The Underground Railroad and Iowa On the Road from...

The Underground Railroad and Iowa: On the Road from Slavery to Freedom â€Å"I looked at my hands to see if I was the same person†¦ There was such a glory over everything. The sun came up like gold through the trees, and I felt like I was in Heaven.† Harriet Tubman uttered these words when she arrived in Pennsylvania, a free woman at last (National Geographic). Years later, when talking about the reasons she ran away, Ms. Tubman would state, â€Å"[There are] two things I [have] a right to and these are Death and Liberty. One or the other I mean to have. No one will take me back alive† (America’s Civil War, 42). While most research on the Underground Railroad focuses on the northern states, the state of Iowa played an essential role in the†¦show more content†¦In 1850, representatives of Clinton County tried to introduce the bill again. Both houses opposed it, but eventually the bill passed and the governor signed it. However, there was an important stipulation to the bill; it could only go into effect after it w as published in the newspapers; Iowa City Reporter and the Iowa Freeman of Mt. Pleasant. Fortunately, the Freeman refused to publish it, thus effectively stopping the bill from becoming law (History of Clinton County, 54). Nevertheless, there was another legal move to block runaway slaves from achieving freedom, this time from the United States Government. Before the Federal Government passed the Fugitive Slave Act of 1850, slaves felt safe if they could run away to a free state. However, after this law went into effect slave catchers everywhere hunted them. The Fugitive Slave Act brought the problem of slavery to â€Å"Iowa’s doorstep† (History of Clinton County, 54). People protested against the Fugitive Slave Act by providing assistance, either directly or indirectly, to runaway slaves. â€Å"Nearly 100 Iowans flouted the law and some judges ignored it† (History of Clinton County, 55). However, few Clinton County residents could actively participate in the dangerous and illegal work of the Underground Railroad. Most of the citizens gave money, shelter, andShow MoreRelatedEssay on The Road to Freedom—the Underground Railroad2714 Words   |  11 PagesThe Road to Freedom—the Underground Railroad Introduction Many times I have suffered in the cold, in beating rains pouring in torrents from the watery clouds, in the midst of the impetuosity of the whirlwinds and wild tornadoes leading on my company—not to the field of...war...but to the land of impartial freedom, where the bloody lash was not buried in the quivering flesh of a slave.... (7,p.i). Such were the conditions of the Underground Railroad. It was a fictitous railroad butRead MoreThe Election Of 1848 And Emerging Sectional Divide Between The North And The South Over The Issue Of Slavery1708 Words   |  7 Pagesthe north and the south over the issue of slavery. The was the 16th presidential election held on November 7, 1848. Zachary Taylor, who was a member of the Whig party won over Martin Van Buren of the free soil party. Slavery was defined as a legal or economic system in which principles of property law were applied to humans allowing them to be classified as property, to be owned, bought and sold accordingly, and they could not withdraw unilaterally from the arrangement. Two societies, two regionsRead MoreCompromises of 1820 and 18502024 Words   |  9 Pages1820 and 1850. Slavery came about in America in 1619 (RN). It lasted through the American Revolution, even after Thomas Jefferson scripted his famous lines in the Declaration of Independence, All men are created equal. They are endowed by their creator with certain unalienable rights. That among these are life, liberty, and the pursuit of happiness. Clearly, slaves were not part of this included in Jeffersons words. When it came time to write the Constitution, the word slavery was never usedRead MoreLogical Reasoning189930 Words   |  760 PagesNot Treating It Fairly ..................................................................... 174 Not Accepting the Burden of Proof ............................................................................................. 175 Diverting Attention from the Issue ............................................................................................. 176 Re-defining the Issue ....................................................................................................................

Oopp Lab Work Free Essays

Create a class account that maintains AC_no, name, and balance. Perform deposit, withdrawal and statement print operations. (statement print must print all the transactions that has taken place so for – use structures inside the class to maintain the details about Create a class that holds the details of the mobile phone like brand, mime, no of Simi cards, hone numbers etc. We will write a custom essay sample on Oopp Lab Work or any similar topic only for you Order Now . Allow user to login with their mobile no. Use a function that sends a message from that mobile. Maintain the details of the message as a static member inside the send message function and display each time all the messages sent from that mobile, (b) 4. Create a class ID_card that maintains the details In an ID card. Perform insert, update, delete and display operation through functions that takes input through reference parameter. (c) Create a C++ program that takes employee details like ID, first name, last name, age and address. Create a class for student {name, course, regular/part-time, address}. Use friend function to check that a student with same name and address can’t be a regular student as well as an employee. (c) 6. Synthesize a C++ program that has two classes (one for employee and one for student), have a separate class for address (with door no. Street name, city, state) and reuse address both for employee and student. Perform insert, delete and display operations by taking choice of person (employee or student) from the user. Allow user to have more than one address also. Create an class that stores details about the computer (Assembled/branded, RAM, HAD, processor speed, price etc. ,). Use constructors to initialize the object and a destructor that deducts the count of object each time the object is passed to destroy function. Also use copy constructor to create a system with the configuration same as that’s of an existing system. (b) 8. Create a savings_account class that maintains the details of customers like name, phone number. Cancan. Balance. Ensure that the variables are protected with proper specifies such that only the user’s personal details can be modified directly. Perform deposit, withdrawal, statement print, and pin change operations by checking for minimum balance and other conditions. Create a new account for the same user by copying the basic details of the user using a copy constructor. (c) † 9. Create a class which maintains information like surname, password, age, mailed, phone number, accepted friends list, etc†¦ Declare a friend function Inside the class. Create 3 users such that the first user is friend with 2 and 3 (update friend list of user 1 with user names of 2 and 3). If the users logs in, he should see the personal Information How to cite Oopp Lab Work, Papers

English as a Global Language Spoken or Learned

Question: Discuss about the Report for English as a Global Language for Spoken or Learned. Answer: When a language is termed as a global language, it essentially refers to language that is spoken or learned globally. Such a language is usually characterized by factors such as; the speakers (both native and non-natives), geographical distribution and its uses at the international level particularly its use in the formation and maintenance of diplomatic relations. Thus, English is a global language and acts as a lingua franca with more than 350 million people first language speakers and approximately 430 million second language speakers. In other words, English as a lingua franca is a language that aids communication and relation of people from different ethnic backgrounds (Rubdy Saraceni, 2006). English as a global language can be said to be far-reaching in history as compared to other very common languages like Latin and French. Indeed, the impacts of English as a global language are evident in a wide range of fields including; medicine, education, politics, business, computing, entertainment, and academics. English has had therefore a long historical background as it rose to a global level. Thus, the primary aim of the research is to discuss the emergence of English as a global language as well as the forces that have shaped the accent and structural features of global English. The Evidence for the Emergence of English as a Global Language The emergence of English as a global language has been a swift process. English originated from the Northern Europe and arrived in England in the fifth century and eventually spread to the British Isles. It widely spread in Celtic-speaking countries such as Cornwall, Scotland, and Wales. The spread of English in most parts of the Scotland was mainly influenced by the Norman conquer of the England in 1066 thus many people fled to Scotland. According to Crystal (1997) the emergence of English as a global language is twofold. That is, English as a global language assumes both geographical-historical and socio-cultural perspectives. The former which he also terms as geo-historical indicates how English first became dominant of other languages while the latter explains why the language is still dominant across the world. The history of the spread of English can be traced back in America, Asia, and the Antipodes. The further spread was influenced by colonial movements in the South Pacific and Africa in the nineteenth century as well as the adoption of the language as an official and semi-official language in most of the newly independent countries (Crystal, 1997). This dramatic change of events took place in the mid of the twentieth century. It also later spread to other continents and islands such as Fiji, Hawaii, St Helena and Seychelles islands. Crystal thus argues that the rapid spread of the language played a role in t he labeling of English as a global language. The rise of English in America was influenced by a number of factors firstly by massive immigration that took place. For instance, the Spanish occupied the larger west and south-west part of America while the French occupied the northern and the middle part. Similarly, the end of the seventeenth century was marked by massive immigration of the Germans who settled in Pennsylvania (McCrum Cran, 2002). During the same period extending to the eighteenth century, there were a lot of Africans entering the Southern of America through the slave trade. The nineteenth century was also a significant period that facilitated the rising of English globally. During this period more immigrants entered America following the adverse outcomes of the famine, revolution and poverty in Europe. There was also the potato famine in Ireland that saw multitudes of people flee to America. The Germans and the Italians also arrived after the aftermath of the failed revolutions in 1848. All these episodes translat ed to more people speaking in English which was the dominant language in America. In essence, as various generations arrived in America, the number of English speakers increased rapidly. Generations learned the language through the natural process of assimilation thus English became a mother tongue to the majority of the immigrants (McCrum, 2011). According to Jenkins Leung (2013) since America was now becoming a monolingual society. The perception is that the English language was playing a vital role in maintaining unity and peace throughout the America amid the cultural diversity. It was a dominant language that opened many opportunities for the speakers. Nevertheless, Hewings Seargeant (2016) also maintains that the need for cultural identity and preservation of linguistic heritage began to arise among the minority groups. Consequently, the desire for identity and intelligibility triggered a conflict that saw the declaration of English as the official language in the United States of America in the later decades of the twentieth century. Conversely, the spread of English continued to take place in Canada. Its spread in the Atlantic Coast was influenced by the arrival of the English-speakers settlers who were attracted by such activities as fishing, farming and trading in Canada. The number of English speakers further incr eased following a significant development of the US Declaration of Independence in 1776. The Britain loyalists could not stay any longer in the new United States and thus migrate to Canada (Wallraff, 2000). Moreover, there was rapid spread of English language in the south, Caribbean during the first years of the America settlement. The spread of the language was as a result of the importation of the slaves from African continent who were brought in large numbers to work as laborers on the sugar plantations. The slave trading continued in the West African coasts as the demand for more slaves increased in the Caribbean and the American coast. As the slaves and the sailors interacted several pidgins forms of communication were developed with the majority speaking in English. Upon their arrival in the Caribbean, the Pidgin English forms continued to be used widely among the blacks and the land owners. The later generation born in the Caribbean continued to use the Pidgin English as their first language thus the birth of the first black Creole speech. Additionally, as the spread of the Creole English continued to permeate to the larger parts of the southern plantations and in the coastal tow ns the standard British English on the other hand, it was gaining prestige due to the rising political influence of the Britain (Phillipson Skutnabb-Kangas, 1996). The continued British exploration played a significant role in the establishment of English language in the southern hemisphere specifically in Australia and New Zealand approaching the end of the eighteenth century. There were, even more, English language speakers in the Northern hemisphere as compared to the southern hemisphere. Since the British Isles contributed a majority of the settlers in the Southern hemisphere, there was much influence on the English language. In New Zealand, the emergence and the growth of English happened later and spread slowly (Bhatia, 1997). According to Crystal (1999) three factors have contributed to rapid growth of English in the New Zealand. These factors include; the New Zealand's historical association with the Britain and value for the British institutions and values, sense of the national identity and consideration of the Maori natives. The growth and spread of English in South Africa was influenced by the British settlement in the region. English had widely spread in the region such that it was declared the region's official language in 1822. The language was also incorporated in many other sectors such as in education, public domain, and law although it was the Afrikaans' second language (Mesthrie, 2006). There also developed an African variety of English mainly spoken by the black population after learning the language in the mission schools. While the Afrikaans perceived the language as a form of repression and authority, the Afrikaner government perceived English as a language of self-determination and protest while the majority of the blacks perceived it as a way of uniting them and giving them an international voice. Additionally, the use of English in South Asia show tremendous growth with the number of speakers in the Indian subcontinent estimated to be more than the total of the UK and the US speakers. Thu s, it is argued that the history of South Asian English has its roots in the Britain (Trudgill Hannah, 1985). The Britain influence was marked by the inception of the British East India Company in 1612. English had become the medium of instruction in education and an administrative language in the subcontinent since 1765 until the subcontinent gained its independence in 1947. In 1960, English was selected as the alternative to the Hindi, a local state language. Today, English is used as an alternative official language in the continent and continue to be used in the Indian education system, the legal system, government administration, tourism, business as well as in media (Kirkpatrick, 2002). In the former colonial Africa English is said to have taken roots in the nineteenth century as commerce and anti-slave trading campaign took place. There arose various English pidgins and creoles which were used alongside the Standard English varieties of the soldiers, missionaries, traders and the colonial officials (Sewell, 2016). Consequently, there was development and spread of the British English variety in some countries where English has been made an official language. These countries include; Sierra Leone, Ghana, Nigeria, Gambia, Kenya, Cameroon, Botswana, Liberia, Malawi, Namibia, Lesotho, Tanzania, Uganda, Zambia, and Zimbabwe. Additionally, there is also wide use of both American and British English in the South-east Asia and the South Pacific. The British influence in the regions began in the eighteenth century following the exploration of the English sailors. In the Southeast, Asia English became the language of power. Other regions where English is widely used include; Malaysia, Hong Kong, Singapore and Papua New Guinea. In general, the status of English as the global language mainly draws from two main factors that include the emergence of the United States as the dominant and leading economic power of the twentieth century and the spread of the British colonial power in the nineteenth century. The dominance of the United States as the economic power greatly informs the future of the English language. The origin, spread, and use of English as a global language have been summarized by Kachru (1985) in terms of three concentric circles. The innermost circle represents the historical origin of English. It represents states such as; USA, UK, New Zealand, Australia, Ireland and Canada. The outer circle represents the countries whose populations are non-native English speakers but where now English has been integrated as a fundamental, second language. These are countries such as; Malawi, Singapore, and India. The expanding or extending outer circles represents those nations that recognize English as a gl obal language although they were not subject to colonization by the inner circle countries and have not accorded English any special administrative status. The circle represents countries such as; Japan, China, Poland and Greece (Crystal, 2006). Forces that have Shaped, and are Likely to Shape, the Accent and Structural Features of Global English Different accents are used in the English language across the world. Consequently, some scholars such as Llurda (2004) argue that global English is the verge of developing other unfathomable languages distinct from English. Thus, to avoid such an outcome Seidlhofer (2013) suggest that there is the need to keep the global English structural features of the different varieties close to each other. There are therefore a number of factors that have shaped and continue to shape the accent and the structural features of the global English. One of the forces refers to the richness and familiarity of the global language vocabulary. English has been in contact with several other languages. Thus it has borrowed widely from these languages (Holliday, 2005). As a consequence, the global language lexicon increases from time to time. The new words borrowed from other languages may not be pronounced in a similar manner by all the English speakers thus resulting in accentual variation. The language' s wide borrowing from other languages is said to give a sense of welcoming and familiarity as compared with other languages such as French and Latin. English has also been perceived to be an easy language when it comes to pronunciation and spelling although this perception remains contentious (Warschauer, 2000). This is mainly because, in spelling, one does not require to memorize the tonal variations or the consonantal clusters. The spelling is rather random. English has between 44 and 52 sounds which comprises of the consonants and the vowels. The English consonants are relatively regular in terms of pronunciation and are free of diacritic marks and accent. There is also an argument that majority or approximately 84 percent of the English spellings conform to the general rules while only a 3 percent does not comply with the rules. Additionally, the global English is considered as a flexible language. For example, the flexibility of the word order and the phrasing of a sentence as either passive of active are considered as easy. Another feature involves the use of a certain lexical word as either a verb or a noun which may not be applicable in other languages. It is also easy to create new words through such methods as compounding and addition of suffixes or suffixes. The global English grammar also does not have system of coding that denoted social differentiation like in other languages. For this reason, English is perceived as a democratic language as it does not exhibit instances of social class (Graddol, 1998). The accent of the global English has been influenced by the use of slang in some English speaking regions. In essence, the languages of the various ethnic communities seem to have a lot of influence in the spoken English. Therefore, the use of slang has increased considerable thus affecting the accent of the global English. It is also assumed that the original overseas influences have played a role in shaping the global English accent (Yano, 2001). It should also be remembered that the English language has also got its roots in the mixture of the Anglo Saxon dialects. Whereas English became dominant first in the Britain and the Ireland in the eighteenth and nineteenth century, it was later spread to all parts of the world. Thus, it means that the very first English is incomparable with the modern global English due to influence by various accents of the speakers. It is also important to consider the American English influence in the development of the global accent. The northern America was the first colony that permanently spoke English. Later on, the Americans developed another form of English different from that spoken in the Britain Isles. The Americans also coined numerous words to describe things such as wildlife, foods and lifestyle, vegetation as well as landscapes. As new settlers arrived from the UK and settled along the east coast, there arose various accents and words' pronunciation. These differences in pronunciation are what transpired into distinction between the British and the American English (Bolton, 2005). The transfer is also another force that results in the formation of the accent in the global English. Usually, the non-native speakers of a language tend to transfer some aspects of their first language into the second or foreign language. This results in negative transfer whereby the sounds of a target language are replaced by sounds of the first language. Other sounds of the target language may not correspond well with either sound in the first language or the target language thus they appear in between the two sounds (Bhatt, 2001). Crystal (1995) also argues that even as the emergence of Englishes that have a lot to do with the emergence of various accents continue to be steady as time goes by the world English is not under any serious threat. As a matter of fact, Bolton (2005) maintains that the ability to use more than one language variety will only help the speakers satisfy the demand of the international situation. For this reason, the possibility is that there is likely to em erge a new form of English. In conclusion, it is indisputable that English as a global language has had a rich and complex background. Its dramatic emergence supersedes other dominant languages such as French and Latin which were once considered as the global languages. Deriving from the various evidences, it is inarguable that in the history there has never been a language as widely spoken and spread as English. Consequently, the argument that the rising demands of identity and intelligibility pose a threat to the status of English as a global language does not hold. This is because the demand for intelligibility and identity are likely to be easily diminished by the emerging social dynamics such as the formation of political alliances, demography as well as the changes pervading the immigration policy. In essence, the English language has grown to an extent that it can no longer be dependent on any form of social control. It is used across the world permeates all the sectors including but not limited to tradi ng, media, education, military, legal system, business and technology. Thus English as a global language has been used and is still used as the first language, a second language and as a foreign language. Its future is still promising. References Bhatia, V. K. (1997). Introduction: Genre analysis and world Englishes. World Englishes, 16(3), 313-319. Bhatt, R. M. (2001). Annual reviews of anthropology. World Englishes, 30(1), 527-550. Bolton, K. (2005). Symposium on World Englishes Today (Part II) Where WE stands: approaches, issues, and debate in world Englishes, Journal of World Englishes, 24(1), 69-83. Crystal, D. (1995). World English. In The Cambridge Encyclopedia of the English Language, Cambridge: Cambridge University Press, pp. 92-115. Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. Crystal, D. (1999). The Future of Englishes. English Today, 15(2), pp.10-20. Crystal, D. (2006). English Worldwide, in R. Hogg and D. Denison (Eds.) A History of the English Language, Cambridge: Cambridge University Press, pp. 420- 439. Graddol, D. (1998). The future of English. London: The British Council. Hewings, A., Seargeant, P. (2016). English Language Studies: A Critical Appraisal. In Futures for English Studies (pp. 61-77). Palgrave Macmillan UK. Holliday, A. (2005). The Struggle to Teach English as an International Language.New York, Oxford University Press. Jenkins, J., Leung, C. (2013). English as a lingua franca. John Wiley Sons, Inc.. Kachru, B. (1985). Institutionalized second language varieties. The English language today, 211-226. Kirkpatrick, A. (2002). Englishes in Asia: Communication, Identity, Power and Education. Melbourne, Australia. Llurda, E. (2004). Non-native speakers and English as an international language. International Journal of Applied Linguistics 14(3), 314-323. Mesthrie, R. (2006). World Englishes and the multilingual history of English, Journal Of World Englishes, 25(3/4), 381-390. McCrum, R. (2011). Globish: How the English language became the world's language. Anchor Canada. McCrum, R., MacNeil, R., Cran, W. (2002). The Story of English. Penguin Group. Phillipson, R. Skutnabb-Kangas, T. (1996). 'English only worldwide or language ecology?'.TESOL Quarterly, 30(3), 429-452. Rubdy, R., Saraceni, M. (Eds.). (2006). English in the world: Global rules, global roles. AC Black. Seidlhofer, B. (2013). Oxford Applied Linguistics: Understanding English as a Lingua Franca. Oxford University Press. Sewell, A. (2016). English Pronunciation Models in a Globalized World: Accent, and Acceptability. Routledge. Trudgill, P., Hannah, J. (1985). International English: A guide to standard varieties of English. Wallraff, B. (2000). What Global Language? Atlantic Monthly, Nov 2000, pp. 52- 61. Warschauer, M. (2000). The changing global economy and the future of English teaching.TESOL Quarterly34(3), 511-535. Yano, Y. (2001). World Englishes in 2000 and beyond. World Englishes, 20(2), 119-132.

Mother to Son and the Coora Flower free essay sample

In poetry, more so than any other form of literature, understanding sound, meaning and theme are key to understanding the work itself. In the case of the poems â€Å"Mother to Son† by Langston Hughes and â€Å"The Coora Flower† by Gwendolyn Brooks these elements, when heavily focused upon, allow the reader to discover the message that these writers were attempting to convey. Thought both writers use these elements to their fullest to communicate their respective messages, the method and messages vary greatly. In the poem Mother to Son, Hughes tells the tale of a mother speaking to her son about life and the hardships that one must face to make it in the world. Hughes uses extended metaphor to establish this view. In the second line he writes â€Å"Life for me ain’t been no crystal stair†, which initiates the metaphor. He then proceeds to describe the stair of her life. With the lines, â€Å"It’s had tacks in it, and splinters, and boards torn up, and places with no carpet on the floor†¦Ã¢â‚¬  he support the mothers claim that like has not been a crystal stair case by using the metaphor to make a direct comparison between imperfections in the staircase and the pitfalls in life. We will write a custom essay sample on Mother to Son and the Coora Flower or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He continues on with the line â€Å"bare† symbolizing rock bottom, nothingness, the absence of value. Then poem then begins to rise in action to signify the continued climb and the need to continue on, which is seen in the following lines; â€Å"I’se been a-climbin’ on,/ and reachin’ landin’s,/ and turnin’ corners,/ and sometimes goin’ in the dark†¦Ã¢â‚¬  the narrator states to the son once more that they still continue to climb and that life was easy for them. The language and the line structure chosen by Hughes help facilitate the message. He use very simple language but is able to invoke strong emotions from the reader. The language would potentially lead the reader to believe that this is truly a simple woman who had to struggle everyday of her life to make it. If Hughes had used more formal language within the work I do believe the mood would have been lost. The use of â€Å"And† at the beginning of lines creates almost a stepping motion within the rhythm of the words. Lines four, five and six in conjunction with the use of â€Å"And† creates a feeling of stepping or maybe even falling down stairs. Each lines description gets progressively worse until there is nothing left, which signified having nothing left to lose. Then with lines ten, eleven and twelve the use of â€Å"And† creates the sense of climbing back up with the same speed at which you fell. Line twelve ends the climb in sound and creates a leveling off that coincides with the walk through the dark stated in the poem. This established a mood of cautiousness, feeling things are. I thought this was a perfect example of theme and sound coming together to support meaning. I especially like the lines, â€Å"Don’t you set down on the steps. / ‘Cause you find it’s kinder hard. It shows that giving up isn’t an option; that quitting is the easy way out and that continuing to struggle on and fight is what’s really difficult. She asks no more of the son than she would ask of herself because she knows that it can be done, she was able to accomplish it herself. In Brooks’ poem The Coora Flower, she writes about escapism and reality. The poem starts off with the narrator telling the reader what she le arned about and then we are snatched back into reality with the lines, â€Å"Now I am coming home. / This, at least, is Real, and what I know. The following stanzas construct the comparison between life in school which is the escape and the life outside which is reality; â€Å"It was restful, learning nothing necessary. / School is a tiny vacation. At least you can sleep†¦/ But now it’s Real Business. I am Coming Home. † And as we read on we discover that reality is harsh, cold, painful and unrelenting and that the other world is more optimistic, warm and liberated. â€Å"My mother will be screaming in an almost dirty dress. / The crack is gone. So a Man will be in the house. / I must watch myself. / I must not dare to sleep. These lines define reality within the poem. Brooks also relies heavily on nuances within the structure and language to establish the message. The stanzas that contain information about school are longer and articulate. The lines flow and are inviting. When the lines about reality are read they are short, cold and very deliberate; they give a sense of rigidity. The language is very d irect and in some case demanding â€Å"I must†¦Ã¢â‚¬ . All stanzas about what’s â€Å"real† are two lines long while the ones that focus on school are four lines long. The statements toward school came off as being very cynical to me. It was restful, learning nothing necessary†¦ At least you can sleep†, the use of â€Å"at least† in these lines and the line that follows are what created the cynicism for me. It seemed as if she didn’t respect what went on in school because it wasn’t the harshness of her everyday life. Capitalization is something that caught my attention. The word â€Å"Real† always has the first letter capitalized, which to me established a mood of seriousness within the statements that contained it. I feel this is true the second use of â€Å"Coming Home† and â€Å"Man† in line fourteen. The capitalization on these words was carefully chosen to continue facilitating the theme and meaning. There is one line in this poem that caught my attention and required me to reread repeatedly to get what she truly meant that line is â€Å"which is not free from grief†. At first I thought it was just in reference to the previous line â€Å"At least you can think of love or feeling your boy friend against you† but upon multiple readings I realized that this was in reference to the whole stanza. She’s hinting at the fact that even good things come with their element of heartache. I found that to be an interesting idea and it shows that the narrator may never be able to find peace, maybe she thrives on the hardship and anguish that comes with her life because that is all she knows. When the two works are placed side by side one would have a hard time make a connection between them. It is true that the differences between the works are great but elements exist in both; some minor, some major but all important. One could make the simple connection both individual were African- American doesn’t give them the respect they deserve. Also that connection would have to be made off historical references outside of the work because nothing in either work given you indication that they are African American. The connection that should be made is that the both wrote of adversity and hardship; that both used elements like structure, language, tone to convey their message but end the came out with very different view points. From a psychological perspective the reader can focus on the fact that in Hughes’ poem the adversity within it was deemed to be external to the one relationship shown. In the case of Brooks the adversity was internal to the shown relationship. In both situations the writers own their material, you get the sense that these works are true to life for both of them. But where Hughes’ work is empowering, Brooks’ work is saddening because you can’t see the light at the end of the tunnel for her narrator you just she the cold, harsh reality that is life, which was her intention. Her story was never meant to be uplifting it was meant to depress and sadden. Even in her few moments of joy, the narrator still could be happy because she knew at any moment it could all end. Both writers are successful at establishing a mood and theme throughout there works. I believe if these writers had an opportunity to sit down with either they would see elements of themselves in the other. In one case the young and still hopefully individual and in the other harden and scared individual that the young may become. But in the end these are my interpretations and it up to you to make your own. That’s the wonderful part about poetry it’s different for everyone who reads it.

Switcerland essays

Switcerland essays Switzerland is located in central Europe. Switzerland is also known as Confoederatio Helvetica, therefore the abbreviation of CH. Confiederatio stands for confereration, Helvetica derives for the Latin word Helvetier, the name of the people who lived in the area which later became Switzerland. The capital of Switzerland is Bern, which was founded in 1191. Switzerlands independence and neutrality have long been honored by the major European powers and Switzerland did not participate in either World War I or II. Switzerland consists of 23 Cantons, or states, each with their individual legislative, executive and judicial authority. Each canton consists of a number of Bezirke, or districts, and within each district are a number of Gemeinden or municipalities. There are 2929 municipalities in Switzerland. A municipality with more than 10,000 citizens is considered a Stadt, or town, smaller municipalities are called Dorf, or village. However, some smaller villages have the status of a town for historical reasons. About two thirds of the area of Switzerland is covered with forests, lakes and mountains. Switzerland, in area, is sightly less than twice the size of New Jersey. Completely landlocked, Switzerland is bordered by France to its east, Germany to its north, Austria to its west and finally Italy to the south. Since Switzerland has no mineral resources, it must import, process and resell them as products. Services are the most important part of the economy, which includes banking, assurances and tourism. Farming is also an important part of the economy. But the production of the Swiss farmers does not fulfill the needs of all the people, so Switzerland must rely on imported goods from other countries. The Swiss economy is divided into three sectors: agriculture, industry and services. Less the 10% of the population is employed in ...

Osmium Facts - Periodic Table of the Elements

Osmium Facts - Periodic Table of the Elements Osmium is an extremely heavy silver-blue metal with atomic number 76 and element symbol Os. While most elements arent know for the way they smell, osmium emits a characteristic unpleasant smell. The element and its compounds are highly toxic. Here is a collection of osmium element facts, including its atomic data, chemical and physical properties, uses, and sources. Osmium  Basic Facts Atomic Number: 76 Symbol: Os Atomic Weight: 190.23 Discovery: Smithson Tennant 1803 (England), discovered osmium in residue remaining when crude platinum was dissolved in aqua regia Electron Configuration: [Xe] 4f14 5d6 6s2 Word Origin: from the Greek word osme, a smell or odor Isotopes: There are seven naturally-occurring isotopes of osmium: Os-184, Os-186, Os-187, Os-188, Os-189, Os-190, and Os-192. Six additional manmade isotopes are known. Properties: Osmium has a melting point of 3045 /- 30  °C, boiling point of 5027 /- 100 °C, specific gravity of 22.57, with a valence usually 3, 4, 6, or 8, but sometimes 0, 1, 2, 5, 7. It is a lustrous blue-white metal. It is very hard and remains brittle even at high temperatures. Osmium has the lowest vapor pressure and highest melting point of the platinum group metals. Although solid osmium is unaffected by air at room temperature, the powder will give off osmium tetroxide, a strong oxidizer, highly toxic, with a characteristic odor (hence the metals name). Osmium is slightly more dense than iridium, so osmium is often credited as being the heaviest element (calculated density ~ 22.61). The calculated density for iridium, based on its space lattice, is 22.65, though the element hasnt been measured as heavier than osmium. Uses: Osmium tetroxide can be used to stain fatty tissue for microscope slides and to detect fingerprints. Osmium is used to add hardness to alloys. It is also used for fountain pen tips, instrument pivots, and electrical contacts. Sources: Osmium is found in iridomine and platinum-bearing sands, such as those found in the Americas and Urals. Osmium may also be found in nickel-bearing ores with other platinum metals. Although the metal is difficult to make, the power can be sintered in hydrogen at 2000 °C. Element Classification: Transition Metal Osmium Physical Data Density (g/cc): 22.57 Melting Point (K): 3327 Boiling Point (K): 5300 Appearance: blue-white, lustrous, hard metal Atomic Radius (pm): 135 Atomic Volume (cc/mol): 8.43 Covalent Radius (pm): 126 Ionic Radius: 69 (6e) 88 (4e) Specific Heat (20 °C J/g mol): 0.131 Fusion Heat (kJ/mol): 31.7 Evaporation Heat (kJ/mol): 738 Pauling Negativity Number: 2.2 First Ionizing Energy (kJ/mol): 819.8 Oxidation States: 8, 6, 4, 3, 2, 0, -2 Lattice Structure: Hexagonal Lattice Constant (Ã…): 2.740 Lattice C/A Ratio: 1.579 Return to the Periodic Table Sources Arblaster, J. W. (1989). Densities of osmium and iridium: recalculations based upon a review of the latest crystallographic data (PDF). Platinum Metals Review. 33 (1): 14–16.Chisholm, Hugh, ed. (1911). Osmium. Encyclopà ¦dia Britannica. 20 (11th ed.). Cambridge University Press. p. 352.Haynes, William M., ed. (2011). CRC Handbook of Chemistry and Physics (92nd ed.). CRC Press. ISBN 978-1439855119.

Korean Movie Essay Example | Topics and Well Written Essays - 250 words

Korean Movie - Essay Example The connection between the two movies was very obvious, I do not know if the director retained on purpose the actors who played Kim Yu Shin and the farmer guy, but the continuity was even more felt because of this. I enjoyed the Kim Yu Shin character because he was already crazy in Battle of Hwangsanbeol and even funnier in Pyongyang Castle. But even if he was portrayed as a funny guy, I saw how he became Korea’s hero based on the things he did from the two movies. The moral of the story of Pyongyang Castle was different from that of the Battle of Hwangsanbeol. Pyongyang Castle was more of a love story and showed the love for family, compared to the other movie, which showed that honor and name of the family is the most important thing in the Korean culture, even if honor will be gained through death. Overall, the movie Pyongyang Castle was entertaining and informative at the same time because it showed a glimpse of the Korean history and the colorful culture that it has. The movie portrayed good moral and family values, even if the theme was about war. After watching the movie, I thought of having my friends watch the movie also, because I found it worth-watching though they have to make do with the subtitles just like I

Intellectual and Property Law Essay Example | Topics and Well Written Essays - 2500 words

Intellectual and Property Law - Essay Example In USA, the Uniform Trade Secrets Act (UTSA) was enacted some twenty-five years back. (Dreyfuss et al 2011:113). Now, trade secrets can be justified as a guise not of customary property but of intellectual property. The incentive by way of IP protection to trade secrets is justifiable, mainly to offer a boost for new inventions. Offering legal protection for those new inventions not only promotes their creation, but also facilitates an inventor to cash his inventions by selling his new ideas to others. Through patent law, trade secrecy can be safeguarded as it is not only quicker but also cheaper to obtain patent over such business secrets as it extends safeguard to various varieties of business and manufacturing process information. Sometimes, court considers trade secret law as a common law tort instead of perusing the same under IP rights. Protection of trade secrets through IP promote pre-emption of â€Å" unjust enrichment â€Å" philosophies and other common law remedies that courts are enticed to offer the private parties legal control over information that is available in the public domain. In case of commercial scenarios, the cases of the breach of confidence most recurrently happen. It is to be noted that there exists a difference between a trade secret and just commercial â€Å"know-how.† It has been observed that mere know-how is not safeguarded under the law and to be safeguarded, it should be in the guise of a trade secret. Majority of the commercial know-how is no doubt having great value and hence, it is essential to keep it away from public dissemination. For instance, a chemical formula for a specific ingredient (for instance coca-cola) should be preserved under lock and key, which is known as the trade secret. Trade secret connotes information, including but not restricted to a pattern, formula, method, compilation, technique, programme or information or process embodied or contained in a product mechanism or devise which: may or is may be employed in a business or trade; b) is not normally recognised in that business or trade; c) has some economic value from not being generally be disclosed; d) Is adequate initiatives have been taken to maintain the secrecy under the scenario. (Sumpter 2006:100). Illustration of confidential information: Plans and Designs as held in Saltman v Campbell Swizzle sticks embellished with a cruise ship name where they are being widely used as held in Ackroyds (London ) Ltd v Islington Plastics Ltd1 A manufacturing process for establishing a confectionary as held in AB Consolidated v Europe Strength Food. Exhaustive information about assets, supplies, budgets, strategic planning and clients stored in computer files as held in Ravensdown Corp Ltd v Groves 2 Concepts and ideas gathered during negotiations in commercial opportunities as held in Pacifica Shipping Co Ltd v Andersen3 Disclosures made about the patented invention during the course of business negotiations as held in Seager v Copydex. Details stored about the requirements of clients and list of customers as held in Target Recruitment Services Ltd v Lewin4 Details of general information about the company which contains details about the products dealt with , chemical formulae , prices to be quoted in the tenders , budget forecasts and market information as held in AM Satterthwaite & Co Ltd v Gay 5 The genetic components of plant budwood that was stolen as held in Franklin v Giddins. If a new plant variety for which litigation is made is kept as secret or

Comparing and contrasting the poems Essay Example for Free

Comparing and contrasting the poems Essay The poems Vultures by Chinua Achebe and What were they like? by Denise Levertov are the same in that they both about war and conflict between two different tribes or regions within one country. Both poems reflect the effects of war and how can dramatically change history. Chinua Achebe uses vultures to explore his thought and ideas of war. He starts by introducing us to their foul diet of dead humans and animal flesh, and then they appear to care and love for one another. Achebe feels that people should be hopeful that the goodness and love will one day overcome the evil inside others an that deep down there lies goodness and love in even the worlds most evil people, like Aldolf Hitler for example. Vultures is about the Biafran War in Nigeria which began in 1967 between the Hausan and Yoruban tribes. The poem is also about the concentration camps in Belsen. The theme of the poem is to show a contrast between good and evil. The poet uses metaphoric images of vultures to describe how a person or creature can be horrible and disgusting and do evil, horrific things but somewhere deep down inside there is a tiny speck of goodness and love. Thus the commandant at Belsen Camp going home for the day with fumes of human roast clinging rebelliously to his hairy nostrils will stop at the wayside sweet-shop and pick up a chocolate for his tender offspring. This stanza is clearly contrasts good and evil. A tremendously evil man who spends his days slaughtering innocent families will go home to his family with goodies for his children and where he is a completely different person, a caring father and a loving husband. The theme is similar to that in the poem What were they like? The US Forces killed many innocent men, women and children and caused devastating affects to the countries land and lives of millions in order to win a war. Only when they realised the terror they had caused and that it was too late, they withdrew they part in the war returned home to they families to live happily ever after. Although the themes of the poems are practically the same each poet delivers their point in different ways and also describes different aspects of war. Chinua Achebe choose to describe war from the side of the commanders and soldiers and Denise Levertov choose to describe war from the side of the countries people and how war effected them. The meaning of each poem lives up to the titles. By reading the title Vultures you immediately think of the scavenger creature. And What they were like? a phrase like this will be used to describe how something or someone was meaning they are no longer like that. In the poem they are no longer the way they were because they have been killed and forgotten about, they meaning the peasant of Vietnam during the war. Denise Levertov uses the word Sir more than once. I think she choose to use this word to show how soldiers would address their commanders. Denise Levertov uses a unique structure for the poem. She uses a sequence of numbered questions followed by the answers. The questions are to the point and reflect the innocent lives of the poor peasants living in Vietnam at the time of the war. Chinua Achebes poem seems to be set out in four verses but actually it is two. The verses are separated by the word Strange. Between lines 21-40 Achebe uses emphasis ( ) to show that its continuing but then he moves the subject to show theres something missing. Like this phrase in easy range of cold telescopic eyes Strange indeed how love in the other ways so particular, he seems to be observing the animals from a distance. At first he has just finished describing the nasty side of the creature then its as if his is interrupted by what we see as strange behaviour for a vulture, where they show each other love. Denise Levertov wanted to put across the fact that no justice was bought to those who lost their lives due to war, instead they were silenced; she felt very strongly about this a put her view down very straight forward. Her questions are to the point but the questions are a bit vague, they have a deeper mean than they appear. In Levertovs poem she says their singing resembled the flight of moths in the moonlight. Who can I say? It is silent now. This reflects how people especially the men who caused the suffering, would rather forget the horrendous images of dying innocence and pretend it never happened. For example, Sir, their light hearts turned to stone. It is not remembered whether in gardens stone lanterns illumined pleasant ways this means that it is not remembered because when the land was bombed the people and land was burnt down to nothing. The poems appear on the outside to be about simple ideas but between the lines there are some powerful thoughts. Vultures seem to be about the disgusting creature, Chinua Achebe uses them only to comment of a particular type of people. In what were they like? It seems to be only about individuals-the peasants but its really about big political events. Vultures symbolises people who benefit from others who are suffering and again this also contrasts with the Northern Communists in Vietnam who won a brutal war at the expense of innocent people.

scuba diving :: essays research papers

Many people think of scuba diving as just a swim in the water, but in reality it is a very exciting, dangerous, and potentially fatal sport and activity. There are many types of scuba diving, ranging from recreational to sport to career diving. Scuba Diving is just not a swim in the water, scuba requires certification, uses technical equipment, and there is a lot of risk involved with scuba diving. Scuba, which is actually an acronym for â€Å"self-contained breathing apparatus†, Allows divers to dive deeper and stay submerged longer. Scuba comes a long way from other forms of diving by using an air-tank and regulator. This is what allows them to stay under longer and dive deeper. Scuba originally began with military and commercial applications, where it is still used today. But now, by far the largest group of divers is â€Å"Recreational Divers†. These dives are practiced at depths of less than 130 feet, from these depths, divers can make a straight ascent to the surface. Diving beyond this limit requires advanced training. (Lawrence, 4) Before recreational or sport divers can take a plunge into the water, they must complete a course in scuba diving and become certified. There are many scuba diving agencies, the largest being PADI, but there are many others, including the National Association of Underwater Instructors and the National Association of Scuba Diving Schools. All agencies require that participants be proficient swimmers, in reasonably good health, and at least 12 years of age. The course usually consists of classroom work, practice in a pool or confined body of water, and dives in open water. In the course, students learn to use diving equipment, to equalize air pressure as they descend, to swim efficiently underwater, to clear the mask if water leaks in, and to ascend safely. Because divers cannot talk to each other underwater, they also learn how to communicate underwater with hand signals. Scuba diving should always be practiced with at least one other person, and partners should remain together throug hout the dive. Certification courses teach divers the rules and advantages of the buddy system. Diving partners learn to double-check each other’s equipment, share a single air supply, and assist one another should a problem occur. Neutral Buoyancy is an important skill taught in certification class. Neutral Buoyancy is a state, in which the individual neither sinks nor floats. In this weightless state, a diver conserves energy and air and keeps diving equipment off the bottom where it could be damaged.

Family life in To Kill A Mockingbird Essay

In order to appreciate To Kill A Mockingbird fully, we should be familiar with some of the background of its setting. The South in the colonial times grew into an area with large cotton plantations and small cities. Because of the necessity for cheap labour to pick and seed the cotton, Negro slavery took a strong hold there. At the outbreak of the American Revolution, there were over 500,000 slaves in this country, with by far the greatest number in the South. As time passed, plantation owners formed a landed aristocracy. The Negroes, though slaves, gained a measure of economic security. On the perimeter of this were the poorer white farmers who either owned small pieces of land or worked as sharecroppers. To Kill a Mockingbird is set against this background of 1930 Southern life. The Finches are a family who once had a large, successful plantation. Their ancestors had been aristocratic ladies and gentlemen of the South. Now they have been reduced to gentile poverty. They are better off by far than the Cunningham’s, for example, who have nothing but their land. Atticus Finch is highly respected throughout the community mainly due to his law career. There are many different kinds of family life in â€Å"To Kill A Mockingbird†. There are white families who are higher and lower class and then black families. I think that Harper Lee exaggerates the family hierarchy, i.e. the lower class families are shown as being very poor while the higher-class families are shown to be almost ideal. This makes it clearer to us how different the families are. The Finch family would be an example of an ideal family, which is ironic considering that there is no mother. They are a poor family although better off than most and stand near the top of Maycomb’s social hierarchy. There is a lot of love, trust and security within the family. Atticus is a very good father and has brought Scout and Jem up to be very mature and respectful. He devotes himself to his children despite criticism from family and neighbors who think his children lack discipline and proper guidance. Atticus is a wise man, committed to justice and equality, and his parenting style is based on fostering these virtues in his children – he even encourages Jem and Scout to call him ‘Atticus’ so that they can interact on terms as equal as possible. Throughout the novel, Atticus works to develop Scout and Jem’s respective consciences. He tells Scout to put herself in a person’s shoes  before she judges them. Calpernia acts as a mother figure and is treated as one of the family. She is also their ‘bridge’ between the white world and her own black community. Calpernia’s own family may be black, but they are respectful and clean, good Christian people, who are better than some of the white families. Again, Tom Robinson and his family are black but he is honest and respectable. However they are still inferior to the extremely lower class white folk. The Ewell family is known as ‘white trash’. They would be at the very bottom of the hierarchy. They represent the dark side of the South: ignorance, poverty, filth, and hate-filled racial prejudice. In contrast with the Finch family they show poor parental care. Bob Ewell is a father of eight who is a drunken, permanently unemployed member of Maycomb’s poorest family. The attitude and actions of the father influence the children’s behavior and attitude. i.e., they are renound for attending only the first day of school. Like the Ewells, the Cunningham family is very poor. They are uneducated country farmers but are honest and hardworking. They take nothing unless they can pay it back in their own way, for example leaving Atticus stove wood, hickory nuts and holly to pay for his services. The Radley family is a very good example of parental failure. Their son Boo is an intelligent child emotionally damaged by his cruel father. The parent’s mistreatment of Boo has resulted in his life being totally ruined. They are also the centre of Maycomb’s gossip and from this, we get the impression that Boo is a violent and nasty man, when actually he is kind and befriends and protects Jem and Scout. We don’t hear very much about Dill’s family, but from what we do hear, we can see that he has a very difficult situation where he comes from a broken family. Dill spins grand tales about his father but runs away from home later in the book because he feels his mother and stepfather don’t care about him. Harper Lee makes it very clear to us that parents influence children so much so that we can see the enormous difference between the Finches and The Ewells. We are introduced to a good black family that is  destroyed by a drunken bum who is unfortunately white. This complicates us to show the intricacy of the moral values that were unjust at the time.

Reaction to Triarchic Theory of Love According to Sternberg Essay

Wherein he shows us the different components of love, namely: intimacy, passion and decision/ commitment. This theory shows that love can be understood in terms of the three components, and they can be viewed as forming the triangle. Intimacy acts as the top vertex of the triangle, passion acts as the left point of the triangle and decision/commitment acts as the right point of the triangle. According to Sternberg, intimacy is refers to the feeling of closeness, connectedness, and bondedness in loving relationships. It can also be the feeling experienced happiness with the loved one, high regard for the loved one, being able to count on the loved one in times of need, mutual understanding with the loved one, sharing of one’s self and one’s possessions with the loved one, receipt of emotional support from the loved one, giving of emotional support to the loved one, intimate communication with the loved one, and valuing the loved one in one’s life. The next component, passion refers to the drive that leads to romance, physical attraction and lust in relationships. This component allows people in a relationship to experience passion and arousal. As for relationships that are fueled by passion, meaning the â€Å"arousal† drew the in to the relationship, it is the intimacy component that sustains the closeness in the relationship. And the last component, decision/ commitment can be defined in terms of the length of the relationship, in short term it can be defined as the decision we make to love someone, whereas in long term it can be defined as the commitment to maintain that love. If likened to temperature, intimacy can viewed as the â€Å"warm† one, passion as the â€Å"hot† one and decision/commitment as the â€Å"cold† one. In sum, all these three components are important in a loving and strong relationship, without the other, the relationship may not last as long. REACTION: Love. A four-letter word which means what? A great man once said, â€Å"Love is composed of a single soul inhabiting two bodies. † Who is this man? Aristotle. David Byrne said, â€Å"Sometimes it’s a form of love just to talk to somebody that you have nothing in common with and still be fascinated by their presence. Mark Twain said, â€Å"Love is the irresistible desire to be irresistibly desired. Do you understand it? Is it the same for you? Do you now know exactly what love is? I don’t. But I’ll try to sort things out through my experience and maybe, I can show you and tell you what love is. Love has been called many things, defined a thousand times, analyzed for ages. But no one can put into words what love is. Maybe because no words can explain or define what love is? No matter how cliche, mushy and hopelessly romantic that sounds, it’s true. Love is not easy to explain. Try it yourself and see how far you got, I’ll bet your still on â€Å"It’s what you feel. † From my experience, love brings you hope, pain, joy, memories worthy of treasuring forever and love. Love is shared between two people who have feelings towards each other, it may be a friend, or a special someone. And loving is never easy. From my experience, it did bring joy and pain. I’m not trying to scare you. Even if love brings pain, the joy that comes with it is wondrous. A joy that is immeasurable. A joy that has the power to make the pain and the burdens you have go away. It gives you butterflies in your stomach; it makes your heart do somersaults, it makes you nervous, it makes you cry, it makes you laugh, it makes you see the beauty in everything. Love is truly beautiful. And I think, without love, the world we know today would have ceased to exist a long time ago. Even amidst all these chaos, deep within we can find love. So, from what I see, love is everywhere, found in all things, beautiful and confusing. References: Sternberg, Robert J. â€Å"A triangular theory of love.† Psychological review 93.2 (1986): 119. Sternberg, Robert J. â€Å"Liking versus loving: A comparative evaluation of theories.† Psychological Bulletin 102.3 (1987): 331. Beall, Anne E., and Robert J. Sternberg. â€Å"The social construction of love.† Journal of Social and Personal Relationships 12.3 (1995): 417-438. Sternberg, Robert J., and Karin Weis. The new psychology of love. Yale University Press, 2006. Sternberg, Robert J., and Todd I. Lubart. â€Å"The concept of creativity: Prospects and paradigms.† Handbook of creativity 1 (1999): 3-15. Fehr, Beverley. â€Å"A prototype approach to studying love.† The new psychology of love (2006): 225-246. Bisson, Melissa A., and Timothy R. Levine. â€Å"Negotiating a friends with benefits relationship.† Archives of sexual behavior 38.1 (2009): 66-73.   

Insanity Essays - Point Of View, Style, Mental Illness In Fiction

Insanity Essays - Point Of View, Style, Mental Illness In Fiction Insanity English 1B, Professor Greger Essay 2 3/23/15 Insanity What makes people crazy? Does our society make us crazy? Our society can definitely make us crazies for sure. We turn into insane people because of our societys powerful forces. Those forces make us really mad because they prevent us from getting what we want. Emily, the main character from A Rose for Emily by William Faulkner and Jane, the main character from The Yellow Wallpaper by Charlotte Gilman were really mad at the society for not giving them what they want. All that Emily wants is the love and all that Jane wants is the freedom. Since they didnt get any love and freedom from the society, they got mad and became crazies. Which one of the need can make you crazier: love or freedom? As you read the two stories, you would learn that the madness of Emilys love from A Rose for Emily is crazier than the need of Janes freedom from The Yellow Wallpaper. In the first story The Yellow Wallpaper, Jane becomes a lunatic because of her madness which is caused by the need of freedom. Her madness is her mental isolation. She stops connecting with outside reality world and she creates herself a new world in her mind where she can escape to get the freedom. She sees a woman behind the yellow wallpapers pattern who is trying to get out of the patterns. She sees women creeping around the room inside of the wallpaper. She sees that one woman finally came out of the wallpaper who is also herself. I wonder if they all come out of that wallpaper as I did (6) gives the idea that she finally comes out of the wallpaper. Wallpaper represents as an obstacle which doesnt let her to get the freedom. She sees herself finally got out from the wall is the time her nervous breaks down and she becomes a crazy. Her mental isolation makes her seeing a trapped room which she has to get out to be freed. John, the husband represents as the wall covering her to ach ieve freedom. John is the one who told her not to write because she is not well mentally. It does not make sense for her since she believes that she will feel better if she writes her thought on the paper. Because of that she cant write her thought out on the paper, they are simulated as a reality in her mind and saw a womans action in the wallpaper. John believes that she has the depression so he tells her to do nothing but take a good rest. She believes that doing activities and writing paper will help to feel better. Those are the freedoms she wants which John is the yellow wallpaper forbidding her not to get out of the wall to achieve those freedom. Because of that she is so mad for not getting what she wants; she starts to come out of the wallpaper when she becomes an insane person. As an insane person she creeps around the room as a woman inside the wallpaper creeping around the wallpaper. This kind of madness would not occur if the society is not stopping a person to do what she wants to do. For Jane, her society is her husband. In 1899, women had been oppressed by men. Women had to behave as men wanted them to behave. Women had no right to do what they want to do. It is rational for the society that women have to do as men tell them to do. Thats why Charlotte writes this story so that the society will know what would happen to a woman who is seeking for the freedom from the oppression. The narration of The Yellow Wallpaper is so simple that it is easy to read and understand. It is easy because it uses as a first person perspective. Jane is the narrator and she is using I in the narration which gives the clarity of the story from her perspective. It is much easier when the narration from the start of Janes oppression to the end of Janes insanity instead of going back and forward which we read in A Rose

Definition and Examples of Panegyric

Definition and Examples of Panegyric In rhetoric, panegyric is a speech or written composition that offers praise for an individual or an institution: an encomium or eulogy. Adjective: panegyrical. Contrast with invective. In classical rhetoric, the panegyric was recognized as a form of ceremonial discourse (epideictic rhetoric) and was commonly practiced as a rhetorical exercise. Etymology From the Greek, public assembly Examples and Observations Isocrates Panegyric at the Panhellenic FestivalNow the founders of our great festivals are justly praised for handing down to us a custom by which, having proclaimed a truce and resolved our pending quarrels, we come together in one place, where, as we make our prayers and sacrifices in common, we are reminded of the kinship which exists among us and are made to feel more kindly towards each other for the future, reviving our old friendships and establishing new ties. And neither to common men nor to those of superior gifts is the time so spent idle and profitless, but in the concourse of the Greeks the latter have the opportunity to display their prowess, the former to behold these contending against each other in the games; and no one lacks zest for the festival, but all find in it that which flatters their pride, the spectators when they see the athletes exert themselves for their benefit, the athletes when they reflect that all the world is come to gaze upon them.(Isocrates, Pane gyricus, 380 B.C.) Shakespearean PanegyricThis royal throne of kings, this scepterd isle,This earth of majesty, this seat of Mars,This other Eden, demi-paradise,This fortress built by Nature for herselfAgainst infection and the hand of war,This happy breed of men, this little world,This precious stone set in the silver sea,Which serves it in the office of a wall,Or as a moat defensive to a house,Against the envy of less happier lands,This blessed plot, this earth, this realm, this England . . ..(John of Gaunt in William Shakespeares King  Richard II,  Act 2, Scene 1)Elements of Classical PanegyricsIsocrates may have been the first to give a specific name to speeches given at such gatherings by naming his famous appeal for Hellenic unity Panegyrikos in 380 B.C.E. This was Isocrates most famous composition and may well have popularized the use of the term generically to refer to festival speeches . . ..[George A.] Kennedy lists what became the traditional elements in such speeches: A panegyric, the t echnical name for a festival speech, consists normally of praise for the god associated with the festival, praise of the city in which the festival is held, praise of the contest itself and of the crown awarded, and finally, praise of the king or officials in charge (1963, 167). However, an examination of panegyric speeches prior to Aristotles Rhetoric reveals an additional characteristic: early panegyrics contained an unmistakeable deliberative dimension. That is, they were openly political in orientation and aimed at encouraging the audience to follow a course of action.(Edward Schiappa, The Beginnings of Rhetorical Theory in Classical Greece. Yale Univ. Press, 1999) Amplification in Classical PanegyricsOver time, moral virtues came to be seen in Greco-Roman political philosophies as canonical, and panegyrics in both languages were regularly founded on a canon of four virtues, usually justice, courage, temperance and wisdom (Seager 1984; S. Braund 1998: 56-7). Aristotles main rhetorical recommendation is that the virtues be amplified, that is, expanded, by narrative (of actions and achievements) and comparisons (Rh. 1.9.38). The Rhetorica as Alexandrum is less philosophical and more practical in its advice; amplification remains the key ambition for the panegyrist, in an attempt to maximize the positive and minimize the negative content of the speech; and invention is urged, if need be (Rh. Al. 3). Thus from democratic and monarchic contexts, Greece left a substantial and varied endowment of panegyrical material, in prose and verse, serious and light-hearted, theoretical and applied.(Roger Rees, Panegyric. A Companion to Roman Rhetoric, ed. by Wi lliam J. Dominik and Jon Hall. Blackwell, 2007) Cicero on PanegyricsCauses are subdivided into two categories, one that aims at giving pleasure and a second that has as its goal the demonstration of a case. An example of the first type of cause is the panegyric, which is concerned with praise and blame. A panegyric does not establish doubtful propositions; rather it amplifies what is already known. Words should be chosen for their brilliance in a panegyric.(Cicero, De Partitione Oratoria, 46 B.C.)Fulsome PraiseThomas Blount defined panegyric in his Glossographia of 1656 as A licentious kind of speaking or oration, in the praise and commendation of Kings, or other great persons, wherein some falsities are joyned with many flatteries. And in fact panegyrists strove for a double goal, working to popularize imperial policy while hoping to restrain the abuses of power.(Shadi Bartsch, Panegyric. Encyclopedia of Rhetoric, ed. by Thomas O. Sloane. Oxford Univ. Press, 2001) Pronunciation: pan-eh-JIR-ek

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Short Story - Article Example Evidence provided by his lawyer are documents of head-scans that revealed an act of a subconscious mind. However, as much as technology development is heavily relied on in proving whether an individual is guilty or not. Some of the information generated from these machines is hard to believe and to be relied upon, especially when the question of enhancing individual privacy materialize. With the current rates in technological growth, humans will find themselves between a difficult state with no privacy or freedom of choice and reasoning (Rosen 50). The above factor is due to the ability to establish monitoring equipment that can tell the location of individuals and what they are doing at that particular time. Neuroscientists, Jones and Maoris, tells of a magnetic resonance imaging (M.R.I) technology that can scan individual memories and tell when one is truthful, or when one is lying. A technology that many lawyers and the prosecution rely on to justify their cases in courts. It help detect hidden bias and can picture images on individual brain. The MRI technology is designed in such a way that it can tell what someone is thinking about even if they deny it (Rosen 49). In an experiment, the technology accuracy proofed effective after individuals thinking coincided with the technologies images. However, critics are on record saying that the MRI technology is a threat to human privacy to the level that it can compel individual make unwilling remarks. It is also a threat in the legal system, since individuals who have mental problems skip the legal action; thus, the system is not considered to be preventive in nature (Rosen 49). In dawn of the M.R.I technology, the judges will find themselves in a nearly difficult position when making any future judgments. This relies on the claims that it is easier to challenge the jurist ruling on claims of biasness and even in some instances on discrimination