“Crucible” by Arthur Miller: The madness in Salem Essay

How does Miller use the ending of each act to make the audience feel the madness in Salem? Miller is able to portray the madness of Salem in a variety of ways, throughout the whole of the play however the ending of each act allows the audience to fully feel the hysteria. By incorporating changes of key themes and ideas as well as using links throughout the text and a variety of dramatic techniques towards the end of each act, Miller is able to leave the audience with a sense of this madness. The ways in which he reflects the madness change from scene to scene however each technique is just as important as others. Occurring frequently throughout the play, but particularly predominant at the end of Act I is the use of stage directions to increase tension and hysteria. After Tituba confesses to allegiance with the Devil, Abigail realises that this has saved her and so she decides to repeat Tituba’s actions in order to save herself. She understands that in order to prevent being accused she must become the accuser. Miller emphasises this as immediately after Hale states â€Å"God will bless you for your help†, Abigail rises and is quoted as â€Å"staring as though inspired.† She goes on to become â€Å"enraptured as though in a pearly light† which shows the progression from a quiet confession to a loud, more hysteric declaration. The passage which follows shows a huge rise in tension and irrational incidents as suddenly Betty rises from the bed after a long period of time in a collapsed state, also chanting confessions. Betty and Abigail exclaim the names of people who they claimed to have seen with the Devil, and Miller once again uses stage directions to show the craziness by describing them as â€Å"calling out hysterically† and â€Å"rising to a great glee.† The curtain falls on the girls crying out the names of people seen with the Devil, with a progressive increase in intensity and so the audience is left with a clear feel of the hysteria. Another way Miller is able to portray the madness towards the end of Act I is by using short sentences to increase tension and reflect the condition in Salem. During the confession of Abigail short, quick sentences are used such  as â€Å"I danced for the Devil!† or â€Å"I saw him†, both of which show a peak in hysteria. These are followed by Betty and Abigail accusing people of allegiance with the Devil and all these claims follow the same, generic format of â€Å"I saw ____ with the Devil!† This makes the girls seem as though they are possessed and are under the influence of the Devil – once again giving the audience a feel of the madness in Salem by building up a mad atmosphere. Towards the end of Act II Miller uses the actions of John Proctor to make the audience feel the madness in Salem, with his violent acts indicating how emotions have spiralled out of control in the village. After the arrest of his wife, Elizabeth, Proctor becomes aggravated and begins to take a violent approach towards the matter. As soon as he is left alone with Mary Warren, she is described as speaking in a â€Å"fearful squeak of a voice† which begins to suggest Proctor’s threatening presence. This is followed by Proctor â€Å"moving menacingly toward her† which gives the audience an instant insight on Proctor’s anger. Even though Mary Warren proclaims that Abigail will â€Å"kill [her] for sayin’ that† (referring to telling the court who stuck the needle into the poppet), Proctor still â€Å"continues toward her† which also indicates the madness of Proctor and the community around him. Mary then begins to â€Å"back from him† and speaks â€Å"in terror†, however Proctor â€Å"strides and catches her† which shows a progression from mere verbal abuse to physical violence and an upsurge of anger. This anger proliferates into Proctor â€Å"grasping her from the throat as though he would strangle her† before â€Å"throwing her to the floor where she sobs†. Miller is able to use this forcefulness to give the audience a taste of how things have progressed from illogical thoughts to outright madness in not just the Proctor household but the whole of Salem. Along with the use of Proctor’s violence to reflect the madness in Salem, Miller uses the intense dialogue between Proctor and Mary Warren to show how insanity has grown in the Salem community. Miller utilises Mary Warren’s repeated refrain of â€Å"I cannot, I cannot† to reflect how crazy she has become. Despite Abigail’s wrongdoings Mary states that she â€Å"cannot charge murder on Abigail† which shows how much Abigail has manipulated her. She   then states that â€Å"they’ll turn on [her]† which demonstrates the pressure placed upon Mary to lie to the court. Mary’s mind has been twisted into believing that staying loyal to the girls is more important than saving the lives of innocent people accused of witchcraft and this gives the audience a glimpse of the absurd ideas implanted into the brains of the Salem community. The curtain falls on Mary repeatedly sobbing â€Å"I cannot, I cannot† and this tells the audience that the madness is not at an end but will continue into the scenes to come. In Act III, Miller utilises Mary Warren’s change of heart to fully epitomise the extent of which the madness in Salem has grown. As previously stated, Miller used the end of Act II to show that the madness in Salem would continue into the coming scenes, and by making Mary Warren and John Proctor the subject of drama once again he has shown this. The end of Act III begins with Abigail conversing with an invisible bird which is acclaimed to be controlled by Mary Warren. This, not unlike most other claims of witchcraft in the play, has no substance or evidence apart from the victim’s claims and is irrational which links in with the general madness of the play. Abigail has made this accusation in order to avoid being accused; drawing parallels with the ending of Act I. Abigail once again asserts her dominance over Mary which can be seen, as when Abigail shouts that the spirit is â€Å"going to come down† and is â€Å"walking the beam†, Mary changes from saying that previous cases were â€Å"pretence† to now saying that John Proctor is â€Å"the Devil’s man.† Mary is described as â€Å"screaming in horror† – antics associated with someone gone mad. Ultimately, this extreme change of heart is used by Miller to show that the hysteria has reached its peak and now people are no longer willing to argue anymore. The idea that arguing is of no use anymore as the judges fail to understand good reasoning is shown again through John Proctor’s change of heart as well. After spending so long arguing for the freedom of his wife and so many others, when asked if he has any allegiance with Satan he replies that â€Å"God is dead!† Proctor recognises Judge Danforth’s hypocrisy in that Danforth previously stated that witchcraft was only visible to the victim and the accused, however now he says â€Å"I have seen your power† which is contradictory  to the previous statement. Miller uses this case of hypocrisy to show the audience how a lack of logic has overrun Salem causing the aforementioned madness. Proctor follows by â€Å"laughing insanely† and saying that he â€Å"hears the boot of Lucifer† and â€Å"sees his filthy face† – a sharp contrast to saying the Devil is not present in Salem just a few moments before. Imagery of burning in Hell and the damnation of himself and Danforth contribute greatly to the madness and they give the audience an idea of the graphic culmination of the madness in Salem. Also, Hale â€Å"denounces these proceedings† and â€Å"quits this court† which leaves the courtroom itself in a state of madness. Danforth attempts to control the room but is unable to and this symbolises how power is no longer with any of the officials and all chaos has broken loose in Salem, giving the audience a full on feel of how a total loss of control has culminated in Salem. All in all, Arthur Miller is able to use the ending of each act to make the audience feel the madness in Salem by incorporating multiple techniques into the play to add tension and hysteria. These techniques, ranging from stage directions to symbolism and imagery, are able to give the audience a glimpse of the insanity going through Salem and they are developed well as the audience progresses through the play; building up to dramatic climaxes and culminating in the loss of all order in the Salem community.

Thinking Errors Found and Fixed

The Franklin Reality Model is a modeling technique that works to restructure thinging errors by way of cognitive thinking. Process is a step by step process where as you have a decision to make and you are given a few decisions, you make the one that you think will work, for whatever reason. Step two of this process is deciphering what effects come about from that decision, effectively you will begin to see a ripple effect based upon your choice.This ripple effect can be positive or negative, once again depending upon your choice but the technique gets one to thinking about the simple effects of what seems to be a simple solution until they learn to start thinking ahead about their actions before they act. To live, to love and be loved, to feel important, and variety are the basic components of this model. There are also seven natural laws within this model and they are 1. If the results of your behavior do not meet your needs, there is an incorrect principle on your belief window.2) Results take time to measure. 3) Growth is the process of changing principles on your belief window. 4) If your self-worth is dependent on anything external, you are in big trouble. 5) Addictive behavior is the result of deep and unmet needs (of the four human needs mentioned above). 6) The mind will naturally seek harmony when presented with two opposing principles. 7) When the results of your behavior do meet your needs you experience inner peace. (Franklin Reality Model)In this model we place principles upon our beliefs. For example Saving money is a waste because I’m going to spend it anyway is a belief on a principle. With this thought then you can be assured that you won’t save any money and there will come a time when a repair on a vehicle is needed, or you lose a job and have no money to pay your bills; when this happens then what? This model has been effectively used and has effectively altered people’s way of thinking.Those with behaviorial issues to those with addiction issues have benefitted from this and the developers of this program use it with a high rate of recidivism within the prison systems. This gets to the root of an issue, of a bad thought pattern, how can one ignore this and at least not try. It is an eye opener exercise for everyone. References FRANKLIN REALITY MODEL. AS COGNITIVE RESTRUCTURING. 1986. http://www. gwcinc. com/C_Reddick/FranklinRealityModelAsCognitiveRestructuring. htm

Informative Essay Essay

How have different communication methods effected Generation Y’s high school social skills?  What would happen if all social media, texting, instant messaging, all just disappeared? How would today’s high school students communicate? An average high school student today will most commonly communicate with peers through either some sort of social media site, or through the most common form of communication amongst high school students; texting. A major problem that today’s high school students, or Generation Y, faces is that they are known to lack in some forms of communication skills. They seem to struggle when it is time to talk to people of higher authority, (e.g. parents, teachers, other adults) because they lack the skills needed to do so. Through texting, and social media, Generation Y’s social skills have been altered due to these methods of communication. In all the different ways that Generation Y communicates with its peers, texting is by far the most common form of communication. In some research done by NPR.org, they have found, â€Å"For America’s teens, cell phones have become a vital social tool and texting the preferred mode of communication, according to a new poll by the Pew Research Center’s Internet and American Life Project†(Ludden). They have found that 75% of all teens between the ages of 12 and 17 now own a cell phone of some sort. Thus this explains how texting is becoming a main source of communication for teens these days. One of PEW Center’s study authors states, â€Å"There’s now an expectation that teens will contact each other via text, and they expect a kind of constant, frequent response† (Ludden). An obvious negative effect of this form of communication is that it is declining the writing skills of teens across the globe. Frequently, teens will use slang in their mess ages in order to get them out faster due to the fact that they’re easier to write. Teachers across the country are finding that many teens don’t know how to spell different forms of the same word or how to use grammar properly in a sentence. Even though texting has created these negative effects, it has become a way to communicate that is easier than picking up a phone, due to the fact that it is less time consuming, and is quieter while communicating  with one another. Social media is a common second mode of communication amongst high school students. With advancements in today’s technology, teens can access social media just about anywhere that they go. In a recent study done by Shea Bennett, they found that 96% of teens who have access to the internet will use it to check their social media sites. This site also performed another study that stated that, â€Å"69% of American high schools have banned cell phones† (Bennett). With the amount of high schools banning cell phones, which would eliminate the texting mode of communication, students must look at another way to communicate with their peers. Social media is the obvious answer. Through Facebook, Twitter, Instagram, and YouTube, they can message each other and communicate that way. Social media has been found to create a lack of physical interaction amongst teens these days. According to Alice Martin, â€Å"Now, more and more people are interacting with others through different platforms like apps, role-playing online games, and social networks. This advancement has hampered the physical interaction skills of many children. Due to that, they don’t know how to interact with others when they meet them in-person or what gesture they should carry† (Martin). The social media sites of today are declining the skills needed for a student to get a job in the future. This means that the students heading into the work force do not know how to communicate properly with their boss for instance, or with a costumer that they need to speak to. This may result in a decline in sales and possibly somebody getting fired. That is even, if that student even gets hired for that job. Social media has also created a place for teens to interact and to meet new individuals that they may meet online. Overall texting and social media have done a ton to Generation Y’s social skills as a whole. With involvements in technology every day, it is only obvious that texting and social media will continue to grow as a whole. Even though they are found to elevate exasperation, deteriorate patience, decline writing skills, and create a lack in physical interactivity, these modes of communication will continue to grow with the growing technological age this world is in. These things will soon enough almost become the social trend, and nothing wrong will be found about them. Generation Y is bringing along  with them, an extreme amount of technological smarts that will help them, and hurt them in the future. Annotated Works Cited Bennett, Shea. â€Å"How Is Social Media Used In Schools? Statistics, Facts & Figures [INFOGRAPHIC].† – AllTwitter. Mediabistro, 22 July 2013. Web. 22 Jan. 2014. The author of this article, Shea Bennett, is a Co-Editor at All Twitter. She was previously the founding editor of Twittercism. She is the writer of many other online lessons and articles. In this article, she states a bunch of stats that are referring to social media being used in schools. There may be a tad bit of bias, but nothing that a reader can’t recognize. The purpose of this article, is to inform people about the increase of social media usage in schools across the US. Dodgen-Magee, Doreen. â€Å"How Is Technology Shaping Generation Y?† Biola Magazine Article. Biola Magazine, 2010. Web. 13 Jan. 2014. The author of this article is a phsychologist who has her Ph.D. She answers questions asked by the magazine company to the best of her knowledge and from conducting her own studies. There may be a tad bit of bias in here, but it is nothing that somebody can’t notice. The purpose of this magazine article is to inform the readers, of the problems that technology is causing Generation Y. She intends this article to be to an audience of highschool and college students, who possibly are doing research on this topic. Ludden, Jennifer. â€Å"Teen Texting Soars; Will Social Skills Suffer?† NPR. NPR, 20 Apr. 2010. Web. 22 Jan. 2014. Jennifer Ludden is a correspondent on NPR’s National Desk. She covers a range of stories on family life and social issues. Before joining NPR in 1995, Ludden reported in Canada, and at public radio stations in Boston and Maine. Ludden graduated from Syracuse University in 1988 with a bachelor’s degree in English and Television, Radio and Film Production. There seems to be no bias of any kind. This article talks about how texting keeps soaring, and how it is affecting socials skills of high school students. The audience of this article appears to be parents and students alike. It’s an  informative article that really describes how texting is hurting teen’s social skills. Martin, Alice. â€Å"The 4 Negative Side Effects Of Technology.† Edudemic. Edudemic, 30 May 2013. Web. 14 Jan. 2014. The author of this article, Alice Martin is working as a content manager at Assignment Valley. She has also worked for various academic institutions and has served the education industry for many years. She became a writer after completing her college education and then established her career in the field of education and research. In this article, Alice states four main points that technology is doing to Generation Y. She intends this article to be read by high school or college students that may be doing research on this topic. Simonpietri, Stacie. Social Media & Parent-Child Communication. Social Media: Current Trends Among Children and Their Parents and Implications Regarding Interpersonal Communication. Jeremy Rose, 5 May 2011. Web. 14 Jan. 2014. This article is written by a graduate student who was a Magna Cum Laude Thesis Candidate. She writes this essay to discuss current trends among children and their parents and implications regarding interpersonal communication. This essay doesn’t only explain the affects on the students, but also on their parents and families communication. One big problem that could occur from this source is obviously bias. She wrote this essay to inform other college students and possibly adults, the affect of technology on their communication skills.

Accounting For Managers Essay Example | Topics and Well Written Essays - 2000 words

Accounting For Managers - Essay Example A deeper analysis would indicate that the purpose was to cover the cash shortage, which may represent misappropriation of company funds. Based on the auditor’s report, it appears that management is creating fake sales and fake purchase of equipment. The fake sales necessitated overstatement of inventory and understatement of cost of goods. However, the overstatement of inventory is reclassified to fake purchase equipment. These activities resulted in overstated sales, overstated income, understated cost of sales, overstated gross margin and overstated equipment. Overstatement of equipment might have been intended to defer the recognition of expenses through future depreciation expense. The volatility of accounts receivable and accounts payable compared to creditors was caused by fake accounts payable and accounts receivable at the same time for Red Desert. Faking the same is a way of manipulating cash. Red Desert’s high liquidity did not come from operation but from the investment of stockholders. A $10 million fresh infusion of equity in 2001 just went to wastage in 2001 because management is able hide the shortage of $ of 7 million cash. This would be fooling investors. If Red Desert has fooled the new investors in 2001, what is the assurance that they will not fool Surftex when the latter would have strategic alliance with it? It is really hard to deal with dishonest management. However, when we consider financial stability and liquidity of Red Desert as bases of having alliance with, it would appear that the debt-to-equity ratio and current ratio of Red Desert are still good. In terms of profitability, it is not too bad not to give it a chance. With the willing investors coming in 2001, it would show that there is a good prospect in its business. Therefore, it is recommended that unless Surftex would be given a controlling interest when strategic alliance is pursued, there is no reason to

Foreign Market Entry and Diversification Research Paper - 2

Foreign Market Entry and Diversification - Research Paper Example However, the issues that will remain unchanged are the functioning and control techniques including the ability of the institution to have better consumer associations and sales force. Through working upon the plans of foreign market expansion, a Coca-Cola institution may have benefits and be advantageous in many differentiated ways. A product line of particular type established by the organization can aid the enterprise in lowering the threat. It may achieve experience two different technologies, and establish the economies of scale. It shall satisfy the powerful desire to diversify the brand of the organization into a few extra fields of items, and will aid in achieving the profitable development (Karami, 2007). Diversification strategy Corporate administration’s initial course of action must be an analysis of if any opponent exists for enhancing its present enterprise functioning. The company wants to diversify DASANI, which is bottled water produced by Coca-Cola. The organ ization initially takes into account if it would achieve greater market share with its present items in their current markets (Neelankavil & Rai, 2009). This is known as the market penetration plan. After that, the organization takes into account where it can discover or establish new markets for its present commodities. This is the market growth strategy. Lastly, Coca-Cola will assess if it may establish new commodities for new markets. This is termed as the expansion strategy. The markets which Coca-Cola trades its commodities include in the United States and in the home market as well. The company has attained huge prosperity for the past years it has been in operation. However, the company feels there is a need for further expansion to reap more benefits. The Coca-Cola Company started to establish new commodity which will be used in the diversification process and which is the DASANI bottled water. DASANI at first got satisfaction outcomes when it first entered the United States market and the company hopes the product will repeat the same results when they decide to expand into new markets. Therefore, for the company to diversify its new commodity market and enhance its global competitiveness, it started to expand DASANI into a new market, which is in the United Kingdom. This expansion will increase the sales volume of DASANI; hence the increase in profitability of the company (Terpstra, Sarathy, & Foley, 2012). Market entry strategies Product positioning strategy This strategy is important for an organization to venture into a new market. The positioning strategy provides the organization with the best alternative to take to place the product, and at what price should it be sold at in the market for consumers to be able to access and buy it. Individuals in the United Kingdom are searching for greater quality water to drink. This calls for the Coca-Cola organization to commit extra resources to produce a high quality product that fulfills the consumer nee ds. A greater quality product will call for heavy investment in the production process and this as well calls for the products to reflect the cost of production. The differentiation strategy and the brand management strategy have as well to be applied in the product positioning strategy to achieve better and attractive results. Therefore, for

Research paper Example | Topics and Well Written Essays - 1250 words

Research Paper Example Petite Palate specialized in producing baby food, and targeted Northeast and Midwest markets of the United States. At the time the company started its operations, the market had become significantly competitive due to the number of players that had already established operations in prior years. On the same note, the enterprise was essentially a gourmet baby food company that only pursued this line of production, unlike other players who had mixed lines of production for diversity purposes (Lawrence, Lyons & Wallington, 2012). The dedication by the enterprise to gourmet baby food constrained its operational strategies in terms of diversity. The baby food industry and the markets in this industry were experiencing an ever growing trend in terms of operational business enterprises and baby food and baby formula varieties before and during the time Petite Palate started its operations. As a result, competition in the targeted markets was relatively stiff. Petite Palate had to compete aga inst Gerber Baby Food, Beech-Nut Baby Food, Enfamil, and Carnation Formula among others. Most importantly, capturing Gerber customers was a significant operational challenge for Petite Palate. This was due to Gerber’s size, market share in the industry, and consumer loyalty that it enjoyed in the U.S markets. Petite Palate Company’s business vision was to become one of the leading producers of frozen baby food. This followed the belief that such food was healthier for children, compared to other types of baby foods that were not frozen; like food contained in jars and pouches (Smith, 2007). This business vision lasted for four years, since the company started its operations in the year 2006, only to close four years later in October 2010. In the four-year period that the company operated, it remained within its belief of frozen baby food as opposed to shelf-stable formulations that its rival firms provided in the markets. Reasons for Failure Business enterprises fail d ue to myriad reasons, all of which revolve around their plans, business strategies, and overall operations. The most contributing factors to business failure are financial, market, or economic-based. Mismanagement of resources has also seen many businesses collapse on the verge of their success. Poor planning, overestimation of business potential, and poor implementation of business strategies are also contributing to business failure (Platt, 2009). In the context of Petite Palate Company, the setting of its operations could have foretold that failure was looming. The company set up its operations in a substantially competitive market, but then limited its production to baby food that could be frozen. As earlier mentioned, the company regarded frozen food as healthier that shelf-stable formulations. This was the belief of the company’s founders; Lisa Beels and Christine Naylor. This belief plunged the company into a limited operational capacity at a time when market growth wa s exacerbating. In the year 2007, Petite Palate Company’s products hit the Northeast and Midwest markets, selling in about 100 stores (Lawrence, Lyons & Wallington, 2012). The same year, the founders of the company prepared and presented Petite Palate’s business plan in a bid to mobilize investment funds and resources to the company from potential investors. The company hoped to raise an amount between two and a half and five

Organizational Communication of Toyota Essay Example | Topics and Well Written Essays - 500 words

Organizational Communication of Toyota - Essay Example The real essence of leadership according to Toyota is embodied in two apparently simple, but potent concepts – respect for people and continuous development. For people in Toyota, respect means viewing them as long-term associates in the business that realize in value over time and challenging them to stretch themselves and grow (Liker, 2). Toyota made a "heart-breaking" broadcast that it had stopped making cars in Australia in 2017, bringing to a stop to the nations car production sector. They told their employees that they did everything that they could to change their business, but the truth is that there were too many factors beyond their control that made it unviable to build cars in Australia. In addition, that even though the company had made profits in the past, manufacturing operations had continually led to loss hence leading to closure (Wimmer, Engelbert & Arun, 4). Toyota’s present problem is a result of inadequately designed practices and weak implementation of operations on the part of the human resource department. Some of the HR processes that must have contributed to Toyota’s downfall include rewards, training, performance management, and the hiring processes. The reason of any corporate reward process is to persuade the right behaviors and to dishearten the negative. However, it may be that the rewards for signifying error-free results were so high that clear errors were swept underneath the table. As a result, the employees were not willing to put the effort on growth and hence collapse of the company (Magee, 5). Secondly, the purpose of training is to guarantee that employees have the right skills and capabilities to handle all situations they may come across including negative information which it seems management did not focus on. Moreover, the HR department of Toyota had a poorly designed hiring process that allowed hiring of individuals

In george orwell's Animal Farm, what is the difference between art and Essay

In george orwell's Animal Farm, what is the difference between art and propanda - Essay Example The process of achieving absolute power, the art of misinformation, and the way oppressed are perpetually oppressed in order to enjoy political power are allegorically portrayed in Animal Farm by the skilful use of irony and satire. A close scrutiny of the role of art and propaganda in Animal Farm is the focus of this paper. For a totalitarian government propaganda is essential in order to influence its audience. After selecting some important facts or information, they are presented in such a persuasive manner that they get injected into the minds of the people with little resistance. Propaganda is also needed to counter this kind of move. For example â€Å"our lives are miserable, laborious, and short. We are born, we are given just so much food as will keep the breath in our bodies†, tells Old Major to his comrades (Ch. 1). The revolutionary spirit is thus put in the minds of the general public, by Old Major, in Manor Farm. Therefore, propaganda is an inevitable political t ool in a society. The problem arises when the information is selected with a sinister motive, to achieve some selfish interest for a person or a party, or when it becomes harmful to the people, in this book for the animals: "War is war. The only good human being is a dead one" (Ch. 1V). The stress here is on the emotional response rather than on the rational response. This kind of propaganda is used to further some political agenda without taking the welfare of the people into consideration. Ultimately it also assumes the form of political warfare, leading to totalitarianism. Orwell has not written his novel to appease any particular party. John Rodden writes, â€Å"Orwell reportedly told his friend Stephen Spender, the well-known English poet, that he â€Å"had not written a book against Stalin in order to provide propaganda for capitalists† (Rodden, 135). Therefore, Animal Farm is to be seen as a work of art written to condemn all forms of totalitarianism. Animal Farm, the refore, is not a political work intended to propagate that totalitarianism is bad. On the contrary, it is a literary work which only takes the evil nature of totalitarianism as its content. It enables the students to study all aspects of satire, and also enlightens them on how effective allegory is in literature. Character development is superb in Animal Farm. â€Å"Squealer, with very round cheeks, twinkling eyes, nimble movements, and a shrill voice† reveals his true nature (Ch. 11). Orwell gives minute details of each and every animal, its natural instincts, without forgetting that they are the caricatures of great political personalities. Their role is to propagate to the readers the idiosyncrasies of their human originals in politics they represent, and they do it extremely well without forgetting their original tails or wings. Variety is the richness of Animal Farm, an assembly of complex and conflicting characters uniting for a purpose. They reenact the historical and political events superbly, which if presented as a book of history or politics would have generated repulsion and boredom. In the hands of Orwell art and propaganda converge to gift to the readers a fantastic piece of literary work. The working class is presented in the novel very

Personal Statement Example | Topics and Well Written Essays - 1000 words - 15

Personal Statement Example This prompted me to transfer to the United States. Moving to the United States was an easy choice because it is one of the most developed countries in the world. In addition, the country has one of the highest rated education systems in the world, with excellent teaching and learning facilities. The United States also has one of the best business environments in the world, with infrastructure and credit facilities available to support all types of business. In addition, the University of California and the California State University are one of the most prestigious colleges in the world. In terms of schooling and future job prospects, I am sure that coming to the United States is the best decision I have made in my life. I have met many people here, and most of them have influenced me in a very positive way. I have always been interested in business. In fact, it is more than an interest; it is a passion. I hope to establish my own company in the United States and live the American dream. I am ready to put in the hours to make this dream possible. My passion for business is evident in the fact that I started managing my first business when I was only fourteen years old. My family owns a business and I was determined to contribute towards its success. I also wanted to self-actualize myself by translating my passion into hard work and tangible results. Therefore, I helped my father run the business and gained invaluable experience in this regard. I was very excited to manage this business because it was located just across my school, giving it a lot of attention and customers. My fellow students always came to the store and admired the work I did. However, when I went to school in the United States I left the store in my father’s management. During my time working at the store, my f ather informed me that revenues increased by 10% because of my ability to influence my colleagues in school to buy more products from the store. The

The picture people have of the 1950's is largely a product of Essay

The picture people have of the 1950's is largely a product of television shows such as I LOVE LUCY, LEAVE IT TO BEAVER, AND OTHER OLD BLACK AND WHITE SHOWS. HO - Essay Example The 50s were also the times when the nation was introduced to television en masse but it was also a time of high mortgage rates, development of suburbs, and a closer concept of a family (Socha, 1996). In such times, TV acted as a family medium with primetime programming which appealed to families of the time. While some TV families were portrayed as living in cities and small towns, others were portrayed as living in rural areas but it was more a touch of nostalgia rather than the factual representation of the American family. The ethnic makeup of the television family was almost always European immigrants rather than black, Hispanic or Asian while it was certainly a time when immigration from the lesser developed countries of the world to America began in earnest. The image of the family on TV in the 1950s was also important for political reasons since the influence of the media on juvenile delinquency and other social problems had been discussed in Congress. The media certainly had to play its part in promoting the ideas of strong family values and connections between individuals in a family rather than represent what was actually happening in a society that was just coming to terms with the losses it had suffered in the war and the economic boom it had experienced during the war years. While discussing the position on family life shown on TV in the 1950s, Spigel (2007) reports that, â€Å"Programs such as The Donna Reed Show, Leave it to Beaver, and Father Knows Best presented idealized versions of white middle-class families in suburban communities (Spigel, 2007, Pg.1)†. Therefore, if we watch the same shows today, we do not get an accurate representation of how society functioned and how family dynamics worked in the 1950s. What we do get is a vision of the producers and directors of the same shows for how they think society should have functioned. Even through the 60s, the idea of being divorced was not acceptable to be presented on TV and family

Impressionist’s Gender Roles Essay Example for Free

Impressionist’s Gender Roles Essay Manet’s Olympia (circa 1863) is a classic example of the reclining nude. This appears to be a private space as there is an attending woman included in the painting. In contrast to this Berthe Morisot’s landscape painting is a public piece, depicting people on a promenade. For Manet’s painting, the viewer relates in a blatant voyeuristic way, gazing upon the nude just as the nude gazes back at the viewer in a poised repose. Morisot’s painting is striking because she depicts women out and about, not confined to a garden persey, but out in the open (two women and a small female child). In both paintings, the women depicted appear to be of high class, since the woman in Manet’s painting has a servant and the two women in Morisot’s painting have parasols indicating that they have enough money for accoutrements. Manet’s painting is a classic gaze painting, meaning there are tones of voyeurism but that the subject gazes back at the viewer with her head held high as though she were not indeed naked. In Morisot’s painting, there is a marked distance between the subjects and the viewer allowing the viewer more freedom to gaze upon these women and their stares do not penetrate the canvas back toward the viewer. It is interesting to note that Manet’s painting depicts a nude woman who stares blatantly back at the viewer while Morisot’s painting depicts clothed women who do note even recognize the viewer’s presence into their world. Thus, the difference between and male and female painters is taken note of in this instance: The female painter does not allow her subjects to look back while the male painter has a fully nude woman strongly gaze upon the viewer.

Learning organization Essay Example for Free

Learning organization Essay Marquardt (2002, p. 211) presented 16 steps necessary to build a learning organization. A closer look at our organization revealed that there is still so much to learn and change. Using Marquardt’s metaphor, our organization is still in the caterpillar stage, â€Å"earthbound† and â€Å"nonlearning† (p. 235). The major challenge keeping our company in this status can be linked to only two things, attitude of employees and leadership style. Unfortunately, the 16 steps proposed by Marquardt boil down to these two things. Employees have negative view about change. They are not willing to leave their comfort zones, take risks or commit to transforming the company. They lack the motivation to educate, improve and develop themselves professionally. The old, tested way of doing things remains the norm. However, the more disturbing fact is the lack of effort from the leaders. Based on Marquardt’s discussion, the main effort for change should come from the top, from the leaders. Presently, the leadership style in the company does not cater to the needs of a learning organization. The organizational culture does not empower the empoyees to express their creativity or explore their potentials. In short, our organization is 16 steps away from transformation. Based on the guidelines, to effect change, the leaders need to recognize their role as the agents of change. According to Marquardt’s book, â€Å"The first step is for leadership to commit themselves to transforming the company into a learning organization† (p. 210). Before that could happen, leaders should first of all need to recognize the need to transform our caterpillar ways to that of a butterfly. This step corresponds to the creation of an organizational vision. The company needs a more dynamic, interesting, inspiring vision to keep both leaders and employees stimulated into transforming and improving the company as well as creating an environment for continious learning.

Analysing Race in William Shakespeares Plays

Analysing Race in William Shakespeares Plays This dissertation provides a critical discussion of the issues of race in such William Shakespeare’s plays as The Tempest, Titus Andronicus and Othello. Analysing the context, in which these plays are created, and applying to such theoretical tools as the qualitative research method and the social constructionist approach, the research evaluates different perceptions of race through the principal characters of the plays and investigates in depth various critical views. The received results reveal that William Shakespeare interprets the issues of race in a close connection with religious beliefs, politics and social events in Elizabethan period. Although some findings of the research are consistent with the previous studies, other results provide new interpretations and valid data as to the racial issues in Shakespeare’s plays. The issues of race constitute one of the most important themes in world-wide literature. Although in Elizabethan England the ideas of race were much ignored due to the confusion and lack of knowledge in regard to foreigners, William Shakespeare usually applied to the issues of race and racism in his plays. On the basis of such portrayal, it is clear that people of different races lived in England in those times, and that Shakespeare was aware of the complex relations between English people and foreigners. Through his characters, the dramatist uncovers the negative aspects of Elizabethan social ideologies that created a gap among races, alienating foreigners from other members of English society and contributing to their destruction. However, even today the researchers continue to dispute about the implications of race in Shakespeare’s plays. Some scholars maintain the notion that the differences in religions and cultures aggravated the alienation of various races in England, w hile other researchers oppose to this viewpoint, claiming that the colour of skin influenced the complex relations between Englishmen and foreigners. Thus, the issue of race is rather controversial and it should be discussed through religious, cultural, social, political and ethnic contexts in the plays of William Shakespeare. To some extent, such controversy can be explained by the fact that the race has always been utilised to substitute the established social systems for new social hierarchies that reflected their own norms and principles. In this regard, in Elizabethan times people were socially divided into one or another race, taking into account the colour of skin, religious beliefs and cultural traditions of various individuals. Another controversy concerns the origin of the word â€Å"race† that usually dates back to 18-19th centuries; therefore, Shakespeare’s researchers prefer to substitute the term â€Å"race† for the term â€Å"otherness† in their analyses of Shakespeare’s plays. However, such shift from one term to another term is not able to eliminate Shakespeare’s unique in terpretation of racial issues in the selected plays. William Shakespeare wrote many of his plays in Elizabethan period, the era when, contrary to the commonly accepted view, people of various races began to arrive to England. Some recent findings provide valid evidence as to the existence of black people in the 16th-century London. In this regard, the issues of race, to which the dramatist applies in such plays as Titus Andronicus, The Tempest and Othello, provide a new vision on the impact of these races on cultural and social life of English people. At the beginning, black people were taken by force and brought to England as exotic creatures that possessed no rights, but finally they became the members of English society who were called as the Moors. However, such racial integration soon resulted in rather complex tensions among different races, and Shakespeare reflected these relations in his works. As Bernard Harris puts it, â€Å"To Elizabethan Londoners the appearance and conduct of the Moors was a spectacle and an outrage, emph asising the nature of the deep difference between themselves and their visitors, between their Queen and this ‘erring Barbarian†1. Thus, English people could rarely distinguish one race from another race. However, Shakespeare, who took an active part in public life and visited various cultural and public-service institutions, had an opportunity to observe foreigners and attitude of the English towards them, depicting his observations in his literary works. In addition, Margo Hendricks claims that various economic and social changes occurred in England in the middle of the 16th century2. In particular, England established constant relations with Morocco. As a result, various merchants and military people of different races began to arrive to the country and acquire certain positions among the members of English society. All these non-English people, who arrived from Africa, Israel, Ireland, Wales, Scotland and some other places, were called as ‘aliens’ or ‘outsiders’. Despite this integration, many Englishmen revealed racial biases towards these foreigners. According to Ania Loomba, â€Å"Jews, Moors and Christians were never simply religious categories, but variably articulated with nationality, and ethnicity, and often colour†3. Thus, on the one hand, English people accepted foreigners in their country, but, on the other hand, they treated them as outsiders, if these foreigners acquired more power and knowledge in comparison with native citizens. Various violent attacks were initiated by English people against these foreigners; such hostility was intensified by Church that pointed at the poverty of Englishmen as a result of foreigners’ integration into social, political, economical, religious and cultural life of English people. In this regard, English society either rejected these foreigners or forced to assimilate to them, paving the way for racism. This can be explained by the fact that Englishmen were afraid of acquiring culture and traditions of foreigners, as they became engaged in economic relations with them. As Margo Hendricks claims, â€Å"Beginning in the middle ages, the English engagement with ‘foreigners’ often functioned on two levels: spiritual and material†4. Although Englishmen realised that they could receive material profits from their interactions with people of different races, they made everything to preserve their superior position. It was in this environment of racial tensions and complex relations that William Shakespeare created such plays as The Tempest, Titus Andronicus and Othello. The aim of this dissertation is to analyse the representation of race in the selected Shakespeare’s plays on the basis of different perceptions and viewpoints. The research is divided into sections. Chapter 1 presents a statement of the problem that reveals the core of the analysis. Chapter 2 provides a general overview of the issue, observing the context, in which the plays are produced. Chapter 3 offers a survey of the works that have been written on the issues of race in Shakespeare’s plays. Chapter 4 points at the research methods that constitute a theoretical basis for the conducted analysis. Drawing upon earlier findings and evidence, Chapter 5 observes in detail the issues of race in such plays as The Tempest, Titus Andronicus and Othello. Chapter 6 makes a summarisation of the results, while Chapter 7 stresses on the limitations of the dissertation and provides some suggestions for further research. Due to various controversies and ambiguities that emerge during the analysis of William Shakespeare’s plays, the researchers provide different interpretations of the dramatist’s portrayal of race. For instance, Hunter points at the impact of the existing religious and cultural norms on the attitude of Englishmen towards foreigners in Elizabethan times5. Thus, the researcher considers that Shakespeare’s plays reflect the spirit of that period and relations among various races. Although some viewpoints of Hunter are of considerable interest to understanding of Shakespeare’s presentation of race, his analysis is limited only to the religious explanation of racial differences. Hunter pays no attention to social and cultural changes that occurred in England in the 16-17th century, shaping the relations between Englishmen and foreigners. In his analysis Hunter suggests that Elisabeth had rare contacts with foreigners, but this is not really true, if taken into a ccount her edicts that she issued at the end of the 16th century, according to which foreigners had to be expelled from England. This fact points at Elisabeth’s awareness of foreigners and her fear of them; however, on the other hand, the Queen continued to admit black people to her court and, to some extent, supported the spread of slavery. More contradictory findings are presented in regard to individual Shakespeare’s plays. Discussing the â€Å"moorishness† of Shakespeare’s play Othello, Barbara Everett provides â€Å"a challenge to [our] perhaps too simple â€Å"African† sense of Othello†6. Everett claims that the dramatist wants to uncover racial tensions in the 16-century England, thus â€Å"Othello is, in short, the colour the fiction dictates†¦the Moor may be quite as much â€Å"Spanish† as â€Å"African†7. In this regard, Everett applies to the discussion of political, religious and social contexts of Elizabethan period in her interpretation of racial issues. Virginia Mason Vaughn regards Othello’s blackness as the reflection of his otherness, as she states, â€Å"The effect of Othello depends†¦ on the essential fact of the hero’s darkness, the visual signifies of his Otherness†8. While Arthur Little points out that Othello’s tragedy can be explained not only by his different race, but also by his marriage to Desdemona, a white female, and by his jealousy9. Davison goes further in his analysis of Shakespeare’s play, in particular, he suggests that â€Å"Othello is not ‘about’ race, or colour, or even jealousy. It dramatises the way actions are directed by attitudes, fears, and delusions that rule the subconscious than by evident facts†10. Analysing Shakespeare’s play The Tempest, Curt Breight points out that in this work the dramatist’s portrayal of race reveals colonialism and terror of James I, thus Prospero’s attempt to achieve the superior position over other people is a simple reflection of King’s actions11. Paul Brown expresses the similar opinion in regard to the play, claiming that The Tempest interferes into colonialism, and â€Å"this intervention takes the form of a powerful and pleasura ble narrative which seeks at once to harmonize disjunction, to transcend irreconcilable contradictions and to mystify the political conditions which demand colonialist discourse†12. Further, Brown points at the fact that Caliban’s rape and assault are explained by his intensified sexuality that was considered to be a characteristic feature of Indians and other races, except white people. Thus, Prospero’s control over Caliban reveals the suppression of Caliban’s sexuality as well. William Shakespeare’s play Titus Andronicus has been considered as his most unsuccessful literary work for a long time; however, the inability of researchers to understand this play can be explained by the fact that Titus Andronicus is rather ambiguous and doesn’t conform to a particular classification. Here, Shakespeare interprets the racial issues in their connections with religious beliefs of Romans and provides two-fold vision on morality of both ‘civilised’ people and barbarians. Charles Martindale and Michelle Martindale point at Seneca’s influence on this play, uncovering the dramatist’s utilisation of classical sources and claiming that â€Å"Seneca was the closest Shakespeare ever got to Greek tragedy†13. Although all these critical works provide different interpretations of Shakespeare’s plays, taken in integrity, they generate rather accurate data. This dissertation applies to two research methods – a qualitative research method and a social constructionist approach. As crucial theoretical research tools, these methods provide an opportunity to discuss the issues of race in Shakespeare’s plays through various perceptions and viewpoints. The qualitative method is aimed at analysing different interpretations of race, generating valid data that have been rarely mentioned in the earlier studies. According to Taylor, â€Å"Interpretation†¦ is an attempt to make sense of an object of study. This object must, therefore, be a text, which in some way is confused, incomplete, cloudy, seemingly contradictory†14. Drawing upon certain qualitative data, the research uncovers controversial arguments in regard to the discussed issue and evaluates cultural and social events in Elizabethan times. The principal sources are taken from various literary texts and critical researches on Shakespeare. The social constructionis t approach allows to investigate social, cultural and historical contexts of the period, in which Shakespeare’s plays are created. This approach is especially appropriate for this research, as the term â€Å"race† is regarded as a social construction phenomenon. This means that the social constructionist approach challenges the conventional biological interpretation of race, evaluating race through the social perspective. Thus, the method provides a basis for analysing the unity between race and social environment in Elizabethan era. 5.1. The issue of â€Å"Moorishness† in Shakespeare’s play Othello Although many contemporary critics and playwrights make attempts to disregard the issue of race in Shakespeare’s play Othello, the dramatist himself considers this aspect to be crucial for understanding his characters. The principal protagonist Othello belongs to the race of the Moors, and as Everett points out, â€Å"moorishness† was a condition that had a meaning, for Shakespeare and his audiences once casually familiar though long lost to us†15. According to Barbara Everett, the word â€Å"Moor† is thought to originate from mauri who lived in Mauritania province in North Africa16, but English people preferred to apply this term to all foreigners who differed from them either in race or religious beliefs. As Emily Bartels claims, the ‘Moor† was usually associated with â€Å"similarly ambiguous terms as â€Å"African†, â€Å"Ethiopian†, â€Å"Negro† and even â€Å"Indian†17, because the origin of the Moors was rather ambiguous, either the mixture of Berber and Arab or Muslim. In this regard, when Shakespeare calls Othello a Black Moor, he accentuates the blackness of the principal hero, because the Moors were both white and black. By presenting the black character, the dramatist uncovers the existence of racism in the 16-century England and reveals his awareness of the complex relations between black and white people. According to Harris, â€Å"When Shakespeare chose, for this a udience, to present a Moor as his hero, he was simply more aware than his contemporaries of the complex pattern made by white and black†18. Othello demonstrates the biases of English people, in general, and Queen Elizabeth, in particular, towards the Moors. For them, black colour of these people symbolised evil and disaster. Thus, as Margo Hendricks claims, â€Å"In the writing of the day, the Moors were described as ‘subtle’, ‘stubborn’, ‘bestial’ and intolerant†19. Othello’s blackness emerges as a result of his relations with other people who reveal certain biases towards this protagonist. Roderigo claims him â€Å"a wheeling stranger†20 with thick lips, â€Å"gross clasps of a lascivious Moor†21. Iago evaluates Othello through his racial biases, pointing out that jealousy and sexuality are characteristic features of the Moors. As Edward Berry states, Othello’s moorishness â€Å"is not only a mark of his physical alienation but a symbol, to which every character in the play, himself included, must respond†22. Brabantio also expresses his negative attitude towards Othello, claiming that he is disappointed with Desdemona who â€Å"fall in love with what she fear’d to look on†23. Desdemona herself seems to revea l certain racial biases to the person she loves. Othello’s words admire Desdemona, but she is not physically attracted to him. Such prejudices prevent her from understanding Othello who is obsessed with beauty of Desdemona. By contrasting black and white, the dramatist simultaneously uncovers the complex relations between two races, revealing that cultural differences may result in tragedy. On the other hand, such shift from whiteness to blackness or vice versa reflects the elements of racial attitude of Venetian people towards Othello. This can be explained by the fact that the Queen was obsessed with white colour, proclaiming it as a colour of goodness and virginity, while black colour was considered as a colour of evil and dirt. Such attitude resulted in the creation of the complex racial tensions between Englishmen and black people. For instance, almost all characters of Shakespeare’s play avoid calling Othello by name; instead they constantly address him as the ‘Moor’, implicitly rejecting him as the member of their society. Thus, Othello is treated as an object because of the racial differences between him and other members of Venetian society. This viewpoint can be explained b y the social constructionist approach, according to which society initially establishes some norms and principles, and further it applies these rules towards certain personalities. Othello makes constant attempts to integrate into this society, but it turns away from him. Despite the fact that he possesses some values and the rank of a general, society is not able to overcome its racial prejudices. As Everett puts it, â€Å"Othello is almost any ‘colour’ one pleases, so long as it permits his easier isolation and destruction by his enemies and by himself†24. In this regard, interpreting the racial issues of the play, Everett points at political and social situations in the country in the 16th century. In particular, moorishness of Othello may reveal his position as a foreigner, a person who differs from the rest of population and who is regarded as a damnable creature. According to Hunter, Elizabethan’s â€Å"awareness of foreigners was closely conditioned by a traditional religious outlook on the world†25. Therefore, the attempts were made to reduce the position of these people in society. In fact, Othello excels many respecta ble members of society, and he sincerely believes in the beginning that â€Å"My parts, my title, and my perfect soul / Shall manifest me rightly†26. But racial prejudices appear too powerful, destroying Othello’s intentions to achieve an appropriate place. Iago is the first person who rises against Othello, trying to prove that such people are dangerous for the existing social norms. As he claims to Desdemona’s father, â€Å"Even now, now, very now, an old black ram / Is tupping your white ewe†27. As a result, Brabantio’s initial attitude towards Othello is greatly changed under such racist words. He tries to prove that Othello has utilised some spell to make his daughter marry him. Such action reveals that in those times the Moors were regarded as people engaged in mysterious and awful affairs. Thus, the only reason for Brabantio’s accusation is Othello’s blackness. Although Othello seems to initially win the respect of Brabantio, Desdemona and some other people by protecting Venice society from Turks’ invasion, such racial prejudices do not allow them to accept Othello as equal to them. Despite the fact that they admire his courage and romantic nature, they are unable to admire him when socie ty reveals its rejection towards Othello. As a result, racism, inspired by Iago, destroys both Othello and Desdemona. Their racial differences appear too powerful and they prevent these characters from understanding each other. In this regard, Shakespeare seems to oppose to the existing social system and ideologies that are based on the principles of superiority. Othello, who is only racially different from other members of society, is regarded as inferior to them, and it is racism of these people that causes the character’s destruction. The ideologies of Elizabethan England were aimed at establishing such social norms that regarded other races as inhuman. Othello’s alienation occurs because of these social standards that shape the attitude of society towards certain individuals. The qualitative research method demonstrates that a literary text usually reflects cultural and social contexts of a certain period28; this is just the case with Shakespeare’s play, in which the dramatist portrays his characters of different races through specific contexts. Shakespeare reveals that, on the one hand, Othello’s military achievements allow him to socialise with the members of the upper class, but, on the other hand, the character’s blackness deprives him of the possibility to belong to this society. Such racial attitude of people negatively influences Othello who starts to experience uncertainty about his social stand. This uncertainty is aggravated when he decides to marry a white female who belongs to the upper class. Gradually, Othello becomes obsessed with jealousy and doubts and acts like a real animal, forgetting his noble manners. Therefore, racism gradually destroys the protagonist and reveals the hate of such people as Iago to people of other races. Iago makes everything to alienate Othello from Desdemona, Brabantio and other members of the upper class, changing people’s attitude towards Othello with his racist words. Although at the beginning of the play, Iago’s wife Emilia doesn’t express her attitude to Othello, she explicitly reveals her racist views after Desdemona’s murder when she claims: â€Å"O, the more angel she, / And you the blacker devil!†29. Further Emilia calls Othello â€Å"as ignorant as dirt†30; this comparison allows Shakespeare to show the attitude of white people towards the black race. Like Othello, dirt is black, and dirt is thrown away, because it is nasty. Many people in Shakespeare’s play have the similar opinion of Othello, alienating from him and implicitly revealing their xenophobic nature. They even provide Othello with hot temper and increased sexuality. To some extent, such viewpoint is explained by the fact that Englishmen identified black people with the son of Noah who was punished for seeing his father naked and with Islamic religious traditions of polygamy. In this regard, William Shakespeare manages to realistically portray society of his time that rejects any person who belongs to a different race or adheres to different religious beliefs. 5.2. Racism and social domination in The Tempest Although Caliban, the character of Shakespeare’s play The Tempest, is not really black, he also experiences alienation because of his race. His mother comes from North Africa and is considered of Berber origin, that’s why many white people, who appear on the Caribbean island, express racial attitude towards Caliban. As a result, this protagonist is usually regarded as a devil and inferior to other characters. For instance, Prospero teaches Caliban the ways to live in the island; however, then he starts to treat Caliban as a â€Å"poisonous slave [and] devil†31, considering this vulgar barbarian as a threat to Miranda. In this regard, Prospero implicitly reveals the existing stereotypes of the 16th-century when people with black colour of skin were thought to possess intensified sexuality, thus marriages between a black male and a white female were rarely accepted in European society. It is clear that such notion is greatly exaggerated, but Christian laws and moral principles of those times were rather strict, opposing to each display of otherness. Due to the fact that Caliban’s origin is not clearly identified in the play, the character falls under the category of â€Å"otherness†, performing a subordinate role throughout Shakespeare’s narration. On the other hand, Caliban is important to Prospero who mentions to Miranda that they â€Å"cannot miss him. He does make our fire, / Fetch in our wood, and serves in offices / That profit us†32. These words prove that colonisation initiated by English people and utilisation of black population for their own benefits were crucial for England. Colonisation allowed the country to overcome many economic difficulties, such as unemployment and hunger, increasing England’s power among other European countries. Therefore, English colonisers utilised various measures to control these black people; however, Shakespeare reveals that Caliban doesn’t want to accept such treatment, he considers himself as the original owner of this place. Before the arrival of Prospero and Miranda to the island, Caliban is really perceived as a king, but the attempt of Prospero to civilise Caliban transforms the character into a slave. As Caliban states, â€Å"Thou strokst me and make much o f me†¦ / and then I lov’d thee, / And show’d thee all the qualities o’th’isle†¦ / For I am all the subjects you have, which first was mine own king†33. Prospero makes an attempt to create a hierarchical structure in the island, according to which people are divided into superior and inferior on the basis of their race and position. Such behaviour of Prospero proves that the involvement of English people in slavery began in the middle of the 16th century when Englishmen realised the benefits of slavery, failing to understand the negative impact of this superiority on black people. For instance, finding himself in close relations with white people, Caliban starts to feel alienation in the place he lives. According to Ric Allsopp, Prospero’s dominance over Caliban reveals the social structure that existed in England in that period and that deprived foreigners of the possibility to lead normal lives under racial prejudices34. Colonisation of the island aggravates these biases and provides Prospero with an opportunity to receive power over the islanders. As MacDonald puts it, â€Å"representations of racial identity and difference, similarly matter and show in early modern English literature, [are] itself the product of an age of slavery and colonial displacement†35. By applying to such claims as â€Å"Providence Divine†36, Prospero implicitly points at the fact that he has a control over the island and its inhabitants37. However, Caliban states that it is his mother who controlled the island and further transferred this right to Caliban. In this regard, Prospero, utilising various magic tricks, takes a control over the islanders by brute force, putting its inhabita nts into positions of slaves38. In order to avert people’s attention from this control, Prospero claims that Caliban has tried to rape his daughter, simultaneously revealing the stereotypic vision on barbarians. But some critics consider this accusation as Prospero’s attempt to conceal his violent actions in regard to Caliban and other native people39. Thus, it is no wonder that Caliban rises against Prospero and his control; however, finally Prospero suppresses this assault, proving that white people are superior and more powerful than people of other races. Society is considered to exist on the basis of two ways of interaction: subjugation and mutual interchange of profits. In the case of Shakespeare’s play The Tempest, the relations between two races are based on subjugation that allows Prospero, as the member of a more powerful racial group, to enslave Caliban and other native inhabitants and utilise them for his own benefits. As a result, a race of white people appears in a more advantageous position than a race of the colonised black people. It is clear that their relations are not based on mutual interchange, that’s why the members of the second group are deprived of their freedom, former life and cultural roots. However, by the end of the play Prospero realises that on a long-term basis such kind of relations can result in many negative consequences for both interacted groups. Therefore, despite the fact that Caliban usually acts as a barbarian black savage, Shakespeare reveals that, to some extent, Caliban’s actions are justified. When white people arrive to the island, where he lives and where he is thought to be a king, and deprive him of his rights and freedom, he rises against such subordinate position. Caliban, who collides with another culture and another race for the first time, is unable to understand the difference between these white people and native inhabitants. But for Prospero the difference is obvious; Prospero, Trinculo and other white people regard Caliban as a monster, and Trinculo even thinks of taking this beast to England and demonstrating him in specific shows. These shows were rather popular and beneficial for the country’s economy in the 16th century, a s people of different races, mainly Indians or the Moors, were shown to English audience for a certain fee. As Caliban understands that Prospero transforms him into a slave, he opposes him by claiming: â€Å"I am subject to a tyrant, a sorcerer that by his cunning hath cheated me of the island†40. As Prospero makes an attempt to civilise Caliban, his major aim is to suppress Caliban’s nature and make the character serve him. Such dominance over wild inhabitants reflects the attitude of Europeans towards these people of different race. This attitude is especially obvious from the following words of Miranda, Prospero’s daughter: â€Å"Thy vile race / Though thou didst learn – had that in’t which good natures / Could not abide to be with; therefore wast thou / Deservedly confined into this rock, / Who hadst deserved more than a prison†41. Such judgement reveals serious racial prejudices; it is clear that Caliban is not able to withstand such attitude, and his rape of Miranda and his assault against Prospero are direct consequences of this racist treatment. However, Prospero manages to stifle a rebellion and change his attitude towards these black people. He leaves the island and releases Caliban. Such actions reveal Shakespeare’s views o n colonisation and race; the dramatist proves that the relations among different races should be based on mutual benefits and freedom. But if one race suppresses another race, this suppression will finally result in the destruction of both races. Despite the fact that Caliban acquires the language and manners of the colonisers, they do not change his nature, because racial attitude, suppression and enslavement deprive Caliban of adopting these norms. Simultaneously, these actions deprive Prospero of establishing good relations with native inhabitants, instead inspiring hatred in them. But as Prospero provides freedom to Caliban, he also achieves inner freedom and understanding of other people. 5.3. Interpretation of race in Titus Andronicus Similar to Othello, Aaron, one of the characters of Shakespeare’s play Titus Andronicus, also belongs to the race of the Moors and is portrayed as a black person. But, unlike Othello, this protagonist confirms to the stereotypic representation of a black villain who claims that â€Å"If one good deed in all my life I did / I do repent it to my very soul†42. Being the lover of Queen of the Goths, Aaron manages to ruin the Andronicii, as well as Titus Andronicus. Like Othello, he is also regarded as a devil, a symbol of evil and destruction. However, Aaron differs from Othello in many ways; above all, Aaron, this â€Å"barbarous Moor†43, applies to various actions and tricks in order to intensify his social position. But as Bartels puts it, although â€Å"Aaron has the freedom and ability to manipulate and maneuver close to the court circle, he is still an underlying servant with no possible avenue for advancement†44. Aaron himself understands that his appea rance and race are serious obstacles to his acceptance in society, that’s why he wants to seclude himself from others and to â€Å"bring [his son] up / To be a warrior and command a camp†45. As a result, Aaron’s son manages to survive, while Aaron is murdered by Lucious, because Aaron is considered to be an absolute evil that deserves death. In this regard, Othello appears to perform a certain role in society, while Aaron’s position comes to simple adjustment to the existing environment. Therefore, contrary to Othello, the Moors in this play are presented as false and unfaithful. Both Aaron and his Moor lover deceive Titus and make him apply to cruelty in regard to his own family. But the charac

The Universes :: Semantics Language Essays

The Universes I can't tell you what I was just thinking. As in Augustine's view of intuition, the associations I registered were too free of any repeatable limitations for me to verbalize the experience. Perhaps these associations were of diverging thoughts that have not departed my mind. The most handy example of something similar is the simultaneity of sense perception. Each sense perception is specialized and in that respect removed from the whole and yet also registered in the same moment. In the thought I'm speaking of there were different concerns, we might even say a universe of concerns none of which I can fully express. This complex event might be considered incidental in regard to what I have learned to value. I am now attempting to acquire a greater appreciation of something I cannot verbalize, meaningful associations I can't excite a recurrence of through keying words into a computer. Semantic sensation is never original. It must always be familiar. Language does excite original sensations, as in the sound of a speaker's voice, but the semantic experience itself is never sound or vision, or any other sense perception of the material universe. Original experience of semantics would be like immediately comprehending a language we never heard before. This kind of appreciation is possible with music. Music we've never heard before can be immediately appreciated as music, but semantics, like memory, must always be a response to what is already familiar. My concern is how to proceed. If I can only register verbally what has already become familiar through cognitive means, my work with language is not directed toward spurring meaning for the first time. Has there ever been a first time in regard to comprehending language? Is anything we read utterly strange, or is it rather strangely familiar? We may read something and make no sense of it, and later return to it and find familiarity as if we always should have been able to comprehend this particular passage. This parallels how we initially acquire language through a growing familiarity with the effects of verbal expression. We learn to fortuitously repeat limited effects. We grow to appreciate what we had already experienced albeit as incidental and free of the constraints of communication. Infants can distinguish between phonemes their parents, having learned a particular language, can no longer tell apart (Pinker 264), and meaning is similar in this respect. To understand how this c an work we must put aside the notion that language makes meaning.

Medicine During the Civil War Essay -- essays research papers fc

Medicine During the Civil War 1861-1865   Ã‚  Ã‚  Ã‚  Ã‚  When Walt Whitman wrote that he believed the â€Å"real war† would never get into the books, this is the side he was talking about (Belferman 1996). Yet, it is important that we remember and recall the medical side of the conflict too, as horrible and terrifying as it was (Adams 1952). Long before doctors and people knew anything about bacteria and what caused disease was the time of Civil War medicine. Doctors during the Civil War (always referred to as â€Å"surgeons†) were incredibly unprepared. Most surgeons had as little as two years of medical school because very few pursued further education. At that time, Harvard Medical School did not even own a single stethoscope or microscope until well after the war. Most Civil War surgeons had never treated a gun shot wound because they were accustomed to treating minor head colds and sore throats. Many had never performed surgery or even held a scalpel. Medical boards let extremely unqualified students practice medicine due to much needed help for wounded soldiers on the battlefield. â€Å"Some ten thousand surgeons served in the Union and about four thousand served in the Southern Confederacy (Cunningham 1958).†   Ã‚  Ã‚  Ã‚  Ã‚  By far, the deadliest thing that faced the Civil War soldier was disease and infection. For every soldier who died in battle, two died of disease (Cunningham 1958). Among the long list of terminal and fatal diseases that plagued the battlefield as well as the operating table and hospitals were dysentery (a severe form of diarrhea which was very common among the soldiers), measles, small pox, malaria, pneumonia, and â€Å"camp itch† which was caused by skin disease and insects. Malaria was usually brought on by camping in damp areas, where mosquitos were prone to. There were many factors that came into play which explained why disease spread so rapidly. Among the explanations were as follows: inadequate physicals before entering the Army, the fact many troops came from rural areas, neglect of camp hygiene, insects and rodents in the area, exposure to other infected individuals, lack of clothing and shoes, and poor conditions of food and water. Many unqualifi ed recruits entered the Army and diseases cruelly weeded out those who should have been excluded by physical exams prior to recruiting (Shildt 1986).   Ã‚  &... .... The many men and women, North and South, who served in the hospital and sanitary services during the war were proud of their achievements (Adams 1861-1865). The morbidity and mortality rates of both armies showed marked improvement over those of other 19th century wars. The physicians and sanitarians held down the disease fatalities to levels that their generation considered more than reasonable. It was a gruesome business for doctors and patients alike; yet without the doctors and nurses in blue and gray, much of the young manhood of America at mid century might not have survived for the work of rebuilding. (Adams 1861-1865) Works Cited Adams, George W. Doctors In Blue,†Medical History of the Union† Baton Rouge:University of Louisiana Press, 1952 Belferman, Mary â€Å"On Surgery’s Cutting Edge in the Civil War† The Washington Post, June 13, 1996 Cunningham, H.H. Doctors in Gray, Baton Rouge: University of Louisiana Press, 1958 Coco, Gregory A. A Strange and Blighted Land-Gettysburg, The Aftermath, 1995 Schildt, John W. Hunter Homes McGuire:Doctor in Gray, 1986 Adams, George W. â€Å"Fighting for Time† The National Historical Society’s-The Image of War 1861-1865 Volume IV

Essay on Language and Dialogue in Catch-22 -- Catch-22

Use of Language and Dialogue Catch-22      Ã‚  Ã‚   â€Å"Catch-22 is probably best discussed in terms of its language. The prose style Heller employs is original and distinctive, appropriate and well implemented (Pearson 277).† One application of that prose style is dialogue; Heller uses dialogue to manifest the themes of the novel. Some of the themes best shown in the dialogue of the characters are Heller's hatred of war, and his perceived idiocy in military and in bureaucracy. Scattered throughout the book are several dialogues which share numerous characteristics. Some particular conversations are especially demonstrative of these elements. Heller uses these dialogues to communicate his ideas to the reader. In chapter XXXVI, several military police officers pick up the camp's Chaplain, take him to The Cellar, and interrogate him. The dialogue between the three MPs and the Chaplain is typical of dialogues throughout the book in many ways and the conversation reflects numerous themes central toCatch-22. The inter rogation scene offers many insights into the meaning of Catch-22and the dialogue therein is especially important. The camp Heller describes is bureaucratic in the worst possible way and the conversation exhibits those characteristics of bureaucracy that Heller most loathes: illogical operation, inability to take action, lateral actions (in which no real gain is made), and a maelstrom of regulations which work against each other.    One way the interrogation scene mirrors the themes of the book is that the logicemployed by the military police officers is totally illogical. Heller presents thisas a major theme in his novel: throughout the book, the thought processes of agents of themilitary make no sense whatsoever and tho... ...ph Heller": Copyright 1996 by Charles Scribner's and Sons New York, NY.    Frank, Mike. "Enos and Thanatos in Catch-22." Contemporary Literary Criticism. Ed. Roger Matuz. Vol.11. (77-87) Detroit: Gale, 1990.    Hasley, Louis. "Dramatic Tension in Catch-22." Contemporary Literary Criticism. Vol. 8 (173) , Ed. Roger Matuz. Detroit: Gale. 1990.    Heller, Joseph. The Chelsea House Library of Literary Criticism. Twentieth-Century American Literature Vol. 3. New York. Chelsea House Publishers, 1986.    Heller, Joseph. Catch-22. New York: Dell Publishing, 1955, 1961    Kennard, Jean E. "Joseph Heller: At War with Absurdity." Contemporary Literary Criticism.(75-87) Ed. Roger Matuz. Detroit:L Gale 1990.    Pearson, Carol. "Catch-22 & the Debasement of Language."Contemporary Literary Criticism. (277) Matuz . Detroit: L Gale 1990.

The Effects of Clinical Instructors on Nursing Students

The effects of nurse instructors – or preceptors, as they are called in the nursing field — on nursing students in clinical settings can range from helpful to detrimental. Depending on the preceptor, the student may come away from the clinical teaching experience either confident or uncertain about herself as a nurse and her skills and may view nursing as either a positive or negative experience. Effective characteristics of clinical instructors in nursing are applicable to other health areas, such as physical therapy, radiography, and speech pathology. Confidence †¢ Most students who are beginning clinical instruction are anxious. They are afraid they won't perform procedures on their patients adequately and that they will make mistakes that might cause patient suffering. An effective instructor will develop a relationship with the student that is reassuring, nurturing and confidence-building. He will praise good work and create an atmosphere in which the student is allowed to make mistakes, learn from them and develop initiative. Role Model †¢The effective clinical instructor is a role model for the clinical student. She performs patient care with the student, observing or participating in accordance with established standards. The instructor exhibits leadership skills by delegating tasks, setting priorities and making decisions. The student, observing this role model, will identify with the instructor and work to imitate the skills exhibited. Relationship †¢The relationship the instructor develops with the student is critical for effective instruction. The instructor should be available to the student for questions and advice by providing a phone number for the student with questions, concerns or anxieties. The instructor should develop, with the student's input, regularly scheduled conferences to provide feedback on the student's progress, discuss student objectives and consider how they are being met. The instructor also should praise the student's good work and point out problems. Negativity †¢An instructor that is negative about nursing, the clinical environment and other staff members may harm the student's perception of nursing and its environment. When the instructor complains about hospital practices, the nursing profession or the clinical environment, he is encouraging the student to develop a negative attitude toward the field. As a role model, that is just what the instructor should not do.

Don’t Complain

Often heard people complain why my face is not beautiful, why the weather is so bad, why I live in such a poor family †¦ why should we complain about it? Just like what Maya Angelou said:†if you don't like something, change it. If you can’t change it, change your attitude. Don't complain. † I remember I read an article about Helen Keller. The day she became blind and deaf she was only 18 months old! At the beginning she was really sad and very easy to get angry, but after a few weeks, she composed herself. She began to find her own path in life.Miss Sullivan began to teach Helen vocabularies and how to touch Braille; Helen had generated a great interest in knowledge. Ultimately, she was admitted to Harvard University with honors. She didn't complain what she doesn’t have; she changed her attitude towards life and became successful. Another example, Hawking was a British  theoretical physicist, and author. He was suffering from Lou Gehrig's disease and paralysis soon. After a few years, Hawking lost his ability of speaking also. Hawking was being detained in a wheelchair for 40 years; the disease has made his body completely deformed.Even so, Hawking has not given up, he was tenaciously survived. Despite his debilitating illness, he has done ground-breaking work in physics and cosmology and his several books strive to make science accessible to everyone. He didn't have the ability to change his adversity, but he kept a good attitude and he didn't complain; he became success. For those things that you can’t change, there is no need to complain, change your attitude might be a better option. You cannot change your appearances, why don’t you give it an indulgent smile; you cannot change the weather, why don’t you change your mood; attitude is everything!

Evaluate Social Identity Theory Essay

Social identity theory is designed by Tajfel and Turner (1979) to explain how it is that people develop a sense of membership and belonging in particular groups, and how the mechanics of intergroup discrimination. Several interconnected mechanisms are at work with social identity theory. The core idea is that people tend to seek out-group membership as an affirmation of self-esteem, but that membership in a group alone is not enough to build self-esteem. To feel more self esteem, people have to believe that they are in the right group, which creates the need for a positive distinction from other groups. There are three cognitive processes that are Social Categorisation, Social Identification and Social Comparison. Tajfel and his colleagues divided some schoolboys in to 2 different groups, they allocated them randomly into the groups but the participants thought that the groups were defined by their preferences to paintings. They had to give out points to the in-group and the out-group but were not allowed to give points to themselves. The participants would favour people in their group rather than the participants of the other group. In many cases the participants would sacrifice points for their group just to increase the difference between the groups. The participants would give 7 points to their own group and give the other group 1, although they could have given 13 to each group. This shows that you can be easily be put in a group for a minor thing and you would stick together and go against the other group and see them as the enemy without having any real reason. Caroline Howarth carried out the second research. The participants all lived in the Brixton area, which was seen as a poor and violent place and also where a lot of black people were thought to have lived there and were thought of being the main cause of violence. Within the first set of focus groups (total of 7), she asked teenagers to talk about Brixton, she asked them to ‘tell me about Brixton – what it is like for you to live here and how people outside Brixton think about Brixton’. Howarth used a topic guideline to ensure that central research questions were always covered (on community, inclusion, exclusion, identity, ethnicity, the media, prejudice, racism, the school). The organisation of focus groups into friendship groups made it possible for participants to discuss these experiences with admirable confidence, maturity and understanding. It can, nonetheless, be difficult for the social researcher to access such sensitive material. When the moderator is an outsider and when research participants assume (often correctly) that the researcher has little experience of the kind of discrimination and challenges to self-esteem that pervade their lives, mistrust and suspicion may harm the research relationship. The girls answered positively and were happy to be from Brixton and did not want to move away and did not see any problems. This would shock people, as they would have thought people would move away if they had the chance. They are creating a social identity, as they are happy to be a part of the Brixton identity. There are some problems with this study as there are some ethical issues, they were deceived as they were lied to in the Tajfel study as they were just randomly picked and had nothing to do with their views on the paintings. Whereas the Howarth study they were not deceived which is a good way to carry out a study but they might have lied with their answers to please the examiner and have changed their behavior to be positive and not how that even the people who live there think the same as everyone else. Both of these studies are valid as the research supports the theory and the results can be applied to everyday life. The Tajfel study shows how people at school in the playground group and pick the group they have the most in common with and communicate with them and if they do not seem to have anything in common they would not stay there. The second study by Howarth can also be applied in everyday life as people create social identity all the time, if a place is thought of negatively by people who do not live their then the people who do can make a social identity and be happy and have positive thoughts about this area and not agree with the others. The theory seems to be a good and plausible theory as the research supports the theory that people automatically divide the social world into the in-group (people like me) and the out-group (people who are not like me). The people see the people in their group as similar to them but 2 different groups seem to be so different from each other when not in all cases they are that different from each other.

Asses the Contribution of Functionalism to Our Understanding Essay

Functionalist views are based on that society is a system of interdependent parts held together by a shared culture or consensus. They believe that every part of society performs functions that help keep society running effectively. They use the example of a body to explain the way society runs as each part of our body has to work together in order for us to stay alive this is the same as society according to a functionalist. Education according to Emilie Durkheim (1903) consists of two main functions, creating social solidarity and teaching specialist skills. Social solidarity is the sense of being part of a group or society. Functionalists believe this is key to making education run accordingly as without social solidarity people would only self indulge in their own desires. Education helps to create social solidarity as it helps transmit societies culture, beliefs and values from ‘generation to generation‘keeping society running correspondingly. Schools also act in preparing children for society in real life by teaching the concepts of working together with people you do not always no. his links with working as in work you have to work coherently with people who you will not know. Specialist skills are having the necessary skills to perform their role in education to the ‘bride way’ towards working life. Education helps children prepare for this through teaching children in different a range of subjects which they will then come to specialise in the subjects they are good in which will in turn help them earn mon ey in society in later life. Education also according to functionalists gives all children an equal opportunity to develop on their own individual talents also known as meritocracy which is achieving through your own effort. Davis and Moore (1945) argue that education sorts children into their future educational roles by sorting their ‘aptitudes’ and ‘abilities’ which also links to social solidarity as to do certain jobs you need the necessary qualification and experience. However there are criticisms of functionalists and education. Melvin Tumin (1953) put forward a circular argument and criticises David and Moore by putting forward such questions as ‘how do we know what job is more important? ’ answer ‘because it’s highly Rewarded’ and why are some jobs higher rewarded than others? ’ answer ‘because they are more important’. Marxists believe that society only transmits the ideology of the ruling class therefore it disadvantages the working classes in education. One example is that Marxists prepare the working class for there jobs through education therefore it is only transmitting values of the ruling class. Also Marxists believe that the state is controlled by the ruling classes who transmit the ideology state apparatus which is that it maintains control through controlling people’s ideas, values and beliefs through religion, mass media and the education system. This criticises the functionalist view as social solidarity is meant to transmit these values and beliefs which according to Marxists are only means to control the working class. Meritocracy according to Marxists is a myth as we are controlled by the higher classes and we cannot achieve our status we ascribe our status. Another big criticism of functionalism in education is that functionalists believe that everybody at school behaves and accepts all that is taught when this is not the true case. It does not explain why some people come to fail examinations if everybody works in a general ‘consensus’. Dennis Wrong (1961) refers to this as ‘puppets in society’. The new right believe that the state fails to prepare the young for work as the state discourages choice and competition. Another disadvantage is that functionalists cannot explain under-achievement and inequality of opportunity in education. In conclusion Functionalism has a good general understanding of Education but it has quite obvious flaws as not everybody is going to get on in society so it is impossible to have a general consensus. Also the disadvantages of Functionalism in education seem to out weigh the positives therefore functionalism does not give a real positive understanding of education.

Moral Relativism Essay

At first glance, moral relativism appears to be an appealing, well though out philosophical view. The truth of moral judgments is relative to the judging subject or community. The basic definition of moral relativism is that all moral points of view are equally valid; no single person’s morals are any more right or wrong than any other person’s. As you look closer at the points that moral relativists use to justify their claims, you can plainly see that there are, more often than not, viable objections that can be made against the moral relativist’s arguments. Moral, or ethical, relativism is made up of two types of relativism: cultural and individual relativism. Cultural relativism says that right and wrong, good and evil, are relative to a culture, to a way of life that is practiced by a whole group of people. Individual relativism says that right and wrong, good and evil, are relative to the preferences of an individual. Cultural and individual relativism support the claim that there are no â€Å"universal moral truths† in the world. Universal moral truths are morals that apply to all societies and cultures. I believe that morality is relative to culture simply since our morals develop from the surroundings in which we are raised. Our parents, culture and societal experiences build our individual views on what is moral and immoral. Perceptions are formed through example, especially when we are children as we learn what is right and wrong through our parents and how they react to situations. The theory behind ethical relativism states that ethical standards are not concrete for all societies and times, but rather are relative to the standards of individual societies and time periods. I disagree with this theory because societies should be judged by their moral beliefs on the foundations that time doesn’t change what is morally right and wrong and their should be more emphasis based on the individual rights as opposed to respecting the morals of that individual’s society. Allowing us, as a society, to say that a time or a location makes any ethical belief or theory practiced by the masses of that time/place right and that should be respected by people of other cultures is ignorant. There are a set of universal rights all human beings should enjoy no matter the location or time period, and those cultures that violate these rights shouldn’t be embraced for being different but rather shunned upon for not recognizing the universal basic rights of the indi vidual, despite the fact that it is hard to say what are ALL of these basic human rights. Ethical relativism places more emphasis on the society and not enough on the individual of that society. For example lets say that in some imaginary culture it is perfectly normal to kill or maim people if they annoy you. Ethical relativism says that being of a culture where this is not an accepted practice I cannot say that this is wrong, rather I must respect their culture thereby placing more emphasis on respecting a culture then the rights of the individuals to life no matter how annoying they happen to be. In a system where everything is relative there can be no set ethical belief because then no one is bound by any universal set code of ethics. Nothing is ever immoral since actions can’t be compared to a standard and thus nothing is immoral and nothing is moral. Societies should be judged by their moral beliefs because time and place doesn’t change what is morally right and wrong and more emphasis should be given to the individual rather than to the society. Ethical relativism contradicts the point of ethical theory in that there is no universal standards therefore n o action is moral, and vice versa no action is immoral. Society defines what is moral at a certain point in time. Morality is adaptive and can change over time, however it is still dependent upon its culture to decide whether it is accepted or not accepted. For example, in the early twentieth century, pre-marital sex was considered a huge sin and looked down upon with disgrace. A person’s entire character was jeopardized if they had participated in pre-marital sex. Today however, although pre-marital sex is not considered virtuous, society does not cast aside those who have sex before marriage. It is considered normal as a matter of fact to have several partners before marriage, that is, if you even decide to get married (another topic that has lost importance over time). Benedicts also gives an example to further prove her point that morality and or normality is culturally relative. She gives the example of a man in a Melanesian society who was referred to as â€Å"silly and simple and definitely crazy† because he liked to share and to help people and do nice things for them. In the United States, these are virtuous qualities. If you are stingy and not helpful you are looked down upon, but in this contrasting society, to share and be helpful is so disgraceful that one is ridiculed for possessing those traits or even condemned for them. One who believes that morality is relative could give further example of traits that are despised in one culture but admired in a different culture. History and evolution provide codes of what is accepted in a culture, things such as sorcery, homosexuality, polygamy, male dominance, euthanasia, these things are completely dependent upon its society to define its morality. Within this world that we live on, there is an enormous amount of people. Each of these people belongs to different cultures and societies. Every society has traits and customs that make it unique. These societies follow different moral codes. This means that they may have different answers to the moral questions asked by our own society. What I am trying to say is that every society has a different way of analyzing and dealing with life’s events, because of their cultural beliefs. This claim is known as Cultural Relativism. Cultural Relativism is the correct view of ethics. (a) Different societies have different moral codes. (b) There is no objective standard that can be used to judge one societal code better than another. (c) The moral code of our own society has no special status; it is merely one among many. (d) There is no â€Å"universal truth† in ethics-that is, there are no moral truths that hold for all peoples at all times (e) The moral code of a society deter mines what is right within that society; that is, if the moral code of a society says that a certain action is right, then that action is right, at least within that society. (f) It is mere arrogance for us to try to judge the conduct of other peoples. We should adopt an attitude of tolerance toward the practices of other cultures (Pojman). Above are six claims that help explain the notion of Cultural Relativism. In Rachel’s article, the Eskimos practice infanticide as well as the killing of elders. The elders are too feeble to contribute to the group but; they still consume precious food, which is scarce. This practice is necessary for the survival of the group. The males within the Eskimo tribes have a higher mortality rate because they are the hunters and food providers. The killing of female infants helps keep the necessary equilibrium for the survival of the group. So, this infanticide and killing of elders does not signal that Eskimos have less compassion for their children, nor less respect for human life; it is merely recognition that murder is sometimes needed to ensure that the Eskimos do not become culturally extinct (Pojman). To continue with the subject of murder, there are many questions about murder that our own society faces. Within our own society there are conflicting views on topics such as abortion, capital punishment and, euthanasia. To some these acts are considered to be murder, to others they are necessary to our society. The point of this conflict is that even within our own society, there is a discrepancy between what is morally right or wrong. There is an exception to every so-called moral absolute. This eliminates the possibility of Moral Absolutism, and proves there is no universal truth (Pojman).Ruth states that homosexuals deal with many conflicts that are culturally based (Pojman). For example, in our western society, the Catholic religion believes that is a sin for individuals to partake in homosexual activity. By this I mean, the tendency toward this trait of homosexuality in our culture exposes these individuals to all the conflicts that coincide with this choice of lifestyle. Some of these conflicts include hate groups that partake in â€Å"gay bashing†, public ridicule and even laws against homosexuals taking wedding vows. This differs from what Ruth explains about how in American Indian tribes there exists the institution of the berdache (Pojman). These are men who, after puberty, take up the dress and occupations of women and even marry other men. These individuals are considered to be good healers and leaders in women’s groups. In other words, they are socially placed and not ridiculed by other members of their society. This is an example of how different societies have different moral codes. Ruth states within her article how every society integrates itself with a chosen basis and disregards itself with behavior deemed uncongenial (Pojman). This means societies will choose their own moral standards and ethical codes and, disregard actions that do not lie within the boundaries of these moral standards and ethical codes. She goes on to say that our moral codes are not formed by our inevitable constitution of human nature. We recognize that morality differs in every society. Our own culture and environment will dictate these codes. This explains why different people have different moral standards, because behavior is culturally institutionalized.