Free Essays on Claiming An Education

In Adrienne Rich’s commencement speech, â€Å"Claiming an Education†, Rich expresses her opinion on women’s education and how it should be. Throughout history, women have had little chance to even get a higher education. While this has changed, what is taught has not. In today’s society, it is necessary to change things that were previously unheard of. What is taught today is taught from a man’s point of view. Not just man in general however. Women and minorities are, for the most part, excluded from giving their point of view. Women have always been encouraged to stay home, take care of the children, clean the house up etc. Times are now changing and women want to get a real and full education that explores all points of views, not just those of white men. According to Rich, it is men who write the texts we read, the lectures we hear, and the way our studies are divided into the categories that they are in. Women are beginning to want to work outside their homes. Only recently have they discovered that most of what they are taught is from a mans point of view. This point of view explores only a part of our world’s history. Different people have different experiences, and women’s experiences should make up more than half of those experiences. Unfortunately, this is not the case. People of other races have already recognized that their experiences are often not accounted for in studies that are labeled human. This is unfortunate, because their experiences are as important as anyone else’s, and just as interesting. Their ideas of history, relationships, and experiences can be radically different from what is taught by white men. Rich explores this problem only briefly, but nonetheless it is just as important as her main issue. Rich did go on to say that not only education and studies are racist, but also the sciences. It has only been within the past hundred years or so that education has be... Free Essays on Claiming An Education Free Essays on Claiming An Education In Adrienne Rich’s commencement speech, â€Å"Claiming an Education†, Rich expresses her opinion on women’s education and how it should be. Throughout history, women have had little chance to even get a higher education. While this has changed, what is taught has not. In today’s society, it is necessary to change things that were previously unheard of. What is taught today is taught from a man’s point of view. Not just man in general however. Women and minorities are, for the most part, excluded from giving their point of view. Women have always been encouraged to stay home, take care of the children, clean the house up etc. Times are now changing and women want to get a real and full education that explores all points of views, not just those of white men. According to Rich, it is men who write the texts we read, the lectures we hear, and the way our studies are divided into the categories that they are in. Women are beginning to want to work outside their homes. Only recently have they discovered that most of what they are taught is from a mans point of view. This point of view explores only a part of our world’s history. Different people have different experiences, and women’s experiences should make up more than half of those experiences. Unfortunately, this is not the case. People of other races have already recognized that their experiences are often not accounted for in studies that are labeled human. This is unfortunate, because their experiences are as important as anyone else’s, and just as interesting. Their ideas of history, relationships, and experiences can be radically different from what is taught by white men. Rich explores this problem only briefly, but nonetheless it is just as important as her main issue. Rich did go on to say that not only education and studies are racist, but also the sciences. It has only been within the past hundred years or so that education has be...

Describing Sizes and Dimensions in Spanish

Describing Sizes and Dimensions in Spanish Here are three common ways to express measurements in Spanish. Deciding which ones to use is largely a matter of personal preference since they are interchangeable in most cases.   1. Medir   This verb, which is conjugated irregularly, generally means to measure. Examples: Mido cinco pies y cinco pulgadas de alto. (I measure 5 feet, 5 inches tall.) Los cientà ­ficos hallaron un fà ³sil que mide dos metros de largo. (The scientists found a fossil that measures two meters long.) 2. Tiene This verb literally means to have. It can be used to directly indicate dimensions. It also is conjugated irregularly. Examples: El centro comercial tiene tres kilà ³metros de largo. (The commercial center is three kilometers long.) Si antes tenà ­a cinco metros de profundidad, ahora tiene dos. (If it was five meters deep before, its now two meters.) 3. Ser de This is the rough equivalent of saying in English that something is a certain size. Note the use of the preposition de, which is not translated to English. This method of describing dimensions is less common than the other two. Examples: El rea es de 160 metros cuadrados. (The area is 160 square meters.) Las dimensiones del nuevo almacà ©n son de 25 por 70 metros, y la altura es de ocho metros. (The horizontal dimensions of the new warehouse are 25 by 70 meters, and its height is 8 meters.)

The body is a tool through which to construct the self Essay

The body is a tool through which to construct the self - Essay Example The concept of using the body to represent ideas about the self is quite ancient. Not all citizens have always had the chance to express their true selves through their bodies. For instance, for a long time, it was male artists who defined feminine qualities because women were not expected to have any ideas about the functions of their own bodies. Male artists would produce idealisations of the female shape that were not accurate. This affected how women perceived themselves. It is important for all individuals to feel that they can express their identities through their bodies without being held to a pre-established false standard of themselves. The body was used as a canvas for self-expression by the earliest humans that existed 30,000 years ago. According to Grezes, Pichon, and de Gelder (2007), archaeologists have found ochre deposits and handprints in caves in different parts of the world that are indicative of body painting functions. Ancient burial mounds of civilisations that existed thousands of years ago also show indications of body changing operations such as flattened skulls, or elongated heads. This proves that ancient civilisations engaged in head shaping practices to express aspects that their communities believed in. From such characteristics, it is obvious that even in ancient civilisations community members would make marks on their bodies that were expressions of social status, individuality, or cultural identity. People did not just construct their selves through their bodies by means of markings, however. They also used socially accepted forms of body expression such as dance. According to Hogan and Strasburger (2008), dance includes the physical movement of the body to the accompaniment of music. It is accurate to say that dance has been used as a way of one or more individuals communicating with others. Before the invention of written language, many communities would use dance to express themselves and even communicate stories between

Community needs analysis Coursework Example | Topics and Well Written Essays - 250 words

Community needs analysis - Coursework Example The needs analysis links the terminal and instrumental values with the community needs, through effective project work and collaboration with the local charity. Family security, health and exciting life are instrumental for individuals with learning disabilities. The project team and charity will collaborate to identify the number of individuals with disabilities who have poor health, exciting life and family support. These individuals will then be supported to enhance comfort, and effective information sharing. Individuals with learning disabilities must also possess significant values such as ambition, responsibility and intelligence. The number of individuals who desire to be part of the project will be identified. The identification will be done through baseline surveys that involve local authorities, religious leaders, and opinion leaders (Bekas 196). Individuals experiencing learning disabilities must be stimulated intellectually. This is through enhancing the information sharing processes within the community (Wright, Foran & Wood 139). They should also demonstrate responsibility through being punctual for learning program, and also illustrates ambition by a great desire overcoming disability challenges (Sanchez 343). The main purpose of the needs assessment is to determine the number of disabled individuals willing to participate in the project, their disability level and category, and also the resource level required for successful operation of the project. The research team will partner with the local charity to collect and analyze data on the learners with disabilities, and in the implementation of the project. 100 participants will be identified for the study, through sampling approach. The study will be conducted through the qualitative research approach. The methods of data collection to be applied are interview, questionnaire and data mining. The data collected will be used to determine the community needs. Data mining

War on Terror Essay Example for Free

War on Terror Essay The current war on terrorism raises a unique, formative innovation of American principles. It has now integrated the world of civilized countries united together in a massive ideological, as well as military, war to battle the common enemy of terrorism. In fact, this position with such a global coalition is what might be expected from America, a country that specializes in cultural pluralism. The disaster of 9/11 awakened the slumbering, decadence of a country taking itself for granted, unprotected, and living in Disneyland. There were warnings of terrorists’ threats in 1997 and 1998 (from China, Israel, and others). At that time, the U. S. government was too active developing a case against President Bill Clinton to pay attention to what was going on in the world beyond Washington, D. C. Had the Federal Bureau of Investigation, the Central Intelligence Agency, and Congress been as possessed with detecting terrorism and threats to the United States (connecting the dots) as they were with connecting Clinton to Monica Lewinsky (they could connect one dot on a dress to the president), we all might feel safer today. As the rest of the world has struggled with home-front terrorism (e. g. , England, France, the Middle East, Russia, and Japan), America has been egoistic in its own vast materialistic bubble oblivious to outer threats of terror. We have purely assumed somebody else will take care of the rest of the world terrorism as we are safely secluded on either side by two gigantic bodies of water. Yet, these thousands of miles of ocean are suitably called ponds as they can be traversed by sophisticated commercial jets in a matter of hours. Though, some analysts differentiate between political terrorists with an identifiable goal and millenarian terrorists who are said to â€Å"have no political agenda and owe their allegiance †¦ to a higher authority in heaven† (New York Times for July 23 and 24, 2002). The Palestine Liberation Organization is said to be an instance of the former and Al-Qaeda of the latter. The effectiveness of this distinction is open to question, however. Who can confidently be said to be a â€Å"millenarian terrorist†? A reading of Al-Qaedas manifestos illustrates that it harbors goals short of a global Caliphate. At the same time, â€Å"political terrorists† are not inevitably candidates for negotiations. That a group has a restricted political goal does not mean that negotiation can be prolific. The PLOs repeated rejection of opportunities for agreement on the concern of a Palestinian state may mean, as conceivably a majority of Israelis now believe, that anything short of a state â€Å"from the river to the sea† will be deplorable to it. If so, negotiations would not be fruitful or even worth pursuing. And it does not matter if Al-Qaeda would be satisfied with just the barring of United States forces from the Middle East—a limited, identifiable goal—if Americans find that improper. In short, if peace agreements must always be reached with ones enemy, it must matter less who that enemy is than what he is willing to trade. The war on terrorism possesses features that influence Washington to operate in direct conflict of accepted norms of international law, and to ignore the deficiencies and the crimes of its cobelligerents. As portrayed by Washington, the new war is a messianic, apocalyptic struggle of irreproachable good against consummate evil. Its inspiration is not the real world with its shades of gray (and certainly, pertinent histories and grievances), but the type of struggles that used to play out in the cowboy movies. Little mention is made of the fact that the major enemy is religious, actually intensely so at times to the point of intolerance, racism, and terror, and not atheist as the previous enemy was. There is no need to try to recognize that this new enemy regards Israel as a state that practices state terrorism and that by supplying military and economic aid, Washington is an accomplice. Or to try to understand that this enemy supposes that Washington should cut off this aid and declare war on state terrorists as well as private ones. Those on â€Å"our side† are seen as being good, or at least considerably better than the enemy (John Gray, 2002). It is a war of no negotiations with the enemy, no summit meetings, no compromise, and surely no need to modify policies to accommodate the feelings and the strategies of the enemy, or examine any just grievances that the enemy might probably have. The enemys soldiers will not be given prisoner of war status and will be tried in special military courts. Similar to the enemies of the Cold War, the enemy in the new war is depicted as sinister, cunning and underhanded. This time—and it is no inconsequential difference—the enemy in fact struck mainland America on September 11 and before, and is expected to strike again. The fear is that the enemy will grow and use weapons of mass destruction against us—nuclear weapons, or more probable, radiological dispersion devices, also called â€Å"dirty bombs† (conformist bombs to which radioactive material has been added). This war too, Washington advises us openly and in advance, is a war of global proportions. It is an open-ended war with the world as its battleground. The enemy assumes two general forms. One part is visible, above ground, represented by evil governments and reminiscent of the old Soviet bloc. So far only four of the enemy governments in the new war have been recognized—the former governments in Afghanistan and Iraq, and two remain â€Å"axis of evil† governments in Iran and North Korea. The other enemy component is invisible, consisting, we are told, of cells in some 50 or 60 typically unnamed countries. These are not the cells of the communist party, but the underground organizations of what Washington chooses to call â€Å"terrorists†. Whatever its form, whether bearing the legality of government or existing underground, the enemy must be destroyed. To do this, we should sometimes act alone, unilaterally. Other times we can act with our allies (Michael Scott Doran, 2001). A Homeland Security agency was set up to fight terrorism at home, with a political friend of the president acting as its head and numerous agencies put under its jurisdiction. There is evidence that homeland security—whose reason is truly defensive rather than offensive—is under funded. For instance, port security has received only one-tenth the amount that the Coast Guard says is desired (New York Times, June 17, 2003, p. 27). I believe, a major weakness in home security is the distressed financial position of state and local governments. Impoverished by a slothful economy and the drying up of federal grants, they have been forced to lessen expenditures not only for education and welfare, but also for police and fire departments. The latter are the first line of defense against terrorism on mainland America, and their risky financial position is related to the federal tax cuts, preferred items in the domestic agenda of the Bush administration which favors tax breaks for the rich as a way of motivating the economy. In his first State of the Union Address, President Bush said â€Å"I will not wait on events, as danger gathers† (New York Times, January 30, 2002, p. A1). Later, he directed his top security aids to originate a fundamentally new national security doctrine and strategy called â€Å"preemption† (New York Times, January 30, 2002, p. A1). The doctrine and the strategy were formed for use against those chosen as terrorist groups â€Å"of global reach† and such states as Iraq that were accused of aiding terrorists and attempting to build up nuclear weapons or other weapons of mass destruction. As explained by Condoleezza Rice, the National Security Adviser, preemption â€Å"means forestalling certain destructive acts against you by an adversary. † She added that there are times when you cannot wait to respond. What she evidently meant is that â€Å"you respond first, before your adversary strikes† (New York Times, January 30, 2002, p. A1). Put in more accurate English, you begin the violence, an act that traditionally has been called â€Å"aggression. † The war against terrorism thus consist of the preemptive strike, in which Washington â€Å"responds† before an adversary, or even a suspected antagonist, initiates an aggressive act. Ingenuously put, Washington seeks to express the notion that â€Å"the enemy† is so evil that aggression is an adequate strategy to be used against him. In the case of Iraq, the range of such strategies has run from attempts to assassinate Saddam Hussein to a full-scale incursion of Iraq. Preemption contrasts simply with the non-aggressive deterrence principle that served both Washington and the Soviet Union during the Cold War. Preemption contrasts basically with the non-aggressive deterrence principle that served both Washington and the Soviet Union throughout the Cold War. Deterrence sought to avert an attack by an aggressor, particularly a nuclear attack, by threatening to retaliate. Washington built a mighty nuclear and conformist arsenal with the declared purpose of deterring the Soviets from striking the first blow. The arsenal was planned to be of such dimensions that a Soviet attack would not obliterate it and that Washington could retaliate with crushing nuclear force. The Soviets built what they judged to be a similar arsenal. The George W. Bush administration also abandoned non-proliferation as the way of averting the spread of nuclear weapons, i. e. of preventing their spread by peaceful means only. It has reserved for itself the right to attack those nations that it blames of seeking to develop nuclear weapons or other weapons of mass obliteration. Washington did engage in preventative attacks during the Cold War, two examples being Panama and the Dominican Republic. The disparity in the George W. Bush era is that aggression is now Washingtons announced overt policy. In both eras Washington sustained rightwing dictators who committed state terrorism. Popular support for military action in reaction to terrorism predates 9/11 but, contrary to common non-American perceptions of a belligerent, isolationist and nationalistic nation, mass responses sustained a multilateral approach to terrorism, international engagement, a stronger United Nations (UN) role and building goodwill towards America through humanitarian and development aid. The public also rejected the idea of a basic clash of cultures between Islam and the West. In short, US opinion was considerably closer to that of Europeans than much media coverage on both sides of the Atlantic suggested. Ninety-five percent of Americans, for instance, agreed that it was important for the war on terrorism to be seen by the world as an effort of numerous countries working together, not just a US effort. A Harris poll conducted over 19–24 September found 79 percent saying it was very and 16 percent somewhat important to build a strong international combination of many countries to support us. Eighty-eight percent agreed it was very or somewhat significant to get the support of as many Arab and Islamic countries as possible. Whilst 50 percent said military action must occur regardless, 45 percent held that America should take military action against terrorist organizations in other countries only if the UN Security Council authorizes it. (William Schneider, 2002) Almost all Americans favored dealing with terrorism through multilateral action. The majority preferred including other nations forces in the Afghan war regardless of America being constrained by having to make joint decisions. A strong majority supported using international legal bodies for terrorist trials with a plurality favoring trying bin Laden before an International Criminal Tribunal rather than a New York federal court. The public also showed at least as much support for non-military as military instruments (liquidating terrorist funds, enhancing intelligence, strengthening international law and building goodwill), holding non-military means to be more effective in preventing future terrorism. The majority Americans nonetheless agreed that failure to respond militarily to 9/11 would increase the viewpoint of future terrorist attacks (Michael Scott Doran, 2001). In legitimating Bush and easing – though not assuring – passage of his legislative agenda and judicial appointments for the 108th Congress (2003–4), the results however reflected and reinforced both the priority and preferences of the administration on foreign policy. The common UN Security Council vote in favor of a new resolution on Iraq passed on 8 November, subsequent the prior months terrorist attacks on Bali and Moscow, augmented not only the administrations warnings on the significance, scale and multifaceted nature of the threat of international terror but as well reinforced the Bush administrations faith in anticipatory actions against state as well as non-state actors – through coalitions if probable but unilaterally if necessary. Ironically, almost thirty years after Arthur Schlesinger, Jr. had destined the development of an imperial presidency under Johnson and Nixon, both the enhanced legal right of the president and the vast reach of American power abroad suggested that it had came out in an particularly potent form by 2003–4. Implicit in many European responses to 9/11 was the idea that if Americans would only learn more of the Middle East, Islam and global politics, US foreign policy would change in ways congenial to Europeans and others (the debate here is ultimately less one about extreme or insufficient internationalism but more whether US policies are the ones others favor – a unilateralist America devoted to enforcing stronger environmental safeguards than Kyoto and dispensing foreign aid to Baghdad and Pyonyang would doubtless win plaudits in Brussels and Berlin). But there is as much reason to deduce the opposite. 9/11 strongly reconfirmed the Bush teams approach: military strength as an essential but insufficient condition of assuring the national security of a unique nation, political system and people. Simply when clear and present dangers from state and non-state actors alike appear determinedly more muddied and distant is Americas taking part in global affairs likely to be shaped by anything other than the primacy of its own security. For the USA, after saving Europe twice and productively leading a worldwide anti-communist struggle, another global war is well in progress. References: Jennifer S. Holmes, Terrorism and Democratic Stability (Manchester: Manchester University Press, 2001). New York Times for July 23 and 24, 2002 Michael Scott Doran, Somebody Elses Civil War: Ideology, Rage and the Assault on America, in James F. Hoge Jr. and Gideon Rose (eds. ), How Did This Happen? Terrorism and the New War (Oxford: Public Affairs Ltd, 2001), pp. 31–52. Michael Scott Doran, Somebody Elses Civil War: Ideology, Rage and the Assault on America, in James F. Hoge Jr. and Gideon Rose (eds. ), How Did This Happen? Terrorism and the New War (Oxford: Public Affairs Ltd, 2001), pp. 31–52. William Schneider, Long on Character, Short on Details, National Journal, 2 Feb. 2002, p. 350. New York Times, January 30, 2002, p. A1 New York Times, July 22, 2002, p. A1 New York Times, June 17, 2003, p. 27 John Gray, Why Terrorism is Unbeatable, New Statesman, 25 Feb. 2002, pp. 50–3.

Death, Why Do They Write Thee Essay -- Literary Analysis

The medical world affects our qualms and contemplations every day, whether it is that disease one may struggle with every day or that stomach ache one may have tussled with after consuming some horrendous food. Today, although it may not seem like it, we are privileged to have our prime worries be that of cancer, Alzheimer’s, and mental ailments. All of those terrible infirmities, that we have yet to conquer, seemingly slip into occupations, conversation, compositions, and the routine of our everyday lives. This dilemma has always been a part of history, since colds were life threatening. At one point in time life expectancy was young, almost half of what it is today, many infants didn’t survive birth and diseases went rapid. One can imagine how petrified the people of those periods were. Scientific advancements in the medical field certainly affect the emotions and actions of death in daily life; this correlation is evident in literature throughout the ages, in arrange ments by authors, such as John Dunne, Jonathan Keats, and Elizabeth Barrett Browning. From the ages of superstition and homemade remedies arose the foundation of a complex medical world. The 1600s marked the termination of the Renaissance; however, the urge to learn more about the sciences persisted. One improvement was found in the previously women ran apothecary shops or pharmacies (Strocchia). The medical world was reformed when William Harvey discovered how blood circulates in 1628, which became â€Å"the basis for modern research on the heart and blood vessels† (Strocchia). Blood endured as a topic of interest and several years later in 1656 experimentation began on blood transfusions (â€Å"Medical Advances Timeline†). Towards the end of the decade blood cells, tissue... ...e River: Pearson/Prentice Hall, 2007. 235. Print. "The Life of Elizabeth Barrett Browning." The Victorian Web: An Overview. Web. 20 Mar. 2012. . â€Å"Medical Advances Timeline†. Infoplease. Web. 19 Mar. 2012. . Mulrooney, Jonathan. "Keats In The Company Of Kean." Studies In Romanticism 42.2 (2003): 227-250. Academic Search Premier. Web. 21 Mar. 2012. "Renaissance Medicine." ThinkQuest. Oracle Foundation. Web. 20 Mar. 2012. . Strocchia, Sharon T. "The Nun Apothecaries Of Renaissance Florence: Marketing Medicines In The Convent." Renaissance Studies 25.5 (2011): 627-647. Academic Search Premier. Web. 21 Mar. 2012. Thomas, Christina. "Jonathan Keats." English IV. Wheelersburg High School, Wheelersburg. Winter 2012. Lecture. Death, Why Do They Write Thee Essay -- Literary Analysis The medical world affects our qualms and contemplations every day, whether it is that disease one may struggle with every day or that stomach ache one may have tussled with after consuming some horrendous food. Today, although it may not seem like it, we are privileged to have our prime worries be that of cancer, Alzheimer’s, and mental ailments. All of those terrible infirmities, that we have yet to conquer, seemingly slip into occupations, conversation, compositions, and the routine of our everyday lives. This dilemma has always been a part of history, since colds were life threatening. At one point in time life expectancy was young, almost half of what it is today, many infants didn’t survive birth and diseases went rapid. One can imagine how petrified the people of those periods were. Scientific advancements in the medical field certainly affect the emotions and actions of death in daily life; this correlation is evident in literature throughout the ages, in arrange ments by authors, such as John Dunne, Jonathan Keats, and Elizabeth Barrett Browning. From the ages of superstition and homemade remedies arose the foundation of a complex medical world. The 1600s marked the termination of the Renaissance; however, the urge to learn more about the sciences persisted. One improvement was found in the previously women ran apothecary shops or pharmacies (Strocchia). The medical world was reformed when William Harvey discovered how blood circulates in 1628, which became â€Å"the basis for modern research on the heart and blood vessels† (Strocchia). Blood endured as a topic of interest and several years later in 1656 experimentation began on blood transfusions (â€Å"Medical Advances Timeline†). Towards the end of the decade blood cells, tissue... ...e River: Pearson/Prentice Hall, 2007. 235. Print. "The Life of Elizabeth Barrett Browning." The Victorian Web: An Overview. Web. 20 Mar. 2012. . â€Å"Medical Advances Timeline†. Infoplease. Web. 19 Mar. 2012. . Mulrooney, Jonathan. "Keats In The Company Of Kean." Studies In Romanticism 42.2 (2003): 227-250. Academic Search Premier. Web. 21 Mar. 2012. "Renaissance Medicine." ThinkQuest. Oracle Foundation. Web. 20 Mar. 2012. . Strocchia, Sharon T. "The Nun Apothecaries Of Renaissance Florence: Marketing Medicines In The Convent." Renaissance Studies 25.5 (2011): 627-647. Academic Search Premier. Web. 21 Mar. 2012. Thomas, Christina. "Jonathan Keats." English IV. Wheelersburg High School, Wheelersburg. Winter 2012. Lecture.

Discuss in detail Shakespeare’s presentation of women in Much Ado About Nothing

The role of women in the 1600's was to be submissive, passive, to obey men and to be seen rather than heard; as is depicted in the female characters in many of Shakespeare's plays such as Juliet in Romeo and Juliet and Queen Gertrude in Hamlet. However, the characters in Shakespeare's plays are predominantly male, they include very few female characters and Much Ado About Nothing is no exception. Each of the female characters in this play represents a different role of a 16th century woman. The reason for the relatively small number of female character's in Shakespeare's plays is for both practicality, as all female roles in Shakespeare's plays were performed by men, but can also be seen as a reference to women's relatively insignificant status in society. A woman's virginity and chastity were what her reputation was solely based on. Her status was gained by marriage and women in this time were raised to believe they were inferior to men, this status is reflected in the character of Hero. Shakespeare seems to portray the conventional role of a Shakespearean woman through Hero. Her silent and submissive nature is what shows her weakness to being controlled by other characters. This is predominantly men; however, Beatrice also speaks over Hero, challenging the male chauvinistic stereotype by placing characteristics commonly associated with males, in a female character. This is most noticeable in act 2 scene1, where Leonato, Beatrice, Hero and Antonio are discussing the topic of Hero's future. Shakespeare uses Hero's lack of a response to anything the other character's are saying in deciding her fate to emphasise society's expectancies of Hero, and girls like Hero, in Shakespearean times. Shakespeare uses the character Beatrice to represent a less conventional 16th century woman, independent and outspoken. By contrasting the roles of Beatrice and Hero against each other in this way Shakespeare more effectively presents the differences between these two characters. Shakespeare also mirrors the role of Beatrice in Margaret. Beatrice unlike Hero does not have a prestigious reputation to maintain. Other characters refer to Beatrice, often by name, in comparison to Hero as ‘niece', ‘daughter', and ‘cousin'. The way in which Beatrice talks to the male characters is unusual for her time, she is outspoken and does not hold back on voicing her opinions. In the 16th century women could be punished by law for having such mannerisms as this. Beatrice is particularly bitter towards Benedick, to whom she is rude, ignorant and seems to take great delight in mocking at every available opportunity. In this respect Shakespeare challenges the male chauvinism of the time by matching Beatrice and Benedick, who both, at times, appear both as witty and stubborn as one another, despite Beatrice being a woman and therefore, supposedly (in accordance to society's hierarchy at the time) an inferior match to Benedick. Beatrice's stubborn nature is introduced from the very beginning of the play, in Act 1 Scene 1 where Beatrice makes no attempt to be subtle with her feelings towards Benedick. She promises â€Å"to eat all of his killing† calling him weak and challenging the praise he is receiving from the messenger who is saying â€Å"he hath done good service, lady, in these wars. † It can be interpreted, however, that Beatrice is perhaps trying too hard to convince the other characters of how much she dislikes Benedick, suggesting her stubborn and cruel nature is all just an act, Shakespeare uses Beatrice's intense bitterness towards Benedick to provide the audience with sufficient evidence to suspect that something has happened between these two characters in the past to leave Beatrice with these thoughts. Shakespeare mirrors Beatrice in the character of Margaret. He seems to portray Margaret as a less powerful and dirtier minded Beatrice. She, like Beatrice, is outspoken and often seen as rude. However as Margaret is just a servant, Shakespeare uses this character for the lines that Beatrice could not get away with saying. The audience can more easily accept this rude and often suggestive (particularly when talking to male characters) humour. The suggestive aspect can be seen in act 5 scene 2. In which Margaret flirts with Benedick by saying â€Å"will you write me a sonnet in praise of my beauty? Shakespeare tries to make it known to the audience that Margaret is aware of her lowly status, by writing lines for her that are jokes at her own expense, such as in act 5 scene 2 â€Å"why shall I always keep below the stairs? â€Å", this can be interpreted however, as either Margaret's acceptance of her role, or as a crude joke used to flirt with Benedick. Margaret's comedy contrasts t he intelligent wit Shakespeare writes for Beatrice. The character of Margaret's purpose is to provide a different kind of humour in the play, perhaps as a relief from the witty and sarcastic banter between the other characters. Margaret talks back to Beatrice without any hesitation, as is seen in act 3 scene 4, where she mocks Beatrice in saying â€Å"a maid and stuffed†, this reinforces Margaret's ill mannered nature, being used as a source of entertainment for the audience. This kind of talk would not be acceptable from the other characters, but Shakespeare builds up the character of Margaret to represent a more ill mannered and crude aspect of the play. Shakespeare does this both through Margaret's main purpose – as an accomplice in the shaming of Hero – and the way in which she acts around the other characters, who are predominantly richer and more powerful than her. Margaret's main purpose is to contribute to the shaming of Hero, which causes great controversy and outrage. It's possible that Shakespeare involves Margaret in this event as a way of informing the audience that Margaret is of a far lower status than the other character's and introduces the idea that it is acceptable for her to do many things that for the other characters it is not. The prime example being that even suspicion alone that Hero could be involved in such affairs causes outrage, and yet when it is discovered that it was in fact Margaret, not much more is said about the incident. In Act 2 scene 1 Beatrice compares marriage to a â€Å"scotch jig† giving a very bleak outlook on the subject by saying â€Å"for, hear me, Hero: wooing, wedding, and repenting, is a scotch jig†. By referring to the aftermath of the wedding as ‘†repenting† Beatrice makes her opinions on marriage very clear. The expectancy of women of this time was to get married and have children, and so by portraying such a passionate disdain towards the subject through Beatrice, Shakespeare challenges the stereotypical role of a woman. It is this attitude that likens Beatrice more so than Hero, to a modern day audience, the opinion that women's sole purpose is not to marry and reproduce. Beatrice also makes a joke when Leonato says to her â€Å"well, niece, I hope to see you one day fitted with a husband† by responding with â€Å"Adam's son are my brethren; and, truly, I hold it a sin to match in my kindred† this joke can be taken either at face value, as something Shakespeare has built up to be ‘typical Beatrice', or seen as a way of avoiding what Leonato was really trying to say to her, as a way of covering her real feelings in case there is a lapse in her tough outer exterior. And yet when in Act 3 scene 1 when Hero, Margaret and Ursula try to gull Beatrice she seems, to a certain extent, to believe them. Shakespeare's sudden portrayal of slight naivety in Beatrice can be interpreted as a way of showing the audience Beatrice has a more compassionate side, and that really she wants to believe this is true such as when she says â€Å"and, Benedick, love on; I will requite thee†. Another moment in which Beatrice shows compassion is when Benedick proposes his love to her, and her immediate reaction is to tell him to kill Claudio for what he has done to her cousin, Hero. She uses Benedick's love for her cruelly as a way of forcing him to kill Claudio against his will when she says â€Å"you kill me to deny it. Farewell†. In some respects, the character of Beatrice is there to show an independent and opinionated woman, representative in some aspects as an early feminist and as a way of challenging the conventional role of a Shakespearean woman. However in the final scene even Beatrice the independent, witty and intelligent heroine succumbs to the persuasive ways of men, love and society. The character of Hero can be interpreted in one of two ways. Critics say that Hero is ‘conventional, not at all deep, but ladylike and deserving of sympathy' this could be to uphold the reputation expected of her due to her father and as a result of this, her high social status which can be seen in act 2 scene 1. But Hero can also be interpreted as an intelligent young woman that simply knows the right, and similarly the wrong, times to speak; as can be seen in act 3 scene 4, a scene with only female characters in which Hero speaks of her own free will for herself. In Act 2 scene 1, Leonato makes it clear that it is his decision whom Hero marries; and not Hero's. Yet Hero says nothing throughout. This is what can make the character of Hero so hard to relate to for a modern day audience, as this kind of behaviour is not as common or typical in a modern day girl of Hero's age as it was in Shakespearean times. Although Hero's lines in the play are often merely functional and slightly lacking, it is this; her lack of speech, that most effectively represents her character and role in society. The only time the audience is shown Hero's wittier and more relaxed side is when she is surrounded by only female company. Beatrice in Act 2 scene 1however, does not hold back with her opinions, when Antonio says â€Å"well, niece, I trust you will be ruled by your father† Beatrice speaks for Hero by saying â€Å"yes, faith; it is my cousin's duty to make curtsy and say ‘Father, as it please you'† This can be seen as Beatrice either mocking Hero, or taking pity on her. But at the same time rather aptly sums up Hero's purpose. Hero has functional lines in the play and only really speaks when given permission, such as in act 2 scene 2 when she says â€Å"I will do any modest office, my lord† modest being the crucial word in this line. The first time we hear Hero speak for herself is at the masked ball. However, it can be interpreted that Shakespeare uses this opportunity for Hero to hide behind a mask to grant her the freedom to speak for herself, and in normal circumstances this would not be the case. In act 3 scene 1, we see a very different side to Hero than Shakespeare has previously portrayed. In this scene there are no men and so Hero is free to say as she ‘pleases', this freedom is furthered by Ursula and Margaret, both servants, both females, and both, therefore, below Hero in terms of social status, being the only other characters in the scene. In this scene Hero is given more lines than she has throughout the rest of the entire play. The scene opens with Hero giving Margaret an order â€Å"run thee to the parlor; there shalt thou find my cousin Beatrice†¦ whisper her ear and tell her, I and Ursula walk in the orchard and our whole discourse is all of her† up until this point this kind of assertiveness and power is completely unexpected of Hero to the audience. Hero then goes on to give Ursula clear and precise orders of what she must do â€Å"when Beatrice doth come† however, in act 3 scene 4, where the characters present are again all female, Hero is not as outspoken and forward. However one of the characters present is Beatrice, this suggest that's Beatrice overpowers Hero, and although Hero is technically more powerful and important than Beatrice, as she is Leonato's daughter, her lines are still functional and infrequent such as â€Å"these gloves the count sent me; they are an excellent perfume†. Hero is mirrored – in a similar way to how Beatrice is mirrored in Margaret – in Ursula. Out of Margaret and Ursula, Margaret is – as it is between Beatrice and Hero – the more loud and opinionated one, as opposed to Ursula who is more quiet and reserved, and like Hero is given functional lines â€Å"madam, withdraw: the prince, the count, Signior Benedick, Don John, and all the gallants of the town, are come to fetch you to church†. In act 3 scene 4, Margaret is the dominant speaker, mocking Beatrice and talking back to Hero â€Å"troth, I think your other rabato were better. . Hero's response to this â€Å"no pray thee, good Meg, I'll wear this† is uncharacteristically sure of herself, showing that she didn't really care about Margaret's opinion, and chooses to ignore it. This suggests that Hero is perhaps not a pushover as she is made out to be, but rather knows her place and what is expected of her, and so, when she is around certain com pany (i. e men) she is more reserved, so as not to get herself into trouble, giving reason to suspect Hero is perhaps smarter than a modern day audience would give her credit for. The other character's, in particular Claudio and Leonato's, expectancy of Hero is really emphasised when Margaret and Borachio set her up to be shamed. As even suspicion of Hero doing such causes great controversy and trouble, and is near enough the sole cause of the rest of the problems in the play from then onwards. Whereas, when it is found out that it was in fact Margaret, the act is completely overlooked. This reinforces the importance of social status within the play. Shakespeare both challenges and supports male chauvinism at times by exploring the social boundaries of women. This is done through the characters of Beatrice and Margaret, with their outspoken nature and Beatrice's seemingly unconventional outlook on life, but he does not cross these boundaries. As is seen in Act 4 scene 1 in which Shakespeare reflects and reinforces the separate roles 16th century society has created for males and females when Beatrice proclaims â€Å"O that I were a man! With Beatrice being the main character to challenge the conventional role of a woman, she – of all characters – being the one to say this, shows that there are still restraints put in place by society on things seen as acceptable for women to do. Beatrice repeats this line several times, interrupting Benedick with more of her self pitying rant every time he tries to defend his reasons for objecting to killing Claudio. This can be seen as giving Beatrice, an heir of ‘damsel in distress' a conventional and necessary role in romantic comedy, which contrasts with her character's less conventional role as a woman in the society she is in. Also in this scene, Shakespeare uses dramatic irony, when Claudio says â€Å"you seem to me as Dian on her orb† saying that Hero seems innocent, and pure, but he continues to say â€Å"but you are more intemperate in your blood† saying that he has realised Hero is not as she first appears and sees her more as someone who sleeps around. The audience, of course, knows this is not true. But the use of the dramatic irony here portrays the two sides of a woman, and shows how much Leonato's reputation lies on Hero's actions and status. Hero is a character that at first glance seems insignificant in the sense that she is rarely given opinions or a chance to speak. However the role that she plays is vital to romantic comedy as the young, innocent, female. This necessity of female characters to the plot and genre of the play despite their portrayal as being inferior to men is what is ironic in Much Ado About Nothing.

What Creativity Means to Me

Plan essay #2 Robby Allen What Creativity means to me. When the word creativity pops in my head I immediately start to think of the word style. If you think of the word style, to me it is a way of creating a certain type of creative form that I would call my own. There are lots of activity’s and hobbies that I enjoy to do. One of the best examples I can give to the meaning of style is wakeboarding, which is a form of waterskiing. Style in wakeboarding is everything. It can be anything from the way you were your swim shorts, to the way you hold the handle at the end of the rope.When I see other people wakeboard on the water it makes me think of my style and how I can incorporate that persons style and form it with my own to make a more creative style than which I had before. This will help me towards future goals in learning new tricks and giving them my own little â€Å"pizzazz†. Although we need to remember that we use the word â€Å"creativity† all the time, it is not something you can sell in a can. Being creative is something that you do when you engage in the act of making something happen.A lot of people mistakenly think that when they explore their creativity, they will have to come up with something no-one in history has ever thought of. That's not creativity! Creativity is when a little kid tries to get at a toy on a high shelf with a stick. This happens to virtually everybody not just kids. But each time, it is someone using their Creativity to get something they wanted or to reach a goal. I know that I can achieve all my goals in wakeboarding as long as I continue to keep testing my physical abilities and pushing myself to the next level.When asked what does creativity mean to me? I now know to respond with giving an example of what I like to do and how I can get continually creative using my example. Managing your creativity is the challenge, but it is possible and actually a lot easier than you think it is. I choose where I tak e my creativeness. I am in charge of figuring out how I can become creative on a constant basis and how I can maintain it, and you can too. Creativity to me is the style in which a person chooses to portray them self when they do whatever it is that they like to do.

Communication Research Paper Writing Tips

Communication Research Paper Writing Tips Tips on Writing a Communication Research Paper The name of this particular type of assignments makes it clear that a communication research paper depicts the process of interaction between people. It is based on sociological baselines in addition to other fields like ethics, anthropology, society, fine arts, etc. As a rule, it is assigned to students who have a communication study course and learn different types of interactions including rhetorical, interpersonal, theoretical, and some others. Once you have been assigned to write a paper on any of the above-mentioned topics, you should keep in mind that one theme cannot exist without a close relation with another. This is our first and foremost tip when writing a communication research paper. Now, lets have a closer look at the structure of the paper as well as general writing advice. Communication Research Paper Structure Any academic assignment is supposed to have a clear structure featuring every block logically connected with each other. The same thing is with a communication research paper. Keep an eye on every stage of the writing process to ensure the following: A Solid Introduction the first step is to write a long introduction where you highlight all the facts, problems. methodology and solutions. Not only your introduction is supposed to be informative, but also interesting for the reader. The introduction must include a strong thesis statement as well; Do the Research the term research paper considers doing some research work and analysis. The more validity your paper gets, the more trust your readers will have. State all the information in a persuasive but not intrusive way. Present yourself as an expert in a chosen field. The only way to achieve such approach is to get involved in a thorough investigation of the topic; Write the Body each body paragraph is the core of your major work. It should contain 100% of your findings in addition to argumentations and solutions to the problems raised in the introduction section. Drive your readers to a conclusion and encourage them for a discussion; Write a Conclusion a conclusion may be divided into two paragraphs when it comes to a communication research paper. They include discussion and summary. The first part should highlight the weak and strong aspects of the topic in addition to development opportunities and solutions. The second paragraph summarizes the information and introduces results. As you can see, a research paper on communication has a typical structure although it requires maximum involvement and investigation. Some General Writing Advice Most students start facing difficulties at first steps of writing a communication paper. You may boast the best analytic skills but still fail to get started. This is where our general writing advice may come in handy: Think of a provoking and inspiring topic that would be of great interest for your readers. Once you are able to grab their attention and make them read the text till the end, the academic success is guaranteed. Plan ahead and write an outline. The idea is to work out an effective writing strategy in advance. Look through as many communication articles, studies, surveys and other information sources as you can. Us experts opinions and include some of your own thoughts as a real-life example. Overview your paper before providing it to your teacher. Ask your friends or relatives to read it and share their opinion. A communication research paper is not about studying published articles and researches. It is about the ability to analyze and compare sources to provide your own summary of the problem. The idea is to help students contribute in the discipline by offering their own solutions. Write from the first person unless the requirements are different. Reference list is obligatory for this type of assignment. Mistakes to Avoid We hope our tips and recommendations will put an ease on the writing process making it as clear as possible. However, you should still avoid some of the common mistakes many students do when writing a communication research paper: Avoid presenting a simple compilation of material that has been already published by scientists and experts; Avoid all types of mistakes including grammar, stylistic and spelling; Avoid plagiarism and make your paper unique; Do not use superlatives, do not be too intensive; Include every part of the paper structure; Stick to the subject. If you still face difficulties when completing this type of assignment, you can opt for professional writing services and forget about all your education troubles for good!

Essay on Christian Propaganda

Essay on Christian Propaganda Essay on Christian Propaganda This is a free example essay on Christian Propaganda: Throughout history, the Christian community has used various ploys in order to gain members. In the Ninth Century AD, monks, in England, recorded the folklore of their â€Å"heathen† neighbors in their own language. In the 11th through 18th centuries, in various areas, Catholics used raw torture and death to force conversion. And even today television stations such as PAX â€Å"family programming† is little more than tele-evangelists and trumped up â€Å"miracles.† Two prime examples of the texts written and some what enriched by the monks of England are, of course Beowulf and Judith. While it remains unclear as to exactly who wrote the original manuscripts, it is believed that it was a monk or priest, and it has been widely accepted that these stories were handed down, generation to generation, by oral tradition. The epic poem Beowulf directly precedes Judith in the same manuscript, leading us to believe they were recorded by the same persons, with the same motives. In Beowulf we read of a hero that destroys the enemy of his brethren, Grendel (and Grendel’s mother), believed by some to be the descendant of the biblical Cain, thus ending his lineage; a lineage that has been that of pure evil from the time of Cain’s brother Abel’s murder. Beowulf then leads his people into battle with the dragon, killing both the dragon and himself, much like St. George. In Judith we read of a heroine (interestingly an Israelite) oppressed b y a tyrant, Holofernes. Eventually Judith can take no more, and rises up and smites her oppressor, with, ironically, his own sword. Much as the Hebrews did in Exodus. We then must look at instances such as the various Inquisitions instituted by the Catholic Church for nearly eight centuries, the most commonly known being the Spanish Inquisition. Starting in the mid- 15th century (1478), the Spanish Inquisition was not suppressed until 1834. Over these 356 years hundreds of thousands of heretics, heathens and other â€Å"sacrilegious† persons were tortured and killed by some of the most horrible means possible; all for what they believed, or did not believe, as the case may be. People were hanged, burned at the stake, boiled alive, or worse, for no â€Å"good† reason except they were not Catholic. They were told if they renounced their faith, they would be spared, but as those who did found out, more often than not, they were lied to. As anyone would guess, word of these events traveled rather quickly, and the Catholic population in Spain grew rapidly. So we ask. why did the Inquisition last 356 years? The answer is it did not, at lea st not in practice. Granted there were the fanatics that continued to torture those accused of heresy, but as a whole the practice was discontinued after a relatively short period of time. The institution, however, was not officially suppressed by the Pope until July 15, 1834. If a person were to look at local television listings, the majority of what they would find would pertain to what the American public watches most, drugs, sex, and violence. However, there are a few networks, such as PAX that offer what they call family programming; what I call Propaganda. Over half of their programming consists of tele-evangelists. The network executives, rope in young parents with inoffensive material, hoping that they will watch their network almost exclusively. Before long, the children of these young parents are asking Mom and Dad, why they never go to church. Have they ever seen a miracle? And before you know it, this entire family is going to not only a Sunday worship, but Wednesday evening as well, not to mention the Tuesday-Thursday Bible Study; thus completing this vicious cycle. We have in this country, what is called Separation of Church and State, and freedom of speech. This is why we can turn on our television at five o’clock in the morning and s ee The Reverend Brother What’s his Face. But where does it stop? Will the church ever stop trying to brain wash us â€Å"heathens† into belief? ______________ is a professional essay writing service which can provide high school, college and university students with 100% original custom written essays, research papers, term papers, dissertations, courseworks, homeworks, book reviews, book reports, lab reports, projects, presentations and other assignments of top quality. More than 700 professional Ph.D. and Master’s academic writers. Feel free to order a custom written essay on Christian Propaganda from our professional essay writing service.

Ethicsproject Case Study Example | Topics and Well Written Essays - 250 words

Ethicsproject - Case Study Example In turn, they mess up Bernie program of acquiring new television set on time. I think the proposals are well informed and ethical since they aim to improve the type of services the company offers to its guests. For instance, when Napoli Pizza brochures are given to each room and phone numbers provided, it would be easy to understand what guests needs and what they do not want. In turn, the communication between guests and the management improves the performance of the company. Further, it leads to customer satisfaction, which is the aim of the company. Jane acted ethically in that she wanted to satisfy the greatest number of people by supporting education. On the other hand, her parents are unethical since they only desire good things for themselves at the expense of others. This is the reason they were against Jane supporting education of people in the community. People should not use their grocery money to play lottery because it can interrupt other people. For instance, if they fail to win their desired prizes they end up losing what they have hence affecting people who depend on them. It is not ethical for Sal to direct Jim to increase the lottery when he understands that the chances of winning are slim. Further, they should target middle class not minority groups who rely on daily income from grocery for