Plot V Style – Therese Raquin

Though literature, like all art forms, is subjective, people never hesitate to critique it as if their word were final. Book critics usually prefer novels which cleverly encompass all aspects of literature. This includes plot and style, but also an array of other aspects. However, if one were to prioritize, would style and language trump plot? It all depends on themes. For example, Emile Zola, while writing Therese Raquin which focuses on human behavior in a psychological novel, might put emphasis on plot to get his point across. But if his language is faulty, his style ambiguous; then will the reader truly understand Zola’s intentions? Style in a novel is the author’s technique, such as his diction or syntax. However, because the version of the book being investigated is a translation, we mustn’t look too far into diction. But style also sets the tone of the chapter, paragraph, and the entire novel. Therese Raquin may have a killer plot, but can the reader really understand the novel if they cannot identify the tone? From the very beginning, we can identify the tone as bleak and depressive, when Zola is describing Rue Du Pont Neuf at the very first page, and writes â€Å"This arcade is some thirty paces long and no more than two wide; it is paved with yellowish flagstones, worn, uneven, permanently exuding an acrid-smelling damp, and is covered by a right-angled glass roof black with grime. † One can immediately identify the morbid tone in this passage. If Zola were to write â€Å"the arcade is long and narrow, with flagstones and a rather dirty glass roof† no type of tone could be interpreted, or if it could, it would be one far from that of which Zola intended. Similarly, toward the end of the book on page 166, when Madame Raquin, paralysed and weak, attempts to denounce Laurent and Therese’s actions to the guests, Zola described the lovers’ reaction: â€Å"Therese could not speak; she, like Laurent, had followed the paralytic woman’s extreme efforts and was now staring at her hand, chalk white in the harsh lamplight, an avenging hand that was about to speak. The two murderers waited, holding their breath. † The description of the hand and words like â€Å"harsh† and â€Å"avenging† describe this fearful tone of the situation. To understand Therese’s emotions at that time, the tone proves to be very important. Authors like Zola write in the way that they do for very specific reasons. Maybe plot is more important simply because modern readers don’t care for style: They want what happens here and now, which satisfies them enough. But for the more exploratory reader, style is to be valued just as much, as they will be looking to fully understand the text and come out of it with their own interpretation of said work. Style in this particular novel conveys the tone to the reader, which is essential to understanding Zola’s criticism of human nature. The plot in Therese Raquin is of Therese’s monotonous and suffocating life, which gets flipped and turned upside down by the arrival of Laurent. The plot of the story is a very thin veil for Zola’s intentions. However, this plot fits very specifically to his intentions. This is of course to be expected, but when judging the importance of plot, we must decide how important the plot of this book is to get Zola’s message across. As stated in the preface to the second edition, Zola states that â€Å"In Therese Raquin my aim has been to study temperaments, not characters. That is the whole point of the book. I have chosen people completely dominated by their nerves and blood, without free will, drawn into each other action of their lives by the inexorable laws of their physical nature. † Zola intended to focus on the four humors, and associating them to the four main characters. He states that his objective â€Å"has been first and foremost a scientific one. † His study of these four characters involves setting them problems, as if they were animals. Therefore, based on Zola’s own words, one must come to the conclusion that the plot is as important as anything. He claims nothing that Therese and Laurent did was of their own free will. In fact, they were needs, consequences or a simple organic disorder. As Zola puts it, â€Å"Therese and Laurent are human animals, nothing more. † This plot was written very intently with the purpose of communicating Zola’s â€Å"experiment† to the world. Anything else he writes is an extra, as the plot is the main focal point in this novel, as it is a study of the four temperaments. When considering Therese Raquin, one must come to the conclusion that without this exact plot, Zola’s study does not arrive at the same result. The plot is absolutely essential, but that is because his book is more than just a novel. Modern literature is more focused on providing entertainment for the reader. This novel, and many like it, is a study into human nature, which uses this plot as a means of communicating it. This does not completely disregard any contribution from the style. It is still a very important factor in the novel, and all literary works. Despite this, based on Emile Zola’s Therese Raquin, the conclusion is that plot is more valued than style.

How does Coleridge tell the story in part 4 of Rime of the Ancient Mariner Essay

Part 4 begins with another attempt from the Wedding Guest to get away, shown through the direct speech of the Wedding Guest, ‘I FEAR thee, ancient Mariner! ’ The direct speech is also used to remind us that the Mariner is telling a story within the poem. The capitalisation of the word, ‘fear’, is used to echo the honest and fearful reaction of both the Wedding Guest and the reader, following the tragic event that has occurred in the previous part. The first stanza is used to re-acquaint us with the characters in Coleridge’s poem and we are reminded that the Mariner appears to possess all of the features of a dead person, ‘long, and lank, and brown’, but is still alive, reaffirming his liminal state; he is somewhere inbetween life and death. In stanza 2, the ‘glittering eye’ motif is echoed, reminding us of the Mariner’s appearance, the singular eye implies that he not fully there, whilst ‘glittering’ possesses connotations of witchery, furthering the idea that the Mariner is a supernatural creature. In stanzas 3 and 4, Coleridge largely focuses on the isolation of the Mariner. In the 3rd stanza, we see the poet use a lot of repetition in order to communicate the true extent of isolation and his misery, ‘Alone, alone, all all alone, Alone on a wide, wide sea! ’ The anaphora emphasises his feelings of loneliness, whilst the assonance slows down the rate in which the poem read, allowing a lot of focus on his seclusion. In the 4th stanza, the Mariner equates death with beauty because his loneliness gets to such an unbearable degree that he is resentful of the dead mariners; they are free of the torture that the Mariner continues to endure alone, he sees the ‘many men [as] so beautiful! ’ The intensifier in the quote, ‘so’, demonstrates the mariner’s newfound love for humanity, as he misses their company, it also acts as an indication for his remorse, whilst the exclamation mark simply serves to emphasise the statement. He bitterly acknowledges that ‘a thousand thousand slimy things live on; and so did [he]. ’ Coleridge utilizes structure in this particular quote; the enjambment in the line helps to highlight that the horrors continue to live on; then with the use of the semi colon, the Mariner is able to liken himself to these unnatural and horrible creatures, highlighting the guilt that he continues to feel. By the 6th stanza, the guilt felt by the Mariner is so overwhelming that he is unable to pray, ‘I looked to Heaven, and tried to pray’. The constant semantic fields relating to religion in this stanza, ‘prayer’, ‘saint’, suggest to the reader that the Mariner is trying to bring himself closer to God; it also indicates that the Mariner has begun his attempt at redemption, as at this point, it’s so hard for him to ignore his own guilt. Despite his ‘prayer’ to God, he is unable to escape from his guilt through anything because of a ‘wicked whisper’. His guilt continues into the 7th stanza, ‘the dead were at my feet’, here, the dead mariners are not only a physical burden for the Ancient Mariner but also a burden, within his mind, on his already guilty concious. The chiasmus-like structure of the quote, ‘for the sky and the sea, and the sea and the sky’, in the 7th stanza reflects the mariner’s self-reflection as he’s telling the story, consolidating his role as storyteller. The deviation of the ballad form also establishes a re-focus of narration; the quote may be intended as another reminder that we are hearing a character’s story within a poem. The Mariner’s guilt is strengthened, in the 8th stanza, when he states that the accusatory looks of the mariners, as they died, have ‘never passed away’, not only have the expressions of the mariners stayed with him, but the general guilt has remained with him. The ‘cold sweat’ that ‘melted from [the dead mariners’] limbs’ makes them seem almost life-like, the oxymoronic language helps to convey their liminal state. In the 8th stanza, the mariner states that the ‘curse in a dead man’s eye’ is ‘more horrible than that’ of ‘an orphan’s curse’, reflecting the extent of blame received by the Mariner, as well as his general guilt and shame. His suffering is emphasised by Coleridge’s intertextual reference to the bible, ‘seven days, seven nights, I saw that curse’, as there is an implication that God is punishing the Mariner for destroying one of His own creations, the Albatross. Also, the quote suggests that the Mariner is becoming closer to both the idea of God, and God, Himself. The 10th stanza in part 4 marks a moment of change, as the Mariner doesn’t acknowledge his guilt. Coleridge also communicates the potential for change, as he returns back to the original ballad form from the sectet, implying that some sort of transition is about to occur. The celestial imagery used by Coleridge in the stanza, ‘moon’, ‘sky’, and ‘star’, reinforces the idea of transition, the sky and stars commonly symbolise hope and create a sense of positive anticipation, as well as the moon, which is often symbolic of change. The idea of transition is supported further by Coleridge’s use of gerund verbs, ‘moving’, ‘going’, in the stanza. Arguably, they imply that the Mariner is moving on from his previously overwhelming guilt and instead, embracing new ideas of nature, God and humanity in general. Indeed, in the 12th stanza, we see that the Mariner’s appreciation of nature is able to distract him from his strong feelings of guilt, ‘the water-snakes†¦moved in tracks of shining white’. The word, ‘tracks’, creates a contrast with the directionless mariner, he has been unable to connect with God and nature until now, when he sees the water-snakes and their ‘tracks’ offer him some sense of clarity and purpose. The 11th, 12th and 13th stanzas are all quintets; together they are able to reflect the Mariner’s transitional period into the glory of nature, triggered by ‘the moving moon’ in the 10th stanza. In the 13th and 14th stanzas, we see the Mariner’s newfound complete adoration for nature. Coleridge uses regal imagery to convey the mariner’s love for nature, and to reflect the change brought by the moon, ‘rich attire’, ‘glossy green†¦and velvet’. Additionally, in the 14th stanza, despite his description of the water-snakes regal aspects he is unable to express the beauty of the products of nature; ‘no tongue their beauty might declare’. His newfound admiration for nature has made him realise that the true beauty of nature is beyond the expression of mankind, and as he is humbled by religion and nature he believes that only God is capable of creating such things, ‘a spring of love gushed from my heart and I blessed them unaware. ’ The part ends with him finally being in touch with God and religion, ‘I could pray’, meaning that he is more connected to a high power, God. There is also a signature reference to the Albatross, ‘[it] fell off and sank like lead into the sea. ’ Albatross represents the burden, and the simile suggests that the burden of blame has finally been released. There is also the assumption that the Albatross is now back in contact with its natural habitat, the sea, a part of nature. The enjambment in the line creates and emphasises a more visual interpretation of the Albatross parting the Mariner’s neck, as it reflects the bird’s downward movement. By the end of the part, much of the Mariner’s initial guilt has been abandoned or at least temporarily distracted by nature. We also get the impression that the curse is over for the Mariner, as he is now starting to acknowledge and admire world’s beauty, however this is just Coleridge lulling us into a false sense of security, as sadly, the curse is far from over.

“Deadly Unna?” By Phillip Gwynne Essay

Deadly Unna? By Phillip Gwynne is a novel based on the fictional one year life of a fourteen year old boy named Gary ‘Blacky’ Black. The story shows a developing friendship between Gary, an Anglo-Saxon boy and Dumby Red, an Aboriginal boy. With this friendship Gary begins to understand his own morality with lessons of human dignity, racism, justice, death, courage, family and most importantly friendship. The story is structured around AFL and shows how sport can bring a divided community together every winter. One of the main structural themes in this novel is racism, discrimination and stereotyping of Aboriginal Australians in society. Indigenous Australians are one of the most disadvantaged communities in Australia and they are subject to many racist stereotypes in everyday life. A stereotype is a trait of one or more people that is attributed to a social or racial group. In the novel an example of a stereotype is when Gary is talking about how he and Pickles had never been to the Point before because they both had heard stories that there were ‘Abo’s’ with spears and boomerangs being thrown everywhere. This story scared them both – in effect making them and others think that ALL Aboriginals are like this. Racism is the belief that one race is superior to another (better then another). Many examples of racism can be seen throughout the story such as the comment from the character Mad Dog ‘I don’t shake hands with boongs’ on page twenty nine. Boong being a defamatory term used against Aboriginal people, referring to their race. The term was also used again in the novel on page one hundred and twenty one when Gary and Clarence (Dumby Reds sister) were together and Clarence sat directly under graffiti on a wall exclaiming ‘Boongs Piss Off’ in big black letters. Gary felt uncomfortable with this being on the wall and hoped that Clarence did not see it. Discrimination is the action of treating another person differently based on their race, sex or other illogical reason. From the change rooms on page twenty one to Big Mac’s service toward Tommy Red (Dumby Reds Father) at the pub on page one hundred and sixty, discrimination was present in most chapters of this book. In fact discrimination in the port was a big eye  opener for Gary Black. The novel itself is a great example on how Australia is changing from a disgusting racist lifestyle to a country that respects people of all cultural backgrounds. Since what is said to be the invasion of white settlers, Aboriginal Australians have become one of Australia’s most disadvantaged communities according to statistics. In modern times Australian Governments together with Australians individually and as a society, are attempting to take action to turn around the statistics. Racism, discrimination and stereotyping against Indigenous Australians in Australia is everywhere from small town communities to large city school yards, but why? People are racist for many reasons: Upbringing, ignorance, power, personal experiences, own cultural beliefs, fear, influence of friends and family etc†¦ but that is no excuse to do it. From European settlement (1770) into the 20th century Aboriginal people have been considered by most as a sub-human race, therefore, they did not receive the same rights as Anglo-Saxon people in Australia. Stemming from that belief they were put into missions, separated from communities, denied access to their own spoken language and access to land, suffered high numbers of abuse and sexual assault. Children at young ages were stolen from their families and were essentially taught how to clean and made to forget about their families, culture and way of life. All that stemmed from one cultural group believing that they were superior to another group – therefore entrenching racists’ belief that ‘Aboriginals are an inferior race’. Whilst we understand in modern society that this belief is wrong, it is difficult to change the thought process of all people who see others that are different and believe that their cultural beliefs are better or more right than others. After all it is our own cultural beliefs that tell us what is right and wrong, what is beautiful or ugly. Aboriginal people are not inferior nor are other cultural groups inferior. As Australians we need to recognise and respect our differences to be a true peaceful multicultural society. Bibliography: Smartcom-Library/Image Source/Australia FlagDate Accessed: Monday 24th, Augusthttp://library.smartcom.vn/upload/1201173161413australia-flag.gifDeadly Unna? By Phillip GwynnePublished by the Penguin Group – Penguin Books Ltd, London England, 1998Indigenous Disadvantage Edited by Justin HealyPublished by the Spinney Press, Thirroul NSW, 2008

In what ways might the state be considered to be 'gendered' Essay

In what ways might the state be considered to be 'gendered' - Essay Example The status of women in this generally patriarchal world is a discussion that has passed, at least two centuries. It has been a sociologically proven fact that â€Å"historical construction of the state [†¦] represents a gendered masculine model†. Women who â€Å"constitute half the world’s population, perform nearly two-thirds of its work hours, receive one-tenth of the world’s income, and own less than one-hundredth of the world’s property† (cited in Bubeck, 1995: 2). It is this injustice and inequality that prompts discussion on the possibility of gendering the state. In different countries, women as individuals and as groups have been engaged in attempts to gender the state that govern them. Men who have internalized gender politics have also been partners in such attempts. To assess whether and to what extent a state is gendered, is to be able to scrutinize the actions, attitudes and policies of the state. And this assessment has to be base d on the notion that â€Å"any meaningful conception of equality must provide all women with political, social and economic rights† (Cornell, 1993: 162). From this reasoning and the discussion made above, it can be seen that just like there is no gendering of the state possible without the gendering of the society, no political change is possible without corresponding social and economic changes. But still, for the sake of convenience while making a gendering intervention, the state can be compartmentalized into different segments. like executive, legislature, media, informal political sphere, public space, etc. Gendering the processes of state The communist, capitalist and democratic forms of state, have been criticized by feminist scholars, for being hierarchical when it comes to gender relations (Abu-Laban, 2009: 7). The gender power relations within each of this system of rule were found to be typically an extension of family and its gender relations (Abu-Laban, 2009: 8). Some feminist scholars (cited in Abu-Laban, 2009) have debated whether nationalism is â€Å"progressive or reactionary† in terms of a gender perspective (12). The duality and contradiction involved with the role of women as citizens and as inferior members in a family has to be addressed if the gendering process of the state is to gain stability by finding roots in the society (Abu-Laban, 2009: 13). True (2003) has drawn attention to the need of â€Å"gendering socialist state† by which it becomes clear that even a state establishment that addresses certain inequalities like class and race cannot be considered as gender-sensitive (28). In such a scenario, the gendering of state is viewed as to include: Election [of women] to legislatures, the appointment of women to public office as ministers and bureaucrats, the presence of women’s policy agencies, and the potential for these women and agencies to promote women-friendly policy outcomes (McBride and

International Law - Design an improved system of International law Essay

International Law - Design an improved system of International law - Essay Example The international law has a defined mandate, with its key priorities including the promotion of peace, justice, ecological stability and economic wellbeing. Although there are concerted efforts exhibited by different nations towards the promotion of these values, it is evident that some issues still require critical addressing. it is worth mentioning that some states have acted in ways that reflect a feeling of being constrained by the international law during times when they needed to develop their own intervention strategies when under threat. The international law also proves to be a disadvantage to some countries because they are not members of the intergovernmental organizations that formulate policies that define international law. Evidently, a design for an improved system of the international is an urgent requirement. This paper will focus on describing how the value of peace can be improved. Definition of Peace Peace is one of the critical representative values defined as a leading hallmark of the international law. However, for a long time, the usage of the term peace has denoted different aspects. Many scholars have used the term peace repeatedly, but have not taken much time to address its definition as they have done with words that for a long time have been used to denote the opposite condition such as violence and war. The term denotes a range of concepts depending on the context of its usage. Its usage in an integrated cultural-religious system, cross-cultural or secular context exhibits a level of variance in the concept denoted. However, in each of these different contexts, the usage of the term serves to place emphasis on one of the central principles that govern what many people define as peace (Bowett 67). The term peace has a Greek origin, and is the English translation for the Greek word Irene, which denoted the ‘absence of war’. In the western context, the term peace denotes the absence of any form of violence, but with a co mmon reference to the lack of war. Peace denotes the condition that reigns at the conclusion of war, and that is defined by the emergence of a new level of interactions. This condition usually results in a state of order, law, or power as used in different cultural contexts. Other people use the term to describe the condition that reigns when the society is free from any form of conflict, discord, or revolution (Bowett 89). Philosophers such as Bertrand Russell and Albert Einstein insinuated that peace was on a higher level than the ‘absence of discord, war, and conflict as many people have explained. According to these philosophers, peace denotes a condition defined by both law and order. In the international sense, prevailing of peace only occurs if states are not indulging in a struggle that involves military interactions. States exhibit peace amongst themselves when they indulge in diplomatic ventures, varied interactions, and depict power balance systems. The condition de fined by limited or no interaction also passes for peace. Other informed authors have also placed emphasis on the passive nature of peace. If countries exhibit a level of concord in the way they interact, it serves as evidence that they are peaceful. In cases where countries have defined their interactions by

Impact of social media on political change in Egypt Term Paper

Impact of social media on political change in Egypt - Term Paper Example Facebook, Twitter and YouTube have become the most famous sites of social media. These sites bring people on a single platform and give them information all around the world. These are good at interacting people and to stay connected round the clock. It gives updates about what is happening around the people. Moreover, these give freedom of expression to every person residing in any part of the world, which is important to maintain peace in the region (â€Å"The New Arab Revolt†) The role of Social Media in Arab spring (Middle East) The events that took place a year ago in the Middle East made an intense debate on the role played by the social media. The Arab countries are facing two big challenges, which are economic growth and job creation. Hisham Matar considered revolution a boring thing (Albanyadmin). In such situations what was the role of social media? According to Matar, internet was an exaggeration, which represents that the internet was accessible to the elite in the Middle East also; they knew only how to use it who were the ones that brought revolution (Albanyadmin). The second view was that the social media spike an online revolutionary talk after the events that took place in the Middle East. ... The protestors made wide use of these platforms in order to keep united, which gave fanning to the flames. Moreover, it proved that the revolutionary power could not be controlled or stopped by the government authorities. The government had almost failed in their attempt to stop these protests, which were being aided by the social media. When the Egypt government shut off the internet and mobile networks for 5 days from January 28, 2011, it brought out more protesters on the roads, which became a real big problem for the Egyptian government. Social media provided a platform to the Egyptians to raise their voices. It became a source of news and courage to the protestors (Albanyadmin). Matar said that the internet has created a new language (Albanyadmin). The protestors became more violent by this support of social media. Secondly, the outside world has uprisings, which created Arab spring in the past. The protests, disturbances and revolutions were not new. In 1990s, the green mountai n of the Libya had uprisings in the east of the country. Also the same things happened in the 2011 revolution in Libya. The helicopters were sent by Gadaffi to limit the protestors, which also made bombardments on its own citizens (Albanyadmin). There was no as such news about it around the world as there was no proof of it. Especially in Egypt’s revolution, social media played a crucial role. Merely in 18 days, Egyptians succeeded in stepping down President Hosni Mubarak from the power, which reigned almost 30 years. In Tunisia’s revolution, it took 28 days but the result was less peaceful than in Egypt. In Libya, it took 9 months for a revolution to take place with poor peace results (Richards). Reports show

Choose drug(s) classified as narcotic analgesics Research Paper

Choose drug(s) classified as narcotic analgesics - Research Paper Example The trend puts patients in chronic pain at risk. According to Otto, â€Å"the target of many criminals is Purdue Pharmas OxyContin, a sustained-release oxycodone product. Specifically formulated to meet the needs of patients with chronic, intractable pain, OxyContin is being crushed by abusers to make the full dose immediately available when they inhale, swallow, or inject it† (par. 3). As emphasized by the USDHHS, â€Å"Oxycodone can be habit-forming. Do not take a larger dose, take it more often, or take it for a longer period of time than prescribed by your doctor† (par. 6). Just like any other narcotic analgesics, the tendency for drug abuse is strong and therefore needed precautions are to be observed to prevent addiction to the drug. However, the drug has been proven to be effective in â€Å"the treatment of moderate to severe diabetic neuropathy, according to the results of a randomized, double-blind, controlled trial reported in the March 25 issue of Neurology† (Controlled – Release, par. 1). Further, the same report indicated that â€Å"although opioid tolerance and physical dependence have been reported during chronic opioid therapy, neither phenomenon was demonstrated in this 42-day study† (par. 6). The information reveals that when used in a controlled environment with specific medical instructions applied, the adverse effects of addiction and habit forming is, in fact, prevented. The drug has been specifically recommended for diabetic patients who experience pain from moderate to severe neuropathy, especially in lower limbs and extremities. The risk of burglaries and notorious reports on the drug has severe repercussions in terms of limited supply for patients who are in need of them. Further, Otto averred that â€Å"the number of deaths linked strictly to oxycodone has been exaggerated in the press, noting that in most cases abusers die from taking many drugs at the

Dirct and eMarketing Essay Example | Topics and Well Written Essays - 1000 words

Dirct and eMarketing - Essay Example This connection between good levels of customer service and good levels of customer satisfaction and retention underpins the common association of customer service with keeping, rather than winning, customers. Customer service therefore plays a pivotal role in relationship marketing. Getting this role right, and to a standard of expertise that is superior to that of competitors and sustainable in the longer term, requires an in-depth understanding of the nature and nuance of customer service. Knowing customers means closing the loop between the messages sent to them and the messages they send back. Developments in IT have led to interactive communication tools such as the mobile phones being used to complement less interactive mechanisms such as mail or media advertisements. Growing use of carefully targeted direct mail has characterized this as the age of addressability. "Mobile commerce refers to transactions using a wireless device and data connection that result in the transfer of value in exchange for information, services, or goods. Mobile commerce, facilitated generally by mobile phones, includes services such as banking, payment, and ticketing" (Mobile commerce, 2005). "Some organisations view m-Commerce as merely another e-Commerce channel, those organisations that exploit the m-Commerce channel properly by developing alternative and complementary propositions will be more successful in m-Commerce" (E-Commerce, 2001). For suppliers, building longer-term customer relationships with the help of m-commerce means maintaining a dynamic knowledge of customers' requirements, preferences and expectations. While corner shop managers may be able to retain customer likes and dislikes in their heads, larger organizations need customer relationship management systems which manage data throughout the customer life-cycle, from initial contact, through information exchange and sales, to delivery and post-sales service. "Elsewhere in Asia, subscribers to Hong Kong mobile service Sunday can receive offers from shops as they pass them in the mall"(May, 2001). This interaction is as important with the mobile as with any other communication medium, and outsource its development and operations with minimal provision for information transfer - hence repeating the mistakes often made in the early days of the call centre. As surveys continue to show, advertising products and services with the help of m-commerce is relatively easy; more difficult, but absolutely crucial, is to gather vital customer information, obtain customer feedback, utilize existing knowledge about the customer and exploit the interactive nature to add value though product configuration (Evans, O'Malley, 2004). For instance, "a European-based mobile operator recently had some tickets for a pop concert for sale. Having identified a target audience, specials offers were sent to mobile customers by SMS allowing them to buy tickets at a discounted rate. Within an hour, all the tickets had been sold for approximately $100 each, customer details had been captured, and most customers had given permission for further follow up offers" (E-commerce, 2001). It is apparent that some industries are being restructured as organizations redefine themselves to take advantage of IT-enabled marketing, or are replaced by newcomers which operate

Investigating Foreign Market Essay Example | Topics and Well Written Essays - 1000 words

Investigating Foreign Market - Essay Example In this regard the paper tends to evaluate the potential market for cheese and cheese products in Argentina produced by an Australian firm Nivedo. Political Factors in Argentina The political factors in Argentina have largely improved from the previous periods that have helped bring about a regulatory climate helping in the growth of imported food products market in the region. In fact it is found that the market for the imported products pertaining to dairy commodities like cheese has largely grown up in the region. The tariffs relating to import duty have largely been reduced to help in the expansion of the market for imported cheese products. It is held that in the coming years the region of Argentina would gradually turn out to be a growing market for milk products in comparison to the international market. The markets pertaining to the Latin American countries are held to become potential zones for the products derived from milk as consumption for such is found to have increased by around 15 percent within a span of six years ranging from 2000 to 2006. Thus the political climate of Argentina is held to encourage the rise of import for milk products (Organization for Economic Co-operation and Development, 2002, p.95-96). Economic Factors in Argentina Economic factors in Argentina reflected a rapid decline in the production of milk due to the rise of economic recession in the region. The production of milk in the region is found to have reduced by around 4 percent during the 2002 period. Rise of recessionary climate in the region had led to the closure of many small and big firms producing dairy products and thus the demand for the milk products in the Argentinean customers failed to get met. The dairy farming activities suffered a huge setback as it gradually became converted into a subsistence type of economy. The large dairy companies started closing down on account of the rising operational cost pertaining to such. Thus in order to largely meet the needs of the consumers the dairy products like cheese and others had to be largely imported from other countries (Organization for Economic Cooperation and Development, 2002, p.95-96). Thus it is found that the economic factors in the region can be viewed as a trigger that would help in the growth of demand for Australian cheese products. Socio-Cultural Factors in Argentina The socio-cultural factors in Argentina, a Latin American country are viewed to enhance the demand for the dairy products like cheese. With the rise and development in the state of living for the people the population belonging to Argentina started demanding more innovative foods that would help in meeting their appetites and flavors. Moreover the development of farming activities carried out in the region on a large scale also happens to escalate the demand for dairy food products. The people living in Argentina thus tend to largely demand innovative products imported from westernized countries to satisfy their desir es in an increasing manner. Further the people are also attracted by advertisements made in regards to cheese and cheese products through televisions and internet and thereby tend to purchase such products in an increased manner (Roest, 2000, p.257). Legal Factors in Argentina In terms of legal factors the production and marketing of cheese and cheese

Compare and Contrast Integrated and Subjective Approach Essay

Compare and Contrast Integrated and Subjective Approach - Essay Example And the UK is no different. Thus, it is only fair that the builders of the future societies of any nation are well looked after, especially in the area of primary education not only by the parents, but also by the schoolteachers, principals, and other related authorities. In the context of National Curriculum, Primary National Strategy and Curriculum Guidance for the Foundation Stage, the scope of this essay is to ponder upon, and make an attempt to answer the following questions: It now becomes fairly apparent that things concerning educational matters are not to be trivialized and deserve serious attention by the concerned people. It is for this reason that the education building mechanism in places of learning is selected and processed very methodically and scientifically. The National Curriculum was introduced into England, Wales and Northern Island and as a national curriculum for primary and secondary state schools after the Education Reform Act 1988, which makes sure that the state schools of all Local Education Authorities are following a common curriculum. The subjects that are compulsorily taught are divided into two key stages, key stage 1(age 5-7) and key stage 2 (age 7-11). All students at Key Stage 1 and Key Stage 2 are required to study (Wikipedia, 2006): Mathematics Science History Geography Art and Design Music Design Technology Physical Education Sex education, in some schools. Personal, Social and Health Education (PSHE). ICT The Primary National Strategy The Secretary of State launched Excellence and Enjoyment - A Strategy for Primary Schools on May 20th, 2003. It declares the vision for the future of primary education and would be useful for a sector where high standards are obtained through an exciting curriculum, which develops children in a range of ways. Important points in the vision included the need to make curriculum innovative by the primary schools, encouraging schools to network together and learning to share and develop good pra ctice, the Government acting as a catalyst by empowering teaching leadership and providing opportunities for children to have a whole range of learning experiences ( The Standards Site- Primary, n.d.) . The Subjective and the Integrated - based Curriculum Subject-based Curriculum, as indicated by the name itself, assumes that there is supposed to be one expert teacher or 'specialist' for one subject. The particular expert in that area handles all the issues with regards to that subject. For example, a physics teacher would typically handle and be responsible for all questions regarding physics only, and would not deviate from the main subject at all. The teacher would not look into other subjects like math, chemistry, etc nor would approach or consult teachers of other subjects. This approach thus, assumes that teachers of a particular subject are to handle their specialized subjects alone, and are not supposed to know and teach about other subjects.

Structural approaches to systems of signification are rooted in linguistic theory Essay Example for Free

Structural approaches to systems of signification are rooted in linguistic theory Essay A general analysis of language assists in the deconstruction of meaning as it inscribes in different types of narratives (whether verbal or non-verbal). This analysis can be divided into 4 processes. The first process is the identification of sign systems used in particular social situations. The second process is the determination of body movements, sounds, or letters that individuals use to express the sign system. For example, when an individual refer to the term ‘funeral’, then all individuals in a particular social group must know the proper reference to a funeral. The fourth process is called social convention. Every individual in a community or group must agree on a common set of meanings for the sign system. The fifth process is the rate by which signs changes meaning. This phenomenon is common in Western societies where words and symbols often change as a response to social, economic, and political changes. One of the leading figures of semiotics is Roland Barthes who applied the structuralist linguist theory of Saussure to the study of mythology. His research paved the way for the development of a ‘contemporary mythology. ’ The findings were as follows: 1) The elements involved in narratives are often objects which assume meaning that transcends beyond their aesthetic and normative value. The development of this set of meanings is often expressed in the so-called ‘second level language’; 2) Barthes also identified the so-called ‘second order semiological system’, a sign system which enables people to communicate with each other; 3) An object assumes meaning when society attaches a particular value to a place, object, and entities. However, the significance of an object, idea or place may also be ambiguous and may assume a set of meanings that may be hard to deconstruct. The ability to deconstruct meaning depends on a number of factors: 1) the complexity of the social situation, 2) the relationships of the actors involved, 3) the complexity of the general sign system used, 4) the range of possibilities, and 5) the biases of the researcher. Deconstructing meaning is a process by which an individual attempts to relate one set of meaning to another in a particular situation; that is, the repercussions of motives and intentions are always embedded in behavioral orientation. 2) Language is a system of distinct signs which correspond to distinct ideas (Saussure 1966:16). Please explain the nature of sign according to Saussure’s theory of language. With the publication of the Course of General Linguistics, Ferdinand de Saussure established a formal theory of language. Some of the assumptions of his theory were as follows: 1) There is a distinction between language and parole (speech). According to Saussure, language is the system of symbols in which individuals communicate. Parole refers to actual utterances. Since individuals communicate in an infinite number of utterances, it is the symbolic system which is deemed more important. In providing distinction between uttering and language, one is also separating: a) what is social from what is individualistic, and b) what is essential from what is supplemental. Saussure likened this proposition to a chess game. The chess game has rules which define the overall essence of the game. Utterances are the actual moves of the players. The rules reflect the language used in the game; 2) Languages do not produce different versions of reality; they in fact produce different realities. According to Saussure, the differences in language reflect the general differences not only in the interpretation of what is real but also the notion of what ought to be real. In short, if a language does not have a word for ‘natural’ then individuals who use such language will in effect submerged in a world which is unnatural. Here, the term ‘natural’ is both ambiguous and vague because individuals have no common assumptions of what is ‘natural’; 3) Language is the means by which social meanings is communicated through the use of signs. A sign or a word defines the relationship between the assumed image of a set of sounds or signifiers and the actual image in an individual or group’s consciousness. A sign is a mediator between the assumed and the actual, between the real and the immaterial. According to Saussure, signs define the conceptual outlook of particular objects, entities, and even other ideas (Wittgenstein called this as referent idea). For example, the word ‘family’ describes both the ideal notion of a ‘family’ and the actual image of a family (reality). In short, a sign define the ideal and realistic boundary of specific ideas, objects, and entities. The bond, however, between the signifier and the signified is both arbitrary and necessary. The principle of arbitrariness is predominant when all ideas about the boundary of language are assumed to be in unity. Here, language is assumed to be a matter of social convention; that is, a general creation of collective consciousness. Hence, the set of signifiers (signs) becomes a means to describe and define the image of an object, idea, or entity. Signs become, as what philosophers of language called, an ‘arbitrary assumption of events’ – events which are either singular or plural in orientation. Signs therefore are subject to social change – as actors periodically change the meaning and application of signs in a sign system. In some cases, the change is radical that the original symbolic meanings are radically altered. Here, the signs remained intact, but the associated meaning greatly changed. This radical change is though not separated from changes that occur in a larger social environment, for it is the social environment which is the initial source of change. Saussure defined language as both a ‘social phenomenon’ and a ‘psychological phenomenon. ’ It is a social phenomenon because the significance of signs is dependent on social context or milieu. Social context here refers to a state of perpetual change in language over time. In fact, Saussure argued that all languages are equal in complexity. This assumption may be ambitious, but it has not without basis. Languages change because the social contexts to which they are located also change. A good example of language change is the creation of new words in many of the leading world’s languages. This process of language ramification is perhaps due to the rapidly increasing communication among individuals, groups, and institutions. However, much of the newly created words are ambiguous and vague in form. Many individuals either attach multiple meanings to a word or simply fail to attach a clear cut meaning to such word. 3) Debord states: ` an earlier stage in the economy’s domination of social life entailed an obvious downgrading of being into having that left its stamp on all human behaviour. The present stage, which social life is completely taken over by the accumulated products of the economy, entails a generalised shift from having to appearing: all effective `having` must now derive both its immediate prestige and its ultimate raison dentre from appearances` (Debord 1994:16). Explain in your own words Debord’s analysis of the society of the spectacle. Much of Debord’s ideas of the society of the spectacle were derived from Marxian theory. According to Marxian theory: 1) Society is divided into two structures: the superstructure and the substructure. The superstructure is the set of institutions functioning in the society. The substructure is the economic system utilized by the society. There is a dialectic relationship between these two structures. Initially, the substructure influences the creation of the superstructure. The economic system determines the type of institutions that will be developed in the society. The superstructure then either reinforces or alters the substructure, depending on the needs of the society; 2) The behavior of human wants is always conspicuous. Every individual desires not only the basic needs of life but also the ideal notion of fruitful living. Here, Marxian theory suggests that human want is both arbitrary and unlimited. Individuals will strive to attain what is socially acceptable and what is necessary. Consumption is a means to ‘show’ that these ends are met (echoes Veblen’s idea on conspicuous consumption). Individuals therefore, disregarding the efficacy of moderation, engages in subtle confrontation with the sources of frustration. The end: the individual becomes more and more attuned to the affairs of the market, and subject to the whims of the ruling class – whom unconsciously is fueling individual frustration to obtain higher market value for their products. Debord expounded on the development of a modern society in which genuine social life has been displaced with its representation – that is, its image. Debord argues that the history and essence of social life can be understood as the ‘decline of being into having, and having into merely appearing. ’ Debord notes that this condition of human life is the event in which commodity completely colonized the virtue of social life – an unconscious process of colonization of the ideal notion of life. The term ‘spectacle’ connotes a social system characterized by the affluence of advance capitalism, the mass media, and capitalist led governments. The spectacle is the general opposite image of society in which the relationship between commodities have, in general, displaced the relationships between people. The worship of the commodity becomes not just a rule but the aspiration of social life. In the society of the spectacle, the quality of life is poor, human perceptions greatly altered by both the market and mass media, and a general degradation of genuine knowledge. Knowledge becomes a tool for distorting reality – obstructing the true essence of the past, and promising a bright future of mass consumption and happiness. Here, individuals becomes attune to the calls of the promise and prevent themselves from realizing that such ‘spectacle’ is only illusory – that the society of spectacle is only a moment in history which can be overturned by collective action. The responsibility therefore of the ‘drugged’ individual is to free himself from the chains of spectacular images through radical action. This radical action will restore the beauty and essence of social life – life defined not by the relations between commodities but by the relations between individuals. 4) Basing yourself on first Levi-Strauss and then Barthess analyses, describe how myths function as types of narratives that carry a message. Levi-Strauss applied the structural linguistics of Saussure to the analysis of family. Traditionally, the family is seen as the fundamental object of analysis and as a self-contained unit consisting typically of a husband, wife, and children (offspring). Levi-Strauss argued that families only acquire determinate identities through relations among units. Levi-Strauss fundamentally altered the classical view of anthropology, putting the secondary family members first and analyzing the relationships among units instead of the units themselves. Levi-Strauss’ application of structural linguistics is also evident in his work Mythologiques, a series of work on myths and legends. According to Levi-Strauss, myths are a type of speech in which a symbolic system could be discovered. This theory attempted to explain the similarities of myths across cultures. Levi-Strauss argued that there is no such thing as ‘singular authentic version of a myth’ rather a general manifestation of the same language. In order to understand this language, the fundamental units of myth, the mytheme, must be examined. To find the mythemes, Levi-Strauss deconstructed each version of a myth into a set of sentences, consisting generally of a relation between a function and a subject. Sentences with the same function and subject were given the same number. Both Levi-Strauss and Barthess analysis of myths revealed striking results. First, the coagulation of myths is a message of a common language. Second, the myth itself not only expressed social, economic, and political values, but also the means in which people throughout the ages communicate. Third, binary opposition is a common characteristic of language – that is, people communicate through binary opposites. And lastly, myths function as a kind of lingual illusion which drives individual to act on the basis of the myth itself (the myth is a self-sufficient source of action). Here, the degree of which an individual communicates the myth to another individual is related to the preponderance of a myth. Hence, the survival of a myth depends on the way and degree to which it is communicated.

Organizational behavior Essay Example for Free

Organizational behavior Essay 1.Define organizational behavior, discuss its purpose, as well as what it includes within an organization. Basically organizational behavior is the study of the way people interact within groups in an organization by taking a system approach. The purpose of organizational behavior is to gain a greater understanding of those factors that influence individual and group dynamics in an organizational setting so that individuals, groups and the organizations to which they belong may become more efficient and effective. 2. Identify and explain what an organizations foundation is based on. In addition, describe two steps an organization can take if they truly want to increase employee morale. An organizational foundation defines how job tasks are formally divided, grouped, and coordinated. Step 1. Show employees some appreciation by saying thanks, or give them sincere admiration for a job well done (especially in the presence of others). Employees need to know that they are being appreciated, even for the little things they do. Step 2. Encourage communication between employees and management: doing this will allow employees to feel comfortable to voice their opinions and make suggestions to improve conditions and work environments. Listen to your employees concerns about the job or possible problems at home or work. Find out if there are other concerns that need to be addressed. 3. Explain what motivation is and the benefit for organizations to have motivated employees. In addition, identify and describe the most valuable asset an organization has and how they keep them motivated. Motivation is the reason or reasons one has for acting or behaving in a particular way, it underlines what employees choose to do and how much effort they put into accomplishing the job. Employee motivation is an important part of managing employees. This is because motivation can be directly linked to job performance. An employees performance typically is influenced by motivation, ability, and the work environment. There are several different motivation techniques that can be applied, many of which are universal and others which are dependent upon the situation, employee, department, or overall organization. People- an organizations most valuable asset and must be kept engaged in the organizations process to stay motivated. An engaged employee is a person who is fully involved in, and enthusiastic about, his or her work. Engaged employees care about the future of the organization and are willing to invest the discretionary effort, exceed duty’s call, and to see that the organization succeed. 4. Identify and discuss the five main motivational theories of management. According to Maslow, employees have five levels of needs (Maslow, 1943): Physiological/biological, food, water, shelter, air (all things needed for survival) safety, stability, security, freedom from fear social/belonging/love,affection, relationships and famil ego/esteem—recognition, respect and achievement and self- actualizing—self fulfillment, seeking personal growth and realizing personal potential 5. Explain the two key practices to managing an employee’s performance. Employee engagement Employees who are engaged in their work and committed to their organizations give companies crucial competitive advantages (including higher productivity and lower employee turnover.) Employees that are engaged usually will not take off from work just to be off, but will come to work and give more than a 110% Commitment Commitments requires an investment of time, as well as mental and emotional energy, most people make them with the expectation of reciprocation. That is, people assume that in exchange for their commitment, they will get something of value in return (such as favors, affection, gifts, attention, goods, money and property.) In the world of work, employees and employers have traditionally made an agreement. In exchange for workers’ commitment, organizations would provide forms of value for employees, such as secure jobs and fair compensation. Reciprocity affects the intensity of a commitment. View as multi-pages

A Walk to Remember by Nicholas Sparks

A Walk to Remember by Nicholas Sparks â€Å"A Walk to Remember â€Å" Nicholas Sparks, one of the New York Time Best Selling Author wrote his third novel entitled A Walk to Remember. It had been published in the year 1999 of October under Warner Books. The book is about the story of a 57 year old guy, and how he found his greatest love back when his seventeen. He tells how this love changes him in a way he didnt think he should be. The novel is written dedicated to his family, especially to his sister Danielle Sparks Lewis who become his inspiration in writing the novel. The story is fictional but some scenes are based on real life situation. He applied the experience of its own sister. Synopsis: The story is about a guy named Landon Carter, who is at the age of 57. It’s about how his life changes back when he was seventeen. He was Landon a reclusive guy, but everything changes when he asked Jamie Sullivan to be his date on their school party. Jamie is a good girl. She always carries a bible and always wore her ugly sweater. They are totally different but love is really great. The day he came to ask Jamie, he didnt know that it will be the start of something new. Something he didnt look forward to happen. On how he fall in love with someone named Jamie Sullivan. Reaction: The first time Ive got interested about A Walk to Remember is when Im in my third year of high school. I always read stories in wattpad and the author always mention it. They said that it was a great movie which inspired them to write their own stories. That time I didnt know it was a novel because they always mentioned it as a movie. I got a chance to watch it during my senior high, indeed it was great. Now, I needed to critic its book. At first, I didnt want to read it because I already know the flow of the story. Whats the use right? But as Ive read the book, I realized that I was so wrong. The movie is truly different from the book. Yes, it has the same concept but the flows of the scenes are entirely different. There are also some scenes that are informational which wasnt shown in the movie. Reading the novel is better than watching its film. You only need to imagine that youre on the story, and imagine everything that is happening. I was astounded on how this novel makes me feel the same emotion when I watch its movie. I even think Ive shown more emotion now that I read it. It feels like it was all brand new. I can still remember this quotation from the book, â€Å"Love is always patient and kind. It is never jealous. Love is never rude or selfish. It does not take offense and is not resentful. Love takes no pleasure in other peoples sins, but delights in the truth. It is always ready to excuse, to trust, to hope, and endure whatever comes. This has been my favorite line from the novel. That wasnt a simple quotation, it has a deeper meaning. It gives as an idea on what we need to do with our life. We must know the real purpose why we are living here, in this place. We are not here to focus on ourselves but for us to be part of the others life. To give them happiness, hope, and wisdom is our role in this world. A Walk to Remember wants us to remind that everything has its own purposes. Our life is always on God’s hand. You just need to have faith in him and surrender everything to him. For sure, everything will takes place. This story show how great can love is. Nothing is impossible that even miracle do come true. Conclusion: A remarkable book had been written again by Nicholas Sparks. He really knows how to touch our hearts. He has showed us the essence of life. On how powerful what we call love, that it can even do some miracle. This novel is a must read one. It has a theme that everyone can relate with. Film Review â€Å"Dead Poet Society† Dead Poets Society is a film directed by Peter Weir. This drama film was shown during 1989 starring Robin Williams. The story shows on how a teacher can live a great impact to his students. And how can he change the perception of his students. He also tells his student on why they need to seize the day. Characters: Protagonist Robin Williams as Mr. John Keating Ethan Hawke as Todd Anderson Robert Sean Leonard as Neil Perry Josh Charles as Knox Overstreet Dylan Kussman as Richard Cameron Allelon Ruggiero as Steven Meeks James Waterston as Gerard Pitts Gale Hansen as Charlie Dalton Antagonist Norman Lloyd as Gale Nolan Kurtwood Smith as Mr. Perry Synopsis: The story started during the time 1959. There is this guy named Todd Anderson who will take his senior high at Walton Academy. Walton Academy is a school for elite which offer prep boarding. Fortunately, his roommate is one of the most promising students at their school. Neil Perry became his roommate and the friend of Neil accepted him in their group. They are Calm Knox, Richard Cameron, Steven Meeks, Gerard Pitts, and Charlie Dalton. At the first day of their class, they were surprised by Mr. John Keating. He is their new teacher in English which is an alumnus of Walton. This educator has a different way of teaching his student. While having their lesson, he asked his students to stand on the desk, he even let them walk in a courtyard with their own way. Keating also instruct them to reap out the pages of their book in poetry. He was the one who motivated the boys to see the world in a different perspective and seize every day of their life. Reaction: Gather ye rosebuds while ye may. The Latin term for this is carpe diem means seize the day. An extraordinary life to be with, an abundant life. A movie that turns some of my perceptions upside down. Not a simply film but a wake-up call for everyone. A call for makeover. I adore Dead Poets Society for the reason that beyond the appearance is the thought of passion and a purpose driven life. It thought me that achieving all of my goals in life is not just the center of everything because if there is a great things surely there will also be greater and greatest things in life. Invisible by naked eyes but clearly seen by the heart. Just what Mr. Keating said, Yes indeed it is a battle of war and the casualties could be our hearts and souls. I was amazed at every scene because it was my first experience watching a film wherein my focus is not on the characters but what they want to import. I was also caught by this question, What will your verse be? Really, I meditate these words and asked myself if what verse I can contribute to this play. To learn from the experience of the past, to forget what is behind and to savor every moment. Poetry is more than poetry, beyond them is the life. One of the lessons I learn is that we do have different voices and I must strive to find my own voice. Maybe some people find the Dead Poets Society film a weird one but for me as I focus my attention on it, thousands of my emotions is on slide and I cant explain it through words but all I can express is that it is splendid. We must seize every step we take. In our final moments we all realize what life is all about. Dont wait until youre on your deathbed to figure out what matters most. To look things in different way, it’s not really a risk but an adventure and maybe by trying the things we thought is silly can be the better one. Stop acting and show who we really are and what the desires of our hearts are. We can go anywhere and can do anything and were not trapped in this life. Conclusion: I have watched many films but this one is something different. Tough I may say that the quality of the movie is not that good, maybe because it has been shown long time ago, but the message they want to convey is clear. It is something we need to remember and apply in our daily life. It was so interesting, touching, and knowledgeable. As a future mentor, we must really watch this kind of movie. This movie will help educator to understand his/her students. It will give us idea on how to handle and how to have a good relationship with your students. Someday, when I become a teacher, I will try my best to be Mr. John Keating to my class.

William Shakespeares Othello as a Classic Tragic Hero Essay -- GCSE C

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Simply defined, a tragedy always entails the downfall of the protagonist. As a common standard in tragedy, the protagonist, or "tragic hero" is of high standing who is faced with some opposing force whether internal or external. "Tragedy is the imitation of an action; and an action implies personal agents, who necessarily possess certain distinctive qualities both of character and thought; for it is by these that we qualify actions themselves, and these- thought and character- are the two natural causes from which actions spring, and on actions, again all success or failure depends...." This excerpt from Aristotle's Poetics illustrates an aspect of tragedy upon which many works, including Shakespeare's Othello, are based. In Poetics, Aristotle expresses the writer's obligation to create what is known as a "tragic hero" in all forms of tragedy. He further explains that this persona must be dominated by a "hamartia" or tragic flaw which leads to his downfall. Prevalently in Othello, the protagonist, Othello, can be seen as a classic tragic hero who is opposed by the strong force of his innate naivetà © and over-trust as flaws in his otherwise virtuous character. Through the rapid development of the play, we see Othello's character disintegrate as a result of his growing jealousy and are finally stricken by a powerful catharsis where despite his wrongdoing, the reader feels pity for Othello and his mis... ...ty of Nebraska Press, 1993.    Muir, Kenneth. Introduction. William Shakespeare: Othello. New York: Penguin Books, 1968.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957.    Wright, Louis B. and Virginia A. LaMar. ?The Engaging Qualities of Othello.? Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957

Mob Protesters Right or Wrong :: miscellaneous

Mob Protesters Right or Wrong Essay Outline: My essay is only around one thousand five hundred words long and in that one and a half thousand words I must give points of views from both sides as well as a introduction and this Essay Outline. The first opinion I will write about is the opinions of the labour supporters, saying how They suffered because of the petrol protests, the rights wrongs and how the wrongs were or tried to be sorted out and how long it took. Also in labours defence I shall write about how Tony Blair thinks that a cut in fuel tax will cause more problems in the future. Also I will right about the opinions of the petrol protesters, how they are helping the nation on the over taxed fuel, because they are not doing the protests for fun (although they might look fun). The newspapers I read showed what Tony Blair said about his taxing but where most of it was lies or misleading. Also what he actually did with our taxes and how some of it just went to waste like how he cut 140 road improvements programs to only 3 7 or how his ten-year  £180billion partnership with John Prescott took tree years to sort out. Is this because of his poor money management or is he getting an extra million or two in his pocket each year? These important points might creep up with some more in my essay. But to end my essay I shall Finnish with a conclusion that contains an overall view of the essay. A thanks to where I got all my information for the essay, how the essay developed and how my point of view developed as I learnt more on what happens to our taxes while labour is ruling parliament. But most importantly asking the reader the question I was given, but a little briefer, ‘ should we wait for an election to sort out the taxation problems or should we stand up and demand lower taxes to solve the taxation problem’. Introduction: Should the government have total control over our taxes and we can not do anything about it. Should we be able to stand up for the taxes we pay or should we wait weeks, months or years for another election. Or should we be happy for taxes knowing that it’s going towards our health, safety and education.

Mozart Essay examples -- essays research papers

MOZART Mozart is perhaps the greatest musical genius who ever lived. Mozart 's full name is Wolfgang Amadeus Mozart. Most people called him Mozart or Wolfgang. Mozart was born in Salzburg, Austria, January 27, 1756. Mozart is the greatest musical child prodigy who ever lived. He began composing minuets at the age of 5 and symphonies at age 9. His father took him on a series of concert tours together with his sister, Maria Anna; born four and one-half years before Mozart. She too, was a child prodigy. Both played the keyboard, but Mozart became a violin virtuoso, as well. In 1762 he and his sister, "Nannerl," as she was nicknamed, performed before the Elector of Bavaria in Munich, and at the Imperial Court in Vienna. In 1763 the Morzart's visited Mannheim. This is where Mozart, learned all about the orchestra and symphonies composed there. In London Mozart met the son of J. S. Bach. He played before distinguished audiences, and composed a sacred chorus. In 1770, he began to master the two types of Italian opera: opera buffa (comic opera) and opera seria (serious opera). In 1777, Mozart's family visited Paris. His mother fell ill and died during their visit. In 1782, Mozart married Constanze Weber against his father's wishes. In 1783, Mozart and Constanze visited Salzburg, where he helped Michael Haydn out of a difficult spo...

Reciprocity in Anthropology

The way every being experiences the world around us is mostly constructed by the culture we are exposed to and brought up in. The world makes sense to us because of the ways culture influences our perception. We experience the world around us in a time, space, and mentality that are built solely by culture. The Kaluli are a tribal clan from Highland New Guinea who experience their lives through reciprocity. The way the Kaluli form relationships amongst one another, communicate, and practice their everyday lives is based through gift-giving and reciprocity.The Kaluli are socially dependent beings who have constructed a social mechanism in which everyone participates in the art of reciprocity to maintain and build these social relations with one another. The Kaluli reify and bring to life reciprocity through ceremonies such as Gisaro, through food and marriage, emotions, and socialization. Frequently, the Kaluli people will hold a traditional ceremony, called the Gisaro, which demonstr ates the importance of reciprocity in their daily lives. Gisaro is a ceremony in which the Kaluli guests perform dance and singing rituals for their hosts. Schieffelin, p. 22) The visitors spend many weeks preparing costumes, songs, and performances for their hosts, while in return the hosts plan feasts at their longhouses for their prospective guests. (Schieffelin, p. 22) During the evening, the Gisaro begins inside the longhouses, and the dancers from the visitors’ side begin performing. (Schieffelin, p. 22) The performing group is made up of roughly 25 men, who begin to dance and sing one by one in the centre of the longhouse, while the audience of hosts’ watch. (Schieffelin, p. 2) The performers will take their turns singing about places and people familiar to one or more of the hosts’ in the audience. Most of the places that are sung about are from the past of a member in the audience and the people that are sung about have died and have emotional ties to a udience members. (Schieffelin p. 23) As the singing and recalling of events related to audience members get intense, so does the emotional atmosphere amongst the audience of hosts’. A member from the crowd will likely begin to resurface past memories of loved ones that have died and will begin to get deeply emotional and will begin to cry. Schieffelin, p. 23) However, immediately after, the emotional host will become infuriated due to the fact that the dancer hurt them with past memories, and in anger the host will grab a lit torch and burn the shoulders of the performer continuously. (Schieffelin, p. 23) The performer however, will not show any sight of pain and one-by-one the performers will continue performing and the whole process of emotional-outbreak and burning will continue until the chirping of birds can be heard in the morning. (Schieffelin, p. 3) At the end of the night, before the visitors made their way back, they paid compensation to those whom they made cry. (S chieffelin, p. 23) The Gisaro ritual shows an abundance of reciprocity in social-relations and emotions. The ritual is based on the exchange between the hosts and the visitors; one provides plentiful food and the other performs and entertains. The reciprocal nature of this social gathering displays the dependency both parties place on one-another to perform their obligated role in the gathering. This kind of social giving and exchanging is basic to the Kaluli way of life. † (Schieffelin, p. 26) Reciprocity of duties aside, there is also an exchange of emotions that can be witnessed in the Gisaro ceremony. The performer hurts the audience member, who then in return inflicts physical pain upon the performer. (Schieffelin, p. 24) In the Kaluli society anger is looked upon as a justification for being hurt or angered, and requires ones to react in an aggressive manner to be compensated for the feelings of anger inflicted upon them. (Schieffelin, p. 34) If the Kaluli men do not rea ct in anger where they are socially required too, they will be looked upon as weak and incapable. (Schieffelin, p. 135) The Kaluli use this is a method to limit how far a person can be bullied and taken advantage of. By compensating oneself through aggressive manners, the Kaluli are able to make sure that no one is pushed further than the other, and that at all times everything is equal. (Schieffelin, p. 136) â€Å"Such interventions, which were quiet common, seem aimed more at allowing the interaction to conclude properly than with scolding or punishing the offender. (Schieffelin, p. 137) Thus, in the Gisaro ritual it is appropriate for a host to be angered by the performer and react in an aggressive manner. By performing the Gisaro, both the visitors and the hosts of the occasion share the exchange of emotion and ritual duties. Like the Gisaro, the Kaluli people partake in many other traditional ceremonies that show the reciprocity of food, labour, and duties. In marriage there i s an abundance of gift-giving and labour sharing which involves both the groom and the bride’s family.When a bride is chosen, the groom must compensate the bride’s family with brides-wealth, and both sides begin to part-take in many ceremonies. (Schieffelin, p. 26) One side will bring the other many fruits and meat, and then the other side will return the favour by doing the same, creating an on-going cycle of food-giving. (Schieffelin, pg. 26) Food is continuously exchanged and prepared by both in-laws because it is one of the best methods the Kaluli use to form and maintain social relations with their in-laws and family. Food as gift or hospitality is the main vehicle for expression of friendly relationship to anyone, kinsman or acquaintance. † (Schieffelin, p. 27) The reason that the Kaluli form such reciprocal customs is to provide the Kaluli people with the â€Å"the basis for the provision of hospitality for visiting, support in conflict, invitations to hu nt and fish, mutual assistance in garden labor, and occasional ceremonial prestations, which are formal customary gifts of food, especially meat. † (Schieffelin, p. 6) The Kaluli people distribute their labours and efforts in food-gathering by creating a mutual-dependency on one another. (Dr. Clark, Lecture 3) By creating a gift-based economy, there is a never ending cycle of giving, and thus there will always be support for the Kaluli people. (Dr. Clark, Lecture 3) Though western societies might look at the Kaluli gift-giving economy as an outdated method, it has shown to be the most efficient as there is less labour needed to be done by everyone and there is always certainty of being provided for. (Dr.Clark, Lecture 3) The Kaluli have found a form of security through these gift-giving rituals and traditions to make sure that they always have food and support. Through reciprocity, the Kaluli try to achieve a balance in their everyday life, and this has become the means in whi ch they experience their world. There is reciprocity to keep balance of food and relationships. Likewise, the Kaluli myths of how nature, their placement in reality, and their after-world presents a different form of reciprocity and balance. The Kaluli believe that at the beginning of time, there were only humans and that there was no nature. Schieffelin, p. 94) However, as time went on there were needs for food, shelter, clothing, and etc. Thus all men were gathered together and were given duties to become trees, animals, water, etc. (Schieffelin, p. 94) The Kaluli recognize that these trees and nature surrounding them are actually people, and that to these people the Kaluli appear to be trees, water, animals, and nature. (Schieffelin, p. 96) This means that the nature-world is a reflection of the Kaluli, and to the world of nature – which are actually people – the Kaluli reflect the world of nature.The Kaluli do not treat this world as a spiritual or sacred world, it is just an everyday reality for them which they refer to as the mama world. (Schieffelin, p. 96) They believe that every day they live in coexistence with the mama world which is identical to theirs and a wild-pig from the natural world is actually the reflection of the man in the real world. (Schieffelin, p. 97) This means that if something were to happen to the wild pig in the unseen world, it would inflict the same actions upon the corresponding man in the real world.Through this ideology and cultural reality, the Kaluli create a balance between the natural world and their own world. At all times there is a coexisting world which reflects their own. Even in death the Kaluli find balance and seem to face avoid the means of facing great damage and loss. â€Å"When a person dies, his wild pig aspect disappears from the mama world. His personal life virtue†¦escapes with his last breath and takes on human form in the mama world where it continues a life very much like the one h e left.In the visible world, the person now usually appears in the form of a bird or a fish. † (Schieffelin, p. 96) As it can be seen, all that happens during the death of a Kaluli is that he becomes a part of nature, and in the mama world the wild pig will become a human. Through this coexisting reality the Kaluli have created for them, the Kaluli reciprocate lives back and forth between the visible and mama world. In such ways, they establish a balance at all time and avoid from feeling a great deal of loss.Language is a very essential role in the lives of the Kaluli people, for it brings to life the culture of reciprocity in their everyday lives. From a very young age, the Kaluli are taught to talk and socialize in ways which expressed their exchanging and gift-giving behaviours. Songs are song about death which reminds the Kaluli the dangers that death brings, because once an individual dies, the act of reciprocating and exchanging comes to an end. (Schieffelin, p. 136) Da ily conversation usually revolves around the lines of who had to compensate whom, and what one got in return for something else. Schieffelin, p. 136) Regardless of the abundance of food the Kaluli have to eat, the Kaluli conversation consists of arguments either refusing or accepting food. There are even specific verbs denoted to the exchanging transaction: Dimina meaning give, and dima meaning take. (Schieffelin, p. 136) These words are used throughout the daily conversations of the Kaluli helping reify their realities of reciprocity. However, the Kaluli have no specific word for sharing, and thus they only see their relationships through give and take. (Schieffelin, p. 36) Through language and socialization the Kaluli continuously bring to life reciprocity and make it a part of their everyday lives. The Kaluli have come to see the world in a way of balance created by reciprocity, and through these cultural views the Kaluli have built their realities. It is a cultural experience in which the Kaluli form social dependencies in order to establish a stable and supportive way for living. â€Å"Idea that exchange, as a system of meanings, is involved in the shaping of particular cultural realities†¦Through the management of meaning exchange becomes a vehicle of social obligation. (Schieffelin, p. 503) The Kaluli create an ongoing cycle of gift-giving in which one is always obligated to give back to the other because of maintain a social circle. Through exchange and the reciprocation of labour and food, the Kaluli recognize them in such a manner where balance must always be achieved. This can be witnessed because when the Kaluli cannot be compensated or find a balance or reciprocate feelings, they become frightened, confused, or even lost. (Schieffelin, p. 45) For example, when the Kaluli hear thunder sounds they become angered because it is invisible and unpredictable, and because they cannot be compensated for their anger they are frightened. (Schieffelin, p. 142) The Kaluli are so used to living in a reciprocal based lifestyle, that if they feel like they cannot establish balance or be compensated, they feel as if they are at a loss and feel hopeless. (Schieffelin, p. 142) The Kaluli through language, food, gift-giving, and ceremonies, always seek to find reciprocity in which they can see themselves compensated and at a balance. Bibliography ———————————————— Clark, Dylan. 2011. Lecture 3, ANT204, Sociocultural Anthropology, University of Toronto, Mississauga, ON, September 14, 2011. Schieffelin, B. B. (1990). The give and take of everyday life: language socialization of Kaluli children. Cambridge: Cambridge University Press. Schieffelin, E. L. (1980). Reciprocity and the Construction of Reality. Reciprocity and the Construction of RealityReciprocity and the Construction of Reality, 15(3), 502-517. Schieffelin, E. L. (1976). The sorrow of the lonely and the burning of the dancers. New York: St. Martin's Press.

“Bold Girls” by Rona Munro Essay

In her drama â€Å"Bold Girls†, Rona Munro has created a relevant and inspiring legacy of war-torn Northern Ireland. Her drama depicts the daily struggles and predicaments faced by four particular women, who seem to thrive on their fantasies and illusions all except Deirdre who is marked out as different from the drama’s beginning: â€Å"Deirdre is not in this room, she’s crouching on all fours on her own talking out of darkness in which only her face is visible.† Introduced as a surreal and somewhat eerie character it is no surprise that Deirdre contrasts greatly with the three other women. It is her persistent search for the truth that polarises her from the others and causes her to be at odds with them as they shut out truth and cushion themselves with their idealistic dreams. This idea of fantasy versus reality is a main concern within the play, and it is through monologues and stage direction that we are allowed a deeper understanding of each character’s situation and of the play’s themes. A particular monologue of Deirdre’s undoubtedly confirms that her search for truth will result in the hurt of others and possible confrontations and violent conflicts: â€Å"The lights change I need a knife a wee blade of my own†¦It was the knife he was talking about. It was the truth. I thought I’d like that. A wee bit of hard truth you could hold in your hand and point where you liked. The lights change† I believe this monologue verifies Deirdre’s role as â€Å"catalyst†. By this point we have been introduced to all four women and to their dreams and fantasies, which Deirdre’s â€Å"wee blade† of truth threatens to destroy. Deirdre’s yearning for the truth causes her to kill these dreams, bringing the three idealistic women crashing back to the harsh reality that surrounds them. Deirdre’s conflict is greatest with the central character, Marie. Compared with Cassie and Nora’s materialistic dreams of redecorating her living room (Nora) and leaving Belfast (Cassie), Marie’s delusions of her late husband’s heroic acts and credibility are not as empty as her friends’. These dreams are instilled within objects in the womens’ homes; for example Nora’s dream is symbolised by a â€Å"peach polyester mix†, Cassie’s by a wad of money hidden behind Michel’s photograph and Marie’s by a â€Å"grainy blow up† of her late husband, Michael. As the play progresses it becomes apparent that Deirdre is intent on destroying each character’s dream, but I think it is also suggested that she is somewhat linked with Marie and her dream. Munro again makes use of symbolism to connect these two characters. For example, Deirdre’s mini dress is reminiscent of Marie’s wedding dress: â€Å"Then other times she looks like me†¦you remember that dress I was married in, that wee white mini-dress?†¦She stands. And stares.† I believe it is as though Munro is depicting Deirdre as a ghost of Marie’s past. This becomes relevant later in the play when Deirdre reveals to Marie that she is in fact Michael’s daughter. The simple observation of Deirdre standing alone at the bottom of the path reflects how she appears isolated from the others in her search for truth; she longs to exploit the truth and become part of the family unit maintained by the three other women: â€Å"I’m wet, I’m cold. I want to get inside†¦I want to get inside. Can’t keep me out.† This monologue has quite a threatening undertone , it is as though Deirdre’s isolation causes her distress. I believe also that the use of â€Å"wet† and â€Å"cold† highlight the harsh environment and the fact that Deirdre is unloved. I think all of these factors – isolation and the longing for truth – cause Deirdre to act as catalyst. In taking on this role, Deirdre threatens to destroy the fellow women’s dreams. Her first act as catalyst is when she steals Cassie’s money hence ruining her dream of escape and freedom. Deirdre makes obvious to the reader that Cassie’s materialistic dream is false and unobtainable in a short, eerie monologue: â€Å"The whole town’s a prison, smash chunks off the wall ’cause we’re all in a prison.† Cassie’s dream of escape is obviously unrealistic and false and I believe Deidre’s destruction of the dream validates this idea. Deirdre also appears to be in conflict with Nora, Cassie’s mother, a she goes on to use her â€Å"wee blade of truth† to shed Nora’s â€Å"shiny peach polyester† fabric and ultimately her dream: â€Å"Deirdre†¦looks at the broad, smooth stretch of material then starts to slash at it, ripping it, trampling it till she’s breathless.† Deirdre’s violent reactions I believe show what harsh and abusive situations she has been exposed to. She desires to know the truth so much, that she finds happiness in destroying the illusions and fantasies of others, forcing them to face their reality and embrace the truth. Although Cassie and Nora do avoid the truth that their materialistic hopes will always elude them, it is Marie’s complete glossing over of the truth that causes her to be most at odds with Deirdre. Her lullaby that she uses to calm her son for example, shows how dependant she is on her delusions about Michael: â€Å"Your daddy was a good man and a brave man†¦that’s what keeps us all together, keeps me going, keeps me strong†¦Ã¢â‚¬  Marie finds comfort in her deluded memories of Michael. I believe this blanking of the truth angers Deirdre and causes her to react violently and destructively toward Marie and her dreams: â€Å"Deirdre hurls the clothes at her. She snatches the knife out of the chair and waves the blade at Marie. She advances on her slowly. I want the truth out of you. I mean it.† This I believe is symbolic in showing that Deirdre uses the truth as a harmful device and that Marie is threatened by its potential exposure. Marie’s reaction is shocking and uncharacteristic of her gentle, nurturing nature – she takes Michael’s picture and using Deirdre’s knife, destroys it. Marie in turn destroys Deirdre’s dream of knowing the truth about her father. These two characters, who are at the greatest point in their conflict portray through their actions the main concerns of the text – reality versus illusion – reality conquers over dreams and pointless fantasies. The unveiling of the truth brings these two closer together allowing them to reconcile. The conclusion of the play suggests hope and optimism for the recovery of these women. They share in a special, ritual feeding of the birds, their relationship to emulate that of a mother and daughter: â€Å"Did you ever feed the birds, Deirdre? â€Å"No† â€Å"I like the common wee birds†¦you’d need to be something special to build a nest around the Falls. Someone should feed them.† â€Å" Deirdre and Marie’s conflict is resolved by Marie’s embracing of the truth that she has for so long avoided. The central idea of â€Å"Bold Girls† of reality versus dreams is made obvious by the characters’ actions, they cope by padding their harsh reality and cushioning themselves with fantasies and illusions. These qualities are instilled within the characters of the play, Marie, Cassie and Nora thrive on fantasies and dreams; whereas Deirdre lives for the truth. The opposing forces I feel cause the characters to be in conflict with each other. Their compromising situations and contrasting ideas about reality create friction between the opposing characters of Deirdre and Marie. Munro expertly uses stage direction, soliloquy and the opposing forces of truth and fantasy to make apparent the concerns of the text and to heighten my personal appreciation of their importance in these womens’ lives.

Music and Critical Thinking Questions

Review Questions 1. What are the basic elements of music? 2. What is pitch? 3. What is syncopation? What types of music use syncopation? 4. What are three examples of forms of music? Describe each form. 5. What is form in music? Critical Thinking Questions 1. Music has sometimes been referred to as a ? universal language.? Why has this description been applied to music? Do you agree or disagree with this assessment? Why? 2. Why is musical notation important?What benefits do musicians and others receive from being able to write down and note aspects of a musical piece? 3. In the first part of the unit, we discussed how music is everywhere in society. What are some of the ways that we use music? How do you use music in your own life? 4. Music can help influence the mood or feeling in a place by the way in which it is played. What is a specific example of this that you have experienced? Discuss the experience (what was the song? how was it played? how did the mood/feeling change? . For example, you might discuss an experience at a concert, religious service, or another place where music played a part in creating the mood. 1. Tone, pitch, tempo, rhythm. 2. The quality of a sound governed by the rate of vibrations producing it; the degree of highness or lowness of a tone. 3. A placement of rhythmic stresses or accents where they wouldn't normally occur. 4. AB form, or binary form, which is two different melodies. ABA, or ternary, which a chorus, then a verse, then back to the chorus.And ABACADA, or rondo form, which is one repeating melody with many different ones. 5. Form refers to the overall structure or plan of a piece of music. 1. Because you don't have to read a specific language to read music, just like math. I agree with it because it's true. 2. It is important, just as writing down stories. Writing it down gives future generations the ability to read it and analyze. 3. We use it as entertainment. That is how I use it. 4. In restaurants they play upbeat musi c to keep peolpe in good moods. Music and Critical Thinking Questions Review Questions 1. What are the basic elements of music? 2. What is pitch? 3. What is syncopation? What types of music use syncopation? 4. What are three examples of forms of music? Describe each form. 5. What is form in music? Critical Thinking Questions 1. Music has sometimes been referred to as a ? universal language.? Why has this description been applied to music? Do you agree or disagree with this assessment? Why? 2. Why is musical notation important?What benefits do musicians and others receive from being able to write down and note aspects of a musical piece? 3. In the first part of the unit, we discussed how music is everywhere in society. What are some of the ways that we use music? How do you use music in your own life? 4. Music can help influence the mood or feeling in a place by the way in which it is played. What is a specific example of this that you have experienced? Discuss the experience (what was the song? how was it played? how did the mood/feeling change? . For example, you might discuss an experience at a concert, religious service, or another place where music played a part in creating the mood. 1. Tone, pitch, tempo, rhythm. 2. The quality of a sound governed by the rate of vibrations producing it; the degree of highness or lowness of a tone. 3. A placement of rhythmic stresses or accents where they wouldn't normally occur. 4. AB form, or binary form, which is two different melodies. ABA, or ternary, which a chorus, then a verse, then back to the chorus.And ABACADA, or rondo form, which is one repeating melody with many different ones. 5. Form refers to the overall structure or plan of a piece of music. 1. Because you don't have to read a specific language to read music, just like math. I agree with it because it's true. 2. It is important, just as writing down stories. Writing it down gives future generations the ability to read it and analyze. 3. We use it as entertainment. That is how I use it. 4. In restaurants they play upbeat musi c to keep peolpe in good moods.

Christianization throughout History Essay

Introduction â€Å"Curiosity about life in all of its aspects, I think, is the secret of great creative people†, Leo Burnett once said. I agree, and can proudly say that curiosity is my motive for writing this project. The purpose of this project is pure research. I want to gain knowledge about the subject of my choice and also improve my writing and planning skills. I chose this topic after watching a National Geographic program concerning Mithraism in ancient Rome. I became very curious about Religious customs, Christian in particular. My main form of research was the Internet. I read University studies and encyclopedia articles. Finally I ended up with 3 research questions. I wanted to find out the true origins of the 3 major Christian holidays: Christmas, Easter and Halloween. Where their (sometimes strange) traditions came from, if other cultures celebrated similar holidays in the past and how they came to be the Christian holidays we know today. 1. What are the true origins of Christmas? The dictionary definition of â€Å"Christmas† is: The annual festival of the Christian church commemorating the birth of Jesus. It is basically a feast in which Christians celebrate the birth of Jesus Christ, the most prominent figure in Christian belief, making this their most cherished holiday. Christmas is celebrated on December 25 (or January 7 in eastern orthodox churches, due to incompatibility between the Julian and Gregorian calendars). Popular customs of the holiday include gift-giving, music, church celebrations, a special meal, and decorations like Christmas trees, lights, garlands, mistletoe, nativity scenes, and holly. Today, Christmas is celebrated in many places around the world by Christians and an increasing amount of non-Christians, but few people know the true pagan roots of this holiday. First and foremost, the early Christians did not celebrate the birth of Christ. There were two reasons for it: The first was the simple truth that no one knew the exact day of Christ’s birth. Today, most historians believe, according to the biblical description, that his birth took place around September (approx. six months after Passover). One thing is sure though, that it is very unlikely that Jesus was born in December. The biblical story tells us there were shepherds tending their sheep in the fields that night. This is quite unlikely to have happened during a cold winter. The second reason came further in the church’s development. During the first three hundred years of the religion the church in Rome discouraged celebrating the birth of Christ, not wanting it to seem more like a pagan ritual than a Christian holiday. So why is Christ’s birth celebrated on the 25th of December? The Answer is simple: Christianization, or the conversion of native pagan culture to Christian use. Church officials developed different methods of conversion to Christianity, and the main one was based on the belief that conversions were easier if people were allowed to retain the outward forms of their traditions, while claiming that the traditions were in honor of the Christian God. Basically, the traditions and practices themselves were kept, but the reasoning behind them was altered. Many pagan societies held celebrations around the winter solstice (the shortest day of the year, which occurs between the 21st and the 25th of December) with the prevailing theme being the welcoming of the sun and the joy in the rebirth of the world. There are also many stories of children of wonder being born on or near the winter solstice, like Mithras, Attis, Dionysus or Apollo, who are all savior deities sent in manifestation at the darkest time of the year. The oldest winter solstice celebration known to us took place in ancient Egypt over 4000 years ago. Large parties were held to celebrate the rebirth of the sun god Horus. The held a 12-day festival that mirrored their 12 month calendar, which revolved around Horus. This Egyptian idea of a 12 day celebration was also the first of its kind. Local countries adopted these ideas from the Egyptians (perhaps wanting to share in Egypt’s success). A prominent celebration was the Babylonian â€Å"Zagmuk† honoring the creator-sun god Marduk. The Babylonians believed that while Marduk had created the world peaceful and beautiful he has to battle the monsters of chaos to keep it so. Every year as the weather grows colder the monsters regain their strength and Marduk has to fight them off, but he needs the help of the people. This battle lasted for 12 days and it was the duty of the people to cheer Marduk on and help him win the war. Only then peace would be restored, the earth’s beauty renewed and the people would be safe for another year. As we move east we reach the Persian â€Å"Sacaea†, a celebration honoring the return of the sun. The Sacaea was also celebrated by the Greek in honor of Zeus’s defeat of Kronos and the Titans. These celebrations consisted mainly of feasting, partying and light ing of large bonfires. The Roman holiday season lasted a week and was called Dies Natalis Invicti Solis, the Birth of the Unconquered Sun. It began on the 25th of December with the Saturnalia, the holiday honoring Saturn (the God of agriculture) and ended with the Kalends of January (the roman new year’s), which represented the triumph of life over death. This holiday was celebrated in honor of Sol Invictus (the invincible sun), The official Roman Sun God (whose day of rest was Sunday). Mithraism was also a common cult in the Roman Empire, and many celebrated the birth of Mithras on this date as well. This festival was marked by much feasting, gift giving and merrymaking in general. The Pagans of northern Europe also celebrated the winter solstice, with a festival called â€Å"Yule†. Yule has many names for the different tribes: For the Celts it was â€Å"Nodlaig†, for the Saxons â€Å"Gehul†, and for the Welsh is was â€Å"Hal†. More names were Juul, Oel, Heol and many more. The word Yule is derived from the Norse word Iul, meaning wheel. The wheel was a pagan symbol for the sun and for the cycle of life. The Yule celebration lasted for a number of days and involved feasting, fires, and sacrifices. Bonfires blazed in honor of the sun’s struggle against, and eventual triumph over, the darkness and cold of winter. One of the most prominent symbols of Yule was the evergreen tree. The evergreens seemed to have magic powers enabling them to resist the short and cold days. Evergreen trees would often be brought into home and evergreen boughs were carried as luck totems (especially Holly, which was considered the food of the gods). Sacred ceremonies were held by druids surrounding and worshiping these trees. More traditions included kissing under the mistletoe (a fertility ritual) and gift giving. Even the idea of Santa Clause can be found in many Yule celebrations. The Pagans viewed these celebrations of the return of the sun as the fact that good will prevail over evil, which made it easy to adapt them to Christianity, seeing how Jesus was born to save the world (according to the belief). Jesus has often been referred to as the â€Å"light of the world† and it only seemed fitting that his birth would be celebrated with the rebirth of the sun. So, in the year 350, Pope Julius the first and the roman emperor Constantine declared that Christ’s birth would be celebrated on December 25. There is little doubt that he was trying to make it as painless as possible for the pagan Romans (who remained a majority at that time) to convert to Christianity. The new religion went down a bit easier, knowing that their feasts would not be taken away from them. However, some experts believe it went the other way around. They say the early Christians were tempted by the partying and feasting, so the Christian leaders quickly decided to give the holiday a Christian reasoning so as not to lose their followers. 2. What are the true origins of Easter? Easter is the second major holiday in the Christian liturgical year. According to the New Testament, Jesus rose from the dead 3 days after his crucifixion. Easter Day is the celebration of his resurrection, also called Resurrection Sunday. Prior to Easter Day come a 40 day period called Lent. This is a time for fasting, praying and penance. The last week of Lent is called Holy week and it contains Good Friday, which honors the crucifixion of Christ. After Resurrection Sunday comes a 50 day period called Eastertide, ending with Pentecost Sunday. This is a time for rejoicing and growth. Easter is not fixed in the civil calendar because it is a lunar holiday. Easter Sunday occurs on the first Sunday after the full moon proceeding the vernal (spring) equinox, which occurs on March 21. Easter customs and symbols include a large feast (with ham as the main course), a sunrise worship service, egg hunting and decorating, hot cross buns, flowers, the Easter bunny and outdoor activities. The thing is, none of the customs and symbols, or even the name of this holiday, has anything to do with Christianity. The word Easter is actually the name of the pagan goddess of fertility, also named Ostare, Oestre, Ostara, Ishtar, Ashtoreth, and Asthart in different cultures. Many pagan cultures held vernal festivals in honor of this goddess, celebrating the arrival of spring and the awakening of life. The oldest of these festivals was held in ancient Babylon, Phrygia (modern day Turkey), Canaan and Phoenicia. The Phoenicians were a civilization of traders who brought the Easter customs to Greece, Rome and the northern countries of Great Britain. The legend of this spring festival begins with Nimrod. Nimrod is, according to the book of Genesis the son of Cush, grandson of Ham and great grandson of Noah. Nimrod was a powerful leader who formed the first empire in the world, Babylon, by conquering the â€Å"Land of the Seven Cities† (the Persian gulf). In his rule he made the people rebel against God and join in his own mystery religion, in which he figured prominently. When Nimrod eventually died, his mystery religion continued on. His wife Queen Semiramis saw to that. Once he was dead, she deified him as the Sun-god. In various cultures he later became known as Baal, the Great Life Giver, the god of fire, Baalim, Bel, Molech, etc. Queen Semiramis continued developing her mystery religion. She set herself as a goddess as well, proclaiming to have hatched from an egg that fell down from the moon on the first full moon after the spring equinox (she taught that the moon went through a 28 day cycle and ovulated when full). She became known as the goddess of fertility and the moon, mother of all life. She later became known as Ishtar, or Easter. Semiramis soon became pregnant, claiming that is the rays of the sun god Baal which caused her to conceive. She gave birth to Tammuz, who was the supposed savior, the son of God. Tammuz was a hunter, and was one day killed by a wild boar. He was sent to the underworld, but through his mother’s weeping he was resurrected and allowed to ascend to be with his father Baal. Another version tells that Semiramis (or Ishtar) was so grief stricken that she followed Tammuz to the underworld. With her gone, the world became a cold and barren place. Ea, the Babylonian God of water and wisdom, sprinkled them both with the water of life, allowing them to return to the world for 6 months of the year. The remaining part of the year Tammuz was to return to the underworld, causing Ishtar to follow him and the cycle to continue. This is how the people explained to themselves the miracle of spring that happened every year. Each year a spring festival was held to celebrate Tammuz’s resurrection from the underworld on the first Sunday after the full moon of the spring equinox, Ishtar Sunday. All of the common Easter traditions originate from this belief. Ham was to be eaten as a reminder of Tammuz’s death. The sunrise worship service is a common pagan practice honoring the Sun God. The egg is probably the oldest symbol of fertility and new life in pagan worship. Then there is the story of Ishtar’s hatching from the moon egg, known as the Ishatr, or Easter egg. The hare too, is an old fertility symbol, due to its rapid rate of reproduction. The story of the Easter bunny brings us back to Ishtar, or Ostara as she was called in northern Europe. The Goddes Ostara arrived late from the underworld one spring and found a little bird whose wings had frozen from the snow. Full of pity for the creature she made him her pet and turned him into a snow white hare (which would then become her symbol). She also gave him the gift of being able to run with incredible speed. In remembrance of his earlier form as abird, the hare had the ability to lay eggs, which were rainbow colored, but only on one day of the year (guess which?). The Hare eventually managed to annoy the goddess, and she put in the sky as the constellation Lepus (the hare). He was allowed to return to the earth once each year on Easter Sunday to lay his eggs. It became an Easter tradition to seek out the Easter hare’s rainbow colored eggs. Also, in Celtic culture, it was forbidden to eat hare meat except on Beltane (the 1st of May) when a ceremonial hare hunt was held (Beltane is the Celtic name for Easter – Bel meaning the same as Baal). The hare remains a symbol of luck and fertility even today. The Act of fasting in preparation for a great occasion can be found in many lands. The Babylonians and their neighbors fasted for 40 days in preparation for the annual celebration of Tammuz’s resurrection. This is probably the direct source of the Christian Lent, but a pennence period like this can be found in many other societies as well. Pagans in Mexico and the Andes mountains practiced a 40 day fast in honor of the sun around this time of year. The Egyptians fasted for 40 days to honor Adonis and Osiris. The lighting of fires was also a common pagan ritual. Fire was the symbol of Baal and the fires were used in ceremonies and even for human sacrifices. The New Testament says nothing about sunrise ceremonies, lent, colored eggs or bunnies. These are all classic examples of Christianization. The Christian leaders wanted to convert the pagans to Christianity, so they decided to adopt their rituals and give them Christian significance in order to make the transition easier. But perhaps there is another, more primitive reason. People enjoy celebrations and festivities, and do not care for the most part who or what the celebration honors. The pagans probably did not care what name was given to their festival, as long as they could continue feasting and rejoicing. 3. What are the true origins of Halloween? The name Halloween is actually a Scottish shortening of the name â€Å"All Hallows Evening† or â€Å"All Hallows Eve†. It is celebrated on October 31st and it is so named because it comes before All Saints Day (or All Hallows day) which occurs on the first of November. According to Christian tradition, the souls of dead roam the earth until All Saints Day, when the prayers of the people free them from purgatory and allow them to reach heaven. Halloween is the last night the dead spend on earth and their last chance of gaining vengeance on their enemies before moving on to the next life. To avoid being recognized by a soul, Christians would wear masks and costumes to disguise themselves. This is where the custom of dressing up and â€Å"trick or treating† came from. More traditions of Halloween include costume parties, carving jack-o’-lanterns, lighting bonfires, apple bobbing, visiting haunted attractions and playing pranks. In these traditions we can see the pagan origins of Halloween crystal clear. The Celts of Northern Europe celebrated their New Year on the evening of October 31st and the first of November (the Celts followed a lunar calendar and their days began at sunset). This holiday was named â€Å"Samhain† in Ireland, Galan Gaeaf in Wales and Allantide in Cornwall, and is Celtic for â€Å"summer’s end†. They believed that the New Year starts with the death of the sun god in winter. It was also believed that the veils of the world were thinnest as the old year waned into the new and that troublesome spirits, ghosts of the dead, fairies, and demons were free to roam about, scaring people and damaging crops. Traditionally, Samhain was time to take stock of the herds and grain supplies, and decide which animals would need to be slaughtered in order for the people and livestock to survive the winter. The reason for this was that the meat could keep since the cold months have come and also since summer grass is gone and free foraging is no longer possible . Large fires played a large part in the festivities. They were called Bonfires because the bones of the slaughtered cattle were thrown in as sacrifices to the sun and spirits. Often two bonfires would be built side by side, and the people would walk between the fires as a ritual of purification. The druids (celtic priests) performed ceremonies around these fires including divination concerning marriage, luck, health and death. Since the barrier to the otherworld was so thin this was the best time for these rites. Each family in the village would extinguish the fire in their home, and then relight their hearth from the common flame. This ritual was said to bond the village together and protect each family from the spirits roaming about. More attempts to ward off spirits included wearing costumes and masks and carving candle lanterns from turnips. Large turnips were hollowed out, carved with face and placed in windows. Samhain was also a night of mischief and confusion. The spirits were impersonated by young men with masked, veiled or blackened faces, dressed in white or disguises of straw. These young men would go from house to house â€Å"trick or treating† as a form of bribery. The family would give the â€Å"spirits† fruits or nuts to keep them from damaging their crops. Mischievous pranks were played on the ungenerous including moving farm equipment and livestock and bombarding their houses with cabbages pulled at random from gardens. Other than these young men people usually preferred to stay indoors on Samhain night. During the Roman rule in Britain (43-410 AD) aspects of Roman religion were incorporated into Samhain. Candied apples and bobbing for apples became associated with this holiday because of Pomona, the Roman goddess of fruit trees and gardens, whose symbol was the apple. Traditions often involve fruit centerpieces and decorations. Furthermore, the Romans observed the holiday of Feralia, intended to give rest and peace to the departed. Sacrifices were made in honor of the dead and prayers were offered as well. The jack – o – lantern is perhaps the most famous Halloween symbol. It is named after the phenomenon of strange light flickering over peat bogs, also known as will –o –the wisp, representing the scary spirits roaming about. Furthermore, the Celtic folklore tells about a fellow named Stingy Jack, a thief that managed to trick and trap the devil. In order to be set free, the devil had to promise never to takes Jack’s soul. When the day came and Jack died, he wasn’t allowed to enter Heaven because of all the bad deeds he had committed in his life. He was sent to Hell, but the Devil kept his promise and wouldn’t take Jack in. Jack was condemned to roam the earth with only a burning ember in a turnip lamp to light his way. This is where the tradition of carving vegetable lamps came from. When the first English immigrants came to North America they traded the turnip for the larger native pumpkin, which was larger and readily available. This pumpkin lantern is the jack- o –lantern known to us today. Another important holiday honoring the dead belonged to the ancient Aztecs. It was named â€Å"The Day of The Dead† (El Dà ­a de los Muertos) and is still celebrated in Mexico, South America and around the world. Originally it fell on the ninth month of the Aztec calendar, symbolizing the nine stops the dead must pass on their way to heaven, and was celebrated for an entire month. Sacrifices were made to the lady of the dead, Mictecacihuatl. Today, â€Å"The Day of The Dead† is celebrated on the 1-2 of November, probably due to the Catholic Spanish conquering which led to the merge of the Day of The Dead with All Saints Day. Traditions of this holiday include a family meal with emphasis on remembering deceased family members, decorating graves and family altars, and prayer. These are the basic traditions, but in different cultures activities may vary, from kite-flying in Guatemala to skull decorating in Bolivia. The essence of this day is celebrating the lives of those who are gone and helping them on their way. The early Christians also had a day celebrating the remembrance of all the church’s martyrs. It was established by Pope Boniface the 4th and was set on May 13. Later, it was Pope Gregory the 3rd that changed the date to November 1st, and renamed it â€Å"All Saints day†, so it would correspond with the existing pagan holidays. Christianity continued to spread throughout the world, and pagan holidays were either Christianized or forgotten. Samhain and The Day of The Dead were absorbed into Halloween. Their traditions and rituals were preserved and incorporated into the new holiday, but their names were omitted. However, now, despite all of the Christian efforts, people essentially enjoy the aspects of the holiday that derive from pagan origins. The Halloween celebrated by the great majority of people today is just a fun holiday, and has lost its religious signifance for most people. Conclusion To summarize everything, I believe it can be safely said that Christian holidays rarely mean and originate where they seemed to at first. Christianization can be found throughout history in many different cultures and aspects, from major holidays to minor superstitions. Celebrations of the winter solstice were common around the world, and Christmas was just the latest addition. The early Christians merely replaced the birth of the sun with the birth of the son, but kept the rituals and traditions of the pagan festivals. The Easter holiday even managed to keep its pagan name. The festival of the earth’s rebirth is recycled today as the day honoring the resurrection of Jesus, and celebrated in the same way the Babylonians did 3000 years ago. Even Halloween is just a pagan holiday dipped in holy water. It’s as pagan as you can get, honoring ghosts, spirits and the like, but it got Christianized nonetheless. In my personal opinion, there is nothing religious about these holidays anymore. They merely represent how far ideas can travel when you take advantage of human nature. The early Christians understood that people are just simple beings who like to have a good time, and don’t really care in whose honor. Christianization was a smart idea, but I believe it breaks a few copyright laws. Working on this project I improved my research and writing skills, and also my time management. If I had been given the chance I would have written more about the Christianization of sacred places, like the pantheon and Celtic sacred groves. All in all, I learned a lot during the entire process and am satisfied with the result.    Bibliography Websites 1. http://www.nvcc.edu/home/lshulman/rel232/resource/RileyPaper.htm 2. http://www.pocm.info 3. http://searchforbibletruths.blogspot.com/2011/04/easter-origins-traditions-and-customs.html 4. http://www.thercg.org/books/ttooe.html 5. http://www.lasttrumpetministries.org/tracts/tract1.html 6. http://www.goddessgift.com/Pandora’s_Box/Easter-history.htm 7. http://www.essortment.com/christmas-pagan-origins-42543.html 8. http://www.wikipedia.org 9. http://www.simpletoremember.com/vitals/Christmas_TheRealStory.htm 10. http://www.goodnewsaboutgod.com/studies/holidays2.htm 11. http://christmas-celebrations.org/ 12. http://www.near-death.com/experiences/origen048.html 13. http://www.frontline-apologetics.com/Mithras.html 14. http://ldolphin.org/semir.html 15. http://www.sccs.swarthmore.edu/users/08/ajb/tmve/wiki100k/docs/Ninus.html 16. http://www.christiananswers.net/q-eden/edn-t020.html 17. http://www.newadvent.org/cathen/05224d.htm 18. http://www.goodnewsaboutgod.com/studies/holidays2.htm 19. https://pantherfile.uwm.edu/barnold/www/lectures/holloween.html 20. http://spanish.about.com/cs/culture/a/dayofdead.htm 21. http://www.traditioninaction.org/religious/e008rp_Halloween.htm 22. http://landscaping.about.com/cs/landscapecolor/a/halloweenOrigin.htm 23. http://www.allaboutpopularissues.org/origin-of-halloween.htm 24. http://inventors.about.com/od/sstartinventions/a/Samhain.htm 25. http://www.etsu.edu/writing/adcomp_f06/students/halloween.htm 26. http://www.cbn.com/spirituallife/onlinediscipleship/halloween/halloween_Pagan_Ankerberg.aspx 27. http://www.albee.org/halloween/history.htm Articles 1. Julia A. Gengenbach, â€Å"Is Christmas Christian†, Prism University of Wisonsin- Eau Claire Department of Philosophy and Religious Studies, 2002 2. Prof. Bettina Arnold, â€Å"Halloween Customs in the Celtic World†, Center of Celtic Studies, Department of Anthropology, University of Wisconsin- Milwaukee, 2001 3. Donna-Lynn Riley, â€Å"Christian Feast Days and their Relationship to Pagan Holidays† , Introduction to World Religions, 2003