Grand Canyon free essay sample

Identify the concepts, principles, theories, and other information in the course readings, lectures, and other resources that relate to the discussion questions/ romps. Locate at least one scholarly research source which supports your initial response to each question/prompt. The reference may come from the module readings. Write an initial substantive response of 150-250 words in length. Begin your response with a restatement of the question/prompt, and include in-text citation(s) and a reference for each scholarly source used according to the PAP guidelines found in the PAP Style Guide located in the Student Success Center. The restatement of the question/prompt, the references, and the citations are not included in your response word count. Post your substantive initial response to the Main Forum for the module. Your initial response to question/prompt 1 must be posted by day 3 of the module. We will write a custom essay sample on Grand Canyon or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Your initial response to question/ prompt 2 must be posted by day 5 of the module. Contribute to discussion by posting at least one substantive response to another learners post on 3 days of the module. Respond in a manner that initiates or contributes to discussion.Question: What is one area from your Selfsameness that you think you have mastered? (After your initial post, when responding to peers, identify a connection, similarity, or source. ) Gradable Items Discussion Question Details Module 1 Q 2 Directions: Use the following information to ensure successful completion of the assignment: Refer to the document Discussion Forum Philosophy. Download the file, print it, and use the information to guide your participation in the Main Forum. View the tutorial titled Library Resources for Doctoral Learners. Each week, two initial posts and three ongoing contributions are required for a minimum of five separate posts on three separate days of the module. Perform the following tasks to complete his assignment: Identify the discussion questions/ prompts in the Main Forum for the module. Identify the concepts, principles, theories, and other information in the course readings, lectures, and other resources that relate to the discussion questions/prompts. Locate at least one scholarly research source which supports your initial response to each question/prompt. The reference may come from the module readings. Write an initial substantive response of 150-250 words in length. Begin your response with a restatement of the question/prompt, and include in-text citation(s) and a reference for ACH scholarly source used according to the PAP guidelines found in the PAP Style Guide located in the Student Success Center. The restatement of the question/prompt, the references, and the citations are not included in your response word count. Post your substantive initial response to the Main Forum for the module.Your initial response to question/prompt 1 must be posted by day 3 of the module. Your initial response to question/ points possible 6. 0 Details prompt 2 must be posted by day 5 of the module. Contribute to discussion by posting at least one substantive response to another learners cost on 3 days of the module. Respond in a manner that initiates or contributes to discussion. Question: Pick one area of the Doctoral Dispositions where you see yourself as having the most potential. Post it and explain why and how you will develop that disposition and what help you will require to do so.Participation Topic 2: Foundations for Success: Time Management and Empirical Articles Description: Objectives: 18. 0 Duration: 7 days 1 Identify the components of an empirical article and assess whether a given article is empirical. 2. Evaluate personal time management skills. 3. Assess arsenal skills related to use of PAP writing and formatting. Topic Material: Textbook 1 . The Education Dissertation: A Guide for Practitioner Scholars Read chapter 2. Lecture Note 2. REST 811 Lecture 2 Read Lecture 2. Other 3. Dry. Ronald Barman on Time Management Read Dry.Ronald Barman on Time Management. Electronic Resource 4. Time Management Bausch Watch the Randy Bausch Lecture, Time Management. Electronic Resource 7. How Good Is Your Time Management? Read How good is your time management? Electronic Resource 8. Activity Logs: Finding Out How You Really Spend Your Time Scan Activity logs: Finding out how you really spend your time. Other 9. Monitoring Your Time Read Monitoring Your Time. Do the exercise and view the interactive presentation, Are You Managing Your Time Correctly? in the resource. Other 11 . PAP Self-Assessment 12.PAP Self-Assessment Answers use this to score your PAP Self-Assessment. Other 13. Comparison Matrix Use this to complete the Comparison Matrix Assignment. Other 14. Empirical Research Checklist use this as a resource to determine if an article is an empirical article. Other 15. Discussion Forum Philosophy 16. Library Resources for Doctoral Learners PAP Self-Assessment 40. 0 Locate and complete the PAP Selfsameness. Score your answers using the key provided. Comparison Matrix 100. 0 Empirical research is the foundation to scholarly research and scholarly writing.An empirical article is defined as one that reports actual results of a research study. The article will include a description of the study, an introduction, a research question, an explanation of the studs methodology, a presentation of the results of the study, and a conclusion that discusses the results and suggests topics for further study. This assignment will help you octet and identify empirical research studies. Details Use the following information to ensure successful completion of the assignment: This assignment uses a grading rubric.Locate and print the Comparison Matrix found in the Additional Resources folder of Canyon Connect. Locate and print the Empirical Research Checklist found in the Additional Resources folder of Canyon Connect. Locate and read the Library Tutorial on inserting persistent links into a Word document. The link to the Tutorial is http:// wampum. Du/Documents/upload/ -guidepdPDFccess and read Article 1 by going to http:// library. cuCueedDu048/login? urURLttp:// search. ebObscenestcoComogin. asAspse=Eite Access and read Article 2 by going to http:// library. gcGUedDu048/ login? urURLttp:// search. bsBoohooscoComogin. asAspsm M; AN = 27436222site=ehghostlikemp;scscoop=site The Comparison Matrix contains a table with three columns and six rows. The columns are titled Article 1, Article 2, and Article 3, and the rows are titled Title, Persistent GCGUCCIibrary Link, Purpose of the Study, Research Question(s), Sample Population(s), and Limitations. You will see that the appropriate information from Article 1 has been included. Perform the following tasks to complete this assignment: Use the Article 2 persistent link as provided above and in the Comparison Matrix to locate and read Article 2.After reading Article 2, provide the appropriate information in the cells in the Article 2 column of the Comparison Matrix. Go to the GCGUCCIibrary. usUsehe Find Journal Articles search feature found on the home page of the GCGUCCIibrary to locate an empirical article in your field of interest. usUsehe Empirical Research Checklist to determine whether a study is empirical. This will be Article 3 in the Comparison Matrix. After locating and eaeatinghe empirical article you found, provide the appropriate information in the cells in the Article 3 column of the Comparison Matrix. Module 2 DQQ 6. Directions: Use the following information to ensure successful completion of the assignment Refer to the document Discussion Forum Philosophy. Download the file, print it, and use the information to guide your participation in the Main Forum. View the tutorial titled Library Resources for Doctoral Learners. Each week, two initial posts and three Ongoing contributions are required for a minimum of five separate posts on three separate days of the ncincluden-text citation(s) and a reference for each Details scholarly source used according to the APPAPuidelines found in the APPAPtyle Guide located in the Student Success Center. The restatement of the question/prompt, the references, and the citations are not included in your response word count. Post your substantive initial response to the Main posted by day 3 of the module. Your initial response to question/ prompt 2 must be posted by day 5 of the module. Contribute to discussion by posting at least one substantive response to another learners post on 3 days of the module. Respond in a manner that initiates or contributes to discussion. Question: using the information you provided in your application to the GCGAL.octoral Program, briefly describe a potential topic of interest for your dissertation research. How do you believe this research will contribute to the body of knowledge in your field? Module 2 DQQ 6. 0 Directions: Use the following information to ensure successful completion of the assignment: Refer to the document Discussion Forum philosophy. Download the file, print It, and use the information to guide your participation in the Main Forum. View the tutorial titled Library Resources for Doctoral Learners. Each week, two initial posts and three ongoing contributions are required for a minimum of five separate posts on three separate days of the module.Perform the following tasks to complete this assignment: Identify the discussion questions/ prompts in the Main Forum for the module. Details Identify the concepts, principles, theories, and other information in the course readings, lectures, and other resources that relate to the discussion questions/prompts. Locate at least one scholarly research source which supports your initial response to each question/prompt. The reference may come from the module readings. Write an initial substantive response of 150-250 words in length.

Mississippi Burning essays

Mississippi Burning essays When presenting movies based on historical facts, the writers, directors and studio executives that comprise Hollywood should be held accountable for its revisions to history within historical films. When presenting motion pictures based on historical facts, Hollywood should step up to the plate, examine the truths and summarize these truths in terms of maintaining historical accuracy. In the film Mississippi Burning, we get a sense of what it was like for struggling blacks in the Deep South but the question remains as to the accuracy and prevalence of the facts portrayed. In movies such as Mississippi Burning, JFK and Amistad, we are presented with situations that are based on historical events. The historical events are alluded to within the movie but the truth behind the film is rarely examined in a sociological aspect. We see half truths and misrepresentations, misinterpretations and blatant works of fiction and are lead to accept these tall tales as fact. As Hollywood, more and more, portrays historical facts intermingled with the idealistic visions of writers and directors, viewers have a need to become increasingly aware of the discrepancies between fact and fiction. The audience needs to arm themselves with the proper tools to decipher the story from the stuff in order to become a better educated and more discerning viewer. With a greater access to information and a greater desire to know the truth, Hollywood is finding it harder and harder to fleece the American public. While the great Westerns of the early days of Hollywood taught Americans how to think about the taming of a country and the gangster films taught us about the assimilation of immigrants into American society and the World War II epics taught us about the superiority of American individualism and democracy as compared to the ideologies of Europe, the mythical movies of the last twenty years in Hollywood has been of quite another kind. Hollywood has taken to te...

Art management essay Example | Topics and Well Written Essays - 1750 words

Art management - Essay Example On the same legal issue, during the tenure of the US president George W Bush, there was a tightening of restrictions around the Cuba embargo and it became a bit harder for US citizens especially to access artwork from Cuba freely as had been the case before. This was also as a result of lobbying by some members of families who had had their art confiscated by the Fidel Castro regime when he took power (Yulia, 2010). This is particularly true with the case of the Billionaire Fanjul family that had a vast collection confiscated and later sold by the Cuban government. They lobbied to have anyone trading in their artwork declared to be in violation of trading with the enemy laws put in place to prevent trade with Cuba but under which artwork was exempted. Another law that the Fanjuls and others are relying on in their quest to recover their lost artwork is the Helms- Burton Act which blocks people that deal in Cuban confiscated property and their immediate families from entering the United States and also opens them up to payment of potential damages. In this case there is the Argentinean art dealer Bruno Sciaoli whom they have ascertained to have in his possession one of their lost art pieces known as the Malaga Porta painted by Joaquin Sorolla y Bastida. This Act was however not acceptable to the European Union which then passed a resolution which prevents its enforcement within the EU. The issue of the law not being enforceable in the EU arises from the fact that the EU recognizes Cuba as a sovereign nation as well as its decision to nationalize assets which includes the confiscated art work. In the US its embargo laws prohibit trade in the confiscated properties from Cuba. If the state department tries and finds the art dealer Bruno Sciaoli guilty, then they will have opened a whole new era in the sales of this art works. It will have complicated any sales of artwork sourced from Cuba which is going on at

Global Warming Research Paper Example | Topics and Well Written Essays - 2250 words

Global Warming - Research Paper Example Also, carbon dioxide has the tendency to stay in the atmosphere for long periods of time. Contrastingly, water vapor usually condenses easily or evaporate based on the prevailing weather situations. As such, water vapor can change faster to the current weather conditions in such a way that energy emitted from the sun and the heat radiated back into the atmosphere from the surface of the earth achieve an equilibrium. Carbon dioxide behaves like a controlling factor because its volume in the atmosphere stays relatively constant. Through emission of more carbon dioxide into the atmosphere, the point at which equilibrium is attained is at much higher temperature and water vapor volume. Carbon dioxide emission is highly linked with human activities, thus the claim that human being contribute considerably to global warming (Maslin, 2002). It is believed that human beings have raised carbon dioxide concentration in the atmosphere by approximately thirty percent, which presents a very big in crease. The most common human activity that is related with this significant increase of carbon dioxide in the atmosphere is burning of fossil fuels. Changes in the proportions of various carbon isotopes in atmospheric carbon dioxide that are related with anthropogenic discharges also points at human beings as major contributors of the global climate change (Bennett, 2010; Valsson, 2006). The burning of fossil fuels for electricity production, transport as well as from heating and cement production, all contribute to increase in the amount of carbon dioxide in the atmosphere by approximately 22 billion tons per annum. Electricity generation and other sources contribute only a third of the... Global warming Global warming is a serious challenge for mankind as well as all creatures on earth. There have been changes in global climate in recent times posing huge concerns among many scientists. Global warming has mainly been attributed to human actions such as discharging excess CO2 into the atmosphere through combustion of fossil fuels, deforestation and population explosion among others. However, global warming skeptics have disowned the idea of global warming and cited natural causes of the situation that is now attributed mainly to mankind. There are numerous effects of global warming such as rise in sea level, extreme weather change, intensified storms and hurricanes, health impacts and reduced food supply. Human beings can do a lot to stop global warming. People can use clean energy sources, reduce garbage accumulation and conserve water in order to prevent continued spread global warming. One of the most significant impacts of global warming is the increase in sea level. As temperature increases, ice melts. Global warming causes considerable amounts of ice to melt at the ice caps at the North and South poles. This feeds oceans with extra water. Increasing temperatures can cause massive melting of ice, thus causing dramatic rise in the level of sea water (Haldar, 2011). Scientist postulate that the level of sea water could increase by approximately 1.4 m. Consequently, coastal plains will be flooded or simply submerged in the surging water volume. A considerable portion of the global population lives along the coastline.

Evaluation of Immigration Customs and Enforcement Budget Essay

Evaluation of Immigration Customs and Enforcement Budget - Essay Example ICE has estimated 15,000 employees of which 400 are in the domestic and 50 are in international offices The budget allocation goes to various departments depending on the activities carried out; homeland security investigations, enforcement and various operations in the office of state. ICE is involved in the local and tribal coordination, principal legal advisory, professional responsibility, immigration and customs enforcement, professional responsibility. ICE is the primary investigative arm of the department of homeland security. ICE is a key component of the DHS layered defense approach to protecting our nation. There are various subcommittees that deal with the jurisdiction over each agency’s money and finance investigations, war and national defense statutes. There are more than 8,500 special Agents, making it the second largest federal law enforcement and criminal investigative agency .The urgency is headed by the office of the chief financial officer, Washington. ICE has the annual budget of more than $5.7 billion, the Management and administration activities for ICE. Executive Office of the President, Office of Management and Budget (2011) states that the Management and administration activities include executive overall leadership direction, strategic and policy development.The budget is authorized by different people that deal with the allocations of the resources. The proposed outlay for the agency include; Science and technology operational research and enhancement program $17.9M, supply chain secure corridors pilot project $9.8 air cargo project $ 16.1M and automated carry-on detection project $ 1.1M. The actual outlay overview involves E-verify and staffing, automatic threat recognition project $6.1m, viable bio particle capture project $2.1M, National Bio and Agro- Defense facility construction $150.0. According to Lake (2010), there are various political influences on the budget allocation in the ICE. Operation community

Reviewing The Tragical History Of Doctor Faustus English Literature Essay

Reviewing The Tragical History Of Doctor Faustus English Literature Essay My third chapter proposes a threefold analysis of the major characters in The Tragical History of Doctor Faustus and The Master and Margarita. First, by comparing Faustus and Margarita, I show how their individual features as well as their relationships with the other characters are marked by elements of feminism, psychoanalysis, Renaissance humanism, affective geography, and role-play. Then, I put forth a parallel between Woland and Mephostophilis meant to reveal that-in both literary works-the devils embody a necessary evil that actually reinforces divinity. Last but not least, an insight into some of the most significant supernatural episodes of these books shall demonstrate that magical realism and Bakhtins theory of carnival laughter offer readers the Faustian myth with a twist. Margarita and Doctor Faustus Starting from the premise that man is created as Gods reflection, in a twofold embodiment of the masculine and the feminine principle (Sergei Bulgakov 150), one might easily assume that both The Tragical History of Doctor Faustus and The Master and Margarita underline the harmonious union between male and female elements-hence Bulgakovs title of his novel and also its dual structure; yet instead, nothing could be farther from the actual ponder of masculine over feminine aspects in both books. In this sense, feminist critics and theoreticians base their approach to either of these two literary works on issues of gender-segregated societies, appellatives, transgender identity, androgyny, and linguistically codified male discourses. Both Marlowes England and Bulgakovs Stalinist Russia are worlds segregated in terms of gender. Eve Kosofsky Sedgwick explains: male friendship, mentorship, admiring identification, bureaucratic subordination, and heterosexual rivalry (quoted in Chedgzoy 247) are all forms of homosocial connections that pervade both Marlowes play and Bulgakovs novel. Thus, Faustus aspirations are foreshadowed at the beginning of the play when he fantasizes about exotic sites, colonial exploitation (attributed to men exclusively), and violent ambitions: Ay, these are those that Faustus most desires. / O, what a world of profit and delight, / Of power, of honour, of omnipotence (Marlowe 52). Faustus deems knowledge the way to gain power. His is not a singular view; rather, it represents the exponent of Marlowes epoch according to historians: during those times, this segregation extends even to theatres where actresses are not admitted and universities where men alone are granted access. Bulgakovs work o f fiction account for a role reversal, although the circumstances are somewhat similar. Margarita-the female Faustus of the twentieth century and therefore the one who assumes a anti-hegemonic role-is swept off her feet by the Master, a God-like figure who is not satisfied with writing about Yeshua (hence the identification with the latter that confers him divine authority) but carries his artistic mission further, which acquires metaphysical connotations. The Master remains unnamed and thus represents a universal symbol of Bulgakovs literary times. He is the exponent of one of the major Moscow literary associations, called Massolit (Bulgakov 11) that rarely if ever includes women writers among its members. Even if this is the case, women are belittled twice: first rejected as writers or second fiercely censored by the state. Feminists seek to rebel against such a misogynistic structure of masculinity; they find the key figures to do that in exactly the same female characters who are initially submissive and oppressed. Both Margarita and Helen of Troy disrupt the authoritative discourse of masculinity. On the one hand, the second part of Bulgakovs novel casts away the Master and brings into focus the beautiful Margarita: She was beautiful and intelligent. () many women would have given anything to exchange their lives for the life of Margarita Nikolaevna (Bulgakov 166). She is now the active protagonist, whereas the Master is the passive one. She is willing to sacrifice body and soul in the name of love, acknowledging her role entirely. On the other hand, Marlowes tragedy depicts Helen as the demolisher of masculine power; her name Helen may be read as made up of the core Hel (referring to hell and destruction) and the particle -en. That is why Helens image is associated with the downfall of Troy but also of Faustus and Wittenberg here. Furthermore, an equally significant element that brings about the subversion of masculine authority is love. Both Faustus and the Master single-mindedly surrender to their mistresses, although this aspect is more obvious at Marlowe. In Bulgakovs book, the Master owes Margarita his salvation and recuperation, whereas in Marlowes tragedy, the play of significances has a greater depth. Doctor Faustus and Helen engage in an androgynous role-play: he plays Semele and Paris: I will be Paris, and for love of thee / Instead of Troy shall Wittenberg be sackd, / () When he appeard to hapless Semele (Marlowe 106), while Helen assumes the prototype of feminine beauty but also the role of Jupiter: Brighter art thou than flaming Jupiter (106). A few lines afterwards, by being associated with Eve, Faustus becomes aware of his sin but he is also left with an undermined masculinity: that tempted Eve may be saved, but not Faustus (108). In The Tragical History of Doctor Faustus and The Master and Margarita alike, even episodic characters or those of lesser importance see women only as a medium of power, as objects rather than agents. Hence Valdes ironic observation: Sometimes like women or unwedded maids, / Shadowing more beauty in their airy brows / Than in the white breasts of the queen of love (Marlowe 54) or Robins declamatory fantasy: Ay, there be of us here that have waded as deep into / matters as other men (73). Mephostophilis himself turns the concept of marriage into an antisocial act because he offers Faustus a devil disguised as woman instead of a wife. Bulgakovs text describes the meeting between Azazello and Margarita on which occasion the former reckons that women are superficial beings: saying ironically: Difficult folk, these women! (174). Another character, Hella-Wolands maidservant-is analogised to Helen of Troy through her name (note the particle Hell): she represents the feminine side of Hell. Twentieth century feminists fight against such patriarchal empowerment. This is the case of Helene Cixous who upholds the idea that gender relations are inscribed in the language we use. Consequently, Cixous turns the invisibility of women back against men, who become the other of the other and hence are cancelled out (Hedges 106). Following in the same line, Luce Irigaray argues that man obliterate differences between them and women as a result of their belief that women represent their reflected opposites; therefore, womens otherness is denied (Hedges 105-6). Additionally, the two protagonists of these literary works are linked by features of humanism. Doctor Faustus definitely embodies the exponent of the perfectible man of the Renaissance whose intellectual curiosity, aspiration for power, and nationalism are expressed rhetorically in the first person singular: Ill have them (à ¢Ã¢â€š ¬Ã‚ ¦) / Ill levy (à ¢Ã¢â€š ¬Ã‚ ¦) / Ill make (à ¢Ã¢â€š ¬Ã‚ ¦) (Marlowe 53). In this respect, Faustus is an overreacher according to Harry Levin as he reaches out to the unconscious, to supernatural forces that might help him remedy the intellectual bases of his age which he perceives as faulty (quoted in Mitchell 55). Although he aims to gain fame through his powers and he aspires to be more than a man, he is permanently haunted by an uneasy consciousness; hence the opposition between the Good and the Bad Angels but also the Seven Deadly Sins that reveal the scholars inner flaws. Margarita too is a representative of twentieth century humanism. She does not seek to gain power through knowledge but through love. Similarly, her being an overreacher is evident in the desire to explore new environments and her acceptance to obey occult forces. Marlowes Faustus and Bulgakovs Margarita are both folk protagonists since they are considered dissidents of their times, in spite the fact that their endeavours target very distinct goals. Paul de Man describes this type of character as the one whose path is strewn with those parts of himself that he had to abandon in the process of his own becoming (398). Faustus symbolizes the opposition brought about by the protestant belief that every individual is responsible for his / her own salvation or damnation. Margarita denotes the opposition against the rigid moral and social rules dictated by the communist regime. The scholars unorthodox practices and his extended travels shed light on the ultimate results which he bargains for: knowledge, fame, and control over other cultures, whereas Margaritas is a more limited aim-she is not at all domineering (although she is appointed queen for a night) but looks for affective fulfillment. However, these central characters are brought together by the development of all their individual possibilities, so that, by being put to test in the world, they might penetrate, come to know, and dominate reality (Lukacs quoted in Hedges 92). Faustus and Margaritas personalities extend to more than their individual scope, they represent a literary reaction to the ardent issues of their times. Moreover, these protagonists are depicted as torn between their affective and their intellectual make-up all throughout the texts. Obviously, the combo of emotion and reason is much more stringent in Faustus case: the oscillation between enjoying life and attaining knowledge reveals that for the scholar, the body is more important than the soul, as he himself puts it: This word damnation terrifies not him (Marlowe 58). Nevertheless, Faustus existence stands not under the sign of eros, (like Margaritas does) but of thanatos (Hermand quoted in Hedges 94)-since his quest leads to death whereas Margaritas grants her access to atemporal bliss. Ultimately, the construction of Marlowes and Bulgakovs central characters is informed by the setting where they are portrayed. Garrett A. Sullivan, Jr. speaks about an affective geography (231)-for instance Faustus study or the Master and Margaritas rented apartment-that shapes the protagonists identity. He further explains that the notion of geography is defined as a conceptual structure through which social and spatial relations are simultaneously materialised and represented (Sullivan 236). In these two literary works, there exists a cyclic sequence of broadness and enclosure. We find Faustus alone in his study both at the beginning and in the end of the play, although he travels extensively during the twenty-four years of the pact, while Margarita swings between the remoteness of her Masters apartment-A completely private little apartment, plus a front hall with a sink in it, little windows just level with the paved walk leading from the gate (Bulgakov 109)-Moscows expansiveness, and the seclusion of their eternal refuge. Thus, the relationship space-identity acquires new dimensions; locations become part of the characters emotional make-up: The axis mundi passes through [Faustuss] Wittenberg study and the Muscovite abode; on it lie Heaven and Hell (Kott quoted in Sullivan 240). Overall, Marlowes play and Bulgakovs prose present two multidimensional characters who-if carefully analysed-are more similar than different in terms of questioning patriarchal discourses through feminist techniques, in terms of revealing humanistic features, and in terms of attaching emotional connotations to their setting or background. The Evil Suite The archetype of the dichotomy good-evil permeates human discourses as well as literary creations since the beginning of time. Evil has forever been opposed to and traditionally vanquished by good forces, regardless of the culture adopting this model. Nonetheless, The Tragical History of Doctor Faustus as well as The Master and Margarita put forth an innovative perspective: not only does evil stem from good, but it also reinforces divine laws and teaches moral lessons. Both Christopher Marlowe and Mikhail Bulgakov deal with metaphysical issues in their works, issues that question the relationship between Heaven and Hell and Gods intervention in humans lives at the same time. In this context, Wolands emergence in Moscow and Mephostophilis in Faustus study foreshadow the obvious religious themes whose manifold interpretations are disclosed in these two works. Wolands mission is to point to the moral collapse of the Stalinist 1930s Moscow through the use of satire and supernatural whereas Mephostophilis task is more limited in scope because it refers to a single individual, Doctor Faustus. However, both demons appear as God-sent messengers swinging between Heaven, earth, and Hell. In Marlowes tragedy but also in Bulgakovs novel, the forces of good and evil are not in competition but coexist on more or less equal terms (225) as Laura D. Weeks tells us in her article Hebraic Antecedents in The Master and Margarita: Woland and Company Revisited. The black magic professor, Woland seems inseparably united with God even from the very beginning of the novel, when the motto taken from Goethe exposes this timeless link: I am part of that power which eternally wills evil and eternally works good (Bulgakov 11). The same may be said about Mephostophilis who-when asked about his origins-replies: FAU. Was not that Lucifer an angel once? / MEPH. Yes, Faustus, and most dearly lovd of God. () FAU. And what are you that live with Lucifer? / MEPH. Unhappy spirits that fell with Lucifer (Marlowe 59). Thus, Woland appears as an intricate and profound character while Mephosto is less thoughtful and more servile. Additionally, having the status of Gods opposites, the two devils actually strengthen His goodness and prove once more that they are His envoys. In Bulgakovs novel, Woland claims to have been an incognito observer of Yeshuas trial; it is paradoxical how-by recounting this first installment to Berlioz and Ivan Homeless-Woland in fact reasserts Gods existence: Theres no need for any points of view, the strange professor replied, he simply existed, thats all' (Bulgakov 18). Likewise, Mephostophilis reconfirms the divine authority when he admits his origins and confesses the sin of having Conspird against our God with Lucifer (my emphasis, Marlowe 59). Moreover, both Woland and Mephostophilis have immense powers, yet they are aware these are limited in comparison to Gods. For instance, when Margarita asks that Frieda be forgiven, Satan admits: Each department must look after its own affairs. I dont deny our possibilities are rather great, () But there is simply no sense in doing what ought to be done by another as I just put it department (Bulgakov 216). Mephosto similarly gives away his limitations when he refuses to tell Faustus who has created the world: Now tell me who made the world. / MEPH. I will not (Marlowe 69) or during all the episodes when he urges the scholar to renew his bond for fear Faustus might be forgiven by God. However, in their attempt to attest Gods existence, both Marlowes and Bulgakovs demons actually want to reinstate theirs. Wolands and Mephostophilis is a peculiar status since they seem to embody both good and evil. On the occasion of the Great Ball when Woland is willing to grant Margarita a wish, the power of mercy surfaces: I am talking about mercy, Woland explained his words, (à ¢Ã¢â€š ¬Ã‚ ¦) It sometimes creeps, quite unexpectedly and perfidiously, through the narrowest cracks. And so I am talking about rags' (Bulgakov 216). Mephostophilis does not mention mercy but regret and despair when he contemplates his everlasting doom in Hell: Thinkst thou that I, who saw the face of God / And tasted the eternal joys of heaven, / Am not tormented with ten thousand hells / In being deprivd of everlasting bliss? (Marlowe 59) or when he advises the scholar: O Faustus, leave these frivolous demands, / Which strike a terror to my fainting soul (ibidem). Under these circumstances, there arise questions about the ambiguous, opposites-marked personalities of Woland and Mephosto; Radha Balasubramanian further explains: the two literary works complicate the matter further by concentrating on the nature of the Devil, raising questions as to who the Devil is, and how he came out being angelic. He is a wanderer, without a name and without a home? Does he also resemble God? Are they the same? Do devils exist as a contrast to God? Are they two sides of the same coin? (1995: 41) Therefore, besides the dominant feature of demonism, The Tragical History of Doctor Faustus and The Master and Margarita endow their devils characters with versatile attributes. The demons incorporate multiple valid truths (Emerson 179), acting as coordinators and bridging the different plans of the two books. In so doing, Woland and Mephosto bring about a multiplicity of perspectives and remind the reader of Mikhail Bakhtins heteroglossia, although Marlowes devil is less distant than Bulgakovs: Except when he is the mouthpiece for an installment of Christs Passion, Woland is a taciturn man. This is appropriate. He shows rather than tells (Emerson 179). Another equally significant aspect is related to the parallel that the two authors draw between devils and religion. Hence, the satire of the Stalinist Moscows society is acquired through a review of the Yershalaim narrative. The same may be averred about a satire of Catholicism at Marlowe through a post-Reformation approach. Whereas the parallel between Wolands visit in Moscow and Yeshuas Passions in Yershalaim indicates time condensation-Moscows literary time became a mythical time that can be structurally correlated with the mythical dimension in the Yershalaim chapters (Balasubramanian, 2001: 90)-there is no such analogy or time contraction in Marlowes tragedy. Instead, the dramaturge describes the meeting between Faustus, Mephosto, and the Pope as the only occasion when the Pope is punished by the devil. In this way, Catholicism is downplayed as the Pope is mocked for failing to exorcize the troublesome ghost (Marlowe 83). Here, religious dissidence is also backed up by newly em ergent ideas of predestination and original sin as advocated by the Elizabethan church. By opposition, the sole religious dispute occurs in the incipit of Bulgakovs novel between Ivan Homeless, Berlioz, and Woland. Furthermore, there are additional thought-provoking implications that seem to pervade only Bulgakovs novel but not Marlowes play. For instance, certain scholars question the source and the narrator of the novel at the same time, attributing these alternatively to Bulgakov, the Master, the Devil, or God (Balasubramanian, 1995: 44). It is evident that endowing Woland with the premise of authorship is an idea reminiscent of Bulgakov himself who has originally planned his novel as a Gospel According to the Devil' (Emerson 178). In this respect, Christs story is defamiliarized by transposing narrative points of view from the apostles to the devil (Balasubramanian, 1995: 44)-the habitual Christian perception is disrupted and the gospel acquires novel undertones. In general, good and evil are the inseparable components of the human nature differentiated only by mans free will. There is no preeminence of evil over good, although there can be no good without evil: Kindly consider the question: what would your good do if evil did not exist, and what would the earth look like if shadows disappeared from it? (Bulgakov 274). By this account, both Woland and Mephostophilis appear as the most reliable source of knowledge in these two literary works but equally as troubled allies of God. Supernatural Encounters At the beginning of the nineteenth century, E. T. A. Hoffmann-a leading representative of German Romanticism-uses the fantasy genre with macabre undertones in combination with realism. A century later, the theoretician Mikhail Bakhtin defines his work as a Menippean satire, fundamentally satirical or mocking in nature and seeking to ridicule different intellectual attitudes and philosophical postures (Cuddon 504). The two literary works herein under scrutiny draw on the category of supernatural and on comedy to give the Faustian myth a twist, although humour serves distinct purposes in The Tragical History of Doctor Faustus and The Master and Margarita. The use of humour and farce in the two books is treated differently by critics. On the one hand, in Marlowes play, the comic scenes have not received that much critical consideration over the years. One reason for this aspect might be the fact that there is still ardent debate nowadays over the authorship of these comic scenes: There is almost unanimous agreement that the scenes of clownage (à ¢Ã¢â€š ¬Ã‚ ¦) and the comic scenes at the papal, imperial, and ducal courts (Jump 22) are not Marlowes but someone elses-hence the variation in length and style between the A-version (1604) and the B-version of the text (1616). Regardless of their origin, humourous scenes do permeate Marlowes play. On the other hand, Bulgakovs comedy episodes have been the focus of much more critical interpretation due to the conviction that, in this case, Bulgakov himself is the author of these scenes. Bulgakovs fiction does not employ humour and pranks only for the sake of comic relief but also to underscore a deeper connotation: the Stalinist Moscows small-mindedness, gluttony, and moral degradation. Certain commentators such as Marie-Hà ©là ¨ne Besnault in Belief and Spectacle at Early Performances of Doctor Faustus (2009) separate humourous episodes into low-comedy and clowning scenes (19). The former category occur in Vatican and at Charles-the German Emperors-court, have Faustus as protagonist, depict people pertaining to the social elite, and are further divided into sub-scenes with a larger number of characters (Besnault 19-20): dukes, attendants, cardinals, and others. The most relevant instances of low-comedy scenes centre on the moments when Faustus and Mephosto steal the Popes food or beat up the friars: POPE. How now! Who snatchd the meat from me? / POPE. My wine gone too? Ye lubbers, look about (Marlowe 82). By opposition, the protagonists of the clowning scenes are Robin, Dick, the horse-courser and their suite (in fact, all of them embodying archetypes of clowns), although the main topic of discussion remains Faustus. Besides, these episodes have a less intricate course of events as well as an equally uncomplicated spatial and temporal frame. Examples that best illustrate this case present Faustus tricking the horse-courser or Robin and Dick being changed to animals: For apish deeds transformed to an ape. / MEPH. And so thou shalt: be thou transformed to a dog, and carry him upon thy back. Away, be gone! (Marlowe 85). Similarly to Marlowes low-comedy that parallels the major events of the play, Bulgakovs novel contains buffoonery scenes meant to counterpoint the main plot. For instance, Natashas metamorphosis into a witch parallels Margaritas: Completely naked, her dishevelled hair flying in the air, she flew astride a fat hog, who was clutching a briefcase in his front hoofs, while his hind hoofs desperately threshed the air (Bulgakov 185). Then, there is also the correspondence between Behemoths noble-like manners and Wolands aristocratic personality: There was now a white bow-tie on the cats neck, and a pair of ladies mother-of-pearl opera glasses hung from a strap on his neck. Whats more, the cats whiskers were gilded (Bulgakov 195). Both Marlowes tragedy and Bulgakovs narrative dwell on the connection between belief and disbelief when presenting supernatural occurrences. T. S. Coleridges willing suspension of disbelief (Biographia Literaria, 1817) justifies the emergence of supernatural, seemingly inexplicable actions in a literary work. Thus, despite being taken aback by multiple extraordinary, uncanny events, the readers of these two books are willing to believe and acknowledge such scenes as literary conventions. Berliozs severed head as predicted by Woland, Behemoth traveling by tram with a paid ticket, Faustus invocation of Alexander the Great, or Wagners summoning devils are all examples that illustrate the abovementioned hypothesis. Unlike Bulgakovs fiction however, Marlowes play draws on an extra element which reinforces the suspension of disbelief (ibidem), namely the fact that the comic scenes seem open to further editing, alterations, or adjustments according to the taste of the audience who watches t he performance of the play onstage. Additionally, magical realism informs The Tragical History of Doctor Faustus and The Master and Margarita alike. In The Penguin Dictionary of Literary Terms and Literary Theory (1998), J. A. Cuddon enumerates some of the key aspects which characterize this literary trend: Some of the characteristic features of this kind of fiction are the mingling and juxtaposition of the realistic and the fantastic or bizarre, skillful time shifts, convoluted and even labyrinthine narratives and plots, miscellaneous use of dreams, myths and fairy stories, expressionistic and even surrealistic description, arcane erudition, the element of surprise or abrupt shock, the horrific and the inexplicable. (488) In the two literary works analysed here magical realism establishes a link between the books reality and a mythological, distant past. In this way, supernatural episodes are bordered by easily recognisable locations and characters that offer readers a dose of certainty. Behemoth alludes to Charles Perraults story The Booted Cat (1697) when he claims: A cat is not supposed to wear trousers, Messire, the cat replied with great dignity. Youre not going to tell me to wear boots, too, are you?' (Bulgakov 195). Koroviev himself hints at various titles as he walks pass the Griboedov House: and a sweet awe creeps into ones heart at the thought that in this house there is now ripening the future author of a Don Quixote or a Faust, or, devil take me, a Dead Souls. Eh?' (268). Furthermore, humour at Marlowe and Bulgakov is not exclusively employed for purposes of comic relief during moments charged with narrative or dramatic tension. Rather, it also mocks, it satirizes individual and social flaws, being marked by ironic undertones. In Bulgakovs novel, the fascination with the folkloric, the demonic and the grotesque (Jones 27) actually indicates a satire of the Stalinist society that has discarded individual reliability and awareness. In this situation, the mockery seems to be directed especially towards people of the artistic sphere: writers, critics, or theatre employees. By comparison, in Marlowes dramatic work readers come across entertaining episodes fraught by sinister underpinnings-for example, Robin and Dicks metamorphoses in animals parody the degradation of the human nature, its reduction to primeval instincts. Moreover, Mikhail Bakhtins theory of carnival laughter may be applied to both Marlowes play and Bulgakovs narrative. In the article entitled Carnival and Comedy: On Bakhtins Misreading of Boccaccio, Adrian Stevens explains that For Bakhtin, carnival is a manifestation of folk laughter; it embodies a folk based culture defined by its antipathy to the official and hierarchical structures of everyday, noncarnival life (1). Bakhtin believes that carnivals influence the various types of comic works in literature by deferring daily constraints and thus liberating humans and also by bringing opposites together. In Bulgakovs and Marlowes books comic scenes unite masters and servants (Faustus and Mephosto-Wagner and his suite; Margarita-Natasha; Woland-his retinue), the righteous and the sinful (Yeshua-Woland; Pope-Mephosto; Good Angel-Bad Angel) but equally the wise and the fool (Faustus-Benvolio; the Master-Ivan Homeless). On the whole, the third chapter of my paper has shown how the personalities of the protagonists in The Tragical History of Doctor Faustus and The Master and Margarita are shaped by elements of feminism, humanism, and affective geography. Afterwards, I have compared the evil entourages in these two works only to reveal that Woland and Mephostophilis are an integrant part of goodness. Finally, by contrasting the supernatural and the comic episodes in Marlowes play and in Bulgakovs novel, I have exposed the fact that humour may acquire deeper implications besides the visible comic relief at the surface.

Essay on Double Standards in The Taming of the Shrew :: Taming Shrew Essays

Double Standards in The Taming of the Shrew    A very prominent theme in Shakespeare's The Taming of the Shrew is society's double standards of men and women. In the play, Katherina is a very free-willed, independent woman who wishes to follow her own path in life and is not dependent on a man for her happiness. Petruchio is also free-willed, independent and speaks his mind freely. However, where Petruchio is praised for these characteristics, Katherina is scorned and called names. Petruchio is manly and Katherina is bitchy for the same traits.    This is seen in popular cultural too often than is comfortable for such an advanced modern culture as ours. Women who are ambitious are seen as bitchy and conniving while men are seen as ambitious. Examples can be found in politics and entertainment. Prominent figures such as Senator Hillary Rodham-Clinton and former Attorney General Janet Reno, were forced to take a more masculine persona, because people were so threatened by their power. Senator Clinton was always seen as a woman to be watched, just because she wanted her own life while her husband governed the country. She was even criticized for keeping her maiden name instead of dropping it in lieu of the traditional husband's name.    In the entertainment industry stereotypes of what women should be. Women of power like Oprah Winfrey are found threatening to this. Rosie O'Donnell was chastised for proclaiming her political views on her television show. When she stated her opinion about gun control to prominent NRA advocate Tom Selleck she was considered bitchy for stating her opinion, even though he did the same thing. On the television show, ER, Kerry Wheeler is considered a bitch for being a strong character and boss, while her co-worker, Mark Green can be equally headstrong and difficult but is considered determined. Comedian Roseanne has always been ridiculed for being brash with her opinions, where male comedians like Chris Rock are hailed. When a woman may celebrate her sexuality and be open with it, she will be called a slut, but if a man sleeps around he can still be a hero - President John F. Kennedy and Wilt Chamberlain, a few examples.    When you use the word feminine you naturally think of demure, quiet, pretty, pastel, and motherly. Strong, ambitious, athletic, powerful and opinionated never come to mind. And, it seems, because the woman is not to speak up for herself it is okay to say hurtful things in front of them.

Paper on Education: A Gift or Not

The term education can mean many things. An education is the collective knowledge a person has, but what does an education mean? Although an education can be paid for, no one can physically give you an education, so it is not a gift. There are societal situations where an education is a necessity, but not many globally. Education is a tool to be utilized differently in every part of the world. Knowledge is power, but some knowledge is more powerful depending on your region. If you are part a primitive tribe in New Guinea, a person that is considered to be educated may be illiterate. Whereas in America, an illiterate person would have trouble functioning at all in society. Education is a tool that is to be developed by a combination of motivation, preparation, support, and society. An education can be offered to someone, but the pupil can only take from it what is put in. A gift is something that can be given to someone regardless of the effort put forth by the individual, therefore an education is not a gift. Although an education cannot be given to someone, and it is not a gift, there are things that can be given to you that contribute to your education. Perhaps the greatest thing that can be provided is support. When a parent or teacher rewards a child for learning, it makes a connection in the child's mind that an education will pay off. When an educated and successful family strongly support a child's education, that child will have a better chance to obtain an education. The child will see that education and success coincide. A person that is to be educated has to be given many opportunities to learn new things. Some of these opportunities are as simple as letting your four-year-old watch â€Å"Sesame Street† or letting your six-year-old make a sandwich. There are cases, however, when parents are not able to promote their children's education. If the parents are poor and uneducated, then a child will most likely be unmotivated towards school. The child might realize that his parents are managing to pull through, and think that he will be able to survive without an education as well. This will withhold the child from opportunities that an education would provide. Allowing that certain educational gifts are given to a person, they can acquire the motivation it takes to receive an education. Once you have made the decision to attain an education, certain virtues must be possessed. You must be motivated by something, weather it be money, power, or just the desire to learn. It is motivation that drives you to learn new things and to expand your horizons. You must prepare for an education. For everything that you want to know, there is something else you need to know first. Before you can be proficient on a piano you must know music, and before you can be proficient on a computer you must learn to use a keyboard and a mouse. Even though these skills may seem intuitive to some, someone from a different social culture may not have been introduced to these ideas at all. You must also have certain resources provided. To learn in an institution, often times you need money, books, and other materials that, sadly enough, cannot always be secured. This situation exemplifies the problems that one can face when an education is desired but outside scarcities disallow. There are some circumstances where special educational aspects are a necessity in a certain region, but education is not global. In most developed countries a lawyer would be considered an educated person, but if a lawyer was sent to a more primitive society he would be lost. A farmer educated in cultivation in Nebraska could nourish himself indefinitely, but take away his farm and he has nothing but the knowledge of farming. There are certain things that a person must know in order to have the power to survive in a chosen society. These things change with regards to the society at hand. In more developed places it is pertinent that you know how to read. Without this skill a person will remained severely uninformed, disconnected, and uneducated. The ability to read is the stepping stone to self-education. A literate person with motivation and knowledge of construction can become successful with very little institutionalized education. This skill, as it applies to American social culture, is the most important attribute of an education. Without the ability to read, a person would have to either settle for an extremely unskilled job, grow their own food, or resort to thievery. In a accomplished society such as this, not many people find the need to do these things. Instead people achieve an education, learn a trade or a profession, and earn money to prosper. However, in some societies it is perfectly normal not to be able to read, and a person will manage to survive on other skills such as hunting. Regardless of where you are or what you do, education is an asset. It is a tool that you add to every day, and that no one can take from you. Once you have truly learned something, it will be with you forever, and you will be able to put that information into use whenever it applies. Your education is something you truly own. It cannot be taken away in a bet, by a bankruptcy, and it cannot be stolen. Once you are educated in a particular field, you have job security. If you are a programmer, and your company goes under, you will be able to find another position as a programmer. When you are educated you make more money and have the better jobs, because it shows that you are dedicated to learning. You will not age as fast as someone with a labor intensive job, and chances are you will not have a career ending injury on the job. It is education that gives you options, keeps you connected to the world, and keeps you informed. Although an uneducated person has the resources to inform themselves, they rarely have the ability or motivation it takes to utilize these resources. An education can be achieved by anyone who has the motivation, support, and resources it takes too receive an education according to their perception. This education is a made up of support, motivation, and the necessity to survive. This education cannot be taken. This education means survival and success.

Free Essays on Napoleon Bonaparte

Napoleon Bonaparte was known as one of the greatest military masterminds in the history of mankind. His strategies and tactics in the battlefield won him many wars and battle thorough out the European Continent. These victories and rise in the military power of France made it possible for the rise of a military dictator. Napoleon Bonaparte was also called â€Å"the child of revolution.† He, to some extent supported the ideas of the French Revolution and for a democratic state at first, but ended up in creating a military dictatorship in France. His self-esteem to take over Russia led to his defeat and then in his fall as the Emperor of France. Napoleon Bonaparte was not born French by birth. Infact he was born in Ajaccio, Corsica, on August 15, 1769. This was a small island, which France had annexed only a few months ago. He was the fourth child and second son of Carlo Bonaparte and Letizia Ramolino Bonaparte. They both belong to the noble Italian families. Napoleon’s original nationality was Corsican-Italian. At that time, he despised the French and thought they were oppressors of his native land. His father was a lawyer, and was also an anti-French. At the age of nine, Napoleon’s father sent him to a French military academy at Brienne-le-Chateau, near Troyes. In the school, he was hated by others and was also considered a foreigner. Thus without any friends in school, Napoleon concentrated on his studies. As a result, he excelled in mathematic. In 1784, Napoleon was selected for the ‘Elite Ecole Militaire’ Academy in Paris. There he studied the art of artillery and at graduating, in 1785, Nap oleon received a commission as a second lieutenant in the artillery and then he joined the French Army. In 1789, the French revolution started throughout the country. During the 1790’s, Napoleon spent most of his time in Corsica and serving under the Corsican National Guard. There, he joined a radical political society known as â€Å"t... Free Essays on Napoleon Bonaparte Free Essays on Napoleon Bonaparte Napoleon Bonaparte Napoleon Bonaparte, who is also known as the "little Corsican", was born on August 15,1769 in Ajaccio, Corsica. His family had moved there from Italy in the 16th century. His original name was Napoleone. He had 7 brothers and sisters. His original nationality was Corsican-Italian. He also despised the French. He thought they were oppressors of his native land. His father was a lawyer, and was also anti-French. One reason Napoleon may have been such a great leader and revolutionary because was he was raised in a family of radicals. When Napoleon was nine, his father sent him to Brienne, a French military government school in Paris. While there he was constantly teased by the French students. Because of this Napoleon started having dreams of personal glory and triumph. From 1784 to 1785 Napoleon attended the Ecole Militaire in Paris. It was there that he received his military training. He studied to be an artillery man and an officer. He finished his training and he joined the French a rmy when he was just 16 years old. His father died after that and he had to provide for his entire family. Napoleon was stationed in Paris in 1792. After the French monarchy was overthrown in August of that year, Napoleon started to make a name for himself and become a well known military leader. In 1792 Napoleon was promoted to captain. In 1793 he was chosen to direct the artillery against the siege in Toulon. Soon after that Toulon fell and Napoleon was promoted to brigadier general. Napoleon was made commander of the French army in Italy. He defeated many Austrian Generals. Soon after this Austria and France made peace. Afterwards Napoleon was relieved of his command. He had been suspected of treason. In 1795 he broke up a revolt and saved the French government. He had earned back respect and he was once again give command of the French Army in Italy. He came up with a plan that worked very well. He would cut the enemy's army in... Free Essays on Napoleon Bonaparte A French Citizen by Chance Napoleon Bonaparte was born in Ajaccio, on the island of Corsica, on Aug. 15, 1769. It was by chance that the future ruler of France was born a French citizen. His family had migrated to Corsica from the Italian mainland in the 16th century. The island had been transferred from the Republic of Genoa to France one year before Napoleon's birth. His christening name was Italian. It was spelled Napoleone Buonaparte. As a boy he hated the French, whom he considered oppressors of his native land. Revolutionary Atmosphere at Home Napoleon was the second son in a large family (see Bonaparte Family). His mother was intelligent and beautiful. His father, Charles, was a lawyer who actively plotted against the French occupation of Corsica. Thus from childhood Napoleon was familiar with the ways in which revolutionists operated. This knowledge was to serve him in his rise to power. When he was nine years old, he was sent by his father to Brienne, a French government military school. A sensitive, lonely boy, Napoleon was constantly bullied by his French fellow students, who resented his gloomy, melancholy ways. Their cruelties, however, only made him withdraw into dreams of personal glory and military triumphs. Appointment in the French Army In 1784-85 he attended the Ecole Militaire in Paris. There he received training as an artilleryman and as an officer. When his course was completed he joined the French army as a second lieutenant of artillery. He was 16 years old. The next few years of his life were exceedingly difficult. His father had died, leaving young Napoleon with the responsibility of providing for the large Bonaparte family. He endured poverty and humiliation. Under the Bourbon monarchy there was little chance for advancement. An Opportunity to Get Ahead Napoleon was stationed in Paris in 1792. The French Revolution had been raging for three bloody years. It reached a climax on... Free Essays on Napoleon Bonaparte Was Napoleon Bonaparte the Saviour or the Destroyer of the Ideals of the French Revolution? With all the glory and the splendour that some countries may have experienced, never has history seen how only only one man, Napoleon, brought up his country, France, from its most tormented status, to the very peak of its height in just a few years time. He was a military hero who won splendid land-based battles, which allowed him to dominate most of the European continent. He was a man with ambition, great self-control and calculation, a great strategist, a genius; whatever it was, he was simply the best. But, even though how great this person was, something about how he governed France still floats among people’s minds. Did he abuse his power? Did Napoleon defeat the purpose of the ideals of the French Revolution? After all of his success in his military campaigns, did he gratify the people’s needs regarding their ideals on the French Revolution? This is one of the many controversies that we have to deal with when studying Napoleon and the French Revolution. In this essay, ! I will discuss my opinion on whether or not was he a destroyer of the ideals of the French Revolution. Certain individuals approved of Napoleon’s reign as the saviour of France. He finished and completed the Revolution by fulfilling the ideals the people of France demanded. A person such as one belonging to the bourgeoisie, or even a peasant would be very satisfied with the way Napoleon ruled over the country. He gave them equality, freedom, justice, and many rights. Such things never existed during the reign of the monarchs before Napoleon stepped in. A banker too would be very affirmative on how Napoleon had truly helped France in its economic problems. He made the franc the most stable currency in Europe, and the banker had witnessed that, as probably one of the bankers of the Bank of France. Another type of individual that agrees that Napoleon isn’t th... Free Essays on Napoleon Bonaparte Napoleon Bonaparte, also known as the "little Corsican", was born on August 15,1769 in Ajaccio, Corsica. He was the greatest hero of France. His family had moved there from Italy in the 16th century. His original name was Napoleone and his original nationality was Corsican-Italian. Him in REALITY despised the French. He thought they kept his country down by severe and unjust use of force. His father was a lawyer, and was also anti-French. One reason Napoleon may have been such a great leader and revolutionary because he was raised in a family of radicals. When Napoleon was nine, his father sent him to Brienne, a French military government school in Paris. For one year Napoleon attended the Ecole Militaire in Paris. It was there that he received his military training. He studied to be an artilleryman and an officer. He finished his training and he joined the French army when he was just 16 years old. Napoleon was assigned to work in Paris in 1792. After the French monarchy was overthrown in August 1792, he was promoted to captain. In 1793 he was chosen to direct the artillery against the siege in Toulon. Very soon after Toulon fell and Napoleon was promoted to brigadier general. He was made commander of the French army in Italy and defeated many Austrian Generals. Soon after this Austria and France made peace, and Napoleon was released from his command, he was suspected of treason. In 1795 he broke up a revolt and saved the French government. He had earned back respect and he was once again given command of the French Army in Italy. He came up with a plan that worked very well (All of his plans worked very well). â€Å"He would cut the enemy's army in to two parts, then attack one side of them before the other side could help them†. After this Napoleon was almost impossible to stop. He made an unsuccessful attempt to invade Egypt, in 1799 he returned to France to find the Directory (the French Government) a mess. He overthrew the ... Free Essays on Napoleon Bonaparte Napoleon Bonaparte was known as one of the greatest military masterminds in the history of mankind. His strategies and tactics in the battlefield won him many wars and battle thorough out the European Continent. These victories and rise in the military power of France made it possible for the rise of a military dictator. Napoleon Bonaparte was also called â€Å"the child of revolution.† He, to some extent supported the ideas of the French Revolution and for a democratic state at first, but ended up in creating a military dictatorship in France. His self-esteem to take over Russia led to his defeat and then in his fall as the Emperor of France. Napoleon Bonaparte was not born French by birth. Infact he was born in Ajaccio, Corsica, on August 15, 1769. This was a small island, which France had annexed only a few months ago. He was the fourth child and second son of Carlo Bonaparte and Letizia Ramolino Bonaparte. They both belong to the noble Italian families. Napoleon’s original nationality was Corsican-Italian. At that time, he despised the French and thought they were oppressors of his native land. His father was a lawyer, and was also an anti-French. At the age of nine, Napoleon’s father sent him to a French military academy at Brienne-le-Chateau, near Troyes. In the school, he was hated by others and was also considered a foreigner. Thus without any friends in school, Napoleon concentrated on his studies. As a result, he excelled in mathematic. In 1784, Napoleon was selected for the ‘Elite Ecole Militaire’ Academy in Paris. There he studied the art of artillery and at graduating, in 1785, Nap oleon received a commission as a second lieutenant in the artillery and then he joined the French Army. In 1789, the French revolution started throughout the country. During the 1790’s, Napoleon spent most of his time in Corsica and serving under the Corsican National Guard. There, he joined a radical political society known as â€Å"t...

Homeostasis Is a Central Theme In Animal Physiology Essays

Homeostasis Is a Central Theme In Animal Physiology Essays Homeostasis Is a Central Theme In Animal Physiology Essay Homeostasis Is a Central Theme In Animal Physiology Essay Homeostasis is the name given to the process that allows optimum conditions to be regulated in the body. This regulation of the internal environment must be independent of external environmental constraints. In humans this process is controlled by almost all of the bodily systems but mainly by the endocrine, respiratory and renal systems. Homeostasis therefore allows an organism to live in habitats that are not ideally suited to the internal environment, because, only in favourable conditions will the organism thrive. This allows the organism to in an environment not best suited to its internal functioning but in conditions which may be favourable for foraging etc. a prime example are fish, a fresh water fish lives in an environment which in definition is more dilute than within its internal environment, sea water fish on the other hand live in a environment where its surroundings are more alkali than its internal environment. The need for homeostasis can be traced to the cellular level, as cells interact with their immediate environment (either via cellular communication, signal proteins, expulsion of ion, and uptake of ions). It is this communication, which ultimately leads to a change in the external environment. Right to the organ level or tissue organisation were for example the expulsion of urea changes the blood pH and osmolarity. These internal changes are countered by the excretion of hormones etc, (these substances share 4 main structural forms. Amines, steroids, prostaglandin and peptides) which start a chain reaction to nullify the change these hormones are either secreted via ducts (exocrine system) or directly into the blood stream, (endocrine system). Homeostasis therefore is controlled by many systems, and although complex, many multi organ physiological mechanisms help regulate in many ways. However the theory of an internal environment wasnt recognised until a French physiologist Claude Bernard in 1872 put forward the idea of a constant internal environment stating, 1Constancy of the internal environment is the condition of free life. It is however important to remember that the regulation of an internal environment does not only concern body temperature but also such things as blood pH [H+], Blood glucose concentration, osmotic potential etc. All of these systems must be regulated in some how to maintain this internal environment, this regulatory system relies on a feedback system, which can be illustrated in a simple diagram (figure 1. 1). Figure 1. 1 clearly shows the system of negative feedback this is where in essence an off signal (in one of the structural forms mentioned). Is sent from the hypothalamus to stop the process and therefore retain a homeostatic condition. This feedback system allows homeostasis to be regulated almost automatically. This negative feedback however can sometimes go wrong. A prime and well-documented case of this is diabetes. When blood glucose levels increase above a threshold limit the endocrine system (stimulated via the hypothalamus) activates the pancreas, this then secretes a hormone called insulin which this accelerates the uptake of blood glucose into storage molecules of glycogen (especially in the liver) and fat molecules. However if this uptake of sugar is not regulated enough then absorption of sugar will continue and the blood glucose level drops the result is glaucoma and ultimately death. This leads to the conclusion that glaucoma is the result of a breakdown in the homeostatic system and therefore a breakdown of blood glucose regulation. Homeostasis however is not only controlled by the hypothalamus, hormones which are produced by the hypothalamus to regulate homeostasis, are regulated by neurohormones, which are secreted by specialised nerve cells called neurosecretory cells. These cells which are found in the hypothalamus. These regulate the secretion of various glandular hormones from the non-neural anterior pituitary gland. These neurohormones are different to the hormones secreted by the hypothalamus as they target direct tissues (with relation to hormone structure and function). These specific neurosecretory cells are located in the anterior hypothalamus, these also demonstrate the diversity found within an organ, which allows this process to be self regulated. But homeostasis is not only regulated by internal bodily systems but also external structural/environmental conditions, an example environmental control is that of heat transference, As all metabolic reactions produce heat sometimes this heat would build up in the body, this would have devastating consequences on bodily functions such as the functioning of enzymes as after a certain temperature these become permanently de natured and unable to function, So when the body over heats, the hypothalamus sends a signal to the sweat glands which are located in the epidermal layer of the skin to produce sweat. This sweat then evaporates taking the heat energy with it. Therefore reducing the body temperature and maintaining homeostasis, the skeletal structure is an example of a structural way of controlling homeostasis. This is mainly due to the composition of skeletal bone. As skeletal bone is comprised mainly of calcium this can act as a calcium reserve. there are times in the homeostatic cycle when this calcium needs to be metabolised from bone tissue for use by other systems, e. . Calcium is very important for normal muscle functioning, therefore calcium ion concentration must be kept at a correct level in the surrounding blood and tissue fluids, the consequences of a breakdown in this regulation would lead to changes in the calcium ion concentration leading to a compromise in muscle activity, it is in this way that the skeletal system helps regulate homeostasis. The conclusion of this is that homeostasis is essential to a living organism and is in essence self regulated by a complex system of feedback loops regulated by many organ systems however these regulatory systems sometimes go wrong and need external assistance be this injecting hormones, taking advantage of environmental conditions, i. e. basking in the sun (lizards), panting (dogs, etc).

Using the two articles and any relevant primary sources, compare the Assignment

Using the two articles and any relevant primary sources, compare the role of youth culture in these two decades. In these two decades, to what degree did youth - Assignment Example This difference was fresh latitude in experience. In addition, the youth experienced an increase in individual liberty, new-fangled communicative nurture, and more room for experimentation. Therefore, this implies that the youth culture played a critical role in altering American history. Only a few youth were interested in imitating the lives of their professors, or in caring immensely for books. In addition, Cmiel also argues that the youth were immensely tolerant in attitude since their schools played a critical part. It is of the essence to say that instructions exposed the youth to the relativism of philosophers and writers who had long prepared the ground for youth’s beliefs and values (Cmiel, 462). Moreover, this fresh latitude in familiarity detached the youth from their parents as well as the American past. The majority of the youth was sent to school rather than vocation. This necessitated adjustments at a time when aged attitudes towards sex, religion, and manners paved way for newer practices such as dating, movies, communal work patterns, and Sunday golf. This implies that this culture adopted by the youth also played a decisive role in altering American history. The youth turned enthusiastically to what was innovative in the culture, and did it with utmost delight and excitement. When the youth in the early twenties altered adult standards of respectabili ty in sexual behavior, and even expanded the possibilities of women’s behavior, they were efficiently directing individuals away from adult norms, generating and approving fresh social patterns (Cmiel 463). Therefore, it is worth mentioning that youth culture played a significant role in altering American history. As the youth opposed prohibition and drank liquor, they were merely denying the exigency of adult norms, rebuffing the perception of a static standard of morality, and questioning the legitimacy of adult laws (Cmiel 464). In adjusting to adult standards, they became

Technology and growth in the Chinese Essay Example | Topics and Well Written Essays - 500 words

Technology and growth in the Chinese - Essay Example A study of rice production yield in 13 rice growing provinces between the year 1978-1984 showed that adoption of technology in production contributed to a 40% growth in rice production while between 1985 and 1990 technology was the sole contributor to increased rice production (Huang 27). The rural economy therefore adopted the use of technology in rice production leading to increased productivity. This shows that technology has a major impact in the economy of china as it has contributed massively to the growth of the major economic sector of china. Ideally, technology is a key tool for any economy to experience much positive change. This can be in the form of new improved tools of production, adoption in technology in the processing of raw material as well new improved ways of storage to add life to products. Furthermore, technology opens up foreign markets to local investors through the electronic commerce platform that enables trade across borders. The growth in the market size increases demand leading to more productivity to satisfy the growing demand. The main aim of small upcoming firms is to grow and establish itself firmly in the market. This will enable the firms to compete well in the industry. This can be achieved well through networking. Networking is mainly the use of the contacts a firm has with relevant firms in the industry; this can be in the form of advice for the management of well established firms, suppliers, financiers and other stakeholders who may impact positively to the growth of the firm. This will assist the firm to grow faster than other firms that prefer to stand out alone without any networks. A study carried out in china where the managers of three upcoming firms were interviewed and three who were successful affirmed using networking while those that did not experience much growth did not embrace networking. This shows the importance of networking for any technology oriented firm. According to a study