamlet talks to the ghost, who does claim to be his father, and finds out from the ghost that his father was murdered by having poison poured in his ear while he was asleep in the garden. The ghost tells him he must do nothing to harm his mother, that she is not guilty in this murder. Hamlet is joined shortly thereafter by his true friend, Horatio, and is able to confide in him the plans that has made to determine whether his uncle is truly guilty of murdering his father. Hamlet decides that if he acts like he is crazy, he can find out the truth and get away with much more inexplicable behavior than he would normally be able to show. The theme of love occurs next, Polonius, the king’s advisor, h...

Lines and Angles in SAT Math Prep and Review

Lines and Angles in SAT Math Prep and Review SAT / ACT Prep Online Guides and Tips Knowing your lines and angles is crucial for mastering SAT and is one of the foundational steps of geometry. Before you can tackle some of the more complex multi-shape problems that often appear towards the end of the test, you’ll need to know just how to solve for all your missing angle measures. Almost without fail, there will be exactly two problems on any given SAT on lines and angles (note: these problems are distinct from questions on lines and slopes, which are covered in a separate guide). Though this is a small percentage of the test in and of itself, line and angle knowledge provides the backbone for other geometry problems and so should be ranked high on your studying priorities. This will be your complete guide to lines and angles on the SATwhat they are, how you’ll see them on the test, and how to solve these types of questions to maximize your points on test day. Properties of Lines and Angles Before we get into how lines and angles function, let’s take a second to define what these terms mean. A line is a completely straight marker, meaning it has no curvature. It can either have termination points (and will be called a â€Å"line segment†) or go on infinitely. Its degree measure is always 180 °. Parallel lines are two or more lines that are a set distance apart (equidistant) and never meet. They travel in the same direction continuously. Perpendicular lines meet each other at 90 degree angles. An angle is the meeting of two lines. The measure of how they meet is expressed in degrees, and the point at which they intersect is called the angle’s â€Å"vertex.† Line and Angle Equalities Most of what you’ll need to know about lines and angles on the SAT is when and how they will be equal or supplementary to one another. Equal angles (or lines) are angles (or lines) that have the same measurement. Supplementary angles are angles that add up to 180 degrees. Because all these angles form a straight line and a straight line equals 180 degrees, the three angles are supplementary. Opposite Angles When two (or more) lines intersect, they form a series of opposite angles. Angles that are exactly opposite will always be equal to one another. Now let’s look at an opposite angle SAT problem. Here, you can see that the lines l and k intersect such that the sum of angles p and x make an angle that is exactly opposite angle m. This means that, when we add together angles p and x, their sum will be equal to angle m (because opposite angles are equal). 25+x=40 x=15 So our final answer is A, 15. Opposite Interior Angles When there are two parallel lines that are crossed by another line (called a transversal), the angles on alternate interiors will be equal to one another. And the angles on the same side of the transversal line and the same side of their respective parallel lines will also be equal. That may be difficult to picture, so let’s look at a diagram: (Note: when you are told that two lines are parallel on the SAT math section, the problem will almost always involve opposite interior angles in some way.) Now let’s look at an opposite interior angle SAT problem. We are told that lines l and m are parallel, so that means the three vertical lines are transversals. We can see that the angle to the far left is marked as 89 degrees and it is an opposite interior angle to angle r only. This means that r=89 degrees, as opposite interior angles are equal. So our final answer is A, r. Typical Line and Angle Problems Almost every line and angle problem is given to you as a diagram problem. You will be presented with a series of givens and then told to find a missing value of some kind. Almost always, this requires multiple steps and the use of multiple pieces of line/angle knowledge. For instance: This is a very typical line and angle problem, so let’s go through it. We are told that angle f is 85 degrees. This means we know that angle b is also 85 degrees because it is opposite f and opposite angles are equal. We are also told that c is 25 degrees. This means that g must also be 25 degrees because it is opposite angle c. And finally, we know that a line equals 180 degrees. This means that, in order to find angle a, we can say: a+25+85=180 a+110=180 a=70 So our final answer is C. As we said before, this question is representative of most line and angle problems you’ll see on the test. Based on your givens, you must use your knowledge of opposite angles (opposite angles are equal) and your knowledge of the degree measure of a line (a line is 180 degrees) in order to put together all the clues and solve your problem. The other kind of line and angle problem you may see will involve triangles. In these questions, you must not only put together multiple pieces of angle knowledge, but triangle knowledge as well. Generally, you will not need to know more than the fact that all the interior angles in a triangle add up to 180 degrees, but check out our guide to SAT triangles if you are rusty on your triangle geometry(coming soon!). Because we are told that lines l and m are parallel, we can guess that our answer likely has something to do with opposite interior angles. We also know that, to equal 180 degrees, our angles must either complete a triangle or a straight line. With those clues in mind, let’s go through our answer choices. Option A gives us k,n, and r. We know from our opposite interior angles that k and r are equal, and that n, s, and t are equal, but this information helps us complete neither a triangle nor a straight line. We can eliminate answer choice A. Answer choice B gives us k,p, and s. Again, from our opposite interior angle knowledge, we know that k and r are equal, and that n, s, and t are all equal. Because s=n, we can form a triangle with our given angles. And because s=t, p is given, and opposite interior angle equalities means that k is equal to the unknown angle counterclockwise above t, then our known values can also form a straight line of 180 degrees. Whether they are forming a triangle or a straight line, we can find 180 with the given angles of k,p, and s. We can stop here; we found our solution. Our final answer is B. You can see here that the lynchpin for solving the problem was in your understanding that opposite interior angles are equal. And though you could have also found your required 180 degree measurement using a straight line (as we did above), it was faster to use the triangle. For both ease of problem solving and knowing how to solve the more complex geometry problems, your knowledge of lines and angles should definitely be supplemented with triangle study. So don’t forget to brush up on your SAT triangles!(coming soon!) Let's take a look at the tips for unlocking SAT angle problems. Tips for Solving a Line and/or Angle Problem As you saw in the earlier examples, most line and angle problems require you to go through multiple steps before you find the right answer. And most of the time, you must solve the question piece by piece in order to unlock the final solution. As you go through this process, keep in mind these three tips: 1) Write in your givens If you are given a diagram in which your givens are NOT written in, then write them in yourself! Sometimes, seeing the numbers on the page can make all the difference in the world between a difficult problem and an easy one. You’ll also be far less likely to mix up your numbers and variables if you keep your work on the page instead of in your head. 2) Work from your givens to find the next puzzle piece Sometimes, it can be tricky to know where or when or in what order to work through a problem. Take a moment to find what you can before you worry about how to go forward. If you have opposite angles, write in the measure of the angle opposite you're given. If you have angles that make a straight line, find the value of the missing variable. Immediately find the missing pieces that you can, and that information will often lead you straight to your solution. 3) If necessary, use plugging in answers or plugging in numbers If you find yourself stuck (or there is literally no other way to solve the problem), then whip out your PIA or PIN knowledge. Sometimes the process can be slower than a straight solve, but these strategies will almost always get you where you need to go and so can be worth the extra seconds. Ready, set...go! Let's test that newfound knowledge! Test Your Knowledge 1) 2) 3) 4) Answers: A, D, A, D Answer Explanations: 1) This is a question that cannot be solved without using plugging in answers. We can see that x, y, y, and y all make up a straight line (which equals 180 degrees). So let us express that as an equation. x+3y=180 Now, we have no other information (other that that x and y are both integers), from the problem, so now we must look to the answers. Let us start with the answers that end in 0 as those are easiest to work with. If these do not work, then we can eliminate them and try the answers that end in 5. Let’s begin by plugging in our middle value, C, in place of x. If x=40, then: 40+3y=180 3y=140 y=46.67 140 is not evenly divisible by 3, so we can eliminate answer choice C. Let us now try answer choice A, x=30. 30+3y=180 3y=150 y=50 When x=30, both x and y are integers. This fulfils our question premise and so is our correct answer choice. Our final answer is A, x=30 2) Let us solve this question by finding the values of all the angles we can. Angle a is opposite the 60 degree angle, and so angle a=60. We can also see that angles a and b are supplementary, as they form a straight line. This means that: a+b=180 60+b=180 b=120 We can also see that angle e is supplementary with the 70 degree angle. So: e+70=180 e=110 Now, we need only find angles c and d. From our knowledge of triangles (coming soon!), we know that the interior degrees of a triangle add up to 180 degrees. So angle c must be: c+60+70=180 c=50 And because c and d form a straight line and are therefore supplementary, we can find angle d by saying: c+d=180 50+d=180 d=130 Which means, that of all the degree measurements that we found (a=60, b=120, c=50, d=130, and e=110), angle d is the largest. Our final answer is D, d. 3) Because we are told that lines l and m are parallel, we can guess that this problem likely involves opposite interior angles. Because we are familiar with our opposite angles and our opposite interior angles, we can see that angles s, u, and t are all equal. We can also see that angles r and s are supplementary, as they form a straight line. And if r=91, then let us find angle s: r+s=180 91+s=180 s=89 We already said that angles s, u, and t are equal, so they are all equal to 89 degrees. For the final step, we must add t and u. So: t+u = 89+89=178 So our final answer is A, 178. 4) In this question, we are working with multiple variables. Luckily, we can find our value for x and then use it to find our y value. The angle measures 4x and 2x make a straight line, so they are supplementary. This means that: 4x+2x=180 6x=180 x=30 Now, we can find y by using our x value in one of two wayseither because angle y is opposite (and therefore equal) to angle 2x or because angle y makes a straight line with 4x (and is therefore supplementary). So we can say that: y=2x y=2(30) y=60 Or, we can say that: y+4x=180 y+4(30)=180 y+120=180 y=60 Either way, our answer is y=60. So our final answer is D. Whoo! Your brain is on fire (in a purely metaphorical and non-lethal way, of course). The Take-Aways Lines and angles are often simpler than you may think. The tricky thing about these types of questions is generally in the number of steps it takes to get to the final answer. Just remember your equalities, keep your work organized, and do your best to avoid careless errors. Once you’ve locked down lines and angles, you will be well equipped to take on the more and more complex geometry problems the SAT can put in front of you. What’s Next? Raring to go and learn more about the many SAT math topics you'll see on the test? Well you're in luck! We've got guides upon guides on all the topicsyou'll need to know in order to rock the SAT math section, including probability, ratios, advanced integers, and more. Don't know where to start? Make sure you have set a realistic goal for yourself and understand how your scores currently stack up. Think you need a tutor? Check out how to find the right tutor for your needs, whether online or in person. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Corruption Essay Example | Topics and Well Written Essays - 500 words

Corruption - Essay Example Customs differ in every place and it would be unfair if some customary practices will be viewed as corrupt because of the Western views or their political system. He believed that practices of nepotism or favouritism must not be labelled as corrupt just because they are seen to counteract the norms of modern political and legal arrangements (Deflem, 1995). According to the Transparency International (TI), norms and values are context bound and vary across the cultures. The â€Å"gift culture† or gift giving is part of the culture of people when negotiating and building relationship. However, there are limits in all cultures which an action becomes corrupt and unacceptable. Because of these issues, the Transparency International developed its national chapter system to cater to the issues of determining when a certain custom becomes a violation of the norm and be considered a practice of corruption. According to TI, an abuse of power for personal gain or a tapping of public or common resources into private pockets is unacceptable in all cultures and societies (www.transparency.org, Frequently Asked Questions about Corruption).

Ethical Dimensions of Health Care Essay Example | Topics and Well Written Essays - 250 words

Ethical Dimensions of Health Care - Essay Example this case, the patient tells the doctor that her belief system allows no blood transfusion of which the doctor agreed to respect that faith and will do no transfusion as agreed in accordance to the patient’s belief system. The risks are known and the agreement was made. The principle of informed consent bind me to the agreement made based on the disclosed information of the patient and informing her of the risk. The risk may be greater but the alternative also has risk. The patient is specific and she knows what she would go through. In this case where risk cannot be discounted, the most prudent and humane thing to do is to follow the patient’s request. The doctor can dissuade informing her of the risks involved, but in the end, it is the patient’s decision that must prevail and respected. My conscience will haunt me if I will not follow our agreement and did transfusion which violated her religious faith and then she died. On the other hand, the patient will also not like and will likely sue me with the danger of losing my license if I did the transfusion and she lived. She will also be haunted by her conscience because her faith was violated and my purpose as a physician is defeated because she did not like the way I did the

Short Story Essay Example for Free

Short Story Essay It is tonight, tell them all to meet after the guards have retreated to their quarters. Tell them to be swift, we do not have time to worry about the injured, Seeing Johans inquisitive gaze, the prisoner expressed a bitter scowl and added: the conceited or the cowardly. THE ESCAPE As soon as night fell, Johan set out into the lonely darkness. He knew they were not expecting him. Since the death of his father, Johans fellow prisoners thought of him as a ghost, refusing to acknowledge his presence whenever he entered a room, and treating him as if he were the cause of their sorry condition. He did not care anymore. He was nothing a nobody. Creeping silently through the black night that aided in disguising his feeble body, Johans mind was busy going over every last contingency that might arise and all sorts of new circumstances which could call for some sort of quick thinking and determination; sentiments which were all a blur to him now. After reaching the barbed fence at the far end of the camp, Johan disappeared behind a guards waste shed and waited. The icy wind stung his withered face and made it almost impossible for him to remain still. Johan was experiencing a mixture of nervous irritation and controlled calm that often besets a man whose long awaited moment has come. Steadily, one by one they started to appear. Once gathered, the fifteen or so members of the escape entourage exchanged brief glances of tense apprehension. Sensing a wave of unwanted scepticism, one prisoner murmured, Alright men, come on, lets get out of this hell hole. Immediately the group stirred into movement, forming a silent hive of motion as they hurriedly tunnelled themselves through a tiny hole in the ground. The prisoners began to leave as they had come: like bare windswept shadows. At that moment, from a short distance behind Johan, the booming voice of a German officer shouted. The words came from a faceless shape, approaching rapidly from the path that led to the guards quarters. COME OUT YOU BASTARDS! COME OUT NOW AND YOUR DEATH SHALL BE SWIFT! With not a second to lose, Johan had to make a decision. If he were to remain concealed, the six or so prisoners that hadnt yet escaped would undoubtedly be shot dead, if not cruelly tortured. The voice of reason in Johans conscience urged him to self-preservation, to forget about the prisoners who had only ever shown him disdainful contempt, to turn away. But the voice of compassion was louder and Johan did not heed reason instead he leapt to his feet and ran. GO! QUICK, GO NOW! Sprinting past the bewildered remaining prisoners and heading in the direction of the faceless voice, Johans whole body and manner had been suddenly transformed. He had adopted the air of an unquestioning attacker and had allowed the adrenalin that pulsated through his delicate veins to engulf his entire body. The whole world was gliding past him his lost hope, his charred past, his soon-to-be extinguished future. He ran as if he would never run again; straight into the face of death. Stopping himself in front of the prison officer, Johan struggled to catch his breath as he took a one last moment to gaze at the heavens. He inhaled a deep breath and smiled. Johan was whole again. The snow continued to fall in thick flakes over his corpse.

justifying war Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When a person sees all the grisly images of war on the television set they cannot help but think, â€Å"This has got to stop†. But what reasons can this person justify their decision on? There are many people in the world who can only argue their opinion through what they see on TV, which of course is not what war is. In William Earle’s essay â€Å"In Defense of War† and Trudy Govier’s â€Å"Nuclear Illusion and Individual Obligations† we respectively see a pro-war and an anti-war opinion. We must differentiate between the two because Earle’s essay talks about war in generalities but Govier focuses on the nuclear aspect of war. As with most essays discussing similar topics they have their similarities and differences and that will be a big part of discussion here. Subjects referring to the morality and justification as war and exactly what we can use to justify it are some of the few things that will be mentioned. These wi ll also be discussed in ethical terms and what part of ethics they fall into. Along with this will be an analysis of why each essay falls into its given category. The strengths of each essay will be mentioned as well as the weaknesses and a comparison as to which is the stronger essay and which is the weaker essay will be provided. The most important part, however, is the basic understanding of the message that the author is trying to get across. These main points will be highlighted throughout the paper when discussing the essay in question along with the provided evidence that accompanies the argument. Finally, a personal take on the subject from me will be provided just to clarify any discrepancies about what is written. I am writing this (aside from the fact it is a major assignment) in hopes that the reader will take these questions seriously and be able to look at both sides of the debate rationally and without fallacy.   Ã‚  Ã‚  Ã‚  Ã‚  It only seems appropriate to start this out with Williams Earle’s essay, â€Å"In Defense of War†. I stand beside him when he provides his opinion because I share the same attitude on this subject. In a nutshell, Earle provides a provocative look at the opposition’s view towards war which is the anti-war opinion. It appears that Earle is not like most writers trying to defend his own argument with his own ideas but what he does is position his argument that war is necessary by ... ...essary and does not try to force the idea. He simply wanted to avoid the confusion that often assembles with the media and let the reader make their own free choice. Govier on the other hand did not put up as strong of an argument nor did she explore the opposition. She offered her own ideas to support her own ideas, not being able to provide enough evidence to disregard the opposition as Earle was able to. In this sense we can see how much stronger his essay was.   Ã‚  Ã‚  Ã‚  Ã‚  In the end we have to make a choice. We can either be for or against but all in all it is not up to the general public to make the decision. It was much easier to write on Earle’s essay because it was more distinct than and not quite as ambiguous as Govier’s. It makes perfect sense to me that honor and pride do outweigh the problems with warfare. It seems quite efficient that all three ethical concerns can be drawn into each essay with one being the superior. I also may have been biased in writing this essay because of my standpoint so it is important to take that into account. In conclusion, I do not change my view on the topic but do hope we can solve our conflicts with minimal bloodshed.

Education reforms Essay

The problems experienced in the K-12 level of education in U. S. A today are a serious threat to the health of the economy and the future prosperity of society in general. The quality of education is deteriorating though the government has increased funding by 44 percent. â€Å"A rising tide of mediocrity† as reported by the federal commission was the key factor that causes the K-12 education to deteriorate (Kurt 2003). There are no parental choice programs that give them the power to make decisions on how the school should be run. The children are assigned to schools that are nearer to their place of residence and this is based on zoning rules. Another problem is that public schools are performing below the standard and they are not held accountable for their performance. â€Å"The schools are lacking incentive to improve quality or take control of the costs for they are protected by the education act of the government. † (The Washington Post 2008 April 3) The private and religious schools are performing well as opposed to the public schools and this has a negative significance to the students who are enrolled in public schools. Due to the problems discussed above then the government must address the bureaucratic structure reform and especially the public education. For the discussed problems I would advocate for empowering of parents so that they will ensure that students are served better than the administration. They will also be allowed to transfer their children from the schools that are not performing and consequently this will compel the school to improve their quality. The government should ensure that public school are performing and more so come up with strategies that will enable them to perform. The reform will make the schools to be more resourceful with their finances and follow the curriculum accordingly. In his recent public speech, Senator McCain noted that â€Å"markets have losers and winners and United States of America cannot afford any losers in a game of educational roulette. † (The New York Times 2008 July 14). The choice of programs will allow parents to take their children to schools within or outside the districts depending on the performance. There should be also introduction of charter schools which are publicly funded but managed by private officers. â€Å"The bureaucratic systems that prevent funds from reaching the teaching fraternity should be abolished. † (William B. 2007) The two presidential candidates have realized that the deterioration of America’s educational system will be a major concern as for the voters. They have therefore come up with various proposals to reform K-12 education once they get into power. Senator Barrack Obama will establish national standards by ensuring that national tests are done on a voluntary basis. He also promises to empower parents to improve the educational quality and academic achievement. On the other hand, Senator McCain proposed that parents will be allowed to use the proceeds to reform K-12 education as well as pay for their children’s university fees. This is an idea that was rejected by President Clinton but McCain wants to reintroduce the bill. In The New York Times dated 14th July 2008, â€Å"there was an agreement by school officials that vouchers foster competition and thereby force public schools to improve. † Also in The Washington Post dated 3rd April 2008 it was noted that â€Å"new choices in education have sent a powerful message to schools and prompt some of them to acknowledge a threat of competition. † To summarize, it is clear that public schools are providing substandard education to the students. It is because of this reason that there is need to address the bureaucratic structure of schools that does not put the interests of the learners at heart. References Greenwood C. (2008 April 3) K-12 education reforms. The Washington Post. Kurt Finsterbusch (2003) Annual Editions: Social Problems. New York: McGraw-Hill Higher Education William George Bruce (2007)The American School Board Journal Michigan: National School Boards Association A Smith,(2008 July 14) Bureaucratic System of Education. The New York Times.

Colonialism and the Struggles of the Black Psyche Essay

The book â€Å"Black Skin, White Masks† by Frantz Fanon analyzes the psychological damage that colonialism wrought on the colonizer and the colonized. Fanon also bases his analyses on his own experiences, wherein he describes how black children develop neuroses that root from their antagonism of their own skin, because of the media and their daily circumstances: â€Å"The dominant colonial culture†¦identifies the black skin of the Negro with impurity; and the Antilleans accept this association and so come to despise themselves† (Appiah ix). The source of â€Å"Black Skin, White Masks† is the psychological injury from colonialism, racism, and gender inequality, an injury that will escape recovery, unless the black psyche conquers its inner white demons and alienate all that alienates him/her. Fanon writes from the experiences and psychiatric analyses of the black skin and the white masks that black people don. He describes a girl who is afraid of black people: â€Å"†¦it is at this age that the Negro as savage and cannibal makes his appearance. It is easy to make the connection† (Fanon 184). This fear for the black skin is also emphasized and criticized in the painting â€Å"How Do You Like Me Now† (1988) (fig. 1) by David Hammons. This fourteen-by-sixteen-foot painting shows political leader Jesse Jackson with blond, wavy hair, blue eyes, pink cheeks, and white skin. The title is also a song of a popular rapper Kool Moe Dee. This painting can be interpreted from different perspectives. Barnwell and Buick argue that white viewers can see the painting from their perspective, wherein they are challenged to see through their biases and consider voting for a black man, now that he is â€Å"whitened. At the same time, the painting â€Å"asks black viewers whether they would support Jackson if he were white,† say Barnwell and Buick. On the other hand, the interpretation of the paintings also changes with the race of the artist. Barnwell and Buick explore the changes in meanings of the artwork, if Hammons race is changed from black to white. This painting has bee n attacked ten black men, who thought that it was racist and insulting, and they used sledgehammers to assail it and take it away from its scaffolding. Barnwell and Buick wonder if the black group would have still destroyed the painting, if they knew that the painter was black and that he was merely satirizing the color lines that enslave people’s minds. Clearly, blackness and whiteness release the innermost values and emotions of the people. The reactions can reflect the anger and despondency of the subjugated black race. â€Å"How Do You Like Me Now† (1988), as seen by the violent response of some people, has clearly marred the colonized. Colonialism has injured the black psyche to the extent that violence has been etched into it too. Colonialism has stripped black people of the right to define their identities, by caricaturing their existence and purpose in life. Colonialism, like slavery, skews the black people’s right to humanity and power. Violence, however, can regain this loss of power and replace the sense of loss. Through violence, the gap between power and powerlessness can be filled again. â€Å"How Do You Like Me Now† (1988) also remarks on the damage of colonization and racism to the colonizer. From the racist white perspective, this blonde man is a person who has greater potential for being a president. If faced with a black person, with black eyes and curly hair, the racist white would be offended with the overarching blackness. It will feel, like Fanon’s little girl who is afraid of black people, that they are being assaulted. The size of the painting also asserts power. But since colonial and white America would not consider any immense power from the black people, it is important to wear the white mask. With the black person masked as white, he will be accepted and he will have power. This is the same critique of Fanon of colonizers. The colonizers have forgotten that the black people also have their own identities. The whites see no black individuality and power, but only their whiteness. This seeing of whiteness on blackness marks another neurosis from the side of the whites. What is it about their whiteness that they have loved themselves too deeply and too irrationally? Following the analysis of Fanon, having power and asking for too much of it dehumanized the white race of the colonial times. That power is white has been embedded in their mind, an embedding that has been too violently engraved that to remove it also means to aggressively remove a part of them. Thus, the colonized is psychologically damaged too. But as the black people who hammered away â€Å"How Do You Like Me Now† (1988) showed, it is not acceptable to be a non-human being. It is not acceptable to be colonized and still feel like a normal human being. There must be catharsis. There must be freedom from all alienations. The painting â€Å"Wives of Shango† (n. d. ) (fig. 2) by Jeff Donaldson captures the liberation from three fronts- liberation of race, liberation of gender, and liberation from one’s own struggles. In this painting, three black women are adorned with bullets and money. The two are not looking back at the viewers, but have superiority in the way their chins are turned up. The middle woman at the back dares to look back at the viewers. But the expression is fierce, and it makes viewers look away. This painting is an image of power. This image breaks away the â€Å"comparaison† that Fanon talks about. Fanon argues that blacks are in the state of â€Å"comparaison,† wherein: â€Å"†¦he is constantly preoccupied with self-assertion and the ego ideal† (185-186). This preoccupation is about blacks being â€Å"always dependent on the presence of ‘The Other’† (Fanon 186). â€Å"Wives of Shango† (n. d. ) is interpreted as the shedding away of this â€Å"comparaison. It does not have a drop of submission or weakness. The women symbolize the power of their gender and race. They are willing to pay and kill to exert power. They are willing to dominate their personal struggles too, by fixing it through money and blood. But the means of money and violence, on the other hand, can also be interpreted as the product of the white gaze. Is it possible that these women are also still being white, by using the same arsenals of the white race? The white race entered and conquered through violence and money. Are the black people going to fight back with the same kind of brutal force? In doing so, they are â€Å"being white† too. Fanon argues that to be black, black people should also accept their whiteness. Fanon says: â€Å"I am French† (179), which includes being part of the white French culture. Fanon argues that the black people could not annihilate the whiteness in them. In the same way, white people can also not demolish the blackness inside them. White and black have mixed already, and this merging of two races and cultures cannot be ignored. Though the white demon has seeded inferiority complex in the black psyche, Fanon suggests that the way to recovery from the white’s subjugation is accepting â€Å"that which is white† in them. The alienation that black people feel is another problem, as it has divided the black psyche into numerous conflicting dimensions. Fanon says: â€Å"That this self-division is a direct result of colonialist subjugation is beyond question† (17). The alienation renders unspeakable psychiatric damages as it injects â€Å"compound, ambiguous, and unsettling results, both internally and externally† (Brown-Guillory 35). Fanon recommends a white mask, but not all people can wear it. â€Å"Wives of Shango† (n. d. ) detaches itself from the white mask. It stresses the power of the black psyche that can be hung outside in full glory. This black psyche might be afraid though, even when it is confident. The women wear symbols of violence and fighting. They know that re-locating their positions in power centers can have drawbacks, and they are prepared with ammunition. Alienation has corrupted the mind completely that fear has been entrenched in the actions and beliefs of the black people. This is where Fanon makes sense. Fear that alienation has created can only be undone through accepting the whiteness. It is also about mending the anger with peace, not with violence. The white mask does not represent another form of oppression. It symbolizes the feeling of safety and trust with whiteness. It signifies the end of domination of the black, because anytime, that mask can be removed. And fundamentally, it is still a white mask. Fanon makes several strong points. Racism, colonialism, and sexism have maimed the psyche of the white and black people. They are divided within, because of these oppressive experiences. But the blacks can recover from this damage, as long as they can handle wearing the white mask. At the same time, they must remember that the white mask is only a mask. It is important for the black people to also find their black identities and revel in the dignity of wearing it inside and out.

immigration speech essays

immigration speech essays Specific Purpose: To persuade my audience that illegal immigration is too high in our country and changes need to be made. Central Idea: Illegal immigration is out of control on our southern border and all Americans are suffering. I. Imagine you step out of your car to fill it with gas; you hear a pop up in the hills and then look down to find a loved one lying in a puddle of blood with a hole through their head. A. Or living in fear of your life every second of your life, this was the situation during the killing spree which should have been prevented by the sniper John Lee Malvo. B. Malvo like so many others was able to just slip through the cracks of our ineffective INS policy. He was apprehended near Seattle in January of 2002 by the border patrol and handed over to the INS with an immediate deportation recommendation. But the INS overruled the Border Patrol and released Malvo into the wind. II. American spend billions of dollars every year on illegal immigrants, thousands of tons of drugs are smuggled into the US and millions of undocumented aliens pour in from Mexico, while Washington stands by and does nothing to alleviate the problem. A. Illegal immigration undermines legal immigration, harms the American workforce, fills our prisons, and cost Americans and estimated 20 billion a year, and why is nothing be done you might ask? Politics B. With the huge numbers of Hispanic voters, any politician wanting to crack down on our southern borders can kiss their vote away hence pretty much costing him his position in any elected position. I. Many people believe that illegal immigration is a victimless crime that is not the case. A. Illegal immigration causes substantial harm to American citizens and legal immigrants, particularly those in the most vulnerable sectors of our population, the poor, minorities and children. ...

Sobeit and So Be It

Sobeit and So Be It Sobeit and So Be It Sobeit and So Be It By Maeve Maddox Jean writes: Could you do a feature on so be it and sobeit? Â  I thought for sure it was always written as three words until a discussion on a court reporters message board came up about a proofreader saying that it should be a one-word word. Sobeit is a word and so be it is a clause. Neither is much used in ordinary conversation or writing, but legal language tends to be on the old-fashioned side. The clause so be it is a subjunctive expression meaning let it be so. Example: Aladdin: I want a huge palace with a thousand servants and a swimming pool. Genie: So be it! Sobeit can be used as conjunction or as a noun. As a conjunction sobeit means provided that, if. Example: I will finish this 800-page novel, sobeit I live long enough. Sobeit can also be used as a noun, as in this example from the OED: Thou answerest me an houre after..like to a Sexton with a Sobeit or Amen. Whether to spell it as one word or write it out as three words depends upon the context. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Farther vs. FurtherTry to vs. Try and30 Nautical Expressions

PROJECT MANAGEMENT Essay Example | Topics and Well Written Essays - 2750 words

PROJECT MANAGEMENT - Essay Example This report is based on a case related to National Program for IT that has decided to abandon the ?12.7 billion project after years of delays (Campbell, 2011). NHS project has been cancelled because of lack of planning as improper planning has been identified as the most important reason for the failure. There have been several problems throughout the project that will be discussed in the report. This report will highlight the importance of project management techniques, processes and planning in order to accomplish the goals of the projects and will apply the technique with respect to NHS project. Furthermore, this report will discuss about the differences in managing a small project and a large project. Also the report will critically evaluate how the management of NHS managed the project and how the project was planned and how it has been carried out. In addition to this, the report will also analyse the execution of the plans by the management and how risk management techniques a nd proper costing and staffing techniques would have appreciated the project value. The report will then critically evaluate things that went wrong and became the reason for the abandonment of the project and then suggestions and recommendations have been given that could have improved the process and increased the chances of successful completion of the project. PROJECT MANAGEMENT PROCESS AND PLANNING: There are different techniques that are used by project managers in order to successfully complete the project. Project life cycle is the most widely used concept in project management and it is defined as different phases that a project would undergo throughout its life. The project life cycle will also be applied on the NHS project and then it will be analysed whether the project went through its different phases properly or not. A typical project has five phases and these phases include (Bedford and Cooke, 2001): 1. Initiation 2. Planning and Design 3. Executing 4. Monitoring and Controlling 5. Closing (CostField) Initiation is the first phase of the five phases of the project lifecycle and during this phase of the project lifecycle, the strategies along with the targets and objectives of project are defined as to what the project is about and what the project manager would like to achieve from the project. There were flaws when it comes to the NHS project as the goals and objectives were not clearly defined and the strategies were also ambiguous thus the problems can be seen from the very first phase of the project life cycle. After defining the goals and objectives of the project, the project manager in the second phase plans and designs different tasks that he or she would like to accomplish in order to complete the whole project. Work break down structure is one of the most widely used techniques in order to define and break the whole project into different small tasks (Cleland and Gareis, 2006). Although the project was divided into different tasks but the management was not able to achieve the deadlines of these tasks and thus it lead to delay in the overall project duration. By dividing the whole project into different tasks, the project manager is also able to assign these tasks to different employees and manage the